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Hulstijn, Jan H. "The Common European Framework of Reference for Languages." ITL - International Journal of Applied Linguistics 165, no. 1 (June 6, 2014): 3–18. http://dx.doi.org/10.1075/itl.165.1.01hul.
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The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR’s failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR’s confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners’ communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).
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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Ferbežar, Ina, Nataša Pirih Svetina, and Mateja Lutar. "The Common European Framework of Reference: a reference for Slovene." Linguistica 54, no. 1 (December 31, 2014): 277–91. http://dx.doi.org/10.4312/linguistica.54.1.277-291.
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In recent years the experts at the Centre for Slovene as a Second/Foreign Language have been linking Slovene language coursebooks and examinations to the CEFR. This paper describes the complex process of aligning texts, tasks and examples of language production (the spoken and written production of examination participants). A number of questions arose during this process, including: how to align tasks where the rubrics are at a higher level than the accompanying activities and the expected task performance? How to define the minimally acceptable person, on the basis of which the cut-off score is determined in receptive skills? How to align tasks where the performance calls for the use of different language skills? A particular challenge is represented by the benchmarking of the written and spoken production of the speakers of languages closely related to Slovene who make up the great majority of test takers. The final result of the linking process is a new language programme for teaching/learning, testing and certifying Slovene as a second and foreign language.
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North, Brian. "Putting the Common European Framework of Reference to good use." Language Teaching 47, no. 2 (April 19, 2011): 228–49. http://dx.doi.org/10.1017/s0261444811000206.
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This paper recapitulates the aims of the CEFR and highlights three aspects of good practice in exploiting it: firstly, taking as a starting point the real-world language ability that is the aim of all modern language learners; secondly, the exploitation of good descriptors as transparent learning objectives in order to involve and empower the learners; and thirdly, engaging with the communality of the CEFR Common Reference Levels in relating assessments to it. The second part of the paper focuses on good practice in such linking of assessments to the CEFR. It outlines the recommended procedures published by the Council of Europe for linking language examinations to the CEFR and the adaptation of those procedures for teacher assessment in language schools that has recently been undertaken by EAQUALS. The paper concludes by discussing certain aspects of criterion-referenced assessment (CR) and standard setting that are relevant to the linking process.
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Bérešová, Jana. "The Impact of the CEFR on Teaching and Testing English in the Local Context." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 959. http://dx.doi.org/10.17507/tpls.0711.03.
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The paper presents communicative language teaching and testing in Slovakia. In the late 1990s, Slovakia as many other Central and Eastern European countries being involved in piloting the first draft of the Common European Framework of Reference for Languages: Learning, teaching, assessment (2001) started the reform of the school-leaving examination to change the traditional approach of testing structural aspects of foreign languages. The reform was induced by foreign language teachers who were not satisfied with the imbalance between teaching and testing as using books published in Great Britain changed their attitude to teaching. Based on a long-term study, the author of the article will discuss problematic issues concerning the changes in teaching and testing, focusing on the impact of the Common European Framework of Reference for Languages (CEFR) and its model of language use. The article underlines the importance of being familiar with CEFR descriptors and illustrative samples in order to implement the CEFR effectively. The study reveals the extent to which the CEFR has generated change and how the framework might be further exploited to improve the effectiveness of teaching and testing English.
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Davidson, Fred, and Glenn Fulcher. "The Common European Framework of Reference (CEFR) and the design of language tests: A matter of effect." Language Teaching 40, no. 3 (June 20, 2007): 231–41. http://dx.doi.org/10.1017/s0261444807004351.
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Language test development proceeds best when the test's effect is borne in mind, throughout the test development process. The authors discuss the flexible language of the Common European Framework of Reference for Languages (CEFR) and explore the pragmatic utility of such language to guide language test development. They select service encounters (e.g. airline ticket sales, open-air markets) as a sample language use domain to illustrate demonstrable weaknesses in the Framework. Using the CEFR Level A1 service encounter descriptor, suggested testing materials are shown in a versioned evolution of a proposed test specification. Provided that effect is kept in mind, the authors argue, the CEFR is actually a valuable – even an optimistic – starting point for language test development.
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Little, David. "The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact." Language Teaching 39, no. 3 (July 2006): 167–90. http://dx.doi.org/10.1017/s0261444806003557.
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Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.
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Jones, Neil, and Nick Saville. "EUROPEAN LANGUAGE POLICY: ASSESSMENT, LEARNING, AND THE CEFR." Annual Review of Applied Linguistics 29 (March 2009): 51–63. http://dx.doi.org/10.1017/s0267190509090059.
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This article describes how language policy is formed at a European level, focusing on the Common European Framework of Reference for Language (CEFR). The CEFR's prominent role in assessment has led to criticisms of its adequacy as a model for learning and fears that it is being used as an instrument of centralization and harmonization. First, we argue for studying the CEFR's effect on language policy as a case of impact, as this concept is understood within language assessment. We refer to experience with Asset Languages, developed as part of the United Kingdom's national languages strategy. Second, we agree with many commentators who insist on the framework's “flexible and context-amenable” nature. If use of the CEFR is made prescriptive and closed, it indeed becomes a straitjacket. What is needed is engagement with the complexity of specific contexts. We introduce the European Survey on Language Competences, a European Union (EU) initiative scheduled for 2011, which will further raise the profile of the CEFR as an assessment framework. This project should contribute to achieving comparability of measures and standards across languages. At the same time it underlines the need to develop contextualized, practical ways of realizing the CEFR's potential as a framework for teaching and learning.
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Khushik, Ghulam Abbas, and Ari Huhta. "Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1." Applied Linguistics 41, no. 4 (January 11, 2019): 506–32. http://dx.doi.org/10.1093/applin/amy064.
