Includes bibliographical references (p. 197-204) and index.

"The Common European Framework of Reference for Languages is the result of over ten years' research by a number of leading applied linguists and pedagogical specialists from the 41 member states of the Council of Europe. Its various drafts have undergone widespread consultation and the end product is a unique contribution to applied linguistics, providing a completely new, detailed model for describing and scaling language use and the different kinds of knowledge and skills required. The Framework is addressed to all professionals in the modern languages field and is intended to stimulate reflection on objectives and methods, to facilitate communication and to provide a common basis for curriculum development, the elaboration of syllabuses, examinations and qualifications, thus contributing to easier international educational and vocational mobility. It is an invaluable tool for those working in teacher education and training, syllabus and test design, and textbook and materials production." (Book Cover)

CONTENTS

1. Common European Framework in its political and educational context
1.1 What is the Common European Framework?
1.2 Aims and objectives of Council of Europe language policy
1.3 What is 'plurilingualism'?
1.4 Why is CEF needed?
1.5 For what uses is CEF intended?
1.6 What criteria must CEF meet?

2. Approach adopted
2.1 An action-oriented approach
2.2 Common reference levels of language proficiency
2.3 Language learning and teaching
2.4 Language assessment

3. Common reference Levels
3.1 Criteria for descriptors for Common Reference Levels
3.2 Common Reference Levels
3.3 Presentation of Common Reference Levels
3.4 Illustrative descriptors
3.5 Flexibility in a branching approach
3.6 Content coherence in Common Reference Levels
3.7 How to read the scales of descriptors of language proficiency
3.8 How to use scales of descriptors of language proficiency
3.9 Proficiency levels and achievement grades

4. Language use and the language user/learner
4.1 Context of language use
4.2 Communication themes
4.3 Communicative tasks and purposes
4.4 Communicative language activities and strategies
4.5 Communicative language processes
4.6 Texts

5.User/learner's competences
5.1 General competences
5.2 Communicative language competences

6. Language learning and teaching
6.1 What is it that learners have to learn or acquire
6.2 Processes of language learning
6.3 What can each kind of framework user do to facilitate language learning?
6.4 Some methodological options for modern language learning and teaching
6.5 Errors and mistakes

7. Tasks and their role in language teaching
7.1 Task description
7.2 Task performance
7.3 Task difficulty

8. Linguistic diversification and the curriculum
8.1 Definition and initial approach
8.2 Options for curricular design
8.3 Towards curriculum scenarios
8.4 Assessment and school, out-of-school and post-school learning

9. Assessment
9.1 Introduction
9.2 Framework as a resource for assessment
9.3 Types of assessment
9.4 Feasible assessment and a metasystem