Evaluación de la competencia y estrategias argumentativas en el Marco Común Europeo de Referencia para las Lenguas: crítica y propuesta

Abstract

Nowadays, the Common European Framework of Reference for Languages represents a well-accepted means for evaluating the knowledge of French as a foreign language in Mexico. This framework provides a skills-based methodology and an action-oriented approach. However, the development of such a proposition needs constant adjustments and observation. As a French teacher and examiner of d. e. l. f.
exams, one aspect that has drawn my attention in my daily practice is the evaluation criteria regarding argumentation. The skill of argumentation, in comparison with other linguistic elements that are evaluated
in detailed ways, such as the lexicon or the morphosyntax, is not developed in the same way. Furthermore, there is not a clear definition of argumentation in the European Framework and this is not evaluated until level B2. By undertaking a critical analysis of the Framework, this work attempts to give a definition for
“argumentation skills and argumentation strategies” as forwarded by different argumentation theories. The goal is to criticize and propose theoretical approaches that could be part of the evaluation criteria and what we consider is not developed enough in the Framework.