Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Enhancing language proficiency alignment with CEFR
levels in language instruction: a comprehensive approach
Charos ABDULLAYEVA
Gulistan State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received April 2024
Received in revised form
10 May 2024
Accepted 25 May 2024
Available online
25 June 2024
In the article the author addresses the importance of aligning
language instruction with the Common European Framework of
Reference for Languages (CEFR) to ensure standardized
language proficiency levels across educational contexts. The
CEFR provides a widely accepted framework that categorizes
language proficiency into six levels, from A1 (beginner) to C2
(proficient), facilitating a common understanding of language
competence. The article outlines a comprehensive approach to
aligning language teaching and assessment practices with CEFR
levels to enhance language proficiency outcomes.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss1
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
CEFR,
language proficiency,
alignment,
standardization,
curriculum design,
learning outcomes,
task-based learning,
communicative approach,
formative assessment,
summative assessment,
self-assessment,
professional development,
needs analysis,
global proficiency standards.
Tilni o‘rgatishda CEFR darajalari bilan
muvofiqlikni
oshirish: kompleks yondashuv
ANNOTATSIYA
Kalit so‘zlar
:
CEFR,
til bilish darajasi,
muvofiqlik,
standartlashtirish,
o‘quv dasturi dizayni,
o‘quv natijalari,
vazifaga asoslangan o‘qitish,
Ushbu maqolada muallif tilni o‘rgatishni umumiy yevropa
tillar doirasi (CEFR) bilan muvofiqlashtirishning ahamiyatini
ko‘rib chiqadi.
Bu yondashuv ta'lim kontekstlarida til bilish
darajalarini standartlashtirishga yordam beradi. CEFR til bilish
darajasini A1 (boshlang‘ich) darajasidan C2 (mukammal)
darajasigacha bo‘lgan olti darajaga bo‘ladi, bu esa til
kompetensiyasining umumiy tushunilishini osonlashtiradi.
1
Teacher, Gulistan State Pedagogical Institute. E-mail: abdullayevacharos710@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
423
kommunikativ yondashuv,
shakllantiruvchi baholash,
yakuniy baholash,
o‘z
-
o‘zini baholash,
professional rivojlanish,
ehtiyojlar tahlili,
global til bilish standartlari.
Maqolada tilni o‘qitish va baholash amaliyotlarini CEFR
darajalari bilan muvofiqlashtirish uchun kompleks yondashuv
bayon etiladi va bu tilni bilish natijalarini yaxshilashga yordam
beradi.
Повышение языковой компетенции в соответствие
с уровнями CEFR в обучение языкам: комплексный
подход
АННОТАЦИЯ
Ключевые слова:
CEFR,
языковая компетенция,
соответствие,
стандартизация,
разработка учебных
программ,
результаты обучения,
обучение на основе задач,
коммуникативный подход,
формирующее
оценивание,
итоговое оценивание,
самооценка,
профессиональное
развитие,
анализ потребностей,
глобальные стандарты
владения языком.
В статье автор рассматривают важность приведения
обучения языкам в соответствие с Общей европейской
шкалой языковых компетенций (CEFR) для обеспечения
стандартизированных уровней владения языком в
различных образовательных контекстах. В статье
излагается комплексный подход к приведению практик
преподавания и оценки языков в соответствие с уровнями
CEFR для повышения результатов владения языком.
INTRODUCTION
In an increasingly interconnected world, the need for a standardized framework to
assess and improve language proficiency is more critical than ever. The Common
European Framework of Reference for Languages (CEFR) has emerged as a leading tool
in this endeavor, providing a comprehensive and transparent system for evaluating and
aligning language instruction. The CEFR categorizes language proficiency into six levels
A1, A2, B1, B2, C1, and C2 ranging from basic user to proficient user. This framework has
gained widespread acceptance in educational institutions, language training programs,
and professional settings globally, serving as a benchmark for language competence.