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Abstract The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that was rated on a CEFR-based scale. The essays were analysed for 28 SC indices with the L2 Syntactic Complexity Analyzer and Coh-Metrix. Most indices were found to distinguish CEFR levels A1, A2, and B1 in both language groups: the clearest separators were the length of production units, subordination, and phrasal density indices. The learner groups differed most in the length measures and phrasal density when their CEFR level was controlled for. However, some indices remained the same, and the A1 level was more similar than A2 and B2 in terms of SC across the two groups.
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Supeni, Sri, and Anna Fauziah. "sr ALIGNING THE TOEFL PREDICTION SCORES TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) LEVEL." Journal of English Language and Literature (JELL) 5, no. 01 (March 5, 2020): 33–42. http://dx.doi.org/10.37110/jell.v5i01.93.
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TOEFL as a kind of English test is used to measure students’ language proficiency. Binawan University applies TOEFL Prediction test to predict students’ English competence. The TOEFL score then is aligned and mapped to CEFR to indicate the level of language ability and qualification. This study was conducted to analyze TOEFL score of Binawan students at CEFR level. The sample was 169 students from several study programs at Binawan University. The research instrument used a package of PBT TOEFL test. Descriptive statistics was used as data analysis technique, mean and percentage. The calculation shows that the mean of the TOEFL prediction score reached by all participants is 413 and the median is 397. Based on CEFR, the students’ competence in English is in level A2 (Basic User). Individually, the number of students who is in level A1 (Basic User) is 78 or 46.2 %, level A2 (Basic User) is 35 or 20.7 %, level B1 (Independent User) is 43 or 25.4 %, level B2 (independent User) is 12 or 7.1 %, and the last is level C1 which is occupied by 1 student only that is in level C1 (0.6 %). To conclude almost 50 % of the students were at low level or A2 (Basic User) at CEFR.
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Tolibjonov, B., Sh Samandarov, D. Umirzakova, and Y. Yunusova. "Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment." International Journal on Integrated Education 3, no. 1 (January 13, 2020): 57–61. http://dx.doi.org/10.31149/ijie.v3i1.272.
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The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.
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Erickson, Gudrun, and Heini-Marja Pakula. "Den gemensamma europeiska referensramen för språk: Lärande, undervisning, bedömning – ett nordiskt perspektiv." Acta Didactica Norge 11, no. 3 (September 22, 2017): 3. http://dx.doi.org/10.5617/adno.4789.
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Den gemensamma europeiska referensramen för språk har sedan den gavs ut av Europarådet år 2001 fått allt större inflytande vad gäller språkutbildning och bedömning, främst i Europa men även i andra delar av världen. I artikeln behandlas referensramen som sådan, liksom den europeiska språkportfolio som kan ses som en didaktisk operationalisering av dokumentet. Efter inledande bakgrundsinformation, som även innehåller ett avsnitt kring diskussioner och dilemman runt referensramen, fokuseras situationen i de nordiska länderna utifrån de tre aspekter som nämns i dokumentets titel, nämligen lärande, undervisning och bedömning. Frågor om mottagande, användning och effekter behandlas från ett såväl deskriptivt som problematiserande perspektiv, baserat på skrivna källor samt upplysningar från informanter i de nordiska länderna. I texten berörs vidare aktuell utveckling och diskussion kring referensramen.Nyckelord: gemensam europeisk referensram för språk; lärande, undervisning och bedömning; europeisk språkportfolio; de nordiska länderna Common European Framework of Reference for Languages: Learning, teaching, assessment - a nordic perspectiveAbstractSince its publication by the Council of Europe in 2001, the Common European Framework of Reference for Languages (CEFR) has gained increasing influence, mainly in Europe but also in other parts of the world. In the current article, the Framework of Reference is focused upon, as is the European Language Portfolio that can be seen as an educational operationalization of the document. After some initial background information, including a section on discussions and dilemmas related to the CEFR, the situation in the Nordic countries is focused upon, based on the three aspects mentioned in the title of the document, namely learning, teaching and assessment. Issues related to reception, use and effects are treated from a descriptive as well as a problematizing perspective, based on written sources and reports from informants in the different countries. Further, current developments and discussion related to the CEFR are touched upon. Keywords: Common European Framework of Reference; learning, teaching and assessment; European Language Portfolio; Nordic countries
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Retelj, Andreja. "Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment." Linguistica 54, no. 1 (December 31, 2014): 61–75. http://dx.doi.org/10.4312/linguistica.54.1.61-75.
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The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.
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McNamara, Tim. "Managing learning: Authority and language assessment." Language Teaching 44, no. 4 (April 19, 2011): 500–515. http://dx.doi.org/10.1017/s0261444811000073.
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A feature of language assessment internationally is its role in the enforcement of language policies established by governments and other educational and cultural agencies. This trend has led to the near-universal adoption of curriculum and assessment frameworks, the clearest example of which is the Common European Framework of Reference for Languages (CEFR). What does this movement represent? What is the source of the authority of frameworks such as the CEFR, and why are they so appealing to governments? The paper argues that the determination of test constructs within policy-related frameworks leads to inflexibility, and considers the case of the testing of competence in English as a lingua franca (ELF) communication, in the context of international civil aviation communication.
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Zaenuri, Muhammad, Muhammad Nur Kholis, and Anisatul Barokah. "Analisis Soal TOSA (Test of Standard Arabic) Mengacu Pada CEFR (Common European Framework of Reference For Language)." An Nabighoh: Jurnal Pendidikan dan Pembelajaran Bahasa Arab 22, no. 02 (December 31, 2020): 169. http://dx.doi.org/10.32332/an-nabighoh.v22i02.2219.
