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

instructional media (audio and video cas-
settes, computers, etc.)?
a)
none;
b)
for whole-class demonstrations, repetitions, etc.;
c)
in a language/video/computer laboratory mode;
d)
in an individual self-instructional mode;
e)
as a basis for group work (discussion, negotiation, co-operative and competitive
games, etc.);
f)
in international computer networking of schools, classes and individual students.
6.4.3
What part should be played by 
texts in language learning and teaching?
6.4.3.1
How may learners be expected or required to learn from spoken and written
texts (see section 4.6)?
a)
by simple exposure;
b)
by simple exposure, but ensuring that new material is intelligible by inferencing
from verbal context, visual support, etc.;
c)
by exposure, with comprehension monitored and ensured by L2 question and
answer, multiple choice, picture matching, etc.;
d)
as c), but with one or more of the following:
comprehension tests in L1;
explanations in L1;
explanations (including any necessary ad hoc translation), in L2;
systematic pupil/student translation of text into L1;
pre-listening and/or group listening activities, pre-reading activities, etc.
6.4.3.2
How far should the written or spoken texts presented to learners be:
a)
‘authentic’, i.e. produced for communicative purposes with no language teaching
intent, e.g.:
Users of the Framework may wish to consider and where appropriate state:
•
what are the relative roles and responsibilities of teachers and learners in the
organisation, management, conduct and evaluation of the language-learning process;
•
what use is made of instructional media.
Language learning and teaching
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untreated authentic texts that the learner encounters in the course of direct experi-
ence of the language in use (daily newspapers, magazines, broadcasts, etc.);
authentic texts selected, graded and/or edited so as to be judged appropriate to the
learner’s experience, interests and characteristics.
b)
specially composed for use in language teaching, e.g.:
texts composed to resemble authentic texts as (ii) above (e.g. specially written listen-
ing comprehension materials recorded by actors)
texts composed to give contextualised examples of the linguistic content to be
taught (e.g. in a particular course unit)
isolated sentences for exercise purposes (phonetic, grammatical, etc.)
textbook instruction, explanations etc., test and examination rubrics, teacher’s
classroom language (instructions, explanations, classroom management etc.).
These may be regarded as special text-types. Are they ‘learner-friendly’? What con-
sideration is given to their content, formulation and presentation to ensure that
they are?
6.4.3.3
How far should learners have not only to process, but also to produce texts? These
may be:
a)
spoken:
written texts read aloud;
oral answers to exercise questions;
reproduction of memorised texts (plays, poems, etc.);
pair and group work exercises;
contributions to formal and informal discussion;
free conversation (in class or during pupil exchanges);
presentations.
b)
written:
dictated passages;
written exercises;
essays;
translations;
written reports;
project work;
letters to penfriends;
contributions to class links using fax or e-mail.
6.4.3.4
In receptive, productive and interactive modes, how far may learners be
expected and helped to differentiate text types and to develop different styles of listen-
ing, reading, speaking and writing as appropriate, acting both as individuals and as
members of groups (e.g. by sharing ideas and interpretations in the processes of compre-
hension and formulation)?
Common European Framework of Reference for Languages: learning, teaching, assessment
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6.4.4
How far should learners be expected or required to learn from tasks and activities
(see sections 4.3 and 4.4):
a)
by simple participation in spontaneous activities?
b)
by simple participation in tasks and activities planned as to type, goals, input, out-
comes, participant roles and activities, etc.?
c)
by participation not only in the task but in pre-planning as well as post-mortem anal-
ysis and evaluation?
d)
as c) but also with explicit awareness-raising as to goals, the nature and structure of
tasks, requirements of participant roles, etc.?
6.4.5
Should the development of the learner’s ability to use communicative strategies (see
section 4.4) be:
a)
assumed to be transferable from the learner’s L1 usage or facilitated;
b)
by creating situation and setting tasks (e.g. role play and simulations) which require
the operation of planning, execution, evaluation and repair strategies;
c)
as b), but using awareness-raising techniques (e.g. recording and analysis of roleplays
and simulations);
d)
as b), but encouraging or requiring learners to focus on and follow explicit strategic
procedures as the need arises.
6.4.6