欧洲语言共同参考框架欧洲语言共同参考框架对我国大学英语教学的启示对我国大学英语教学的启示北北京京外外国国语语大大学学外外国国语语言言研研究究所所北北京京外外国国语语大大学学外外国国语语言言研研究究所所中中 国国 外外 语语 教教 育育 研研 究究 中中 心心中中 国国 外外 语语 教教 育育 研研 究究 中中 心心韩宝成韩宝成39个语种版本欧洲语言共同参考框架：学习、教学、评估Common European Framework of Reference for Languages: Learning, Teaching and Assessment (CEFR)研讨会主题形势 目标 能力 策略发言提纲欧框欧框出台背景出台背景欧框欧框的内容及其使用的内容及其使用欧框欧框的启示的启示一、欧洲理事会及其一、欧洲理事会及其语言教育政策语言教育政策EU28 member statesCreated in 1950CoE47 member statesCreated in 1949BrusselsStrasbourg European Union Council of EuropeCouncil of Europe (CoE)Political international organisationMain bodies: Committee of Ministers, Parliamentary Assembly, Congress of Local and Regional Authorities of Europe and European Court of Human Rights.Goal: democracy, human rights and rule of law. In pursuit of that goal it promotes awareness of a European identity that is based on shared values.Council of Europe ApproachStandards - DiversityCoE Language Education Policies aim to promote:plurilingualismlinguistic diversitymutual understandingdemocratic citizenshipsocial cohesionGuiding principles for language learning Language learning is for all Language learning is for the learner Language learning is for intercultural communication Language learning is for lifeGuiding principles for language teaching Language teaching is co-ordinated Language teaching is coherent and transparent Language learning and teaching are dynamic lifelong processesA plurilingual person has: a repertoire of languages and language varieties competences of different kinds and levels within the repertoirePlurilingual education promotes: An An awarenessawareness of why and how one learns of why and how one learns the language one has chosenthe language one has chosen An An awarenessawareness of and the of and the abilityability to use to use transferable skills in language learningtransferable skills in language learning A A respect for the plurilingualismrespect for the plurilingualism of others of others and the value of languages and varieties and the value of languages and varieties irrespective of their perceived status in irrespective of their perceived status in societysociety A A respectrespect for the cultures embodied in for the cultures embodied in languages and the cultural identities of otherslanguages and the cultural identities of others An ability to An ability to perceive and mediateperceive and mediate the the relationships which exist among languages relationships which exist among languages and culturesand cultures A A globalglobal integrated approachintegrated approach to language to language education in the curriculumeducation in the curriculumPlurilingual education promotes:Recommendations to the member states: Encourage all Europeans to achieve a degree of Encourage all Europeans to achieve a degree of communicative ability in communicative ability in a number of languagesa number of languages DiversifyDiversify the languages on offer and set the languages on offer and set objectives appropriate to each languageobjectives appropriate to each language Encourage teaching programmes at all levels that Encourage teaching programmes at all levels that use use flexible approachflexible approach and give them and give them appropriate recognitionappropriate recognition in national qualification in national qualification systemssystems Encourage Encourage the use of foreign languagesthe use of foreign languages in in the teaching of non-linguistic subjectsthe teaching of non-linguistic subjects Support the application of communication and Support the application of communication and information information technologiestechnologies to disseminate to disseminate teaching and learning materials for all teaching and learning materials for all European national and regional languagesEuropean national and regional languagesRecommendations to the member states: Support the development of links and Support the development of links and exchanges with institutions and persons at all exchanges with institutions and persons at all levels of education to offer the possibility of levels of education to offer the possibility of authentic experienceauthentic experience of the language and of the language and culture of othersculture of others Facilitate Facilitate lifelong learninglifelong learning of languages of languagesRecommendations to the member states:Institutions Language Policy Language Policy UnitUnit (LP (LPU U) ) Strasbourg, FranceStrasbourg, France European Centre for European Centre for Modern Languages Modern Languages (ECML)(ECML) Graz, AustriaGraz, AustriaLanguage Policy Unit Development of policies to promote linguistic Development of policies to promote linguistic diversity and plurilingualismdiversity and plurilingualism Assistance to member states with policy Assistance to member states with policy analysis and planninganalysis and planning Common reference instruments for Common reference instruments for European standards and qualityEuropean standards and quality Language education policyLanguage education policyEuropean Centre for Modern Languages Support for the implementation of language Support for the implementation of language education policieseducation policies Promotion of innovative approaches to the Promotion of innovative approaches to the learning and teaching of languageslearning and teaching of languages Professionalism and professional status of Professionalism and professional status of language educatorslanguage educators The notional-functional The notional-functional syllabussyllabus (Wilkins, (Wilkins, 1970s)1970s) Threshold Threshold LevelLevel ( (NiveauNiveau SeuilSeuil, , KontaktschwelleKontaktschwelle, , etc., etc.) Trim and Van etc., etc.) Trim and Van EkEk, 1970s, 1970s Vantage and Vantage and WaystageWaystage LevelsLevels (1990) (1990) Common European Common European FrameworkFramework of Reference of Reference for Languages (CEFRfor Languages (CEFR, 1996, 1996) )LPU: Policy instruments and initiativesLPU: Policy instruments and initiatives European Language European Language PortfolioPortfolio (ELP) (ELP) Reference Level Reference Level DescriptionsDescriptions for for nationalnational / / regional languages regional languages ManualManual for Relating Language Examinations for Relating Language Examinations to the CEFRto the CEFR GuideGuide for the Development of Language for the Development of Language Education PoliciesEducation Policies Language Education Policy Language Education Policy ProfilesProfilesLanguage Policies for Democratic Citizenship and Social Cohesion (2006-9) (new initiatives) A framework of reference for language(s) of A framework of reference for language(s) of school educationschool education Language testing and migration a Language testing and migration a framework of referenceframework of reference Curriculum reference framework for RomaniCurriculum reference framework for Romani二、二、欧框欧框(CEFR) Versions 1996, 1998, 2001 (CUP)The CEFR The Common European Framework of Reference for Languages (CEFR) was developed to support Council of Europe policy by providing “a “a common basiscommon basis for the elaboration of for the elaboration of language syllabuses, curriculum guidelines, language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”examinations, textbooks, etc. across Europe” (CEFR, p.1) (CEFR, p.1)The CEFR A Descriptive SchemeA Descriptive Scheme (approach) (approach) Common Reference LevelsCommon Reference Levels Illustrative scales of descriptorsIllustrative scales of descriptors Approaches to learning, teaching and Approaches to learning, teaching and assessmnetassessmnetDescriptive Scheme: An action-oriented approach “ “Language useLanguage use, embracing language learning, , embracing language learning, comprises comprises actionsactions performed by a social agent who, performed by a social agent who, as an individual, has at his or her disposal and as an individual, has at his or her disposal and develops a range of develops a range of general competencesgeneral competences and in and in particularparticular communicative language competencecommunicative language competence. He . He or she draws on these competences in different kinds or she draws on these competences in different kinds of of language activitieslanguage activities in order to process in order to process texttext (receptively or productively) in relation to(receptively or productively) in relation to specific specific domainsdomains, activating those , activating those strategiesstrategies which seem which seem most appropriate for carrying out the most appropriate for carrying out the taskstasks to be to be accomplished”.accomplished”.Scales in Descriptive Scheme Communicative language competenceLinguistic, Pragmatic, Socio-linguisticLinguistic, Pragmatic, Socio-linguistic Communicative language activitiesReception, Interaction, Production, (Mediation)Reception, Interaction, Production, (Mediation) Use of StrategiesReception, Interaction, ProductionReception, Interaction, ProductionCEFR Scales: C.L. CompetencesLinguistic CompetenceLinguistic Competence General Linguistic RangeGeneral Linguistic Range Vocabulary RangeVocabulary Range Grammatical AccuracyGrammatical Accuracy Vocabulary ControlVocabulary Control Phonological