Untitled

Sophie Mujiri
Ivane Javakhishvili
Tbilisi State University, Georgia
saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
The problems of adjusting linguistic competences to the levels of
the European Framework of Reference
ABSTRACT
The article is dedicated to the consideration of the united European Framework of Reference, concerning
the learning, teaching and assessing language learning of the Framework that is the most important document
and instrument of standardizing text-books (manuals) and examinations. A differentiated system
of a six-stage scale and describers is described briefly part of the scholars consider it to be transparent
and relevant, other think that it is imperfect. A wish of improving it is expressed in order that I should be
possible to exactly adjust the linguistic competence of the examined person to one of the levels of the
Framework of Reference. Another point that is criticized is that Framework of Reference does not present
any special instructions for drawing up the examination test and does not envision all the factors, conditioning
the complexity of the test. The difficulties, connected with the understanding of the oral speech
are also accentuated in the article. On the basis of analyzing these problems it becomes possible to work
out recommendations both for developing the skill of understanding the oral speech and drawing up the
test to check up the competence of listening, adjusted to the standard of the Framework of Reference.
Taking into consideration the following factors and difficulties is recommended: the homogeneous/heterogeneous
character of the group of language learners, interference peculiarities, the level of
phonetic-phonological and lexico-grammatical competence, the ability of recognizing the importance features
of spontaneous authentic speech and tempo. We should not choose texts with polyvalent contents
with complicated reference and local relativity and background noise for the persons who do not know
the foreign language well. The accompanying assignments should be given before listening to the text,
the style of listening of the audiotext should be mainly global or selective. It is preferable to include the
visual channel for testing and choosing the roles of the addressee and the auditor for the listener. The assessment
system of “the Institute of German as a Foreign Language” (the 2010-2011 version) is given as
a specimen of the objective description and assessment of the competence of listening. According to this
system it is necessary first to characterize the text of the test (its authentic character, the type of discourse,
its subtype, volume, how difficult its vocabulary and grammar is , the tempo of speech, how distinct
the articulation is, the accent, etc.) and adjust it to the respective level of the Framework of Reference
(to make it more exact B2+, B1+, A2+ levels are added to the competence scale of understanding of
what has been heard), and then to assess the competence of the listener numerically (according how correctly
he/she will do the assignments, accompanying the text he/she has listened to). The abovementioned
system is objective and transparent. It can be successfully introduced into the educational
sphere of Georgia to learn, teach and assess audition in a foreign language.
Common European Framework of reference of the languages learning, teaching and assessment was
created in 2001 according to the European Council instruction. It serves pursuing language policy and implementation
of political activities in Europe: “In multicultural Europe hereditary diversity of languages must
become the ground of mutual understanding and close cooperation of Europeans.”(…) “The knowledge of
modern languages will ease communication and interaction between the Europeans, will make it possible to
increase their mobility in Europe and will facilitate the respect of identities, maintenance of the cultural heredity
and development” (GI, 2001, P. 15).
Common European Framework of reference of the languages learning, teaching and assessment (hereafter
briefly: the framework of reference) is used as the basis for formation of educational standard, reformation
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