The action-oriented approach
The
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
advocates for an
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach to language learning which emphasises the learning of a language to achieve real-life goals. Evolving from the Communicative Approach, this approach views language as a vehicle for communication, and language learners are language users from the outset. It is built on the understanding that language exists in a social context and communication is influenced by many external and internal factors. These include the social setting, cultural factors as well as the students’ communicative language
Competences
The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9)
as well as general
Competences
The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9)
. The
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach aims to connect the “language classroom world” and the real world. It enables learners to see real and immediate benefits to their language learning. Learning and teaching is centred around the functional use of language to achieve goals and accomplish tasks which reflect real-life language use inside and outside of the classroom. When learners engage with tasks, they are required to draw on all the
Competences
The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9)
at their disposal to achieve a specific goal. Figure 4 illustrates language use within the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach.
Figure 4: Model of language use within the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach
The
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach is flexible in nature and allows teachers to draw on students’ needs and interests when planning learning experiences that are engaging, appropriate and relevant to their context. Further supports on the
Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks.
approach and the
CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages.
CV Proficiency Scales are available here.