[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588992-105":59,"doc-detail-588992-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-common-european-framework-of-reference-for-languages-past-present-and-future","THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES - PAST, PRESENT AND FUTURE","","The article reports results from a 17-year (2001–2018) study on professors’ familiarity with the Common European Framework of Reference for Languages (CEFR) and related Council of Europe publications, including their use of proficiency levels, illustrative descriptors, and scales in practice. It analyzes achievements and provides a brief review of closely related Council of Europe works. Surveys across 18 European countries assess awareness and ability to apply recommendations, concluding that practical implementation needs improvement and requires targeted academic training, with references to CEFR companion developments for curricula, programmes, and exams.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-common-european-framework-of-reference-for-languages-past-present-and-future/588992/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-common-european-framework-of-reference-for-languages-past-present-and-future/588992.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper study about CEFR over 2001–2018?","Question",{"text":112,"@type":113},"It examines professors’ familiarity with CEFR and related Council of Europe publications, and their ability to apply the CEFR proficiency levels, illustrative descriptors, and scales in teaching practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors evaluate professors’ awareness and use of CEFR materials?",{"text":117,"@type":113},"The authors conducted five surveys during 17 years (2001–2018) with professors from 18 European countries, including Ukraine, then analyzed the accumulated data using research and synthesis methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusions does the paper draw for improving CEFR implementation?",{"text":121,"@type":113},"Practical implementation of the Council of Europe developments needs improvement, which requires special training for academicians, along with recommendations for developing foreign language curricula, programmes, and exams.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588992,1792878256,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES:  \nPAST, PRESENT AND FUTURE  \nSofiya Nikolaeva  \nKyiv National Linguistic University, Kyiv, Ukraine  \n[nikolaeva.ku@gmail.com](nikolaeva.ku@gmail.com)  \nThe article presents the results of seventeen years (2001 – 2018) study of professors’ familiarity with the \"Common European Framework of Reference for Languages: Learning, teaching, assessment\" (CEFR), including the related publications, and the academicians’ ability to use the developed common reference levels of language proficiency, illustrative descriptors and scales in their practice. As known, the CEFR has been recognised as one of the Council of Europe key publications in the field of learning and teaching foreign languages in European countries, including Ukraine. The main achievements in the use of the developed guidances presented in the publication are analysed. A brief description of other Council of Europe publications, directly related to the CEFR, is given. The theoretical analysis of the publications is supported by surveys of professors from 18 countries about their awareness of the mentioned printed works contents and the ability to use the recommendations which are formulated. As a result of surveys, it has been concluded that the practical implementation of the Council of Europe scientific developments requires improvement, which in its turn demands special academicians’ training. Moreover, some practical references have been proposed in the aspect of the enhanced version of the CEFR publication \"CEFR. Companion Volume with New Descriptors\": on development foreign language curricula, programmes and exams.  \nKeywords: Common European Framework of Reference for Languages; CEFR; Council of Europe publication; curriculum; exam; levels of language proficiency; illustrative descriptors and scales; higher education institution; programme.  \nIntroduction  \nThe \"Common European Framework of Reference for Languages: Learning, teaching, assessment\"(CEFR) was first published by the Council of Europe in 2001 (Council of Europe [CE], 2001) . From that time until today, European scientists and practicians are still working in two fundamentally important directions: the improvement of illustrative descriptors for each of the common reference levels of language proficiency and the implementation of the received results in the language teaching practice. A significant number of publications has been devoted to this problem. It is clear that they cannot be analysed in one article. Let us name for example several articles in order to confirm the urgency of the problem over the last decade: \"Embedding the CEFR in the academic domain: Assessment of language tasks\" (Lowiea, Hainesa & Jansmaa, 2010), \"English Profile Studies 1. Criterial Features in L2 English: Specifying the Reference Levels of the Common European Framework. English Profile Studies 2. Language Functions Revisited: Theoretical and Empirical Bases for Language Construct Definition across the Ability Range\" (Swan, 2014), \"Proficiency\" (Harsch, 2017) . The scientists have done a lot in this area, but some problems have been left out of their sight. In 2018, a publication the \"Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion Volume with New Descriptors\"(CE, 2018) appeared, which has not yet been adequately reflected in the university practice. We believe that in order to improve the quality of teaching foreign languages (FL), it is important to analyse the achievements in this field and outline the ways of its implementation in educational institutions in future.  \nThe aim of this paper is to present the results of the 17-year study of professors ’ familiarity with the CEFR and related publications and their ability to use the developed common reference levels of language proficiency, illustrative descriptors and scales in their practice; to highlight five surveys results of the academicians from 18 European countr","cbCaij69G4fjJLRE","https://ap.wps.com/l/cbCaij69G4fjJLRE","pdf",376246,"English","# Introduction\n# Theoretical framework and methodology\n# Results and discussion","[{\"question\":\"What does the paper study about CEFR over 2001–2018?\",\"answer\":\"It examines professors’ familiarity with CEFR and related Council of Europe publications, and their ability to apply the CEFR proficiency levels, illustrative descriptors, and scales in teaching practice.\"},{\"question\":\"How did the authors evaluate professors’ awareness and use of CEFR materials?\",\"answer\":\"The authors conducted five surveys during 17 years (2001–2018) with professors from 18 European countries, including Ukraine, then analyzed the accumulated data using research and synthesis methods.\"},{\"question\":\"What conclusions does the paper draw for improving CEFR implementation?\",\"answer\":\"Practical implementation of the Council of Europe developments needs improvement, which requires special training for academicians, along with recommendations for developing foreign language curricula, programmes, and exams.\"}]","THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES - PAST, PRESENT AND FUTURE | PDF",1792066335,23]