An Evaluation of Alignment between French Language National Test and the Common European Framework of Reference for Languages Using Item Mapping

This study aims to introduce Prof. Nihal Çalışkan’s study entitled A Vocabulary Proposal Aligned with the Common European Framework of Reference for Languages towards Turkish A1 and A2 Levels. The teaching of Turkish that has made a rapid improvement in recent years draws a great deal of attention as a foreign/ second language. Nonetheless, the lack of word/ vocabulary lists stands out in this field. This study that is based on corpus linguistics, Çalışkan’s field of study, and her own language learning experiences has been built on the idea that vocabulary is important in the acquisition of language skills, yet that a certain part of it should be taught as a priority in the face of the broad volume of the elements of vocabulary. In this study, which was meticulously carried out in line with the principle of transparency by examining current textbooks, the word was considered as an orthographic unit. This study was conducted in three phases and reached 1152 words at A1 level and 1653 words at A2 level. In the list prepared, the vocabulary elements were basically divided into two groups as “words” and “units that exceed the limits of word”. The units that exceed the limits of word was further subdivided into four categories: “morpheme units”, “lexical units”, “syntactic units” and “discourse units”. The words determined based on prevalence criteria was aligned with the Common European Framework of Reference for Languages (CEFR). All units are exemplified by sentences generated by the author herself.

Textbooks play a crucial role in the Arabic language learning journey for non-Arabic-speaking students at the Madrasah Aliyah level. A well-structured textbook can act as a teaching aid and a roadmap for mastering language competencies that align with both national and international standards, such as the Common European Framework of Reference for Languages. One such textbook is “اللغة العربية 2” published by Quadra in 2022 for Year 11 students. However, research on this textbook remains limited. This study aims to examine the alignment of the textbook's content with established standards while investigating indicators of speaking skill competence based on the Common European Framework of Reference for Languages. Using a descriptive qualitative approach and content analysis methods, the primary data source is “اللغة العربية 2” supplemented by relevant literature. The findings indicate that the textbook meets standards for linguistic accuracy, material presentation, and visual layout. The speaking competencies are aligned with levels A2 and B1 of the Common European Framework of Reference for Languages. Topics like shopping and health correspond to level A2, promoting direct communication, while travel and technology fit level B1, encouraging extended speech and structured expression of experiences and opinions. Future research should explore other language skills within the same textbook for a comprehensive evaluation.

The study conducted aimed at determining goodness of fit between lower secondary education 3rd grade Curriculum for English Language in Turkey and Common European Framework of Reference for Languages that was composed by Council of Europe to encourage other languages except for mother tongue to be spoken and to bring foreign language instruction into conformity with some standards. The study was done in light of significance Turkey attributes to foreign language education in scope of harmonization efforts with European Union and was qualitative. In research where the Document Review technique was used, Curriculum and Common European Framework of Reference for Languages were compared and contrasted in terms of objectives, content, learning and teaching process and evaluation strategies. At end of research, following results were obtained: The goals of Turkish National Education and Common European Framework of Reference for Languages had a similarity at 92 percent even though language skills were not handled on an equal basis in Curriculum. Among all language competences, Waystage (A2) Level was most referenced one in Curriculum. A1 and B1 levels were less dealt with when compared to Waystage Level. Overall Oral Production was language competence represented with most descriptors in Curriculum. All assessment tools in Curriculum were taken from European Language Portfolio.

