Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-27T20:33:53.878Z Has data issue: false hasContentIssue false

European perspectives on modern language learning

Contributions to the Modern Languages Project of the Council of Europe

Published online by Cambridge University Press:  12 June 2009

J. L. M. Trim
Affiliation:
Cambridge, UK

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Council of Europe
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bibliography (references and suggestions for further reading)

Austin, J. L. (1962). How to do things with words. Oxford: Oxford University Press.Google Scholar
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.Google Scholar
Bachman, L. F. & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.Google Scholar
Belart, M. & Rancé, I. (1991). Nivell Llindar per a escolars (8–14 anys). Gener, Generalist de Catalunya.Google Scholar
Bloom, B. S. (1956). Taxonomy of educational objectives. London: Longman.Google Scholar
Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw.Google Scholar
Breen, M. P. (1987). Contemporary paradigms in syllabus design, Parts I & II. Language Teaching, 20, 2 & 3, 8192 & 157–74.CrossRefGoogle Scholar
THE BRITISH COUNCIL (1978). The teaching of comprehension. London: British Council.Google Scholar
Broeder, P. (ed.) ETAL. (1988). Processes in the developing lexicon. Vol. III of Final Report of the European Science Foundation Project ‘Second language acquisition by adult immigrants’. Strasbourg: Tilburg and Göteborg.Google Scholar
Brown, G., Anderson, A., Shilock, R. & Yule, G. (1984). Teaching talk: strategies for production and assessment. Cambridge: Cambridge University Press.Google Scholar
Brumfit, C. J. (1984). Communicative methodology in language teaching: the roles of fluency and accuracy. Cambridge: Cambridge University Press.Google Scholar
Brumfit, C. J. (1987). Concepts and categories in language teaching methodology. AILA Review, 4, 2531.Google Scholar
Brumfit, C. J. & Johnson, K. (eds.) (1979). The communicative approach to language teaching. Oxford: Oxford University Press.Google Scholar
Bung, K. (1973). The foreign language needs of waiters and hotel staff. Strasbourg: Council of Europe.Google Scholar
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.Google Scholar
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.Google Scholar
Byram, M., Zarate, G. & Neuner, G. (1997). Sociocultural competences in foreign language teaching and learning. Strasbourg: Council of Europe.Google Scholar
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1, 147.CrossRefGoogle Scholar
Canale, M. & Swain, M. (1981). A theoretical framework for communicative competence. In Palmer, A. S., Groot, P. J. & Trosper, S. A. (eds.), The construct validation of tests of communicative competence, Washington, DC: TESOL, 31–6.Google Scholar
Carter, R. & Lang, M. N. (1991). Teaching literature. London: Longman.Google Scholar
Castaleiro, J. M., Meira, A. & Pascoal, J. (1988). Nivel limiar (para a ensino aprendizagem do Portugues como lingua secunda/lingua estrangeira). Strasbourg: Council of Europe.Google Scholar
*Coste, D., Moore, D. & Zarate, G. (1997). Plurilingual and pluricultural competence. Strasbourg: Council of Europe.Google Scholar
*COUNC1L OF EUROPE (1982). Recommendation no.R (82) 18 of the Committee of Ministers to member states concerning modern languages. Appendix A to D. Girard & J.L.M. Trim 1988.Google Scholar
*COUNCIL OF EUROPE (1991). Language learning for European citizenship: Final Report of the Project. Strasbourg: Council of Europe.Google Scholar
