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CONTENTS
Prefatory note = ⅸ
Notes for the user = xi
Synopsis = xv
1 The Common European Framework in its political and educational context = 1
 1.1 What is the Common European Framework? = 1
 1.2 The aims and objectives of Council of Europe language policy = 2
 1.3 What is 'plurilingualism'? = 4
 1.4 Why is CEF needed? = 5
 1.5 For what uses is CEF intended? = 6
 1.6 What criteria must CEF meet? = 7
2 Approach adopted = 9
 2.1 An action-oriented approach = 9
 2.2 Common reference levels of language proficiency = 16
 2.3 Language learning and teaching = 18
 2.4 Language assessment = 19
3 Common Reference Levels = 21
 3.1 Criteria for descriptors for Common Reference Levels = 21
 3.2 The Common Reference Levels = 22
 3.3 Presentation of Common Reference Levels = 23
 3.4 Illustrative descriptors = 25
 3.5 Flexibility in a branching approach = 31
 3.6 Content coherence in Common Reference Levels = 33
 3.7 How to read the scales of illustrative descriptors = 36
 3.8 How to use scales of descriptors of language proficiency = 37
 3.9 Proficiency levels and achievement grades = 40
4 Language use and the language user／learner = 43
 4.1 The context of language use = 44
 4.2 Communication themes = 51
 4.3 Communicative tasks and purposes = 53
 4.4 Communicative language activities and strategies = 57
 4.5 Communicative language processes = 90
 4.6 Texts = 93
5 The user／learner's competences = 101
 5.1 General competences = 101
 5.2 Communicative language competences = 108
6 Language learning and teaching = 131
 6.1 What is it that learners have to learn or acquire? = 131
 6.2 The processes of language learning = 139
 6.3 What can each kind of framework user do to facilitate language learning? = 140
 6.4 Some methodological options for modern language learning and teaching = 142
 6.5 Errors and mistakes = 155
7 Tasks and their role in language teaching = 157
 7.1 Task description = 157
 7.2 Task performance = 158
 7.3 Task difficulty = 159
8 Linguistic diversification and the curriculum = 168
 8.1 Definition and initial approach = 168
 8.2 Options for curricular design = 169
 8.3 Towards curriculum scenarios = 170
 8.4 Assessment and school, out-of-school and post-school learning = 174
9 Assessment = 177
 9.1 Introduction = 177
 9.2 The Framework as a resource for assessment = 178
 9.3 Types of assessment = 183
 9.4 Feasible assessment and a metasystem = 192
General Bibliography = 197
Appendix A : Developing proficiency descriptors = 205
Appendix B : The illustrative scales of descriptors = 217
Appendix C : The DIALANG scales = 226
Appendix D : The ALTE 'Can Do' statements = 244
Index = 258