The Common European Framework of Reference for Languages, from now on abbreviated as CEFR, is the Council of Europe's general handbook for language educators and governments in Europe. It provides syllabi, curricula and textbooks with a basic framework (CEFR 2001:
1) and is therefore the starting point to the curricula planning also in Finland. CEFR covers different areas of skills and knowledge that learners need in order to master a certain language. It also introduces levels of proficiency with the help of which learners' development can be monitored. The common description of language proficiency levels makes it easier to meet and compare different qualifications and it therefore increases the mobility across Europe. Furthermore, the transparency of courses and syllabi strengthens international co-operation. (CEFR 2001: 1.)
CEFR introduces central skills that are essential in learning languages and cultures. First, sociocultural knowledge, as its name implies, refers to the knowledge of the society and culture of the target language. It includes various aspects such as everyday living (e.g. food and drink, hobbies and sport), values and beliefs (e.g. national identity, religion and humour), social conventions (e.g. punctuality, fashion and taboos) and body language. These aspects may be different from the culture of origin and can be influenced by stereotypes. (CEFR 102-103.)
Second, intercultural awareness means having knowledge of the differences and similarities between the culture of origin and the target culture. Furthermore, learners should understand that there is regional and social variation in both cultures. In addition to the two cultures learners should also know about a wider range of cultures in order to understand the cultural context better. Intercultural awareness also includes the aspect that learners should be aware of how each culture is seen from the perspective of the other. This includes the knowledge of common stereotypes. (CEFR 2001: 103.) Linked to intercultural awareness are intercultural skills. These skills cover the following areas:
• the ability to bring the culture of origin and the foreign culture into relation with each other
• cultural sensitivity and the ability to identify and use a variety of strategies for contact with those from other cultures
• the capacity to fulfil the role of cultural intermediary between one’s own culture and the foreign culture and to deal effectively with intercultural misunderstanding and conflict situations
• the ability to overcome stereotyped relationships (CEFR 2001: 104-105)
Third, sociolinguistic competence refers to the knowledge and skills that are needed in order to use the language appropriately on a social level. Sociocultural and sociolinguistic competences have common aspects but there are certain elements that are precisely linked to sociolinguistic competence, such as politeness conventions, linguistic markers of social relations and dialect and accent. What makes them important is that they vary from one culture to another. Politeness conventions include aspects such as the appropriate use of words like 'thank you' and 'please', showing interest in another person or offering hospitality.
Being very culture specific they can cause cultural misunderstandings. Linguistic markers of social relations differ from one culture to another for example according to how well one knows the conversation partner. They include the use and choice of greetings and address forms but also expletives. Dialect and accent can help identify the speaker's social class, occupation and educational level. A part of sociolinguistic competence is being able to recognise different dialects and aspects, as well as knowing about their connotations. (CEFR 2001: 118-121.) Different competence levels of sociolinguistic appropriateness are introduced below:
Table 1. Sociolinguistic appropriateness (CEFR 2001: 122) SOCIOLINGUISTIC APPROPRIATENESS
C2 Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning.
Appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly.
Can mediate effectively between speakers of the target language and that of his/her community of origin taking account of sociocultural and sociolinguistic differences.
C1 Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar.
Can follow films employing a considerable degree of slang and idiomatic usage.
Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage.
B2 Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned.
Can with some effort keep up with and contribute to group discussions even when speech is fast and colloquial.
Can sustain relationships with native speakers without unintentionally amusing or irritating them or requiring them to behave other than they would with a native speaker.
Can express him or herself appropriately in situations and avoid crass errors of formulation.
B1 Can perform and respond to a wide range of language functions, using their most common exponents in a neutral register.
Is aware of the salient politeness conventions and acts appropriately.
Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of his or her own.
A2 Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.
Can socialise simply but effectively using the simplest common expressions and following basic routines.
Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, suggestions, apologies, etc.
A1 Can establish basic social contact by using the simplest everyday polite forms of:
greetings and farewell; introductions; saying please, thank you, sorry, etc.