The significance of the CEFR lies not only in its detailed descriptors of language
abilities at each level but also in its emphasis on practical language use in real-world
contexts. This practical orientation distinguishes the CEFR from other frameworks that
might focus more on theoretical knowledge of language. By aligning language instruction
with CEFR levels, educators can provide clearer, more achievable learning goals, create
more effective curriculum designs, and ultimately enhance learners' language proficiency
in meaningful ways.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
424
One of the primary motivations behind adopting the CEFR in language instruction
is the need for standardization. In the absence of a common framework, language
teaching and assessment can vary widely, leading to inconsistencies in proficiency levels
and misunderstandings about learners' true abilities. The CEFR addresses this issue by
offering a uniform scale that educators and institutions can use to describe and compare
language skills. This standardization is particularly beneficial in a globalized world where
students and professionals frequently move across borders and need their language skills
to be recognized and understood internationally.
Standardization through the CEFR helps ensure that a B1 level of proficiency, for
example, represents the same set of skills and knowledge regardless of where it is
assessed. This uniformity is crucial for facilitating academic and professional mobility, as
it allows for the clear and consistent assessment of language abilities. Furthermore,
standardization helps educational institutions maintain high standards and
accountability in language instruction, as they can benchmark their programs against
widely accepted proficiency levels.
The CEFR's role in language learning and teaching extends beyond mere assessment.
Its comprehensive approach encompasses curriculum design, instructional methods, and
assessment practices, providing a holistic framework that guides every aspect of language
education. The CEFR descriptors offer detailed descriptions of what learners can do at each
proficiency level in terms of speaking, listening, reading, and writing. These descriptors
serve as valuable tools for educators to design curricula that are aligned with specific
learning outcomes, ensuring that instruction is targeted and effective.
Moreover, the CEFR encourages a shift from traditional, grammar-focused
language teaching methods to more communicative and task-based approaches. By
focusing on what learners can do with the language in real-life situations, the CEFR
promotes the development of practical language skills that are essential for effective
communication. This emphasis on communicative competence aligns well with modern
educational goals, which prioritize the ability to use language fluently and accurately in
diverse contexts over the rote memorization of grammatical rules.
Clear learning outcomes are a cornerstone of effective language instruction, and
the CEFR provides a structured way to define these outcomes.
Each CEFR level comes with a set of "can-do" statements that describe specific
abilities in various language domains. For example, a learner at the B1 level in speaking
might be able to "deal with most situations likely to arise whilst traveling in an area
where the language is spoken" and "produce simple connected text on topics that are
familiar or of personal interest."
These "can-do" statements help both educators and learners understand the goals
of instruction and measure progress in a meaningful way. For educators, these outcomes
provide a clear roadmap for designing lessons, selecting materials, and assessing student
performance. For learners, they offer a transparent and motivating way to track their
progress and understand what is required to advance to the next level.
Aligning curriculum design with CEFR levels involves several key steps, including
conducting a needs analysis, defining learning outcomes, and selecting appropriate
content and materials. A thorough needs analysis helps educators identify the specific
language skills and competencies that learners need to develop. This analysis might
involve surveys, interviews, and diagnostic tests to gather information about learners'
current proficiency levels, learning goals, and preferences.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
425
Once the needs analysis is complete, educators can design learning outcomes that
are aligned with CEFR descriptors. These outcomes should be specific, measurable, and
achievable, providing a clear focus for instruction. For example, an outcome for a B2 level
writing course might be for learners to "write clear, detailed texts on a wide range of
subjects related to their field of interest, showing an ability to evaluate information and
arguments from several sources."
The selection of content and materials is another crucial aspect of curriculum
design. Authentic materials, such as newspaper articles, podcasts, and videos, can
provide rich, engaging content that reflects real-world language use. Additionally,
educators can use graded readers, language textbooks, and other resources that are
specifically designed to match CEFR levels. By carefully selecting and organizing content,
educators can ensure that instruction is relevant, engaging, and appropriately
challenging for learners.
The CEFR's emphasis on communicative competence aligns well with task-based
learning (TBL) and communicative language teaching (CLT) approaches. TBL involves
designing learning activities around tasks that learners must complete using the target
language. These tasks are often real-world activities, such as booking a hotel room,
ordering food at a restaurant, or participating in a job interview. By focusing on the
completion of meaningful tasks, TBL helps learners develop practical language skills that
they can use outside the classroom.
