Parting

The Intermediate level is the transition from quantity to quality. European Framework of Reference for Languages

Quite often on the forums devoted to the study of foreign languages, there are questions about the levels of English proficiency - “How to understand if I have Beginner or Elementary?”, “What you need to know to start with Pre-Intermediate?”, “How to correctly indicate the level of language proficiency on a resume? or “I once studied English at school, do I have an Intermediate?”. In order to avoid problems with your English, you need not only to choose the right school, but also to understand well at what level you should start learning the language. Let's try to figure it out together. Shall we?

English Proficiency Levels

If you have at least once been interested in the levels of knowledge of English, you may get the impression that there is complete confusion here. But actually it is not. The Common European Framework of Reference for Languages (CEFR) was specifically designed to describe levels of English proficiency and is an international standard. Consists of the following levels: A1, A2, B1, B2, C1, C2.

And what then to do with the levels of Beginner, Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate and Advanced, so well known to us and native from school? And besides, these names can be found with various additional words, such as False, Low, Very, etc. Why all these difficulties? We explain. This classification was invented by the creators of basic textbooks such as "Headway", "Cutting Edge", "Opportunities". What for? These levels divide the CEFR scale into sections for better language acquisition. And it is this division of levels that schools and language courses usually focus on.

You can't do without the help of a pivot table. We suggest that you carefully consider which widely known levels of English proficiency correspond to those on the CEFR scale.

Table of English levels

LEVEL	Description	CEFR level
beginner	You don't speak English	;)
Elementary	You can say and understand some words and phrases in English	A1
Pre-Intermediate	You can communicate in "plain" English and understand the interlocutor in a familiar situation, but with difficulty	A2
intermediate	You can speak and understand speech quite well. Express your thoughts in simple sentences but have difficulty with more complex grammar and vocabulary	B1
Upper Intermediate	You speak and understand English well by ear, but still make mistakes	B2
Advanced	You speak English fluently and have a complete listening comprehension	C1
Proficiency	You speak English at the level of a native speaker	C2

Two words about False, Low, Very and other prefixes to standard level names. Sometimes you can find such formulations as False Beginner, Low Intermediate or Very Advanced, etc. This can be called division into sublevels. For example, the False Beginner level corresponds to a person who previously studied English, but for a very short time, who remembers practically nothing. Such a person will take less time to complete the beginner's course and move to the next level, so he cannot be called a complete Beginner. A similar story with Low Intermediate and Very Advanced. In the first case, a person has already completed the full Pre-Intermediate course and began to study Intermediate, while mastering and using only a few grammatical structures and vocabulary of this level in speech. An English speaker with a Very Advanced level is already halfway to the coveted Proficiency. Well, you get the gist.

Now let's look at the specific skills and abilities of English learners at different levels.

Level of English Beginner, aka Starter

Initial, zero level. This course begins with a phonetic course and mastering the rules of reading. Vocabulary is studied, which makes it possible to communicate on everyday topics (“Acquaintance”, “Family”, “Work”, “Leisure”, “In the store”), and also understands basic grammar.

After completing the Beginner course:

Vocabulary is about 500-600 words.
Listening comprehension: phrases and sentences spoken slowly, with pauses, very clearly (for example, simple questions and instructions).
Conversational speech: you can talk about yourself, your family, friends.
Reading: simple texts with familiar words and previously encountered phrases, as well as studied grammar, simple instructions (for example, an assignment for an exercise).
Writing: single words, simple sentences, fill out a questionnaire, write short descriptions.

English level Elementary

A basic level of. A student of this level has all the basic skills of the English language. We study such everyday topics as: "Family", "Rest", "Travel", "Transport", "Health".

After completing the Elementary course:

Vocabulary is about 1000-1300 words.
Listening comprehension: sentences that relate to the most common topics. When listening to the news, watching movies, there is an understanding of a common theme or plot, especially with visual support.
Colloquial speech: expression of opinion, requests provided that the context is familiar. When greeting and parting, talking on the phone, etc. "blanks" are used.
Reading: short texts with a small amount of unfamiliar vocabulary, announcements and signs.
Writing: Describing people and events, writing simple letters using familiar clichés.

English level Pre-Intermediate

Speaking level. A listener who is confident in everyday vocabulary and basic grammar is able to express opinions on everyday topics.

