(in Polish) Kompetencja i biegłość językowa 4100-2SKiBJ
The objective of the lecture is to develop students' knowledge of linguistic competence and proficiency and to prepare them to understand the theoretical underpinnings of assessing learner progress in foreign language acquisition.The classes focus on an in-depth discussion of the main theories and models of competence and proficiency, and their application in conceptualising learner language development. Particular attention is given to distinguishing between the concepts of competence and proficiency and to analyzing their components. The lecture includes a review of the underlying principles and basis of the Common European Framework of Reference for Languages (CEFR) as a key referent in defining and assessing language proficiency. The potential for applying the CEFR document in language education is also examined. The course includes reflection on the function of assessment in language learning and teaching. This is an advanced course, which is formally assigned to the academic discipline of Linguistics.
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Term 2025L:
The objective of the lecture is to develop students' knowledge of linguistic competence and proficiency and to prepare them to understand the theoretical underpinnings of assessing learner progress in foreign language acquisition.The classes focus on an in-depth discussion of the main theories and models of competence and proficiency, and their application in conceptualising learner language development. Particular attention is given to distinguishing between the concepts of competence and proficiency and to analyzing their components. The lecture includes a review of the underlying principles and basis of the Common European Framework of Reference for Languages (CEFR) as a key referent in defining and assessing language proficiency. The potential for applying the CEFR document in language education is also examined. The course includes reflection on the function of assessment in language learning and teaching. This is an advanced course, which is formally assigned to the academic discipline of Linguistics |
Course coordinators
Type of course
General: pedagogical qualifications obligatory courses | Term 2025L: obligatory courses pedagogical qualifications |
Requirements
Mode
Learning outcomes
Learning Outcomes
K_W05, K_U02, K_U13, K_K02, K_K05
Knowledge
On completion, the student knows and understands:
1. The main theories and models of linguistic competence and proficiency, including approaches related to language subsystems and skills (speaking, listening, reading, writing) and their components (K_W05).
2. The relationship between linguistic competence and proficiency and the ways their main components are conceptualized within various theoretical models (K_W05).
3. The principles and structure of the Common European Framework of Reference for Languages (CEFR) , how proficiency is conceptualized across receptive, productive, and interactional skills, and the function of the CEFR as a tool for describing and classifying proficiency (K_W05).
Skills
On completion, the student is able to:
1. Analyze and interpret theories and models of linguistic competence and proficiency, including those relating to specific skills; and identify the theoretical consequences of these models for describing language development (K_U02).
2. Analyze phenomena related to the development of language proficiency across different skills and explain them using relevant theories and models of linguistic proficiency (K_U02).
3. Critically analyze proficiency descriptors (particularly the CEFR), assessing their underlying assumptions, coherence, and limitations, and interpreting them in the context of selected concepts of competence and proficiency (K_U02).
4. Plan their own development in the area of knowledge of linguistic competence and proficiency, identifying necessary sources and directions for further learning (K_U13).
Social Competence
On completion, the student is ready to:
1. Acknowledge the significance of reliable scientific knowledge in analyzing and interpreting issues related to linguistic competence and proficiency, and to consult expert opinions in situations of uncertainty (K_K02).
2. Consciously adhere to ethical principles and academic responsibility in the process of assessing linguistic competence and proficiency (K_K05).
Assessment criteria
1. Course completion/credit requirement/
The prerequisite for receiving credit (or eligibility for passing the course) is:
• Attendance: Attendance at classes is mandatory (a single absence is permitted; unexcused absences exceeding this limit result in a failing grade (NK) and require the student to repeat the course).
• Timely Submission: Timely completion of all mandatory in-class assignments (if applicable).
The final grade is based on the assessment methods and criteria described in Part 2, in accordance with the assigned weights.
The use of AI tools and technologies that support language processing is permissible only with the instructor's explicit consent and after prior agreement on the scope of their application; the use of AI tools without the instructor's consent is treated as a violation of academic integrity (or principles of independent work) and results in a failing grade.
2. Assessment Methods
Written Examination (Final Test)
• Description: The examination covers the lecture content: main theories and models of linguistic competence and proficiency, the relationship between competence and proficiency, models and components of language skills, the theoretical foundations of proficiency assessment, and the structure and principles of the CEFR. The test utilizes receptive question formats (including multiple-choice questions, true/false, matching, and short conceptual recognition tasks).
• Weight in Final Grade: 100%
• Verified Learning Outcomes: K_W05, K_U02, K_U13, K_K02, K_K05.
3. Assessment Criteria
Written Examination
The evaluation of answers is based on the following criteria:
1. Content Correctness: Accurate identification of theories, models, concepts, and classifications; recognition of the components of competence and proficiency; understanding the structure of the CEFR (K_W05, K_U02).
2. Adequacy and Completeness of Response: Correct indication of solutions in closed-ended questions; full utilization of theoretical premises (K_U02).
3. Consistency with Lecture Content and Examination Scope:Answers based on materials presented in class (K_W05).
4. Elements of Social Competence: Demonstrating awareness of the principles of academic responsibility through independent completion of the test (K_K02, K_K05).
The criteria are applied jointly; the final grade is determined by the number of points obtained for correct answers.
4. Grading Scale
Passing Threshold: 60%
– 90–100% – 5,0
– 85–89% – 4,5
– 75–84% – 4,0
– 70–74% – 3,5
– 60–69% – 3,0
– 0–59% – 2,0
Practical placement
N/A
Bibliography
Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. Continuum.
Hulstijn, J. H. (2015). Language proficiency in native and nonnative speakers: Theory and research. John Benjamins Publishing Company.
Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3), 229–249. https://doi.org/10.1080/15434303.2011.565844
Leclercq, P., Edmonds, A., & Hilton, H. (Eds.). (2014). Measuring L2 proficiency: Perspectives from SLA. Multilingual Matters.
Taylor, L. (Ed.). (2012). Examining speaking: Research and practice in assessing second language speaking. Cambridge University Press.
Taylor, L. (2013). Introduction. In A. Geranpayeh & L. Taylor (Eds.), Examining listening: Research and practice in assessing second language listening (Vol. 35, pp. 1–35). Cambridge University Press.
Taylor, L., & Geranpayeh, A. (2011). Assessing listening for academic purposes: Defining and operationalizing the test construct. Journal of English for Academic Purposes, 10(2), 89–101. https://doi.org/10.1016/j.jeap.2011.03.002
Taylor, L., & Geranpayeh, A. (Eds.). (2013). Conclusions and recommendations. In Examining listening: Research and practice in assessing second language listening (Vol. 35, pp. 322–341). Cambridge University Press.
de Jong, N. H. (2023). Assessing second language speaking proficiency. Annual Review of Linguistics, 9, 541–560. https://doi.org/10.1146/annurev-linguistics-030521-052114
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: