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Levels of language stady
- 13 страниц
- 2015 год
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Introduction
Quite often students are wondering how well they know the language, and it is quite easy to identify.
British tradition identifies levels of English proficiency, depending on how close the student to a native speaker. To do this in the UK itself and a number of English-speaking countries has established a special system that is recognized by most British institutions, commissions and other institutions related to international public organization "Union of the English-speaking."
Established in 1918, this structure is successfully engaged in the spread of English in the world and educational exchanges. Usually, when filling out the questionnaire for recruitment people indicate that their level of English basic, conversational or free, but a simplified scale. In fact, more levels. All English courses in St. Petersburg train students in the system of seven steps, each of which has a set of specific language skills.
In this paper, we consider the levels of learning English.
Contents
Introduction 3
1. The levels of the European system 4
2. The levels of education 7
Conclusion 12
List of references 13
Conclusion
The concept of multilingualism is crucial in the approach of the Council of Europe to the problem of learning languages. Multilingualism arises with the expansion in the cultural aspect of the language of human experience from the language used in the family, to the mastery of the languages of other peoples (learned in school, college or directly into the linguistic environment). Man "does not keep" those languages apart from each other, and generates communicative competence on the basis of all knowledge and all the linguistic experience, where the languages are interconnected and interact. In accordance with the situation of the individual to freely enjoy any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely from one language or dialect to another, demonstrating the ability of each to express a thought in one language and to understand the other. A person can use the knowledge of several languages in order to understand the text, written or oral, in a language which he previously did not know, recognizing words with similar sounds and spelling in several languages, a "new form".
From this perspective, the goal of language education is changing. Now a perfect (at native speaker) mastering one or two, or even three languages, taken separately, is not the goal. The aim is the development of the linguistic repertoire, where there is room for all linguistic skills. Recent changes in the language program of the Council of Europe aimed at developing a tool with which language teachers will contribute to the development of a multilingual person. In particular, the European Language Portfolio is a document that can be recorded and formally recognized as the most diverse experience of language learning and intercultural communication.
List of references
1. Gvishiani, NB Modern English. Lexicology: A textbook for undergraduate / NB Gvishiani. - M .: Yurayt, 2013. - 273 p.
2. Koryakovtseva NF Modern methods of self-organization Work foreign language learners: A Handbook for Teachers. - M .: ARKTI, 2002. – 176 p.
3. Lerner IJ Didactic principles of teaching methods. - M .: Pedagogy, 1981. - 186 p.
4. Malyuga, EN English for Professional Communication (Advertising): Textbook / EN Malyuga. - M .: Flint, Science, 2013. - 336 p.
5. Matveev, SA English. All the necessary conversational topics: For beginners who do not speak English / SA Matveev. - M .: AST, Astrel, CGT, 2012. - 127 p.
6. Passow EI Based on communicative methods of teaching foreign communication. - M .: Eng. lang., 1989. - 276 p.
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