1 Seda AKPINAR

2

Foundation of lectures is grammatical. Aims of the CEF (communicative competence, strategies, discourse recognition etc.) 3

Focus on  situational language  skills and strategies  langugage learner  self assessment and autonomy  speaking skills However, it  does not measure grammar-based progression  is not suited to all learners  does not have comprehensive self- assessment desciptors  does not cover some functional areas  is not fully understood 4

1) Focus on situational language It is not based on real world situation and about what you do with the language "making simple purchases” A1 "using public transportation” A2 5

2)Focus on skills and strategies The CEF has references to text types (messages, advertisement etc.) e.g.: "I can catch the main points in a short, clear simple messages” A2 6

3) Focus on language learner Expectations are in line with different levels of competences See examples 7

 "to understand when someone speaks slowly to me” A1  "to understand what is said clearly, slowly, and directly to me in simple everyday conversation“ A2  "be able to follow clearly articulated speech directed at me in everyday conversation” B1  “to understand in detail what is said to me in standard spoken language, even in noisy environment.” B2 8

9 Ability to understand what is said

4) Self assessment and autonomy Portfolio self-assessment checklist Emphasis on study skills and overall educational competences 10

5) Focus on speaking skills  The emphasis on speaking and listening not on reading and writing.  External exams (like Cambridge ESOL) focuses on oral performance. 11

1)No measure of grammar-based progression More guidance in relation to basic grammar areas is needed. e.g.: The future is only indirectly referred as “make arrangements to meet” in A2. 12

2)Not necessarily suited to school-based learners The people in a classroom usually are at the same the same level of competence. 13

3) Self- assessment descriptors are not comprehensive. A competence in one skill is not reflected in other areas. See examples 14

A1- Listening: “I can understand simple directions how to get from X to Y” However, spoken counterpart of the skill is in A2 !!!But you need to be able to ask for directions orally in order to be given them. 15

4) Some functional areas are not covered. Students may tick off other descriptors that are covered in the course but which are not present on the list. 16

5) The CEF is not fully understood. Many teachers are not aware of the CEF. Even some of them, consider it a European conspiracy to interfere with their teaching. 17

We should try to create a syllabus which links the CEF with traditional expectations. To achieve this goal, we should be aware of the strong and weak points of the CEF. 18

 Morrow, K. (2005). Insights into the Common European Framework. Oxford University Press.  AAAAAEo/kTvSU78vWZY/s320/story_eu_flag.jpg  AAAAAPQ/1lOKSomzDYQ/s320/Grammar+Police.png 19