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This study aims to explore and analyze the TOSA (Test of Standard Arabic) questions as an instrument to measure the Arabic language competence of students at IAIN Surakarta. This research uses a qualitative approach. The results of the study showed: 1) TOSA was prepared using an integrative, communicative and pragmatic approach; 2) TOSA is a type of standard test used to measure the Arabic language competency testee, not the testee's mastery of the material that has been taught; 3) TOSA competency standard refers to CEFR (Common European Framework of Reference for Language) according to its part, so fahmu al-masmu 'is equivalent to A1-C1 CEFR, fahmu at-tarakib al-lughawiyyah is equivalent to A1-B2 CEFR, and fahmu al-maqru' is equivalent to A1-C1 CEFR.
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Savski, Kristof. "CEFR as Language Policy: Opportunities and Challenges for Local Agency in a Global Era." English Teacher 50, no. 2 (August 1, 2021): 60–70. http://dx.doi.org/10.52696/aide2513.
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The Common European Framework of Reference for Languages (CEFR) has become one of the most widely cited documents in language education across the globe, its influence now felt far beyond the confines of Europe, the context for which it was originally produced. In Malaysia, CEFR was given particular prominence in the Malaysia Education Blueprint 2013-2025 and English Language Education Reform in Malaysia: The Roadmap 2015-2025, both of which positioned the framework as the primary yardstick by which curricula were to be developed and against which achievements (or lack thereof) were to be evaluated. This paper examines CEFR from the perspective of language policy, focussing particularly on the implications this document has for local agency in the Malaysian context. The paper begins by examining the constructs of language and language education underlying CEFR, pointing in particular to how these reflect the socio-political context for which the framework was developed. The next section examines how policy texts in the Malaysian context, in particular the 2015 Roadmap, have interpreted CEFR, highlighting in particular the way that these texts (as other policies across the globe) have tended to treat the CEFR reference levels as a global standard, with little scope for local agency. The final section considers alternative, localized models for using CEFR as language policy in Malaysia, in particular how the framework may be used in support of an inclusive agenda in which diversity and multilingualism are embraced.
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Fonio, Filippo, and Geneviève Genicot. "The compatibility of drama language teaching and CEFR objectives – observations on a rationale for an artistic approach to foreign language teaching at an academic level." Scenario: A Journal of Performative Teaching, Learning, Research V, no. 2 (July 1, 2011): 75–89. http://dx.doi.org/10.33178/scenario.5.2.6.
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The elaboration of the rationale proposed here finds its roots in an examination of the CEFR (Common European Framework of Reference for Languages) parameters. We are notably interested in highlighting the importance of artistic practice – and in particular of drama performance – in the context of foreign language learning. We are thus proposing here considerations concerned with the estimation of artistic practice as a specific way of teaching and learning foreign languages. Our usual target group consists of Bachelor and Master students interested in learning Italian through drama techniques but whose subject is not primarily Modern Languages (non-specialist students). By proposing a set of standard skills that match CEFR parameters with artistic pedagogy training, we intend to promote valuable criteria for teachers, learners and examiners in order to promote language learning through artistic practice syllabi.
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Rafikova, Fotima Abduvosiyevna. "Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching." American Journal of Interdisciplinary Innovations and Research 03, no. 02 (February 28, 2021): 72–79. http://dx.doi.org/10.37547/tajiir/volume03issue02-14.
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At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.
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Poupounaki-Lappa, Polyxeni, Tzortzina Peristeri, and David Coniam. "Towards a Communicative Test of Reading and Language Use for Classical Greek." Journal of Classics Teaching 22, no. 44 (2021): 98–105. http://dx.doi.org/10.1017/s2058631021000222.
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AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.
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Janssen-van Dieten, Anne-Mieke. "Hoe 'Gemeenschappelijk' Is het Gemeenschappelijk Europees Referentiekader?" Onderzoek ontmoet onderwijs 64 (January 1, 2000): 59–69. http://dx.doi.org/10.1075/ttwia.64.07die.
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The Common European Framework of Reference (CEFR) is supposed to be applicable for all learners or users of second and foreign languages and to enhance the comparability of language qualifications. In this article, it is argued that, owing to a confusion of declarative knowledge and language proficiency, this framework does not enable language learners with a low level of previous education are not enabled to show progress in language proficiency. Furthermore it is argued that the open and flexible nature of the framework does not contribute to a higher degree of comparability of results of language learning.
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Szczęk, Joanna, and Marcelina Kałasznik. "Common European Framework of Reference for Languages (CEFR) on the university level – diagnosis and perspectives." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Studia Neofilologiczne 13 (2017): 105–18. http://dx.doi.org/10.16926/sn.2017.13.08.
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Sridhanyarat, Kietnawin, Supakarn Pathong, Todsapon Suranakkharin, and Amornrat Ammaralikit. "The Development of STEP, the CEFR-Based English Proficiency Test." English Language Teaching 14, no. 7 (June 30, 2021): 95. http://dx.doi.org/10.5539/elt.v14n7p95.
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This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.
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Yamaguchi, Yumiko. "Developmental Stages and the CEFR Levels in Foreign Language Learners’ Speaking and Writing." Studies in English Language Teaching 7, no. 1 (December 17, 2018): 1. http://dx.doi.org/10.22158/selt.v7n1p1.
