1ENGLEZA2009

LIMBA ENGLEZ Contemporary Issues on Testing English Language Competences The newly founded curriculum concerning the modern languages teaching for the advanced 3 rd level students has challenged the didactic strategies since 2007. It is taken for granted that all the changes, in fact all the alternative methodologies, have emerged from the issues of the Bologna process. Therefore, the ELT with a view to ESP, needed to match the requests promoted by the Common European Framework of Reference for Languages CEFRL, along with the Council of Europe Threshold Level and the European Language Portofolio EUROPASS. As far as we are concerned, the 2 n level modern languages curriculum is directed towards the development of the linguistic competences as they are depicted by the examination requests issued under the consent of the British Council, UCLES, as well as the principles set forth by the Alliance Francaise. Although, there could be a challenging view as regards the modern teaching strategies, it stands to reason the basics are all the same: competence versus performance. Within the 3 r level advanced schools of the MAI, there has come to an agreement upon the teaching strategies towards the acquisition of the B2 linguistic competences, as to CEFRL, turned into similar performance. The entrance examination test, EET, issued under the MAI and MECI agreement, are formerly based on the B1-B2 competences supposedly aquired by former students who ever passed the bachelor's degree, BD. Hence, the performance required stands to general communication topics knowledge and implies all the linguistic skills but the EET which should only apply for the written competence. The lexicon and the grammar should do as they were certified by the BD, applying for the use of the standard language.

1ENGLEZA2009

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