“Yabancılara Türkçe öğretimi konusunda Türkçe yayımlanmış bilimsel çalışmaların bibliyografyası ve doktora tezlerinin Diller İçin Avrupa Ortak Başvuru Metni bağlamında analizi” adlı yüksek lisans tezinden yeniden gözden geçirilip güncellenerek üretilen bu çalışmanın amacı, yabancılara Türkçe öğretimi konusunda 2020 yılına kadarki süreçte Türkçe yayımlanmış bilimsel çalışmaları tespit edip bunların içerik alanlarını belirlemek; doktora tezlerini Ortak Başvuru Metni bağlamında analiz etmektir. Nitel bir çalışma olarak desenlenen bu çalışmada veri toplama yöntemlerinden doküman incelemesi kullanılmıştır. İki bölümden oluşan bu çalışmanın birinci bölümünde YÖK Tez, çeşitli üniversitelerin ve dergilerin veri tabanlarından 2020 yılına kadar yayımlanmış tezlere, makalelere ve bildirilere ulaşılıp bunların içerik alanları belirlenmiş, elde edilen sayısal veriler tablolarla sunulmuştur. Çalışmanın ikinci bölümünde alan yazınında doktora tezi çalışması sayıca fazla olduğundan yıl ve konu sınırlaması getirilmiş, 2013-2019 yılları arasında (2019 dâhil) temel dil becerileri konusunda yayımlanmış 9 doktora tezi Ortak Başvuru Metni bağlamında analiz edilmiştir. Araştırmalar sonucunda, en fazla çalışmanın makale düzeyinde yapıldığı belirlenmiştir. Tüm bilimsel çalışmalar incelendiğinde, konu bazlı en fazla çalışmanın materyal geliştirme konusunda yapıldığı belirlenmiştir. Analiz çalışması kapsamında ele alınan doktora tezlerinin Ortak Başvuru Metni’nin dil öğretim amacına, öğrenici boyutuna, öğretici boyutuna ve ölçme değerlendirme anlayışına uygun hazırlandığı tespit edilmiştir. Son olarak, alanın gelişimine katkısı olabileceği düşünülen önerilerde bulunulmuştur.

Language didactics conceives the relationship to otherness according to two approaches. The first one, the intercultural approach, inherited from the communicative approach, tackles otherness through intercultural encounter. The second one, the co-cultural approach theorized by Christian Puren, corresponds to the didactic conceptions of the action-oriented approach of the foreign languages teaching based on acting with others. Through their conceptions of language-cultures and languages teaching/learning, the Common European Framework of Reference for Languages (2001) and the later complementary works appear as promoters of the action-oriented approach of foreign languages didactics. However, an analysis of their conceptions of relationships to otherness shows that these works mainly stick to an intercultural approach to otherness. Only the Companion Volume (2018) of the Common European Framework of Reference for Languages marginally opens to a co-cultural approach to the relationship to otherness. The intercultural conception of the Council of Europe's language policy disseminated in its main texts therefore seems out of step with Christian Puren's model, which bases the action-oriented approach of language teaching on a co-cultural conception of the relationship to otherness based on the principle of negotiated culture by the interactants. Keywords: action-oriented approach; co-cultural; Common European Framework of Reference for Languages; intercultural; otherness; Puren.

The key theme of the article is the study of the competence of the framework of reference for Chinese language. The history of the development of the framework of reference for Chinese language in the PRC is briefly presented. The components of the communicative competence of the Chinese language and its level structure are studied. The author has performed a comparative analysis of the component structure and content of the components of the model of the communicative competence of the Chinese language with western, domestic and European models of communicative competence, as well as comparative analysis of the levels of the framework of reference for Chinese language with the levels of the Common European Framework of Reference for Languages. The conclusion is made about the specificity of the Chinese model of communicative competence, reflecting the features of the isolating Chinese language, the verbal syllabic Chinese hieroglyphic writing, the autochthonous Chinese culture, and the related features of teaching Chinese as a foreign language.

The Common European Framework of Reference for Languages (CEFR, Council of Europe, 2001) currently functions as an instrument for educational policy and practice. The view of language proficiency on which it is based and the six proficiency levels it defines lack empirical support from language-use data. Several issues need to be investigated collaboratively by researchers working in the fields of first and second language acquisition, corpus linguistics and language assessment. These issues are concerned with (i) the CEFR’s failure to consistently distinguish between levels of language proficiency (static aspect) and language development (dynamic aspect), (ii) with the CEFR’s confounding of levels of language proficiency and intellectual abilities, and (iii) the potential problem of mismatches between second-language learners’ communicative and linguistic competences. Furthermore, from a more theoretical perspective, this paper proposes (iv) to investigate which CEFR proficiency levels are attainable by native speakers and (v) to empirically delineate the lexical, morpho-syntactic and pragmatic knowledge shared by all native speakers (called Basic Language Cognition).