*COUNC1L OF EUROPE (1992a). Language learning and teaching methodology for citizenship in a multilingual Europe. (Report of Symposium held in Sintra, 1989). Strasbourg: Council of Europe.Google Scholar
*COUNCIL OF EUROPE (1992b). Transparency and coherence in language learning in Europe: objectives, evaluation, certification. (Report of Symposium held in Rüschlikon 1991). Strasbourg: Council of Europe.Google Scholar
*COUNCIL OF EUROPE (1996). Modern Languages: learning, teaching, assessment. A Common European Framework of Reference. Draft 2 of a Framework Proposal. Strasbourg: Council of Europe.Google Scholar
*COUNCIL OF EUROPE (1997a). European Language Portfolio: proposals for development. Strasbourg: Council of Europe.Google Scholar
*COUNC1L OF EUROPE (1997b). Language learning for a new Europe. Report of an Intergovernmental Conference, Strasbourg, April 1997. Strasbourg: Council of Europe.Google Scholar
Cruttenden, A. (1986). Intonation. Cambridge: Cambridge University Press.Google Scholar
Crystal, D. (1969). Prosodic systems and intonation in English. Cambridge: Cambridge University Press.Google Scholar
Crystal, D. (ed.) (1987). The Cambridge encyclopedia of language. Cambridge: Cambridge University Press.Google Scholar
Cunningsworth, A. (1984). Evaluating and selecting EFL materials. London: Heinemann.Google Scholar
Dalgallian, G., Lieutaud, S. & Weiss, F. (1981). Pour un nouvel enseignement des langues. Paris: CLE.Google Scholar
Denes, P. B. & Pinson, E. N. (1993). The speech chain: the physics and biology of spoken language (2nd. edn.). New York: Freeman.Google Scholar
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.Google Scholar
Ehala, M., Liiv, S., Saarso, K., Vare, S. & Òispuu, J. (1997). Eesti keele suhtluslävi. Strasbourg: Council of Europe.Google Scholar
Færch, C. & Kasper, G. K. (1983). Plans and strategies in foreign language communication. In Færch, C. & Kasper, G. K. (eds.), Strategies in interlanguage communication, Harlow: Longman, 2060.Google Scholar
Fitzpatrlck, A. (1994). Competence for vocationally oriented language learning: descriptive parameters, organisation and assessment. Doc. CC-LANG (94)6, Strasbourg: Council of Europe.Google Scholar
Fry, D. B. (1977). Homo loquens. Cambridge: Cambridge University Press.Google Scholar
Galisson, R. & Coste, D. (eds.) (1976). Dictionnaire de didactique des langues. Paris: Hachette.Google Scholar
Galli De' Paratesi, N. (1981). Livello soglia par l'insegnamento dell' italiano come lingua straniera. Strasbourg: Council of Europe.Google Scholar
Gardner, R. C. (1985). Social psychology and second language learning: the role of attitude and motivation. London: Edward Arnold.Google Scholar
Gardner, R. C. & Macintyre, P. D. (1992/1993). A student's contribution to second language learning: Part I cognitive variables & Part II affective variables. Language Teaching, 25, 4, 211–20 & 26, 1, 111.CrossRefGoogle Scholar
*Glrard, D. (ed.) (1988). Selection and distribution of contents in language syllabuses. Strasbourg: Council of Europe.Google Scholar
Girard, D. (1995). Enseigner les langues: méthodes et pratiques. Paris: Bordas.Google Scholar
Girard, D. & Trim, J. L. M.(eds.) (1988). Project Croup No. 12: Learning and teaching modern languages for communication. Final Report of the Project Group (Activities 1982–87). Strasbourg: Council of Europe.Google Scholar
Grauberg, W. (1997). The elements of foreign language teaching. Clevedon: Multilingual Matters.Google Scholar
Green, P. S. (ed.) (1987). Communicative language testing: a resource handbook for teacher trainers. Strasbourg: Council of Europe.Google Scholar
Grice, H. P. (1975). Logic and conversation. In Cole, P. & Morgan, J. L. (eds), Speech acts, New York: Academic Press, 4158.CrossRefGoogle Scholar