ControlPhonological Control Orthographic ControlOrthographic ControlSociolinguistic CompetenceSociolinguistic Competence Sociolinguistic AppropriatenessSociolinguistic AppropriatenessPragmatic CompetencePragmatic Competence FlexibilityFlexibility TurntakingTurntaking Thematic DevelopmentThematic Development Cohesion and CoherenceCohesion and Coherence Propositional PrecisionPropositional Precision Spoken FluencySpoken FluencyCEFR Scales: C.L. Activities.RECEPTIONRECEPTIONOverall Listening ComprehensionOverall Listening Comprehension Understanding conversation between native-speakersUnderstanding conversation between native-speakers Listening as a member of an audienceListening as a member of an audience Listening to announcements and instructionsListening to announcements and instructions Listening to audio media and recordingsListening to audio media and recordings Watching TV and filmWatching TV and filmOverall Reading ComprehensionOverall Reading Comprehension Reading correspondenceReading correspondence Reading for orientationReading for orientation Reading for information and argumentReading for information and argument Reading instructionsReading instructionsCEFR Scales: C.L. ActivitiesINTERACTIONINTERACTIONOverall Spoken InteractionOverall Spoken Interaction Understanding a native-speaker interlocutorUnderstanding a native-speaker interlocutor ConversationConversation Informal discussionInformal discussion Formal discussion and meetingsFormal discussion and meetings Goal-oriented co-operationGoal-oriented co-operation Transactions to obtain goods and servicesTransactions to obtain goods and services Information exchangeInformation exchange Interviewing and being interviewedInterviewing and being interviewedOverall Written InteractionOverall Written Interaction CorrespondenceCorrespondence Notes, messages and formsNotes, messages and formsCEFR Scales: C.L. ActivitiesPRODUCTIONOverall Spoken ProductionOverall Spoken Production Sustained monologue: Describing experienceSustained monologue: Describing experience Sustained monologue: Putting a case (e.g. in debate)Sustained monologue: Putting a case (e.g. in debate) Public announcementsPublic announcements Addressing AudiencesAddressing AudiencesOverall Written ProductionOverall Written Production Creative WritingCreative Writing Reports and EssaysReports and EssaysCEFR Scales: C.L. ActivitiesHANDLING TEXTHANDLING TEXT Note-takingNote-taking Processing TextProcessing TextCEFR Scales: C.L. StrategiesReception StrategiesReception Strategies Identifying cues/ inferringIdentifying cues/ inferringInteraction StrategiesInteraction Strategies TurntakingTurntaking CooperatingCooperating Asking for clarificationAsking for clarificationProduction StrategiesProduction Strategies PlanningPlanning CompensatingCompensating Monitoring and RepairMonitoring and RepairCommon Reference Levels A1 Breakthrough A2 Waystage B1 Threshold B2 Vantage C1 Effective Operational Proficiency C2 MasteryCommon Reference LevelsCommon Reference Levels Table 1 Global ScaleTable 1 Global Scale Table 2 Self-assessment GridTable 2 Self-assessment Grid (Listening, Reading, Spoken Interaction, Spoken (Listening, Reading, Spoken Interaction, Spoken Production, Writing)Production, Writing) Table 3 Assessor GridTable 3 Assessor Grid (Range, Accuracy, Fluency, Interaction, Coherence)(Range, Accuracy, Fluency, Interaction, Coherence) 50 Individual Scales for 50 Individual Scales for PROFILINGPROFILING Table 1 + Table 2 + Table 3 +50 = 53 TablesTable 1 + Table 2 + Table 3 +50 = 53 TablesProficientUserC2Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.C1Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.Independ-entUserB2Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.B1Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.BasicUserA2Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.A1Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.Common Reference Levels: Global“Can Do Statements”“Can Do Statements”Common Reference Levels Where do the CEFR Levels come from? How were the descriptors developed and scaled? How were the “cut-points” between levels set? How coherent is the scaling of content? How stable are the scale values?Common Reference Levelsn n1913 Cambridge 1913 Cambridge Proficiency Proficiency C2 C2 n n1990-91 Cambridge 1990-91 Cambridge AdvancedAdvanced; DALF ; DALF C1C1n n1938 Cambridge First 1938 Cambridge First Certificate Certificate B2 B2n n1975 1975 The Threshold The Threshold Level B1 Level B1 n n1978? 