Kein Folientitel

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The European Language Certificates Examiner
Training Workshop Designed by Peter Kiefer und
Geoff Tranter
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Programme
1. Introductions 2. The Task-Based Approach
of the Certificates 3. The Consensus-Finding
Scenario 4. Integrating Learning Objectives
and Marking Criteria 5. Applying the Marking
Criteria 6. Assessing an Oral Examination 7.
Tips for Examiners
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1Introductions
How well do you know the other people attending
this workshop?
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TASK Approach another person attending this
workshop that you have never (hardly) met or
spoken to before. Try and find out as much as
possible about this person - their name(s), -
where they live, - where they come from, -
where they teach, - their teaching
experience, - their experience with tests, -
why they like teaching, - their approach to
tests. Only ask for information that you do not
already know. Prepare to introduce your partner
to the rest of the group.
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2 The Task-Based Approach The task-based
approach of the European Language Certificates -
or ... progressing from language functions to
conversations ...
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TASK 1. Discuss the following questions ? How
much information were you able to find out
about your partner? ? How did you find the
conversation? 2. Now compare your conversation
with the following dialogue. What
differences are there?
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Interaction or Interrogation?
How realistic is this dialogue?
A Youre Mr Thompson, arent you? B Yes, I
am. A Did you have to wait a long time? B
No. A Where do you live? B Here in ... . A Why
have you been learning English? B Just for
fun. A Is English your first foreign
language? B Yes, it is. A Why are you taking
the Certificate examination? B Dont know.
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Language Functions
Functionally based syllabuses assume that
language functions are the basis for
communication, e.g.

• requesting
• A Can I ..............?
• B Yes, of course.

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Can this be considered a realistic dialogue?
Can I borrow your credit card?

Yes, of course.

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Tasks and Scenarios
As demonstrated by the following example taken
from the Learning Objectives of The European
Language Certificates, spoken communication
involves far more language features than simply
verbalising language functions on a cue-response
basis.
Scenarios require the use of a number of
different language elements if the communicative
aim is to be achieved effectively.
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Please note! The following example is a
transcription of an authentic dialogue based on
the scenario Favour-Seeking. The aim is to
illustrate the typical language features of this
scenario and NOT to provide a model for teaching
purposes.
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Scenario Favour-Seeking 1
Chris Hello Jozef. Jozef Hello Chris.
Could you do me a great favour? Chris
Yeah. Jozef I'm going to book four cinema
tickets on the phone and they need
a credit card number ... could you give
me your credit card number ... they only
accept payment by credit card
over the phone. Chris Ah. Jozef I
telephoned there and they said they wouldn't do
any reservations

Chris without a
card. Jozef Yes, and I could pay you back in
cash. Chris Sure ... Yes ... No problem at all.
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Scenario Favour-Seeking 2
Jozef Yes. Chris Mm ... I've got this one,
which is an Access card. Jozef And I just tell
them your number. Chris You tell them my
number ... this one here. Jozef And they tell
me how much. Chris That's right ... that's all
... that's my name there and that
number. Jozef Yes ... and I can settle
it. Chris Yes and bring it back when you're
done. Jozef Yeah ... I'll just telephone
then. Chris Right ... okay. Jozef Thanks
Chris. Chris Cheers.
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Scenario Analysis Favour-Seeking
C Hello Jozef.
Opening Phase - Speech
Act Greeting J Hello Chris ... could you do
me a great Initiation Phase - Speech Act
Requesting favour? intensifier
C Yeah. J Im going to book four cinema
tickets on the Justification Phase -
going to phone and they need a credit
card number ... Face-saving strategy
could you give me your credit card number ...
Elicitation Phase - Speech Act Requesting
they only accept payment by credit card
over the phone C Ah.

Strategy wait-and-see J I
telephoned there and they said they wouldnt
Justification Phase 2 - face-saving -
do any reservations
Reported speech C
without a card.
Interpersonal
strategy J Yes and I could pay you back in
cash Speech Act offering
C Yes ... sure ... no problem at all.
Response Phase

Speech Act granting
a request
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Scenario Analysis Favour-Seeking
C Hello Jozef.
Opening Phase - Speech
Act Greeting J Hello Chris ... could you do
me a great Initiation Phase - Speech Act
Requesting favour? intensifier
C Yeah. J Im going to book four
cinema tickets on the Justification
Phase - going to phone and they need a
credit card number ... Face-saving
strategy could you give me your credit
card number ... Elicitation Phase - Speech
Act Requesting they only accept payment
by credit card over the phone C Ah.

