Aspects of Narrative Competence in Language Levels and Narrative Texts in the CEFR1
Abstract
Purpose: This study aimed to identify the genres that require second/foreign language learners to draw on their narrative
competence along with the related level descriptors in the Common European Framework of Reference for Languages (CEFR)
and the CEFR Companion Volume with New Descriptors, which serve to achieve coherence in the structuring of language
learning/teaching processes by standardizing the way language ability is described.
Design/Methodology/Approach: In this qualitative research, data were collected from the Common European Framework of
Reference for Languages(2001) and the CEFR Companion Volume (2018) published by the Council of Europe through document
review, and a content analysis was conducted. The processes of collecting, categorizing, and preparing the data for description
were carried out sequentially.
Findings: In the CEFR, written texts such as novels, personal letters, short stories, short newspaper articles (that describe
events), comic strips, photo stories, travelogues, news items, biographies, cartoons, advertisements, postcards, messages,
notes, e-mails, blogs and fairy tales, which can be considered as narrative texts, are mentioned. In addition, personal
narratives, films, and anecdotes, which are not written genres, are also encountered. It has been found out that the level
descriptors that can be functional in drawing inferences about whether the learners developed a narrative competence or not
are structured gradually from level A to C in the CEFR. Upon analysis of the level descriptors regarding narrative texts and
narrative competence with respect to the four skills, it has been noted that the level descriptors that can be associated with
narrative texts and competence at all levels were the fewest in number regarding speaking and listening and the highest
regarding reading.
Highlights: Even though other genres are not referred to directly in the CEFR, a general framework about other genres is evident
in the text. The categorization of the narrativity-related level descriptors based on proficiency levels and skills is thought to
contribute to the designation of the learning objectives that reflect the language-specific features of narrative structures based
on the level descriptors in the CEFR, and thus to the enhancement of the quality of curriculum, materials, and activities to be
developed.
Keywords
narrative, narrative text, narrative competence, Common European Framework of Reference for Languages, foreign language teaching
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