Part 3 Transcript

Interlocutor: Right. I'm just going to listen and then ask you to stop after about three
minutes. Please speak so that we can hear you.

Anje: So, you can start.

Pedro: Well, um we are preparing these programme, er, these work experience
programme. Um, I would like to, to start discussing, er, what kinds of work
experience should be offered to, to the students?

Anje: Hmmm, yeah I think first maybe we should consider what are the aims of the
students, what they...if they have a special um, subject they want to experience or
work on and...er.. therefore, then we can decide which of our departments would suit
them best or if we just let them have a short look in all of our departments where they
see, experience a wider range of our work.

Pedro: Definitely. Um, do you think that, er...should we, should we focus on, on the
teamwork aspect in a special way.

Anje: Yeah, maybe because in our company that's quite important. So, maybe we
should arrange something (Uh-huh) we split them up that they could work with our
teams.

Pedro: I think that this, this aspect er, should have a prominent role in these
experience. Teamwork and um...

Anje: Uh-huh. Or do you think we should leave them together? That they all go
together in each department or shall we split them up?

Pedro:

Um, maybe depends on the, on the number of students that maybe we, we should, er
split in two or three different groups and to work in different departments.

Anje: Because then probably they can do things themselves.

Pedro: Yeah.

Anje: Yeah. And, er, I think, quite, quite important probably would be the, the
marketing department.

Pedro: And another important point is um, criteria we are going to, to have in order,
to, to select the students because there will surely be a high number of applicants.
(Uh-huh) What criteria do you, do you think that we, we will to, to use?

Anje: I think we should focus on what they want to achieve, I mean, what, what…
what they are studying at the moment (Uh-huh) And, yeah maybe talk to the tutor,
who he would recommend. (Uh-huh) Or just invite all students and then decide.
Pedro: Um, do you think that the qualifications of all should, should be more
important than maybe the enthusiasm they have prove or...

Anje: I think I, I would go for the enthusiasm.

Pedro: Enthusiasm.

Anje: First that gives all the same chance.

Pedro: Yes, I think that, er, regarding these, these teamwork aspects I think that that
will be…

Interlocutor: Thank you.

Pedro: Thank you.

Interlocutor: What are the advantages to a company of offering work experience

programme (sic) to business students?

Pedro: Well, the...apart from from theoretical er subjects or theoretical teaching, I

think that practical work is is quite important for students to, to be, to get familiarised
with the their subjects.

Anje: Er, I think it's essential because if you learn just in theory it can be pr-quite
diff-diff-different in, when you do it in practice.

Interlocutor: All right. And what areas of business would you like to have more
experience of?

Anje: Maybe more experience of the English way of administration.

Interlocutor: Uh-huh. Why?

Anje: Because I worked in Germany before as an administrator and I would like to

see how, how they manage here in the offices... (Uh-huh) ...are there any differences
or is the same.

Pedro: I think that the, the rapport with clients, is essential. Knowing how English
people er, treat er, another, each other, how, how saves, how in order to save, we have
to, to treat the client and how we have to, how phone them, in writing, in
conversations, in negotiations.

Interlocutor: Right. Thank you. That is the end of your Speaking test.

Pedro: Thank you very much.

Anje: Thank you very much.

Understanding the Task Discussion

Do Anje and Pedro reach decisions on all parts of the task?

While they manage to discuss each aspect of the task (what kind of work experience,
information useful to know about the students and how participants are to be
selected), they only reach a conclusion on one of the three parts of the task (criteria
for selection). The aim to reach a decision or conclusion provides a focus for the
discussion but it is not necessary to actually reach conclusions or decisions within the
three minutes to be successful in this part of the test. The aims of the task (within the
set time limit of 3 minutes) provide a useful context and make the various functions
e.g. suggesting, agreeing/disagreeing, interrupting necessary.

Is the discussion balanced? Do both candidates express opinions and justify them?
The discussion is balanced. Both candidates appear to do their share of giving
opinions and eliciting opinions from the other. They do not simply agree or disagree
with their partner. Neither dominates the discussion. They both listen and respond
relevantly (both in terms of content and length). There are also a few examples of the
candidates justifying their opinions (e.g. they feel one of the criteria for choosing
participants - enthusiasm - gives all the same chance).

The discussion is also balanced in terms of both candidates initiating discussion and
conversation. For example, Pedro moves the discussion along by introducing the issue
of what criteria should be used for choosing the participants. Anje similarly extends
and develops the discussion by introducing new ideas and suggesting options and
eliciting Pedro's response to these.

Does Anje simply agree with Pedro's suggestion that teamwork should be focused on?
No. She does not simply agree with her partner but extends the discussion relevantly
by taking up his suggestion and considering and developing the idea further, making
further suggestions and eliciting opinions about how this focus should be carried out
in practice. It is not sufficient to simply agree or disagree with the other candidate's
opinions. This would lead to a very one-sided conversation.

How does the interlocutor extend the discussion?

After three minutes the interlocutor stops the candidates, even though they have not
fully completed the task (they have not reached a decision on all the points). The
interlocutor then asks a few more questions related to the topic, asking the candidates
their opinions and personal preferences.