European system of levels of foreign language proficiency. English levels: A1 to C2, Beginner to Proficiency
What is the division of languages into levels, and why are they needed? About everything in order. The Common European System of Language Levels (and in particular the Spanish Level System) was created in order to control the amount of knowledge required to learn a language at each stage, as well as to assess the student's lexical abilities. Besides, this system provides a fairly accurate assessment of his real language competence.
Spanish Proficiency Levels:
Level A1 - elementary level of Spanish
Duration: 60 academic hours
You will start this level without any knowledge of the language, but very soon you will get acquainted with basic structures such as: , articles, and first words. By the end of the level, you will know how to communicate in everyday easy situations on the topic of shopping in stores, ordering food in a restaurant, as well as being able to introduce yourself and talk a little about yourself and your hobbies. In addition, you will begin to study present tense verbs, reflexive verbs and learn a little about one of the types of the past tense (pretérito indefinido).
According to the Common European Framework of Reference for Possession foreign language A student who has passed this level is able to understand and respond to simple questions and is also able to compose simple texts. And this is just the beginning of an exciting journey of learning Spanish!
Greeting and farewell
. Be able to introduce a guest or friend and respond when meeting
. Ask for an apology.
. Thank.
. Show that you do not understand.
. Asking someone to speak more slowly or louder.
. Ask to repeat what was said.
. Ask to write a word, sentence, etc. that interests you.
. Describe people, places and objects.
. Communication about daily activities in the present.
. Talk about plans and projects.
. Express knowledge and ignorance.
. Ask if it is possible or impossible to do something.
. Talk about tastes, what you like/dislike.
. Ask and express wants and needs.
. invite and offer something
. Accept or decline an invitation or offer
. Start and end a conversation.
Basic phrases (greeting, farewell).
. Basic questions (qué, cómo, cuál, etc.).
. Survival phrases, invitations, requests, etc.
. Alphabet. Fundamentals of pronunciation and intonation.
. Noun. Adjective. Articles.
. Days of the week, months and seasons.
. Numbers.
. Pronouns.
. Use of the verb SER (beginning).
. Use of the verb ESTAR (beginning).
. The difference between using HAY and ESTAR.
. Demonstrative pronouns.
. Possessive pronouns.
. Adverbs of place.
. The main provisions of the place.
. Verb hacer (to do).
. Regular verbs in present tense.
. Irregular verbs in the present tense (most frequently used).
. Use of the verbs saber and conocer.
. Some modal verbs: poder (to be able), querer (to want/love), tener que (to be due).
. Most commonly used reflexive verbs
. Verb GUSTAR (like).
. También (also, the same), tampoco (also not).
. Preterito indefinido (past perfect tense), conjugation of regular and irregular verbs (the most widely used) (ser, estar, tener).
. Structure IR A + INFINITIVO.
The use of the language in a variety of social and cultural situations in the Spanish-speaking world.
. Information about the life and habits of the inhabitants of Spain
. Information about famous people in Spain (actors, artists, singers, athletes, etc.).
Level A2 - elementary level of Spanish
Duration: 120 academic hours. (2 levels of 60 academic hours: A2.1 and A2.2)
Level A2 is a very important and significant step towards the intermediate level of Spanish. At this stage, you will already be able to understand the most frequently used phrases and expressions and communicate more freely on daily topics (for example, tell about yourself, your work, hobbies, health and other easy topics in more detail).
If we talk about grammar, then you can already use in your speech the three past tenses of the indicative mood (pretérito perfecto, indefinido e imperfecto) as well as the present tense (presente) and the future tense (futuro). And this means that you will be able to tell the interlocutor about the events that have already happened or about your plans for the future. All this will make your speech even richer and more interesting.
This knowledge will no doubt be enough for a simple conversation with a native speaker.
The ability to describe a situation or event in the past tense
. The ability to express one's thoughts in the future tense
. Comparison of people, objects, places, situations.
. Express your own and learn someone else's opinion about something or about someone.
. Express a degree of confidence.
. Ask permission/deny permission.
. Express and ask about desires.
. Express and ask for preferences.
. Express and ask about needs.
. Explain and ask the interlocutor about the state of health, symptoms of the disease.
. To offer something to do, to respond to an offer.
. Express surprise, joy, interest.
. Congratulations on the holidays.
. Know how to address the interlocutor.
. Be able to ask questions about something that you forgot: a question, an expression, etc.
. Invite and offer something.
. Accept or reject an offer
. Start and end a dialogue.
Repetition level A1
. Expanding the scope of the verbs SER and ESTAR.
. Continued study of regular and irregular verbs.
. Learning new verbs similar in conjugation to the verb “GUSTAR”: doler, molestar, parecer.
. Pretérito Imperfecto (Past Incomplete)
. Difference between Pretérito Indefinido and Imperfecto tenses.
