Learner Variables

 

´By providing a common basis for the explicit description of objectives, content and methods, the Framework will enhance the transparency of courses, syllabuses and qualifications, thus promoting international cooperation in the field of modern languages´ (CEFR, 2001, 1)

 

beginners – false beginners – elementary – (lower/pre)intermediate – (mid) intermediate – upper-intermediate – advanced

• beginners – false beginners – elementary – (lower/pre)intermediate – (mid) intermediate – upper-intermediate – advanced
• CEFR levels:
• level A - basic user
• (A1 – Breakthrough, A2 – Waystage)
• level B – independent user
• (B1 – Threshold, B2 – Vantage)
• level C - proficient user
• (C1 – Effective operational proficiency, C2 – Mastery)

the plateau effect – slowing down the learning process at a level (usually intermediate), accepting the level as adequate and losing motivation (requires more effort and devotion of the teacher to increase the learners´ motivation for further advancement);

• the plateau effect – slowing down the learning process at a level (usually intermediate), accepting the level as adequate and losing motivation (requires more effort and devotion of the teacher to increase the learners´ motivation for further advancement);

C/ Learner Differences

• 1. aptitude - ´talent for languages´
• phonemic coding ability - the ability to segment and identify distinct sounds, to form associations between those sounds and symbols representing them;

 

• grammatical sensitivity - the ability to recognize the grammatical function of words or other linguistic structures in sentences;
• rote learning ability - ability to learn associations between words in a foreign language and their meanings and retain that association
• inductive language learning ability - the ability to infer the rules in the use of language Carroll (1965, 1990)