- •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
Index
The index covers prefatory note, notes for user, chapters 1–9, bibliographies and appendices. Page references followed by t refer to tables
descriptors
communicative activities 180 criteria 21–2
illustrative 25, 36–7
language proficiency 37–40, 181, 205–11, 224t see also scales
DIALANG xiv 226–30 dialect 121
direct assessment 186–7 discourse competence 123–5 domains 10, 14–15, 45–6
educational domain 45, 55
Effective Occupational Proficiency Level 23 errors 155
European Language Portfolio (ELP) 5, 20 examination rating scale 181–2 examinations 178–9, 182
examiners 140 exercises 152
existential competence 11–12, 105–6, 148–9
face-to-face interaction 82 fixed point assessment 185 flexibility 31–3, 124 folk-wisdom 120 formative assessment 186
functional competence 125–30
grammatical competence 112, 151, 152
Guide for Examiners 20 guided judgement 189–90
heuristic skills 108, 149 holistic assessment 190 hypertext 40
illustrative descriptors 25, 36–7 impression judgement 189–90
Independent User Level 23 indirect assessment 186–7
interaction 14, 57, 66, 73–87, 92, 99, 126–8 interculturality 43, 103–5
interlanguage 155 interlocutors 51 intuitive methods 208–9
know-how 11, 12 knowledge 11
declarative 12, 101–4 sociocultural 102–3 knowledge assessment 187
knowledge of the world 101–2
language 107
language learning 18–19, 131–56 language policy 2–4
language processes 10 language proficiency assessment 183–4
descriptors 37–40, 181, 205–11, 224t levels 16–18, 40–2, 182
scales 37–40, 181, 212, 224t language skills profile 26t–7t language switching 133–4
Index
language teaching 18–19, 140–54 language teaching profession 140 language use
communicative activities and strategies 57–90 communicative tasks and purposes 53–7 context 44–51
qualitative aspects 28t–9t texts 93–100
themes 51–3 language users 50
learner characteristics 160–2 learner competences 160–2 learners 141–2, 144
ability to learn 12, 106, 149 responsibility for own learning 149
lexical competence 110–11 lexical selection 150
linguistic competences 13, 108–9, 149 linguistic diversification 168–76 listening 65–8, 233–4, 237, 242
ludic activities 55–6
macrofunctions 126 Mastery CR 184–5
Mastery Level 23 measurement issues 21–2 media 71, 93–4, 145 mediation 14, 57, 87–8, 99 mental context 50–1 metasystem 192–6 methodology 142–54 microfunctions 125–6 mistakes 155
modular approach 175–6 monitoring 92–3 multidimensional approach 175–6 multilingualism 4
non-verbal communication 88–90 norm-referencing(NR) 184
objective assessment 188–9 objectives 3, 135–8, 170–4, 179–80 oral production 58–60
orthoepic competence 117–8 orthographic competence 117 orthography 153
paralinguistics 89–90 paratextual features 90 performance assessment 181, 187 personal identification 54 phonological competence 116–7 pluriculturalism 6, 133, 168 plurilingualism 4–5, 43, 133, 168 politeness conventions 119 political objectives 3
portfolios 5, 20, 175
pragmatic competences 13–14, 123, 154 production 14, 57–65, 91, 98 proficiency see language proficiency
Proficient User Level 23 profiling 175 pronunciation 153
259
Index
qualitative methods 209–10 quantitative methods 210–11
reading 68–71, 235, 239 reception 14, 91–2, 98
activities/strategies 65–72 register 120
reliability 177
scale development methodologies 207–12 scale rating 189
scales analytic 38
assessor-oriented 38, 39 constructor-oriented 39 diagnosis-oriented 38, 39 DIALANG 226–30 holistic 38
illustrative 25, 36–7 addressing audiences 60 asking for clarification 87 coherence 125 communication strategies 222 communicative activities 222
communicative competence 223 compensating 64
cooperating 86 creative writing 62 DIALANG 231–43
discourse competence 124–5 essays 62
flexibility 124 grammatical accuracy 114 interaction 66, 85–7 linguistic range 110
listening 65–8, 233–4, 237, 242 media 71
monitoring 65 monologues 59 note-taking 96 oral production 58
orthographic control 118 phonological accuracy 117 planning 64
production strategies 64–5 propositional precision 129 public announcements 60 reading 68–71, 235, 239 reception strategies 72 register 120
repair 65 reports 62
self-assessment 231
sociolinguistic appropriateness 122
speaking activities 58–61 spoken fluency 129 spoken interaction 73–82
Swiss research project 217–25 text processing 96
thematic development 125 turntaking 86, 124 vocabulary 112
working with text 223
writing 61–3, 82–4, 231, 236, 240 language proficiency 37–40, 181, 224t user-oriented 37–8, 39
see also descriptors schools 172–4
self-assessment 126–7t, 181, 191–2, 231 semantic competence 115
series assessment 191 situations 46–9 skills 11, 12, 104–5 social relations 119
sociocultural knowledge 102–3 sociolinguistic competences 13, 118, 154 spoken interaction 73–82
strategies 10, 15–16, 25, 57–90 study skills 107–8, 149 subjective assessment 188–9 summative assessment 186
Swiss National Science Research Council 31, 217–21
tasks 10, 15–16, 53–6, 147, 157–67 teacher-assessment 181
teachers 141, 144 teaching 18–19
teaching/learning objectives xii 135–8, 179–80 teaching/learning situation xii
tests 178–9, 182 textbook writers 141
texts 10, 15–16, 93–100, 145, 223 characteristics 165–7
themes 51–3
Threshold Level 17, 23, 52, 53 translation 99 transparency 7
validity 177
Vantage Level 17–18, 23 variation 135, 170–4 visual reception 68–71 vocabulary 112, 149–50
Waystage 17–18, 23
workplace communication 53–4 written interaction 82–4 written production 61–2
260