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By Inge Bartning, Maisa Martin, Ineke Vedder

The typical ecu Framework of Reference for Languages (CEFR) has turn into the yardstick for educating and trying out language talents in Europe and in other places. but little is understood in regards to the relationships among the communicative degrees demonstrated utilizing the can-do statements of the CEFR and the developmental phases of grammatical and lexical improvement defined via moment Language Acquisition (SLA) learn. This booklet offers empirical examine through participants of the SLATE community (Second Language Acquisition and trying out in Europe), geared toward bridging this hole. The experiences care for a number of goal languages, together with Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with grownup, adolescent and baby rookies in either formal and casual contexts.

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Additional resources for Communicative proficiency and linguistic development: intersections between SLA and language testing research

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Like the SLATE network, the Cefling project attempts to bring together the knowledge acquired in the areas of Second Language Acquisition (SLA) and Language Testing. Cefling focuses on writing only, although the methods developed for the analysis are equally applicable to speaking. The target languages of the project are English and Finnish but only the latter is discussed in this chapter. The studies reported here are piloting many of the problematic issues involved, and most of the results are thus only tentative.

Yoshioka, J. (1998). Designing second language performance assessments. Honolulu: University of Hawaii Press. Norris, J. , & Ortega, L. (2003). Defining and measuring SLA. In C. H. ), Handbook of second language acquisition (pp. 716–761). Malden, MA: Blackwell. , & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555–578. North, B. (1996/2000). The development of a common framework scale of language proficiency (Doctoral dissertation).

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. (2001). Influences on performances in task-based oral assessments. In M. Bygate, P. Skehan, & M. ), Researching pedagogic tasks.

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