Competence and Performance - UNIGRAZ then the notions of competence and performance must ... Wilkie Collins, The Moonstone , 1868 (page 18, Oxford World’s Classics Edition)

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 den Fertigkeitsbereichen Hören, Lesen, an Gesprächen teilnehmen, Zusammenhängend Sprechen und Schreiben. Sie soll die Schülerinnen und Schüler befähigen, Alltags-und Unterrichtsituationen in altersgemäßer und dem Lernniveau entsprechender Form situationsadäquat zu bewältigen.

Communicative competence

5 skills

Context

Competence level

Register

www.gers.at

Language Processes


COMPETENCE(Grammar rules,

lexicon etc.)

INPUTINPUT PERFORMANCE PERFORMANCE

Learning Processes


INPUTINPUT

INTAKE

OUTPUTOUTPUT

Pedagogical

INPUTINPUT

Natural

Pedagogical issues


INPUTINPUT

INTAKE

OUTPUTOUTPUT

How should this be structured?(Objectives etc.)

a) What is taken in?b) How does intake (i.e. learning) work?c) how can learning be optimised by pedagogy

How can this be described/assessed?

Language and Learning Processes


INPUTINPUT

INTAKE/COMPETENCE

OUTPUT/PERFORMANCE

OUTPUT/PERFORMANCE

Language and Learning Processes


INTAKE/COMPETENCE

PERFORMANCE

Process of performING

Product

OUTPUT/PerformED OUTPUT/

PerformED INPUTINPUT


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)


‘Idealized’ view of language

“Linguistic theory is concerned primarily with an idealspeaker-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)

The nature of grammar/competence


Mentalist view”(...) in the technical sense linguistic theory is mentalistic,

since it is concerned with discovering a mental realityunderlying actual behavior.” (p4)

Grammar“A grammar of a language purports to be a description of the ideal speaker-hearer's intrinsic competence.” (p4)

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)


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)


� ... by a generative grammar I mean simply a system of rules that in some explicitand well defined way assigns structural descriptions to sentences. (p8)

Structural view


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)

Issues

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

performance


Criticism of Chomskyan viewDell Hymes Michael Halliday

� It is, if I may say so, rather a Garden of Edenview. (…) 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)


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’


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)*


Communicative competence

This competence, moreover, is integral with attitudes, values, and motivationsconcerning 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)*


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)


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 itsstudy is to be established, and conducted in relation to currentlinguistics, 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)


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)


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)*


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)*


… to make judgements about peoples

appearance that day, to busy I suppose discussing there

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.

Letter to the Observer from a

Bradford teacher.

Would you accept these utterances as ‘correct’?

1. You shall do your homework immediately.

9. Can I go to the toilet?

2. It was different than we expected.

10. I shall not be going to the party.

3. If he was here you could ask him.

11. Do you mind me sitting here?

4. I feel like I was in prison. 12. Would someone lend me theirpen?

5. Do it just like I tell you. 13. None of the team wereinjured.

6. We have less students than last year.

14. Philip and me are going to a 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!


Update - D. Newby 28

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 29

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

Changes in grammarOlder form/usage Newer form/usage

1. You shall do your homework immediately.

You must do your homework immediately.

2. It was different from what we expected.

It was different than we expected.

3. If he were here you could ask him.

If he was here you could ask 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 than last year.

We have less students than 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 theirever discovering the truth.

4 Would someone lend me theirpen?

Everyone has a right to his or herown privacy.

5 None of the team were injured. None of the survivors wasseriously injured.

6 Philip and me are going to a football match.

My wife and I will be pleased to 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)*


Performance definitions

� It (performance) takes into account the interactionbetween 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)


Parameters of descriptive theory

� speech community

� speech situation� speech event

� speech act� fluent speaker

� components of speech events� function of speech etc. (53)**


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)**


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)**



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

Communicative Event: competence + performance

�

�

Ideas � Notions �

Form �Message/Outcome

Purpose � Function �

Addressor Addressee

Comm. Comp;Schematicknowledge


Discourse competence, Strategic competence

PragmaticMeaning(speech

Acts)

ConceptualMeaning

(grammar,lexis)

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 ofcomponents previously given. (26)***


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, speechevent, topic unit, exchange, episode, narrative and so on. (60)


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)


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)


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


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.


