CEFR & ERROR Analysis in Second Language Teaching at University Level

This work was initially motivated by a drive to analyse the situation whereby students are now faced with the new legislation affecting all European Universities. The Bologna Declaration on the European space for Higher Education encourages a system of comparable degrees, in order to promote employability and international competitiveness at a European level. English instructors are thereby required to work toward the establishment of specific and uniform criteria, conditions and procedures that enable students to obtain the common required level of proficiency. To this aim, the European Council published a manual, aimed to establish the standardisation of levels and approaches to language teaching. In order to calibrate the students levels of proficiency, and to approach teaching from a similar perspective, all forty-seven member states were invited to use the Common European Framework of Reference for Languages (CEFR), based on the Communicative Approach. A thorough study of this renowned method is included in the present study, in order to identify the core issues and the theoretical implications it may present for the implementation of the CEFR document.

Autorentext

Dr Eva M. Mestre Mestre holds a PhD in Applied Linguistics from the Universitat Politècnica de València. Her field of research is language learning and teaching. She is also interested in Pragmatics, Error Analysis, Women's studies and Literature.