Abstract: Many countries, notably in Europe, officially claim that their national curricula and school-leaving examinations are linked to the CEFR. However, working with English teachers in Slovakia for a number of years results in our assumption that language teachers do not analyse approaches to language acquisition presented in the CEFR and are not aware of a variety of methods used in language education along with communicative approaches, emphasised in the framework. In our research, we addressed local teachers of English to see how the CEFR had affected their teaching. According to our survey, quite a large number of teachers have not changed their teaching procedures and techniques, although their teaching is based on the national curricula that are officially claimed to be linked to the CEFR. In our study, the focus is based on the analysis of the questionnaire provided to language teachers in order to find out their language competence as well as their approach to teaching English in the country.
Keywords: action-oriented approach, language policy, national curricula for languages