After completing the Pre-Intermediate course:

Vocabulary has 1400-1800 words.
Listening comprehension: a dialogue or monologue on everyday topics, when viewing, for example, the news, you can catch all the key points. When watching movies, a listener of this level may not understand certain phrases and sentences, but follows the plot. Understands movies with subtitles well.
Conversation: you can evaluate and express your opinion on an event, maintain a fairly long conversation on familiar topics ("Art", "Appearance", "Personality", "Movies", "Entertainment", etc.).
Reading: complex texts, including journalistic articles.
Writing: a written expression of one's opinion or assessment of the situation, compiling one's biography, describing events.

English Intermediate level

Middle level. The listener is fluent in the language and can use it in a variety of situations. Usually the Intermediate level is enough to work in a foreign company. A person who speaks English at the level of English Intermediate can conduct negotiations and business correspondence in English, arrange presentations.

After completing the Intermediate course:

Vocabulary of a listener of this level is about 2000-2500 words.
Listening comprehension: captures not only the general meaning, but also specific details, understands films, interviews, videos without translation and subtitles.
Colloquial speech: expresses a point of view, one’s agreement / disagreement on almost any non-isolated topic. Can take an active part in discussions or discussions on non-specific topics without preparation.
Reading: understands complex texts that are not related to familiar topics and areas of life, non-adapted literature. Can understand the meaning of unfamiliar words from the context (fiction, information sites, dictionary entries).
Writing: Can compose a letter in a formal and informal style, proficient in written English, can write lengthy descriptions of events and history, and provide personal commentary.

English Upper-Intermediate level

The level is above average. An Upper-Intermediate level listener knows and skillfully uses complex grammatical structures and a variety of vocabulary.

After completing the Upper-Intermediate course:

Vocabulary has 3000-4000 words.
Listening comprehension: well understands even linguistically complex speech on unfamiliar topics, almost completely understands videos without translation and subtitles.
Spoken language: can freely evaluate any situations, make comparisons or contrasts, uses different speech styles.
The conversation is both formal and informal. Speaks competently with a small number of errors, can catch and correct his mistakes.
Reading: possesses a large vocabulary for understanding non-adapted English texts.
Writing: can independently write an article, formal and informal letters. Can know and use different styles when creating written text.

English Advanced level

Advanced level. Advanced level students are very confident in English and make only minor mistakes in speech, which do not affect the effectiveness of communication. Students of this level can study special disciplines in English.

After completing the Advanced course:

Vocabulary is about 4000-6000 words.
Listening comprehension: understands indistinct speech (for example, announcements at the station or at the airport), perceives complex information in detail (for example, reports or lectures). Understands up to 95% of the information on the video without translation.
Spoken language: uses English very effectively for spontaneous communication, uses colloquial and formal communication style depending on the speech situation. Uses phraseological units and idioms in speech.
Reading: easily understands non-adapted fiction and non-fiction, complex articles on specific topics (physics, geography, etc.)
Writing: can write formal and informal letters, narratives, articles, essays, scientific papers.

English Proficiency Level

Fluency in English. The last level of the CEFR C2 classification describes a person who speaks English at the level of an educated native speaker. The only problems that such a person can face are problems of a cultural nature. A person may, for example, not understand a quote if it refers to some popular program or book that is known to almost all native speakers, but may be unknown to a person who did not grow up in the environment.

Conclusion

It should be remembered that the level of language proficiency is assessed by the totality of skills and there is no universal recipe for achieving one or another level. You can't say, "You should learn 500 more words or 2 grammar topics and voila - you're already at the next level."

By the way, you can check your level of English proficiency on our website: a comprehensive test in English.

There are a great many ways to achieve this or that level - these are all kinds of courses and language schools, tutors, tutorials, mailing lists, online lessons, and of course English via Skype. Which of them to go - you choose. The main thing is that it should be useful.

There are also many additional services to improve the language. These are social networks created specifically for learning foreign languages, and various discussion clubs, and resources that provide films with and without subtitles in the original language, audio recordings, adapted and non-adapted literature. About all these aids and how exactly and at what levels to use them, you can find in the blog on our website. Stay tuned for new articles.

By the way, while you are reading this article, 700 million people around the world are learning English. Join now!

Big and friendly family EnglishDom

The level of language proficiency is the degree of formation of speech skills and abilities. The problem of the level of language proficiency in methodology acquired particular relevance in the second half of the 20th century due to the expansion of international cooperation and the formation of the concept of "Europe without borders", in which great attention was paid to the dissemination and study of foreign languages in the world.

