Challenges with defning competence for foreign language learning and teaching on the basis of the Common European Framework of Reference***

Abstract

In this paper we take a critical look at the approach to competence in the Common European Framework of Reference (Council of Europe, 2001a) and highlight inconsistencies in defining, structuring and positioning the notion in the model for foreign language learning and teaching presented in the document, which translates into lack of consistency in the interpretation of competence in research based on the Common European Framework of Reference (Council of Europe 2001a).