Communicative language teaching, on the other hand, prioritizes interaction and
communication in the target language. CLT activities often involve pair or group work,
role-plays, and discussions that encourage learners to use the language in authentic,
spontaneous ways. Both TBL and CLT support the development of fluency and accuracy,
helping learners build confidence and competence in using the language for real-world
purposes.
Effective assessment practices are essential for measuring learners' progress and
ensuring that they meet the learning outcomes defined by the CEFR. Formative
assessment, which involves ongoing feedback and evaluation during the learning process,
helps educators identify areas where learners need additional support and adjust
instruction accordingly. Formative assessments might include quizzes, peer reviews, self-
assessments, and teacher observations.
Summative assessment, conducted at the end of a learning unit or course,
evaluates learners' overall proficiency and achievement of learning outcomes.
Summative assessments should be designed to measure the specific skills and
competencies outlined in the CEFR descriptors. For example, a summative speaking
assessment for a B1 level learner might involve a role-play scenario where the learner
must navigate a travel-related situation.
In addition to formative and summative assessments, self-assessment plays a
crucial role in CEFR-aligned instruction. The CEFR encourages learners to take an active
role in their own learning by reflecting on their progress and setting personal goals. Self-
assessment tools, such as language portfolios and "can-do" checklists, help learners
develop self-awareness and autonomy in their language learning journey.
Aligning language instruction with CEFR levels requires ongoing professional
development and collaboration among educators. Training programs that focus on the
principles and practices of the CEFR can help educators develop the knowledge and skills
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
426
needed to implement CEFR-aligned instruction effectively. These programs might include
workshops, online courses, and collaborative learning communities where educators can
share best practices and strategies.
Collaboration among educators is also essential for successful CEFR alignment. By
working together, teachers can develop consistent approaches to curriculum design,
instructional methods, and assessment practices. Collaborative planning and reflection
help ensure that all educators are on the same page and that instruction is coherent and
aligned with CEFR standards.
The CEFR's focus on real-world language use and communicative competence
underscores the importance of cultural sensitivity and inclusivity in language instruction.
Educators must recognize and respect the cultural diversity of their learners and create a
learning environment that is inclusive and welcoming. This involves selecting materials
and designing activities that reflect diverse cultural perspectives and experiences.
Culturally sensitive instruction also requires educators to be aware of and
responsive to the sociocultural norms and values that influence language use.
By incorporating cultural awareness and intercultural communication skills into their
teaching, educators can help learners navigate the complexities of using language in
different cultural contexts.
The adoption of the CEFR in language instruction has significant implications for
educational policy and practice. Policymakers must ensure that educational standards,
curriculum guidelines, and assessment practices are aligned with CEFR levels. This
alignment helps maintain consistency and quality in language education across different
institutions and regions.
Educational institutions, in turn, must provide the necessary resources and
support for CEFR-aligned instruction. This includes investing in professional
development for educators, providing access to high-quality materials and resources, and
creating a supportive learning environment that fosters language development.
The CEFR offers a comprehensive and practical framework for enhancing language
proficiency through standardized, communicative, and task-based approaches.
By aligning language instruction with CEFR levels, educators can provide clearer learning
goals, more effective curriculum designs, and improved assessment practices. This
alignment supports the development of communicative competence and practical
language skills, preparing learners to use language effectively in real-world contexts.
The successful implementation of CEFR-aligned instruction requires careful
consideration of contextual factors and ongoing professionalism.
DISCUSSION
The article “Enhancing
Language Proficiency Alignment with CEFR Levels in
Language Instruction: A Comprehensive Approach” explores the multifaceted benefits
and challenges of aligning language instruction with the Common European Framework
of Reference for Languages (CEFR). The discussion section delves into the practical
implications of this alignment, examining its impact on curriculum design, instructional
practices, assessment methods, and educational outcomes.
