scholarly journals Mniej niż A1…, czyli o kompetencjach użytkownika języka na poziomie Pre-A1

2020 ◽  
Author(s):  
Iwona Janowska
Keyword(s):  
Language Proficiency ◽  
Language Education ◽  
Generative Capacity ◽  
Learning And Teaching ◽  
Language Knowledge ◽  
Language User ◽  
Current Context ◽  
The Common ◽  
Development Of Language ◽  
Set Up

The Common European Framework of Reference for Languages has had a significant impact on the learning and teaching of modern languages in Europe, but, above all, it has revolutionised the way language skills are assessed and has contributed to the development of language knowledge certification systems. However, it has oft en been the subject of criticism and controversy. Certain deficiencies, which seem to be a natural consequence of the document’s comprehensiveness and the assumed goals, have also been noticed by its authors. In 2018, The Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors was published. The document aims not only to improve imperfections, but above all to adapt the description of language education to the current context of language use. Th e authors of the publication have, among other things, set up language proficiency descriptors for areas not specified in the 2001 version of the CEFR. This is how the Pre-A1 level description was developed. It refers to the level of competence at which the learner has not yet acquired a generative capacity, but relies upon a repertoire of words and formulaic expressions. The paper’s aim is a holistic presentation of this level: the process of the creation of descriptors, as well as the description of language activities and strategies of a novice language user.

scholarly journals “Did we learn English or what?”: A study abroad student in the UK carrying and crossing boundaries in out-of-class communication

2017 ◽  
Vol 7 (2) ◽  
pp. 193-210 ◽  
Author(s):  
Khawla M. Badwan
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Language Proficiency ◽  
Real Life ◽  
Language Education ◽  
Language Learner ◽  
Proficiency Tests ◽  
Language Abilities ◽  
Language User ◽  
The Uk

Language educators in many parts of the world are torn between preparing language learners to pass language proficiency tests and trying to let their classrooms reflect the messiness of out-of-class communication. Because testing is “an activity which perhaps more than any other dictates what is taught” (Hall, 2014, p. 379), helping students to pass language proficiency tests seems to be a current top priority. Since globalisation “has destabilised the codes, norms, and conventions that FL [foreign language] educators relied upon to help learners be successful users of the language once they had left their classrooms” (Kramsch, 2014, p.296), the gap between what is taught in classrooms or measured in examination halls and what is used in real life situations has become much bigger. Testimonies from Study abroad students feed into this discussion. This article addresses the gap between being a language learner and a language user and the implications of this on learners’ perceptions of their language abilities, as illustrated by the story of Mahmoud, a study abroad student in the UK. It also features learner’s voice, exploring Mahmoud’s views of his previous formal language education and concludes with pedagogical implications for language educators.

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.

Improving Foreign (Russian) Language at School through Proverbs and Sayings

2021 ◽  
Vol 48 (3) ◽  
pp. 297-309
Author(s):  
Marzanna Karolczuk ◽  
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Language Education ◽  
Educational Process ◽  
Russian Language ◽  
Teaching Methodology ◽  
Intercultural Skills ◽  
Language Knowledge ◽  
Development Of Language ◽  
Almost All

The results of research on proverbs and sayings in such areas as linguistics, psychology, didactics and teaching methodology show that paremia has cognitive, educational and pedagogical functions in almost all areas of science and life. Understanding proverbs and sayings contributes to a better understanding of other cultures in the context of their interaction. Introduction proverbs and sayings to educational process develops students’ intercultural skills and a positive attitude to other people, as well as constitutes creative atmosphere in the classroom. The use of paremia in the learning process also enables the development of language knowledge and abilities, as well as speaking skills. The purpose of the article is to discuss the use of paremia in language education and propose kinds and types of exercises that can be used in the process of teaching a foreign language.

scholarly journals Internationalisation in Higher Education and English as a teaching and learning tool: what are the implications in all Brazilian Education?

2020 ◽  
Vol 9 (10) ◽  
pp. e4779108672
Author(s):  
Adriana Claudia Martins
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Education ◽  
Medium Of Instruction ◽  
Global Knowledge ◽  
Learning And Teaching ◽  
Language Knowledge ◽  
Set Up ◽  
The University

It is evident that there is no language better than other, however English seems to be necessary if people want to dialogue and take part in the global knowledge and civilization. This article has the aim to discuss about having English as a Medium of Instruction (EMI) in Higher Education, when there are implications about learning and teaching English in all Brazilian Education. For this, the methodology of this study is qualitative, considering publications in this thematic and focusing on debate considering two subtitles: Higher Education teaching in English as Medium of Instruction (EMI) - learnings and challenges; and, when the university internationalisation is affected by implications in all Brazilian Education. In this way, the debate has to be set up in all levels of Brazilian education because the English language knowledge taught at Brazilian Basic Education does not fit to the students’ needs when they are going to Brazilian universities to have disciplines mediated through English. It is necessary to study, in future investigations, if people from Brazilian institutions are really assuming the internationalisation and if this situation brings more quality and learning possibilities to all Brazilian education.