. Futuro de Indicativo (future unfinished tense).
. Structure Si + Presente + Futuro.
. Modal verbs: poder, deber, tener que.
. Verb ESTAR + Gerund.
. Direct and indirect speech.
. Use of pronouns
. Imperative mood for the pronouns YOU and YOU
Level B1 - Intermediate Spanish
Duration: 120 academic hours. (2 levels of 60 academic hours: B1.1 and B1.2)
At the end of this level, your knowledge will allow you to feel confident being in Spain or Latin America and to respond without any problems to the daily situations that are happening around you.
You will already have no problem maintaining a conversation with a native speaker on topics familiar to you: express your opinion, explain what happened to you, talk about your desires and plans, and also defend your point of view, which is important. Usually students reach this level in 8-10 months.
In addition, you will be able to write simple logically related texts on topics that are familiar or interesting to you.
Description in detail what happened in the past.
. Express intentions, conditions, goals.
. Offering and asking for help, accepting and rejecting it.
. Express agreement or disagreement with something.
. To express impossible desires, or difficult to fulfill.
. Find out if someone knows about something or someone.
. Express hypothetical plans.
. Be able to apologize for another and respond to an apology.
. Be interested in the health of others.
. Be able to communicate on certain topics and conduct a conversation.
. Give examples during the conversation.
. End the conversation.
. Show that you understand the conversation.
. Presente de subjuntivo
. Continuation of the study of direct and indirect objects.
. Location of pronouns.
. Difference between Indefinido and Imperfecto.
. Using conditional simple time (Condicional).
. Using the prepositions POR and PARA,
. Indefinite pronouns and adjectives.
. Time El Preterito Pluscuamperfecto Indicativo.
. Oraciones de relativos.
. Affirmative imperative
. Introduction during imperfecto de subjuntivo.
Level B2 - Advanced level of Spanish
Duration: 180 academic hours. (3 levels of 60 academic hours: B2.1, B2.2 and B2.3)
Students who have completed level B2 are able to communicate with native speakers freely, without visible effort on their part, using all grammatical structures and turns in their speech. In addition, they are able to understand the main themes of difficult or abstract texts.
This is the most fruitful stage in language learning, which allows the student not only to communicate with native speakers, but also to watch movies in the original, read books, the press and always understand the main idea of difficult conversations or texts.
Many students, once they reach this level, decide not to continue their studies at a language school or language course and simply start talking to native speakers, traveling to Spanish speaking countries, making Spanish speaking friends and practicing the language in more natural environment constantly improving your level.
Be able to express what other people have said.
. Expresiones causales, finales, concesivas.
. Express agreement or disagreement with something, give arguments for and against.
. Defend and justify your point of view.
. Express judgment and evaluation.
. Express the possibility and impossibility of something.
. Express surprise, joy, regret or disappointment.
. Express fear and anxiety.
. Express gratitude and be able to respond to it.
. Give assignments to other people.
. Attract attention.
. Wish something good, say goodbye.
. Be able to participate in formal meetings and events.
. Write proper formal letters.
. Correct what the other person has said.
. Draw conclusions from what others have said.
. Express disinterest and boredom.
. Support and soothe.
. Recommend something and make recommendations.
Repetition of the material covered.
. Indirect speech (Estilo indirecto pasado) (Part 1).
. The negative form of the imperative mood (Imperativo negativo)
. The use of pronouns.
. Presente de subjuntivo.
. Difference between Subjuntivo and Indicative.
. Preterito imperfecto de subjuntivo.
. Preterito perfecto de subjuntivo.
. Preterito pluscuamperfecto de subjuntivo.
. Conditional compuesto.
. Futuro, futuro perfecto y condicional para formular hipótesis.
Level C1 - the highest level of Spanish
To reach the C1 level, you need to work long and hard. This is the level of professional language proficiency: fluently, without tension and searching for the necessary word or expression. C1 is the level of a well-educated native speaker, when the speech you say is beautiful and pleasant for perception by a native speaker.
A student with C1 level is able to use the language in a variety of situations: from colloquial speech to business communication and correspondence, and in addition, this level obliges to understand complex texts that require special preparation.
The student can also write structured, well-written, and detailed essays on a wide variety of topics.
Describe and evaluate people.
. Definition and description of objects.
. Express duties and prohibitions.
. Recommend and advise.
. React by explaining feelings and emotions
. Respond to other people's desires.
. Show skepticism.
. Express desires that are difficult to fulfill or impossible to fulfill.
. Formulate hypothetical situations in the present and past.
. Give counter arguments.
. Comparison of people and objects.
. Express agreement and disagreement.
. Express approval and disapproval.
. Engage in debate and argue your point of view.
. Make orders, inquiries, give advice (present and past tense).
. Send messages (in present and past tense).