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)


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.


Notional/functional inventories

� Munby, J. (1978) Communicative Syllabus Design. Cambridge: Cambridge University Press

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



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.

Bachman: language competence



Council of Europe publications


CEFR: Communicative language competence

Linguisticcompetences

‘lexical, phonological, syntactic knowledge and skills and other dimensions of language as system’ (p.13).

Sociolinguisticcompetences

‘refer to the sociocultural conditions of language use’ (…) ‘rules of politeness, norms governing behaviour between generations, sexes, classes and social groups etc.’ (p.13)

Pragmatic: competences

Functionalcompetences

‘relating to the communicative function of utterances’(production of language functions, speech acts)

Discoursecompetences

‘the mastery of discourse, cohesion and coherence, the 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).


Additional competences in CEFR Sociocultural knowledge (savoir)

‘knowledge of the society and culture of the community or communities in which a language is spoken’ (p.102)

Intercultural awareness

‘knowledge, awareness and understanding of the relation (similarities and distinctive differences) between the “world of origin” and the “world of the target community” produce an intercultural awareness. (p.103)

Intercultural skills and know-how (savoir faire)

‘- the ability to bring the culture of origin and the foreign culture into relation with each other;- cultural sensitivity and the ability to identify and use a variety of strategies for contact with those from other cultures’ (p.104)

‘Existential’competence (savoir être)

‘The development of an ‘intercultural personality’ involving both attitudes and awareness is seen by many as an 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, modifying the latter where necessary..’ (p.106)


Analysing communication: Threshold Level (1975/1990).

1. Situationsa. Social roles: stranger/friendb. Settings: restaurant, church, schoolc. Topics: personal identification, house and home, free timed. Behavioural specifications: describe their own house, say how they travel to work, ask what things are called

2. Language activitiesa) Language Functions, expressing pleasure, inquiring about preference

3. General notions : existence/non-existence, size, importance, frequency4. Specific notions:

a) lexical: name, signature, letterb) 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


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.


CEFR: competence + performance

AddresseeAddressor

�Function�Purpose

Message/Outcome

�Form�Notions�Ideas

�

�





COMPETENCE

PERFORMANCE



AddresseeAddressor


Message/Outcome


�

�





COMPETENCE

PERFORMED PERFORMING

CEF - Newby 56

The Council of Europe

Languages Policy Division

(Strasbourg)

European Centre for Modern Languages

(Graz)

Threshold Level

Common European Framework of Reference

International Projects

Dissemination(European countries)

European Language Portfolio

Austria and the Council of

Europe

EP

OS

TL

Österreichisches Sprachen-

Kompetenz-Zentrum

(Graz)

National

Dissemination

(Austria)

CEF - Newby 57

Common European Framework of Reference

(CEFR)European Language Portfolio

(ELP)

The influence of the Council of Europe on language teaching in Austria


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)


CEF - Newby 60

Issues in specifying competence

� What exactly do we mean by competence?

� How can we assess and grade it?

