the common european framework of reference (cefr), its aims and objectives

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the common eur.docx contents introduction………………………………………………………………3 chapter i. the common european framework of reference (cefr), its aims and objectives ……………….………………………………………....6-24 1.1. cefr in the educational context…………………………………..….6 1.2. descriptors of cefr…………………………………………………11 summary……………………………………………………………….25 chapter ii. implementation of cefr into the educational system of uzbekistan ………………………………………………………………….27-50 2.1. cefr and assessment in the educational system of uzbekistan ……26 2.2. the role of intercultural competence in textbooks based on cefr …33 2.2.1. analysis of the textbook b1 for secondary specialized education..38 2.2.2. analysis of the textbook scale up for esp learners…………………43 summary…………..…………………………………………………49 conclusion…………………………………………………………………50 the list of used literature…………………………………………………53 appendix…………………………………………………………………..56 introduction the topicality and importance of the theme of the graduation project work. since the declaration of its independence, the continuing education system of the republic of uzbekistan has been extensively reformed in line with the global movement towards integration of education systems across the world and re-establishing the sense of nationhood. undoubtedly, this was a hard …

iy dasturi. o`zbekiston respublikasi oliy majlisining axborotnomasi, 1997-yil. 11-12-son, 295-modda.] based on the analysis of the system of organization of learning foreign languages, which showed that educational standards, curricula and textbooks did not fully meet modern requirements, especially in the use of advanced information and media technologies, there was issued the decree no. 1875 on december 10, 2012 on further measures of improving the system of learning foreign languages by the president of the republic of uzbekistan islam karimov, which clearly outlined the further aims and tasks of reforming the system of learning foreign languages.[footnoteref:3] [3: o`zbekiston respublikasi prezidentining 2012-yil 10-dekabrdagi “chet tillarni o`rganish tizimini yanada takomillashtirish chora-tadbirlari to`g`risida”gi pq-1875-sonli qarori.] one of the first things that have been done in order to implement the reforms was the designing and adoption of new framework cefr (common european framework of reference) which include intercultural competence based on our culture. many scholars, …

bek methodologists iriskulov a.t. and rashidova f.m. has been conducting researches on the implementation of cefr in the educational system of uzbekistan. the object and subject matter of the research. the object of the research is the common european framework of reference (cefr), while cefr descriptors and its role in knowledge assessment may be said its subject matter. the scientific novelty of the theme is to find information about cefr, its descriptors, its role in intercultural competence as well as learning its role in the educational system of uzbekistan. many researchers worked on this theme before, but from the point of view of studying cefr in the educational system of uzbekistan has not been done yet. besides, we consider cefr from the point of view of intercultural competence which is one of the novelties of our work. the results may be implemented in the following spheres: · in higher educational …

the educational system of uzbekistan. in conclusion we have given conclusive ideas of the research. chapter i. the common european framework of reference (cefr), its aims and objectives 1.1 cefr in the educational context during much of the twentieth century, theorists, researchers, and language professionals were very active in trying to describe what it means to learn languages and how they could be operationalized and sequenced for learning, for teaching, and for assessment. work was triggered almost in parallel on both sides of the atlantic in the aftermath of world war ii and the korean war, international conflicts that made very apparent the need to learn foreign languages in order to be able to use them in everyday transactions, for social interaction, and for information transfer. being able to use a language meant being able to put linguistic knowledge into practice; for the sake of certification, it was necessary to …

d to provide a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across europe and nowadays some asian countries. it describes in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. the description also covers the cultural context in which language is set. the framework also deﬁnes levels of proﬁciency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.[footnoteref:4] [4: figueras n. the impact of the cefr. elt journal volume 66/4 special issue october 2012; doi:10.1093/elt/ccs037 477 © the author 2012. published by oxford university press.] the common european framework is intended to overcome the barriers to communication among professionals working in the ﬁeld of modern languages arising from the different educational …

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the common eur.docx contents introduction………………………………………………………………3 chapter i. the common european framework of reference (cefr), its aims and objectives ……………….………………………………………....6-24 1.1. cefr in the educational context…………………………………..….6 1.2. descriptors of cefr…………………………………………………11 summary……………………………………………………………….25 chapter ii. implementation of cefr into the educational system of uzbekistan ………………………………………………………………….27-50 2.1. cefr and assessment in the educational system of uzbekistan ……26 2.2. the role of intercultural competence in textbooks based on cefr …33 2.2.1. analysis of the textbook b1 for secondary specialized education..38 2.2.2. analysis of the textbook scale up for esp learners…………………43 summary…………..…………………………………………………49 conclusion…………………………………………………………………50 the list of u...

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