MODERN APPROACHES TO TEACHING AND ASSESSING ENGLISH LANGUAGE SKILLS BASED ON CEFR STANDARDS
Keywords:
Keywords: CEFR, communicative competence, task-based learning, authentic assessment, proficiency benchmarks, formative evaluation, pedagogical alignment, language proficiency scalesAbstract
Abstract
The Common European Framework of Reference for Languages (CEFR) has
become one of the most influential instruments guiding English language pedagogy
and assessment across educational systems worldwide. This article investigates
contemporary instructional and evaluative approaches that align with CEFR
descriptors, focusing on how action-oriented tasks, communicative methodology, and
authentic assessment enhance learner performance across the four core language skills.
Drawing on document analysis, comparative research on international examinations,
and expert-based synthesis, the study demonstrates that CEFR-informed teaching not
only ensures transparency in learning outcomes but also supports more reliable and
equitable assessment procedures. The findings reaffirm that integrating CEFR
standards with task-based learning, formative assessment, and technology-assisted
feedback significantly improves language proficiency development, learner autonomy,
and instructional coherence.
References
References
1. Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment.
2. Council of Europe. (2020). CEFR Companion Volume.
3. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford
University Press.
4. Fulcher, G. (2015). Re-examining Language Testing. Routledge.
5. Little, D. (2007). Language learner autonomy and the CEFR. Language
Teaching, 41(3).
6. Weir, C. J. (2005). Language Testing and Validation. Palgrave Macmillan.
7. Чориева И. , & Буронова М. (2020). Teaching aids and teaching materials for
EFL classes. Евразийский научный журнал, (1), 37-38.