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<p class="AbstractTitle"><em>This paper aims to investigate foreign language learners’ speaking and writing based on a second language acquisition (SLA) theory and the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). While the CEFR has been widely used as a reference instrument in foreign language </em><em>education</em><em>, there has been insufficient empirical research undertaken on the CEFR levels (e.g., Hulstijin, 2007; Wisniewski, 2017). Also, few studies have examined how the CEFR levels relate to the developmental stages predicted in SLA theories. In this study, spoken and written narratives performed by 60 Japanese learners of English are examined based on one of the major SLA theories, namely Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015), as well as on the CEFR. Results show that the Japanese L1 learners acquire English syntax as predicted in PT in both speaking and writing. In addition, there seems to be a linear correlation between the CEFR levels and PT stages. However, it is also found that the learners at the highest PT stage are not necessarily at a higher CEFR level.</em><em></em></p>
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Shehata, Gamal, and Ayub Sheik. "Test Writers’ Perceptions of English Language Tests in Relation to the Common European Framework of Reference (CEFR) at a Saudi Arabian University." International Journal of English Language Education 8, no. 2 (August 24, 2020): 151. http://dx.doi.org/10.5296/ijele.v8i2.17578.
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The CEFR is currently being used globally as a guiding document for specifying the standards of language learning, teaching, and assessment. The university wherein this study takes place, assumes that its internally produced English language tests are CEFR-related because they are based on textbooks which claim affinity with the CEFR. This study investigates the validity of this assumption. The literature review suggests a wealth of studies which link a specific test or exam to the CEFR based on the technical procedures laid out in the Manual for Relating Language Examinations to the CEFR (the Manual). This study has a different approach as it investigates whether the internally produced English language tests at a Saudi Arabian university are linked/related to the CEFR from the perspectives of the academic staff who are responsible for producing the English language tests at the university wherein this study is conducted. As such, this study is situated within an interpretative case study paradigm and uses a mixed method methodology for data collection and analysis. The study showed that all the research participants share the view that the English language exams which they develop are CEFR linked/related because they are based on the learning outcomes of textbooks which, according to the publisher, are CEFR linked. In addition, the contextual issues related to the implementation of the Manual and the CEFR are to be considered. The study presents implications and recommendations for the institution and for ELT publishers who claim that their ELT materials are CEFR linked.
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Arnott, Stephanie, and Marie-Josée Vignola. "The Common European Framework of Reference (CEFR) in French immersion teacher education." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 321–45. http://dx.doi.org/10.1075/jicb.17008.arn.
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Abstract Over 11% of Canadian students are currently enrolled in French immersion (FI) – a program where French is a subject of study and is the language of instruction in at least two content areas. Research shows that stakeholders in FI initial teacher education (ITE) programs identify French language proficiency development as an area of high priority; however, Canadian ITE programs do not typically provide linguistic support. This article reports on an adaptation and implementation of the Common European Framework of Reference (CEFR) (specifically, the European Language Portfolio [ELP]) as part of a remedial 24-week French writing course in an FSL ITE program focused on developing French proficiency. Student-teachers (n = 25) and the course instructor identified strengths and challenges associated with this initiative via surveys and interviews. Findings show participant convergence and divergence on the portfolio experience, raising implications for decision-making related to its use in ITE programs targeting FI teachers.
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Galantomos, Ioannis. "Developing “conceptual knowledge” descriptors for CEFR-based proficiency levels." Journal of Second Language Studies 4, no. 1 (April 16, 2021): 96–120. http://dx.doi.org/10.1075/jsls.19029.gal.
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Abstract This article proposes a framework for the integration of “conceptual knowledge” descriptors’ into CEFR (Common European Framework of Reference for languages)-based proficiency levels. Research on the difficulties faced by second language (L2) learners when learning an additional language has shown that apart from the pure linguistic and communicative errors, a further type of error, namely conceptual errors hinders communication in the target language. Conceptual errors are a manifestation of ill-developed conceptual knowledge, that is the ability to express oneself in an L2 while using the L2 conceptual system. Although there exists a number of studies linking conceptual knowledge and its constituent parts to native-like fluency, relatively little is present in the CEFR. Hence, the goal of this paper is twofold, first to introduce and clarify “conceptual knowledge” and second (and most importantly) to develop conceptual knowledge descriptors’ and sample activities for each CEFR level ranging from A2 to C2.
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Shackleton, Caroline. "Developing CEFR-related language proficiency tests: A focus on the role of piloting." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 333–52. http://dx.doi.org/10.1515/cercles-2018-0019.
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Abstract Most language proficiency exams in Europe are presently developed so that reported scores can be related to the Common European Framework of Reference for Languages (CEFR; (Council of Europe. 2001. Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.). Before any CEFR linking process can take place, such tests should be shown to be both valid and reliable, as “if an exam is not valid or reliable, it is meaningless to link it to the CEFR [and] a test that is not reliable cannot, by definition, be valid” (Alderson, Charles J. 2012. Principles and practice in language testing: compliance or conflict? Presentation at TEA SIG Conference: Innsbruck. http://tea.iatefl.org/inns.html (accessed May 2017).). In the test development process, tasks developed based on test specifications must therefore be piloted in order to check that test items perform as predicted. The present article focuses on the statistical analysis of test trial data provided by the piloting of three B1 listening tasks carried out at the University of Granada’s Modern Language Center (CLM). Here, results from a detailed Rasch analysis of the data showed the test to be consistently measuring a unidimensional construct of listening ability. In order to confirm that the test contains items at the correct difficulty level, teacher judgements of candidates’ listening proficiency were also collected. The test was found to separate A2 and B1 candidates well; used in conjunction with the establishment of appropriate cut scores, the reported score can be considered an accurate representation of CEFR B1 listening proficiency. The study demonstrates how Rasch measurement can be used as part of the test development process in order to make improvements to test tasks and hence create more reliable tests
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Šifrar Kalan, Marjana, and Andreja Trenc. "Relating reading comprehension in the Spanish as a foreign language national exam to the CEFR: some aspects of evaluation." Linguistica 54, no. 1 (December 31, 2014): 309–23. http://dx.doi.org/10.4312/linguistica.54.1.309-323.
