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

AuthorAlma Breshani
PositionUniversity of Tirana
Vol. 1 No. 2
June, 2017
European Journal of Economics, Law and Social Sciences
IIPCCL Publishing, Graz-Austria
ISSN 2519-1284
Acces online at
The role of action approach in the acquisition and assessment of a foreign
PhD (C.) Alma Breshani
University of Tirana
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 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 speci c
communication topic within a given area of social life.
Keywords: role, action, foreign language, assessment.
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 speci c
- 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;

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