摘要：The publication of the Common Euro- pean Framework of Reference for Languages, in the year 2001, brought about a new methodological concept, known as the action-oriented approach, which has spread widely among practically all the participants involved in second language acquisition (from researchers and teachers to trainers, learners included). In 2017, 16 years af- ter its publication, the Council of Europe publis- hed the Companion Volume with New Descriptors . Some new aspects have been further reformu- lated following the practitioners’ demand; espe- cially those connected with the development of descriptors showing original illustrative scales and with the de nition of some key principles found in the original 2001 document.There was also a substantial reconsideration of the most appropriate methodology for second langua- ge teaching, among other points. In light of the antecedents of the action-oriented approach and the opinions both for and against its singularity, the present paper analyses the de nition and the fundamentals that this new document provides about this framework.This paper intends to co- rroborate its similarity with other approaches as we suggested in a previous paper– or, on the contrary, its originality and differentiating status.
关键词：Marco Común Europeo de Referencia para las Lenguas; enfoque orientado a la acción; enfoque por tareas; aprendizaje de segundas lenguas.
