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Competence and Performance

Applied Linguistics for Language Teachers


- David Newby

Competences, D. Newby 1
Kompetenzen: (Lehrplan, AHS-Unterstufe)

Ziel des Fremdsprachunterrichts ist die


Entwicklung der kommunikativen Kompetenz in Communicative competence
den Fertigkeitsbereichen Hören, Lesen, an
Gesprächen teilnehmen, Zusammenhängend 5 skills
Sprechen und Schreiben. Sie soll die
Schülerinnen und Schüler befähigen, Alltags- Context
und Unterrichtsituationen in altersgemäßer und
dem Lernniveau entsprechender Form Competence level
situationsadäquat zu bewältigen.
Register

Competences, D. Newby
2
www.gers.at
Language Processes

COMPETENCE
(Grammar rules,
lexicon etc.)

PERFORMANCE
INPUT

Competences, D. Newby
4
Learning Processes
Natural

INTAKE

INPUT OUTPUT

Pedagogical

Competences, D. Newby
5
Pedagogical issues
a) What is taken in?
b) How does intake (i.e.
learning) work?
How should this be c) how can learning be
structured? INTAKE optimised by pedagogy
(Objectives etc.)
How can this be
described/assessed?

INPUT
OUTPUT

Competences, D. Newby
6
Language and Learning Processes

INTAKE/
COMPETENCE

OUTPUT/
INPUT PERFORMANCE

Competences, D. Newby
7
Language and Learning Processes

PERFORMANCE
INTAKE/
COMPETENCE
Process of Product
performING

OUTPUT/
INPUT PerformED

Competences, D. Newby
8
Competence & Performance – Chomsky, 1965

“We thus make a fundamental distinction between


competence (the speaker-hearer's knowledge of his
language) and performance (the actual use of language
in concrete situations).” (p4)

“Observed use of language (…) may provide


evidence as to the nature of this mental reality, but
surely cannot constitute the actual subject matter of
linguistics, if this is to be a serious discipline.” (p4)

Competences, D. Newby
9
‘Idealized’ view of language

“Linguistic theory is concerned primarily with an ideal


speaker-listener, in a completely homogeneous speech-
community, who knows its language perfectly and is
unaffected by such grammatically irrelevant conditions as
memory limitations, distractions, shifts of attention and
interest, and errors (random or characteristic) in applying his
knowledge of the language in actual performance.” (p3)

Competences, D. Newby
10
The nature of grammar/competence

Grammar
“A grammar of a language purports to be a
description of the ideal speaker-hearer's intrinsic
competence.” (p4)
Mentalist view
”(...) in the technical sense linguistic theory is mentalistic,
since it is concerned with discovering a mental reality
underlying actual behavior.” (p4)

Competences, D. Newby
11
The nature of grammar/competence

Creativity
“(...) one of the qualities that all languages have in common
is their 'creative’ aspect. Thus an essential property of
language is that it provides the means for expressing
indefinitely many thoughts and for reacting appropriately
in an indefinite range of new situations.” (p6)

Competences, D. Newby
12
Tacit knowledge

 “Any interesting generative grammar will


be dealing, for the most part, with mental
processes that are far beyond the level of
actual or even potential consciousness.”
(p9)

Competences, D. Newby
13
Structural view

 ... by a generative grammar I


mean simply a system of
rules that in some explicit
and well defined way
assigns structural
descriptions to sentences.
(p8)

Competences, D. Newby
14
Performance – imperfect view of language

 “A record of natural speech will show numerous


false starts, deviations from rules, changes of
plan in mid-course, and so on. The problem for
the linguist, as well as for the child learning the
language, is to determine from the data of
performance the underlying system of rules that
has been mastered by the speaker-hearer and
that he puts to use in actual performance.” (p15)

Competences, D. Newby
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Issues

 Definition of grammatical competence


 Mentalist view of language
 Structural view of language
 The nature & relevance of performance
 The relationship between competence and
performance

Competences, D. Newby
16
Criticism of Chomskyan view
Dell Hymes Michael Halliday

 It is, if I may say so, rather a Garden of Eden


view. (…) The controlling image is of an
abstract, isolated mechanism, not, except
incidentally, a person in a social world. (DH,
1955/72: 272)*

 We shall not come to understand the nature of


language if we pursue only the kinds of question
about language that are formulated by linguists.
(MH, 1978: 3)