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The aim of the article is to present the results of a project which tried to relate the reading comprehension test in the Spanish as a foreign language national matura exam to the Common European Framework of Reference for Languages (CEFR). The CEFR and the evaluation guidelines (Council of Europe 2009) present reference points and standardization tools for establishing the correspondence between the knowledge required in the exam on the one hand and the levels of linguistic competence proposed by the CEFR on the other hand. Reading comprehension is analysed as a communicative process in foreign and native language. After introducing the project of calibrating the foreign language exam to the CEFR and presenting the methodology employed in the study, a comparative analysis of the results is presented. The analysis combines two methods: Angoff and Basket standard setting methods and a descriptive method based on the CEFR descriptive scales. Cut scores for B1 level in the elementary examination and for B2 level in the advanced examination as established by the panel of judges are proposed. However, a detailed descriptive analysis of each exam item has shown that the CEFR descriptors should be more transparent, comprehensive and precise, given that reading comprehension is a threedimensional skill consisting of various general and linguistic (sub)competences.
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Won, Yunhee. "Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)." International Journal of Area Studies 11, no. 1 (May 1, 2016): 39–58. http://dx.doi.org/10.1515/ijas-2016-0003.
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Abstract This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.
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ITO, Hideaki. "Orthoepic Competence Descriptors in Japanese Language Education: CEFR Levels B1 to C2." Acta Linguistica Asiatica 10, no. 1 (January 30, 2020): 49–66. http://dx.doi.org/10.4312/ala.10.1.9-26.
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The Council of Europe’s 2001 Common European Framework of Reference for Languages (CEFR) has shown rapid global adoption, and now includes Japanese language education though it primarily aimed at alphabetically transcribed languages. It basically acknowledges that orthoepic competence relates to comprehension of characters yet does not indicate descriptors. Descriptors examining A1 and A2 levels, using altered techniques, have already been set. In this paper, I re-examine descriptors for levels B1 to C2, which have not yet been attempted, and combine them with the results for levels A1 and A2 to present descriptors for levels A1 to C2 in overall.
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Spajić, Marija, and Yvonne Vrhovac. "Common European Framework of Reference for Languages in Croatia: an analysis of writing competence at level C1." Linguistica 54, no. 1 (December 31, 2014): 129–52. http://dx.doi.org/10.4312/linguistica.54.1.129-152.
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The aim of the article is to present the results of a research conducted with advanced (C1 level) learners of French as a foreign language in Croatia, in which their writing competence was studied according to the CEFR descriptors. Our hypothesis was that reaching level C1 demanded that a considerable amount of effort be invested in the development of learners’ writing and pragmatic skills. In the evaluation of these skills, characteristics of culture-specific learning contexts are to be taken into account. To test our hypothesis, we used a structured questionnaire and interviews with teachers. The results of our research are presented in the conclusion.
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Trihardini, Ayu, Aprilia Ruby Wikarti, M.A., Resma Nur Anggrini, and Riyadh Abdurrahman. "KESETARAAN HANYU SHUIPING KAOSHI LEVEL I-IV DENGAN CEFR PADA KETERAMPILAN BERBICARA BAHASA MANDARIN." Jurnal Cakrawala Mandarin 4, no. 1 (August 4, 2020): 11. http://dx.doi.org/10.36279/apsmi.v4i1.94.
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AbstrakSejalan dengan derasnya perkembangan era disrupsi teknologi revolusi industri 4.0, pembelajaran bahasa asing dituntut untuk mempunyai standar tingkat penguasaan sebagai acuan pengukuran kemahiran. Standar yang digunakan di Eropa dan diadaptasi di seluruh dunia yaitu Common European Framework of Reference for Languages (CEFR). Standar CEFR level B2 merupakan standar minimal lulusan program studi kebahasaan pada Fakultas Bahasa dan Seni Universitas Negeri Jakarta (FBS UNJ). Sementara dalam konteks penguasaan bahasa Mandarin, secara khusus digunakan acuan Hanyu Shuiping Kaoshi (HSK). Tulisan ini akan membahas mengenai kesetaraan HSK I-IV dengan CEFR pada keterampilan berbicara bahasa Mandarin.Berdasarkan hasil penelitian, kesetaraan antara HSK dengan CEFR pada keterampilan berbicara dapat disimpulkan sebagai berikut: (1) Materi ajar keterampilan berbicara HSK level I setara dengan CEFR 0 hingga level A1, HSK level II setara dengan CEFR level A2, HSK level III setara dengan CEFR level A2 hingga B1, sedangkan HSK level IV setara dengan CEFR level B1; (2) Materi soal HSKK level dasar setara dengan CEFR 0 hingga level A2, HSKK level menengah setara dengan CEFR level A2 hingga B1.Hasil penelitian ini dapat menjadi dasar bagi Asosiasi Program Studi Mandarin Indonesia (APSMI) dalam mengusulkan kesetaraan HSK dengan CEFR versi pengajar bahasa Mandarin di Indonesia, seperti yang telah diajukan Hanban dan Asosiasi Guru Bahasa Mandarin di Prancis dan Jerman. Hasil penelitian mengenai kesetaraan HSK dengan CEFR ini juga mempertegas perwujudan mutu dan jati diri bangsa dalam kaitan Kerangka Kualifikasi Nasional Indonesia (KKNI) yang sedang dikembangkan secara nasional. Peneliti menyarankan APSMI agar mengambil peran dalam mengembangkan sebuah standar pendidikan bahasa Mandarin di Indonesia, terutama standar kompetensi pendidikan dan pelatihan bahasa Mandarin secara nasional di bidang-bidang tertentu yang memerlukan keterampilan berbicara bahasa Mandarin.Kata Kunci: Hanyu Shuiping Kaoshi, CEFR, Keterampilan Berbicara, Bahasa Mandarin AbstractThe rapid flow development of the era of technological disruption in the industrial revolution 4.0, foreign language learning required to have a standard level of mastery as a reference to measure proficiency. The standard used in Europe and adapted throughout the world is the Common European Framework of Reference for Languages (CEFR). CEFR level B2 standard is a minimum standard for graduates of language study programs at