4. A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE
ABILITY
Communicative language ability (CLA):
knowledge/
competence
the capacity for
implementing that
competence in
appropriate,
contextualized
communicative
language use
5. A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE
ABILITY
Three components of the framework of CLA:
1. Language competence
2. Strategic competence
3. Psychophysio- logical mechanisms
6. A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE ABILITY
1. LANGUAGE COMPETENCE
A set of specific knowledge components that are utilized in
communication via language
Two components of language competence:
7.
8. A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE ABILITY
2. STRATEGIC COMPETENCE
The mental capacity for implementing the
components of language competence in
contextualized communicative language use
The means for relating language
competencies to features of the context of
situation in which language use takes place and
to the language user’s knowledge structures
9. Three components in strategic competence:
A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE ABILITY
2. STRATEGIC COMPETENCE
•To identify necessary information for realizing a particular communicative
goal in a given context
•To determine what language competencies are at our disposal for most
effectively bringing that information to bear in achieving the
communicative goal
•To ascertain the abilities and shared knowledge of the interlocutor
Assessment
•To retrieve relevant items (grammatical, textual, illocutionary,
sociolinguistic) from language competence
•To formulate a plan whose realization is expected to achieve the
communicative goal
Planning
•To implement the plan in the modality and channel appropriate to the
communicative goal and the context
Execution
10. The neurological and psycho- logical processes involved
in the actual execution of language as a physical
phenomenon (sound, light)
Eg. ‘The girl is taller than the boy.’
Visual skill: to gain access to the non-linguistic
information in the picture
Auditory skill: to gain access to the information in the
administrator’s instructions
Articulatory skill: to pronounce the words correctly and
to provide appropriate stress and intonation.
A THEORETICAL FRAMEWORK OF
COMMUNICATIVE LANGUAGE ABILITY
3. PSYCHOPHYSIO- LOGICAL MECHANISMS
12. Describe 6 levels of language ability (A1 – C2)
Be used by organizations all over the world
Provide a method of learning, teaching, and
assessing
An internationally
recognized
framework
2. CEFR AND ITS TWO RELATED PROJECTS
13. 2. CEFR AND ITS TWO RELATED PROJECTS
2.1. DIALANG project
2.2. ALTE ‘Can do’ project
14. 2.1. DIALANG PROJECT
2.1.1 The DIALANG assessment system
2.1.2 Purpose of DIALANG
2.1.3 Assessment procedure
2.1.4 Purpose of self-assessment in DIALANG
15. 2.1.1. THE DIALANG ASSESSMENT SYSTEM
DIALANG
An assessment
system
Get diagnostic
information about their
proficiency
Language
learners
CEF
Self-assessment
Language tests
Feedback
16. 2.1.2. PURPOSE OF DIALANG
DIALANG
A
D
U
L
T
S
want to know their level of language
proficiency
want to get feedback on the strengths
and weaknesses
• provides advice how to
improve the language skills
• raises learners’ awareness of
learning and proficiency
• does not issue certificates
17. 2.1.3. ASSESSMENT PROCEDURE
1. Choice of administration language
2. Registration
3. Choice of test language
4. Vocabulary Size Placement Test
5. Choice of skill (R, L, W, Vocabulary, Structures)
6. Self-assessment (R, L, W)
7. System pre-estimates learner’s ability
8. Test of appropriate difficulty is administrated.
9. Feedback
18. 2.1.4. PURPOSE OF SELF-ASSESSMENT IN
DIALANG
#1Encourage autonomous learning enhance learners’
awareness of their learning process
#2
The Vocabulary
Size Placement
Test
Self-assessment
results
pre-estimate
learners’
ability
direct them to
an appropriate
test
19. 2.2. ALTE ‘CAN DO’ PROJECT
2.2.1 The ALTE framework
2.2.2 The ALTE ‘Can Dos’ are user-orientated scales
2.2.3 Organization of the ‘Can Do’ statements
2.2.4 Levels of proficiency in the ALTE Framework
20. 2.2.1. THE ALTE FRAMEWORK
A central part of ALTE’s long-term research
Aim at establishing a framework of key levels of language
performance
21. 2.2.2. THE ALTE ‘CAN DOS’ ARE
USER-ORIENTATED SCALES
Provide
A useful tool for teaching and testing students a checklist
A basis for developing diagnostic test tasks, activity-based curricula,
teaching materials
A means of designing exams about language training and recruitment
22. 2.2.3. ORGANIZATION OF THE ‘CAN
DO’ STATEMENTS
400
statements
Social and
Tourist
Shopping
Eating out
L/S
R
W
Work
Study
23. 2.2.4. LEVELS OF PROFICIENCY IN
THE ALTE FRAMEWORK
Waystage
User
Threshold
User
Independent
User
Competent
User
Good User
24. REFERENCES
Bachman, L. F. (1997). Fundamental considerations in language
testing. Oxford: Oxford University Press.
Bộ Giáo dục và đào tạo – Đề án Ngoại ngữ Quốc gia 2020. (2012).
Khóa đào tạo, bồi dưỡng chuyên gia khảo thí biên soạn câu hỏi
thi Tiếng Anh. Quyển 1. Lăng Cô, Huế.
