Index

ability to learn 12, 106, 149 accent 121

achievement assessment 183–4 achievement grades 40–2 acknowledgements ix acquisition 139 action-oriented approach 9–10 activities 10, 14, 147

aesthetic 56

communicative 25, 57–90, 180–1, 222 ludic 55–6

reception 65–72 speaking 58–61 text 97, 100 writing 61–3

aesthetic activities 56

ALTE (Association of Language Testers in Europe) xiv 244–57

analytic assessment 190 approaches

action-oriented 9–10 branching 31–3 modular 175–6 multidimensional 175–6

assessment 19–20, 174–6, 177–95, 206

Association of Language Testers in Europe (ALTE) xiv 244–57

audio-visual reception 71 aural reception 65–8 authorities 141

Basic User Level 23 bibliographies

general 197–204 proficiency scaling 212–6

branching approach 31–3

Breakthrough Level 23, 31

Can Do Statements 244–57 category assessment 191 checklist rating 189 co-operative principle 123 cognitive factors 160–1 coherence 7, 33–6, 125, 223

Common European Framework 1 criteria 7–8

definition 1–2 rationale 5–6 role 18–19 uses 6–7

common reference levels 16–18, 22–3 content coherence 33–6 descriptor criteria 21–2

global scale 24t self-assessment grid 26t–7t spoken language use 28t–9t presentation 23–5

communication awareness 107 communicative activities 25, 57–90, 180–1, 222

communicative competences 9, 13–14, 30–1, 108–30 communicative processes 90–3

communicative strategies 57–90, 147, 222 competences

communicative 9, 13–14, 30–1, 108–30 discourse 123

existential 11–12, 105–6, 148–9 functional 125–30

general 9, 11–13, 101–8, 147–8 grammatical 112, 151, 152 learner 160–2

lexical 110–11 linguistic 13, 108–9, 149 orthoepic 117–8 orthographic 117 phonological 116–7

pragmatic 13–14, 123, 154 semantic 115

sociolinguistic 13, 118–121, 154 comprehension tasks 159 content coherence 33–6

context 9, 44–51, 48t–9t continuous assessment 185 continuum CR 184–5

Council of Europe xi, xiii, 17, 18, 248 language policy 2–4

course designers 141 criterion-referencing (CR) 184 curriculum 168–76

declarative knowledge 12, 101–4 description issues 21 descriptive categories 48t–9t

descriptors

communicative activities 180 criteria 21–2

illustrative 25, 36–7

language proficiency 37–40, 181, 205–11, 224t see also scales

DIALANG xiv 226–30 dialect 121

direct assessment 186–7 discourse competence 123–5 domains 10, 14–15, 45–6

educational domain 45, 55

Effective Occupational Proficiency Level 23 errors 155

European Language Portfolio (ELP) 5, 20 examination rating scale 181–2 examinations 178–9, 182

examiners 140 exercises 152

existential competence 11–12, 105–6, 148–9

face-to-face interaction 82 fixed point assessment 185 flexibility 31–3, 124 folk-wisdom 120 formative assessment 186

functional competence 125–30

grammatical competence 112, 151, 152

Guide for Examiners 20 guided judgement 189–90

heuristic skills 108, 149 holistic assessment 190 hypertext 40

illustrative descriptors 25, 36–7 impression judgement 189–90

Independent User Level 23 indirect assessment 186–7

interaction 14, 57, 66, 73–87, 92, 99, 126–8 interculturality 43, 103–5

interlanguage 155 interlocutors 51 intuitive methods 208–9

know-how 11, 12 knowledge 11

declarative 12, 101–4 sociocultural 102–3 knowledge assessment 187

knowledge of the world 101–2

language 107

language learning 18–19, 131–56 language policy 2–4

language processes 10 language proficiency assessment 183–4

descriptors 37–40, 181, 205–11, 224t levels 16–18, 40–2, 182

scales 37–40, 181, 212, 224t language skills profile 26t–7t language switching 133–4

