ASSIGNING REFERENCE LEVELS TO THE MEANINGS OF WORDS

Abstract

The Common European Framework of Reference (CEFR) has influenced learning and teaching target languages significantly. An action-oriented approach is supported by a number of scales related to four modes of communication: reception, production, interaction and mediation. Despite the fact that only three scales concern grammar and vocabulary aspects described by can-do statements, the CEFR has stimulated researchers and language professionals to develop language profiles concerning both grammar and vocabulary for particular languages. Our study focuses on an analysis of different English lexemes that are used by Slovak learners of English at various levels of their language proficiency. University students will be provided with a number of words the meanings of which they are familiar with and have become aware of their different meanings during their studies. The meanings of particular words are expected to be matched with a particular level of the Common European Framework of Reference (CEFR) and analysed by university students during their lexicology course. Their judgements will be compared with the officially presented reference levels in the Cambridge Advanced Learner’s Dictionary to contrast the expectations of Slovak users of English with those of users of English from all over the world. The meaning of a word assigned by a particular CEFR level enables local syllabus designers, material writers and test developers to produce relevant documents, textbooks and language examinations for local language learners. Since the CEFR describes what language learners can do at different stages of their learning, its reference levels designed as a comprehensive reference tool to promote educational transparency and to allow movement between countries for work or study within the European Union are a useful tool for labelling the meanings of the words.