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\nRelier l’\u00e9valuation de la comp\u00e9tence en langue au CECRL Claire Bourguignon Ma\u00eetre de conf\u00e9rences HDR en didactique des langues IUFM de Haute Normandie A l’heure o\u00f9 les niveaux de langue attribu\u00e9s dans le cadre d’examens scolaires ou plus largement dans le cadre de certifications, sont tous reli\u00e9s aux niveaux du Cadre europ\u00e9en commun de r\u00e9f\u00e9rence pour les langues, il peut para\u00eetre surprenant d’avoir choisi comme th\u00e8me pour cette conf\u00e9rence \u00ab Relier l’\u00e9valuation de la comp\u00e9tence en langue au CECRL \u00bb. C’est pr\u00e9cis\u00e9ment cette focalisation sur les niveaux du CECRL qui va \u00eatre questionn\u00e9e ici. L’int\u00e9r\u00eat que repr\u00e9sente le CECRL pour l’\u00e9valuation doit-il \u00eatre r\u00e9duit \u00e0 ses \u00e9chelles de niveaux, activit\u00e9 langagi\u00e8re par activit\u00e9 langagi\u00e8re? Peut-on dire qu’un outil, ou une d\u00e9marche d’\u00e9valuation, est en ad\u00e9quation avec le CECRL d\u00e8s lors qu’un r\u00e9sultat est traduit en niveaux? Nous allons montrer qu’au-del\u00e0 des niveaux propos\u00e9s , l’int\u00e9r\u00eat essentiel du CECRL pour l’\u00e9valuation de la comp\u00e9tence en langue repose sur la perspective annonc\u00e9e, la perspective actionnelle, et les concepts cl\u00e9s qui la d\u00e9finissent. A partir de l\u00e0, nous pr\u00e9senterons les caract\u00e9ristiques d’une d\u00e9marche d’\u00e9valuation de la comp\u00e9tence en langue telle que la d\u00e9finit le CECRL. Enfin, nous illustrerons notre propos de mani\u00e8re concr\u00e8te \u00e0 travers un dispositif d’\u00e9valuation qui se situe r\u00e9solument dans la logique actionnelle. At a time, when most tests are linked to the Common European Framework of Reference through its common reference levels, it may seem strange to choose \u00ab linking the evaluation of language competence(s) to the CEF \u00bb as a topic for this conference. Yet, it is the hegemony of the Common reference levels which is going to put into question. Should the interest of the CEF only lie in the reference levels that are used for each language activity? Can it be said that evaluation is adequate to the CEF ‘s approach only if the test results are translated into reference levels? We are going to show that, besides the levels, the main interest of the CEF for the evaluation of language competence(s) lies in the actionnal approach and its underlying concepts. This will allow us to explain what evaluating language competence(s) in relation to the CEF really means. We’ll then end up presenting an evaluation device that is truly appropriate to the CEF’s approach.<\/p>\n
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