Common European Framework of Reference for Languages: learning, teaching, assessment • • • • • • • • • • • • • •
intropunitive/extrapunitive/impunitive personality (guilt); (freedom from) fear or embarrassment; rigidity/flexibility; open-mindedness/closed-mindedness; spontaneity/self-monitoring; intelligence; meticulousness/carelessness; memorising ability; industry/laziness; ambition/(lack of) ambition; (lack of) self-awareness; (lack of) self-reliance; (lack of) self-confidence; (lack of) self-esteem.
Attitudes and personality factors greatly affect not only the language users’/learners’ roles in communicative acts but also their ability to learn. The development of an ‘intercultural personality’ involving both attitudes and awareness is seen by many as an important educational goal in its own right. Important ethical and pedagogic issues are raised, such as: • the extent to which personality development can be an explicit educational objective; • how cultural relativism is to be reconciled with ethical and moral integrity; • which personality factors a) facilitate b) impede foreign or second language learning and acquisition; • how learners can be helped to exploit strengths and overcome weaknesses; • how the diversity of personalities can be reconciled with the constraints imposed on and by educational systems. Users of the Framework may wish to consider and where appropriate state: • whether, and if so which personality features learners will need/be encouraged/equipped/ required to develop/display; • whether, and if so in what ways, learner characteristics are taken into account in provisions for language learning, teaching and assessment.
5.1.4 Ability to learn (savoir-apprendre) In its most general sense, savoir-apprendre is the ability to observe and participate in new experiences and to incorporate new knowledge into existing knowledge, modifying the latter where necessary. Language learning abilities are developed in the course of the experience of learning. They enable the learner to deal more effectively and independently with new language learning challenges, to see what options exist and to make better use of opportunities. Ability to learn has several components, such as language 106