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| This means that the examinee's performance is evaluated based on the ICAO's pre-established descriptors and rating scale. The descriptors and the rating scale define the depth of the EPTA test, and are designed to convey a notion of the standards to be used as a frame of reference for raters to make consistent and objective evaluations of the speaker's language proficiency. |
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What the EPTA CCT measures is the examinee's ability to communicate effectively in an aviation context. More specifically, it assesses the examinee's ability to do the following: |
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Perform tasks in ways that closely approximates job-related tasks; |
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Communicate effectively in radiotelephone or face-to-face situations; |
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Talk about and relate common aviation-related topics and situations with accuracy and clarity; |
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Use appropriate communicative strategies to resolve misunderstandings or to solve challenges in an aviation-related context; |
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Handle successfully and with relative ease unfamiliar complications that may occur; and |
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Use a language which is intelligible to the aeronautical community (aviation language, for EPTA purposes) |
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| Use general English, when a situation calls for it (i.e., when the ICAO standard phraseologies are not sufficient to fully describe the situation) |
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| The EPTA CCT is intended to evaluate the oral and comprehension abilities of the test taker, adhering to the holistic descriptors developed by the ICAO. It is a specialized test designed to contain 100% aviation-specific materials, topics and situations. The test assesses the speaking and listening ability of the test taker through his/her responses to various work-related situations and conditions presented. The recorded speech sample of the test taker is evaluated based on the criteria set in the ICAO Language Proficiency requirements. They are defined in relation to the objectives and purposes of the test and to how they should be evaluated by the raters. The following are the speech markers or 'Holistic Descriptors' used to assess the examinee's speech sample: |
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| Comprehension |
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The rater evaluates and measures the speaker's ability to understand and interpret the tasks presented in the test and the speaker's ability to follow the test instructions and directions |
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| Structure |
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PerforThe rater evaluates and measures the speaker's ability to apply the correct grammatical structures and sentence patterns, as well as the examinee's appropriate use of the functions of the English language, according to the scenario in which they are used, whether in a general or in an aeronautical context. |
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| Vocabulary |
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The rater evaluates and measures the speaker's ability to use appropriate English words or aviation terms as required in aeronautical communications, and the extent and precision of the terminology used. |
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| Pronunciation |
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The rater evaluates and measures the speaker's ability to make himself understood, through his/her effective use of a dialect or accent that is understood by the aeronautical community. |
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| Fluency |
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The rater evaluates and measures the speaker's flow of speech and degree of spontaneity as well as facility in the performance of the required tasks, whether general or aviation-related |
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| Interaction |
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The rater evaluates and measures the speaker's ability to initiate and maintain immediate, appropriate, and informative exchanges in aeronautical communications as well as the ease in which the speaker captures verbal and non-verbal cues, while managing the speaker-listener relationship effectively. |
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| Expert Level 6 |
| Pronunciation, stress, rhythm, and intonation, though possibly influenced by the first language or regional variation, almost never interfere with ease of understanding. Both basic and complex grammatical structures and sentence patterns are consistently well controlled. Vocabulary range and accuracy are sufficient to communicate effectively on a wide variety of familiar and unfamiliar topics. Vocabulary is idiomatic, nuanced, and sensitive to register. Able to speak at length with a natural, effortless flow. Varies speech flow for stylistic effect, e.g. to emphasize a point. Uses appropriate discourse markers and connectors spontaneously. Comprehension is consistently accurate in nearly all contexts and includes comprehension of linguistic and cultural subtleties. Interacts with ease in nearly all situations. Is sensitive to verbal and non-verbal cues and responds to them appropriately. |
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| Extended Level 5 |
| Pronunciation, stress, rhythm, and intonation, though influenced by the first language or regional variation, rarely interfere with ease of understanding. Basic grammatical structures and sentence patterns are consistently well controlled. Complex structures are attempted but with errors which sometimes interfere with meaning. Vocabulary range and accuracy are sufficient to communicate effectively on common, concrete, and work-related topics. Paraphrases consistently and successfully. Vocabulary is sometimes idiomatic. Able to speak at length with relative ease on familiar topics but may not vary speech flow as a stylistic device. Can make use of appropriate discourse markers or connectors. Comprehension is accurate on common, concrete, and work- related topics and mostly accurate when the speaker is confronted with a linguistic or situational complication or an unexpected turn of events. Is able to comprehend a range of speech varieties (dialect and/or accent) or registers. Responses are immediate, appropriate, and informative. Manages the speaker/ listener relationship effectively. |
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| Operational Level 4 |
| Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation but only sometimes interfere with ease of understanding. Basic grammatical structures and sentence patterns are used creatively and are usually well controlled. Errors may occur, particularly in unusual or unexpected circumstances, but rarely interfere with meaning. Vocabulary range and accuracy are usually sufficient to communicate effectively on common, concrete, and work-related topics. Can often paraphrase successfully when lacking vocabulary in unusual or unexpected circumstances. Produces stretches of language at an appropriate tempo. There may be occasional loss of fluency on transition from rehearsed or formulaic speech to spontaneous interaction, but this does not prevent effective communication. Can make limited use of discourse markers or connectors. Fillers are not distracting. Comprehension is mostly accurate on common, concrete, and work- related topics when the accent or variety used is sufficiently intelligible for an international community of users. When the speaker is confronted with a linguistic or situational complication or an unexpected turn of events, comprehension may be slower or require clarification strategies. Responses are usually immediate, appropriate, and informative. Initiates and maintains exchanges even when dealing with an unexpected turn of events. Deals adequately with apparent misunderstandings by checking, confirming, or clarifying. |
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| Pre-operational Level 3 |
Pronunciation, stress, rhythm, and intonation are influenced by the first language or regional variation and frequently interfere with ease of understanding. Basic grammatical structures and sentence patterns associated with predictable situations are not always well controlled. Errors frequently interfere with meaning. Vocabulary range and accuracy are often sufficient to communicate on common, concrete, or work-related topics, but range is limited and the word choice often inappropriate. Is often unable to paraphrase successfully when lacking vocabulary.
Produces stretches of language, but phrasing and pausing are often inappropriate. Hesitations or slowness in language processing may prevent effective communication. Fillers are sometimes distracting. Comprehension is often accurate on common, concrete, and work- related topics when the accent or variety used is sufficiently intelligible for an international community of users. May fail to understand a linguistic or situational complication or an unexpected turn of events. Responses are sometimes immediate, appropriate, and informative. Can initiate and maintain exchanges with reasonable ease on familiar topics and in predictable situations. Generally inadequate when dealing with an unexpected turn of events. |
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| Elementary Level 2 |
| Pronunciation, stress, rhythm, and intonation are heavily influenced by the first language or regional variation and usually interfere with ease of understanding. Shows only limited control of a few simple memorized grammatical structures and sentence patterns. Limited vocabulary range consisting only of isolated words and memorized phrases. Can produce very short, isolated, memorized utterances with frequent pausing and a distracting use of fillers to search for expressions and to articulate less familiar words. Comprehension is limited to isolated, memorized phrases when they are carefully and slowly articulated. Response time is slow and often inappropriate. Interaction is limited to simple routine exchanges. |
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| Pre-elementary Level 1 |
| Performs at a level below the Elementary level. |
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