Common European Framework of References (CEFR)

What is CEFR? The CEFR is a reference framework that describes various proficiency levels in foreign language learning. In general, it divides language skills into six different levels:

A1 A2 B1 B2 C1 C2 Understanding Listening Reading Speaking Spoken Interaction Spoken Production Writing

General Descriptions of levels -Very basic concrete communication. Survival vocabulary & very limited knowledge of grammar. -capable of very short 1 or 2 word answers about personal and familiar topics A2 -simple and direct exchange of information possible about familiar and routine tasks -can ask for and provide everyday goods and services -can deal with simple transactions in shops, post offices and banks

B1 -Understands the main points of clear standard input on familiar matters -can enter unprepared into conversation about familiar topics and connect ideas in a simple way -can provide information, take messages, give simple instructions and deal with less routine problems -can describe events, experiences, hopes and ambitions, give reasons, explanations of plans and opinions B2 -understands the main points of both concrete and abstract input -can take active part in discussions on familiar topics, support ideas, discuss advantages and disadvantages, speculate about causes and hypothetical situations -can interact spontaneously and fluently enough with a native speaker to avoid strain for either party

C1 -capable of fluent, spontaneous almost effortless communication -can understand extended speech and present clear detailed descriptions of complex subjects -can use the language flexibly and effectively for social, academic and professional purposes C2 -almost native speaker level -can interact spontaneously and with ease -consistent grammatical accuracy even when otherwise engaged or distracted -extensive knowledge of idioms and colloquial expressions -able to use different degrees of formality and diffentiate finer shades of meaning

Why do we need CEFR? To identify our objectives To help students self-assess To standardize our teaching and assessment

Language Use and the Language User (Chapter 4) Let’s discuss the following statements (textbook p. 43; first paragraph) “The learner of a second or foreign language and culture does not cease to be competent in his/her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old.” “The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develop interculturality”

“The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how.” “They enable the individual to develop an enriched, more complex personality and an enhanced capacity for further language learning and greater openness to new cultural experiences.” “Learners are also enabled to mediate, through interpretation and translation, between speakers of the two languages concerned who cannot communicate directly”

What does the framework offer us? It offers a structure of parameters and categories we should consider We, as teachers, can find the major aspects of language use and competence we need to consider while teaching The framework does NOT give us pre-determined criteria to choose from; it helps us to understand and appreciate the learners

Look at the questions on p. 44 The answers to these questions depend on understanding the learning/teaching situation. There are many things to consider: The context of language use Communication themes Communicative tasks and purposes Communicative language activities and strategies

Context of Language Use Language varies according to the context it is used. What do we mean with context? Domains (areas we act): E.g. Home life; social life; professional life; educational life Situations: E.g. Locations, persons involved, events that take place

P.S. That’s something to consider especially in test conditions: Conditions and constraints: Some conditions may impose various constraints on the learners; i.e. The ability of speakers to communicate depends on the physical conditions. E.g. Clarity of pronunciation, poor handwriting, social relationshipts, time pressure, etc. P.S. That’s something to consider especially in test conditions:

Learner’s mental context: E.g. Learners’ perceptions, attentions, experiences, motivations, needs, etc. Mental context of the interlocutor: Understanding the speaker; especially important in a communicative event. Intercultural awareness helps understanding each other

Communication Themes Themes: the topics which are the subject of discourse, conversation, reflection or composition. There may be many thematic categories (from themes into sub-themes, and then into specific notions) Look at p. 52 for an example categorization

Communicative Tasks and Purposes We need to decide which communicative tasks the learners need in different domains. E.g. For communicating at work, a learner should be able to read employment advertisements write letters of application attend interviews, etc.

Communicative Language Activities and Strategies Language users need to take part in communicative language activities and apply communication strategies in order to carry out communicative tasks. We’ll see various aspects of activities and strategies

Communicative Language Activities and Strategies CEFR explains communicative language activities and strategies under these topics: Production (Spoken/Written) Reception (Spoken/Written) Interaction (Spoken/Written) Strategies (Production/Reception/Interaction) Language Competence (Linguistic/Sociolinguistic/Pragmatic

Production / Spoken Producing an oral text which is received by an audience. Activities can involve Giving instructions Giving lectures, presentations, etc Reading a written text aloud Speaking from notes Acting out Speaking spontaneously, etc Descriptors on pp. 58-60

Production / Written Producing a written text which is received by readers Activities can involve Completing forms and questionnaires Writing articles Writing letters Producing posters, etc Descriptors on pp. 61-62

Reception / Spoken Receiving and processing a spoken input produced by one or more speakers Activities can involve Listening to radio, TV… Listening to public lectures, meetings… Listening to instructions, etc Descriptors on pp. 66-68

Reception / Written Receiving and processing a written input produced by one or more writers Activities can involve Reading for information Reading for pleasure Reading and following instructions, etc. Descriptors on pp. 69-71

Interaction / Spoken Acting alternately as speaker and listener with one or more interlocutors (conversational discourse) Activities can involve Casual conversation Informal discussion Interview Debate, etc. Descriptors on pp. 74-82

Interaction / Written Interaction through the medium of written language Activities can involve Exchanging notes Corresponding by letter, e-mail, etc. Descriptors on pp. 83-84