THE ROLE OF THE CEFR IN TEACHING AND ASSESSING ENGLISH LANGUAGE PROFICIENCY
Keywords:
CEFR, language proficiency, assessment, curriculum design, communicative competenceAbstract
This article explores the role of the Common European Framework of Reference for Languages (CEFR) in the teaching and assessment of English language proficiency. It examines CEFR’s historical development, theoretical underpinnings, pedagogical implications, and its impact on curriculum design, materials development, classroom instruction, and assessment practices. The study provides a comprehensive analysis of how CEFR descriptors influence communicative teaching methodologies, learning outcomes, and standardized evaluation frameworks. It also discusses challenges and limitations associated with CEFR implementation in diverse educational contexts, particularly in multilingual environments. The article concludes that CEFR serves as an effective tool for enhancing transparency, comparability, and consistency in English language teaching and assessment, while requiring adaptation to local needs.
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