1978? Waystage Waystage A2 A2n n A1A1Common Reference LevelsWilkins 1978Wilkins 1978n nAmbilingualAmbilingual Proficiency Proficiencyn nComprehensive Operational Comprehensive Operational ProficiencyProficiencyn nAdequate Operational Adequate Operational ProficiencyProficiencyn nLimited Operational Limited Operational ProficiencyProficiencyn nBasic Operational Proficiency Basic Operational Proficiency (Threshold Level)(Threshold Level)n nSurvival ProficiencySurvival Proficiencyn nFormulaic ProficiencyFormulaic ProficiencyUCLES 1992UCLES 1992n nProficiencyProficiencyn nCAECAEn nFCE VantageFCE Vantagen nPET ThresholdPET Thresholdn nKET KET WaystageWaystageCoE 1992-6CoE 1992-6n nMasteryMasteryn nEffective Operational Effective Operational Proficiency Proficiency n nVantageVantagen nThresholdThresholdn nWaystageWaystagen nBreakthroughBreakthroughDeveloping the CEFR Levels Swiss Research Project 1993-7 to develop: scaled descriptor bank for the CEFR levels overview of language learning achievement in Swiss educational sectors prototype European Language Portfolio. Proficiency Scales before CEFR Wording tended to be relative. The descriptors Wording tended to be relative. The descriptors were seldom stand-alone criteria one could were seldom stand-alone criteria one could rate “Yes” or “No” rate “Yes” or “No” Situation of descriptors at a particular level Situation of descriptors at a particular level was arbitrary - following convention/clich was arbitrary - following convention/clich Wording often created semantic appearance Wording often created semantic appearance of a scale, without actually describing anything of a scale, without actually describing anything Lower levels tended to be worded negativelyLower levels tended to be worded negativelySwiss Research Project 1993-7 Intuitive Phase:Intuitive Phase: Creating a pool of classified, edited descriptorsCreating a pool of classified, edited descriptors Qualitative Phase:Qualitative Phase: Analysis of teachers discussing proficiencyAnalysis of teachers discussing proficiency 32 teacher workshops sorting descriptors32 teacher workshops sorting descriptors Quantitative Phase:Quantitative Phase: Teacher assessment of learners on questionnaires Teacher assessment of learners on questionnaires Assessment (by all) of videos of some learnersAssessment (by all) of videos of some learners Interpretation Phase:Interpretation Phase: Setting “cut-points” for common reference levelsSetting “cut-points” for common reference levelsSwiss Research Project 1993-72,800 learners, 500 classes, 300 teachers2,800 learners, 500 classes, 300 teachersLower & upper secondary, vocational, adultLower & upper secondary, vocational, adultDeveloping the CEFR Descriptor Scales Full account:Full account: North, B. (2000). North, B. (2000). The development of a The development of a common framework scale of language proficiency. common framework scale of language proficiency. New New York, Peter Lang.York, Peter Lang. More Technical:More Technical: North, B. and Schneider, G. (1998). North, B. and Schneider, G. (1998). Scaling descriptors for language proficiency scales. Scaling descriptors for language proficiency scales. Language TestingLanguage Testing 15, 2, 217 15, 2, 217 262. 262. Less Technical:Less Technical: North, B. (2002a). Developing North, B. (2002a). Developing descriptor scales of language proficiency for the CEF descriptor scales of language proficiency for the CEF common reference levels. common reference levels. InIn Alderson Alderson, J.C.A. (ed.) , J.C.A. (ed.) Case Case Studies in applying the Common European FrameworkStudies in applying the Common European Framework, , Strasbourg, Council of Europe, 87-105.Strasbourg, Council of Europe, 87-105.Problems with the CEFR Scales Terminology problems: synonymy Terminology problems: synonymy or not?or not? GapsGaps InconsistenciesInconsistencies Lack of definitionLack of definitionTerminology problems: synonymy or not?Operations at A2Operations at A2 UnderstandUnderstand Take Take GetGet FollowFollow Identify Identify Infer Infer Operations at B2Operations at B2 UnderstandUnderstand ScanScan MonitorMonitor ObtainObtain SelectSelect EvaluateEvaluate LocateLocate IdentifyIdentifySynonyms? “I can “I can understandunderstand familiar names, words and familiar names, words and very simple sentences, for example on notices very simple sentences, for example on notices and posters or in cataloguesand posters or in catalogues” (page 26)” (page 26) “ “Can Can recogniserecognise familiar names, words and familiar names, words and very basic phrases on simple notices in the very basic phrases on simple notices in the most common everyday situationsmost common everyday situations” (page 