Index

language teaching 18–19, 140–54 language teaching profession 140 language use

communicative activities and strategies 57–90 communicative tasks and purposes 53–7 context 44–51

qualitative aspects 28t–9t texts 93–100

themes 51–3 language users 50

learner characteristics 160–2 learner competences 160–2 learners 141–2, 144

ability to learn 12, 106, 149 responsibility for own learning 149

lexical competence 110–11 lexical selection 150

linguistic competences 13, 108–9, 149 linguistic diversification 168–76 listening 65–8, 233–4, 237, 242

ludic activities 55–6

macrofunctions 126 Mastery CR 184–5

Mastery Level 23 measurement issues 21–2 media 71, 93–4, 145 mediation 14, 57, 87–8, 99 mental context 50–1 metasystem 192–6 methodology 142–54 microfunctions 125–6 mistakes 155

modular approach 175–6 monitoring 92–3 multidimensional approach 175–6 multilingualism 4

non-verbal communication 88–90 norm-referencing(NR) 184

objective assessment 188–9 objectives 3, 135–8, 170–4, 179–80 oral production 58–60

orthoepic competence 117–8 orthographic competence 117 orthography 153

paralinguistics 89–90 paratextual features 90 performance assessment 181, 187 personal identification 54 phonological competence 116–7 pluriculturalism 6, 133, 168 plurilingualism 4–5, 43, 133, 168 politeness conventions 119 political objectives 3

portfolios 5, 20, 175

pragmatic competences 13–14, 123, 154 production 14, 57–65, 91, 98 proficiency see language proficiency

Proficient User Level 23 profiling 175 pronunciation 153

Index

qualitative methods 209–10 quantitative methods 210–11

reading 68–71, 235, 239 reception 14, 91–2, 98

activities/strategies 65–72 register 120

reliability 177

scale development methodologies 207–12 scale rating 189

scales analytic 38

assessor-oriented 38, 39 constructor-oriented 39 diagnosis-oriented 38, 39 DIALANG 226–30 holistic 38

illustrative 25, 36–7 addressing audiences 60 asking for clarification 87 coherence 125 communication strategies 222 communicative activities 222

communicative competence 223 compensating 64

cooperating 86 creative writing 62 DIALANG 231–43

discourse competence 124–5 essays 62

flexibility 124 grammatical accuracy 114 interaction 66, 85–7 linguistic range 110

listening 65–8, 233–4, 237, 242 media 71

monitoring 65 monologues 59 note-taking 96 oral production 58

orthographic control 118 phonological accuracy 117 planning 64

production strategies 64–5 propositional precision 129 public announcements 60 reading 68–71, 235, 239 reception strategies 72 register 120

repair 65 reports 62

self-assessment 231

sociolinguistic appropriateness 122

speaking activities 58–61 spoken fluency 129 spoken interaction 73–82

Swiss research project 217–25 text processing 96

thematic development 125 turntaking 86, 124 vocabulary 112

working with text 223

writing 61–3, 82–4, 231, 236, 240 language proficiency 37–40, 181, 224t user-oriented 37–8, 39

see also descriptors schools 172–4

self-assessment 126–7t, 181, 191–2, 231 semantic competence 115

series assessment 191 situations 46–9 skills 11, 12, 104–5 social relations 119

sociocultural knowledge 102–3 sociolinguistic competences 13, 118, 154 spoken interaction 73–82

strategies 10, 15–16, 25, 57–90 study skills 107–8, 149 subjective assessment 188–9 summative assessment 186

Swiss National Science Research Council 31, 217–21

tasks 10, 15–16, 53–6, 147, 157–67 teacher-assessment 181

teachers 141, 144 teaching 18–19

teaching/learning objectives xii 135–8, 179–80 teaching/learning situation xii

tests 178–9, 182 textbook writers 141

texts 10, 15–16, 93–100, 145, 223 characteristics 165–7

themes 51–3

Threshold Level 17, 23, 52, 53 translation 99 transparency 7

validity 177

Vantage Level 17–18, 23 variation 135, 170–4 visual reception 68–71 vocabulary 112, 149–50

Waystage 17–18, 23

workplace communication 53–4 written interaction 82–4 written production 61–2