Grinberga, I., Martinsons, G., Piese, V., Veisberg, A. & Zuicena, I. (1997). Latviešu valodas prasmes limenis. Strasbourg: Council of Europe.Google Scholar
Gumperz, J. J. (1971). Language in social groups. Stamford: Stamford University Press.Google Scholar
Gumperz, J. J. & Hymes, D. (1972). Directions in sociolinguistics: the ethnography of communication. New York: Holt, Rinehart & Winston.Google Scholar
Hatch, E. & Brown, C. (1995). Vocabulary, semantics and language education. Cambridge: Cambridge University Press.Google Scholar
Hawkins, E. W. (1987a). Modern languages in the curriculum (revised edn.). Cambridge: Cambridge University Press.Google Scholar
Hawkins, E. W. (1987b). Awareness of language: an introduction (revised edn.). Cambridge: Cambridge University Press.Google Scholar
Hill, J. (1986). Literature in language teaching. London: Mcmillan.Google Scholar
*Holec, H., Little, D. & Richterich, R. (1996). Strategies in language learning and use. Strasbourg: Council of Europe.Google Scholar
Hymes, D. (1974). Foundations in sociolinguistics: an ethnographic approach. Philadelphia: University of Pennsylvania Press.Google Scholar
Jessen, J. (1983). Et taerskelniveau fordansk. Strasbourg: Council of Europe.Google Scholar
Johnson, K. (1982). Communicative syllabus design and methodology. Oxford: Pergamon Press.Google Scholar
Jones, G. E., Hughes, M. & Jones, D. (1996). Y lefeldrothwy: ar gyfery gymraeg. Strasbourg: Council of Europe.Google Scholar
Jones, K. (1982). Simulations in language teaching. Cambridge: Cambridge University Press.Google Scholar
Kallas, E. (1990). Yatabi lebaaniyyi: un ‘livello sogla’ per I'insegnamento apprendimento dell' arabo libanese nell' universitá italiana. Venezia: Cafoscarina.Google Scholar
Kellerman, E., Bongearts, T. & Poulisse, N. (1987). Strategy and system in L2 referential communication. In Ellis, R., Second language acquisition in context, Englewood Cliffs: Prentice Hall, 100–12.Google Scholar
King, A. (ed.) ET AL (1988). Atalase Maila. Strasbourg: Council of Europe.Google Scholar
Komensky, J. A. (COMENIUS) (1658). Orbis sensualium pictus. Nuremberg.Google Scholar
Krashen, S. D. & Terrell, T. (1983). The natural approach: language acquisition in the classroom. Oxford: Pergamon.Google Scholar
Labov, W. (1972). Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press.Google Scholar
Lado, R. (1961). Language testing: the construction and use of foreign language tests. London: Longman.Google Scholar
Laver, J. & Hutcheson, S. (1972). Communication in face-to-face interaction. Harmondsworth: Penguin.Google Scholar
Lehrer, A. (1974). Semantic fields and lexical structure. London & Amsterdam.Google Scholar
Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Linacre, M. (1989). Multi-faceted measurement. Chicago: MESA Press.Google Scholar
Lindsay, P. H. & Norman, D. A. (1977). Human information processing. New York: Academic Press.Google Scholar
Little, D., Devitt, S. & Singleton, D. (1988). Authentic texts in foreign language teaching: theory and practice. Dublin: Authenrik.Google Scholar
Lynch, P., Stevens, A. & Sands, E. P. (1993). The language audit. Milton Keynes: Open University Press.Google Scholar
Lyons, J. (1977). Semantics, vols I & II. Cambridge: Cambridge University Press.Google Scholar
MacKay, W. E. (1965). Language teaching analysis. London: Longman.Google Scholar
Mandelbaum, D. G. (1949). Selected writings of Edward Sapir. Berkeley: University of California Press.Google Scholar
Martins-Baltar, M., Boutgain, D.Coste, D., Ferenzi, V. & Mochet, M.-A. (1979). L'écrit et les écrits: problèmes d'analyse et considérations didactiques. Strasbourg: Conseil de l'Europe.Google Scholar
