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Article published In:
Journal of Second Language Studies
Vol. 4:1 (2021) ► pp.96–120

Developing “conceptual knowledge” descriptors for CEFR-based proficiency levels

| University of Thessaly

This article proposes a framework for the integration of “conceptual knowledge” descriptors’ into CEFR (Common European Framework of Reference for languages)-based proficiency levels. Research on the difficulties faced by second language (L2) learners when learning an additional language has shown that apart from the pure linguistic and communicative errors, a further type of error, namely conceptual errors hinders communication in the target language. Conceptual errors are a manifestation of ill-developed conceptual knowledge, that is the ability to express oneself in an L2 while using the L2 conceptual system. Although there exists a number of studies linking conceptual knowledge and its constituent parts to native-like fluency, relatively little is present in the CEFR. Hence, the goal of this paper is twofold, first to introduce and clarify “conceptual knowledge” and second (and most importantly) to develop conceptual knowledge descriptors’ and sample activities for each CEFR level ranging from A2 to C2.

Keywords: conceptual knowledge, figurative competence, CEFR, L2 teaching, material design
Article outline
  • 1.Introduction
  • 2.Conceptual knowledge (and/or mastery)
  • 3.The CEFR and the conceptual knowledge
  • 4.Developing conceptual knowledge descriptors for the CEFR levels
  • 5.Discussion
  • 6.Conclusions and teaching implications
  • Note
  • References
Published online: 16 April 2021
DOI logo
https://doi.org/10.1075/jsls.19029.gal
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