. Have structured speech.
. Be able to use literature in Spanish.
. Narrate using all types of tenses.
Or in the courses, you will definitely come across the concept of “levels in English” or “English language proficiency levels”, as well as with such obscure designations as A1, B2, and more understandable Beginner, Intermediate and so on. In this article, you will learn what these formulations mean and what levels of language proficiency distinguish, as well as how to determine your level of english.
The levels of English are designed so that language learners can be divided into groups with approximately similar knowledge and skills in reading, writing, speaking and writing, as well as to simplify testing procedures, examinations, for various purposes related to emigration, study abroad and employment. This classification helps in recruiting students into a group and preparing teaching aids, methods, language teaching programs.
Of course, there is no clear boundary between the levels, this division is rather conditional, necessary not so much for students as for teachers. In total, there are 6 levels of language proficiency, there are two types of division:
- Levels A1, A2, B1, B2, C1, C2,
- Beginner, Elementary, Intermediate, Upper Intermediate, Advanced, Proficiency levels.
Basically it's just two different names for the same. These 6 levels are divided into three groups.
Table: English language proficiency levels
The classification was developed in the late eighties - early nineties of the last century, it is fully called the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbr. CERF).
English levels: detailed description
Beginner level (A1)
At this level you can:
- Understand and use familiar everyday expressions and simple phrases aimed at solving specific problems.
- Introduce yourself, introduce other people, ask simple questions of a personal nature, such as “Where do you live?”, “Where are you from?”, be able to answer such questions.
- Maintain a simple conversation if the other person speaks slowly, clearly, and helps you.
Many who studied English at school speak the language at about the Beginner level. From the vocabulary only elementary mother, father, help me, my name is, London is the capital. You can understand well-known words and expressions by ear if they speak very clearly and without an accent, as in audio lessons for a textbook. You understand texts like the “Exit” sign, and in a conversation with the help of gestures, using individual words, you can express the simplest thoughts.
Elementary level (A2)
At this level you can:
- Understand common expressions on general topics such as: family, shopping, work, etc.
- Speak in simple everyday topics in simple terms.
- Tell in simple terms about yourself, describe simple situations.
If at school you had 4 or 5 in English, but after that you didn’t use English for some time, then most likely you speak the language at the Elementary level. TV shows in English will not be understood, except for individual words, but if the interlocutor speaks clearly, in simple phrases of 2-3 words, you will generally understand. You can also incoherently and with long pauses for reflection tell the simplest information about yourself, say that the sky is blue and the weather is clear, express a simple wish, make an order at McDonald's.
Beginner - Elementary levels can be called "survival level", Survival English. It is enough to "survive" during a trip to a country where the main language is English.
Intermediate level (B1)
At this level you can:
- Understand the general meaning of distinct speech on general, familiar topics related to everyday life (work, study, etc.)
- Cope with the most typical situations on a trip, travel (at the airport, in a hotel, etc.)
- Write simple connected text on topics that are common or familiar to you personally.
- Retell events, describe hopes, dreams, ambitions, be able to briefly talk about plans and explain your point of view.
Vocabulary and knowledge of grammar is enough to write simple essays about yourself, describe cases from life, write a letter to a friend. But in most cases oral speech lags behind writing, you confuse tenses, think over a phrase, pause to pick up a preposition (to or for?), but you can more or less communicate, especially if there is no shyness or fear of making a mistake.
It is much more difficult to understand the interlocutor, and if it is a native speaker, and even with fast speech and a bizarre accent, then it is almost impossible. However, simple, distinct speech is understood well, provided that the words and expressions are familiar. You generally understand if the text is not very complex, and with some difficulty understand the general meaning without subtitles.
Level Upper Intermediate (B2)
At this level you can:
- Understand the general meaning of complex text on concrete and abstract topics, including technical (specialized) topics in your profile.
- Speak quickly enough so that communication with a native speaker occurs without long pauses.
- Compose clear, detailed text on various topics, explain the point of view, give arguments for and against various points of view on the topic.
Upper Intermediate is already a good, sound, confident command of the language. If you are talking on a well-known topic with a person whose pronunciation you understand well, then the conversation will go quickly, easily, naturally. An outside observer will say that you are fluent in English. However, you can be confused by words and expressions related to topics that are poorly understood by you, all sorts of jokes, sarcasm, allusions, slang.
You are asked to answer 36 questions to test listening, writing, speaking and grammar.
It is noteworthy that to test listening comprehension, phrases such as “London is the capital” recorded by the speaker are not used, but short excerpts from films (Puzzle English specializes in learning English from films and TV shows). In English-language films, the speech of the characters is close to how people speak in real life so the test may seem harsh.
Chandler from Friends doesn't have the best pronunciation.
