LEAVING CERTIFICATE APPLIED
FRENCH, 2002
CHIEF EXAMINER’S REPORT
1.
INTRODUCTION
A revised syllabus for Leaving Certificate Applied Modern Languages was introduced in
2000 and was examined for the first time in 2001. This report will focus on the French
examination itself and, in particular, on the performance of candidates who sat the
examination in 2002.
The analysis of candidate performance and the conclusions and recommendations contained
within this report have been richly informed by the work and reports of the Chief Advising
Examiners and the Assistant Examiners for this subject. It is to be hoped therefore that the
report will be of practical use to Principals, teachers and students alike and that it will serve
both to inform classroom practice and to enhance examination performance.
The report, to be of optimal practical benefit, should be read in conjunction with the
following documents:
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The Modern Languages Syllabus for Leaving Certificate Applied. Government Publications, Postal Trade
Section, 4-5 Harcourt Road, Dublin. Tel: 01-6476834/5. € 1,90.
Leaving Certificate Applied Oral Examination Guidelines for Schools. (Up-dated version sent to all schools
in 2002)
The Marking Scheme for the Written Paper, 2002. See DES website.www.education.ie
The Examination & its Structure
The examination, taken after a minimum of 60 hours instruction, assesses a candidate’s
competence in the following four skills – aural comprehension, reading comprehension, oral
production and written production.
The examination itself is made up of two components – an Oral Examination (35%) and a
Written Examination (65%).
(i)
The Oral Examination
This test, lasting 5 minutes, involves a brief conversation with an external examiner.
The conversation is in three parts:
1: Greeting, establishing contact and getting started: - 5 marks.
2: Personal Details: - 15 marks
3: Recounting, describing and expressing opinions: – 15 marks.
A limited number of topics feature in each of these sections. Candidates are required to
respond to all questions in Section One and to respond to questions on five/six of the topics
included in each of Sections Two and Three.
Candidates are assessed on their ability to understand questions from and comments made by
the examiner, and on the quality of their responses in French.
(ii)
The Written Paper
This examination, allocated one hour, comprises two parts:
Section 1: Listening Comprehension (20 minutes) – 35 marks
Section 2: Reading Comprehension and Written Exercise (40 minutes) – 30 marks
In Section 1, candidates are required to listen to a number of conversations and to answer a
series of short questions in English. They are assessed on their ability to understand the
material concerned.
Section 2 comprises a number of reading comprehension exercises and two written exercises.
In the case of the reading comprehension exercises, candidates are required to read a number
of signs and authentic documents and to retrieve particular information in English. Again in
this section candidates are assessed on their capacity to understand the material.
Written exercises are limited in their demands. This year’s examination required candidates
to fill in a form and to complete a cloze-type test. In this part of the paper candidates are
assessed on their ability to respond in writing in the target language.
2.
PERFORMANCE OF CANDIDATES
The Leaving Certificate Applied Examination 2002 was taken by a total of 3,057 candidates.
1,738 candidates, 57 % of the total candidature, sat the French examination. Of these, 892
candidates or 51% were female and 846 candidates, 49%, were male.
Table One below shows the total candidature in the LCA examination for the years 1999 to
2002 and includes the numbers of candidates taking French in each of these years, expressed
also as a percentage of the total candidature.
The numbers of students taking the LCA examination have grown over the four-year period,
as has the number of candidates sitting French. The right-hand column shows that French was
studied by a slightly greater percentage of the total candidature in earlier years, although
figures for 2002 show a 2% rise on those of 2001. Increasing diversification in the modern
languages studied at LCA may explain the variation in percentage uptake.
Table 1
Year
LCA total
candidature
2,092
2,682
2,867
3,057
1999
2000
2001
2002
Taking French in
LCA
1,306
1,593
1,574
1,738
% of total
candidature
62%
59%
55%
57%
The following tables illustrate the overall performance of candidates by percentage
breakdown of credits for 2002 and 2001 respectively.