This study focuses on the acquisition of grammatical gender agreement at different levels of language proficiency in English, paying attention to syntactic constraints and those arising from the influence of the mother tongue. Thus, the objectives are, first, to categorise mismatches in English grammatical gender acquisition when learnt by Spaniards at A2, B1, B2 and C1 levels of proficiency established by the Common European Framework of Reference for Languages (Council of Europe, 2001; 2018). Second, the study aims to determine whether these mismatches are produced by syntactic failure or by mother tongue transfer. Additionally, it explores whether communicative competence may be affected by grammatical gender acquisition mismatches. In this paper, the failures in grammatical gender agreement were identified and classified into syntactic and mother tongue transfer. The methodology followed was based on a corpus-driven approach. First, a corpus of essays written by Spanish learners of English with A2, B1, B2 and C1 language proficiency levels was compiled. The grammatical gender agreement mismatches were then identified to ascertain the students’ ability to assign gender in English. Finally, the frequencies of failure of grammatical gender agreement at the different levels of language proficiency were classified into syntactic and language transfer categories. The results showed not only the grammatical gender agreement mechanisms when acquiring English at the different levels of language proficiency but also which kind of components in communicative competence may be affected by gender agreement processes.

Bu araAŸtA±rmada, Avrupa Konseyi tarafA±ndan A¼ye A¼lkelerdeki eAŸitim kurumlarA± arasA±nda iAŸbirliAŸi saAŸlamak ve yabancA± dil A¶AŸrenenlere yardA±mcA± olmak amacA±yla tanA±tA±lan Avrupa Dilleri Ortak BaAŸvuru Metni’nin dilbilimsel dayanaklarA± bilimsel alanyazA±n A±AŸA±AŸA±nda tartA±AŸA±lmA±AŸtA±r. Bu baAŸlamda, A¶ncelikli olarak iletiAŸimsel yeti kavramA± incelenmiAŸ, ardA±ndan iletiAŸimsel yetiyi oluAŸturan bileAŸenlerden toplumdilbilimsel yeti ve edimbilimsel yeti kavramlarA±na aA§A±klA±k getirilmeye A§alA±AŸA±lmA±AŸtA±r. A‡alA±AŸmada son olarak, yabancA± dil A¶AŸreten ve A¶AŸrenenlerde dilin kullanA±mA±na yA¶nelik A¶ncelikli olarak iletiAŸimsel yetinin geliAŸtirilmesi gerektiAŸi vurgulanmA±AŸ ve bu doAŸrultuda A¶neriler getirilmiAŸtir. The Analysis of Common European Framework of Reference for Languages in Terms of Linguistics The European Council suggested the Common European Framework of Reference for Languages to provide cooperation among the educational institutions in the member countries and help the foreign language teachers and learners. Therefore, in the study, the Common European Framework of Reference for Languages has been analyzed in terms of linguistics. First of all, the concept of communicative competence has been discussed, then its components, sociolinguistic competence and pragmatic competence have been studied. Finally, it has been emphasized that the communicative competence which is related to the use of language should be fostered among the foreign language teachers and learners

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.

This research describes the Common European Framework of Reference for Languages (CEFR) in Bahasa Indonesia bagi Penutur Asing BIPA book “Sahabatku Indonesia” especially BIPA Levels A1, A2, B1, B2, C1, and C2. This study applies a qualitative descriptive approach by using a content analysis research design. The analysis shows that the Common European Framework of Reference for Languages (CEFR) is a Common European framework of reference for languages that includes learning, teaching, and language assessment. The CEFR concept is important known and studied by the learners/students and language learners/teachers foreign, especially in the context of learning Indonesian for Foreign Speakers (BIPA). Language Development and Development Agency, through the Center Strategy Development and Language Diplomacy (PPSDK), plays a role important in increasing the function of Indonesian to become an international language. This important role is realized, among others, by supporting language teaching Indonesian for foreign speakers (BIPA) in various countries. One of those supports is the preparation of BIPA teaching materials in the form of “Sahabatku Indonesia” in six book levels A1, A2, B1, B2, C1, and C2. Materials and learning tasks are developed on a text-based basis integrated learners can develop their language competence in the four skills: listening, speaking, reading, and writing various types of text. In addition, learning materials and assignments are designed in an integrated way to be able to develop Indonesian insight. For evaluation purposes, each unit is equipped with a structured task in the form of exercises.

This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.

