ROLE OF MULTI-LEVEL APPROACH AND CEFR IN ENHANCING COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS // BSU bulletin. Philosophy. - 2017. №4. Педагогика. Pedagogy. - С. 3-7.

ROLE OF MULTI-LEVEL APPROACH AND CEFR IN ENHANCING COMMUNICATIVE COMPETENCE OF UNIVERSITY STUDENTS

DOI: 10.18101/1994-0866-2017-4-3-7 UDK: 372.881.1

Enhancing communicative competence in English as a foreign language is viewed today as a multistage process aimed at gradual language and skills acquisition in courses of General English, English for Specific Purposes and Academic English, which corresponds to the idea of developing general cultural, general professional and universal competences provided in the requirements of Federal state educational standards of higher education. The article aims to assess the efficiency of multi-level approach to teaching English as a foreign language being implemented in the educational process, which involves placement testing, collecting groups according to students’ level, building up a course and confirmation of the level through passing international examinations with the possibility of collection prestigious Cambridge English Language Assessment certificates. The article considers the use of CEFR (Common European Framework of Reference) to determine objectives, content and means of control at three levels of higher education: bachelor, master, postgraduate. As a result of the study it has been found that general cultural, universal and professional competencies of Federal state educational standards of higher education correspond to the content of descriptors, prescribed in the CEFR, and the last have such advantages as increased student motivation, alignment of objectives, content, learners’ progress monitoring and teaching materials to international standards, and the possibility of external monitoring of teaching.

teaching foreign languages in university; communicative competence; multi-level approach; Common European Framework of Reference (CEFR).