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Prof. Dr. Jürgen Quetz (Frankfurt am Main) The Significance of the Common European Framework for Teaching Modern Languages Today Jürgen Quetz Goethe-University.

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Presentation on theme: "Prof. Dr. Jürgen Quetz (Frankfurt am Main) The Significance of the Common European Framework for Teaching Modern Languages Today Jürgen Quetz Goethe-University."— Presentation transcript:

1 Prof. Dr. Jürgen Quetz (Frankfurt am Main) The Significance of the Common European Framework for Teaching Modern Languages Today Jürgen Quetz Goethe-University Frankfurt am Main (Germany)

2 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Authors: Daniel Coste Brian North Joseph Sheils John L. M. Trim

3 Prof. Dr. Jürgen Quetz (Frankfurt am Main) The Common European Framework is …  one of the Council of Europe’s statements of language policy - of worldwide interest and influence  a model of competence  a help for planning FLT  an instrument to compare FLT concepts and materials, tests and qualifications

4 Prof. Dr. Jürgen Quetz (Frankfurt am Main) The CEF is... not a syllabus not prescriptive no manual for better language teaching

5 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Plurilingualism and Intercultural Competences as main political aims of the CoE © Hans-Jürgen Krumm

6 Prof. Dr. Jürgen Quetz (Frankfurt am Main) plurilingual individuals multilingual societies CEF, Chapters 1 & 8 Consequences for FLT: (1) (= mother tongue + 2 living modern languages in the school curriculum) (2) Intercultural Communicative Competence

7 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Language use, embracing language learning, comprises the actions performed by persons who... develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts..., activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The CEF as a model of competence CEF, Chapters 3 - 5

8 Prof. Dr. Jürgen Quetz (Frankfurt am Main) C2 C1 B2 B1 A2 A1 Is the CEF like a ladder with equidistant steps?

9 Prof. Dr. Jürgen Quetz (Frankfurt am Main) B1 (Threshold) 100% or teaching units A2 (Waystage) 50% or teaching units A1 (Breakthrough) 25% or teaching units

10 Prof. Dr. Jürgen Quetz (Frankfurt am Main) This 1st dimension is used to define levels of  courses  course books & materials  tests and qualifications

11 Prof. Dr. Jürgen Quetz (Frankfurt am Main) START 1START 2 Zertifikat Deutsch Goethe- Zertifikat B2 Goethe- Zertifikat C1 Goethe- Zertifikat C2 Test for Young Learners Key English Test (KET) Preliminary English Test (PET) First Cam- bridge Certificate (FCE) Certificate of Advanced English (CAE) Cambridge Proficiency (CPE) DELF A1DELF A2DELF B1DELF B2DALF C1DALF C2

12 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). How the "steps" (reference levels) are defined:

13 Prof. Dr. Jürgen Quetz (Frankfurt am Main)

14 Conversation Informal discussion (with friends) Formal discussion & meetings Goal-oriented co-operation Transaction: Shopping for goods & services Information exchange Interviewing & being interviewed Understanding conversation between native speakers Listening as a member of a live audience Listening to announcements and instructions Listening to audio media and recordings Global scale ProductionReception Written Production Oral Production Overall Oral Interaction Overall Listening Reading / / | \ \

15 Prof. Dr. Jürgen Quetz (Frankfurt am Main)

16 READING (B1) Look at the sign in each box on the left. Someone asks you what it means. Mark the letter next to the correct explanation – A, B, C or D – on your answer sheet. Regency Cameras Buy two films and get one FREE A  Buy three films for the price of two. B  Get a free film with every one you buy. C  One film free with each camera. D  Films bought here are printed free. 1. Theatre Ticket Office Open every day 9 – 4 and for 15 minutes before each performance A  You can buy tickets between 9 and 4 or just before the show begins. B  The ticket office remains open for 15minutes during each performance. C  When there is a performance, tickets are not available after 4 o’clock. D  Tickets are on sale at the office until 15 minutes before the show starts. 2. LEAVE THIS PARKING SPACE REE FOR EMERGENCY VEHICLES A  Visitors can park here if the space is empty. B  Visitors can park here free in an emergency. C  Visitors must not park their vehicles here. D  Visitors do not need to pay to park here. Example

17 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Also in Chapter 4 („2nd Dimension“): Reception Strategies Planning- Framing (selecting mental set, activating schemata, setting up expectations). Execution- Identifying cues and inferring from them. Evaluation - Hypothesis testing: matching cues to schemata. Repair- Revising hypotheses.

