16. Interaction: Information exchange (CEFR 4.4.3) Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within his/her field with some confidence. Can describe how to do something, giving detailed instructions. Can summarise and give his or her opinion about a short story, article, talk, discussion, interview, or documentary and answer further questions of detail. Can find out and pass on straightforward factual information. Can ask for and follow detailed directions. Can obtain more detailed information. B1 Can understand and exchange complex information and advice on the full range of matters related to his/her occupational role. Can pass on detailed information reliably. Can give a clear, detailed description of how to carry out a procedure. Can synthesise and report information and arguments from a number of sources. B2
17. Descriptors from INCA When people communicate in ways I do not understand I try in an unsystematic way to take part, but hope that they will eventually adapt to the way I communicate. I know that others may communicate in ways I am not familiar with. My behaviour is influenced by principles that guide me and I often plan for eventualities, including ambiguous situations. I seek to achieve good communication both by making my own conventions clearer and by adopting those of others. When there is, or might be, a problem with communication, I quite often find ways around it, e.g. using gesture, re-explaining, simplifying etc. I am aware of a number of useful strategies for dealing with common communication problems When ambiguous situations arise, I can usually clarify or otherwise deal with them to the benefit of the group. I use my communication strategies to prevent, solve and mediate problems arising from differences in language or other communication conventions. I have a good overall understanding of the kinds of communicative difficulties that can arise in an intercultural context and of a wide range of strategies for resolving them. When ambiguous situations arise, I can usually clarify or otherwise deal with them to the benefit of the group. I use my communication strategies to prevent, solve and mediate problems arising from differences in language or other communication conventions. I have a good overall understanding of the kinds of communicative difficulties that can arise in an intercultural context and of a wide range of strategies for resolving them. 3. Full My behaviour is influenced by principles that guide me and I often plan for eventualities, including ambiguous situations. I seek to achieve good communication both by making my own conventions clearer and by adopting those of others. When there is, or might be, a problem with communication, I quite often find ways around it, e.g. using gesture, re-explaining, simplifying etc. I am aware of a number of useful strategies for dealing with common communication problems 2. Intermediate When people communicate in ways I do not understand I try in an unsystematic way to take part, but hope that they will eventually adapt to the way I communicate. I know that others may communicate in ways I am not familiar with. 1. Basic Adaptability (Communicative awareness)
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19. Thank you Ana Beaven [email_address] Lucia Livatino [email_address]
Hinweis der Redaktion
ELAN: Effects on the European Economy of Shortages of Foreign Language Skills in Enterprise was commissioned by the Directorate General for Education and Culture of the European Commission in December 2005 and undertaken by CILT, the UK National Centre for Languages in collaboration with InterAct International and an international team of researchers. Its objective was to provide the Commission and decision-takers in Member States with practical information and analysis of the use of language skills by SMEs and the impact on business performance. The study has shown that language skills can significantly improve export success for European companies. Small and medium sized enterprises (SMEs) which have a languages strategy and invest in staff with language skills are shown to be able to achieve 44% more export sales than those which don't. Analysis of the survey responses identified some key elements of language management which were associated with strong export performance, and there could be very significant gains to the EU economy if all exporting SMEs employed these techniques ELAN Report (2006), sponsored by the EU (European Commission Directorate General for Education and Culture), into the effects of language skills on the economy of Europe. Recommendations: General recommendations: 3.Improve Business-Education links in relation to languages. Identify and disseminate models of successful collaboration between Business and Education especially, but not exclusively, directed towards the promotion of language skills. Recommendations relating to SMEs and businesses: 8.Support businesses to become more expert at managing language skills and in applying the four elements of language management which are associated with improved export performance. Four elements of language management were found to be associated with successful export performance: having a language strategy, appointing native speakers, recruiting staff with language skills and using translators/interpreters.
Inca Project 2004, Leonardo da Vinci â Framework and Scales for assessment of Intercultural Competence in the workplace