The content of teaching a f.L.

Common European Framework of Reference, a document, where the foundations for an international comparison of objectives and qualifications relating to language learning and teaching are laid. The framework of reference describes what a language user can do in languages at a certain proficiency level.

Common European Framework of Reference
Proficient user	C2	Mastery
	C1	Effectiveness
Independent user	B2	Vantage
	B1	Threshold
Basic user	A2	Waystage
	A2	Breakthrough

Language Portfolio for adults outlines which proficiency level a learner has reached and which plans he has to extend his language competences in the future.

Portfolios have been worked out for 3 groups of learners:

1) Young children (8-12) –a1 level;

2) Adolescents (12-16) – a2 level;

3) young adults (16+) – B1-B2 levels.

The Portfolio promotes the insight into each own learning process so that an individual learner can design an efficient learning strategy.

Methodological principles of communicatively-oriented teaching :

• language as a means of communication;

• learner-based learning of a F.L.;

• integrative approach in teaching;

• using different types of activities, regimes and tasks;

• a teacher in the classroom is manager, motivator, stimulator, adviser, analyzer, negotiator, researcher, material designer, facilitator;

• a pupil is responsible for his studies:

a) he must find out the ways of learning, effective for him/her, cooperate with other pupils and learn from them;

b) pupils are active participants of communication, they should show their knowledge and interests in problem solving tasks and also initiate different speech activities;

c) they participate in the choice of texts, exercises, methods of teaching and evaluation of them;

d) should be able to enlarge their knowledge independently using different literature and reference books;

e) should be able to overcome difficulties and to talk about them with a teacher;

f) should be able to evaluate their own and their friends’ achievements in learning a F.L.

Communicative language competence is the ability of a learner to use all of 4 competences: sociolinguistic;

linguistic;

pragmatic

and strategic with the purpose of communicative tasks in main domains (spheres of communication) - communicative (personal and public) and informative (educational and professional).

T he communicative language competence

The linguistic

competence The pragmatic (speech)

(habits of) competence Sociolinguistic Strategic competence

Ph., Gr., Lex.) (skills of R,Wr,Sp,LC) competence ) (rules and norms, governing which “strategy”, ways

relations between different and techniques of learning

social groups; fundamental and teaching a FL to choose

rituals, customs and traditions to achieve best results

in the functioning of definite

communities and countries).

Content of FLT is based on definite principles:

• repetition of functions and notions;

• step-by-step complication of difficulties, that means that content of studying should correspond to different levels of teaching;

• motivation, which implies the choice of domains, situations and problems for communication, which are typical for pupils’ life and close to them;

• potential of learning a FL gives knowledge for further improvement and using it in the professional spheres.

Domains – spheres of communication (actions), areas of concern in which the social life is organized. There are 4 domains, taught in secondary schools:

• The personal domain is centered on home life within a family and friends;

• The public domain studies a person as a member of the general public;

• The professional (occupational) domain, where a person is engaged in his/her job or profession;

• The educational domain – a person is engaged in the organization of his/her learning.