By Inge Bartning, Maisa Martin, Ineke Vedder

The typical ecu Framework of Reference for Languages (CEFR) has develop into the yardstick for educating and trying out language abilities in Europe and in other places. but little is understood concerning the relationships among the communicative degrees validated utilizing the can-do statements of the CEFR and the developmental phases of grammatical and lexical improvement defined through moment Language Acquisition (SLA) learn. This ebook offers empirical study by way of individuals of the SLATE community (Second Language Acquisition and trying out in Europe), geared toward bridging this hole. The stories care for numerous goal languages, together with Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with grownup, adolescent and baby novices in either formal and casual contexts.

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The Modern Language Journal, 76, 333–352. Van den Branden, K. ) (2006). Task-based language education. From theory to practice. Cambridge: Cambridge University Press. , & Norris, J. M. ). (2009). Task-based language teaching. A reader. Amsterdam/Philadelphia: Benjamins. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press. Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 101–122. Designing and assessing L2 writing tasks across CEFR proficiency levels 47 Wigglesworth, G.

Html). The tasks used to collect these data served as a starting point – whatever data were going to be collected from teenaged language learners had to match the existing data base as to the type and nature of the task. A considerable amount of time and effort went into designing or selecting tasks that would reflect a variety of features relevant for the development of communicative L2 writing. It was also necessary to take into account the scales that were going to be used for L2 writing assessment: the CEFR and the Finnish National Core Curriculum scales.

F. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill. Bonk, W. , & Ockey, G. J. (2003). A many-facet Rasch analysis of the second language group oral discussion task. Language Testing, 20(1), 89–110. 44 Riikka Alanen, Ari Huhta and Mirja Tarnanen Brindley, G. (1994/2009). Task-centred language assessment in language learning. The promise and the challenge. In J. Norris, M. Bygate, & K. ), Task-based language teaching. A reader (pp. 435–454). Amsterdam/Philadelphia: Benjamins.

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