Mas, M., Melcion, J., Rosanas, R. & Verge, M. H. (1992). Nivell llindar per ala llengua catalana. Barcelona: Generalitat de Catalunya.Google Scholar
Matthews, P. H. (1974). Morphology: an introduction to the theory of word-structure. Cambridge: Cambridge University Press.Google Scholar
Matthews, P. H. (1981). Syntax. Cambridge: Cambridge University Press.Google Scholar
McDonough, S. H. (1981). Psychology in foreign language teaching. London: Allen & Unwin.Google Scholar
McNamara, T. (1996). Measuring second language performance. Harlow: Addison Wesley Longman.Google Scholar
Mifsud, M. & Borg, A. J. (1997). Fuq I-Ghatba tai-Malti. Strasbourg: Council of Europe.Google Scholar
Munby, J. (1972). Communicative syllabus design. Cambridge: Cambridge University Press.Google Scholar
Narbutas, E., Pribusauskaite, J., Ramoniene, M., Skapiene, S. & Vilkiene, L. (1997). Slenkstis. Strasbourg: Council of Europe.Google Scholar
North, B. (1992). A European Language Portfolio: some options for a working approach to design scales of proficiency. In Council of Europe 1992. Reprinted in Schärer, R. & North, B., Towards a Common European Framework for reporting language competency, NFLC Occasional Paper. Washington D.C.: National Foreign Language Center, April 1992.Google Scholar
North, B. (1994). Perspectives on language proficiency and aspects of competence: a reference paper discussing issues in defining categories and levels. Strasbourg: Council of Europe.Google Scholar
North, B. (1997a). Perspectives on language proficiency and aspects of competence. Language Teaching, 30, 2, 93100.CrossRefGoogle Scholar
North, B. (1997b). The development of a common framework scale of descriptors of language proficiency based on a theory of measurement. Paper given at the Language Testing Research Colloquium, Tampere, August.Google Scholar
North, B. & Schneider, G. (forthcoming). Scaling descriptors for language proficiency scales. Language Testing.Google Scholar
Nunan, D. (1988). The learner-centred curriculum: a study in second language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Google Scholar
O'connor, J. D. (1973). Phonetics. Harmondsworth: Penguin.Google Scholar
O'connor, J. D. & Arnold, G. F. (1973). The intonation of colloquial English (2nd. edn.). London: Longman.Google Scholar
Oskarsson, M. (1980). Approaches to self-assessment inforeign language learning. Oxford: Pergamon.Google Scholar
Piepho, H. E. (1974). Kommunikative Kompetenz als übergeordnetes Lernziel. München: Frankonius.Google Scholar
Pike, K. L. (1943). Phonetics: a critical analysis of phonetic theory and a technique for the practical description of sounds. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar
Pride, J. B. & Holmes, J. (eds.) (1972). Sociolinguistics. Harmondsworth: Penguin.Google Scholar
*Porcher, L. (1980). Reflections on language needs in the school. Strasbourg: Council of Europe.Google Scholar
Rehbein, J. (1977). Komplexes Handeln: Elemente zur Handlungstheorie der Sprache. Stuttgart: Metzler.CrossRefGoogle Scholar
Richards, J. C., Platt, J. & Platt, H. (1993). Longman dictionary of language teaching and applied linguistics. London: Longman.Google Scholar
Robinson, W. P. (1972). Language and social behaviour. Harmondsworth: Penguin.Google Scholar
Roulet, E. (1972). Théories grammatical, descriptions et enseignement des langues. Paris: Nathan.Google Scholar
*Roulet, E. (1977). Un niveau-seuil: presentation and guide to use. Strasbourg: Council of Europe.Google Scholar
Salgado, X. A. F., Romero, H. M. & Moruxa, M. P. (1993). Nivel soleira lingua galega. Strasbourg: Council of Europe.Google Scholar