Competences, D. Newby
17
Criticism of Chomsky

 Such a theory of competence posits ideal


objects in abstraction1 from sociocultural
features that might enter into their description.
Acquisition of competence is also seen as
essentially independent of sociocultural features.
(271)*

1in answer to Chomsky’s ‘homogeneous speech-community’

Competences, D. Newby
18
Communicative Competence

There are rules of use without which the


rules of grammar would be useless. Just as
rules of syntax can control aspects of
phonology, and just as semantic rules
perhaps control aspects syntax, so rules of
speech acts enter as a controlling factor for
linguistic form as a whole. (278)*

Competences, D. Newby
19
Communicative competence

This competence, moreover, is integral with


attitudes, values, and motivations
concerning language, its features and users,
and integral with competence for, and
attitudes toward, the interrelation of
language with the other code of
communicative conduct. (277-278)*

Competences, D. Newby
20
Language as a social semiotic

 Language as a social semiotic: interpreting language


within a sociocultural context, in which the culture itself is
interpreted in semiotic terms – as an information system.
(MH, 2)
 A social reality (or a ‘culture’) is itself an edifice of
meanings – a semiotic construct. (MH, 2)
 By their everyday acts of meaning people act out the
social structure, affirming their own statuses and roles
and establishing and transmitting the shared systems of
value and of knowledge. (MH, 2)

Competences, D. Newby
21
Need for a theory of use

 To cope with the realities of children as communicating beings requires


a theory within which sociocultural factors have an explicit and
constitutive role; (271)*
 The existence of competency for use may seem obvious, but if its
study is to be established, and conducted in relation to current
linguistics, then the notions of competence and performance must
themselves be critically analysed, and a revised formulation provided.
(279)*
“I should take competence as the most general term for the
capabilities of a person. (…) Competence is dependent upon both
(tacit) knowledge and (ability for) use.” (p282)

Competences, D. Newby
22
Need for a theory of use

 Language does not consist of sentences; it


consists of text or discourse– the exchange of
meanings in interpersonal contexts of one kind or
another. (MH, 2)
 There is no clear line between the ‘what’ and the
‘how’; all language is language-in-use. (MH, 30)

Competences, D. Newby
23
Definition of communicative competence

 There are several sectors of


communicative competence, of which the
grammatical is one. Put otherwise, there is
behaviour, and, underlying it, there are
several systems of rules reflected in the
judgements and abilities of those whose
messages the behaviour manifests. (281)*

Competences, D. Newby
24
1. Whether (and to what degree) something is formally
possible;
2. Whether (and to what degree) something is feasible in
virtue of the means of implementation available;
3. Whether (and to what degree) something is appropriate
(adequate, happy, successful) in relation to a context in
which it is used and evaluated;
4. Whether (and to what degree) something is in fact
done, actually performed, and what its doing entails.
(281)*

Competences, D. Newby
25
… to make judgements
about peoples
Letter to the appearance that day, to
Observer from a busy I suppose
Bradford discussing there
teacher. childrens progress, I
hope they felt the same
way about my attire.

I know their are


hurdles to jump at our
school, but am often
inspired by childrens
progress and
achievement, I hope
they are to.
Would you accept these utterances as ‘correct’?
1. You shall do your homework 9. Can I go to the toilet?
immediately.
2. It was different than we 10. I shall not be going to the
expected. party.
3. If he was here you could ask 11. Do you mind me sitting here?
him.
4. I feel like I was in prison. 12. Would someone lend me their
pen?
5. Do it just like I tell you. 13. None of the team were
injured.
6. We have less students than 14. Philip and me are going to a
last year. football match.
7. A large amount of students. 15. The Queen has invited my
husband and I to a garden party.
8. He has got to be one of the
best footballers in the world!

Competences, D. Newby
27
I/me – subject/object?

 ‘all debts are settled between you and I’.


- Shakespeare, The Merchant of Venice: (act 3, scene 2)

 ‘I need not trouble our heads any more about


Mr. Blake, senior. Leave him to the Dukedom;
and let you and I stick to the Diamond.’
Wilkie Collins, The Moonstone, 1868
(page 18, Oxford World’s Classics Edition).

Update - D. Newby
28
Subject or object?

