ABSTRACT

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) (Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press) has been widely accepted as a reference for aligning curricula, learning outcomes, teaching materials and assessments for European and, more recently, non-European languages. However, it seems that the CEFR has been more utilised on the macro level, i.e. for curriculum and proficiency test development and course book design rather than on the micro level, i.e. to support teaching and learning. The field of teaching Arabic as a foreign language is lagging behind on both levels. This paper reports on the initial stage of a wide-ranging project which aims at full adoption of the CEFR (on both the macro and micro levels) in a non-specialist Arabic language course. The paper, specifically, details the context and methodology of designing a CEFR-aligned Arabic curriculum framework based on the compilation of curriculum salient features from the CEFR document.

摘要

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)（欧洲委员会。2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment . Cambridge: Cambridge University Press）已被广泛接受为为欧洲和最近的非欧洲语言调整课程、学习成果、教材和评估的参考。然而，CEFR 似乎更多地用于宏观层面，即课程和能力测试开发以及课程书籍设计，而不是微观层面，即支持教学和学习。阿拉伯语作为外语的教学领域在这两个层面上都落后了。本文报告了一个范围广泛的项目的初始阶段，该项目旨在在非专业阿拉伯语语言课程中完全采用 CEFR（在宏观和微观层面）。该论文特别详细介绍了根据 CEFR 文档中课程显着特征的汇编设计与 CEFR 一致的阿拉伯语课程框架的背景和方法。