Table 2: French results 2002
Credit
%
0
0.10
1
1.60
2
7.00
3
19.30
4
28.40
5
27.50
6
16.20
Table 3: French results 2001
Credit
%
0
5.50
1
31.10
2
52.40
3
11.10
The system of denoting credits in the Modern Languages changed in 2002 from a range of 03 to 0-6. Whilst therefore it is not possible to make absolute comparisons between the overall
performance of this year’s candidates and those of previous years it is possible to see that in
general the performance of this year’s cohort is better than that of the previous year. Fewer
candidates scored at the lower end of the scale and a there was a considerable increase in the
number of candidates attaining marks in the top credit category.
Table 4 below permits a comparison to be made between the overall performance of boys and
girls in this year’s examination.
Table 4: Credit distribution by gender in 2002
No. of Credits
No. of
892
Females
% Females
No. of
Males
% Males
846
0
2
1
10
2
46
3
141
4
229
5
269
6
195
0.2%
0
1.1%
17
5.2%
75
15.8%
195
25.7%
264
30.2%
209
21.9%
86
0.0%
2.0%
8.9%
23.0%
31.2%
24.7%
10.2%
Fewer girls attained marks in the lower credit brackets. 6.5% of female candidates attained
marks in the 0-3 categories as compared with 10.9% of male candidates. A smaller
percentage of girls also attained marks in the middle credit brackets i.e. in categories 3 and 4.
A greater percentage of girls attained marks in the top two categories, 5 and 6.
The single biggest difference in the scoring of boys and girls was evident in the top category
where there was a difference of 11.7% in the number of girls obtaining 6 credits as compared
to the percentage of boys obtaining the same number of credits.
Table 5 shows the performance of candidates in the written component of this year’s
examination.
Table 5: Performance in the written component
0
0.23
1
1.40
2
7.44
3
25.53
4
29.39
5
25.06
6
10.95
It is not possible currently to generate a similar breakdown of results in the oral component of
the examination. In relation to general candidate performance however, it is interesting to
note the impact of the addition of the oral examination result on the overall credits awarded in
this year’s examination. Compare credits in Table 5 with those illustrated in Figure 2.
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The addition of the oral mark had no significant impact on overall performance of
candidates at the lower end of the scale.
It raised the overall performance of candidates at the upper end of the scale, especially
those in the 6 credit category. Here there was an added value of 5.25% when the oral
mark was added to that obtained in the written examination.
The addition of the oral mark impacted more negatively on the overall performance of
candidates in the lower middle range, that is to say candidates in the 3 credit category.
It should be possible to work towards raising the achievement of this particular segment of
candidates in the oral examination.
3.
ANALYSIS OF CANDIDATE PERFORMANCE
(i)
The Oral Examination
Given the recognised challenge of an oral examination at this level it is particularly
encouraging to read the remarks of The Chief Advising Examiner - “there were many
excellent performances throughout the centres with many students gaining full marks.”
In general, candidates found it easier to do well in Sections One and Two than in Section
Three. Whilst most candidates showed quite a good level of comprehension, examiners
continued to find it necessary to re-formulate many questions.
Candidates often demonstrated unease at the use of the interrogative form and therefore
experienced difficulties in giving an appropriate response. Quite a number were unable to
respond other than monosyllabically, due to a lack of vocabulary.
Some candidates had difficulty in recognising the form of formal address ‘vous’.
It was clear that in some instances, the preparation of candidates for the examination had
perhaps not always been adequately informed by the LCA Modern Languages syllabus, and
the Key Assignments within, and the Department Guidelines for the Oral examination.
A high or very high level of performance as alluded to by the Chief Advising Examiner
should be within the capacity of an even greater number of candidates. It is hoped that
attention to the more detailed analysis of the performance of this year’s candidates and
careful consideration of the recommendations below might help to achieve this.