To check the letter, you need to translate several phrases from English into Russian and from Russian into English. The program provides several translation options for each phrase. To test knowledge of grammar, a completely ordinary test is used, where you need to choose one option from several proposed ones.
But you are probably wondering how the program can test the skill of speaking? Of course, an online English proficiency test will not test your speech as a person, but the test developers came up with an original solution. In the task, you need to listen to a phrase from the movie and choose a cue that is suitable for continuing the dialogue.
Talking is not enough, you also need to understand the interlocutor!
The ability to speak English consists of two skills: to understand the speech of the interlocutor by ear and to express one's thoughts. This task, albeit in a simplified form, tests how you cope with both tasks.
At the end of the test you will be shown full list questions with correct answers, you will find out where you made mistakes. And of course, you will see a chart showing your level on a scale from Beginner to Upper Intermediate. 
2. Test to determine the level of English with a teacher
To get a professional, “live” (not automated, as in tests) assessment of the level of English, you need English teacher who will test you with assignments and an interview in English.
This consultation is free of charge. Firstly, there may be a language school in your city that offers free language testing and even a trial lesson. Now this is a common practice.
In short, I signed up for a trial test lesson, got in touch on Skype at the appointed time, and the teacher Alexandra and I held a lesson, during which she “tortured” me in every possible way with various tasks. All communication was in English.
My trial lesson on SkyEng. Checking grammar knowledge.
At the end of the lesson, the teacher explained to me in detail in which direction I should develop my English, what problems I had, and a little later she sent a letter with a detailed description of the level of language skills (with grades on a 5-point scale) and methodological recommendations.
This method took some time: three days passed from the application to the lesson, and the lesson itself lasted about 40 minutes. But it is much more interesting than any online test.
Friends, if you want to learn more about the levels A1 and A2 in learning English, then we suggest that you carefully read this material; Perhaps you will learn a lot of interesting and useful things for yourself.
As you already know, learning English is divided into stages or levels, each level is a certain degree of difficulty, specific tasks and exercises, reading, grammar, etc. Today we are taking a closer look at the initial levels or levels of survival, that is, Beginner and Elementary , as well as pre-threshold level Pre-Intermediate.
Category A1 - what is it?
It would seem that the stages of English proficiency Beginner and Elementary are in many ways similar. However, significant differences can be observed here. You cannot proceed to the Elementary level without pre-training beginner.
Everything starts with the basics, and learning a language is even more so. The Beginner level is perfect for those who have never studied English before, have no idea about it. This stage of English proficiency allows you to build several simple sentences, master the basics of grammar and reading rules, acquire a small vocabulary. Also, it makes it possible to move on to the next step - Elementary.
The knowledge that the entry level provides is very extensive for this stage learning English: mastering the three simple tenses of verbs (present, past, future), the concept of articles, the ability to make several simple sentences, the ability to characterize the subject in simple words; vocabulary ranges from 500 to 700 words, the ability to get to know each other, answer simple questions, write a short text from simple sentences.
The Elementary level is already a more serious level of knowledge and proficiency in English. And the range of opportunities and skills that it provides is much wider. Getting to this level, a person studying English must have the elementary baggage of the initial stage of Beginner.
The knowledge gained at this stage is sufficient to communicate in English at the everyday level. For example, while abroad, you can ask for directions, book a hotel room, do some shopping, etc.
Your knowledge of grammar, speaking, reading, your vocabulary at this level is much broader and deeper. Of course, you can’t call such knowledge of the English language professional, but you are no longer a beginner in learning the language.
What skills does this stage of training provide? Here they are: a clear understanding of the verb to be, mastering the tenses of verbs, including continuous and perfect; the use of articles and modal verbs, pronouns and the possessive case; expansion of vocabulary from 1000 to 1500, the ability to communicate on simple everyday topics, the ability to write a short story about yourself, about your family, about hobbies, about work, etc.
As we have already said, these levels belong to the Survival Levels category or survival levels. This means that these levels of knowledge of the English language will help you navigate in various everyday situations where English is needed.
We believe that in modern life it is not only useful, but also very important to speak English at least at these two levels, because such knowledge of English is required by modern technologies, the Internet, travel, etc.
Category A2 or pre-threshold level
The pre-threshold or intermediate level (Pre-Intermediate) is like a bridge between the basic stages and more advanced levels of English proficiency. Why is it so? The fact is that this English language course begins with simple designs acquired during the training at the previous two levels. The Pre-Intermediate stage is a great opportunity to repeat, consolidate and systematize previous levels and skills, as well as move on to more difficult stage learning English.
By studying English at the Pre-Intermediate level, you get even greater skills in the language: a clear understanding of the tenses of verbs and the ability to distinguish them, understanding the conditional mood, vocabulary replenishment modal verbs that were not previously known; understanding passive verb, the ability to convert direct speech into indirect speech, understanding of pronouns and degrees of comparison of adjectives; vocabulary ranges from 1500 to 2000 words; the ability to speak in English on various topics and talk about yourself; understanding the main idea of the text; the ability to write essays, essays, letters.
