The role of action approach in the acquisition and assessment of a foreign language

• Author: Alma Breshani
• Position: University of Tirana
• Pages: 20-28

Vol. 1 No. 2

June, 2017

European Journal of Economics, Law and Social Sciences

IIPCCL Publishing, Graz-Austria

ISSN 2519-1284

Acces online at www.iipccl.org

20

The role of action approach in the acquisition and assessment of a foreign

language

PhD (C.) Alma Breshani

University of Tirana

Abstract

In foreign language teaching programs, the action approach has been increasingly used in the

teaching / learning methodology in school environment by pu ing into practice the Common

European Framework of Reference for Languages.

However, end-of-year examinations and assessment tests continue to be traditional by

analyzing particular aspects of a language, focusing more on knowledge control rather than

student’s performance in the use of a foreign language in di erent contexts of social life.

It is therefore necessary to fi nd ways and tools to ensure coherence and harmonization between

the action approach and the way of assessing communication skills in a foreign language.

Foreign language tests should be dra ed in form and content in the performance of the tasks,

by giving priority to the action assessment approach.

In this paper, we will share our experience in order to make the foreign language tests for

students who are tested as suitable as possible with the aim of having a transparent and

objective assessment of their capacity in order to communicate appropriately in a specifi c

communication topic within a given area of social life.

Keywords: role, action, foreign language, assessment.

Introduction

Based on the observations and surveys carried out with teachers, it has been

observed that there is a need to recognize and apply the principles of the European

Common Framework of Reference for Languages (CEMR) by the general public

who is interested in increasing their level of foreign language learning according to

European standards. These include:

• Implementation of action perspective focused on the accomplishment of specifi c

tasks;

• - Explanation of tasks and the conditions for their implementation;

• - Relation between general knowledge and achievement of learning outcomes;

• A goal-based assessment, a positive assessment, pointing out and evaluating

student’s language knowledge and skills;

• Goals for teachers training

- Training teachers about the concepts of Framework;

- Teachers' awareness about the use of the Framework.

• Abilities which should be acquired by the teachers:

- Using the Framework terminology;