One of the primary benefits of CEFR alignment highlighted in the article is the
standardization of language proficiency levels across different educational contexts. This
standardization ensures that language competencies are described consistently,
facilitating the comparison of language skills internationally. As a result, learners,
educators, and employers can rely on CEFR levels as a clear and accurate representation
of language abilities, promoting academic and professional mobility.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
427
The article also emphasizes the role of CEFR in enhancing the clarity of learning
outcomes. The detailed "can-do" descriptors at each proficiency level provide specific
goals that guide curriculum design and instructional practices. This clarity helps
educators plan effective lessons and assessments, ensuring that instruction is targeted
and relevant. For learners, clear outcomes increase motivation and provide a concrete
sense of progress, contributing to higher levels of engagement and achievement.
In discussing instructional methods, the article highlights the shift towards
communicative and task-based approaches encouraged by the CEFR. These methods
focus on developing practical language skills through real-world tasks and
communicative activities, moving away from traditional grammar-centric approaches.
This shift is significant as it aligns language instruction more closely with the needs of
learners who must use the language in diverse, authentic contexts.
The article also underscores the importance of differentiation and cultural
sensitivity in CEFR-aligned instruction. By tailoring teaching methods to the diverse
needs and backgrounds of learners, educators can create inclusive and supportive
learning environments. This approach not only enhances language proficiency but also
fosters intercultural competence, an essential skill in today's globalized world.
While the benefits of CEFR alignment are clear, the article acknowledges several
challenges. Implementing CEFR-aligned instruction requires significant changes in
curriculum design, teaching practices, and assessment methods. Educators must be
trained to understand and apply CEFR principles effectively, necessitating ongoing
professional development and support. Additionally, adapting instructional materials to
align with CEFR levels can be resource-intensive, requiring investment in new textbooks,
technology, and other learning resources.
Another challenge discussed is the need for consistent and reliable assessment
practices. While the CEFR provides a framework for evaluating language proficiency,
designing assessments that accurately reflect CEFR levels requires careful planning and
expertise. Formative and summative assessments must be aligned with CEFR descriptors
to ensure that they measure the intended competencies effectively. Aligning language
instruction with CEFR levels offers significant advantages in terms of standardization,
clarity of learning outcomes, and the promotion of communicative competence. However,
achieving these benefits requires careful implementation, ongoing professional
development, and adequate resources. The article makes a compelling case for the
widespread adoption of CEFR-aligned practices, emphasizing their potential to enhance
language proficiency and support learners in achieving their language learning goals.
The discussion underscores the need for a collaborative and informed approach to
realize the full potential of CEFR alignment in language education.
CONCLUSION
The article provides an in-depth analysis of the benefits and challenges associated
with aligning language instruction with the Common European Framework of Reference
for Languages (CEFR). As global mobility and intercultural communication become
increasingly important, the need for standardized and transparent language proficiency
benchmarks has never been more critical. The CEFR provides a robust framework that
addresses this need, offering a common language for describing and assessing language
skills that are recognized internationally.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
428
The alignment of language instruction with CEFR levels brings numerous benefits
to learners, educators, and institutions. One of the primary advantages is the
standardization of language proficiency levels. This standardization ensures that
language skills are described consistently across different contexts, enabling accurate
comparison and recognition of language abilities worldwide. This is particularly
beneficial for learners who need their language proficiency to be recognized in different
countries for academic or professional purposes.
Moreover, the CEFR provides clear and detailed descriptors for each proficiency
level, which significantly enhances the transparency and clarity of learning outcomes.
These descriptors serve as specific, measurable goals that guide curriculum design,
instructional practices, and assessment methods. For educators, this clarity facilitates the
planning and implementation of effective language instruction that is targeted and
relevant to learners’ needs. For learners, clear learning outcomes provide a concrete
sense of progress and achievement, which can be highly motivating and encouraging.
The adoption of the CEFR also promotes a shift towards more communicative and
task-based approaches to language teaching. These methods focus on developing
learners’ ability to use the language effectively in real
-world contexts, moving beyond
traditional grammar-centric approaches. Task-based learning and communicative
language teaching prioritize practical language use and interaction, helping learners
build the skills they need to communicate fluently and confidently in various situations.
This approach aligns well with the CEFR’s emphasis on communicative competence,
ensuring that language instruction is not only about learning the rules of a language but
also about being able to use the language effectively.
