Mediation as One of the Communication Modes in Theory and Practice

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.

Standards-based education has become a crucial issue with which evaluating the learning of French language in Thailand was then required to comply. Since the alignment is the core idea in systematic and standards-based reform, this study aimed to evaluate the alignment between Thailand’s Professional and Academic Aptitude Test in French language (PAT 7.1) and the Common European Framework of Reference for Languages by using item mapping and to study the factors affecting the misalignment between Thailand’s Professional and Academic Aptitude Test in French language (PAT 7.1) and the Common European Framework of Reference for Languages. Variables were composed of contents and cognitive demands. Populations were 100 items of PAT 7.1, 388 grade-12 students (Matthayomsuksa 6) in English-French program (academic year 2017) in 10 schools under the South 2’s Development Center of French language (Le Centre pour le Developpement du Francais, CDF Hatyai) and 3 qualified panelists. A sample of 163 students were selected using the multistage sampling method. Research tools consisted of a PAT 7.1 test, two alignment matrixes and a set of open-ended questions. Data was analyzed using the proportion, Rasch IRT model, chi-square, percentage and content analysis. The research revealed that there were 16 items of PAT 7.1 aligning with the Common European Framework of Reference for Languages. Most of them were classified into A2 level and evaluated analysis/investigate skill. Moreover, item mapping result was coherent with that of panelists’ judgement. Three main factors affecting the misalignment were highlighted: the incoherence between item content and standard content, the unmatched levels of cognitive demands and the language usage, including the grammar, in the items that was irrelevant to standard and to students’ language proficiency levels. Keywords: French language, CEFR, alignment, item mapping

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.

“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.

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.

Introduction. This article addresses the concept of mediation as an integral element of foreign-language teacher training. In the face of global educational trends highlighted by the Common European Framework of Reference for Languages (CEFR) and its Companion Volume (2020), mediation has been redefined as a distinct mode of communication. It encompasses not only linguistic translation but also the facilitation of understanding, bridging cultural differences, and enabling meaningful interaction among speakers of different linguistic and cultural backgrounds. Purpose.The study aims to explore how mediation evolves from a narrow view of translation to a broader framework of pedagogical facilitation, focusing on the development of professional competencies among future foreign-language teachers. It seeks to reveal how integration of mediation in teacher education supports effective cross-cultural communication, fosters interactive learning, and contributes to the development of higher-order thinking skills. Methods.A theoretical and conceptual review was conducted, examining relevant scholarly sources on cognitive mediation (L. Vygotsky, D. Feuerstein), social interactionism (M. Long), and the updated CEFR descriptors. The article also analyzes the principles of scaffolding and collaborative strategies that guide teachers in adjusting tasks to learners’ needs and cultural contexts.Results. Findings suggest that pedagogical mediation enables teachers to adapt and recontextualize materials, thus creating supportive conditions for student collaboration and critical reflection. By acting as mediators, teachers do not merely transfer knowledge but facilitate shared understanding through culturally responsive approaches, encouraging students to articulate ideas, question assumptions, and solve problems. Moreover, professional mediation skills help future language educators manage linguistic diversity, navigate socio-cultural nuances, and structure group tasks so that students take active roles in constructing new meaning. Conclusion.Mediation, in its broader interpretation, emerges as a key component of effective foreign-language instruction and professional competence. Future teachers who acquire mediation skills are better equipped to help learners overcome communicative barriers, thus promoting tolerance, inclusivity, and innovation in the educational environment.

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

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.

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.

This study aims to analyze the trend of CEFR(Common European Framework of Reference) related research in South Korea using the method of a systematic review and to discuss the research fields required in relation to CEFR. The Council of Europe released the Common European Framework of Reference for Languages (CEFR) in 2001. It acts as a standard for curriculum, teaching, learning, and evaluation. With this, thirty kinds of literature from the years 2000 to 2020 that satisfied the selection criteria were chosen from a search of CEFR-related research on English education. After the 2015 revised national curriculum was implemented, studies related to CEFR increased by 70% from 2018 in terms of publication year, and 60% of those studies used quantitative methodologies. After organizing the subjects of the studies by the Korean academic levels and CEFR levels, the data showed a focus on research for elementary and university while a wide range of CEFR levels from Basic User to Proficient User was represented. Since CEFR builds vocabulary, grammar, and language competence based on corpus data, 80% of the studies were performed in relation to the curriculum and evaluation using the corpus. However, in order to successfully apply CEFR to Korean English education, research on more detailed level settings and the linkage between each level needs to be actively conducted. More studies are necessary to adapt CEFR to the EFL context in Korea since CEFR describes communication skills that L2 learners should have, including pluricultural competence. This means a wide range of studies on CEFR are needed to expand the quality and quantity of English education in Korea.

