Vocabulary measures in a Language FrameworkJames Milton University of Wales Swansea, UK

Outline

What is the CEFR and what is it and its framework of levels meant to do? Does it do it? What happens when you fit vocabulary size measures into it? What aspects of L1 vocabulary knowledge could usefully be put into a Language of the School Framework?

The Council of Europe says of the FL Framework:Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner. The Framework provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. A recent European Union Council Resolution (November 2001) recommended the use of this Council of Europe instrument in setting up systems of validation of language competences.

CEF and Council of Europe levelsCEF level A1 A2 B1 B2 C1 C2 General language level Breakthrough Waystage Threshold Vantage Effective Operational Proficiency Mastery

Approach to levels description

[the CEFR] should describe a full range of language knowledge, use and skills The approach adopted is action-orientated Language use comprises the actions performed by persons (no similar discussion exists for knowledge or skills at least, not in the Framework document)

ALTE Can Do descriptors

Vantage Level B2Listening and SpeakingCAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics

ReadingCAN scan texts for relevant information, and understand detailed instructions or advice

WritingCAN make notes while someone is talking or write a letter including nonstandard requests

CEF document - Vantage sustain his opinions in discussion providing relevant explanations, arguments and comment construct a chain of reasoned argument more than holding your own in discourse converse naturally, fluently and effectively, understand in detail what is said keep the turn whilst formulating [converse] without unintentionally amusing or irritating [nativespeakers] able to self correct.. Relate own contributions skilfully to those of other speakers. Can use circumlocution and paraphrase to cover gaps in lexical knowledge

CEF and Cambridge ESOL levelsCEF level A1 A2 B1 B2 C1 C2 Cambridge Starters, Movers & Flyers KET PET FCE CAE CPE

CEF and other FL examsCEF level A1 A2 B1 B2 C1 C2 Cambridge ESOL Starters etc KET PET FCE CAE CPE BA in French? GCSE Lower GCSE Higher A Level French in UK

Vocabulary and competence

There is a strong relationship between word frequency and the likelihood that a word will be learned Frequent words contribute disproportionately to text coverage Coverage is strongly connected to comprehension and language competence A strong relationship between vocabulary size and language level (reading and writing) English and French are very similar

Coverage plus French100 coverage of text 80 60 40 20 0 0 1000 2000 3000 4000 5000 6000 words kown by frequency

95-98% coverage = full comprehension 80% coverage = gist comprehension

CEF and vocabulary levelsCEF level A1 A2 B1 B2 C1 C2 Cambridge ESOL Starters etc KET PET FCE CAE CPE Vocab size/5000