‘For my fellow presenter and I it was difficult not to


become personally involved.’
‘What should people like you and I be aware of?’
- BBC World Service

‘It just goes to show that everything comes to he who


improves it.’
- Advert for VW cars

Update - D. Newby
29
Changes in grammar
Older form/usage Newer form/usage
1. You shall do your You must do your homework
homework immediately. immediately.
2. It was different from what It was different than we
we expected. expected.
3. If he were here you could If he was here you could ask
ask him. him.
4. I feel as if I were in prison. I feel like I was in prison.
5. Do it just as I tell you. Do it just like I tell you.
6. We have fewer students We have less students than
than last year. last year.
7. A large number of students. A large amount of students.
8. / He has got to be one of the
best footballers in the world!
Variety in grammar
More informal More formal
1 Can I go to the toilet? May I use your telephone?

2 I won't be going to the party. I shall not be attending the


conference.
3 Do you mind me sitting here? There is no possibility of their
ever discovering the truth.
4 Would someone lend me their Everyone has a right to his or her
pen? own privacy.
5 None of the team were injured. None of the survivors was
seriously injured.
6 Philip and me are going to a My wife and I will be pleased to
football match. accept your invitation.

7 He’s invited Mary and me. ?The Queen has invited my


husband and I to a garden party.
The performance problem

Chomskyan view
 While ‘performance’ is something of a residual category for the theory,
clearly its most salient connotation is that of imperfect manifestation of
underlying system. (272)*

Performing or performed?
 When one speaks of performance, then, does one mean the behavioral
data of speech? or all that underlies speech beyond the grammatical? or
both? (…) The difficulty can be put in terms of the two contrasts that usage
manifests:
1. (underlying) competence v. (actual) performance;
2. (underlying) grammatical competence v. (underlying) models/rules of
performance. (281)*

Competences, D. Newby
32
Performance definitions

 It (performance) takes into account the interaction


between competence (knowledge, ability for use), the
competence of others, and the cybernetic and emergent
properties of events themselves. (283)*
 When I say can do, I am specifically referring to the
behaviour potential as a semiotic which can be encoded
in language, or of course in other things too. (MH, 38)

Competences, D. Newby
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Parameters of descriptive theory

 speech community
 speech situation
 speech event
 speech act
 fluent speaker
 components of speech events
 function of speech etc. (53)**

Competences, D. Newby
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Speech community

 Tentatively, a speech community is defined as a


community sharing rules for the conduct and
interpretation of speech, and rules for the interpretation
of at least one linguistic variety. (54)**
 For members of the community, then, "freedom is the
recognition of necessity"; mastery of the way of speaking
is prerequisite to personal expression. (60)**

Competences, D. Newby
35
Speech event

 The term speech event will be restricted to activities, or


aspects of activities, that are directly governed by rules
or norms for the use of speech. An event may consist of
a single speech act, but will often comprise several.
(56)**

Competences, D. Newby
36
Communicative Event: competence + performance
Comm. Comp; Conceptual Comm. Comp;
Schematic Meaning Schematic
knowledge (grammar, knowledge
lexis)

Discourse competence, Strategic competence

Ideas  Notions 
 Message/
Form  
 Purpose  Function  Outcome

Addressor Context: setting, channel genre, topic, key etc. Addressee

Pragmatic
Meaning
(speech
Acts)
Competences, D. Newby
37
Context/Speech event

(1) a code or codes in terms of which the message is intelligible to


(2) participants, minimally an addressor and addressee (who may be
the same person), in
(3) an event constituted by its transmission and characterized by
(4) a channel or channels,
(5) a setting or context,
(6) a definite form or shape to the message, and
(7) a topic and comment, i.e., that it says something about something -
in other words, that the concept of message implies the array of
components previously given. (26)***

Competences, D. Newby
38
Halliday on context

 We do not experience language in isolation – if we did we would not


recognise it as language – but always in relation to a scenario, some
background of persons and actions and events from which the
things which are said derive their meaning. (MH, 28)
 Let us start with the concept of a text, with particular reference to the
text-in-situation, which may be regarded as the basic unit of
semantic structure – that is, of the semantic process. The concept
‘text’ has no connotations of size; it may refer to speech act, speech
event, topic unit, exchange, episode, narrative and so on. (60)

Competences, D. Newby
39
Halliday’s functional view of language

 Can mean is a ‘realization of can do’. (MH, 39)