70)” (page 70)Synonyms? Can Can identifyidentify the main conclusions in clearly the main conclusions in clearly signalledsignalled argumentative texts. argumentative texts. Can Can recogniserecognise the line of argument in the the line of argument in the treatment of the issue presented, though treatment of the issue presented, though not necessarily in detailnot necessarily in detail.” .” Gaps in the CEFR A description of the operations that A description of the operations that comprehension consists of and a theory of comprehension consists of and a theory of how comprehension develops.how comprehension develops. A specification of micro-skills or A specification of micro-skills or subskillssubskills of comprehension. of comprehension. Concepts introduced in the text but not Concepts introduced in the text but not incorporated in the scales or related to the incorporated in the scales or related to the six levels in any way. six levels in any way. Gaps in the CEFR competence, general competence, communicative competence, general competence, communicative language competence language competence activities, processes, text, domain, strategy, taskactivities, processes, text, domain, strategy, task contextcontext ludicludic and aesthetic uses of language and aesthetic uses of language textstexts text to text activities text to text activities socio-cultural knowledgesocio-cultural knowledge study skills study skills tasks, including description, performance tasks, including description, performance (conditions, competences, linguistic factors), (conditions, competences, linguistic factors), strategies, difficultystrategies, difficultyInconsistencies Operation Operation recogniserecognise only mentioned at the levels A1, only mentioned at the levels A1, B1 and C1 and not at the other levelsB1 and C1 and not at the other levels The use of a dictionary only mentioned at B2 and C1The use of a dictionary only mentioned at B2 and C1 Clear, slow and carefully articulated speech (A1)Clear, slow and carefully articulated speech (A1) Clear, slow and articulated speech (A2)Clear, slow and articulated speech (A2) Clear, standard speech, familiar accent (B1)Clear, standard speech, familiar accent (B1) Normal speed, standard language (B2)Normal speed, standard language (B2) “ “Simple noticesSimple notices” A1, ” A1, “ “everyday noticeseveryday notices” A2. ” A2. No other references to “No other references to “noticesnotices” ”CEFR: Learning & teachingLearn-centered, tasked-basedCEFR: Assessment三、三、欧框欧框的启示的启示宏观、中观、微观宏宏 观观Policy & ApproachGoal of CoE: HR, D, RLStandards vs. Diversity“大学英语”的地位、目标大纲、要求、指南周有光周有光, 108岁岁中中 观观Approaches to language learning, teaching & assessment CoE: Principles for language learning Language learning is for all Language learning is for the learner Language learning is for intercultural communication Language learning is for lifeCoE: Principles for language teaching Language teaching is co-ordinated Language teaching is coherent and transparent Language learning and teaching are dynamic lifelong processesCoE: Recommendations A global A global integrated approachintegrated approach to language to language education in the curriculum education in the curriculum Encourage teaching programmes at all levels that Encourage teaching programmes at all levels that use use flexible approachflexible approach and give them and give them appropriate recognitionappropriate recognition in national qualification in national qualification systemssystems Encourage Encourage the use of foreign languagesthe use of foreign languages in the in the teaching of teaching of non-linguistic subjectsnon-linguistic subjects Support the application of communication and Support the application of communication and information information technologiestechnologies to disseminate to disseminate teaching and learning materialsteaching and learning materials Support the development of links and Support the development of links and exchanges with institutions and persons at all exchanges with institutions and persons at all levels of education to offer the possibility of levels of education to offer the possibility of authentic experienceauthentic experience of the language and of the language and culture of othersculture of others Facilitate Facilitate lifelong learninglifelong learning of languages of languagesCoE: Recommendations The change of context How do we look at language learning? How do we look at language teaching? How do we look at language assessment?New approaches?微微 观观Instruments & Implementation“Guidelines”“Syllabuses”Professionalism谢谢 谢！谢！baocheng_han163.com