- •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
Document D6 ALTE study statements summary
ALTE Level |
Listening/Speaking |
Reading |
Writing |
|
|
|
|
ALTE Level 5 |
CAN understand jokes, colloquial asides |
CAN access all sources of information |
CAN make accurate and complete notes |
|
and cultural allusions. |
quickly and reliably. |
during the course of a lecture, seminar or |
|
|
|
tutorial. |
|
|
|
|
ALTE Level 4 |
CAN follow abstract argumentation, for |
CAN read quickly enough to cope with |
CAN write an essay which shows ability to |
|
example the balancing of alternatives |
the demands of an academic course. |
communicate, giving few difficulties for |
|
and the drawing of a conclusion. |
|
the reader. |
|
|
|
|
ALTE Level 3 |
CAN give a clear presentation on a |
CAN scan tests for relevant information |
CAN make simple notes that will be of |
|
familiar topic, and answer predictable |
and grasp main point of text. |
reasonable use for essay or revision |
|
or factual questions. |
|
purposes. |
|
|
|
|
ALTE Level 2 |
CAN understand instructions on classes |
CAN understand basic instructions and |
CAN write down some information at a |
|
and assignments given by a teacher or |
messages, for example computer library |
lecture, if this is more or less dictated. |
|
lecturer. |
catalogues, with some help. |
|
|
|
|
|
ALTE Level 1 |
CAN express simple opinions using |
CAN understand the general meaning |
CAN write a very short simple narrative |
|
expressions such as ‘I don’t agree’. |
of a simplified textbook or article, |
or description, such as ‘My last holiday’. |
|
|
reading very slowly. |
|
|
|
|
|
ALTE Break- |
CAN understand basic instructions on |
CAN read basic notices and instructions. |
CAN copy times, dates and places from |
through Level |
class times, dates and room numbers, |
|
notices on classroom board or notice |
|
and on assignments to be carried out. |
|
board. |
|
|
|
|
Appendix D: The ALTE ‘Can Do’ statements
Document D7 ALTE STUDY statements
Overview of concerns and activities
CONCERN |
ACTIVITY |
ENVIRONMENT |
LANGUAGE SKILL |
|
|
|
REQUIRED |
|
|
|
|
Lectures, talks, |
1. Following a lecture, |
Lecture hall, classroom, |
Listening/Speaking |
presentations and |
talk, presentation or |
laboratory, etc. |
Writing (notes) |
demonstrations |
demonstration |
|
|
|
2. Giving a lecture talk, |
|
|
|
presentation or |
|
|
|
demonstration |
|
|
|
|
|
|
Seminars and |
Participating in |
Classroom, study |
Listening/Speaking |
tutorials |
seminars and tutorials |
|
Writing (notes) |
|
|
|
|
Textbooks, articles, |
Gathering information |
Study, library, etc. |
Reading |
etc. |
|
|
Writing (notes) |
|
|
|
|
Essays |
Writing essays |
Study, library, |
Writing |
|
|
examination room, etc. |
|
|
|
|
|
Accounts |
Writing up accounts |
Study, laboratory |
Writing |
|
(e.g. of an experiment) |
|
|
|
|
|
|
Reference skills |
Accessing information |
Library, resource |
Reading |
|
(e.g. from a computer |
centre, etc. |
Writing (notes) |
|
base, library, |
|
|
|
dictionary, etc.) |
|
|
|
|
|
|
Management of |
Making arrangements, |
Lecture hall, classroom |
Listening/Speaking |
study |
e.g. with college staff |
study, etc. |
Reading |
|
on deadlines for work |
|
Writing |
|
to be handed in |
|
|
|
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