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

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Common European Framework of Reference for Languages: learning, teaching, assessment
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4.4.1.3
Production strategies involve mobilising resources, balancing between dif-
ferent competences – exploiting strengths and underplaying weaknesses – in order to
match the available potential to the nature of the task. Internal resources will be ac-
tivated, possibly involving conscious preparation (Rehearsing), possibly calculating the
effect of different styles, discourse structures or formulations (Considering audience), pos-
sibly looking things up or obtaining assistance when dealing with a deficit (Locating
resources). When adequate resources have not been mobilised or located the language user
may find it advisable to go for a more modest version of the task and, for example, write
a postcard rather than a letter; on the other hand, having located appropriate support,
he or she may choose to do the reverse – scaling up the task (Task adjustment). In a similar
way, without sufficient resources the learner/user may have to compromise what he or
she would really like to express in order to match the linguistic means available; con-
versely, additional linguistic support, perhaps available later during re-drafting, may
enable him or her to be more ambitious in forming and expressing his or her thoughts
(Message adjustment). 
Ways of scaling down ambitions to fit resources in order to ensure success in a more
limited area have been described as Avoidance strategies; scaling up and finding ways to
cope have been described as Achievement strategies. In using achievement strategies the
language user adopts a positive approach with what resources he or she has: approximat-
ing and overgeneralising with simpler language, paraphrasing or describing aspects of
what he or she wants to say, even ‘foreignising’ L1 (first language) expressions
(Compensating); using highly accessible pre-fabricated language he or she feels sure of –
‘islands of reliability’ – to create stepping stones through what for the user is a novel sit-
uation or concept he or she wants to express (Building on previous knowledge), or just having
a go with what he or she can half remember and thinks might work (Trying out). Whether
or not the language user is aware of compensating, skating over thin ice or using lan-
guage tentatively, feedback in terms of facial expression, gesture and subsequent moves
in the conversation offer him or her the opportunity to monitor the success of the com-
munication (Monitoring success). In addition, particularly in non-interactive activities (e.g.
giving a presentation, writing a report) the language user may consciously monitor lin-
guistically as well as communicatively, spot slips and ‘favourite’ mistakes and correct
them (Self-correction).
•
Planning
Rehearsing;
Locating resources;
Considering audience;
Task adjustment;
Message adjustment.
Users of the Framework may wish to consider and where appropriate state:
•
for what purposes the learner will need/be equipped/be required to engage in which
writing activities.
Language use and the language user/learner 
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•
Execution
Compensating;
Building on previous knowledge;
Trying out.
•
Evaluation
Monitoring success.
•
Repair
Self-correction.
Illustrative scales are provided for:
•
Planning;
•
Compensating;
•
Monitoring and repair.