Strategy
wait-and-see J I telephoned there and they
said they wouldnt Justification Phase 2 -
face-saving - do any reservations

Reported speech C without a card.
Interpersonal
strategy J Yes and I could pay you back in
cash Speech Act offering
C Yes ... sure ... no problem at all.
Response Phase

Speech Act granting
a request
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Scenario Analysis Favour-Seeking
C Hello Jozef
Opening Phase -
Speech Act Greeting J Hello Chris ... could
you do me a great favour Initiation Phase -
Speech Act Requesting C Yeah


intensifier
J Im going to book four cinema tickets on the
Justification Phase - going to
phone and they need a credit card number ...
Face-saving strategy could you give me
your credit card number ... Elicitation
Phase - Speech Act Requesting they only
accept payment by credit card over the
phone C Ah

Strategy wait-and-see J I telephoned there
and they said they wouldnt Justification
Phase 2 - face-saving - do any reservations

Reported speech C
without a card
Interpersonal strategy J Yes and I could pay
you back in cash Speech Act
offering C Yes ... sure ... no problem at all
Response Phase

Speech Act
granting a request
... could you give me your credit card number ...
Yes ... sure ... no problem at all.
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Scenario Analysis Favour-Seeking
A Discourse Structure (cf. Language Functions)
1. Opening Phase Greeting as a framing
device 2. Initiation Phase General
request 3. Justification Phase Background
information 4. Elicitation Phase The
specific request 5. Response Phase Favour
is granted / declined 6. Follow-up Phase
Negotiating/Confirming
the procedure 7. Closing Phase
Farewell as a framing device
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Scenario Analysis Favour-Seeking
C Hello Jozef.
Opening Phase - Speech
Act Greeting J Hello Chris ... could you do
me a great Initiation Phase - Speech Act
Requesting favour? intensifier C
Yeah. J Im going to book four cinema
tickets on the Justification Phase -
going to phone and they need a credit
card number ... Face-saving strategy
could you give me your credit card number ...
Elicitation Phase - Speech Act Requesting
they only accept payment by credit card over
the phone C Ah.

Strategy wait-and-see J I telephoned
there and they said they wouldnt
Justification Phase 2 - face-saving - do
any reservations
Reported speech C
without a card.
Interpersonal strategy J Yes
and I could pay you back in cash
Speech Act offering C Yes ... sure ... no
problem at all.
Response Phase

Speech Act granting a request
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Scenarios have 1. a recognizable
phase structure 2. recognizable language features
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Scenario Overview Favour-Seeking
Language Features

• 1. Language Functions, e.g.
• requesting
• acceding to / declining requests
• giving reasons
• thanking, reacting to thanks
• etc.

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Scenario Overview Favour-Seeking
Language Features

• 2. Discourse strategies, e.g.
• interpersonal strategies
• face-saving strategies
• politeness / indirectness strategies
• question strategies
• etc.

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Scenario Overview Favour-Seeking
Language Features

• 3. Grammar, e.g.
• Question Forms
• Modals
• Reported Speech
• etc.

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Scenario Overviews

• Further details of the discourse structure and
  the typical language features of all scenarios
  that form the syllabus of the European Language
  Certificates can be found in
• Section 2.2.2 Scenario Characteristics
• of The European Language Certificates Learning
  Objectives brochure.
• The language features listed there
• describe the individual scenarios
• provide a basis for teaching materials, and
• are the basis for the marking criteria.

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List of Scenarios
Yellow oral scenarios only
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Tasks and Scenarios

• The basic principle of
• Authenticity
• i.e. realistic use of language in all
• aspects of the syllabus and - wherever
• possible - in the test, leads to the key
• concept of
• Taskas the basis for the overall approach of
• the European Language Certificates.