 Language is as it is because of the functions it has
evolved to serve in people’s lives; it is to be expected
that that linguistic structures could be understood in
functional terms. (MH,4)
 A functional theory is not a theory about the mental
processes involved in the learning of the mother tongue;
it is a theory about the social processes involved. (MH,
16)

Competences, D. Newby
40
Searle’s Speech Act theory

a) Uttering words (morphemes, sentences) = performing utterance


acts.
b) Referring and predicating = performing propositional acts.
c) Stating, questioning, commanding, promising, etc. = performing
illocutionary acts.
(...) in performing an illocutionary act one characteristically performs
propositional acts and utterance acts. (JRS, 23-24)

To these three notions I now wish to add Austin’s notion of the


perlocutionary act. Correlated with the notion of illocutionary acts is
the notion of the consequences of effects such acts have on the
actions, thoughts beliefs, etc. of hearers. (JRS, 25)

Competences, D. Newby
41
Conceptual/semantic meaning

 Grammatical competence (Chomsky,


Hymes)
 Ideational meaning (Halliday)
 Propositional act (Searle)
Also in language teaching:
 usage, as opposed to use (Widdowson)
 notions, as opposed to functions

Competences, D. Newby
42
Applied linguistics - Widdowson

 Usage, then, is one aspect of performance, that aspect


of performance, that aspect which makes evident the
extent to which the language user demonstrates his
knowledge of linguistic rules. Use is another aspect of
performance: that which makes evident the extent to
which the language user demonstrates his ability to use
his knowledge of linguistic rules for effective
communication.

Competences, D. Newby
43
Widdowson on grammatical errors

 When we are engaged in conversation we do not as a


rule take note of such usage phenomena as grammatical
irregularities (which may be quite frequent) in the speech
of the person we are talking to, unless they force
themselves on our attention by impeding communication.
Our concern is with use and this concern filters out such
irregularities of usage. (HW, 3-4)

Competences, D. Newby
44
Notions and functions

(...) notions denote abstract concepts which reflect general, and


possibly universal, categories of human experience, such as time,
space, quantity, location, etc.
(...) the term function also shows a meaning-based view of language,
but while notions refer to categories of human thought and
experience, functions are based on human behaviour. (...) In
linguistics, this difference is reflected to an extent in the distinction
between semantics and pragmatics. (Newby, 2000: 449-450)

Newby, D. (2000) ‘Notions and Functions’.


In M. Byram (ed) Routledge Encyclopedia of
Language Teaching and Learning. London: Routledge.

Competences, D. Newby
45
Notional/functional inventories

 Munby, J. (1978) Communicative Syllabus


Design. Cambridge: Cambridge University
Press
 Wilkins, D. A. (1976) Notional Syllabuses.
Oxford: Oxford University Press

Competences, D. Newby
46
Communicative Competence, Canale and Swain (1980)

1. grammatical competence: “knowledge of lexical items and of


rules of morphology, syntax, sentence-grammar semantics and
phonology”;
2. sociolinguistic competence: the ability to communicate
appropriately in a variety of contexts; this includes both verbal and
non-verbal communication;
3. discourse competence: the ability to use language which goes
beyond the level of the sentence; this includes aspects such as
cohesion and coherence;
4. strategic competence: appropriate use of communication
strategies to overcome or repair breakdowns in communication,
due perhaps to lack of linguistic competence.

Competences, D. Newby
47
Bachman: language competence

Competences, D. Newby
48
Council of Europe publications

Competences, D. Newby
49
CEFR: Communicative language competence
Linguistic ‘lexical, phonological, syntactic knowledge and skills and
competences other dimensions of language as system’ (p.13).
Sociolinguistic ‘refer to the sociocultural conditions of language use’ (…)
competences ‘rules of politeness, norms governing behaviour between
generations, sexes, classes and social groups etc.’ (p.13)
Pragmatic:
competences
Functional ‘relating to the communicative function of utterances’
competences (production of language functions, speech acts)
Discourse ‘the mastery of discourse, cohesion and coherence, the
competences identification of text types and forms’ (p13) ‘relating to the
organising and structuring of texts’ (…) ‘drawing on
scenarios or scripts of interactional exchanges’ (p.123).

