摘要：In the Australian context of language education over the past three decades there has been an ongoing critical discussion about the development and use of frameworks that describestudent achievements in language learning. This is part of the wider educational context of standards-referenced assessment for the purposes of accountability (Brindley, 1998; Moore2001). This discussion has generally focussed on English language learning (ESL/EFL) and to a limited extent on the learning of additional languages. This is no doubt because of thecrucial role of English and the reality that educational systems gather state and national data on students’ achievements in English but do not do so in languages other than English.
