Общеевропейские компетенции владения иностранным языком (The Common European Framework of Reference for Languages)

Общеевропейские компетенции владения иностранным языком

Introduction of the Common European Framework

The Common European Framework was created by the Council of Europe. It provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do 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. ^[1]

Basic principles

Three basic principles were set by the Committee of Ministers of the Council of Europe:

• that the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed, and that a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding;

• that it is only through a better knowledge of European modern languages that it will be possible to facilitate communication and interaction among Europeans of different mother tongues in order to promote European mobility, mutual understanding and co-operation, and overcome prejudice and discrimination; Common European Framework of Reference for Languages (CEFR)

• that member states, when adopting or developing national policies in the field of modern language learning and teaching, may achieve greater convergence at the European level by means of appropriate arrangements for ongoing co-operation and co-ordination of policies.^[2]

Definition of Common European Framework of Reference for Languages (CEFR)

The CEFR describes language ability on a scale of levels from A1 for beginners up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing (learners, teachers, teacher trainers, etc.) to see the level of different qualifications. It also means that employers and educational institutions can easily compare qualifications and see how they relate to exams they already know in their own country.^[3]

The CEFR was published by the Council of Europe in 2001, it describes language learners’ ability in terms of speaking, reading, listening and writing at six reference levels: A1, A2, B1, B2, C1, C2.

Description of the CFER levels^[4]

Some important features of the CEFR^[5]

- Action-oriented approach

Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences.

- Socio-cognitive approach

It also sets out a socio-cognitive approach, highlighting the cognitive processes involved in language learning and use, as well as the role of social context in how language is learned and used.

- Communicative approach

The CEFR invites readers to be explicit about their own beliefs about the process of learning; which teaching approaches they favour; what they take to be the relative roles and responsibilities of teachers and learners, and so on. These invitations to reflect on methodology show the CEFR as an open, flexible tool.

However, there are some broad teaching and learning principles underlying the CEFR approach. The text of the CEFR emphasises learners’ ‘communicative needs’, including dealing with the business of everyday life, exchanging information and ideas, and achieving wider and deeper intercultural understanding.

In this model the two key notions are tasks and interaction. Language use is seen as purposeful, involving communication of meanings which are important to learners, in order to achieve goals. The principle underlying this is that learning will be more effective where language is used purposefully.

- Task-based learning.

The CEFR scales describe levels in terms of what students can do and how well they can do it.

Focusing on tasks and interaction enables teachers to understand students’ performance level as

that level where they can tackle reasonably successfully tasks at a level of challenge appropriate to

their ability. This is not the same as demonstrating perfect mastery of some element of language; a

student can perform a task successfully but still make mistakes.

- Plurilingual approach

Another key aspect of the CEFR’s approach is the belief in plurilingualism. This is the understanding that a language is not learned in isolation from other languages. Studying a foreign language inevitably involves comparisons with a first language. Each new language that a learner encounters contributes to the development of a general language proficiency, weaving together all the learner’s previous experiences of language learning. It becomes easier and easier to pick up at least a partial competence in new languages.

- European Language Portfolio

The European Language Portfolio (ELP), (is) an initiative developed in parallel with the CEFR. The Portfolios are documents, paper-based or online, developed by many countries or organisations according to a general structure defined by the Council of Europe. They have been designed for young learners, school children and adults.

The Portfolios provide a structured way of encouraging learners to reflect on their language learning, set targets, record progress and document their skills. They are an effective aid to developing independence and a capacity for self-directed learning, and so are useful in language study. ^[6]

The CEFR brought into practice

Cambridge ESOL(English for Speakers of Other Languages) integrates the CEFR into relevant aspects of its work and takes a multi-dimensional, long-term approach to ensure that comparisons between the CEFR and the levels of its exams are reliable and meaningfully explained to users.

Some assessment providers base their claims of alignment to the CEFR on a ‘one-off’ standard setting study. Cambridge ESOL believes that this is not appropriate and that standard setting needs to be an ongoing process which is integrated as part of an iterative programme to reinforce and monitor alignment.^[7]

Cambridge ESOL exams are directly linked to the CEFR levels. In this table only the exams for school children and young learners are given, in reality Cambridge ESOL offer more exams.