Analysis by section
Section 1: Most candidates did best in this section. They were obviously well prepared. The
introduction of the practice of having candidates enter the examination room with their
examination number appeared to be helpful and reassuring.
The greatest difficulty experienced by candidates in this section was in successfully
distinguishing the questions “Comment allez-vous?” and “ Comment vous appellez-vous?”
Section 2: Candidates did quite well in this section. They found it easy to discuss family, age
and where they lived and quite easy to discuss school subjects studied.
The difficulties experienced were universal. Very few candidates could respond to the
question “Quelle est votre date de naissance?” and “Vous êtes de quelle nationalité?” (See
syllabus Module 1 and up-dated Guidelines for The Oral Examination). Most did not
understand the question “Comment venez-vous à l’école?” Candidates had great difficulty
with the use of numbers and in expressing time. (See syllabus Module 2)
Section 3: Candidates did less well in this section than in either Section 1 or 2. Examiners
reported having to re-formulate questions more often and a greater reliance, on the part of the
candidates, on the monosyllabic type answer. The construction of full sentences was far less
evident in this section. There was also a general pattern of a greater dependence on the use of
English in replying to questions that the candidate had obviously understood.
The topics which candidates found especially difficult were ‘le weekend’, ‘le travail’, ‘le petit
boulot’ and ‘les vêtements’. Surprisingly, given the existence of the Key Assignment
(Module 1) and the popularity of the ‘menu question’ on the written paper, candidates did not
do themselves justice on the topic ‘manger/boire’, relying heavily on English to respond to
questions that they had obviously understood.
(ii)
The Written Paper
A general overview would suggest that candidate performance in the written paper is broadly
in line with that of previous years (see Tables 2, 3 and 5), with perhaps fewer candidates
being awarded credits at the lower end of the scale.
Section 1: Listening Comprehension
There were nine questions to be answered, with a total of 35 elements each worth one mark.
Question 1: Introductions
In general this question was quite well answered by candidates. They appeared to find it
easier to recognise the names of countries rather than those of French cities. ‘Spain’ was
however the country which proved most difficult for students to comprehend. As elsewhere
in the examination numbers caused some difficulty for many candidates.
Question 2: Telephone Numbers
Candidates did very well in this question. The multiple-choice format appears to facilitate
focused comprehension.
Question 3: Likes and Dislikes
Candidates did less well in this question. Whilst for the most part they may have recognised
the vocabulary concerned, they had difficulty in distinguishing ‘likes’ from ‘dislikes’ in this
somewhat more sophisticated conversation. Recognising ‘la natation’ proved to be difficult
for the greatest number of candidates.
Question 4: In the Restaurant
As in previous years this question was very well answered.
Question 5: Asking for Directions
Candidates appear to have coped better with this question in this year’s examination.
Candidates who performed less well had greater difficulty with the ‘directions’ element of the
question than with the identification of location.
Question 6: Travelling to School
Although a slight departure from papers of previous years, this question was quite well
answered. Not surprisingly, given candidates’ poor grasp of numbers, many had greater
difficulty in correctly identifying the time of arrival than they did in identifying the mode of
transport concerned.
Question 7: Shopping
Most candidates were awarded at least two out of three marks possible here. The fact that
they ticked only the three boxes of their choice indicated that they were secure in that choice
and not just guessing. The most common error was to confuse “pommes” and “pommes de
terre”.
Question 8: Making a Reservation
More candidates attempted this question than in other years. Although such a question has
appeared on many examination papers, and despite the fact that it also relates closely to one
of the Key Assignments for Module 2, candidates did not do particularly well here.
Candidates did best in answering parts (a) and (b) but had less success with the parts (c) the
month in question and (d) the customer’s name. In the case of the name candidates had
greatest difficulty with the correct identification of the vowels ‘a’, ‘e’ and ‘u’.
Question 9: At the Train Station
In general only the very able candidates did well in this question. Greatest difficulty was
experienced with the identification of the destination in question. Once again numbers proved
a stumbling block for candidates in relation to cost, time and platform number.