All this suggests that at this level you are ready to perceive and master more complex English than at the previous two.
This stage of learning allows you to work on gaps and weak points in your English, improve it, move to a more difficult level.
Friends, we want to wish you good luck in learning English. Do not give up, boldly move forward, and, step by step, level by level, you will not notice how English will become your second native language! See you soon!
Do you want to take an English level test right now and find out your level of language proficiency? What are your strengths And what else is there to learn? We invite you to go online free test(no registration or email required), consisting of 60 questions. You will receive the result as soon as you answer the last question.
English level test - instructions
The test determines the level of knowledge of the English language and divides students into 5 groups - from elementary (elementary) to advanced.
The test tests knowledge of language constructions (36 questions) and vocabulary (24 questions). A total of 60 questions must be answered, each of which is given a choice of one of four answers. If you do not know the correct answer to a question and do not mark anything, then the answer on it will be considered incorrect.
There is no time limit for passing the test, but try to keep within 40-45 minutes - this is the time for which this test is designed. For a more accurate assessment of knowledge, it is better not to use dictionaries and textbooks.
Determining the level of English
You can determine the result yourself in accordance with the table below, depending on the number of points you have scored. Read also our articles on how to prepare for and pass international tests: and.
| % | Level | Level on the Common European Framework of Reference for Languages (CEFR) |
| 0 – 20 | Beginner, Elementary | A1+ to A2 |
| 21 – 40 | Pre-intermediate | A2 + to B1 |
| 41 – 60 | intermediate | B1 |
| 61 – 80 | Upper-intermediate | B2 |
| 81 – 100 | Advanced | C1 |
Please note that the English level test only provides estimates and cannot be used for admission to educational institutions. In addition, this test does not assess your writing, reading, or speaking skills.
CEFR level ( Common European Framework of Reference - The level of the Common European Framework of Reference for Languages) is a unified system for assessing language knowledge, using which even knowledge can be compared with each other. different languages For example, your English is at B1 level and Chinese is at A2 level.
So let's take the test
TEST (60 questions)
Choose the most the right word or a phrase for each question
Start QuizThe article was prepared on the basis of the monograph "Common European Competences in Foreign Language Proficiency: Learning, Teaching, Assessment", the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.
Common European Framework of Reference for Languages: Learning, Teaching, Assessment
The document of the Council of Europe entitled "Common European Framework of Reference: Learning, Teaching, Assessment" reflects the result of the work begun in 1971 by experts from the countries of the Council of Europe, including representatives of Russia, on the systematization of approaches to teaching a foreign language and the standardization of assessments of language proficiency levels. "Competencies" in an understandable form define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.
What is the main content of this project carried out within the framework of the Council of Europe? The participants of this project tried to create a standard terminology, a system of units, or a common language to describe what constitutes the subject of study, as well as to describe the levels of language proficiency, regardless of what language is being studied, in what educational context - which country, institute, school , in courses, or privately, and what methods are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe any certification system, and, consequently, any training program, in the standard language, starting with setting goals - learning goals and ending with the competencies achieved as a result of training.
The system of language proficiency levels
When developing the European system of levels, extensive research was carried out in different countries, assessment methods were tested in practice. As a result, an agreement was reached on the issue of the number of levels allocated for organizing the process of learning the language and assessing the degree of proficiency in it. There are 6 major levels, which represent lower and higher sub-levels in the classic three-level system, which includes basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins with the division of the level system into three major levels - A, B and C:
The introduction of a pan-European system of language proficiency levels does not limit the ability of various pedagogical teams to develop and describe their own system of levels and modules of education. However, the use of standard categories when describing own programs contributes to the transparency of courses, and the development of objective criteria for assessing the level of language proficiency will ensure recognition of the qualifications obtained by students in examinations. It can also be expected that over time the system of levels and the wording of the descriptors will change as experience accumulates in the countries participating in the project.
