Common European Framework of Reference for Languages in Croatia: an analysis of writing competence at level C1

Abstract

The aim of the article is to present the results of a research conducted with advanced (C1 level) learners of French as a foreign language in Croatia, in which their writing competence was studied according to the CEFR descriptors. Our hypothesis was that reaching level C1 demanded that a considerable amount of effort be invested in the development of learners’ writing and pragmatic skills.  In the evaluation of these skills, characteristics of culture-specific learning contexts are to be taken into account. To test our hypothesis, we used a structured questionnaire and interviews with teachers. The results of our research are presented in the conclusion.