Empirical Learner Language and the Levels of the Common European Framework of Reference
Bibliographic Data
| ID | 7900544 |
|---|---|
| Authors | Katrin Wisniewski (0000-0003-4124-2543, Leipzig University, corresponding author) |
| Year | 2017 |
| Volume | 67 |
| Issue | S1 |
| Pages | 232-253 |
| Publication date | 2017-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12223 |
| OpenAlex | W2574605737 |
| Language | EN |
| Citations received | 12 |
| References cited | 52 |
The Common European Framework of Reference (CEFR) is the most widespread reference tool for linking language tests, curricula, and national educational standards to levels of foreign language proficiency in Europe. In spite of this, little is known about how the CEFR levels (A1–C2) relate to empirical learner language(s). This article sums up recent trends to meet the need of empirical CEFR level research, where learner corpus‐based analyses play an increasing role. A first focus of the article is on studies that aim at illustrating CEFR levels by analyzing rated learner texts (“criterial features”). Furthermore, research that tries to disentangle the empirical validity of the CEFR scales by operationalizing its descriptors is presented. Before concluding with an outline of the most urgent research needs, potentials, and boundaries of interdisciplinary work between the fields of language testing and assessment, second language acquisition, and learner corpus research are discussed
Corpus linguistics · Curriculum · Empirical research · Focus (optics) · Focus on form · Foreign language · Grammar · Language acquisition · Language assessment · Language proficiency · Linguistics · Mathematics education · Natural language processing · Operationalization · Pedagogy · Second-language acquisition · Computer Science · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Text Readability and Simplification
The impact of pre-task planning on speaking test performance for English-medium university admission
Common European Framework of Reference
Benchmarking performances of L2 spoken Lithuanian produced by young learners
Graded resources for learning and teaching foreign languages
Going Global
Pinglish vs. Finglish
From rubric to monitoring system
Padrões de uso de recursos lexicais em diferentes níveis de proficiência
What’s in a profile? Investigating linguistic features of L2 writing at advanced Cefr levels
The Acquisition of English Grammar Among Malay- English Bilingual Primary School Children
Language Learning Research at the Intersection of Experimental, Computational, and Corpus-Based Approaches
A Multi-Cefr-Level Learner Corpus Study to Quantify Fluency and Accuracy in Speech
Trends in Assessment Scales and Criterion-Referenced Language Assessment
Measuring L2 Proficiency
The Encyclopedia of Applied Linguistics
Predicting second language writing proficiency
Investigating Criterial Discourse Features across Second Language Development
Epistemic Stance in Spoken L2 English
Back to Basics
Proficiency Level--a Fuzzy Variable in Computer Learner Corpora
Introduction to the Special Issue
Effective rating scale development for speaking tests
Does thick description lead to smart tests? A data-based approach to rating scale construction
Re-examining the content validation of a grammar test
Assessment criteria in a large-scale writing test
Explaining ESL essay holistic scores
Raters’ decisions, rating procedures and rating scales
Assessing learners’ writing skills in a SLA study
Rater types in writing performance assessments
Linguistic competences of learners of Dutch as a second language at the B1 and B2 levels of speaking proficiency of the Common European Framework of Reference for Languages (Cefr)
Looking behind the Curtain
Rating Scales Derived from Student Samples
Statistical Measures for Usage-Based Linguistics
| Citations per year | 1.33 |
|---|---|
| Citation span | 2017 - 2026 (10) |
| Highly cited | No |