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dc.contributor.creatorO'Keeffe, Anne
dc.date.accessioned2018-02-22T14:39:57Z
dc.date.available2018-02-22T14:39:57Z
dc.date.issued2017
dc.identifier.citationO’Keeffe, A. and Mark, G. (2017) “The English Grammar Profile of learner competence: Methodology and key findings”. International Journal of Corpus Linguistics, 22: 4 457-489.en_US
dc.identifier.issn1384-6655
dc.identifier.urihttp://hdl.handle.net/10395/2151
dc.descriptionOriginally printed on pages 457-489 of International Journal of Corpus Linguistics 22:4en_US
dc.description.abstractThe Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001a) is an established benchmark for language competence (Jones & Saville 2009). It comprises six levels of competence from A1 (lowest) to C2 (highest). Anderson (2007: 660) notes that these levels have become a common currency in language education, prevalent in curricula, syllabuses, textbooks, teacher training courses. In the early 1990s, as part of a Council of Europe project, the CEFR established a set of statements, illustrated in Figures 1 and 2, defining what is minimally required for each stage within the framework in terms of grammar, vocabulary and skills development as well as functional and notional objectives. These performance-based “can-do statements”, or ‘Reference Level Descriptors’, evolved from the collective judgements of a body of experts (Van Ek & Trim 1991a, 1991b).en_US
dc.language.isoengen_US
dc.publisherJohn Benjamins Publishing Companyen_US
dc.relation.ispartofseriesInternational Journal of Corpus Linguistics;
dc.subjectEnglish languageen_US
dc.subjectGrammar
dc.subjectLearner competence
dc.titleThe English grammar profile of learner competence: Methodology and key findingsen_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US


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