Abstract. This article examines the mediation task in the context of foreign language learning, and more specifically in the teaching of Bulgarian as a foreign language (BFL). The study builds on the conceptual framework proposed by Maria Stathopoulou (2015) and further developed in the CEFR Companion Volume (2020), where mediation is understood as a complex linguistic and cultural act of facilitation. Concrete examples from teaching practice with Chinese graduate students are presented, in which the mediation task has been adapted to the Bulgarian educational context. The results of the exercises carried out with the students indicate that the inclusion of mediation activities supports the development of language confidence, intercultural awareness, and skills for effective interaction.
Keywords: mediation task, foreign language learning, Bulgarian as a foreign language, assessment, METLA, CEFR Companion Volume
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