Framework Of Reference For Languages Research Articles

VERBAL İNTERAKTİVLİYİN PLÜRALİST YANAŞMADA TƏDRİSİNİN BƏZİ MƏSƏLƏLƏRİ

Some Issues of Teaching Verbal Interactivity in a Pluralistic Approaches Summary The article deals with the some issues of teaching verbal interactivity in a pluralistic approaches. When communicating in a foreign language, the rules for using speech activities and practical activities related to verbal interactivity in different situations are shown. The article also refers to the Common European Framework of Reference for Languages (CEFR) in the application of verbal and non-verbal communication and the Framework of Reference for Pluralistic Approaches to Languages and Cultures(CARAP) developed under the leadership of Michel Candelier. In this regard, the use of gestures, facial expressions and body language to achieve effective communication during dialogues in cultural and natural situations is important in teaching French. The scientific studies of local and foreign linguists and methodologists on the subject have been analyzed and summarized. Key words: communication, interactivity, verbal communication, nonverbal communication, pluralistic approaches

Mediacja i tłumaczenie w uczeniu się / nauczaniu języków – podobieństwa i różnice

In the didactics of languages and cultures, mediation often enters into a relationship with translation. After the publication of the Common European Framework of Reference for Languages in 2001, mediation was mainly associated with linguistic transcoding and equated with translation. In the CEFR – Companion volume (2020), the understanding of mediation has been considerably broadened, taking into account the multilingual and multicultural perspective of language use and the conditions for interaction between people with different lifestyles and views. The aim of the paper is to reflect in depth on the nature of the concepts of ‘mediation’ and ‘translation’. Both are interdisciplinary in nature and their main vehicle is language. But there are also many differences between them which do not allow the terms to be used interchangeably. In an analysis of a comparative nature, we will try to show the most important determinants of the mediation and translation process, referring to their use in the context of language learning and teaching.

Language exams as a policy instrument

Utilising language management theory (Jernudd and Neustupný 1987; Nekvapil 2016), this paper explores motivations for the language exam as an instrument of organised management in the form of policy in the Czech context and analyzes its outcomes more than ten years after its initial implementation. First, we provide an overview of research on language testing as a form of organised management, discussing how emphasis has been placed on citizenship, and explain the relevance of researching the use of language exams for permanent residence in the European Union, where an important distinction is made between EU and non-EU citizens. We consider the selection of the appropriate Common European Framework of Reference for Languages (CEFR) level for the exam and the overall question of exemptions, which may raise doubts about the exam’s overall effectivity as a tool for the linguistic integration of foreigners. We show that there are several tendencies in the understanding of the situation by individuals who have already passed the exam, including the view of it as a mere formality, and, conversely, as a major hurdle. We conclude by exploring potential policy consequences of these outcomes, emphasising the idea that language support from the state and employers needs to be provided intensively and immediately following the individuals’ arrival in the country.

European foreign language policies, national language testing and ambivalence towards the introduction of the logics of standardisation

Educational policies and priorities shaped at the supranational level by European and global agencies and players impact the processes of national policymaking in complex ways. In this study, recontextualisations of European foreign language education and language assessment policies in the Greek policy and pedagogical contexts are examined. Specifically, the politics of foreign language education and assessment are explored with a focus on English language teaching in public schools and the expected introduction of the Greek National Certificate of Language Proficiency (known as KPG) which is a state-led testing system formed by adopting the six-level scale of the Common European Framework of Reference for languages. Drawing on Bernstein’s theory of symbolic control and pedagogic discourse, it is shown that extensive recontextualisations of European (and global) discourses on English language teaching and assessment in the Greek context project competency and outcome-based curricula and learning as the desirable pedagogic model. Furthermore, attempts to introduce certification procedures in public schools derive from market-driven discourses that sanction a standardised system of student performance while the implications of standardisation for schools, teachers and students alike are downplayed.

PolylexFLE

Abstract MWE knowledge is key in the process of learning a foreign language, but its teaching remains hindered by the lack of list of expressions connected to pedagogical aims. In this paper, we present an extended version of the PolylexFLE database, containing 4,525 French multiword expressions (MWE) of three types: idioms, collocations or fixed expressions. In order to propose exercises following the difficulty scale of the European Framework of Reference for Languages (CEFR), we used a mixed approach (manual and automatic) to annotate 1,186 expressions according to the CEFR levels. The paper focuses mostly on the automatic procedure that first identifies the expressions from the PolylexFLE database (and their variants) in a corpus of pedagogical texts (with CEFR labels) using a pattern-based system. In a second step, their distribution in this corpus is estimated and transformed into a single CEFR level. The automatic approach proposed is finally evaluated by 52 French as foreign language learners.