Task
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Task-Based Activities
Tasks
productive skills
receptive skills
Speaking Writing Listening
Reading
Understanding texts - for gist - for
detail - selectively
- letters - faxes - e-mails
Interaction in everyday scenarios
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Tasks
Task-Based Activities
productive skills
receptive skills
Speaking Writing Listening
Reading
Understanding texts - for gist - for
detail - selectively
- letters - faxes - e-mails
Interaction in everyday scenarios,
e.g. asking a favour
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Tasks and Scenarios apply at three levels 1.
Everyday Communication 2. Language Learning
in practical terms, i.e. teaching methods
in terms of learning objectives 3.
Language Testing The type of test items
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3 The Consensus-Finding Scenario
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Consensus-Finding
TASK Form groups of four. 2 people will take
part in a conversation. 2 people will listen and
observe.
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Task Sheet for the Active Participants
Situation You and your partner are discussing
the question of how to motivate adult language
learners to take an examination. Look at the
following possible reasons and factors and try to
come to an agreement on two or three of the
points that you both think are good arguments for
trying to persuade your learners to take the new
European Language Certificates B1 Examination. If
you wish you can add one or two other possible
reasons to the list. Self-affirmation
Useful for the workplace Tests help to provide
a personal check on ones progress Useful for
job applications Proof of level of language
competence Improves self-discipline in the
learning process Proof of general level of
education Provides a basis for working abroad
/ in the target language country Tests motivate
to learn the foreign language for a longer period
of time ......................................
First decide which you think are the major
reasons and why. Then compare ideas with your
partner and try to agree on two or three.
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Task Sheet 1 for the Observers Note down - the
language functions, - the strategies, - the
discourse markers, and - the grammar items used
by the two active members of your group while
completing the task.
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Observers Task Sheet 2 The two active members of
your group have a list of possible reasons for
taking exams (cf. below). Their task is to
exchange ideas and to agree on two or three
reasons they think are the most important.
Self-affirmation Tests help to provide a
personal check on ones progress Useful for the
workplace Useful for job applications Proof
of level of language competence Improves
self-discipline in the learning process Proof
of general level of education Provides a basis
for working abroad / in the target language
country Tests motivate to learn the foreign
language for a longer period ot time
....................................... The aim
is to achieve a consensus on the arguments they
would use to get their learners to take the
European Language Certificates B1
examination. Try to encourage continuity by
moving them from one point to the next if
necessary. They do not have to cover all the
above reasons. If after five minutes they have
achieved a consensus on three or four points, you
can finish the task. If they find a real
consensus after only two to three minutes, do
not prolong the task.
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Consensus-Finding
Task Sheet for the Reporting Phase
Observers - What language elements did you
observe? - Did the two people have any
problems? Active Members - What problems did
you have during the task? - What action by the
observers would have helped you to solve or
avoid these problems?
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Task-Based Activities

• Communicative tasks, e.g. a consensus-finding
  activity planning an evenings entertainment,
  integrate all aspects of language at various
  levels.
• They ...
• correspond to authentic everyday communication
• are realistic language activities for the
  classroom, based on the learning
  objectives in the syllabus
• test language competence in examinations.

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4 The Marking Criteria Integrating the
syllabus, teaching methods, test activities and
assessment
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Marking Criteria Oral Examination
The candidates performance is assessed on the
basis of the following criteria 1. Expression 2.
Task Management 3. Language 4. Pronunciation and
Intonation Marks are given separately for each
of the three parts of the test, as the
candidates performance may vary from task to
task.
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Marking Criteria Oral Examination
Examiners assess the performance of each
candidate individually and not their joint
performance.
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Criterion 1 Expression
Assessment is based on the extent to which the
language used (vocabulary and functional
exponents) is appropriate to the task and the
role relationship between the two
candidates. Expression is
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VOCABULARY RANGE and CEF
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SOCIOLINGUISTIC APPROPRIATENESS and CEF
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Criterion 2 Task Management
Assessment is based on 1. The degree of active
participation in the discourse 2. The use of
strategies (discourse strategies and, where
necessary, compensation strategies) 3.
Fluency. Task Management is
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TURNTAKING and CEF
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COHERENCE/COHESION and CEF
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FLUENCY and CEF
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Criterion 3 Language
Assessment is based on syntax and
morphology. The candidate makes
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GRAMMATICAL ACCURACY and CEF
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Criterion 4 Pronunciation and Intonation
Assessment is based on pronunciation and
intonation. Divergences from standard
pronunciation and intonation
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PHONOLOGICAL CONTROL and CEF
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Marking Criteria Oral Examination
All parts of the test are designed as Tasks,
i.e. various Scenarios have to be performed using
their typical features (cf. Section 2.2.2 of the
Learning Specifications). Part 1 small talk
(Scenario G), exchanging information (K) Part 2
reporting (J), exchanging information (K)
discussing (M) Part 3 e.g. consensus-finding
(L), persuading (C)
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Oral Examination Tasks and Scenarios