CEF - Newby 61

Common reference levels of language proficiency

�� horizontal Dimensionhorizontal Dimension= parameters of human activity and communicative language competence (descriptors)

�� vertical Dimensionvertical Dimension= an ascending series of common reference levels for describing learner proficiency (scales)

(CEF, p16)

CEF - Newby 62

Two dimensions of assessment grid

Vertical dim

ension: levelVertical dim

ension: level

Horizontal dimension: descriptorHorizontal dimension: descriptor

C2C2 Can Can ……

C1C1 Can Can ……

B2B2 Can Can ……

B1B1 Can Can ……

A2A2 Can Can ……

A1A1 Can Can ……

CEF - Newby 63

The Common Reference Levels

Basic UserBasic User� Breakthrough – A1� Waystage – A2

Independent UserIndependent User� Threshold – B1� Vantage – B2

Proficient UserProficient User� Effective Operational Proficiency – C1� Mastery – C2

CEF - Newby 64

The Common Reference Levels in Austria

UnterstufeUnterstufe� Breakthrough – A1� Waystage – A2

OberstufeOberstufe� Threshold – B1� Vantage – B2 �� MaturaMatura

UniversityUniversity� Effective Operational Proficiency – C1� Mastery – C2

CEF - Newby 65

Criteria for descriptors

� Description issues�Context-free

�Based on theories of language competence

� Measurement issues�Objectively determined (based on theory

of measurement)

�Number of levels – adequate to show progression, make distinctions

CEF - Newby 66

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


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.

What criteria must CEF meet?

� comprehensive� transparent� coherent


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.


Descriptive categories

Language use, embracing language learning, comprises the actionsperformed 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 languageactivities 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 tasksto be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of theircompetences.


‘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).



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.

B2

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 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.

B1

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 less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music etc.

A2

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; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations.

A1Can interact in a simple way but communication is totally dependent on repetition at a slower 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.

Educational principles reflected in CEFR

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



Sprachenportfolio – Sekundarstufe II

� Sprachenpass� Sprachenbiographie

a. meine Sprachlerngeschichte/ interkulturelle Erfahrungenb. Lerntippsc. Sprachen-checklistend. Interkulturelle Erfahrungen

� Dossiera. persönliche Arbeitenb. Zeugnisse, Zertifikate, Bestätigungenc. ausgefüllte Checklisten







AddresseeAddressor


Message/Outcome


�

�



Processes & strategies

Context

1

2

3

4

5

67

8

EPOSTL

Competences, D. NewbyCompetences, D. Newby 80808080

EPOSTL


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

The EPOSTL provides a common basis for the specification and discussion of didactic competences and teacher education curricula across Europe.

EPOSTL


The The Common European Framework Common European Framework ((……) ) describes in a comprehensive way what describes in a comprehensive way what language learnerslanguage learners have to learn to dohave to learn to do in in order to use a language for communication order to use a language for communication and what knowledge and skills they have to and what knowledge and skills they have to develop so as to be able to act effectively.develop so as to be able to act effectively.

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

EPOSTL


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

B1. Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.

1. I can select texts appropriate to the needs, interests and language level of the learners.

EPOSTL





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

B1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.

5. I can set different activities in order to practise and develop different reading strategies according to the purpose of reading (skimming, scanning etc.).

EPOSTL





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

B1. Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.

5. I can set different activities in order to practise and develop different reading strategies according to the purpose of reading (skimming, scanning etc.).

CEFR: Reading for information and argumentation (p.70)

EPOSTL: Methodology, D. Reading

B2. Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.

9. I can help learners to develop critical reading skills (reflection, interpretation, analysis etc.).

EPOSTL


European Language PortfolioEuropean Language Portfolio

Language/learnerLanguage/learner--based:based:

I can understand short simple texts written I can understand short simple texts written in common everyday language in common everyday language

EPOSTLEPOSTLDidactic/teacherDidactic/teacher--based:based:

I can select texts appropriate to I can select texts appropriate to the needs and language level of the needs and language level of the learnersthe learners

EPOSTL


CEF - Newby 88

European Documents

Language/Culture

Learner’scompetences

(Student)Teacher’s

competences

Teachereducation

Common EuropeanFramework of Reference

(CEFR)

European Language Portfolio

(ELP)

European Profile for Language Teacher

Education

European Portfolio forStudent Teachers

(EPOSTL)