In a generalized form, the levels of language proficiency are presented in the following table:
Table 1
|
Elementary possession | A1 |
I understand and can use familiar phrases and expressions in speech that are necessary to perform specific tasks. I can introduce myself / introduce others, ask / answer questions about the place of residence, acquaintances, property. Can engage in simple conversation if the other person speaks slowly and clearly and is willing to help. |
| A2 |
I understand individual sentences and common expressions related to the main areas of life (for example, basic information about myself and my family members, shopping, getting a job, etc.). I can perform tasks related to the simple exchange of information on familiar or everyday topics. In simple terms, I can talk about myself, my family and friends, describe the main aspects of everyday life. |
|
|
Self Ownership |
Can understand the main ideas of clear messages delivered in standard language on a variety of topics typically encountered at work, school, leisure, etc. I can communicate in most situations that may arise during my stay in the country of the language being studied. I can compose a coherent message on topics that are known or of particular interest to me. I can describe impressions, events, hopes, aspirations, state and substantiate my opinion and plans for the future. |
|
|
I understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. I speak quickly and spontaneously enough to constantly communicate with native speakers without much difficulty for either party. I can write clear, detailed messages on a variety of topics and present my perspective on a major issue, showing the advantages and disadvantages of different opinions. |
||
|
Fluency |
I understand large complex texts on various topics, I recognize the hidden meaning. I speak spontaneously at a fast pace, without difficulty in choosing words and expressions. I use language flexibly and effectively for communication in scientific and professional activities. Can produce precise, detailed, well-structured messages on complex topics, demonstrating mastery of text organization patterns, means of communication, and aggregation of text elements. |
|
|
I understand almost any oral or written communication, I can compose a coherent text based on several oral and written sources. I speak spontaneously at a high pace and a high degree precision, emphasizing shades of meaning even in the most complex cases. |
When interpreting the level scale, one must keep in mind that the divisions on such a scale are not the same. Even if the levels appear to be equidistant on the scale, it takes different time. So, even if Waystage is halfway to Threshold Level, and Threshold is on the level scale halfway to Vantage Level, experience with this scale shows that that it takes twice as long to progress from "Threshold" to "Threshold Advanced" as it takes to reach "Threshold". This is due to the fact that at higher levels the range of activities is expanding and an increasing amount of knowledge, skills and abilities are required.
A more detailed description may be required to select specific learning objectives. It can be presented as a separate table showing the main aspects of language proficiency at six levels. For example, table 2 is designed as a self-assessment tool to identify your knowledge and skills in terms of:
table 2
A1 (Survival level):
| Understanding | listening | I understand some familiar words and very simple phrases in slow and clear speech in everyday situations when talking about me, my family and the immediate environment. |
| Reading | I can understand familiar names, words, and very simple sentences in ads, posters, or catalogs. | |
| speaking | Dialog | I can take part in the dialogue if my interlocutor repeats at my request in slow motion his statement or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or are interested in. |
| Monologue | I can use simple phrases and sentences to describe the place where I live and the people I know. | |
| Letter | Letter | I can write simple postcards (for example, congratulations on a holiday), fill out forms, enter my name, nationality, address on a hotel registration sheet. |
A2 (Pre-threshold level):
| Understanding | listening | I can understand certain phrases and common words in statements about topics that are important to me (for example, basic information about myself and my family, about shopping, about where I live, about work). I understand what is being said in simple, clearly spoken and small messages and announcements. |
| Reading |
I can understand very short, simple texts. I can find specific, predictable information in simple everyday texts: advertisements, brochures, menus, timetables. I understand simple personal letters. |
|
| speaking | Dialog |
I can communicate in simple typical situations that require the direct exchange of information within the framework of topics and activities that are familiar to me. I can carry on an extremely brief conversation on everyday topics, and yet I do not understand enough to carry on a conversation on my own. |
| Monologue |
I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or previous work. |
|
| Letter | Letter |
I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, to express my gratitude to someone for something). |
B1 (Threshold level):
| Understanding | listening |
I understand the main points of clearly spoken statements within literary norm on topics that I know that I have to deal with at work, at school, on vacation, etc. I understand most current affairs radio and television programs and programs related to my personal or professional interests. The speech of the speakers should be clear and relatively slow. |
| Reading |
I understand texts built on the frequency language material of everyday and professional communication. I understand descriptions of events, feelings, intentions in personal letters. |
|
| speaking | Dialog |
I can communicate in most situations that arise during my stay in the country of the language being studied. I can engage in conversations on topics that are familiar/interesting to me (e.g. family, hobbies, work, travel, current events) without prior preparation. |
| Monologue | I can build simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or movie and express my attitude towards it. | |
| Letter | Letter |
I can write simple connected texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions. |
B2 (Threshold Advanced):
| Understanding | listening |
I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak the literary language. |
| Reading |
I understand articles and messages on contemporary issues, the authors of which take a special position or express a special point of view. I understand contemporary fiction. |
|
| speaking | Dialog |
