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The main aim of CEFR

Блог им. lalixon
 
My name is Raykhona Buriyeva, I am teaching at State General education school specialized in philology (M.Ulugbek, Tashkent) and I have been learning about the Common European Framework of Reference with my colleguages ( as working trener). I am writing this article because I would  like to share my thoughts on theoretical  and practical aspects of CEFR with other teachers.
 
 

The Common European Framework of Reference (CEFR) has been adopted in our Republic of Uzbekistan in 2012 and later the National Educational Standards of Foreign Language teaching and learning were calibrated accordingly. Why we need CEFR is because  it directs our teaching and learning to master a    foreign language to be successful in the new, modern era of globalization in education, science, economy, politics and social life. Education is becoming global and both pupils and teachers are able to pursue further education and academic eareers throughout the world. One of the measuresto further improve learning and teaching of foreign languages to be implemented in the light of the Presidential Decree No 1875 was establishment of National System of Assessment of Foreign Language Proficiency. Thus, The Department of Foreign  Language was created within the National Testing Centre.
Today, all teachers of secondary schools are preparing for the next CEFR tests. CEFR tests consists of Listening, Reading, Lexical-Grammar Competences (consisting of 30 questions each), writing (consisting of two tasks ) and Speaking (Lasting for about 15 minutes) sections. The passing mark for the sections (Listening, Reading, Lexical- Grammar Competences) is 40 % and for the last two sections (writing and speaking) is 50 % In the Listening part teachers hear short monologues, a dialogue in a social context, an interview and part of an academic lecture. This part tests teachers, ability to listen for gist and listen for specific details or features.
In the reading part teachers, read short texts, fictional passage and an article from a newspaper or magazine. This part tests the teachers, ability to skim, scan and inter as well as use the context to guess the meaning of the words. In the lexical-grammar competences part, teachers are asked to complete or to fulfil various tasks testing their knowledge of English Grammar as well ability to use vocabulary in context. Task types include matching, error identification and multiple choice questions.
 
In the writing part, teachers are asked to produce a formal or a semi-formal letter and an opinion essay. This task requires accuracy, variety of grammar and vocabulary, cohesion and coherence.
In the speaking part, the teacher are asked to answer questions regarding (concerning) their surrundings and to make a quick presentation. They are assessed on fluency, pronunciation, accuracy and variety of grammar and vocabulary, cohesion and coherence.
That’s why, today all teachers of our country are learning the CEFR. I think  the English language  taught in the past was highly theoretical focusing on grammar structure, cramming  proverbial irregular verbs. However, it is necessary to teach pupils  to use the language knowledge appropriately focusing on all the skills required for effective communication. This is where CEFR comes in handy, as it is the most widely used set of foreign language, especially, English language educational standards throughout the world that give the guidance of what to teach and how teaching can be organized.
 
I hope all these information above gives some basic information and ideas about CEFR. I believe all teachers  of foreign language, especially, English teachers must pay attention to CEFR tests seriously. This test serves as external motivation for teachers to develop professionally.
 Raykhona Buriyeva
 

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