Background and Purpose: The Common European Framework of Reference for Languages (CEFR) is an internationally recognised instrument for describing language skills. It describes language proficiency on a six-level scale, ranging from A1 for beginners to C2 for those who have already mastered a language. The roadmap in the Malaysian Education Plan 2013-2025 sets B2 as the target for Malaysian higher education graduates as this is the level at which they can expect to get a job and function adequately in English, while graduates of English language degree programmes are expected to reach C1 when they graduate. The aim of this study is to test and verify whether it is appropriate to use only the items from B2, C1 and C2 to measure the language proficiency of Malaysian students to avoid respondent fatigue in answering the questionnaire. Methodology: A proportionate stratified random sampling method was used and four strata were defined: Strata I and II were male and female students in public institutions, Strata III and IV were male and female students in private institutions. The instrument used was a questionnaire containing demographic profiles and eight items from the CEFR Global Self-Assessment Grid. Exploratory factor analysis and reliability analysis were conducted using SPSS. Findings: The eigenvalue of 7.263 with factor loadings between 0.774 and 0.854 and the Cronbach’s alpha value for language ability of over 0.9 indicate excellent reliability of the selected items. The study found that Malaysian university students were good at understanding and discussing personal information, events, opinions and plans. However, they found it difficult to understand complex and longer texts, to use language flexibly in social and academic settings and to express themselves without constantly asking for feedback. As the current education system focuses too much on memorization, it does not contribute to the development of practical language skills. In order to improve, students should use the CEFR as a self-assessment tool. Contributions: The findings of the study contribute to the understanding of the optimization of the CEFR framework in Malaysian higher education by reducing respondent fatigue and improving the quality of self-assessment. The study provides empirical evidence of the effectiveness of using CEFR-based items at B2, C1 and C2 levels in reducing fatigue, improving the quality of self-assessment and informing language teaching and learning practices. The findings can assist educators and policy makers in developing more effective language teaching and assessment strategies that promote student learning outcomes and ultimately improve the language education of Malaysian students. Keywords: CEFR rubric, ESL, self-assessment, perceived language proficiency, answering fatigue. Cite as: Tg Nur Liyana, T. M. F., Wan Nazihah, W. M, & Mimi Mazlina, M. (2024). Assessing the self-perceived language proficiency of Malaysian ESL learners in higher education utilizing the Common European Framework of Reference (CEFR). Journal of Nusantara Studies, 9(2), 474-489. http://dx.doi.org/10.24200/jonus.vol9iss2pp474-489

Mediation is one of the four primary modes of communication defined by the Common European Framework of Reference for Languages (Council of Europe, 2001), alongside reception, production and interaction. It emphasises the need for learners to act as intermediaries to enable effective communication across linguistic and cultural barriers, whether within the same language or across different languages. Despite its importance, mediation remains underexplored in English language learning within the Portuguese context. This study examines the integration of mediation tasks within two English language textbooks, Harmonize Starter and Harmonize 1, using the framework provided by the Common European Framework of Reference for Languages: Companion Volume (Council of Europe, 2020).

The research investigates Turkish translations of Common European Framework of Reference for Languages (CEFR) from the perspective of Reiss’s text typology. CEFR is a comprehensive document defining language teaching, learning objectives and providing testing tools designed in 2001 with the impact of multiculturalism and multilingualism notions. The document has been translated into 40 different languages and applied globally since then. Turkish is one of the languages in which CEFR was translated. These translations, on the other hand, are crucial for informing target audience regarding development and innovation in language learning, assessment and curriculum. This study aims to shed light on cross-cultural impact of CEFR by analysing its Turkish translations through Reiss’s text typology. The study adopts the method of document analysis to examine Turkish translations of CEFR by focusing on key terms and concepts related to language education. Based on findings of study, CEFR is an informative text in terms of text typology approach and transferred to Turkish aligned with source text in terms of its function and content. These results suggest that translators adopted a translation approach fulfilling the intended purpose of the text and demands of the target audience considering informative text type. Additionally, the findings of the study are also notable in that it offers a thorough understanding of the CEFR's cross-cultural impact in Turkish setting and a systematic approach for translators regarding text types. The research is expected to contribute to translation studies and enhance education practices and policies related to foreign language in Turkey with the insights it offers.