La place de la compétence paraphrastique dans le Cadre européen commun de référence pour les langues
The ability to produce synonymous sentences by various linguistic means is very important for L2 learners. The goal of this article is to define paraphrasing competence and identify its place among descriptors of the Common European Framework of Reference for Languages (CEFR). The focus is on CEFR B1 and B2 level learners. Advanced learners have fairly sophisticated grammatical skills, but still make lexical errors and experience difficulties in reformulating discourse.
Although CEFR descriptors implicitly refer to paraphrasing competence, a detailed description of this crucial competence is lacking. We have therefore proposed such a description based on quantitative and qualitative criteria used in our empirical study, which examines the reformulation strategies used by advanced learners of French L2. The theoretical framework for this study is Meaning–Text Theory, which pays special attention to paraphrasing and has formal tools to describe it.
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