The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment

The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and listening. The study investigates the evolution of the CEFR and its integration into higher education systems, examining its influence in countries such as the UK, Germany, France, and Canada. Notably, Kazakhstan has embraced the CEFR as a guiding framework for language instruction, aiming to enhance graduates’ employability in the international job market. Additionally, the article presents findings from a pedagogical experiment conducted at a Kazakhstani university, assessing the effectiveness of CEFR-aligned speaking assessment criteria in improving students’ proficiency. The study employs a mixed-methods approach, combining quantitative data analysis with qualitative student feedback, highlighting the positive impact of aligning teaching strategies with the CEFR. Overall, the research contributes valuable insights into the practical application of the CEFR in Kazakhstani higher education and its broader implications for language instruction worldwide. Keywords: CEFR, higher education system, teaching methods, assessment criteria, student feedback, survey.

The Effectiveness of Duolingo English Courses in Developing Reading and Listening Proficiency

This study evaluated the reading and listening proficiency levels of 245 English language learners who completed the Basic content (through Common European Framework of Reference for Languages [CEFR] level A2) of one of the following three Duolingo English courses: English for Japanese, Spanish, or Portuguese speakers. Participants self-reported having little to no prior proficiency in English and used Duolingo as their only learning tool. Their language skills were measured using the reading and listening sections of the STAMP 4S English Test from Avant Assessment. The results show that, on average, learners at the end of the Basic content (A2) scored Intermediate High in both reading and listening in all three courses. Given that Duolingo’s English courses are CEFR-aligned with an expected proficiency outcome of Intermediate Mid upon completion of the A2 content, it is noteworthy that participants across the three studied courses surpassed these expectations by achieving an additional American Council on the Teaching of Foreign Language (ACTFL) sublevel in both reading and listening. Such results present a robust and coherent body of evidence affirming the efficacy of Duolingo’s English courses in enhancing learners’ competencies in reading and listening comprehension.

Challenges and Benefits of Developing CEFR for Languages-Aligned Writing Assessments for Thai EFL Learners: A Case Study on Yala Rajabhat University Test of English Proficiency

This research aims to explore the development of the local standardized tests, Yala Rajabhat University Test of English Proficiency or YRU-TEP, tailored to specific regions, and explore the test aligning with the Common European Framework of Reference for Languages compared to another standardized test, English Discoveries. This study focuses on the context of Thai English as a foreign language learners’ context. To write the test items, Can-Do statements were employed as the expert panel discussed and agreed on the objectives of each skill assessed in each item. In contrast, each item was evaluated through the Index of Item Objective Congruence by the experts. Three hundred experimental groups of test takers have been involved through purposive random sampling. To explore if the YRU-TEP aligns with the CEFR proficiency levels, another standardized test, English Discoveries developed by the ETS has been employed. The experimental test takers took both tests, and the scores were calculated following the cutoff scores to see if they were equivalent. The results showed that 98.67% of the scores had equally the same CEFR levels. However, challenges exist in implementing CEFR-aligned writing assessments in this context. Addressing these challenges involves adapting CEFR to the Thai context, ensuring cultural relevance, refining assessment criteria, and effective resource management. This endeavor contributes to standardizing language proficiency assessment practices and enhancing the quality of EFL education, especially in the case of local tests like the YRU-TEP.

Reflections on working for the Council of Europe

The Common European Framework of Reference for Languages (CEFR) is one of the best known publications from the Council of Europe throughout the world (Byram and Parmenter 2012). It is known to the many kinds of readership for which it was designed: language teachers, assessment specialists, policy makers, inspectors, teacher educators and others including, not least, language learners. The latter are perhaps not aware of the publication but they do know about different levels and can describe their competence as A1 or B2 etc.