Sandström, B. (ed.) ETAL. (1981). Tröskelnivå: förslagtill innehall och metod i den grundläggande utbildningen i svenska for vuxna invandrare. Stockholm: Skolöverstyrelsen.Google Scholar
Schneider, G. & North, B. (forthcoming). Assessment and self-assessment of foreign language proficiency at cross-over-points in the Swiss educational system: transparent and coherent description of foreign language competence as assessment, reporting and planning instruments. Bern: National Science Research Council.Google Scholar
Searle, J. (1969). Speech acts: an essay in the philosophy of language. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Searle, J. R. (1976). The classification of illocutionary acts. Language in Society, 51, 1, 124.CrossRefGoogle Scholar
*Sheils, J. (1988). Communication in the modern language classroom. Strasbourg: Council of Europe. [Also available in French, German, Russian and Lithuanian.]Google Scholar
Skehan, P. (1987). Individual differences in second language learning. London: Arnold.Google Scholar
Slagter, P. J. (1979). Un nivel umbral. Strasbourg: Council of Europe.Google Scholar
Spolsky, B. (1989). Conditions for second language learning. Oxford: Oxford University Press.Google Scholar
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.Google Scholar
Svenes, B., Hagen, J. E., Manne, G. & Svindland, A. S. (1987). Et terskelnivå fornorsk. Strasbourg: Council of Europe.Google Scholar
Swales, J. M. (1990). The genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar
Trim, J. L. M. (1979). Des voies possibles pour l'élaboration d'une structure générate d'un systeme europeen d'unités capitalisables pour l'apprentissage des langues vivantes par les adultes. Strasbourg: Conseil de l'Europe.Google Scholar
Trim, J. L. M. (1980). Developing a Unit/Credit scheme of adult language learning. Oxford: Pergamon.Google Scholar
Trim, J. L. M. (1991). Criteria for the evaluation of classroom-based materials for the learning and teaching of languages for communication. In Grebing, R., Crenzenloses Sprachenlemen, Festschrift fur Reinhold Freudenstein, Berlin: Cornelsen, 231—46.Google Scholar
Trim, J. L. M., Richterich, R., Van Ek, J. A. & Wilkins, D. A. (1980). Systems development in adult language learning. Oxford: Pergamon.Google Scholar
Trudgill, P. (1983). Sociolinguistics (2nd. edn.). Harmondsworth: Penguin.Google Scholar
Ullmann, S. (1962). Semantics: an introduction to the science of meaning. Oxford: Blackwell.Google Scholar
Van Ek, J. A. (1977). The Threshold Level for modern language learning in schools. London: Longman.Google Scholar
Van Ek, J. A. & Trim, J. L. M. (1991a). Threshold Level 1990. Strasbourg: Council of Europe.Google Scholar
Van Ek, J. A. & Trim, J. L. M. (1991b). Waystage 1990. Strasbourg: Council of Europe.Google Scholar
Van Ek, J. A. & Trim, J. L. M. (1997). Vantage Level. Strasbourg: Council of Europe.Google Scholar
Van Ek, J. A. & Oud-De Glas, M. (1990). A survey of techniques used in the diagnosis and analysis of foreign language needs in industry. Brussels: Lingua.Google Scholar
Wells, J. C. & Colson, G. (1971). Practical phonetics. Bath: Pitman.Google Scholar
Widdowson, H. G. (1992). Practical stylistics: an approach to poetry. Oxford: Oxford University Press.Google Scholar
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold.Google Scholar
Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press.Google Scholar
Williams, E. (1984). Reading in the language classroom. London: Mcmillan.Google Scholar
Wright, B. D., AND Master, G. (1982). Raring scale analysis: Rasch Measurement. Chicago: Mesa Press.Google Scholar
Wynants, A. (1985). Drempelniveau: nederlands als vreemde taal. Strasbourg: Council of Europe.Google Scholar