problems of general and communicative language competencies mentioned in the CEFR
document, as well as non-documented competencies of teachers and prospective teachers. The
following table shows the preliminary results of the survey of teachers (see Table 1).
The results show that teachers in higher education institutions consider the above competencies
The following table shows the preliminary results of the survey of prospective teachers (see
ISSN: 2278-4853 Vol 10, Issue 9, September, 2021 Impact Factor: SJIF 2021 = 7.699
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AJMR
4
ICT competence
287
48
244
41
52
8
10
2
7
1
5
Pragmatic/sociolinguistic
competence
250
42
264
44
70
12
12
2
4
1
6
Linguistic competence
321
53
232
39
37
6
7
3
3
1
7
Self-learning competence
372
62
184
31
30
5
8
1
6
1
8
Competence
of
making
changes
304
51
233
39
50
8
8
1
5
1
9
Competence
of
being
humorous
265
44
234
39
78
13
14
2
9
1
10
Research competence
328
55
205
34
51
8
7
1
9
1
11
Curriculum competence
263
44
249
41
67
11
15
3
6
1
12
Lifelong-learning competence 265
44
260
43
55
9
15
3
5
1
TOTAL:
52
37
8
2
1
Almost 90% of prospective foreign language teachers also consider the competencies requested
in the survey to be important to them.
We took an initial test from prospective teachers to test how well the survey participants knew
the communicative language competencies mentioned in the CEFR document and how familiar
they were with the CEFR document.
Of the 599 students, 48% answered the test questions correctly and 52% answered incorrectly
(see Figure 1):
Figure 1. The results of the initial test
These results require an exploration of the root of the problem being studied. Taking into account
the mistakes made by students, we were interested in their curriculum and content of
undergraduate students in the field of foreign languages and literature, i.e. future foreign
language teachers, and analyzed the level of coverage of the problem identified in it.
Since our research is directly related to the CEFR document, we researched the curricula of
4thyear undergraduate students in the field of foreign languages and literature who are future
foreign language teachers, and according to our analysis, we have found that the CEFR
46%
47%
48%
49%
50%
51%
52%
53%
Correct answers
Incorrect answers
The results of the initial test
Correct answers
Incorrect answers
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document only covers in the course called “Integrated course of foreign language leaching” in
the module 10, called “Language testing and assessment course”.
Below we have given an example of the syllabus, and as it can be seen, only the third topic
devoted to acknowledging about the CEFR document and is divided into 2 hours of practical and
1 hour of independent study (see Table 3):
TABLE 3 “LANGUAGE TESTING AND ASSESSMENT COURSE”
№
Activities Themes
Hour
Hours
of ind
study
1.
Practical
Types of Assessment; formative and summative
2
1
2.
Practical
Testing;Validity,
reliability,
practicality,
criterion
referencing, norm- referencing;Test types (proficiency,
achievement, progress etc.)
2
1
3.
Practical
Common European Framework of Reference
2
1
4.
Practical
Testing methods (multiple choice, matching, multiple
matching, gap filling, etc.). Steps of designing tests
(instructions, questionnaires)
2
5.
Practical
Testing written language; techniques and criteria
2
1
6.
Practical
Testing reading; techniques and criteria
2
1
7.
Practical
Testing listening; techniques and criteria
2
1
8.
Practical
Testing speaking; techniques and criteria
2
1
9.
Practical
Integrating language skills
2
1
10. Practical
Testing vocabulary and grammar; techniques & criteria
2
1
11. Practical
Alternative
assessment (portfolio, self-evaluation,
project work, diaries, reflective feedback etc.)
2
1
12. Practical
Designing tests for language teaching; planning,
drafting and formalizing
2
1
13. Practical
Designing tests for language teaching; planning,
drafting and formalizing
2
1
Therefore, it should be noted that the topic of the CEFR document in this module 10 is intended
for one lesson. Such a distribution of hours is not aimed at developing the skills and
competencies of future teachers through CEFR and gaining a sufficient understanding of CEFR.
The reason for this is that in such a distribution of hours, students are only able to acquire a very
small amount of knowledge on the CEFR. When analyzing the textbooks indicated in the
syllabus, it was shown that there are only theoretical literature written by foreign authors on this
subject, and there are no practical textbooks.
CONCLUSION
In summary, based on the above data and research findings, we conclude the following about
how well teachers and students know the communicative language competencies mentioned in
the CEFR document and how much they are aware of the CEFR document. First, the level of
importance of general and communicative language competencies mentioned in the CEFR
document of educators and students currently working in the higher education system, as well as
the importance of competencies not mentioned in the document, was determined. Second, the
analyzed curriculum and the distribution of topics and hours in it need to be revised. Third,
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