- •Using the electronic version
- •Bookmarks
- •Moving around the text
- •Finding a word or phrase in the text
- •Using the hyperlinks in the text
- •Copying the text
- •Printing the text
- •CONTENTS
- •PREFATORY NOTE
- •NOTES FOR THE USER
- •SYNOPSIS
- •1 The Common European Framework in its political and educational context
- •1.2 The aims and objectives of Council of Europe language policy
- •1.4 Why is CEF needed?
- •1.5 For what uses is CEF intended?
- •1.6 What criteria must CEF meet?
- •2 Approach adopted
- •2.1.1 The general competences of an individual
- •2.1.2 Communicative language competence
- •2.1.3 Language activities
- •2.1.4 Domains
- •2.1.5 Tasks, strategies and texts
- •2.3 Language learning and teaching
- •2.4 Language assessment
- •3 Common Reference Levels
- •3.1 Criteria for descriptors for Common Reference Levels
- •3.2 The Common Reference Levels
- •3.4 Illustrative descriptors
- •Communicative activities
- •Strategies
- •3.5 Flexibility in a branching approach
- •3.7 How to read the scales of illustrative descriptors
- •4 Language use and the language user/learner
- •4.1 The context of language use
- •4.1.1 Domains
- •4.1.2 Situations
- •4.1.3 Conditions and constraints
- •4.4.2 Receptive activities and strategies
- •4.4.4 Mediating activities and strategies
- •4.5.1 Planning
- •4.5.2 Execution
- •4.5.3 Monitoring
- •4.6.2 Media include:
- •5 The user/learner’s competences
- •5.1 General competences
- •5.1.1 Declarative knowledge
- •5.1.2 Skills and know-how
- •5.2.3 Pragmatic competences
- •6 Language learning and teaching
- •6.1 What is it that learners have to learn or acquire?
- •6.1.3 Plurilingual competence and pluricultural competence
- •6.1.4 Variation in objectives in relation to the Framework
- •6.4 Some methodological options for modern language learning and teaching
- •6.4.1 General approaches
- •6.5 Errors and mistakes
- •7 Tasks and their role in language teaching
- •7.1 Task description
- •7.2 Task performance
- •7.2.1 Competences
- •7.2.2 Conditions and constraints
- •7.2.3 Strategies
- •7.3.1 Learner competences and learner characteristics
- •7.3.2 Task conditions and constraints
- •8.2 Options for curricular design
- •8.2.2 From the partial to the transversal
- •8.3 Towards curriculum scenarios
- •8.3.1 Curriculum and variation of objectives
- •8.3.2 Some examples of differentiated curriculum scenarios
- •8.4.1 The place of the school curriculum
- •8.4.3 A multidimensional and modular approach
- •9 Assessment
- •9.1 Introduction
- •9.2.2 The criteria for the attainment of a learning objective
- •9.3 Types of assessment
- •9.3.3 Mastery CR/continuum CR
- •9.3.5 Formative assessment/summative assessment
- •9.3.6 Direct assessment/indirect assessment
- •9.3.7 Performance assessment/knowledge assessment
- •9.3.8 Subjective assessment/objective assessment
- •9.3.9 Rating on a scale/rating on a checklist
- •9.3.10 Impression/guided judgement
- •9.3.11 Holistic/analytic
- •9.3.12 Series assessment/category assessment
- •9.3.13 Assessment by others/self-assessment
- •General Bibliography
- •Descriptor formulation
- •Intuitive methods:
- •Qualitative methods:
- •Quantitative methods:
- •Appendix B: The illustrative scales of descriptors
- •The Swiss research project
- •Origin and Context
- •Methodology
- •Results
- •Exploitation
- •Follow up
- •References
- •The descriptors in the Framework
- •Document B1 Illustrative scales in Chapter 4: Communicative activities
- •Document B2 Illustrative scales in Chapter 4: Communication strategies
- •Document B3 Illustrative scales in Chapter 4: Working with text
- •Document B4 Illustrative scales in Chapter 5: Communicative language competence
- •Document B5 Coherence in descriptor calibration
- •Appendix C: The DIALANG scales
- •The DIALANG project
- •The DIALANG assessment system
- •Purpose of DIALANG
- •The DIALANG self-assessment scales
- •Source
- •Qualitative development
- •Translation
- •Calibration of the self-assessment statements
- •Other DIALANG scales based on the Common European Framework
- •Concise scales
- •Advisory feedback
- •References
- •Document C1 DIALANG self-assessment statements
- •Document C3 Elaborated descriptive scales used in the advisory feedback section of DIALANG
- •The ALTE Framework
- •The development process
- •Textual revision
- •Anchoring to the Council of Europe Framework
- •References
- •Document D1 ALTE skill level summaries
- •Document D2 ALTE social and tourist statements summary
- •Document D3 ALTE social and tourist statements
- •Document D4 ALTE work statements summary
- •Document D5 ALTE WORK statements
- •Document D6 ALTE study statements summary
- •Document D7 ALTE STUDY statements
- •Index
Language learning and teaching
6.5Errors and mistakes
Errors are due to an ‘interlanguage’, a simplified or distorted representation of the target competence. When the learner makes errors, his performance truly accords with his competence, which has developed characteristics different from those of L2 norms. Mistakes, on the other hand, occur in performance when a user/learner (as might be the case with a native speaker) does not bring his competences properly into action.
6.5.1 Different attitudes may be taken to learner errors, e.g.:
a)errors and mistakes are evidence of failure to learn;
b)errors and mistakes are evidence of inefficient teaching;
c)errors and mistakes are evidence of the learner’s willingness to communicate despite risks;
d)errors are an inevitable, transient product of the learner’s developing interlanguage.
e)Mistakes are inevitable in all language use, including that of native speakers.
6.5.2 The action to be taken with regard to learner mistakes and errors may be:
a)all errors and mistakes should be immediately corrected by the teacher;
b)immediate peer-correction should be systematically encouraged to eradicate errors;
c)all errors should be noted and corrected at a time when doing so does not interfere with communication (e.g. by separating the development of accuracy from the development of fluency);
d)errors should not be simply corrected, but also analysed and explained at an appropriate time;
e)mistakes which are mere slips should be passed over, but systematic errors should be
eradicated;
f ) errors should be corrected only when they interfere with communication;
g)errors should be accepted as ‘transitional interlanguage’ and ignored.
6.5.3 What use is made of the observation and analysis of learner errors:
a)in planning future learning and teaching on an individual or group basis?
b)in course planning and materials development?
c)in the evaluation and assessment of learning and teaching, e.g.
are students assessed primarily in terms of their errors and mistakes in performing the tasks set?
if not, what other criteria of linguistic achievement are employed? are errors and mistakes weighted and if so according to what criteria? what relative importance is attached to errors and mistakes in: pronunciation
spelling
155
Common European Framework of Reference for Languages: learning, teaching, assessment
vocabulary morphology syntax usage
sociocultural content?
Users of the Framework may wish to consider and where appropriate state their attitude to and action in response to learner errors and mistakes and whether the same or different criteria apply to:
•phonetic errors and mistakes;
•orthographic errors and mistakes;
•vocabulary errors and mistakes;
•morphological errors and mistakes;
•syntactic errors and mistakes;
•sociolinguistic and sociocultural errors and mistakes;
•pragmatic errors and mistakes.
156