Section 2: Reading Comprehension and Written Exercise
There were 10 questions to be answered, with a total of 30 elements each worth 1 mark.
Questions 1 – 5: Signs
The vast majority of candidates did very well in these questions. Very few candidates scored
badly here. The two signs with which candidates had greatest difficulty were ‘beach’ and
‘waiting room’.
Question 6: Menu Question
All but a tiny minority of candidates did extremely well in this question. The only part of the
question with which some candidates had difficulty was part (d).
Question 7: The Tennis Club
Candidates did very well here. Parts (c) and (e) were answered somewhat less well.
Examiners again expressed concern at the inability of candidates to cope with an item of
basic vocabulary, days of the week.
Question 8: Youth Hostels
Most candidates did quite well in this question. Part (e) proved a stumbling block for all but
the really able candidates. Yet again an inability to cope with days of the week lost
candidates marks in part (b). A commonly identified error in part (a) was to give “20” as an
answer rather than “200”. This may perhaps be explained by a certain element of haste on the
part of the candidates or may suggest that they require greater training and experience of
reading text in a focused and discriminatory way.
Question 9: Identity Card
This question proved difficult for candidates. Only a very tiny minority got full marks here
and quite a number got no marks at all. ‘Lieu de naissance’ was the most successfully
answered segment of the identity card whilst ‘occupation’ was the least well done. Many
candidates still confuse ‘nom’ and ‘prénom’ and quite a number do not realise that they must
process the information supplied rather than completing the card on the basis of their own
personal data. All examiners without exception expressed their disappointment and voiced
their concern at the poor performance of candidates on a question which relates directly to the
very first Key Assignment on the syllabus.
Question 10: Cloze Test
This question, unlike in previous years, was very well done. Perhaps the item itself and its
content appealed to those candidates who had prepared well for the oral examination.
Summary Comments
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4.
Candidates appeared to find the paper approachable and, perhaps more attractive, with the
inclusion of some elements of colour.
A greater number of candidates attempted all questions on the paper.
Where in some years there was a difference between the performance of candidates in
Listening Comprehension and Reading Comprehension, this year most candidates did
equally well in both.
In the case of Listening Comprehension, candidates whose overall results are poor do
appear to experience greater difficulty in processing the volume of information required
of them in some instances.
Examiners concluded that the paper was a very good attempt to assess syllabus content,
and candidates who had been well prepared according to the syllabus and who appeared
to be familiar with the Key Assignments seemed to find the paper quite straightforward.
RECOMMENDATIONS FOR TEACHERS AND STUDENTS
The following recommendations are made in order to build on obvious existing good
teaching practice and to enhance the examination performance of candidates.
(i)
The Oral Examination
Given the obvious achievements of many teachers and students and recognising the
possibility of greater success for others with adequate exposure, informed preparation and
practice, it is recommended that:
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(ii)
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In preparation for the examination, due attention be given to the syllabus and the Key
Assignments and to any DES documentation relevant to the oral examination itself;
Candidates have as many opportunities as possible to practice the use/manipulation of
the question and answer format in the target language;
Candidates be encouraged to be linguistically precise and to avoid an over-reliance on
the use of English.
All aspects of the examination
The Modern Languages syllabus should appropriately inform teaching, learning and
examination preparation.
The importance of Key Assignments can never be over-stated. Particular attention should
be paid to the completion of these assignments and an especial effort made to verify and
revise students’ acquisition of their content.
Every effort should be made and a variety of strategies used to help in the acquisition of
fundamental areas of vocabulary such as days of the week, months of the year numbers,
time and directions.
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Students need to be exposed to some basic strategies which would help them to acquire
the skill of focused reading in the target language for the purposes of information
retrieval.
Examination preparation should include attention to examination technique and to such
matters as the importance of attempting all questions and using the full examination time
allowed and the language to be used in the answering of various parts of the paper.