Competences, D. Newby
50
Additional competences in CEFR
Sociocultural ‘knowledge of the society and culture of the community or
knowledge communities in which a language is spoken’ (p.102)
(savoir)
Intercultural ‘knowledge, awareness and understanding of the relation
awareness (similarities and distinctive differences) between the “world
of origin” and the “world of the target community” produce
an intercultural awareness. (p.103)
Intercultural ‘- the ability to bring the culture of origin and the foreign
skills and know- culture into relation with each other;
how (savoir - cultural sensitivity and the ability to identify and use a
faire) variety of strategies for contact with those from other
cultures’ (p.104)
‘Existential’ ‘The development of an ‘intercultural personality’ involving
competence both attitudes and awareness is seen by many as an
(savoir être) important educational goal in its own right.’ (p.106)
Ability to learn ‘the ability to observe and participate in new experiences
and to incorporate new knowledge into existing knowledge,
Competences, D. Newby
modifying the latter where necessary..’ (p.106) 51
Analysing communication: Threshold Level (1975/1990).
1. Situations
a. Social roles: stranger/friend
b. Settings: restaurant, church, school
c. Topics: personal identification, house and home, free time
d. Behavioural specifications: describe their own house, say how they travel to
work, ask what things are called
2. Language activities
a) Language Functions, expressing pleasure, inquiring about preference
3. General notions: existence/non-existence, size, importance, frequency
4. Specific notions:
a) lexical: name, signature, letter
b) grammatical: referring to indefinite past time (experience), expressing
possibility (can)
5. Language forms of specific notions (lexical and grammatical)

1 = context; communicative event; 2- 5 = communicative competence

Competences, D. Newby
52
CEFR – From competence to performance

The Common European Framework …

 … describes in a comprehensive way what language


learners have to learn to do in order to use a language
for communication and what knowledge and skills they
have to develop so as to be able to act effectively.
(CEF, p1)

 The Framework also defines levels of proficiency which


allow learners’ progress to be measured at each stage
of learning and on a life-long basis.

Competences, D. Newby
53
CEFR: competence + performance
Comm. Comp; Comm. Comp;
Schematic COMPETENCE Schematic
knowledge knowledge

Discourse competence, Strategic competence

Ideas  Notions 
 Message/
Form  
 Purpose  Function  Outcome

Addressor Context: setting, channel genre, topic, key etc. Addressee

PERFORMANCE

Competences, D. Newby
54
CEFR: competence + performance
Comm. Comp; Comm. Comp;
Schematic COMPETENCE Schematic
knowledge knowledge

Discourse competence, Strategic competence

Ideas  Notions 
 Message/
Form  
 Purpose  Function  Outcome

Addressor Context: setting, channel genre, topic, key etc. Addressee

PERFORMING PERFORMED

Competences, D. Newby
55
Austria and
the Council of
Europe
The Council
of Europe

Languages Policy European Centre for


Division Modern Languages
(Strasbourg) (Graz)

EPOSTL
Common European European
Threshold International
Framework Language
Level of Reference Portfolio Projects

Österreichisches Sprachen- National Dissemination


(European
Kompetenz-Zentrum Dissemination
countries)
(Graz) (Austria)

CEF - Newby
56
The influence of the Council of Europe on language teaching in Austria

Common European
Framework
of Reference
European
Language
(CEFR)
Portfolio
(ELP)

CEF - Newby
57
Competences, D. Newby
58
Questions raised by CEFR

1. What do we actually do when we speak (or write) to each other?


(i.e. skills)
2. What enables us to act in this way? (i.e. knowledge)
3. How much of this do we need to learn when we try to use a new
language? (partial competences)
4. How do we set our objectives and mark our progress along the
path from total ignorance to effective mastery? (i.e. levels)
5. How does language learning take place? (methodology)
6. What can we do to help ourselves and other people to learn a
language better? (reflection, strategies)

Competences, D. Newby
59
Issues in specifying competence

 What exactly do we mean by


competence?
 How can we assess and grade it?

