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Cambridge English: Young Learners, also known as Young Learners English Tests (YLE), is a suite of English language examinations specially designed for children in primary and lower-secondary school. The tests are provided by Cambridge English Language Assessment (previously known as University of Cambridge ESOL Examinations). The suite includes three qualifications,〔http://www.britishcouncil.hk/en/exam/cambridge/which/young-learners Accessed 25 February 2015〕 each targeted at a different level of the Common European Framework of Reference for Languages (CEFR). Cambridge English: Starters (YLE Starters) is targeted at pre-A1 Level, Cambridge English: Movers (YLE Movers) at CEFR Level A1, and Cambridge English: Flyers (YLE Flyers) at CEFR Level A2. Cambridge English: Young Learners leads on to other Cambridge English examinations designed for school-aged learners, including Cambridge English: Key (KET) for Schools at CEFR Level A2, Cambridge English: Preliminary (PET) for Schools at CEFR Level B1, Cambridge English: First (FCE) for Schools at CEFR Level B2 and Cambridge English: Advanced (CAE) at CEFR Level C1. Cambridge English: Flyers is roughly equivalent to Cambridge English: Key for Schools in terms of difficulty, but the words and contexts covered in Cambridge English: Flyers are suitable for younger children.〔http://www.cambridgeenglish.org/images/153612-yle-handbook-for-teachers.pdf Accessed 25 February 2015〕 ==History== Cambridge English: Young Learners was first introduced in 1997, following extensive test development and piloting during the early 1990s. There was immediate interest in the tests, and by 2001 worldwide candidature had reached nearly 200,000, with large numbers of candidates in countries such as China, Spain, Argentina and Italy. The increase in teaching of English to young learners (aged approximately 7 to 12 years old) had led to growing demand for assessment. The key question for Cambridge English Language Assessment was whether it was possible to create an international English language test for children which was accurate, fair and had a positive impact on future language learning. Development work began in 1993. The planning phase involved extensive research and consultation, since relatively little research had been carried out into the assessment of second language learning in children. Research focused on three related fields: children’s socio-psychological and cognitive development; second language teaching and learning; and second language assessment. This helped inform the choice and treatment of test topics and tasks. For example, tasks involving scanning were rejected since children only demonstrate search and stop strategies from around age 11. The research also recognised that children are motivated by and perform best on tasks directly related to their own experiences of teaching and learning; a wide range of course books and teaching materials were reviewed to identify the main content areas (topics, vocabulary, etc.) Draft specifications and sample materials were developed, covering all four skills – speaking, listening, reading and writing – with greater focus on oral skills because of the emphasis on spoken language over written language among young children. Tasks were designed to be brief and ‘active’ or game-like, e.g. colouring activities, and aimed to test use of language in relevant contexts in a bid to close the gap between children’s experiences of learning and testing. The tests were trialled in 1995-96 with over 3,000 children in Europe, South America and South East Asia. The trial feedback was used to construct the live tests.〔http://www.cambridgeenglish.org/images/23119-research-notes-07.pdf Accessed 25 February 2015〕 The trials also identified issues of practicality. For example, schools need to enter children when the children are ready, which could be at any time in the year. Instead of a fixed exam timetable, a flexible system was adopted so that tests could be taken in familiar surroundings in a child’s school and administered to fit in with regional/local conditions (e.g. schools term periods). In 2003, 10 years after the initial development work, the tests were reviewed again. This involved further consultation with test centres, teachers and examiners. The consultation indicated high levels of satisfaction with the tests in general, but identified several tasks where changes might be made to improve the tests. These new tasks were trialled in centres across the world (Argentina, China, Japan, Libya, Portugal, Spain, Thailand and UK). A total of 4,000 trial tests were taken. Following analysis of the results, the Young Learners tests were revised and went live in January 2007. Teacher feedback indicated: “an appreciation of the clearer test focus for each task and the new words in the vocabulary lists. In addition the new task types have led to clearer guidelines for markers and this enhances marker standardisation”.〔Juliet Wilson, 2007, Reviewing the Cambridge Young Learners English (YLE) tests in Research Notes, Issue 28 http://www.cambridgeenglish.org/images/23147-research-notes-28.pdf〕 Twenty years on from the initial development work, the tests have been updated again. From January 2014, the paper-based tests feature new graphics designed to motivate and engage young learners. In addition, computer-based tests are being launched on a country-by-country basis.〔http://www.cambridgeenglish.org/exams/young-learners-english/ Accessed 25 February 2015〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Cambridge English: Young Learners (YLE)」の詳細全文を読む スポンサード リンク
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