Common European Framework of Reference for Languages: Learning, Teaching, Assessment

Printing the text......Page 263
Bookmarks......Page 261
Using the hyperlinks in the text......Page 262
1.1 What is the Common European Framework?......Page 1
1.2 The aims and objectives of Council of Europe language policy......Page 2
1.3 What is ‘ plurilingualism’?......Page 4
1.4 Why is CEF needed?......Page 5
1.5 For what uses is CEF intended?......Page 6
1.6 What criteria must CEF meet?......Page 7
2.1 An action-oriented approach......Page 9
2.1.1 The general competences of an individual......Page 11
2.1.2 Communicative language competence......Page 13
2.1.4 Domains......Page 14
2.1.5 Tasks, strategies and texts......Page 15
2.2 Common reference levels of language proficiency......Page 16
2.3.2 Neutrality......Page 18
2.4 Language assessment......Page 19
3.1 Criteria for descriptors for Common Reference Levels......Page 21
3.2 The Common Reference Levels......Page 22
3.3 Presentation of Common Reference Levels......Page 23
Communicative language competences......Page 25
3.5 Flexibility in a branching approach......Page 31
3.6 Content coherence in Common Reference Levels......Page 33
3.7 How to read the scales of illustrative descriptors......Page 36
3.8 How to use scales of descriptors of language proficiency......Page 37
3.9 Proficiency levels and achievement grades......Page 40
4 Language use and the language user/learner......Page 43
4.1 The context of language use......Page 44
4.1.1 Domains......Page 45
4.1.3 Conditions and constraints......Page 46
4.1.4 The user/learner’s mental context......Page 50
4.2 Communication themes......Page 51
4.3.2 Examples of needs......Page 53
4.3.4 Ludic uses of language......Page 55
4.3.5 Aesthetic uses of language......Page 56
4.4.1 Productive activities and strategies......Page 57
4.4.2 Receptive activities and strategies......Page 65
4.4.3 Interactive activities and strategies 4.4.3.1 Spoken interaction......Page 73
4.4.4 Mediating activities and strategies......Page 87
4.4.5 Non-verbal communication......Page 88
4.5 Communicative language processes......Page 90
4.5.2 Execution......Page 91
4.5.3 Monitoring......Page 92
4.6.1 Texts and media......Page 93
4.6.2 Media include:......Page 94
4.6.3 Text-types include:......Page 95
4.6.4 Texts and activities......Page 97
5.1.1 Declarative knowledge......Page 101
5.1.2 Skills and know-how......Page 104
5.1.3 ‘ Existential’ competence......Page 105
5.1.4 Ability to learn......Page 106
5.2.1 Linguistic competences......Page 108
5.2.2 Sociolinguistic competence......Page 118
5.2.3 Pragmatic competences......Page 123
6.1.2 Objectives......Page 131
6.1.3 Plurilingual competence and pluricultural competence......Page 133
6.1.4 Variation in objectives in relation to the Framework......Page 135
6.2.2 How do learners learn?......Page 139
6.3.1 Exams and qualifications......Page 140
6.3.5 Learners......Page 141
6.4 Some methodological options for modern language learning and teaching......Page 142
6.4.1 General approaches......Page 143
6.4.2 Roles of teachers, learners, media......Page 144
6.4.3 Role of texts......Page 145
6.4.6 Development of general competences......Page 147
6.4.7 Development of linguistic competences......Page 149
6.4.9 Development of pragmatic competences......Page 154
6.5.3 Observation and analysis......Page 155
7.1 Task description......Page 157
7.2.1 Competences......Page 158
7.3 Task difficulty......Page 159
7.3.1 Learner competences and learner characteristics......Page 160
7.3.2 Task conditions and constraints......Page 162
8.1 Definition and initial approach......Page 168
8.2.2 From the partial to the transversal......Page 169
8.3.1 Curriculum and variation of objectives......Page 170
8.3.2 Some examples of differentiated curriculum scenarios......Page 171
8.4.1 The place of the school curriculum......Page 174
8.4.3 A multidimensional and modular approach......Page 175
9.2 The Framework as a resource for assessment......Page 177
9.2.1 The specification of the content of tests and examinations......Page 178
9.2.2 The criteria for the attainment of a learning objective......Page 179
9.2.3 Describing the levels of proficiency in tests and examinations to aid comparison......Page 182
9.3.1 Achievement assessment/proficiency assessment......Page 183
9.3.3 Mastery CR/continuum CR......Page 184
9.3.4 Continuous assessment/fixed point assessment......Page 185
9.3.6 Direct assessment/indirect assessment......Page 186
9.3.7 Performance assessment/knowledge assessment......Page 187
9.3.8 Subjective assessment/objective assessment......Page 188
9.3.10 Impression/guided judgement......Page 189
9.3.11 Holistic/analytic......Page 190
9.3.13 Assessment by others/self-assessment......Page 191
9.4 Feasible assessment and a metasystem......Page 192
General Bibliography......Page 197
Descriptor formulation......Page 205
Scale development methodologies......Page 207
Intuitive methods:......Page 208
Qualitative methods:......Page 209
Quantitative methods:......Page 210
Select annotated bibliography: language proficiency scaling......Page 212
Origin and Context......Page 217
Methodology......Page 218
Results......Page 219
The descriptors in the Framework......Page 221
Document B2 Illustrative scales in Chapter 4: Communication strategies......Page 222
Document B5 Coherence in descriptor calibration......Page 223
Document B4 Scales of language proficiency used as sources......Page 224
Purpose of DIALANG......Page 226
Purpose of self-assessment in DIALANG......Page 227
Calibration of the self-assessment statements......Page 228
Other DIALANG scales based on the Common European Framework......Page 229
References......Page 230
Document C1 DIALANG self-assessment statements......Page 231
Document C2 The overall ( concise) scales for reporting DIALANG scores......Page 235
Document C3 Elaborated descriptive scales used in the advisory feedback section of DIALANG......Page 238
The ALTE ‘ Can Dos’ are user-orientated scales......Page 244
The development process......Page 245
Empirical validation of the ALTE ‘ Can Do’ statements......Page 246
Relating the ‘ Can Do’ statements to ALTE examinations......Page 247
Anchoring to the Council of Europe Framework......Page 248
Levels of proficiency in the ALTE Framework......Page 249
References......Page 250
Document D1 ALTE skill level summaries......Page 251
Document D2 ALTE social and tourist statements summary......Page 252
Document D3 ALTE social and tourist statements......Page 253
Document D4 ALTE work statements summary......Page 254
Document D5 ALTE WORK statements......Page 255
Document D6 ALTE study statements summary......Page 256
Document D7 ALTE STUDY statements......Page 257
Index......Page 258
Using the electronic version.pdf......Page 0