The oral examiners role is to ensure that the
candidates avoid monologues and produce a
dialogue in which both are actively involved.
In all parts of the oral examination, the
important criterion is the extent to
which Scenarios are performed with the correct
interactional patterns.
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Oral Examination Tasks and Scenarios

In courses preparing for the examination, it is
important that candidates understand the
interactive character of the tasks.
If the oral examination produces monologues
instead of the intended interaction between the
two candidates, the examiners must intervene and
explain what is required.
Cf. Section 7) Examiner Behaviour
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Marking Criteria and Language Teaching
The marking criteria demonstrate important
principles for language teaching in the
classroom. For example To achieve a high
mark on Criterion 2, candidates need to have
learned how to - use checking questions, -
structure utterances, - interrupt politely, etc.
Strategies!!!
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Objective Assessment and the Syllabus
Part 1 Social Contacts
Criterion 1 Expression
Is the language used (vocabulary and functional
exponents) appropriate to the task and the
role relationship between the two candidates?
Do the candidates use the language functions
typical of the scenario to be performed (e.g.
expressing and inquiring about likes/dislikes,
plans, etc.)? Do the candidates display an
appropriate range of vocabulary within the
given topic (in particular the Topic Areas 1 / 3
/ 7 / 8 / 13 and 16)?
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Objective Assessment and the Syllabus
Part 2 Topic-Based Conversation
Criterion 1 Expression
Is the language used (vocabulary and functional
exponents) appropriate to the task and the
role relationship between the two candidates?
Do the candidates use the language functions
typical of the scenario to be performed (e.g.
asking for and giving information, opinions,
likes/dislikes/preferences, etc.)? Do the
candidates display an appropriate range of
vocabulary within the topic (e.g. Topic Area
6 Food and Drink)?
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Objective Assessment and the Syllabus
Part 3 Task Criterion 1 Expression
Is the language used (vocabulary and functional
exponents) appropriate to the task and the
role relationship between the two candidates?
Do the candidates use the language
functions typical of the scenario to be
performed (e.g. making and responding to
suggestions, expressing preferences, giving
reasons, etc.)? Do the candidates display an
appropriate range of vocabulary within the
topic (e.g. Topic Area 13 Leisure)?
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Objective Assessment and the Syllabus
Criterion 2 Task Management Parts 1 - 3
To what extent do the candidates take an active
part in the discourse? Do they interact with
each other? Do they communicate with each
other or simply talk? Do they use discourse
elements (e.g. markers, cohesive devices, etc.)
to support the flow of the discourse? Do the
candidates use appropriate strategies? How do
the candidates organize the discourse, e.g.
turn-taking? Are the utterances linked in an
appropriate way? (cf. the lists of Strategies
and Discourse Grammar in the Learning
Specifications)
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Objective Assessment and the Syllabus
Criterion 3 Language Parts 1 - 3
The basis for the assessment is the degree of
accuracy in terms of grammar. Are there
errors in the areas of morphology and
syntax, and, if so, to what extent do they impair
communication? (cf. Inventory of Grammar)
Criterion 4 Pronunciation and Intonation Parts
1 - 3
To what extent do any divergences from
standard pronunciation and intonation impede
comprehension?
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Points AwardedPart 1 Social Contacts
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Points Awarded Part 2/3 Topic and Task
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5 How to apply the marking criteria ... a) ...
step by step.
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Marking the Oral Examination Part 1 -
Social Contacts You will see a video recording
of Part 1 Social Contacts. Three working groups
should to be formed. Group 1 should listen for
Pronunciation/Intonation and Expression Group
2 should listen for Pronunciation/Intonation and
Task Management Group 3 should listen for
Pronunciation/Intonation and Language. Each
group should try to apply the criteria and award
a mark. While watching the recording, each member