CEFR vocabulary level as a predictor of user interest in English Wiktionary entries

This contribution explores the relationship between the English CEFR (Common European Framework of Reference for Languages) vocabulary levels and user interest in English Wiktionary entries. User interest was operationalized through the number of views of these entries in Wikimedia server logs covering a period of four years (2019–2022). Our findings reveal a significant relationship between CEFR levels and user interest: entries classified at lower CEFR levels tend to attract more views, which suggests a greater user interest in more basic vocabulary. A multiple regression model controlling for other known or potential factors affecting interest: corpus frequency, polysemy, word prevalence, and age of acquisition confirmed that lower CEFR levels attract significantly more views even after taking into account the other predictors. These findings highlight the importance of CEFR levels in predicting which words users are likely to look up, with implications for lexicography and the development of language learning materials.

Causes of Low Communicative Competences in English as a Foreign Language: Considerations and Reflections

Mastering English as a lingua franca has become a first-rate skill for new professionals in most jobs around the world. According to the bilingualism policies in Colombia it is expected that students from higher education achieve a level of English between B1 or B2 according to the Common European Framework of Reference for Languages (CEFRL), with students from bachelor degree programs in foreign languages, the level must be C1, in this sense the Ministry of Education has implemented projects and strategies to get a bilingual professional with high communicative competences, according to the demands of the globalized world. However, most students show low levels of communicative proficiency in English according to the results of the test applied by ICFES. Despite the demands of learning English, weaknesses persist in the mastery of communicative competences. A constant concern is to investigate some causes of low communication skills in this language. This article presents the results of some research conducted in various countries around the world that has attempted to investigate these causes. The causes, according to the results of the research, have to do with social and cultural aspects, but more importantly, teacher performance is one of the most frequent causes. This requires special attention to start programs and projects aimed at training teachers in didactic competencies.

AN APPLICATION OF VIDEO SCREENCAST FEEDBACK ON WRITING ASSIGNMENTS: A CASE STUDY

Most research on screencast feedback has focused on student’s writing progress without scrutinizing the attitude of students towards this type of feedback, especially in the context of developing countries. This research was carried out to explore the perspectives of Vietnamese foreign language students on screencast feedback in their writing practices. Participants were two B1 level (Common European Framework of Reference for languages - CEFR) students who had studied academic writing for a year during which they had only received oral and written feedback. In this study, a three-month experiment was performed to provide video-based feedback to ensure the participants had enough time to experience this new type of feedback. Afterwards, two indepth interviews were conducted. The results revealed that both students expressed their favorable attitude to screencast feedback, especially in the aspects of convenience, clarity, learning engagement and motivation stimuli. However, they also showed concern about some issues relating to technology and interaction.

Un flux de activități didactice pentru dezvoltarea competenței pragmatice în limba română ca limbă străină

The following article discusses various strategies on how to develop L2 pragmatics in a classroom setting. Drawing on the importance of developing learners’ pluricultural repertoire raised by the Companion Volume of the Common European Framework of Reference for Languages (CEFR) (Council of Europe 2020), we will argue in favour of developing the pragmatic competence together with the intercultural communicative competence (Byram 1997). In the study case we suggest – ordering at the restaurant – we put forward a string of didactic activities as a possibile teaching resource for teachers of Romanian as a second language in multicultural environments. The article is divided into six sections, as follows: 1) Introduction; 2) CEFR on the pluricultural repertoire; 3) On the intercultural competence and the intercultural communicative competence; 4) Case study – teaching a directive speech act (how to order at a restaurant) in Romanian; 5) Conclusions; 6) Annex 1 to the article consisting in the transcripts used for the case study.

Lesson Learned from the Initial Phase of the Development Process of CEFR-Based Uttaradit Rajabhat University Test of English Proficiency

Background and Aims: The development of the CEFR-Based Test of English Proficiency enriches the broader field of language assessment. By sharing valuable insights into the complexities of aligning assessments with international frameworks. Thus, this academic article aims to present the lesson learned during the initial phase of the development process of the CEFR-Based Uttaradit Rajabhat University Test of English Proficiency (URU-TEP). Linking the URU-TEP to the Common European Framework of Reference for Languages (CEFR), widely used as a reference in English as a Foreign Language (EFL) education, is crucial if test results are to be interpreted under the CEFR levels. Methodology: This study used the method of studying documents and related research, using thematic analysis and presenting descriptive information. Results: the finding is divided into four sections: the current state of the English proficiency test at URU, the process of developing the five-skill URU-TEP based on the CEFR, the process of obtaining test validity and reliability, and opportunities and challenges. Conclusion: The essence of the discovery is to enhance understanding in various areas. of the English proficiency testing process at Uttaradit Rajabhat University It also emphasizes consideration of the validity and reliability of the test to support quality and improve the examination process in the future.

