The Common European Famework of Reference for Languages 2020: impacton teaching foreign languages in Ukraine

The article outlines the scientists’ achievements in creating the Common European Framework of Reference for Languages (CEFR) and specifies the stages of its development: 2001-2018, 2018-2020, 2020-2023 and beyond. The contents of each stage are described. The relevance of investigating the problem of the updated CERF application at the current stage of training foreign languages (FL) in Ukraine has been proven. It has been ascertained that the CEFR 2020 consideration is insufficient. This thesis is confirmed by the analysis of state documents in language teaching; state standards of secondary and high education; FL curriculа for institutions of secondary and high education; FL syllabi, textbooks and manuals in FL and methods of its training; FL national tests; scientific researches and publications on methods for teaching FL. The need to update all major documents by following the changes introduced to CEFR 2020 has been done: conceptual provisions; updated trends to the use of active approach in training FL; improved descriptors; refined trends in the use of this publication in teaching FL; clarified interpretation of concepts “interaction” and “mediation”; extended interpretations of approaches “multilingual” and “multicultural”; in-depth methodical views on the modes of communication and the significance of mediation in teaching andlearning FL; rethought approaches to assessing the achievement in mastery FL; specified role of control and assessment in the FL educational process; revised recommendations from language testing in universities and others. In the future, it is necessary to implement the following basic scientific explorations at the CERF 2020 foundations in Ukraine: clarification of the language proficiency levels from primary school to postgraduate studies;calculation the required number of study classroom hours for mastering FL on each level of education; specification of the goals of developing language communicative competence at various stages of tuition at different levels of secondary education (SA) and high education (HA); detailing the set of competencies for development and perfecting at various levels of SA and HA (levels of primary, basic secondary and specialized secondary education;levels of bachelor’s, master’s and postgraduate degrees); creation of the system specification for all types of national tests (NMT, UPEE, UEE); adapting the technology of an active approach to the learning conditions in Ukraine.