Practical 2 CEFR

 1) Read chapter 5, Describing Learners (Harmer, 2007: pp95) and answer:

a- Which different language levels are described for explaining language proficiency?

Students are generally described in three levels according to their language proficiency: beginner, intermediate and advanced. Still, some sublevels were considered as well. Within beginners we can distinguish between real and false beginners, among beginner and intermediate, we often qualify class students as elementary, and then the intermediate level itself can be divided into lower, mid and upper intermediate.Exc. 

b- What are the aims of the CEFR (Common European Framework of Reference) and ALTE (the Association of Language testers in Europe) levels?

The aim of both CEFR and ALTE is to provide a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations and textbooks among other materials not only across Europe but also within the rest of the language learning world. The Common European Framework is based on a document setting out in detailed statements on what students “can do” at various levels. This indicates students’ abilities in each of the four skills practiced in different language courses (listening, speaking, writing, reading). Moreover, it gives information about all the levels and it is divided into A1 and A2 (beginner), B1 and B2 (intermediate) and C1 and C2 (advanced). At the same time, the Council of Europe and the Association of Language Testers in Europe have been working to define those levels for learners of a number of different languages. Exc

2) Look at the ppt by David Little and answer:

- What is the rationale for the CEFR action-oriented approach?

- Describe the three bands and their use.

- What kind of descriptors are used? What are their characteristics?

The action-oriented approach considers students as active participants of the learning process and users of the language in real situations.

Hence, it divides the learning process into three bands: basic user (A1 - A2), independent user (B1 - B2), and proficient user (C1 - C2).

Descriptors display the learner´s capabilities in a foreign language. It is written in a simple language so as to make the learning process transparent and promote pupils' autonomy. Its goal was to promote paralinguistic, cultural diversity as well as cultural and linguistic tolerance and democratic citizenship. Exc.

 

1)    After reading the article ECML's 2nd medium-term programme (2004-2007) Training teachers to use the European Language Portfolio, answer:

-       Does the portfolio state the specific grammar and vocabulary for each level?

                        The portfolio does not state specific grammar and vocabulary required for each level explicitly, but it does implicitly.The aims for ach level are described in terms of communicative and linguistic functions.

- What is the difference between communicative language activities and communicative competences?

Communicative competences are based on the experience students have acquired after the resolution of a large number of activities, whereas communicative language activities state what a student can do with the foreign language. Such activities involve the reception, production, interaction and mediation of the language. 

- What do the competences of interacting and mediating imply?

These competences imply that students would have to use all of their resources and tools in order to understand either, oral or written texts, so as to make sense of their message. But they don't work on their own, since they help each other out in the classroom.

- Describe achievement and avoidance strategies (SLA).

Avoidance strategies are ways of scaling down ambitions to fit resources in order to ensure success in a more limited area, whereas achievement strategies are about scaling up and finding ways to cope with the new language. For that reason,  for which the language user adopts a positive approach with what resources she/he has available -whether making use of the first language, compensating, building on previous knowledge, trying out or self-correction by monitoring the success of the communication-. These strategies (avoidance & achievement) are communicative strategies since they are used with the intention of achieving successful communication, or of coping with a communicative problem, in addition to the fact that can also be a parallel effect of aiding acquisition, because the language user sets this in a long-term object and place him/herself in the role of learner. Exc

4) Which of the levels stated in the ALTE can do statements will your primary school students be able to reach? Why?

We agreed on the fact that primary school students finishing sixth grade will be able to reach A1 level, since, as we can appreciate in the curriculum, children should be able to write simple isolated phrases and sentences, to express simple sentences about themselves and imaginary people, to ask for or pass on personal information in written form, and to show control of limited simple grammatical structures and sentence patterns. Exc

5) Focus on the macroskill and level of the textbook (*) you were given. Explain the language level and determine through descriptors what the learners are expected to do and know at this level.

Malcom Mann 

Steve Taylore-Knowles

Laser (Student’s book) B1+

Macmillan

Macroskill chosen: Speaking

Topics Taken from the book provided:

● Talking about family

● Comparing

● Making suggestions

● Expressing uncertainty 

● Talking about experiences

● Speculating 

● Agreeing and disagreeing

● Giving examples

● Talking about hopes 

● Expressing attitudes and opinion 

● Prioritising 

● Discourse management

● Talking about interests 

● Seeking clarification 

According to the information given, students from a B1+ level would be able to communicate with confidence on matters related to his/her interests and also express their personal opinions or beliefs, giving detailed accounts of experiences as well as describing their feelings and reactions. Furthermore, they would be able to exchange information on familiar topics, such as hobbies, work or travel, during speeches in everyday conversations, also describing their dreams, hopes and ambitions for the future. Moreover, they would be able to maintain discussions while expressing their feelings and thoughts about cultural topics as well as giving brief comments on the views of others, communicating agreement or disagreement. Besides, they would be able to explain why something is a problem and suggest possible solutions whilst comparing and contrasting alternatives.