prof. dr. jürgen quetz (frankfurt am main) the significance of the common european framework for...

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Prof. Dr. Jürgen Quetz (Frankfurt am Main)

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The Significance of the

Common European Framework for

Teaching Modern Languages Today

Jürgen Quetz

Goethe-University

Frankfurt am Main (Germany)

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Authors:

Daniel Coste

Brian North

Joseph Sheils

John L. M. Trim

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The Common European Framework is …

one of the Council of Europe’s statements of language policy - of worldwide interest and influence

a model of competence

a help for planning FLT

an instrument to compare FLT concepts and materials, tests and qualifications

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The CEF is ...

• not a syllabus

• not prescriptive

• no manual for better language teaching

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Plurilingualism and Intercultural Competences as main political aims of the CoE

© Hans-Jürgen Krumm

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plurilingual individuals

multilingual societies

CEF, Chapters 1 & 8

Consequences for FLT:

(1) 1 + 2 (= mother tongue + 2 living modern languages in the school curriculum)

(2) Intercultural Communicative Competence

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Language use, embracing language learning,comprises the actions performed by persons who ... develop a

range of competences, both general and in particular communicative language competences.

They draw on the competences at their disposal in various contexts under various conditions and under various

constraints to engage in language activities involving language processes to produce

and/or receive texts ..., activating those strategies which seem most appropriate for

carrying out the tasks to be accomplished.

The CEF as a model of competence CEF, Chapters 3 - 5

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C2

C1

B2

B1

A2

A1

Is the CEF like a ladder with equidistant steps?

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B1 (Threshold)

100%

or 340-680 teaching units

A2 (Waystage)

50%or 170 - 340 teaching units

A1 (Breakthrough)

25% or 85-170 teaching units

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This 1st dimension is used to define levels of

courses

course books & materials

tests and qualifications

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A Basic Language Use

B Independent

Language Use

C Competent Language

Use / \ / \ / \

A 1 A 2 B 1 B 2 C 1 C 2

START 1 START 2 Zertifikat

Deutsch

Goethe-

Zertifikat B2

Goethe-

Zertifikat C1

Goethe-

Zertifikat C2

Test for

Young

Learners

Key English

Test (KET)

Preliminary

English Test

(PET)

First Cam-

bridge

Certificate

(FCE)

Certificate of

Advanced

English

(CAE)

Cambridge

Proficiency

(CPE)

DELF A1 DELF A2 DELF B1 DELF B2 DALF C1 DALF C2

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Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

Can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies,

work, travel and current events).

How the "steps" (reference levels) are defined:

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Conversation

Informal discussion (with friends)

Formal discussion & meetings

Goal-oriented co-operation

Transaction: Shopping for goods & services

Information exchange

Interviewing & being interviewed

Understanding conversation between native speakers

Listening as a member of a live audience

Listening to announcements and instructions

Listening to audio media and recordings

Global scale Production Reception

Written

Production

Oral Production Overall Oral

Interaction

Overall

Listening

Reading

/ / | \ \ / / | \ \

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READING (B1) Look at the sign in each box on the left. Someone asks you what it means. Mark the letter next to the correct explanation – A, B, C or D – on your answer sheet.

Regency Cameras Buy two films

and get one FREE

A Buy three films for the price of two.

B Get a free film with every one you buy.

C One film free with each camera.

D Films bought here are printed free.

1.

Theatre Ticket OfficeOpen every day 9 – 4

and for 15 minutes before each performance

A You can buy tickets between 9 and 4 or just before the show begins.

B The ticket office remains open for 15minutes during each performance.

C When there is a performance, tickets are not available after 4 o’clock.

D Tickets are on sale at the office until 15 minutes before the show starts.

2.

LEAVE THIS PARKING SPACE REE

FOR EMERGENCY VEHICLES

A Visitors can park here if the space is empty.

B Visitors can park here free in an emergency.

C Visitors must not park their vehicles here.

D Visitors do not need to pay to park here.

Example

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Also in Chapter 4 („2nd Dimension“):

Reception Strategies

Planning - Framing (selecting mental set, activating schemata, setting up expectations).