the Faculty of Language and Arts, State University of Jakarta (FBS UNJ). While in the context of mastering Mandarin, specifically the Hanyu Shuiping Kaoshi (HSK) reference is used. This paper will discuss HSK equality with CEFR in Mandarin speaking skills.Based on the results of the study, the equality between HSK and CEFR on speaking skills can be concluded as follows: (1) Teaching materials on speaking skills for HSK level I is equivalent to CEFR 0 to level A1; HSK level II is equivalent to CEFR level A2; HSK level III is equivalent to CEFR level A2 to B1; while HSK level IV is equivalent to CEFR level B1; (2) Proficiency Test Material for HSKK beginner level is equivalent to CEFR 0 to level A2; HSKK for intermediate level is equivalent to CEFR level A2 to B1. The results of this study can be the basis for the Association of Indonesian Mandarin Study Programs (APSMI) in proposing Indonesian version of HSK correspondend to the level of CEFR, as already asserted by Hanban, also by French and German Associations of Chinese Language Teachers. The results of this research also reinforce the realization of quality and national identity in relation to the Indonesian National Qualification Framework (KKNI), which is being developed nationally. The researcher suggests that APSMI take a role in developing a standard of Mandarin language education in Indonesia, especially the national competency standard of Mandarin education and training in certain fields that require Mandarin speaking skills.Keywords: Hanyu Shuiping Kaoshi, CEFR, Speaking Skills, Mandarin
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Little, David, and Gudrun Erickson. "Learner Identity, Learner Agency, and the Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages." Annual Review of Applied Linguistics 35 (March 2015): 120–39. http://dx.doi.org/10.1017/s0267190514000300.
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ABSTRACTThis article starts from the assumption that education is a process of “people shaping” designed to help learners extend and perhaps in some ways modify their identity while exploiting and developing their agency. This view is harmonious with the approach to language education that the Council of Europe has developed since the 1970s, and especially with its early commitment to learner autonomy and self-assessment. The approach adopted by the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) to the description of language proficiency clearly implicates the user-learner's identity and agency, which are also central to the CEFR's companion piece, the European Language Portfolio (ELP), in which self-assessment plays a key role. The article proposes that taken together, the CEFR and the ELP imply an assessment culture in which learning and assessment are reciprocally integrated. From the perspective thus established, the authors review some current trends in language assessment and their potential impact on learner identity and learner agency, focusing in turn on self-assessment, peer assessment, teacher assessment, and large-scale testing and assessment. The article concludes by arguing that although recent developments in language assessment pay significantly more attention to the learner than was previously the case, a great deal of work remains to be done to further increase the engagement of learner agency in processes of self-assessment and peer assessment and to align them with other forms of assessment.
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Schmidt, Maria Gabriela, Noriko Nagai, Naoyuki Naganuma, and Gregory Birch. "Teacher development: Resources and devices to promote reflective attitudes toward their profession." Language Learning in Higher Education 9, no. 2 (October 25, 2019): 445–57. http://dx.doi.org/10.1515/cercles-2019-0024.
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Abstract The Common European Framework of Reference for Languages (CEFR) has been increasingly used to inform language policies and teaching practices in Japan. The Japanese Ministry of Education proposed in 2011 that objectives of English curricula at the secondary education level ought to be stated using the “Can do” schemata of the CEFR and then announced a new English examination system for college enrolment to be launched in 2020. This top-down approach to implementing the CEFR, however, has caused practitioners great confusion and led to mis-conceptualisations of the CEFR. A group of practitioners conducted a research project aiming to develop a practical guide to CEFR-informed learning, teaching and assessment. It attempts to provide practitioners with CEFR-related resources and tools to implement the CEFR for course design. To design a course, users of the CEFR need to modify scaled illustrative descriptors in principled ways to fit local needs. The modified descriptors become the basis for daily lesson plans, and function as an assessment tool for teacher and learner self-assessment. This report summarises the research project and workshops held in 2017 and 2018.
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Kosevski Puljić, Brigita. "The impact of the Common European Framework of Reference (CEFR) on the assessment of the writing skills in German language teaching in Slovenia." Linguistica 54, no. 1 (December 31, 2014): 47–59. http://dx.doi.org/10.4312/linguistica.54.1.47-59.
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CEFR is a didactic framework used to describe foreign language competencies. All foreign language curricula in Slovenia refer to this framework. CEFR language proficiency levels have an influence on the testing and assessment of writing competence. In order to quantify this impact, a study using a questionnaire was conducted among teachers of German as a foreign language. It comprised questions about the usefulness of the CEFR in teaching students how to improve their writing ability and in setting the criteria for the evaluation of writing assignments. Furthermore, questions were asked about the importance of selected categories for the evaluation of writing assignments at levels A1-B1 as well as about an appropriate classification of various text types at levels A1-B2 in the context of using the CEFR to teach German. The results of the study showed that German language teachers do not consider the CEFR to be an important teaching aid when setting the criteria for the evaluation of written assignments. The teachers may have reached this conclusion on the basis of the existing criteria used in the external evaluation of writing assignments, on the basis of personal criteria as well as of other circumstances.
