The English Grammar Profile of learner competence: Methodology and key findings

O'Keeffe, Anne and Mark, Geraldine 2017. The English Grammar Profile of learner competence: Methodology and key findings. International Journal of Corpus Linguistics 22 (4) , pp. 457-489. 10.1075/ijcl.14086.oke

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Abstract

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001a) is an established benchmark for language competence (Jones & Saville 2009). It comprises six levels of competence from A1 (lowest) to C2 (highest). Anderson (2007: 660) notes that these levels have become a common currency in language education, prevalent in curricula, syllabuses, textbooks, teacher training courses. In the early 1990s, as part of a Council of Europe project, the CEFR established a set of statements, illustrated in Figures 1 and 2, defining what is minimally required for each stage within the framework in terms of grammar, vocabulary and skills development as well as functional and notional objectives. These performance-based “can-do statements”, or ‘Reference Level Descriptors’, evolved from the collective judgements of a body of experts (Van Ek & Trim 1991a, 1991b).

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	English, Communication and Philosophy
Publisher:	John Benjamins Publishing
ISSN:	1384-6655
Date of First Compliant Deposit:	22 February 2024
Date of Acceptance:	26 October 2017
Last Modified:	21 Mar 2024 11:45
URI:	https://orca.cardiff.ac.uk/id/eprint/166496

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