Introduction the actuality of the work

1.1.Historical overview of the development of the CEFR
The strength of the descriptive scheme is based on long years of experience working on the specification of learning objectives for specific languages; the strength of the scales of language proficiency lies in the fact that they result from long research, including rigorous empirical examination.
The CEFR does not represent a revolution but is part of an evolution of practice. As a leader in a new era in language teaching, the CEFR is a valuable and innovative tool, which is neither normative nor dogmatic. The CEFR is not a method but offers thoughts about various methodological options. It is important not to confuse the rigor of the grids describing the CEFR levels, with the spirit of the CEFR itself, which is both open and dynamic.
At first sight the CEFR may seem unwieldy. Indeed, the text is long, detailed and complex because it addresses issues as a whole, and reading it from beginning to end is not the best way to become fully familiar with it. The user needs to use what is relevant in relation to a particular profile of actors learners or teachers, context and needs. It is vitally important to work actively and constructively with it in order to make the best use of it. ¹
1960’s: Language learning for communication initiatives
According to Article 2 of the European Cultural Convention, member States of the Council of Europe commit themselves to facilitating communication among citizens through the promotion of each other’s languages.
Accordingly, the language projects set up since 1960 all focused on language learning for communication, promoting a learner centred, actional and positive approach. The purpose was to ensure that all citizens would have the opportunity to learn other languages in addition to their first language, that their specific communicative needs would be taken into account and that methodologies would be based on real communication tasks. In order to promote learner autonomy based on self-confidence and motivation, the approach needed to be positive, valuing all that learners could do in a foreign or second language, even at modest levels.
1970’s: Specifications for language learning objectives
In the years 1970/80, among the most important projects, ‘Threshold Level’ specifications were developed first for English soon followed by French, and later for nearly 30 languages: these language-specific documents specify objectives for language learning with a view to attaining independent communication in the target language. Objectives for communication at a higher level Vantage and two lower levels Breakthrough and Waystagewere then also developed for English.
The Threshold Level’s definitional approach reflects the view that linguistic performance depends on more than linguistic knowledge. This view became fully explicit in the next phase of the Council of Europe’s work on the specification of language learning objectives, focusing on scope and levels. Concerning the scope, five dimensions of communicative ability were identified: linguistic, sociolinguistic, discourse, socio-cultural, and social competence. As for the levels, work at this stage points forward to one of the central innovative features of the CEFR, the scaled description of L2 proficiency.
1990’s: A descriptive scheme and scaled descriptions of L2 proficiency
By the 1990's it was time to develop a comprehensive framework for language learning, teaching and assessment in general.
The idea of developing a CEFR was launched in 1991 during a major Council of Europe symposium organised in Rüschlikon in co-operation with Swiss authorities. A working party was set up in 1992, which worked closely with a research group in Switzerland thanks to the support of the Swiss National Science Foundation. The aim of this research group was to develop and scale descriptors of language proficiency. Four members of the working party were chosen to be the authors of the CEFR.
Development of the CEFR: chronology
1991 – The symposium Transparency and coherence in language learning in Europe. Objectives, evaluation, certification was the starting point of the CEFR. It was organised by the Council of Europe and the Federal Swiss authorities in collaboration with the Swiss Conference of Cantonal Directors of Education EDK, the Eurocentres Foundation, the Migros Club Schools and the Interuniversity Commission for Applied Linguistics CILA [Report]
1995 – Draft 1 of the Framework Proposal published in December
1996 – Consultation: over 3,000 copies sent out to institutions and experts in all member states, and several hundred evaluative questionnaires returned and analysed. Note that at this time neither internet nor e-mail was in common use and communication was possible only by post
1997 – Draft 2 of the Framework proposal submitted for scrutiny to the conference Language learning for a new Europe.
1998 – After subsequent revision, Draft 2 printed and distributed for piloting together with the accompanying User Guides General Guide and ten others
1999-2000 – Final revision and preparation for publication with external publishers Cambridge University Press for the English version and Editions Didier for the French edition
2001 - Official launch of the CEFR at the beginning of the European Year of Languages
2018 - Publication of the CEFR Companion Volume with new descriptors
The CEFR is available in 40 European and non-European languages.
of data from the 75 articles that were published in the journal of Language Assessment Quarterly between the years of 2010-2019 on language education and literature and available in the Taylor and Françis database. Convenience sampling can be defined as “a type of nonprobability sampling, where the members of the target population that meet certain practical criteria, such as easy accessibility, geographical proximity, availability at a given time, or the willingness to participate” .The purpose of choosing convenience sampling technique for the sampling and sample was to collect the data that the particular type of non-probability sampling leans on the data acquiring from occupant representatives that are handily accessible to take part in the research. All of the selected articles were reviewed and analysed to find out the most common types of assessment and their effects on the academic achievement of the EFL learners. The data was collected during the 2019-2020 fall semester, from the journal of Language Assessment
Quarterly in the electronic database, Taylor and Françis, using the keyword “The Common European Framework of Reference for Languages”.