Execution - Identifying cues and inferring from them.Evaluation - Hypothesis testing: matching cues to

schemata.Repair - Revising hypotheses.

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This 2nd dimension is used to

describe communicative activities and strategies for courses & tests ...

and the kind of language you need to carry out theactivities;

it is the basis for test specifications in almost allmodern testing systems.

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Canale und Swain (1981; 1983)

Communicative Competence =

linguistic competence (lexis, morphology, syntax, pronunciation, …)

sociolinguistic competence (context adequate communication, awareness of rules of social interaction in a specific culture)

discourse competence (e. g. produce a coherent spoken or written text)

strategic competence (use of verbal and non-verbal strategies of communication in order to avoid break-down of communication)

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Range Accuracy Fluency Interaction Coherence

C2

Shows great

flexibility reformulat-

ing ideas in differing

linguistic forms to

convey finer shades

of meaning

precisely, to give

emphasis, to

differentiate and to

eliminate ambiguity.

Also has a good

command of idioma-

tic expressions &

colloquialisms.

Maintains

consis-tent

grammatical

control of com-

plex language,

even while atten-

tion is otherwise

engaged (e.g. in

forward

planning, in

monitoring

others' reac-

tions).

Can express

him-/herself

spontaneously at

length with a

natural colloquial

flow, avoiding or

back-tracking

around any

difficulty so

smoothly that the

interlocutor is

hardly aware of it.

Can interact with

ease and skill,

picking up and

using non-verbal

and intonational

cues apparently

effort-lessly. Can

inter-weave his/her

contri-bution into

the joint discourse

with fully natural

turn-taking,

referencing, allusion

making etc.

Can create

coherent and

cohesive dis-

course making

full and appro-

priate use of a

variety of organi-

sational patterns

and a wide range

of connectors

and other cohe-

sive devices.

A1

Has a very basic

repertoire of words

and simple phrases

related to personal

details and particular

concrete situations.

Shows only

limited control of

a few simple

grammatical

structures and

sentence

patterns in a

memorised

repertoire

Can manage very

short, isolated,

mainly pre-pack-

aged utterances,

with much

pausing to search

for expressions,

… and to repair

communication.

Can ask and answer

questions about

personal details.

Can interact in a

simple way but

communication is

totally dependent on

repetition, re-

phrasing and repair.

Can link words or

groups of words

with very basic

linear connectors

like "and" or

"then".

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strategies

planning

compensation

monitoring & repair

linguistic competences

(range, accuracy, ...)

lexical competence

grammatical competence

phonological competence

discourse & pragmatic competences

interaction: turn-taking

thematic development

coherence

fluency

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This 3rd dimension reflects traditional criteria for assessing

language production

and is also used to describe the "quality" of texts and text production

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A appropriate in all respects.B appropriate in most respects.C mostly inappropriate.D completely inappropriate.

Criterion 1: Expression

Assessment is based on the extent to which the language used (vocabulary and functional exponents) is appropriate to the task and the role relationship between the two candidates.

Expression is:

Marking CriteriaOral Examination

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National Language Standards

EuropeanLanguagePortfolio

syllabus design

calibration oftesting

systems

coursesystems

course books

CEF

The CEF is used for ...

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Die Komponenten

Komponenten Komponenten

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GeR descriptor

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• The CEF is by far the most important and mostinfluential document of language policy in Europe.

• It is used in all member countries of the EU (and far beyond - even in Asia).

• It has been translated into almost 40 languages (including Korean & Japanese).

• It serves as a guideline for most innovations in thefield of FLT.

• There is a wealth of teaching material withtransparent levels defined according to the CEF.

• It is used for defining cut-off points for entry examinations for European countries (TestDaF, Goethe exams).

• Even ETS has felt it necessary to relate TOEIC /TOEFL tests to the CEF system (to protect theirchances on the European market).

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CEF and methodology

task-based approach

focus on language activities (listening, reading, speaking, writing), not so much on formal knowledge:

"Teach the language, not about the language."

Practice of these activities in classroom tasks, through project work (e. g. Airport project), use of media to get authentic texts into the classroom and take learners beyond the classroom.

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