CEF - Newby
60
Common reference levels of language proficiency

 horizontal Dimension
= parameters of human activity and communicative
language competence (descriptors)
 vertical Dimension
= an ascending series of common reference levels for
describing learner proficiency (scales)

(CEF, p16)

CEF - Newby
61
Two dimensions of assessment grid

Horizontal dimension: descriptor


Vertical dimension: level

C2 Can …
C1 Can …
B2 Can …
B1 Can …
A2 Can …
A1 Can …

CEF - Newby
62
The Common Reference Levels

Basic User
 Breakthrough – A1
 Waystage – A2
Independent User
 Threshold – B1
 Vantage – B2
Proficient User
 Effective Operational Proficiency – C1
 Mastery – C2

CEF - Newby
63
The Common Reference Levels in Austria

Unterstufe
 Breakthrough – A1
 Waystage – A2
Oberstufe
 Threshold – B1
 Vantage – B2  Matura

University
 Effective Operational Proficiency – C1
 Mastery – C2

CEF - Newby
64
Criteria for descriptors

 Description issues
 Context-free
 Basedon theories of language
competence
 Measurement issues
 Objectivelydetermined (based on theory
of measurement)
 Number of levels – adequate to show
progression, make distinctions
CEF - Newby
65
Assessment needs

 Validity: does a test assess what should be


assessed and is the information gained an
accurate representation of the proficiency of the
candidate?
 Reliability: the extent to which the same rank
order of candidates is replicated in two separate
administrations of the same assessment

CEF - Newby
66
CEFR – From competence to performance

The Common European Framework …

 … describes in a comprehensive way what language


learners have to learn to do in order to use a language
for communication and what knowledge and skills they
have to develop so as to be able to act effectively.
(CEF, p1)

 The Framework also defines levels of proficiency


which allow learners’ progress to be measured at each
stage of learning and on a life-long basis.

Competences, D. Newby
67
What criteria must CEF meet?

 comprehensive
 transparent
 coherent

Competences, D. Newby
68
Coherence

 the identification of needs;


 the determination of objectives;
 the definition of content;
 the selection or creation of material;
 the establishment of teaching/learning
programmes;
 the teaching and learning methods employed;
 evaluation, testing and assessment.
Competences, D. Newby
69
Descriptive categories

Language use, embracing language learning, comprises the actions


performed by persons who as individuals and as social agents
develop a range of competences , both general and in particular
communicative language competences .They draw on the
competences at their disposal in various contexts under various
conditions and under various constraints to engage in language
activities involving language processes to produce and/or receive
texts in relation to themes in specific domains , activating those
strategies which seem most appropriate for carrying out the tasks
to be accomplished. The monitoring of these actions by the
participants leads to the reinforcement or modification of their
competences.

Competences, D. Newby
70
‘Can Do’ categories

 Communicative activities – ‘Can Do’ descriptors are provided for


reception, interaction, production ‘with general skills scales complemented
by specific uses – for example, interviewing and being interviewed, reading
instructions’.
 (Communication) strategies – ‘Can Do’ descriptors are provided for some
of the strategies employed in performing communicative activities - ‘such as
asking for clarification, and turntaking’.
 Communicative language competences – Scaled descriptors are
provided for aspects of linguistic competence and pragmatic competence,
and for sociolinguistic competence – ‘describing linguistic range and
accuracy, sociolinguistic competence, and pragmatic competence, including
flexibility, coherence, and spoken fluency’.
(explanations in quotation marks from Heyworth, 2004: 18).

Competences, D. Newby
71
Overall Spoken Interaction
C2 Has a good command of idiomatic expressions and colloquialisms with awareness of
connotative levels of meaning. Can convey finer shades of meaning precisely by using, with
reasonable accuracy, a wide range of modification devices. Can backtrack and restructure
around a difficulty so smoothly the interlocutor is hardly aware of it.
C1 Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command
of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is
little obvious searching for expressions or avoidance strategies; only a conceptually difficult
subject can hinder a natural, smooth flow of language.
Can use the language fluently, accurately and effectively on a wide range of general, academic,
vocational or leisure topics, marking clearly the relationships between ideas. Can communicate
B2
spontaneously with good grammatical control without much sign of having to restrict what
he/she wants to say, adopting a level of formality appropriate to the circumstances.
Can communicate with some confidence on familiar routine and non-routine matters related to
his/her interests and professional field. Can exchange, check and confirm information, deal with
B1
less routine situations and explain why something is a problem. Can express thoughts on more
abstract, cultural topics such as films, books, music etc.
Can interact with reasonable ease in structured situations and short conversations, provided the
other person helps if necessary. Can manage simple, routine exchanges without undue effort;
A2
can ask and answer questions and exchange ideas and information on familiar topics in
predictable everyday situations.
Can interact in a simple way but communication is totally dependent on repetition at a slower
A1 rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and
respond to simple statements in areas of immediate need or on very familiar topics.
Competences, D. Newby
72
Educational principles reflected in CEFR

