Search results for "Common European Framework of Reference for Languages"
showing 10 items of 13 documents
Una propuesta didáctica para la implementación de la atenuación en español para los negocios
2018
El objetivo de este estudio es presentar una propuesta didáctica sobre la enseñanza de la atenuación en el ámbito de Español para los negocios, en Español como Lengua Extranjera. El diseño de esta propuesta tiene dos pilares: el análisis de materiales didácticos de E/LE de acuerdo con el Marco Común Europeo de Referencia en el nivel B1 y también se elabora un estudio de manuales. El resultado del análisis nos sirve para ver la frecuencia con la que se lleva al aula el fenómeno de la atenuación. Después, se propone una secuencia didáctica implementada en la Universitat de València. The aim of this study is to offer a didactic proposal for teaching mitigation in Spanish Business, in Spanish a…
Corpus analysis of phraseology in an A1 level textbook of German as a foreign language
2018
This paper aims to analyse the extent to which the textbook for German as a foreign language DaF kompakt A1 (Sander et al., 2011) complies with the recommendations of the Common European Framework of Reference for Languages (Council of Europe, 2001) (hereafter CEFR) in respect to lexical competence and sociolinguistic competence in receptive and productive activities, specifically with regard to phraseological units. In this respect, we have focused on sentential formulae and fixed frames present in a corpus containing the textbook materials, and we have checked whether those fixed expressions correspond to the phraseological and sociolinguistic compe-tences that are expected in the Framewo…
Effective Teacher Training: Teacher Lectures in Comparison with Student Power Point Presentations
2013
National (dispositions of the Ministry of Education in Poland 2004, 2006) and international (Common European Framework of Reference for Languages 2001) documents provide many guidelines and suggestions about the competencies that foreign language teachers of today should develop to meet the desired standards and obtain the necessary qualifications. These qualifications comprise knowledge and a wide range of skills. The focus of this chapter is on knowledge since it is the foundation for the development of teaching skills and of a reflective approach to one’s teaching practices. In Polish tertiary education institutions the so-called “theoretical knowledge” has been imparted by means of lect…
Future language teachers’ pedagogical landscapes during their subject studies
2015
This article examines the experiences, attitudes and perceptions language students have regarding the use of ICT in language teaching. In addition, the article analyses the key characteristics of language students’ pedagogical designs. The data come from a pedagogically oriented subject-studies course that focuses on the Common European Framework of Reference for Languages and the European Language Portfolio. The data, which consist of language students’ reflections and course plans, have been analysed using qualitative content analysis. The findings imply that language students’ pedagogical landscapes reflect their own experiences as learners. Furthermore, the literacy practices in languag…
Identification of Vulnerable Groups in Terms of Language Proficiency in Higher Education
2021
The language proficiency of university students is considered a key factor for knowledge acquisition and success in higher education. Recent research has revealed a connection between language proficiency and academic performance. Some studies identified certain groups of learners who show deficits in language proficiency when entering higher education and who can be considered to be vulnerable groups who need particular support. The present study analyzes the level of proficiency in the language of instruction among two vulnerable groups of students at the beginning of their university studies: (i) students with a refugee background and a mother tongue other than English enrolled in Englis…
Interaction of Language Policy and Assessment in Finland
2008
This paper reviews developments and future challenges in language policy, planning and assessment in Finland, where several important changes in legislation, curricula and assessment systems have recently taken place. Language proficiency requirement of immigrants and civil servants have been redefined, school curricula have been revised and new language examinations have been developed. The Common European Framework has been particularly influential. The paper also explores the tensions caused by changes, such as uncertainties in implementing new curricula in teaching and assessment, and differences between curricula and national examinations. The gate-keeping function of examinations also…
El Portfolio Europeo de las Lenguas (PEL): herramienta de evaluación de la composición escrita en español como lengua extranjera
2013
Introducción Esta tesis pretende dar respuesta a uno de los desafíos que enfrentan los profesores de lenguas segundas (L2): mejorar la calidad de la evaluación de la expresión escrita. Partimos de la base del Marco Común Europeo de Referencia para las Lenguas (MCER), publicado por el Consejo de Europa con la intención de orientar la enseñanza y evaluación de lenguas, y del Portfolio Europeo de las Lenguas (PEL), cuyo propósito es aplicar en el aula los principios del MCER. Nos preguntamos si el PEL, que ha sido ampliamente experimentado en Educación Primaria y Secundaria, puede ser también útil como herramienta de evaluación de la composición escrita en niveles universitarios con estudiante…
Intercultural communicative competence in the context of the European higher education area
2009
Abstract In this paper, we analyse the close relationship between the European higher education area (EHEA), the common European framework of reference for languages and intercultural communicative competence (ICC) and show how the implementation of ICC in foreign language teaching can become an essential tool to acquire the full achievement of the EHEA. En este articulo analizamos la estrecha relacion entre el Espacio Europeo de Educacion Superior, el Marco Europeo de las Lenguas y la competencia comunicativa intercultural y mostrar como la implementacion de la CCI en la ensenanza de una lengua extranjera puede convertirse en una herramienta esencial para conseguir los objetivos del EEES.
Assessing interactional skills in a paired speaking test : raters’ interpretation of the construct
2019
The operationalization of interactional competence (IC) within the paired speaking test format allows for a range of interactional skills to be tested. However, in terms of assessment, challenges are posed with regard to the co-constructed nature of IC, making investigations into raters’ perceptions of the construct essential to inform test score interpretation. This qualitative study explores features of IC that raters attended to as they evaluated performances in a paired speaking test, part of a Swedish national test of English as a Foreign Language (EFL). Two groups of raters, 17 EFL teachers from Sweden, using national standards based on the Common European Framework of Reference for L…
Second language comprehensibility and accentedness across oral proficiency levels : A comparison of two L1s
2021
Second language comprehensibility and accentedness are highly complex phenomena, and numerous studies have been conducted to better understand these constructs. However, research has seldom addressed L2 comprehensibility and accentedness in relation to speakers' proficiency in the target language. This study explores L2 English comprehensibility and accentedness across three proficiency levels. The speakers were 60 teenaged Finns, half of them speaking Finnish as their L1 and half speaking Finland-Swedish as their L1. Using 20-s speech samples, the comprehensibility and accentedness of the speakers were rated by 34 English-speaking teenagers on a 9-point scale. Comparisons were made regardi…