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CEFR and new National English Language Teaching Syllabus
Boonyarit Tangkakarn
•New versus Old English Syllabus
•Background & Purpose
•CEFR Levels and Descriptors and Branching
•Skills to be developed
•Theories behind CEFR
•Practice with OOPT: Understanding its relationship to CEFR
•Inside OOPT (continue)
Agenda
oAdopting CEFR for
assessment standard
oCommunicative Language
Learning (CLT)
New English Syllabus
Previous Syllabus_2551 (2009) (click)
Old English Syllabus
Washback Effect (Backward Design)
History of CEFR
•It was put together by the Council of Europe as
the main part of the project "Language Learning
for European Citizenship" between 1989 and
1996
•In November 2001 a European Union Council
Resolution recommended using the CEFR to set
up systems of validation of language ability
What is CEFR?
•CEFR stands for Common European
Framework of Reference for Languages
•It is used in Europe but also in other
continents and is now available in 39
languages
Why CEFR?
It was designed to provide a transparent,
coherent and comprehensive basis for the
elaboration of language syllabuses and
curriculum guidelines, the design of
teaching and learning materials, and the
assessment of foreign language
proficiency
More about CEFR’s scales
•The CEFR’s scales of foreign language
proficiency are accompanied by a detailed
analysis of communicative contexts, themes,
tasks and purposes, as well as scaled
descriptions of the competences on which we
draw when we communicate
•This helps to explain why the CEFR is
increasingly used in teacher education, the
reform of foreign language curricula and the development of teaching materials
CEFR Levels
The Common European Framework divides learners into three broad divisions that can be divided into six levels
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level
CEFR LEVELS
CEFR LEVELS
CEFR LEVELS
Scaling Category
Norm-Referenced Test VS Criterion-Reference Test
General Descriptor
General Descriptor
General Descriptor
General Descriptors
General Descriptors
General Descriptors
General Descriptors
General Descriptors
Context of Use
Context of Use
Context of Use
Context of Use
Skill-based descriptors-Listening
Skill-based descriptors-Speaking
Skill-based descriptors-Reading
Skill-based descriptors-Writing
Branching Out
Branching Level 1
Branching Level 2
Branching Levels 3
In order to engage in language activity, the communicative language competence includes
To understand and produce language
Knowledge of the words
Knowledge of the sounds
Knowledge of the syntactic rules
The ability to use such knowledge
In order to engage in language activity, the communicative language competence includes;
To understand and produce language
Knowledge of the words
Knowledge of the sounds
Knowledge of the syntactic rules
The ability to use such knowledge
Summary
Guided & Autonomous learning
Communicative Language Teaching (CLT)
Communicative competence
Communicative performance
Communicative Language Teaching (CLT)
Communicative competence
•Grammatical competence
•Discourse competence
•Sociolinguistic competence
•Strategic competence
Communicative Language Teaching (CLT)
Communicative Language Teaching (CLT)
1.Whenever possible, ‘Authentic language’
2. Predicting of speaker’s or writer’s meaning
3. Target language is a vehicle for classroom
communication (almost no Thai)
4. Focus on process of communication, not
mastery the form of language
Principles of CLT
5. Study of supra-segmental (above the
sentence) level, cohesion and coherence,
properties of language which bind sentences
together
6. Negotiation of meaning through
communicative practice
7. Errors are tolerated and seen as natural
Principles of CLT
8. Teacher’s role is a language promoter
9. Cooperative relationships among students
and Social context give meaning to the
communication
10. Games, Activities, Tasks, Project are used
11. Learning to use language forms
appropriately is the key to communicative
competence
Principles of CLT
8. Teacher’s role is language promoter
9. Cooperative relationships among students
10. Social context give meaning to the communication
11. Learning to use language forms appropriately is the key to communicative competence
12. Language learning strategies are taught
Principles of CLT
Adviser
Counselor
Facilitator
Needs Analyst
Monitor
(Target Language Only Goal)
THE ROLES OF TEACHER
“Unlimited”
Everything can be done for the purpose of
communication
ACTIVITIES
TPR: Total Physical Response
Task-based/Project Work approach
Method
of
Instruction Focuses on the use of authentic language
Students do meaningful tasks using the
target language
Corrective feedback at the end of the task performance
( Willis, 2007)
Dave & Jane Willis’ Design & Development of Task Based
Language Learning Approach
Task Report
Principles of Task-based approach
1. The class activities have a clear perceived
purpose and a clear outcomes
2. A pre-task allows students to see logic
3. Break down into smaller steps
4. Teacher monitor involvement of students
5. Teacher allows student to use language is
necessary to get message across
Principles of Task-based approach
6. Teacher supplies the correct target form by
recasting what student has said
7. Authenticity of material is used
8. Feedback is given after completion of the
task
9. Task allows more chance for the use of
authentic and meaningful interaction and
variety of vocabulary
Content-based Instruction
(CBI)/Content and Language
Integrated Learning (CLIL)
Content-based Instruction
(CBI)/Content and Language
Integrated Learning (CLIL)
1. Subject matter content is used for ELT
2. Teaching should build on students’ previous experience
3. Students are motivated because of language relevancy
4. Teacher ‘scaffolds’ the linguistic content to help learners say what they want to
5. Language is use to convey info
Content-based Instruction
(CBI)/Content and Language
Integrated Learning (CLIL)
6. Vocabulary is easier to acquire
7. Authentic subject matter help learning
8. Meaningful cognitive demanding language
and content within the context of
authentic material and tasks
9. Communicative competence involves more
than using language conversationally
Action Research
OOPT
OOPT
OOPT
OOPT
OOPT
OOPT
OOPT
OOPT
OOPT OOPT
OOPT OOPT
OOPT OOPT
OOPT OOPT
OOPT OOPT
Steps of Computer Adaptive Testing
Initiating the first Item
Assessing true ability
Ending of test
Low
Item Result
Error from estimation
Selecting Item
If previous item is:
Incorrect: Next item will be easier Correct: Next Item will be harder
High
Inco
rrect
Co
rrect
Item Banking = 2n
1
4
2
2
4
4
4 8
8
8
8
8
8
8
8
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
32 Q’s
64 Q’s
128 Q’s
…
How is CAT scored?
4
Aggregate score
- Subtotal score in each part
- CEFR level based on each part
