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Relevant bibliographies by topics / The CEFR

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Dissertations / Theses

Academic literature on the topic 'The CEFR'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Dissertations / Theses on the topic "The CEFR"

1

Kantarcioglu, Elif. "Relating an institutional proficiency examination to the CEFR : a case study." Thesis, University of Roehampton, 2012. https://pure.roehampton.ac.uk/portal/en/studentthesis/relating-an-institutional-proficiency-examination-to-the-cefr-a-case-study(1d4a85bd-cc50-4b40-9ac6-1e7e9c23a4f9).html.

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The primary aim of this study is to investigate the contributions of the CEFR linking process, as stipulated by the Manual for Relating Examinations to the Common European F ramework of Reference for Languages: learning, teaching, assessment (Council of Europe, 2003), to the validation argument of a university level English language proficiency examination. It also aims to explore the impact of the linking process on the pre-determined or desired level of the examination under study. This study uses both qualitative and quantitative methods to address the above areas and is comprised of three

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2

Rubke, Dorothea. "Le Cadre Européen Commun de Référence (CECR) et l’Apprentissage des Langues Assisté par Ordinateur (ALAO) : une analyse critique et une recherche de compatibilité." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040084.

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Cette thèse repose sur une analyse critique et une vérification de la compatibilité de deux éléments du domaine d’apprentissage d’une langue étrangère. Le point de départ de notre recherche est un problème constaté lors de la mise en application du CECR et de l’ALAO. Le premier a pour but d’harmoniser l’apprentissage linguistique tout en présentant un cadre de référence avec une échelle d’évaluation allant d’un niveau A1 à un niveau C2. Le deuxième (ALAO) représente une approche d’apprentissage linguistique qui se trouve parfois réduite à ces avantages techniques sans pour autant avoir été con

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3

Valldepérez, Castillo Mª Soledat. "Oral Discourse in Foreign Language Education. The Speaking Activities in EFL Textbooks and the CEFR." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/401329.

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The main aim of this dissertation consists in evaluating the oral language taught in EFL textbooks considering the influence of the Spoken Production and Interaction descriptors in the Common European Framework of Reference (CEFR). The relevance of the two parameters among practitioners in foreign language education such as textbook writers, publishers, teachers as well as researchers has led us to analyse their adequacy and contribution in the design and content of a representative sample of speaking activities in EFL course books published between 2009 and 2013. Furthermore, this research fo

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4

Waller, Daniel. "Investigation into the features of written discourse at levels B2 and C1 of the CEFR." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/606056.

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Validation in language testing is an ongoing process in which information is collected through investigations into the design, implementation, products and impacts of an assessment (Sireci, 2007). This includes the cognitive processes elicited from candidates by a test (Weir, 2005). This study investigated the English Speaking Board’s ESOL International examinations at levels B2 and C1 of the CEFR. The study considered the role of discourse competence in successful performances through examination of cognitive phases employed by candidates and metadiscourse markers and whether the use fit with

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5

Sahuric, Bank Matilda. "Assessing the Invisible : Teachers' views on the assessment of language-learning strategies in Swedish upper secondary school." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-33687.

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When revising the curriculum for the Swedish upper secondary school in 2011, language-learning strategies were added to the description of the subject of English. It was also added to the core content and to the grading criteria, which in its turn has added a new dimension to teaching and assessing L2. By problematizing the teachers’ subjective views on assessment of these new criteria, the hypothesis, according to which teachers find assessing language learning strategies, in English 5, difficult, is discussed. Skolverket’s policy documents, the Common European Framework of Reference scale (C

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6

Çitak, Gökmen. "Approche historique de la fatwa et perspectives de son adaptabilité en Europe, la contribution du Conseil Européen de la Fatwa et des Recherches." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3081/document.

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La religion musulmane est une religion universelle, elle ne se limite pas à un espace défini, ni à une époque. Elle peut s’étendre à tous les lieux. Le passé a témoigné et démontré sa capacité à être une religion conciliable et adaptable à toutes cultures et civilisations. Dès lors, il est tout à fait possible d’affirmer qu'elle est une religion flexible selon l'environnement. Le flux migratoire en Europe des personnes en provenance de pays musulmans a engendré l’enracinement progressif de l’Islam, dans un environnement non musulman et sécularisé. C’est dans ce contexte sans précédent, qu’une

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7

Kusseling, Francoise S. "A Corpus-Based Evaluation of the Common European Framework Vocabulary for French Teaching and Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3506.

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The CEFR French profiles have been widely used to teach and evaluate language instruction over the past decade. The profiles were specifications of vocabulary that have been largely untested from a corpus-based, empirical perspective. The purpose of this dissertation was to evaluate the CEFR profiles by comparing their content with two sizable contemporary corpora. This study quantified and described the vocabulary overlap and uniqueness across all three of these resources. Four areas of overlap and three areas of uniqueness were analyzed and identified. Slightly over 40% of the lexical conten

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8

Nguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.

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The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The in

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9

Burkett, Theodore Howard. "An investigation into the use of Word Lists in university foundation programs in the United Arab Emirates." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33151.

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There has been increasing interest in research on creating word lists in the past decade with more than 60 separate lists being published along with Nation’s (2016) timely Making and Using Word Lists for Language Learning and Testing. However, this focus on word lists has primarily been on creating them and has not necessarily extended to looking at how they are actually used. In order to help answer the question of how these lists are utilized in practice, this exploratory, interpretive study based on interviews with teachers and assessment/curriculum developers looks at how word lists are us

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10

Mestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.

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Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error producti

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