The Common European Framework in its political and educational context What is the Common European Framework?

A2
Can link groups of words with simple connectors like ‘and’, ‘but’ and ‘because’.
A1
Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.
5.2.3.2
Functional competence
This component is concerned with the use of spoken discourse and written texts in com-
munication for particular functional purposes (see section 4.2). Conversational compe-
tence is not simply a matter of knowing which particular functions (microfunctions) are
expressed by which language forms. Participants are engaged in an interaction, in which
each initiative leads to a response and moves the interaction further on, according to its
purpose, through a succession of stages from opening exchanges to its final conclusion.
Competent speakers have an understanding of the process and skills in operating it. A
macrofunction is characterised by its interactional structure. More complex situations
may well have an internal structure involving sequences of macrofunctions, which in many
cases are ordered according to formal or informal patterns of social interaction (schemata).
1.
Microfunctions are categories for the functional use of single (usually short) utter-
ances, usually as turns in an interaction. Microfunctions are categorised in some detail
(but not exhaustively) in Threshold Level 1990, Chapter 5:
The user/learner’s competences
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1.1 imparting and seeking factual information:
•
identifying
•
reporting
•
correcting
•
asking
•
answering
1.2 expressing and finding out attitudes:
•
factual (agreement/disagreement)
•
knowledge (knowledge/ignorance, remembering, forgetting, probability, cer-
tainty)
•
modality (obligations, necessity, ability, permission)
•
volition (wants, desires, intentions, preference)
•
emotions (pleasure/displeasure, likes/dislikes, satisfaction, interest, surprise,
hope, disappointment, fear, worry, gratitude)
•
moral (apologies, approval, regret, sympathy)
1.3 suasion:
•
suggestions, requests, warnings, advice, encouragement, asking help, invita-
tions, offers
1.4 socialising:
•
attracting attention, addressing, greetings, introductions, toasting, leave-taking
1.5 structuring discourse:
•
(28 microfunctions, opening, turntaking, closing, etc.)
1.6 communication repair
•
(16 microfunctions)
2.
Macrofunctions are categories for the functional use of spoken discourse or written
text consisting of a (sometimes extended) sequence of sentences, e.g.:
•
description
•
narration
•
commentary
•
exposition
•
exegesis
•
explanation
•
demonstration
•
instruction
•
argumentation
•
persuasion
etc.
3.
Interaction schemata
Functional competence also includes knowledge of and ability to use the schemata (pat-
terns of social interaction) which underlie communication, such as verbal exchange pat-
Common European Framework of Reference for Languages: learning, teaching, assessment
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terns. The interactive communicative activities set out in section 4.4.3 involve structured
sequences of actions by the parties in turns. At their simplest, they form pairs such as:
question:
answer
statement:
agreement/disagreement
request/offer/apology:
acceptance/non-acceptance
greeting/toast:
response
Triplets, in which the first speaker acknowledges or responds to the interlocutor’s reply,
are common. Pairs and triplets are usually embedded in longer transactions and interac-
tions. For instance, in more complex goal-oriented co-operative transactions, language is
used as necessary to:
•
form the working group and establish relations among participants;
•
establish common knowledge of the relevant features of the current situation and
arrive at a common reading;
•
identify what could and ought to be changed;
•
establish common agreement on goals and on the action required to meet them;
•
agree roles in carrying out the action;
•
manage the practical actions involved by e.g.:
identifying and dealing with problems which arise;
co-ordinating and sequencing contributions;
mutual encouragement;
recognising the achievement of sub-goals;
•
recognise the final achievement of the task;
•
evaluate the transaction;
•
complete and terminate the transaction.
The total process can be represented schematically. An example is the general schema
offered for the purchase of goods or services in Threshold Level 1990, Chapter 8:
General Schema for purchase of goods or services
1.
Moving to place of transaction
1.1
Finding the way to the shop, store, supermarket, restaurant, station, hotel, etc.
1.2
Finding the way to the counter, department, table, ticket office, reception, etc.
2.
Establishing contact
2.1
Exchanging greetings with the shopkeeper/assistant/waiter/receptionist, etc.
2.1.1
assistant greets
2.1.2
customer greets
3.
Selecting goods/services
3.1
identifying category of goods/services required
3.1.1
seeking information
3.1.2
giving information
3.2
identifying options
3.3
discussing pros and cons of options (e.g. quality, price, colour, size of goods)
3.3.1
seeking information
3.3.2
giving information
The user/learner’s competences
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3.3.3
seeking advice
3.3.4
giving advice
3.3.5
asking for preference
3.3.6
expressing preference, etc.
3.4
identifying particular goods required
3.5
examining goods
3.6
agreeing to purchase
4.
Exchanging goods for payment
4.1
agreeing prices of items
4.2
agreeing addition of total
4.3
receiving/handing over payment
4.4
receiving/handing over goods (and receipt)
4.5
exchanging thanks
4.5.1
assistant thanks
4.5.2
customer thanks
5.
Leave-taking
5.1
expressing (mutual) satisfaction
5.1.1
assistant expresses satisfaction
5.1.2
customer expresses satisfaction
5.2
exchanging interpersonal comment (e.g. weather, local gossip)
5.3
exchanging parting greetings
5.3.1
assistant greets
5.3.2
customer greets
NB It should be noted that, as with similar schemata, the availability of this schema to
shoppers and shop assistants does not mean that on every occasion this form is used.
Especially under modern conditions, language is often used more sparingly, particularly
to deal with problems that arise in an otherwise depersonalised and semi-automated
transaction, or to humanise it (see section 4.1.1).
It is not feasible to develop illustrative scales for all the areas of competence implied
when one talks of functional ability. Certain microfunctional activities are in fact scaled
in the illustrative scales for interactive and productive communicative activities. 
Two generic qualitative factors which determine the functional success of the learner/
user are: