An examination of successful language use at B1, B2 and C1 level in UCLanESB speaking tests in accordance with the Common European Framework of References for Languages
The concept of success in second language learning has received growing attention over the last few years. With the earlier dominance of the native speaker as a model and measure for success, learner language had previously been seen as inferior or deviant from the native speaker target and norm. However, with the arrival of the Common European Framework of Reference for Languages [CEFR] (CoE, 2001), a shift in emphasis saw learner proficiency across all language use viewed in terms of what learners could do, rather than what they could not. Despite this more positive outlook, the CEFR, in its aim of being non-language specific to maintain applicability across language learning contexts, fails to effectively illustrate how its many descriptors and scales apply to learner language at different levels. Though it extensively documents what learners are able to do with their language, it fails to specify exactly how they can actually do it. The aim of this study was therefore to examine what makes B1, B2 and C1 learners successful in their speech in accordance with the CEFR. In being successful, learnersâ spoken performance should correspond with the criteria presented in the CEFRâs descriptors and scales
Byrne, Shelley
Linguistics
An examination of successful language use at B1, B2 and C1 level in UCLanESB speaking tests in accordance with the Common European Framework of References for Languages. The concept of success in second language learning has received growing attention over the last few years. With the earlier dominance of the native speaker as a model and measure for success, learner language had previously been seen as inferior or deviant from the native speaker target and norm. However, with the arrival of the Common European Framework of Reference for Languages [CEFR] (CoE, 2001), a shift in emphasis saw learner proficiency across all language use viewed in terms of what learners could do, rather than what they could not. Despite this more positive outlook, the CEFR, in its aim of being non-language specific to maintain applicability across language learning contexts, fails to effectively illustrate how its many descriptors and scales apply to learner language at different levels. Though it extensively documents what learners are able to do with their language, it fails to specify exactly how they can actually do it. The aim of this study was therefore to examine what makes B1, B2 and C1 learners successful in their speech in accordance with the CEFR. In being successful, learnersâ spoken performance should correspond with the criteria presented in the CEFRâs descriptors and scales
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