18 Prof. Dr. Jürgen Quetz (Frankfurt am Main) This 2nd dimension is used to  describe communicative activities and strategies for courses & tests...  and the kind of language you need to carry out the activities;  it is the basis for test specifications in almost all modern testing systems.

19 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Canale und Swain (1981; 1983) Communicative Competence = linguistic competence (lexis, morphology, syntax, pronunciation, …) sociolinguistic competence (context adequate communication, awareness of rules of social interaction in a specific culture) discourse competence (e. g. produce a coherent spoken or written text) strategic competence (use of verbal and non-verbal strategies of communication in order to avoid break-down of communication)

20 Prof. Dr. Jürgen Quetz (Frankfurt am Main) RangeAccuracyFluencyInteractionCoherence C2 Shows great flexibility reformulat- ing ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idioma- tic expressions & colloquialisms. Maintains consis- tent grammatical control of com- plex language, even while atten- tion is otherwise engaged (e.g. in forward planning, in monitoring others' reac- tions). Can express him- /herself spontaneously at length with a natural colloquial flow, avoiding or back-tracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effort- lessly. Can inter- weave his/her contri- bution into the joint discourse with fully natural turn-taking, referencing, allusion making etc. Can create coherent and cohesive dis- course making full and appro- priate use of a variety of organi- sational patterns and a wide range of connectors and other cohe- sive devices. A1 Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations. Shows only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire Can manage very short, isolated, mainly pre-pack- aged utterances, with much pausing to search for expressions, … and to repair communication. Can ask and answer questions about personal details. Can interact in a simple way but communication is totally dependent on repetition, re- phrasing and repair. Can link words or groups of words with very basic linear connectors like "and" or "then".

21 Prof. Dr. Jürgen Quetz (Frankfurt am Main) strategies planning compensation monitoring & repair linguistic competences (range, accuracy,...) lexical competence grammatical competence phonological competence discourse & pragmatic competences interaction: turn-taking thematic development coherence fluency

22 Prof. Dr. Jürgen Quetz (Frankfurt am Main) This 3rd dimension reflects traditional criteria for assessing language production and is also used to describe the "quality" of texts and text production

23 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Criterion 1: Expression Assessment is based on the extent to which the language used (vocabulary and functional exponents) is appropriate to the task and the role relationship between the two candidates. Expression is : Marking Criteria Oral Examination

24 Prof. Dr. Jürgen Quetz (Frankfurt am Main) CEF course books course systems calibration of testing systems syllabus design European Language Portfolio National Language Standards The CEF is used for...

25 Prof. Dr. Jürgen Quetz (Frankfurt am Main) Die Komponenten Komponenten

26 Prof. Dr. Jürgen Quetz (Frankfurt am Main) GeR descriptor 

27 Prof. Dr. Jürgen Quetz (Frankfurt am Main) The CEF is by far the most important and most influential document of language policy in Europe. It is used in all member countries of the EU (and far beyond - even in Asia). It has been translated into almost 40 languages (including Korean & Japanese). It serves as a guideline for most innovations in the field of FLT. There is a wealth of teaching material with transparent levels defined according to the CEF. It is used for defining cut-off points for entry examinations for European countries (TestDaF, Goethe exams). Even ETS has felt it necessary to relate TOEIC / TOEFL tests to the CEF system (to protect their chances on the European market).

28 Prof. Dr. Jürgen Quetz (Frankfurt am Main) CEF and methodology task-based approach focus on language activities (listening, reading, speaking, writing), not so much on formal knowledge: "Teach the language, not about the language." Practice of these activities in classroom tasks, through project work (e. g. Airport project), use of media to get authentic texts into the classroom and take learners beyond the classroom.


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