Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian i...
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| Format: | Article |
| Language: | deu |
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University of Ljubljana Press (Založba Univerze v Ljubljani)
2014-12-01
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| Series: | Linguistica |
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| Online Access: | https://journals.uni-lj.si/linguistica/article/view/2627 |
| _version_ | 1797949332503134208 |
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| author | Andreja Retelj |
| author_facet | Andreja Retelj |
| author_sort | Andreja Retelj |
| collection | DOAJ |
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The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks.
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| first_indexed | 2024-04-10T21:57:53Z |
| format | Article |
| id | doaj.art-a2f0fdb104e04be2b9ac4e6303bf306c |
| institution | Directory Open Access Journal |
| issn | 0024-3922 2350-420X |
| language | deu |
| last_indexed | 2024-04-10T21:57:53Z |
| publishDate | 2014-12-01 |
| publisher | University of Ljubljana Press (Založba Univerze v Ljubljani) |
| record_format | Article |
| series | Linguistica |
| spelling | doaj.art-a2f0fdb104e04be2b9ac4e6303bf306c2023-01-18T09:50:02ZdeuUniversity of Ljubljana Press (Založba Univerze v Ljubljani)Linguistica0024-39222350-420X2014-12-0154110.4312/linguistica.54.1.61-75Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessmentAndreja Retelj0Gimnazija Novo mesto The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) has since its inception in 2001 served as a guideline not only for teachers and students, but also for curriculum writers, test developers, and textbook authors. CEFR was only translated into Slovenian in 2011. The key principle of CEFR is an action-oriented approach that defines the communicative competence of an individual on the basis of the language activities of reception (listening, reading), production (spoken and written), interaction (spoken), and mediation. Each individual skill is defined by descriptors for levels A1-C2. The aim is to ensure more transparency in the process of language teaching and learning and at the same time to enable students to develop their foreign-language communication competence in an efficient way. Given that foreign language textbooks greatly influence the way a foreign language is taught, the article tries to determine how the students’ lexical competence at different levels (as defined by CEFR) is developed with the aid of some of the most commonly used German language textbooks. https://journals.uni-lj.si/linguistica/article/view/2627lexical competenceCEFRGerman coursebooksaspects of lexical knowledge |
| spellingShingle | Andreja Retelj Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment Linguistica lexical competence CEFR German coursebooks aspects of lexical knowledge |
| title | Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment |
| title_full | Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment |
| title_fullStr | Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment |
| title_full_unstemmed | Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment |
| title_short | Evaluation of textbooks for German as a foreign language in the basis of the Common European Framework of Reference for Languages: learning, teaching, assessment |
| title_sort | evaluation of textbooks for german as a foreign language in the basis of the common european framework of reference for languages learning teaching assessment |
| topic | lexical competence CEFR German coursebooks aspects of lexical knowledge |
| url | https://journals.uni-lj.si/linguistica/article/view/2627 |
| work_keys_str_mv | AT andrejaretelj evaluationoftextbooksforgermanasaforeignlanguageinthebasisofthecommoneuropeanframeworkofreferenceforlanguageslearningteachingassessment |