scholarly journals Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)

2016 ◽  
Vol 11 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Yunhee Won
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Evaluation Criteria ◽  
Language Education ◽  
Assessment Method ◽  
Test Methods ◽  
Foreign Language Education ◽  
Speaking Test ◽  
Common Reference ◽  
The Common

Abstract This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.

scholarly journals Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

2021 ◽  
Vol 8 (4) ◽  
pp. 15-27
Author(s):  
Mustafa Dolmaci ◽  
Hatice Sezgin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Corpus Analysis ◽  
Target Language ◽  
Common Basis ◽  
Curriculum Guidelines ◽  
The Common ◽  
N Gram

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

scholarly journals Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

2021 ◽  
Vol IX(256) (100) ◽  
pp. 34-38
Author(s):  
K. Ye. Stupak
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Council Of Europe ◽  
Specialized Schools

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

scholarly journals Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

2021 ◽  
Vol 4 (10) ◽  
pp. 89-91
Author(s):  
Ying Ouyang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Examination Policy

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

scholarly journals Characteristics of Foreign Language Education in Italy and Implications: From the Perspective of National Foreign Language Capacity

Politeja ◽  
2021 ◽  
Vol 18 (4(73)) ◽  
pp. 171-188
Author(s):  
Dong Dan ◽  
Tan Yuwei
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Planning ◽  
Language Education ◽  
Policy Formulation ◽  
Foreign Language Education ◽  
National Language ◽  
Planning Theory ◽  
Language Competence ◽  
Language Capacity

This article reviews foreign language education in Italy using a national language competence-oriented evaluation approach. Foreign language education is at the heart of the acquisition component of language planning, and assessing foreign language education from the perspective of the purpose of language policy, i.e. the promotion of national language competence, which refers to the sum total of the government’s ability to deal with all language-related issues of strategic interests and allows for a more direct application of language planning theory. Based on the theoretical framework of National Foreign Language Capacity and acquisition planning, this study presents a detailed analysis of the characteristics and problems of Italian foreign language education policy, taking into account its ‘rationality,’ ‘coverage,’ and ‘influence,’ which are three interrelated indicators that allow for a comprehensive and specific assessment of national foreign language competence. By revealing the inadequacies of Italy’s national language proficiency system, the author intends to provide an insight into the gap between the effectiveness of policy formulation and implementation in foreign language education in Italy and to suggest some widespread problems in foreign language education that are similar to those in China.

scholarly journals The development of future teachers’ foreign language education in the context of the European Council strategic documents

2021 ◽  
pp. 88-95
Author(s):  
Iryna Onishchuk ◽  
Anastasiia Petrova ◽  
Nataliia Tonkonoh ◽  
Neonila Partyko ◽  
Diana Kochmar ◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Development Program ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Council Of Europe ◽  
Professional Activities ◽  
Education Science

Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.

Early foreign language education and metalinguistic development

2003 ◽  
Vol 3 ◽  
pp. 51-88 ◽  
Author(s):  
Krassimira Dimitrova Charkova
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Bilingualism And Multilingualism ◽  
The Relationship ◽  
Metalinguistic Skills ◽  
Word Definition

Studies with bilingual and multilingual subjects suggest that bilingualism and multilingualism foster the development of certain aspects of children’s metalinguistic skills. The purpose of the present study was to find out if learning foreign languages facilitates children’s metalinguistic ability to define words. It compared Bulgarian monolingual, bilingual and trilingual subjects on their word-definition performance in the L1. The relationship between L1 definition performance, L2/L3 proficiency, and L2/L3 definition performance within the bilingual and trilingual groups was also investigated. The study found that early foreign language education has a positive effect on the quality of children’s definitions in their L1. The bilingual and trilingual children performed significantly better than the monolingual children. The results specific to the bilingual and trilingual groups showed that second/third language proficiency was a significant and powerful predictor of the performance of the bilingual and trilingual subjects on the word-definition tasks in their second/third language. L1 word-definition ability was a weaker predictor of the subjects’ performance on the word-definition task in their second or third language. However, in the case of genetically closely related languages (Bulgarian and Russian) the transfer was easier as compared to genetically more distanced languages (Bulgarian and English).

scholarly journals CULTUROLOGICAL DIRECTION OF THE DIGITAL STUDENŤS BOOK OF RUSSIAN AS A FOREIGN LANGUAGE FOR LOWER SECONDARY SCHOOLS

2021 ◽  
pp. 81-87
Author(s):  
М. Буйняк
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Material ◽  
Digital Version ◽  
Education Philosophy ◽  
The Common ◽  
Lower Secondary Schools ◽  
The Way

Словацкая русистика под руководством Э. Колларовой уже 25 лет идет по пути культурологической мысли иноязычного образования. В статье мы представляем содержание цифровой версии учебника РКИ «Встречи с Россией. Начало» и «Встречи с Россией. Сегодня» в соответствии с этой философией. Предлагаем спираль продолжения учебного материала в рамках языковых уровней общеевропейской компетенции владения иностранным языком на основе творчества русского композитора П.И. Чайковского в контексте философии синтетической художественной культуры в русско-словацком компаративном плане диалога культур. E. Kollarova for 25 years in connection with the teaching of Russian as a foreign language are on the way to culturological thought of foreign language education. In this article, we present the content of the digital version of the student’s book of Russian as a foreign language “Vstrechi s Rossiyey. Beginning " and " Vstrechi s Rossiyey. Today ” in accordance with the culturological orientation of foreign language education philosophy. We propose a spiral of continuation of educational material within the framework of the linguistic levels of the common European competence of proficiency in a foreign language based on the work of the Russian composer P.I. Tchaikovsky in the context of the philosophy of synthetic artistic culture in the Russian-Slovak comparative plan of dialogue of cultures. Slovak Russian Studies under the leadership of the President of the Association of Russianists of Slovakia E. Kollarova for 25 years in connection with the teaching of Russian as a foreign language are on the way to culturological thought of foreign language education. In this article, we present the content of the digital version of the student’s book of Russian as a foreign language “Vstrechi s Rossiyey. Beginning " and " Vstrechi s Rossiyey. Today ” in accordance with the culturological orientation of foreign language education philosophy. We propose a spiral of continuation of educational material within the framework of the linguistic levels of the common European competence of proficiency in a foreign language based on the work of the Russian composer P.I. Tchaikovsky in the context of the philosophy of synthetic artistic culture in the Russian-Slovak comparative plan of dialogue of cultures.

scholarly journals KOMPETENCJA MIĘDZYKULTUROWA – KONCEPCJE I WYZWANIA

Neofilolog ◽  
2018 ◽  
pp. 137-152
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
Dynamic Nature ◽  
Language Classroom ◽  
The Common ◽  
Intercultural Mediators

One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as National Standards for Foreign Language Education or The Common European Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and also dynamic nature of the concept. Culture has also been present, although to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multicultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.

Facets of translation in foreign language education: a tentative classification of forms and uses

2019 ◽  
Vol 7 (3) ◽  
pp. 58-78
Author(s):  
Xenia Liashuk
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Learning Strategy ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence ◽  
Grammatical Accuracy ◽  
Learning Constraints ◽  
Cross Language ◽  
And Control

Abstract The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.

scholarly journals Reflection of foreign language students in higher education: metatextual level

2021 ◽  
Vol 273 ◽  
pp. 12153
Author(s):  
Irina Bobykina ◽  
Tatiana Mikheeva ◽  
Irina Prikhoda
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Reference Level ◽  
State University ◽  
Common Reference ◽  
Language Students ◽  
Linguistic Behavior ◽  
The Relationship ◽  
Foreign Language Students

The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

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