歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級(頁 1) - 英文檢定.學習秘訣

nod32 2010-1-10 21:12

歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級

<H2>歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級</H2>
中文版 
歐洲共同語言參考標準(Common European Framework of Reference for Languages；CEFR)，是<A href="http://zh.wikipedia.org/zh-tw/%E6%AD%90%E6%B4%B2%E8%AD%B0%E6%9C%83" target=_blank>歐洲議會</A>在2001年11月通過的一套建議標準，為<A href="http://zh.wikipedia.org/w/index.php?title=%E6%AD%90%E6%B4%B2%E8%AA%9E%E8%A8%80&action=edit&redlink=1" target=_blank>歐洲語言</A>在評量架構和教學指引、考試、教材所提供的基準。其政治與教育上意義在於可用來評估<A href="http://zh.wikipedia.org/zh-tw/%E8%AA%9E%E8%A8%80" target=_blank>語言</A>學習者在所學語言的成就，同時也給予教育評估方針。 
<DIV class=t_msgfont> 分級 </DIV>
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<LI>C2</LI></UL></DIV>能夠輕易理解任何吸收到的訊息，並且針對不同書面或口語來源做出大綱、重新架構不同的論點，提出的表達，自然而非常流暢，緊緊地抓住語言最唯妙唯肖的部分，更能在較為複雜的場合上辨別專業上細微的意涵 
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<LI>C1</LI></UL>能理解包括要求、長篇文章、或意義含蓄的廣泛訊息，自然而流暢的表達，而沒有明顯的詞窮狀況發生，懂得彈性並有效率的運用語言在社交、學術、專業目的之上，對於複雜的主題能產生清晰且架構良好、細節性的文字，展現收放自如的組織形式、連結和精巧的策略。 
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<LI>B2</LI></UL>能理解複雜文章段落的具體和抽象主旨，包括技巧地討論自己專門的領域，可自然而流暢地和該語言的母語使用者進行例行互動。可以針對廣泛的主題說出清晰、細節性的文字，並且可對於一個議題提出解釋與利弊分析或是各式各樣的想法。 
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<LI>B1</LI></UL>能理解自己在工作、學習環境、休閒環境等等遇到熟悉的事物做出理解，能再該語言使用地區旅遊時對應各種可能的狀況，也可以對於自己感興趣或熟知的的事物提出簡單的相關資訊，另外還能夠描述經驗、事件、夢境、願望、和雄心大志，並能對自己的意見或計畫做出簡略的解釋。 
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<LI>A2</LI></UL>能理解在最貼近自己的環境中經常被使用的表達方式或語句，例如非常基本的個人和家庭資料、購物、區域地理、和就業，能與人溝通簡單而例行性的工作，這類工作通常只需要簡單而直接的日常訊息，另外，這個等級的學習者，能夠用粗淺的詞語描述自身背景、以及最貼近自己的環境之中的事物。 
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<LI>A1</LI></UL>能理解並運用每天熟悉、與自己喜好有關且具體的表達方式和非常基礎的語句，可以介紹或詢問、回答自己或他人有關個人的訊息，例如居住地、人際關係、所有物，對於他人緩慢而清晰的對談，只能以簡單的方式產生反應。 出處：維基百科 
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<TD>歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級</TD>
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<TD><IMG border=0 alt="" src="http://www.britishcouncil.org/tw/spacer.gif" width=1 height=20></TD></TR></TBODY></TABLE>                                                歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級說明(Common Reference Levels: global scale)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
