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Theoria et Historia Scientiarum

Challenges with defning competence for foreign language learning and teaching on the basis of the Common European Framework of Reference***
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Challenges with defning competence for foreign language learning and teaching on the basis of the Common European Framework of Reference***

Authors

  • Ariadna Strugielska Nicolaus Copernicus University, Toruń
  • Katarzyna Piątkowska Nicolaus Copernicus University, Toruń

DOI:

https://doi.org/10.12775/ths.2018.002

Keywords

competence, the Common European Framework of Reference, foreign language, learning and teaching

Abstract

In this paper we take a critical look at the approach to competence in the Common European Framework of Reference (Council of Europe, 2001a) and highlight inconsistencies in defining, structuring and positioning the notion in the model for foreign language learning and teaching presented in the document, which translates into lack of consistency in the interpretation of competence in research based on the Common European Framework of Reference (Council of Europe 2001a).

References

Bagarić, V. & Mihaljević Djigunović, J. (2007). “Defining Communicative COMPETENCE.” Metodika, 8, 94-103.

Cambridge University Press. (2013). Introductory Guide to the Common European Framework of Reference (CEFR) for English Language Teachers. Cambridge: Cambridge University Press.

Council of Europe. (2001a). Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Council of Europe.

Council of Europe. (2001b). Common European Framework of Reference for Languages: Learning, teaching, assessment. Structured overview of all CEFR scales. Strasbourg: Council of Europe.

Council of Europe. (2017). Common European Framework of Reference for Languages: learning, teaching, assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe.

Hodel, H. P. (2007). “The Common European Framework: Activities, competences, levels (2004-2007), ECML's 2nd medium-term programme 2004-2007. Training teachers to use the European Language Portfolio.” Retrieved from http://archive.ecml.at/mtp2/elp_tt/results/DM_layout/00_10/03/03%20 CEF%20text%20E.pdf.

Matheidesz, M. & Heyworth, F. (2007). The Eaquals Self-Help Guide for Curriculum and Syllabus Design. Retrieved from https://www.eaquals.org/wp-content/ uploads/Eaquals-Self-Help-Guide-for-Curriculum-and-Syllabus-Design.pdf.

North, B. (2014). The CEFR in Practice. Cambridge: Cambridge University Press.

North, B., Ortega, A. & Sheehan, S. (2011). Core Inventory for General English. British Council.

University of Cambridge ESOL. (2011). Using the CEFR: Principles of Good Practice. Cambridge: Cambridge University Press.

Theoria et Historia Scientiarum

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Published

2018-12-13

How to Cite

1.
STRUGIELSKA, Ariadna and PIĄTKOWSKA, Katarzyna. Challenges with defning competence for foreign language learning and teaching on the basis of the Common European Framework of Reference***. Theoria et Historia Scientiarum. Online. 13 December 2018. Vol. 15, p. 21. [Accessed 1 July 2025]. DOI 10.12775/ths.2018.002.
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