Common European Framework of Reference for Languages: Learning, Teaching, Assessment
Cambridge University Press, 22 lut 2001 - 260
The Common European Framework of Reference for Languages is the result of over ten years' research by a number of leading applied linguists and pedagogical specialists from the 41 member states of the Council of Europe. Its various drafts have undergone widespread consultation and the end product is a unique contribution to applied linguistics, providing a completely new, detailed model for describing and scaling language use and the different kinds of knowledge and skills required. The Framework is addressed to all professionals in the modern languages field and is intended to stimulate reflection on objectives and methods, to facilitate communication and to provide a common basis for curriculum development, the elaboration of syllabuses, examinations and qualifications, thus contributing to easier international educational and vocational mobility. It is an invaluable tool for those working in teacher education and training, syllabus and test design, and textbook and materials production.
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Common European Framework of Reference for Languages: Learning, Teaching ...
Council of Europe
Podgląd niedostępny - 2001
ability achievement ALTE approach appropriate assessment Chapter coherence Common European Framework Common Reference Levels communicative competence complex concerned context Council of Europe criteria cultural curriculum declarative knowledge describe descriptor available detailed DIALANG discussion domain educational Eurocentres everyday example experience express familiar foreign language forms formulation Framework may wish grammatical guage he/she his/her identify illustrative descriptors Illustrative scales instructions interac interaction interlocutor involved knowledge language activities language learning language proficiency language teaching Language Testing learner will need/be learning objectives lexical linguistic listening Listening/Speaking microfunctions native speakers need/be equipped/be required needs objectives organisation paralinguistic particular performance phrases pluricultural competence plurilingual and pluricultural points presented production range Rasch Rasch model reading relation relevant self-assessment simple situations skills social sociolinguistic specific speech spoken statements Strasbourg strategies structure task teachers Thames Valley University topics understand vocabulary Waystage wish to consider words write
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Challenges and Opportunities in Language Education: The Contributions of the ...
Podgląd niedostępny - 2003