Mniej niż A1…, czyli o kompetencjach użytkownika języka na poziomie Pre-A1

Abstract

The Common European Framework of Reference for Languages has had a significant impact on the learning and teaching of modern languages in Europe, but, above all, it has revolutionised the way language skills are assessed and has contributed to the development of language knowledge certification systems. However, it has oft en been the subject of criticism and controversy. Certain deficiencies, which seem to be a natural consequence of the document’s comprehensiveness and the assumed goals, have also been noticed by its authors. In 2018, The Common European Framework of Reference for Languages: learning, teaching, assessment. Companion volume with new descriptors was published. The document aims not only to improve imperfections, but above all to adapt the description of language education to the current context of language use. Th e authors of the publication have, among other things, set up language proficiency descriptors for areas not specified in the 2001 version of the CEFR. This is how the Pre-A1 level description was developed. It refers to the level of competence at which the learner has not yet acquired a generative capacity, but relies upon a repertoire of words and formulaic expressions. The paper’s aim is a holistic presentation of this level: the process of the creation of descriptors, as well as the description of language activities and strategies of a novice language user.