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Gyllstad, Henrik, Jonas Granfeldt, Petra Bernardini, and Marie Källkvist. "Linguistic correlates to communicative proficiency levels of the CEFR." EUROSLA Yearbook 14 (August 5, 2014): 1–30. http://dx.doi.org/10.1075/eurosla.14.01gyl.
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This study is a contribution to the empirical underpinning of the Common European Framework of Reference for Languages (CEFR), and it aims to identify linguistic correlates to the proficiency levels defined by the CEFR. The study was conducted in a Swedish school setting, focusing on English, French and Italian, and examined the relationship between CEFR levels (A1–C2) assigned by experienced raters to learners’ written texts and three measures of syntactic complexity (based on length of t-unit, subclause ratio, and mean length of clause (cf. Norris & Ortega, 2009)). Data were elicited through two written tasks (a short letter and a narrative) completed by pupils of L2 English (N = 54) in years four, nine and the final year of upper-secondary school, L3 French (N = 38) in year nine and the final year of upper-secondary school, and L4 Italian (N = 28) in the final year of upper-secondary school and first year of university. The results showed that, globally, there were weak to medium-strong correlations between assigned CEFR levels and the three measures of syntactic complexity in English, French and Italian. Furthermore, it was found that syntactic complexity was homogeneous across the three languages at CEFR level A, whereas syntactic complexity was different across languages at CEFR level B, especially in the data for English and French. Consequences for the empirical validity of the CEFR framework and the nature of the three measures of complexity are discussed.
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Kusevska, Marija. "Connecting development of pragmatic competence with the CEFR." Linguistica 54, no. 1 (December 31, 2014): 97–112. http://dx.doi.org/10.4312/linguistica.54.1.97-112.
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The aim of this paper is to look at how The Common European Framework of Reference for Languages (CEFR) can facilitate research of pragmatic competence development. Central to developing pragmatic competence are the language functions (or speech acts) and the conventions of politeness. In particular, we focus on how Macedonian learners of English at B2 level express their disagreement, and we put their performance in relation to the functions and the politeness maxims postulated in Vantage (van Ek/Trim 2001) and the Common European Framework of Reference for Languages (2001). Data for the analysis was compiled by means of a Discourse Completion Task (DCT) consisting of nine tasks which required the students to express an opposing view to the one given in the tasks. In our analysis, we classified disagreement as strong, weak, direct and hints. We focus on the linguistic means that learners used to express and to modify their disagreement. In particular, we discuss the use of lexical and syntactic modifiers, putting more emphasis on the use of modal verbs and I think. We end the paper with a conclusion that the CEFR and the accompanying books provide a valuable tool not only because they list the exponents of the functions, but also because they explain the principles that these exponents are motivated by. Finally, we raise two issues that we believe are important for further consideration. One is development of further research across all levels with the aim of better understanding the processes governing the acquisition of pragmatic competence. The other is developing research on what teaching methods and techniques should be employed to facilitate it.
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Janowska, Iwona. "REFLEKSYJNOŚĆ W ŚWIETLE TEKSTÓW EUROPEJSKIEGO SYSTEMU OPISU KSZTAŁCENIA JĘZYKOWEGO." Neofilolog 2, no. 42/2 (September 4, 2019): 143–54. http://dx.doi.org/10.14746/n.2014.42.2.2.
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The Common European Framework of Reference for Languages is a document characterized by a high level of generality, addressed to a wide range of readers. The conceptual paradigm included in the document could constitute the basis for a new trend in language didactics; however, a lot of further work and research should be carried out for the new approach to achieve the status of independent and efficient methodology. The first prerequisite for introducing necessary modifications is a reflexive approach to the recommendations of CEFR, especially those which are methodological in character. The lack of any rules or procedures showing how to facilitate the achievement of learning objectives is the most frequent objection made against the CEFR. The focus on what has to be taught should go along with how to teach and why. Reflexivity which occupies a marginal position in the CEFR has to become a priority for its users if the methodology outlined there is to constitute the new era in language didactics.
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Ahmad Afip, Liyana, M. Obaidul Hamid, and Peter Renshaw. "Common European framework of reference for languages (CEFR): insights into global policy borrowing in Malaysian higher education." Globalisation, Societies and Education 17, no. 3 (February 13, 2019): 378–93. http://dx.doi.org/10.1080/14767724.2019.1578195.
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Deepaen, Wanida. "Research and Development of the ASEAN Cartoon Lesson using the Communicative Language Teaching Approach and the Common European Framework of Reference for Languages." Global Journal of Foreign Language Teaching 6, no. 2 (December 1, 2016): 104. http://dx.doi.org/10.18844/gjflt.v6i2.715.
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Cartoon pictures help to encourage students’ attention and bring joy to learning English. Cartoon lessons efficiently support students’ English language achievements. This research aimed to develop the ASEAN cartoon lesson using the communicative language teaching approach (CLT) and the Common European Framework of Reference for Languages (CEFR) for secondary school students. The ASEAN cartoon lesson was used to teach M.2 students for 22 hours. Then, interviews, a multiple-choice test, questionnaires and focus group discussions were used to collect data that were analysed by content analysis, descriptive statistics, a relative gain score and a dependent sample t-test. The research findings indicated that the cartoon lesson displayed very good efficiency and effectiveness. In addition, the students displayed developments in their language learning. This result will hopefully become a reference for English teachers to use to enrich students’ learning.
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Yamaguchi, Yumiko. "L2 Written Production by Japanese Learners of English." Education, Language and Sociology Research 1, no. 2 (October 27, 2020): p88. http://dx.doi.org/10.22158/elsr.v1n2p88.