I am able to freely participate in dialogues with native speakers of the target language without preparation. I can take an active part in a discussion on a problem familiar to me, substantiate and defend my point of view. |
| Monologue |
I can speak clearly and in detail on a wide range of issues that interest me. I can explain my point of view topical issue, expressing all the arguments "for" and "against". |
|
| Letter | Letter |
I can write clear, detailed messages on a wide range of subjects that interest me. I can write essays or reports covering issues or arguing for or against points of view. I can write letters, highlighting those events and impressions that are especially important to me. |
| Understanding | listening | I understand extended messages, even if they have a fuzzy logical structure and insufficiently expressed semantic connections. I can almost fluently understand all television programs and films. |
| Reading | I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and technical instructions large volume, even if they do not concern the scope of my activity. | |
| speaking | Dialog | I can express my thoughts spontaneously and fluently, without experiencing difficulties in choosing words. My speech is distinguished by the variety of language means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinion, as well as actively support any conversation. |
| Monologue | I can explain complex topics in a clear and detailed way, combine the components into a single whole, develop individual provisions and draw appropriate conclusions. | |
| Letter | Letter |
I can express my thoughts clearly and logically in writing and communicate my views in detail. I can describe complex problems in detail in letters, essays, reports, highlighting what seems to me the most important. I can use language style, corresponding to the intended destination. |
C2 (Proficiency Level):
| Understanding | listening | I freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace, if I have the opportunity to get used to the individual characteristics of his pronunciation. |
| Reading |
I am fluent in all types of texts, including texts of an abstract nature that are compositionally or linguistically complex: instructions, special articles, and works of fiction. |
|
| speaking | Dialog |
I can freely participate in any conversation or discussion, I am fluent in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shades of meaning. If I have difficulties in using language tools, I can quickly and imperceptibly paraphrase my statement. |
| Monologue |
I can express myself fluently and with reason, using appropriate language tools depending on the situation. I can structure my message logically in such a way as to capture the attention of the listeners and help them note and remember the most important points. |
|
| Letter | Letter |
I can logically and consistently express my thoughts in writing, using the necessary language tools. I can write complex letters, reports, speeches or articles that have a clear logical structure that helps the addressee note and remember the most important points. I can write summaries and reviews of both professional and artistic works. |
In practice, one can focus on a certain set of levels and a certain set of categories, depending on specific goals. Such detailing makes it possible to compare training modules with each other and with the system of common European competencies.
Instead of identifying the categories that underlie speech activity, it may be necessary to evaluate language behavior on the basis of individual aspects of communicative competence. For example, table 3 is designed to assess speaking, so it focuses on qualitatively different aspects of language use:
Table 3
A1 (Survival level):
| RANGE | Has a very limited vocabulary of words and phrases that serve to present information about themselves and to describe specific private situations. |
| ACCURACY | Limited control over the use of a few simple grammatical and syntactic structures memorized. |
| FLUENCY | Can speak very briefly, utter individual statements, mostly composed of memorized units. Makes many pauses to find the right expression, pronounce less familiar words, correct mistakes. |
| INTER- ACTION | Can ask personal questions and talk about himself. Can respond elementarily to the speech of the interlocutor, but in general, communication depends on repetition, paraphrasing and correcting errors. |
| CONNECTIVITY | Can connect words and groups of words using simple conjunctions expressing a linear sequence, such as "and", "then". |
A2 (Pre-threshold level):
| RANGE |
Uses elementary syntactic structures with learned constructions, collocations and standard expressions to convey limited information in simple everyday situations. |
| ACCURACY | Uses some simple structures correctly, but still systematically makes elementary mistakes. |
| FLUENCY | Can communicate clearly in very short sentences, although pauses, self-corrections, and reformulation of sentences are immediately noticeable. |
| INTER- ACTION | Can answer questions and respond to simple statements. Can show when he/she is still following the interlocutor's thought, but very rarely understands enough to carry on a conversation on his own. |
| CONNECTIVITY | Can connect groups of words using such simple conjunctions as "and", "but", "because". |
B1 (Threshold level):
| RANGE |
Possesses sufficient language knowledge to take part in the conversation; vocabulary allows you to explain yourself with a number of pauses and descriptive expressions on topics such as family, hobbies, hobbies, work, travel and current events. |
| ACCURACY | Fairly accurate use of a set of constructs associated with familiar, regularly occurring situations. |
| FLUENCY | Can speak clearly, despite the fact that pauses for the search for grammatical and lexical means are noticeable, especially in statements of considerable length. |
| INTER- ACTION | Can initiate, maintain, and end one-on-one conversations if the topics of discussion are familiar or individually meaningful. Can repeat previous lines to demonstrate understanding. |
| CONNECTIVITY | Can link several fairly short, simple sentences into a line of multiple paragraph text. |
B2 (Threshold Advanced):
| RANGE |
Has sufficient vocabulary that allows you to describe something, to express a point of view on general issues without an explicit search for a suitable expression. Able to use some complex syntactic constructions. |
| ACCURACY |
Demonstrates a fairly high level of grammatical control. Doesn't make misunderstandings and can correct most of his own mistakes. |
| FLUENCY |
Can generate statements of a certain length with a fairly even pace. May show hesitation in selecting expressions or language constructs, but there are few markedly long pauses in speech. |
| INTER- ACTION |