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<TD>C2 (精通級)Mastery</TD>
<TD>對所有聽到、讀到的信息，能輕鬆地做觀想式瞭解。能由不同的口頭書面信息作摘要，再於同一簡報場合中重做論述及說明。甚至能於更複雜的情況下，隨心所欲地自我表達且精準地區別出言外之意。</TD></TR>                       
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<TD>C1 (流利級)Effective Operational Proficiency</TD>
<TD>能瞭解多智識領域且高難度的長篇文字，認識隱藏其中的深意。能流利隨意地自我表達而不會太明顯地露出尋找措辭的樣子。針對社交、學術及專業的目的，能彈性地、有效地運用言語工具。能清楚的針對複雜的議題進行撰寫，結構完整的呈現出體裁及其關聯性。</TD></TR>                       
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<TD>B2 (高階級)Vantage</TD>
<TD>針對具體及抽象主題的複雜文字，能瞭解其重點。主題涵蓋個人專業領域的技術討論。能即時地以母語作互動，有一定的流暢度且不會感到緊張。能針對相當多的主題撰寫出一份完整詳細的文章，並可針對所提各議題重點做出優缺點說明。</TD></TR>                       
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<TD>B1 (進階級)Threshold</TD>
<TD>針對一般職場、學校、休閒等場合，常遇到的熟悉事物時，在收到標準且清晰的信息後，能瞭解其重點。在目標語言地區旅遊時，能應付大部分可能會出現的一般狀況。針對熟悉及私人感興趣之主題能簡單地撰稿。能敘述經驗、事件、夢想、希望及志向，對看法及計畫能簡短地解釋理由及做出說明。</TD></TR>                       
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<TD>A2 (基礎級)Waystage</TD>
<TD>能了解大部分切身相關領域的句子及常用辭(例如：非常基本之個人及家族資訊、購物、當地地理環境，工作)。針對單純例行性任務能夠做好溝通工作，此一任務要求簡單直接地對所熟悉例行性的事務交換信息。能簡單地敘述出個人背景，週遭環境及切身需求試務等狀況。</TD></TR>                       
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<TD>A1 (入門級)Breakthrough</TD>
<TD>能了解並使用熟悉的日常表達方式，及使用非常簡單之詞彙以求滿足基礎需求。能介紹自己及他人並能針對個人背景資料，例如住在哪裡、認識何人以及擁有什麼事物等問題作出問答。能在對方語速緩慢、用詞清晰並提供協助的前提下作簡單的交流。</TD></TR></TBODY></TABLE>                                         備註： 
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<LI>歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級說明(Common Reference Levels: global scale)(Common European Framework of Reference for Languages: learning, teaching, assessment，簡稱CEFR)係歐洲理事會(<A href="http://www.coe.int/DefaultEN.asp" target=_blank>Council of Europe</A>)於1996年公布，為一國際認定之語言能力分級參考標準。
<LI>本表英文部分係摘錄自<A href="http://www.coe.int/DefaultEN.asp" target=_blank>Council of Europe</A>網站資料。
<LI>本表中文翻譯係取自教育部94年7月21日台社(一)字第0940098850號函附件。</LI></UL>
出處：<A href="http://www.britishcouncil.org/tw ... ls-global-scale.htm" target=_blank>http://www.britishcouncil.org/tw ... ls-global-scale.htm</A>

