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.
| Mualliflar | Abdullayeva , Charos, Абдуллаева , Чарос, Abdullayeva , Charos |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2024-05-15 |
| Jild | 2 |
| Son | 1/S |
| Betlar | 422-430 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol2-iss1/s-pp422-430 |
DOI: 10.47689/2181-3701-vol2-iss1/s-pp422-430 · Maqolaning asl sahifasi
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, 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, CEFR, til bilish darajasi, muvofiqlik, standartlashtirish, o‘quv dasturi dizayni, o‘quv natijalari, vazifaga asoslangan o‘qitish, kommunikativ yondashuv, shakllantiruvchi baholash, yakuniy baholash, o‘z-o‘zini baholash, professional rivojlanish, ehtiyojlar tahlili, global til bilish standartlari
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