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This paper presents part of the results of a learner corpus study of English spoken and written performances by Japanese native speakers. For the current study, the written data from 80 participants were used. Their English written production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results demonstrated that there was an implicational pattern in the acquisition of English L2 grammar by the Japanese learners as predicted in PT. It was also shown that there was a linear connection between second language (L2) development as found in PT analysis and L2 proficiency levels as measured by the CEFR rating, while a statistically significant difference was not found.
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Van Huy, Nguyen, and M. Obaidul Hamid. "Educational policy borrowing in a globalized world." English Teaching: Practice & Critique 14, no. 1 (May 5, 2015): 60–74. http://dx.doi.org/10.1108/etpc-02-2015-0014.
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Purpose – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. Design/methodology/approach – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months. Findings – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. Originality/value – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.
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Rehner, Katherine, Ivan Lasan, Anne Popovich, and Zehra Palta. "The Impact of CEFR-Related Professional Learning on Second-Language Teachers’ Classroom Practice: The Case of French in Canada." Canadian Journal of Applied Linguistics 24, no. 1 (January 22, 2021): 26–53. http://dx.doi.org/10.37213/cjal.2021.28992.
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This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.
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Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.
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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.
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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Ilc, Gašper, and Andrej Stopar. "Syntactic and Lexical Complexity of B2 Listening Comprehension Subtests in English: A Comparative Study." Romanian Journal of English Studies 13, no. 1 (December 1, 2016): 116–26. http://dx.doi.org/10.1515/rjes-2016-0015.
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AbstractAdopting Weir’s (2005) socio-cognitive validation framework, the present paper focuses on the syntactic and lexical complexity of listening comprehension subtests in three B2-level examinations: The City Guilds international examination in English, The First Certificate in English, and the General Matura in English. By analysing and interpreting the results obtained from different automated tools, the research aims to determine to what extent the three subtests are comparable. The results of the study suggest the unreliability of the Common European Framework of Reference for Languages (CEFR) as a sole mechanism for test comparisons.
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Ilc, Gašper, Andrej Stopar, and Veronika Rot Gabrovec. "Relating the Slovenian secondary school English language national examinations to the CEFR: findings and implications." Linguistica 54, no. 1 (December 31, 2014): 293–308. http://dx.doi.org/10.4312/linguistica.54.1.293-308.
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The present paper draws on the report of a five-year project that aligned the Slovenian national exams in English to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). Discussed here are the key findings of the relating project, carried out by the National Examination Centre, a central institution for external assessment in Slovenia, for the following exams: the Vocational Matura (for technical secondary schools, vocational-technical schools, and vocational courses) and the General Matura (for general secondary education programmes). The focus of the paper is on the interpretation of the findings of the project, the significance of relating the aforementioned exams to the CEFR, the implications of project results for future language test development and, most importantly, the impact of the findings on the development of secondary school-level English education programmes in Slovenia.
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Voevoda, E. V. "Foreign Language Mediation Activities in the Dialogue of Cultures." MGIMO Review of International Relations, no. 3(42) (June 28, 2015): 239–43. http://dx.doi.org/10.24833/2071-8160-2015-3-42-239-243.
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The article addresses the CEFR extended set of language proficiency descriptors. The author points out that education, as well as the language, make an integral part of national culture and reflect the problems existing in society including the problems in communication and social interaction. In the early 21st century the process of communication became largely monolingual with English as the global lingua franca. The Bologna process contributed to building the European education environment based on the principle of multilinguism, which implies that representatives of different ethnic groups with different mother tongues communicate in the same language within a single social group. In 2001, in order to synchronize the national curricula, the Council of Europe adopted CEFR - Common European Framework of Reference for Languages: Learning, Teaching, Assessment which presents descriptors of the six levels of language proficiency. Ten years later it became evident that the descriptors needed to be revised. While economies were converging, cultures began to diverge. Globalization made Europeans realize the value of every single ethnic culture. That led to the idea of plurolinguism which argues that an individual can communicate in a variety of languages using a variety of language forms known to them. The process of communication thus calls for mediation activities that facilitates communication if the interlocutors are unable to understand each other directly. That means that the aim of language learning changes from perfecting a certain foreign language to building plurilingual and pluricultural competences.
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Bakar, Erda Wati. "Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR." International Journal of Modern Languages And Applied Linguistics 4, no. 2 (June 1, 2020): 84. http://dx.doi.org/10.24191/ijmal.v4i2.7975.
Full textAbstract:
The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.
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Kharis, M., Martin Ebner, Primardiana Hermilia Wijayati, Edy Hidayat, and Lilis Afifah. "Microblogging with Padlet: Students’ New Writing Experience on A2–B1 Common European Framework of Reference for Languages (CEFR)." International Journal of Emerging Technologies in Learning (iJET) 15, no. 01 (January 15, 2020): 176. http://dx.doi.org/10.3991/ijet.v15i01.11804.
Full textAbstract:
This research work aims to answer the question, compared to conventional media, whether the use of Padlet as a microblogging platform can improve students' German writing skills for A2 - B1 level CEFR standard. Students in the class A wrote with conventional paper sheet. Meanwhile, students in the class B wrote essay writing assignment through the Padlet platform. The study took place in Malang, Indonesia and lasted for one semester. In summary 45 students participated. The pre-test data indicated that there is no difference in the results of the pre-test in the control class and experiment class. The post test scores were obtained from two writing assessments in both classes. The test results indicated the data value sig 0.326 in the ANOVA table, which means that there are no differences in the post-test results in the two classes. Thus, it was concluded that the use of Padlet in microblogging activities in writing did not affect the results of student writing scores. Nevertheless, the use of Padlet has not any disadvantages, whereas students get additonal digital skills and respond additionally positively to the use of Padlet.