scholarly journals Współczesne determinanty badań glottodydaktycz-nych. O perspektywach rozwoju glottogeragogiki

Neofilolog ◽  
1970 ◽  
pp. 87-100
Author(s):  
Anna Jaroszewska
Keyword(s):  
21St Century ◽  
Senior Citizens ◽  
Language Education ◽  
Learning And Teaching ◽  
Cultural Transformations ◽  
Fields Of Study ◽  
Knowl Edge ◽  
Common Area ◽  
The Common ◽  
European Education

Modern social and cultural transformations from the second half of the 20th century and the beginning of the 21st century gave a strong impulse to fundamental reforms of European education systems. The same transfor-mations could not be unnoticed by the representatives of fields of knowl-edge for whom the present reality has become both a challenge and an op-portunity for development. These fields include language education and geragogics, being basically different but in some circumstances similar dis-ciplines. This view is more frequently confirmed by the involvement of these fields of study in the common area of research, namely foreign lan-guage learning and teaching of senior citizens. This area seems to be impor-tant in social terms and to have a great research potential. A proposal of cooperation between language education and geragogics under a new spe-cialised sub-discipline, i.e. senior language education is worth noting. This article is an attempt to determine arguments supporting the proposed the-sis. The course of discussion has been focused on the Polish background.

scholarly journals The CEFR and teaching Japanese as a foreign language

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 455-469
Author(s):  
Chikako Shigemori Bučar ◽  
Hyeonsook Ryu ◽  
Nagisa Moritoki Škof ◽  
Kristina Hmeljak Sangawa
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Japanese Language ◽  
Japanese Education ◽  
Learning And Teaching ◽  
Undergraduate Study ◽  
European Languages ◽  
Language Proficiency Test ◽  
Teaching Learning

Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.

National Foreign Language Policy

2021 ◽  
pp. 212-235
Author(s):  
Hà Thanh Thị Nguyễn ◽  
Điệp Dương
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Language Education ◽  
National Project ◽  
Learning And Teaching ◽  
Doi Moi

The push for English language education has become explosive in Vietnam since the Doi Moi era. It resulted in the birth of the National Foreign Language Project 2020 in 2008 with the adoption of the Common European Framework of Reference (CEFR) (Decision No.1400, 2008) and later the passing of the so-called “Six-level framework for foreign language proficiency in Vietnam” (Decision No.729, 2015) to standardize learning and teaching outcomes across all levels of education. This chapter examines a case study at a major state-owned university in Vietnam to take a closer look at issues related to the adoption of the CEFR in Vietnam. More specifically, the authors assess the writing skill development in first-, second-, and third-year undergraduate students and align their writing gains with the corresponding expected CEFR cut-off scores as defined by the National Project 2020. The authors will then point out the impracticality of adopting the CEFR in assessment and make recommendations on assessment-related policy-making issues for the long-term success of the National Project 2020.

Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR)

2016 ◽  
Vol 49 (3) ◽  
pp. 455-459 ◽  
Author(s):  
Brian North ◽  
Enrica Piccardo
Keyword(s):  
Second Language ◽  
Language Education ◽  
Complex Nature ◽  
Learning And Teaching ◽  
Second Language Education ◽  
The Core ◽  
Scientific Disciplines ◽  
The Common

The notion of mediation has been the object of growing interest in second language education in recent years. The increasing awareness of the complex nature of the process of learning – and teaching – stretches our collective reflection towards less explored areas. In mediation, the immediate focus is on the role of language in processes like creating the space and conditions for communication and/or learning, constructing and co-constructing new meaning, and/or passing on information, whilst simplifying, elaborating, illustrating or otherwise adapting input in order to facilitate the process concerned. At a deeper level though, the notion of mediation embraces a broader spectrum of dimensions and connotations. Mediation has been defined as a ‘nomadic notion’ (Lenoir 1996) insomuch as it is at the core of a variety of scientific disciplines and the term ‘mediation’ is used in different senses in different contexts.

scholarly journals Plurilingual competence, styles and variation

2011 ◽  
Vol 2 (2) ◽  
pp. 87-110 ◽  
Author(s):  
Jyrki Kalliokoski
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Education ◽  
Interactional Sociolinguistics ◽  
Linguistic Repertoire ◽  
Recent Trends ◽  
The Common ◽  
Linguistic Backgrounds ◽  
Compe Tence

The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding

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.

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