The objective of this study is explore the use game-based intervention as a tool in understanding its contributions to the level of English Language proficiency among B40 secondary school students in Klang Valley (n=104). Results was tested using correlational study in SPSS. The level of English proficiency improvement of students was measured according to The Common European Framework of Reference for Languages (CEFR). Results indicate that more than 50% (54) shows a significant result in improvement with moderate-string correlation and statistically significant. This allows the curation of appropriate strategies and responses to address application development in English language learning if necessary. Keywords: Game-based Intervention (GBI); UN Sustainable Development Goals 4 (SDG); The Common European Framework of Reference for Languages (CEFR); B40 eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI6.3036

The article is devoted to the development of the technology of an individual path of teaching a foreign language, considering the student's self-assessment in a technical university. The theoretical and practical lack of elaboration of this problem both at the psychological and pedagogical levels in the domestic educational system makes our research relevant. Currently, the requirements imposed on a university graduate often do not coincide with the requirements that a future specialist imposes on himself. There is an internal contradiction and conflict, both interpersonal and intrapersonal. To minimize this discomfort, the authors of the article propose to build the educational process according to the requirements of the university and the desires of students, using the technology of individual educational path. The authors consider in detail the concept of «self-assessment» from a psychological point of view, the understanding and awareness of their level of knowledge in a foreign language will help in the development of these skills and abilities. In this paper, students independently determined the level of their skills and abilities to read and write in a foreign language according to the proposed test. Then the level of foreign language proficiency of students was analyzed based on the Common European Framework of Reference for Languages, highlighting the features of self-assessment of foreign language proficiency (reading and writing) of students. The paper provides recommendations on the implementation of the technology of individual learning trajectory in the educational process according to the data obtained on self-assessment and assessment of the level of proficiency in reading and writing based on the Common European Framework of Reference for Languages to ensure the effectiveness of teaching foreign languages to students of technical specialties.

هدفت هذه الدراسة لمعرفة مدى التناغم بين أنشطة كتاب اللغة الإنجليزية للصف العاشر والأهداف المتوخاة من الطلبة بعد الانتهاء من الصف العاشر وامتحانات المعلمين في ضوء الإطار الأوروبي المشترك. ولتحقيق غرض الدراسة وللإجابة عن أسئلة البحث قامت الباحثة بتبني المنهج الوصفي التحليلي واختارت عينة مكونة من كتاب اللغة الإنجليزية الفلسطيني للصف العاشر، عينة مكونة من 55 اختباراً نصفياً ونهائياً قام بإعدادها معلمو الصف العاشر، وعينة تكونت من 10 من معلمي اللغة الإنجليزية تم اختيارهم بشكل عشوائي للإجابة على المقابلة المنظمة. قامت الباحثة باستخدام أداتين للدراسة وهما الإطار الأوروبي المشترك لتحليل أنشطة الكتاب وفقها، ومقابلة منظمة، وتم التحقق من صدق أداتي الدراسة وثباتهما. حيث تم استخدام معادلة هولستي لحساب ثبات الأداة. تم تحليل البيانات التي تم جمعها ومعالجتها من خلال التكرارات ونسبها المئوية، وبعدها تم استخدام معادلة بورتر لإيجاد التناغم ما بين الأهداف والأنشطة والاختبارات. كشفت النتائج الرئيسية للدراسة أن معظم مهام الكتب المدرسية كانت من المستوى A2، وكانت أعلى المهام هي مهام القراءة والكتابة. امتحانات المعلم كانت أيضًا على مستوى A2 مع تركيز عالٍ على مهارات القراءة والكتابة. أظهرت النتائج أن معظم الامتحانات استبعدت التحدث والاستماع. كان هناك تناغماً منخفضاً بين أنشطة الكتاب المدرسي للصف العاشر والأهداف المطلوب من الطالب تحقيقها بحلول نهاية الصف العاشر، كما أن هناك تناغماً معتدلاً بين أنشطة الكتاب المدرسي والامتحانات. كذلك حصل مستوى التطبيق في هرم بلوم المعرفي على أعلى نسبة بينما لم يحقق مستوى التقييم أي درجة. بناءً على النتائج السابقة، أوصت الدارسة بأن على مصممي الكتب المدرسية إعادة النظر في طبيعة الأنشطة المتواجدة في كتاب اللغة الإنجليزية من أجل مواءمتها مع أهداف الكتاب المدرسي، وإعادة توزيع المهارات ليصبح متوازنًا لكل مهارة، وتصميم دورات تدريبية للمعلمين حول تطوير الاختبارات لتتماشى مع المعايير الأوروبية المشتركة(CEFRL).