of the group should make notes in order to be
able to give reasons for the mark awarded during
the subsequent discussion. Each group then
compares the marks awarded and tries to agree on
a consensus mark. Any problems and questions
should be noted down on flip chart paper or a
transparency. In the subsequent plenary the
groups report the marks awarded and mention any
problems they experienced.
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Marking the Oral Examination b Part 2
- Topic-Based Conversation You will see a video
recording of Part 2 Topic-Based Conversation.
Work in the same working groups as in the last
Task. Group 1 should listen for
Pronunciation/Intonation and Language Group 2
should listen for Pronunciation/Intonation and
Expression Group 3 should listen for
Pronunciation/Intonation and Task Management.
Each group should try to apply the criteria and
award a mark. While watching the recording each
member of the group should make notes in order to
be able to give reasons for the mark awarded
during the subsequent discussion. Each group
then compares the marks awarded and tries to
agree on a consensus mark. Any problems and
questions should be noted down on flip chart
paper or a transparency. In the subsequent
plenary the groups report the marks awarded and
mention any problems they experienced.
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Marking the Oral Examination b Part 3
- Task You will see a video recording of Part
3 Task. Work in the same working groups as in
the last Task. Group 1 should listen for
Pronunciation/Intonation and Task Management
Group 2 should listen for Pronunciation/Intonation
and Language Group 3 should listen for
Pronunciation/Intonation and Expression. Each
group should try to apply the criteria and award
a mark. While watching the recording each member
of the group should make notes in order to be
able to give reasons for the mark awarded during
the subsequent discussion. Each group then
compares the marks given and tries to agree on a
consensus mark. Any problems and questions should
be noted down on flip chart paper or a
transparency. In the subsequent plenary the
groups report the marks given and mention any
problems they experienced.
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6 How to apply the marking criteria ... b) ...
a complete test .
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Marking the Oral Examination TASK You will
see a video recording of a complete oral
examination. Everybody should individually
award marks for each of the two candidates. The
marks given will then be collated in order to
obtain an overall picture.
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7Examiner Behaviour Tips for Examiners
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Examiner Behaviour
TASK Form groups of three to four people. Think
back to the two scenarios social contacts
and consensus-finding that you took part in and
discuss the following questions. What problems
might occur in a real test? How should
examiners react in such cases? Make a list of all
the ideas you come up with.
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The "Philosophy" of the Examination
The following transparencies are important for
courses preparing candidates for the
examination. The candidates must understand the
interactive character of the oral
examination. The examiners should intervene when
the candidates fail to communicate with each
other and simply produce monologues. This
problem can occur in particular in the following
two parts of the test Part 1 Instead of the
two scenarios Small talk and Exchanging
information the candidates just talk about
themselves. Part 2 The reporting elements are
too long and too detailed.
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The "Philosophy" of the Examination
Part 1 Social Contacts When introducing the
task, avoid phrases such as Introduce
yourself! This could very easily lead to long
monologues. The following points are not
intended as a definitive list of items that
should be used in all cases, as this could make
the dialogues less natural. Suggested
introduction to Part 1 To start off, we would
like to ask you to have a conversation to
exchange personal information. The Task Sheet
offers topics that you can talk about. Should the
dialogue falter after only about two minutes,
introduce the extra topic by saying Perhaps
you can ask each other about .... The candidates
should not talk about the topic used in Part 2.
Intervene if the Part 2 topic is broached during
Part 1.
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The "Philosophy" of the Examination