nod32 2010-1-10 21:14

英文版The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across <A href="http://en.wikipedia.org/wiki/Europe" target=_blank>Europe</A>. It was put together by the <A href="http://en.wikipedia.org/wiki/Council_of_Europe" target=_blank>Council of Europe</A>as the main part of the project "Language Learning for EuropeanCitizenship" between 1989 and 1996. Its main aim is to provide a methodof assessing and teaching which applies to all languages in Europe. InNovember 2001 a European Union Council Resolution recommended using theCEFR to set up systems of validation of language ability. The sixreference levels (see below) are becoming widely accepted as theEuropean standard for grading an individual's language proficiency.Nonetheless, existing examination boards have retained their own namingconventions, e.g. "Intermediate", which are, arguably, easier for them,and their students, to remember. 
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<LI><A href="http://en.wikipedia.org/wiki/UNIcert" target=_blank>UNIcert</A>(for different languages of both European and non-European countries),which is used in several European countries, is auniversity-language-education standard based on the CEFR.</LI></UL> DevelopmentIn 1991 the <A href="http://en.wikipedia.org/wiki/Swiss_Federal_Council" target=_blank>Swiss Federal Authorities</A> held an Intergovernmental Symposium in <A href="http://en.wikipedia.org/wiki/R%C3%BCschlikon" target=_blank>Rüschlikon</A>, <A href="http://en.wikipedia.org/wiki/Switzerland" target=_blank>Switzerland</A>,on "Transparency and Coherence in Language Learning in Europe:Objectives, Evaluation, Certification". This symposium found that aCommon European Framework for languages was needed to improve therecognition of language qualifications and help teachers co-operate,eventually leading to improved communication and cooperation generallyin Europe. As a result of the symposium, the <A href="http://en.wikipedia.org/wiki/Swiss_National_Science_Foundation" target=_blank>Swiss National Science Foundation</A>set up a project to develop levels of proficiency, to lead on to thecreation of a "European Language Portfolio" - certification in languageability which can be used across Europe. LevelsThe Common European Framework divides learners into three broad divisions which can be divided into six levels: A Basic User A1 Breakthrough A2 Waystage B Independent User B1 Threshold B2 Vantage C Proficient User C1 Effective Operational Proficiency C2 Mastery The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. 出處：維基百科（部分） 
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<TD><IMG border=0 alt="" src="http://www.britishcouncil.org/spacer.gif" width=1 height=20></TD></TR></TBODY></TABLE>                                                <IMG onclick="zoom(this, this.src)" border=0 alt="" src="http://www.britishcouncil.org/tw-english-courses-cef-des-for-website.pdf" onload="attachimg(this, 'load')"> Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
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<TD>C2Mastery</TD>
<TD>Canunderstand with ease virtually everything heard or read. Can summariseinformation from different spoken and written sources, reconstructingarguments and accounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely, differentiatingfiner shades of meaning even in more complex situations.</TD></TR>                       
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<TD>C1Effective Operational Proficiency</TD>
<TD>Canunderstand a wide range of demanding, longer texts, and recogniseimplicit meaning. Can express him/herself fluently and spontaneouslywithout much obvious searching for expressions. Can use languageflexibly and effectively for social, academic and professionalpurposes. Can produce clear, well-structured, detailed text on complexsubjects, showing controlled use of organisational patterns, connectorsand cohesive devices.</TD></TR>                       
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<TD>B2Vantage</TD>
<TD>Canunderstand the main ideas of complex text on both concrete and abstracttopics, including technical discussions in his/her field ofspecialisation. Can interact with a degree of fluency and spontaneitythat makes regular interaction with native speakers quite possiblewithout strain for either party. Can produce clear, detailed text on awide range of subjects and explain a viewpoint on a topical issuegiving the advantages and disadvantages of various options.</TD></TR>                       
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<TD>B1Threshold</TD>
<TD>Canunderstand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where thelanguage is spoken. Can produce simple connected text on topics whichare familiar or of personal interest. Can describe experiences andevents, dreams, hopes and ambitions and briefly give reasons andexplanations for opinions and plans.</TD></TR>                       
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<TD>A2Waystage</TD>
<TD>Canunderstand sentences and frequently used expressions related to areasof most immediate relevance (e.g. very basic personal and familyinformation, shopping, local geography, employment). Can communicate insimple and routine tasks requiring a simple and direct exchange ofinformation on familiar and routine matters. Can describe in simpleterms aspects of his/her background, immediate environment and mattersin areas of immediate need.</TD></TR>                       
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<TD>A1Breakthrough</TD>
<TD>Canunderstand and use familiar everyday expressions and very basic phrasesaimed at the satisfaction of needs of a concrete type. Can introducehim/herself and others and can ask and answer questions about personaldetails such as where he/she lives, people he/she knows and thingshe/she has. Can interact in a simple way provided the other persontalks slowly and clearly and is prepared to help.</TD></TR></TBODY></TABLE> 出處：<A href="http://www.britishcouncil.org/taiwan-exams-common-reference-levels-global-scale.htm" target=_blank>http://www.britishcouncil.org/ta ... ls-global-scale.htm</A>

chiawen1021 2010-6-4 09:59

<img smilieid="12" src="images/smilies/default/lol.gif" border="0">感謝您的分享呀~~~~

minilife 2010-9-26 14:12

謝謝分享~~~~:victory: :victory: :victory: :victory: :victory: :victory:

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歐洲語言學習、教學、評量共同參考架構(CEFR)整體能力分級