By Council of Europe
Council of Europe This booklet includes descriptor scales which describe the linguistic abilities wanted through language novices to develop into useful audio system of one other language.
Read Online or Download Common European Framework of Reference for Languages: Learning, Teaching, Assessment PDF
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Extra resources for Common European Framework of Reference for Languages: Learning, Teaching, Assessment
The overall structure of Chapter 4 is thus a kind of checklist and for this reason is presented at the beginning of the chapter. Users are recommended to familiarise themselves with this overall structure and to refer to it when asking themselves such questions as: • Can I predict the domains in which my learners will operate and the situations which they will have to deal with? If so, what roles will they have to play? • What sort of people will they have to deal with? • What will be their personal or professional relations in what institutional frameworks?
These types of scales, or lists of speciﬁcations, also concentrate on what the learner can do. , to tradesmen). , involving could, would). May sometimes offend by unintended blandness or aggressiveness or irritate by over-deference where native speakers expect informality. Australian Second Language Proﬁciency Ratings 1982; Speaking; Level 2: Examples of Speciﬁc ESL tasks (one of three columns) This holistic descriptor could be deconstructed into short, constituent descriptors for the categories Information Exchange (Personal Domain; Work Domain), Description, Conversation, Telephoning, Directing/Instructing, Sociocultural.
The table is purely illustrative and suggestive. It makes no claim to be exhaustive. In particular it cannot deal with the dynamic aspects of interactive situations, in which the participants identify the relevant features of the situation as it develops and are concerned to change rather than to describe it. 5. 2. 4. Users of the Framework may wish to consider and where appropriate state: • the situations which the learner will need/be equipped/be required to handle; • the locations, institutions/organisations, persons, objects, events and actions with which the learner will be concerned.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment by Council of Europe