Can start a conversation, enter into a conversation at the right moment, and end a conversation, although sometimes these actions are characterized by a certain clumsiness. Can take part in a conversation on a familiar topic, confirming his understanding of what is being discussed, inviting others to participate, etc. |
| CONNECTIVITY |
Can use a limited number of means of communication to combine individual statements into a single text. At the same time, in the conversation as a whole, there are separate “jumps” from topic to topic. |
C1 (Professional Level):
| RANGE |
He owns a wide range of linguistic means, which allows him to clearly, freely and within the framework of the appropriate style express any of his thoughts in a large number of topics (general, professional, everyday), without limiting oneself in the choice of the content of the statement. |
| ACCURACY |
Constantly maintains a high level of grammatical correctness; Errors are rare, almost imperceptible and are immediately corrected when they occur. |
| FLUENCY |
Capable/capable of fluent spontaneous utterances with little or no effort. smooth, natural flow speech can be slowed down only in the case of a complex unfamiliar topic for conversation. |
| INTER- ACTION |
Can select a suitable expression from a wide arsenal of discourse tools and use it at the beginning of his statement in order to get the floor, maintain the position of the speaker behind him or skillfully - connect his remark with the remarks of the interlocutors, continuing the discussion of the topic. |
| CONNECTIVITY |
Can build a clear, uninterrupted, well-organized utterance showing confident command organizational structures, service parts of speech and other means of connection. |
C2 (Proficiency Level):
| RANGE | Demonstrates flexibility by formulating thoughts using a variety of language forms to accurately convey shades of meaning, semantic emphasis, and elimination of ambiguity. He is also fluent in idiomatic and colloquial expressions. |
| ACCURACY |
Carries out constant control over the correctness of complex grammatical constructions even in cases where attention is directed to the planning of subsequent statements, to the reaction of the interlocutors. |
| FLUENCY |
Capable/capable of long spontaneous statements in accordance with the principles of colloquial speech; avoids or bypasses difficult places almost imperceptibly for the interlocutor. |
| INTER- ACTION |
Communicates skillfully and easily, with little or no difficulty, also understanding non-verbal and intonation cues. Can take an equal part in the conversation, without difficulty entering at the right moment, referring to previously discussed information or to information that should be generally known to other participants, etc. |
| CONNECTIVITY |
Able to build a coherent and organized speech, correctly and fully using a large number of various organizational structures, service units speech and other means of communication. |
The tables for assessing the levels discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated by levels during research project. Descriptor scales are based on a detailed category system to describe what proficiency/use of a language means and who can be called a proficiency/user.
The description is based activity approach. It establishes the relationship between language use and language learning. Users and language learners are seen as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a wider social context, which determines the true meaning of the statement. The activity approach takes into account the entire range personal characteristics man as a subject social activities, primarily cognitive, emotional and volitional resources. In this way, any form of language use and its study can be described in the following terms:
- Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
- General competencies are not linguistic, they provide any activity, including communicative.
- Communicative language competencies allow to carry out activities using language tools.
- Context- this is a spectrum of events and situational factors against which communicative actions are carried out.
- Speech activity- this practical use communicative competence in a certain area of communication in the process of perception and / or generation of oral and written texts, aimed at performing a specific communicative task.
- Types of communication activities involve the implementation of communicative competence in the process of semantic processing / creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
- Text - is a coherent sequence of oral and/or written statements(discourse), the generation and understanding of which occurs in a specific area of communication and is aimed at solving a specific problem.
- Under sphere of communication refers to a wide range public life, in which social interaction. In relation to the study of the language, educational, professional, public and personal spheres are distinguished here.
- Strategy is a course of action chosen by a person to solve a problem.
- A task is a purposeful action necessary to obtain concrete result(solving a problem, fulfilling obligations or achieving a goal).
Multilingualism concept
The concept of multilingualism is decisive in the approach of the Council of Europe to the problem of language learning. Multilingualism occurs as a person's linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages of other peoples (learned at school, college or directly in the language environment). A person “does not store” these languages separately from each other, but forms communicative competence on the basis of all knowledge and all language experience, where languages are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely from one language or dialect to another, demonstrating the ability of each to express a thought in one language and understand in another. A person can use multilingualism to understand text, written or spoken, in a language they did not previously know, recognizing words that sound and are spelled similarly in multiple languages in a "new form".
From this point of view, the purpose of language education is changing. Now perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop such a linguistic repertoire, where there is a place for all linguistic skills. Last changes in the language program of the Council of Europe are aimed at developing a tool with which language teachers will contribute to the development of a multilingual personality. In particular, the European Language Portfolio is a document in which the most diverse experiences of language learning and intercultural communication can be recorded and formally recognized.
LINKS
Full text of the monograph in English on the website of the Council of Europe
Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text monographs on the website of the Goethe German Cultural Center