Situational Syllabus in Vocabulary English for Nursing Book: Occupational Purposes

This aims to design a syllabus for "Vocabulary English for Nursing" book for occupational purposes with a specific focus on enhancing vocabulary acquisition, speaking proficiency, and pronunciation skills. This study utilizes ADDIE primarily focusing on the Analysis and Design stages. The syllabus results in ten units, each unit was designed to foster dialogue practices, simple expressions, and vocabulary enrichment. The learning competencies integrated into this syllabus align with the Independent User B1 of CEFR (Common European Framework of Reference for Languages: Learning, Teaching, Assessment. The outcome of this study includes a designed syllabus for "Vocabulary English for Nursing" book and the organization of the book. Future research will cover the further stages.

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

The relationship between extramural English and learners’ listening comprehension, reading comprehension, motivation, and anxiety

Recently, researchers have shown an increased interest in the relationship between extramural English and learners’ language proficiency. However, the majority of the studies have focussed on vocabulary knowledge. Less is known about extramural English and learners’ motivation, reading and listening proficiency. Further, few studies have focused on English-as-a-foreign language learners attending technical education. The main objective of this study is to investigate whether extramural English is related to the motivation, language anxiety, listening and reading proficiency of three distinct groups of participants: grade 6 (age 11-12), grade 8 (age 13-14) and grade 10 (age 15-16) learners. Data were collected with 108 learners. All participants were administered a questionnaire and a listening and reading comprehension test. The findings suggest that learners are frequently exposed to English in their spare time. The results also indicate that grade 6 learners were already capable of performing listening tasks at the A2 level of the Common European Framework of Reference for Languages, even though they had not had any English lessons in school yet. Watching non-subtitled TV in English appeared to be positively related with both listening and reading proficiency. Finally, relationships were found between various extramural English activities and factors concerning motivation and anxiety.

İkinci Dil Olarak Türkçe Öğretiminde Dil Seviyelerine Göre Dilbilgisi ve Konu İçeriği Sıralaması

The sequencing of grammar and content in the instruction of Turkish as a second language is crucial. Determining which topics and grammar rules will be taught at each level poses a challenge. The studies conducted so far on the subject have been carried out both institutionally and individually. Although some studies have been conducted in accordance with the levels specified in the Common European Framework of Reference for Languages, Turkish should be considered separately from European languages due to its belonging to a different language family and structure. In this study, the case study model was used within the scope of qualitative research. The data were obtained through observation and document analysis and interpreted through content analysis. In light of the findings obtained, the grammar and subject teaching sequence of Turkish as a second language has been shaped according to appropriate levels. While creating this sequence, emphasis was placed on the logical relationship between language grammar content and topics. 25 (13 DBİ, 12 Kİ), A2’de 23 (9 DBİ, 14 Kİ), B1’de 18 (10 DBİ, 8 Kİ), B2’de 24 ( 19 DBİ, 5 Kİ), C1’de 22 (16 DBİ, 6 Kİ) ve C2’de (7 DBİ,  3 Kİ) it was observed that grammar and subject content headings stand out in teaching Turkish as a foreign language.

The relationship between self‐regulated learning strategy use and task engagement

AbstractDrawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.

Algoritmo LECOLE: legibilidad, lecturabilidad y comprensibilidad en español

This article presents the conceptualization of three dimensions surrounding reading: comprehensibility, readability, and legibility. On one hand, readability and legibility for the traceability of reading according to the text, and comprehensibility, on the other hand, as the symbiosis between text and reader. From the perspective of the reader (comprehensibility, ability, and level of a reader to understand a text as it also depends on the skills of the message receiver) and the text itself (legibility and readability or level of difficulty that a text per se entails through its intrinsic formal characteristics) generating two new formulas that define the terms of legibility and readability (specifically in Spanish) since that of comprehensibility exists today and is based on the Common European Framework of Reference for Languages (CEFR), with six levels ranging from A1 to C2 according to TEECLED. Two algorithms that respond to the previous concepts have been developed from the theoretical framework. The suggested formulas of both concepts, readability and comprehensibility, have been validated with texts published in the last 10 years by the Instituto Cervantes, classified by levels A1-C2. The results show that it coincides with the A1-C2 classification of the official DELE exam texts of the Instituto Cervantes in the last 10 years by an average of over 80%.