The article highlights the importance of differentiation and cultural sensitivity in
CEFR-aligned instruction. Differentiation involves tailoring teaching methods and
materials to meet the diverse needs and backgrounds of learners. This is crucial for
creating an inclusive and supportive learning environment where all learners can thrive.
Cultural sensitivity, on the other hand, involves recognizing and respecting the cultural
diversity of learners and incorporating intercultural competence into language
instruction. This approach not only enhances language proficiency but also prepares
learners to navigate the complexities of intercultural communication.
While the benefits of CEFR alignment are clear, the article acknowledges several
challenges that need to be addressed for successful implementation. One of the primary
challenges is the need for professional development and training for educators.
Understanding and applying CEFR principles effectively requires a deep knowledge of the
framework and its descriptors, as well as the ability to design and deliver instruction that
aligns with these standards. Ongoing professional development and support are essential
for helping educators build this expertise and stay updated with best practices in CEFR-
aligned instruction.
Another significant challenge is the resource-intensive nature of aligning
instructional materials with CEFR levels. This includes the need for new textbooks,
technology-enhanced learning tools, and other resources that are specifically designed to
meet CEFR standards. Educational institutions must invest in these resources to ensure
that learners have access to high-quality materials that support their language
development.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
429
Assessment practices also pose a challenge in the context of CEFR alignment.
Designing assessments that accurately reflect CEFR proficiency levels requires careful
planning and expertise. Both formative and summative assessments must be aligned with
CEFR descriptors to ensure that they measure the intended competencies effectively.
Formative assessments, which provide ongoing feedback and help monitor learners’
progress, and summative assessments, which evaluate overall proficiency at the end of a
learning unit or course, must be designed to capture a comprehensive picture of learners’
language abilities.
To overcome these challenges and maximize the benefits of CEFR alignment, the
article offers several recommendations. First, educational institutions should prioritize
professional development for educators, providing training programs and workshops
that focus on the principles and practices of CEFR-aligned instruction. This training
should include practical strategies for designing curricula, selecting materials, and
assessing learners’ proficiency according to CEFR standards.
Second, institutions should invest in high-quality instructional materials that are
aligned with CEFR levels. This includes not only textbooks and digital resources but also
authentic materials that reflect real-world language use. By providing learners with
engaging and relevant content, educators can enhance the effectiveness of language
instruction and support learners in achieving their language learning goals.
Third, a collaborative approach is essential for successful CEFR alignment. Educators
should work together to develop consistent approaches to curriculum design, instructional
methods, and assessment practices. Collaborative planning and reflection help ensure that
all educators are on the same page and that instruction is coherent and aligned with CEFR
standards. Sharing best practices and strategies within the teaching community can also
promote continuous improvement and innovation in language instruction.
Looking ahead, the article suggests that further research and development are needed
to explore the full potential of CEFR-aligned instruction. This includes investigating the
impact of CEFR alignment on learner outcomes in different educational contexts, as well as
developing new tools and resources to support educators in implementing CEFR-aligned
practices. Additionally, there is a need for ongoing dialogue and collaboration among
educators, policymakers, and researchers to address the challenges and opportunities
associated with CEFR alignment and to ensure that language instruction continues to evolve
in response to the changing needs of learners and society.
In conclusion, aligning language instruction with CEFR levels offers significant
advantages in terms of standardization, transparency, and the promotion of
communicative competence. By providing clear learning goals, effective curriculum
designs, and improved assessment practices, CEFR alignment supports the development
of practical language skills that learners can use in real-world contexts. However,
achieving these benefits requires careful implementation, ongoing professional
development, and adequate resources. The article makes a compelling case for the
widespread adoption of CEFR-aligned practices, emphasizing their potential to enhance
language proficiency and support learners in achieving their language learning goals.
Successful implementation of CEFR-aligned instruction necessitates a collaborative
and informed approach, involving educators, institutions, and policymakers. By working
together and investing in the necessary resources and support, the educational
community can realize the full potential of CEFR alignment and provide learners with
high-quality, standardized language education that meets global proficiency standards.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2024) / ISSN 2181-3701
430
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