common european framework of reference (cefr)

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lecture 6 cefr (common european framework of reference) lecture outline 1. what is cfer? 1. the common european framework in its political and educational context 1. approach adopted 1. common reference levels 1. language use and the language user/learner 1. the user/learner’s competences 1. language learning and teaching key words: cfer, proficient, vantage, threshold, waystage, breakthrough the common european framework of reference gives you a detailed description of learner level by skill, in a language-neutral format. it is a useful reference document for school directors, syllabus designers, teachers, teacher trainers and proficient learners. the cefr has three broad bands – a, b and c. very loosely, you can see these as similar to beginner, intermediate and advanced – though the cefr levels are more precise than these terms (and calls them basic, independent, and proficient). each of those bands is divided into two, giving us six main levels. why do …

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communicative purpose and make for a very practical approach, which looks at what people can do – rather than on specific linguistic knowledge. examples of can do statements from the cefr what is it used for? the cefr is used for many different practical purposes: progressing through the cefr levels the cefr helps us understand the different levels of language proficiency. it also helps us understand how learners progress through the levels. cambridge english language assessment estimates that learners typically take the following guided learning hours top progress between levels. ‘guided learning hours’ means time in lessons as well as tasks you set them to do. you will notice that it takes longer to progress a level as learners move up the scale. of course, learners will vary in how long they take depending on many factors. this means that many learners will follow more than one course to progress …

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nguages and also offer ‘a means to map the progress’ of learners. the scales in the cefr are not exhaustive. they cannot cover every possible context of language use and do not attempt to do so. whilst they have been empirically validated, some of them still have significant gaps, e.g. at the lowest level (a1) and at the top of the scale (the c levels). certain contexts are less well elaborated, e.g. young learners. the cefr is not an international standard or seal of approval. most test providers, textbook writers and curriculum designers now claim links to the cefr. however, the quality of the claims can vary (as can the quality of the tests, textbooks and curricula themselves). there is no single ‘best’ method of carrying out an alignment study or accounting for claims which are made. what is required is a reasoned explanation backed up by supporting evidence. the …

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with the move away from the grammar-translation method to the functional/notional approach and the communicative approach. the cefr reflects these later approaches. the cefr is also the result of a need for a common international framework for language learning which would facilitate co-operation among educational institutions in different countries, particularly within europe. it was also hoped that it would provide a sound basis for the mutual recognition of language qualifications and help learners, teachers, course designers, examining bodies and educational administrators to situate their own efforts within a wider frame of reference. the years since the publication of the cefr have seen the emergence of several cefr-related projects and the development of a ‘toolkit’ for working with the cefr. the concept of developing reference level descriptions for national and regional languages has also been widely adopted. these developments and their associated outcomes will continue into the future, adding to the …

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on these questions and provide answers which are relevant for their contexts and their learners. the cefr has nine chapters, plus a useful introductory section called ‘notes for the user’. reference 1. council of europe. (2001) common european framework of reference for languages: learning, teaching, assessment. cambridge university press 2. hughes, a. (2003) testing for language teaching. cambridge: cambridge university press. 3. paul, j.black (1998) testing: friend or foe? the theory and practice of assessment and testin. routledgefalmer: london and ny tylor and francis group. image6.png image7.png image8.png image9.png image1.png image2.png image3.png image4.png image5.png

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lecture 6 cefr (common european framework of reference) lecture outline 1. what is cfer? 1. the common european framework in its political and educational context 1. approach adopted 1. common reference levels 1. language use and the language user/learner 1. the user/learner’s competences 1. language learning and teaching key words: cfer, proficient, vantage, threshold, waystage, breakthrough the common european framework of reference gives you a detailed description of learner level by skill, in a language-neutral format. it is a useful reference document for school directors, syllabus designers, teachers, teacher trainers and proficient learners. the cefr has three broad bands – a, b and c. very loosely, you can see these as similar to beginner, intermediate and advanced – though the …

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