 Learner autonomy
 Intercultural awareness
 ‘Communicative’ view of language
 Life-long learning
 Reflective mode

Competences, D. Newby
73
Competences, D. Newby
74
Sprachenportfolio – Sekundarstufe II
 Sprachenpass
 Sprachenbiographie
a. meine Sprachlerngeschichte/ interkulturelle Erfahrungen
b. Lerntipps
c. Sprachen-checklisten
d. Interkulturelle Erfahrungen
 Dossier
a. persönliche Arbeiten
b. Zeugnisse, Zertifikate, Bestätigungen
c. ausgefüllte Checklisten

Competences, D. Newby
75
Competences, D. Newby
76
Competences, D. Newby
77
Competences, D. Newby
78
CEFR: competence + performance
Comm. Comp; 5 Comm. Comp;
Schematic Schematic
knowledge knowledge
4

6 7
2
Processes & strategies

Ideas  Notions 
 Message/
Form  
 Purpose  Function  Outcome

Addressor Context Addressee


3
8
1

Competences, D. Newby
79
EPOSTL

Competences, D. Newby 80
EPOSTL

The Common European Framework


provides a common basis for the
elaboration of language syllabuses,
curriculum guidelines, examinations,
textbooks etc. across Europe.

The EPOSTL provides a common


basis for the specification and
discussion of didactic
competences and teacher
education curricula across Europe.
Competences, D. Newby 81
EPOSTL

The Common European Framework (…)


describes in a comprehensive way what
language learners have to learn to do in
order to use a language for communication
and what knowledge and skills they have to
develop so as to be able to act effectively.

The EPOSTL describes in a


comprehensive way what language
teachers have to learn to do in order to
teach learners to use a language for
communication and what knowledge
and skills they have to help learners to
develop so as to be able to act
effectively.
Competences, D. Newby 82
EPOSTL

CEFR: Overall reading comprehension (p.69) EPOSTL: Methodology, D. Reading

B1. Can read straightforward factual 1. I can select texts appropriate to the
texts on subjects related to his/her needs, interests and language level of
field and interest with a satisfactory the learners.
level of comprehension.

Competences, D. Newby 83
EPOSTL

CEFR: Overall reading comprehension (p.69) EPOSTL: Methodology, D. Reading

B1. Can read straightforward factual texts 1. I can select texts appropriate to the
on subjects related to his/her field and needs, interests and language level of
interest with a satisfactory level of the learners.
comprehension.

CEFR: Reading for orientation (p.70) EPOSTL: Methodology, D. Reading

B1. Can scan longer texts in order to 5. I can set different activities in order
locate desired information, and gather to practise and develop different
information from different parts of a text, reading strategies according to the
or from different texts in order to fulfil a purpose of reading (skimming,
specific task. scanning etc.).

Competences, D. Newby 84
EPOSTL

CEFR: Overall reading comprehension (p.69) EPOSTL: Methodology, D. Reading

B1. Can read straightforward factual texts 1. I can select texts appropriate to the
on subjects related to his/her field and needs, interests and language level of the
interest with a satisfactory level of learners.
comprehension.

CEFR: Reading for orientation (p.70) EPOSTL: Methodology, D. Reading

B1. Can scan longer texts in order to 5. I can set different activities in order to
locate desired information, and gather practise and develop different reading
information from different parts of a text, strategies according to the purpose of
or from different texts in order to fulfil a reading (skimming, scanning etc.).
specific task.

CEFR: Reading for information and EPOSTL: Methodology, D. Reading


argumentation (p.70)

B2. Can understand articles and reports 9. I can help learners to develop critical
concerned with contemporary problems in reading skills (reflection, interpretation,
which the writers adopt particular stances analysis etc.).
or viewpoints.
Competences, D. Newby 85
EPOSTL

European Language Portfolio


Language/learner-based:

I can understand short simple texts written


in common everyday language

EPOSTL
Didactic/teacher-based:

I can select texts appropriate to


the needs and language level of
the learners
Competences, D. Newby 86
EPOSTL

Competences, D. Newby 87
European Documents

Common European European Portfolio for


Framework of Reference Student Teachers
(CEFR) (EPOSTL)

Language/ Learner’s (Student) Teacher


Culture competences Teacher’s education
competences

European Language European Profile for


Portfolio Language Teacher
(ELP) Education

CEF - Newby
88

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