• Part 2 Topic-Based Conversation
• Examiners should ensure that
• the reporting phase should not last longer than
  90 - 120 seconds
• the candidates complete all parts of the tasks,
  i.e. reporting and exchange of ideas.
• Always intervene where necessary.
• 6
• Important for Candidate Preparation
• The scenario Reporting should ideally include
  backchanneling and comments on the part of the
  listener.
• Suggested prompts to introduce Part 2
• Please report to each other the information given
  on your Task Sheets and then discuss your own
  views.

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Tips for Examiners
A Introductions The interlocutor should
first introduce both herself/himself and the
Second Examiner. Suggested wording Hello, my
names .... (first name and surname) and this is
.... (first name and surname). The Second
Examiner should acknowledge and say Hello.
The interlocutor should quickly go on to Part 1
(Social Contacts). Suggested wording
Right, lets go on to the first part of the
examination.
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Tips for Examiners
B Part 1 - Social Contacts The active
examiner should then ask them to start. Proposed
wording Right, well lets start the first
part. He/She should check to see if they
have procedural questions. Proposed prompts Do
you understand the task? Have you any
questions? OK. You can start. The active
examiner must ensure that the prescribed times
for the various tasks (for Part 1 three to four
minutes) are not exceeded.
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Possible problems Part 1
a) If either of the candidates starts to talk to
the examiner, he/she should tell them This is
your partner, talk to her/him. b) If there is
silence, he/she should address one candidate and
ask her/ him to start. Proposed prompt Well,
(Maria), would you like to start? c) If
there are unequal contributions, the examiner
should encourage the quieter candidate to take
part in the interaction. Proposed prompt And
how about you, (Maria? d) If the candidates
are at unequal levels, the interlocutor should
try to encourage the less proficient candidate to
participate. If there is still little response,
he/she should encourage the active candidate to
give information and to continue, even if there
is minimum feedback, so as to make sure that
he/she can demonstrate her/his proficiency.
Proposed prompt Just go on, (Maria).
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Possible Problems - Part 1
e) If there is a total breakdown, the
interlocutor should take time out and try to
encourage the candidates to start again. f) If a
candidate asks the interlocutor content
questions, he/she should answer the question as
briefly as possible and hand the interaction back
to the candidates by inviting one of them to
continue. Proposed prompt (Maria), can you
continue? g) If a candidate asks the
interlocutor a language question a checking
question, he/she should pretend not to know the
answer and encourage the candidate to try and
express the same idea in a different way.
Checking questions can be taken into
consideration in the Marking Criterion Task
Management. Proposed prompt Im sorry, I
dont know.
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Possible Problems - Part 1
h) If a candidate asks the other candidate about
the meaning of a word or for a translation, the
interlocutor should do nothing, as checking
questions are part of the syllabus, unless the
question confuses the second candidate, in which
case he/she should ensure the interaction
restarts as quickly as possible. NB When
introducing the unexpected topic the fixed prompt
should be used and directed at one of the
candidates perhaps the less active of the two
so that both candidates know they are to talk
about the same topic. Proposed prompt Right,
thank you. Now please talk to each other about
which should result in the following
sequence A asks B about topic X. B answers
and returns the question to A. The interlocutor
should not intervene unless necessary, and when
he/she does, only fixed prompts should be used.
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Tips for Examiners
C Part 2 - Topic-Based Conversation The
interlocutor should use the following prompt for
the transition to Part 2.
Thank you. Now well go on to Part 2.
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Possible Problems Part 2
In addition to the problems mentioned for Part
1 a) If the candidates omit one part of the
task, the interlocutor should (once) remind them
of the task by saying Proposed prompt Now
please discuss/talk about .... . b) If the
candidates have not finished after five minutes,
the interlocutor should politely interrupt the
candidates and move on to the third
task. Proposed prompt Thank you. Now well go
on to Part 3. c) If the candidates finish
early, e.g. after only three to four minutes, the
Interlocutor should smoothly go on to the third
part and not drag out Part 2. Proposed prompt
Thank you. Now well go on to Part 3. The
interlocutor should not intervene unless
necessary, and when he/she does, the fixed
prompts should be used.
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Possible Problems Part 3
The recommendations given for Parts 1 and 2 also
apply here. In addition the following problems
may occur a) If the candidates have not
finished after five minutes, the interlocutor
should politely interrupt the candidates and
smoothly bring the oral test to an end. Proposed
prompt Right, well, thank you. Thats the end
of the test. b) If the candidates finish
early, e.g. after only three to four minutes, the
Interlocutor should again smoothly bring the oral
test to an end using the same prompt
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Possible Problems Part 3
c) If the task is a consensus-finding task, the
candidates do not need to come to a perfect
agreement. Agreeing to disagree is also reaching
a consensus. d) The task should not be
open-ended, the candidates should round it off to
end it. e) If the interlocutor has the feeling,
consensus-finding has been rehearsed in
advance, he/she should bring in one or two more
aspects to introduce a degree of spontaneity. f)
The interlocutors should not intervene unless
necessary, and when they do, the fixed prompts
should always be used.
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Tips for Examiners - Seating Arrangements -
It is recommended to arrange the chairs and desks
in a similar way to the diagrams below in order
to make sure that the two candidates have
immediate eye contact when completing the tasks.

C2
C2
C1
E2
C1
E2
E1
E1
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Evaluation Complete the
following sentences
has been very useful,
The training workshop has been
useful,
has not been very useful, because
..................................................
........................................ .
I would like further information on
.....................................