Since the 1970s Within the framework of the Council for Cultural Cooperation under the Council of Europe, intensive work was carried out to substantiate the model of foreign language communicative competence and develop on its basis threshold levels (threshold levels) of foreign language proficiency. This work culminated in the adoption of a paper entitled Modern Languages: Learning, Teaching, Evaluation. Common European Framework of Reference for a Foreign Language (Strasbourg, 1996). In this document (project leader J. Trim), the recommendations of which were tested in different European countries until 2000, considered the parameters and criteria for assessing the levels of language proficiency and communicative competence as a learning goal, as well as ways to assess it using test technologies. As part of communicative competence, the following types of competences began to be considered as its components: linguistic, sociolinguistic, discursive, sociocultural, social, strategic.

The system of language proficiency levels in the course of its discussion has undergone some changes and in its final form in the document "Common European Framework of Reference for Languages" looks as shown in Table. one.

The developers of the threshold levels rightly argued that the definition of boundaries between individual levels is quite subjective and individual levels can be divided into sublevels, which, however, in terms of their parameters should not go beyond the boundaries of indicators characterizing the level as a whole.

Table 1. THRESHOLDS FOR LANGUAGE

Level A (elementary)	Level B (free)	Level B (perfect)
A-1 - survival level (Breackthrough)	B-1 - threshold level (Threshold)	B-1 - high level (Proficiency)
A-2 - sub-threshold level (Waystage)	B-2 - threshold advanced level (Vantage)	B-2 - the level of perfect language proficiency (Mastery)

To characterize the levels of language proficiency, a system of descriptors (descriptions) of skills achieved by language learners at each level and their implementation for each type of speech activity was developed.

The description of descriptors and their implementations in relation to these levels is as follows (Table 2).

And it looks like this implementation of level A-2 for four types of speech activity. The student can:

when listening - understand the speech of a native speaker in various activities; highlight the meaning and essential details of the perceived information in person and over the phone;

when speaking- transfer elementary factual information to a foreign-speaking interlocutor in person and by phone; answer the questions posed, observing the rules of etiquette, characteristic of the linguistic culture of native speakers; respond adequately and, if necessary, provide information on data relating to the origin, family, education and needs of the speaker; to carry out speech interaction in accordance with the norms of speech behavior accepted in this society;

while reading- read texts that regulate the daily life of people in the country of the language being studied (menus and signs, routes and road maps, various signs and warnings, schedules and notices, i.e. the information that develops the indicative foundations of action in a new socio-cultural environment); read texts that are instructions for performing professional tasks of a low level of operational complexity in a well-known area of the student's specialization;

when writing- write proper names, numbers, dates; fill out a simple questionnaire, a form with basic information about yourself; write greeting cards to a foreign colleague for the holidays celebrated in the country of the language being studied; compose a personal letter (about yourself, your family, interests, etc.), using the basic rules for its design based on a sample.

table 2

DESCRIPTORS FOR DIFFERENT LANGUAGE PROFICIENCY LEVELS

A-1. Understands and can use in speech familiar phrases and expressions necessary to perform specific speech tasks. May introduce himself (introduce others), ask questions (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

A-2. Understands single sentences and common expressions related to the main areas of life (for example, information about yourself and your family members, shopping, applying for a job, etc.). Can perform tasks related to the simple exchange of information on familiar or everyday topics. In simple terms, can talk about himself, his family and friends describe the main aspects of everyday life

B-1. Understands the main ideas of a clear message delivered at an average pace by native speakers on a variety of topics well known from work, study, leisure, etc. Can communicate in most situations that arise while staying in the country of the language being studied. Can compose a coherent report on known or interesting topics. Can convey impressions of events, justify his opinion and plans for the future.

B-2. Understands the general content of texts on various topics, including the specialty. Speaks quickly enough at an average pace of native speakers and spontaneously, which makes it possible to communicate with native speakers without much difficulty for either party. Can give a clear, detailed message on a variety of topics and state his or her view of the problem, show the advantages and disadvantages of different opinions

IN 1. Understands the content of large texts, different in subject matter, recognizes their meaning at the level of meaning. Speaks spontaneously at the pace of native speakers, without difficulty in choosing language means. Flexible and effective use of language for communication in scientific and professional activities. Can produce an accurate, detailed, well-constructed message on any topic, demonstrating mastery of text organization models, means of connecting its elements.

IN 2. Understands any oral or written message in terms of content, can compose a coherent text based on various sources. Speaks spontaneously, at a pace, with a high degree of accuracy, emphasizing shades of meaning in various communication situations.

A - elementary knowledge of the language; B - free; B is perfect.

At the same time, the developers of the "Common European Framework of Reference for Foreign Languages" rightly argued that an accurate definition of descriptors and their implementations for each level of language proficiency should be created as the experience of the educational institutions of the countries participating in the project accumulates.

The scale of language proficiency has become widespread due to its suitability for all foreign languages; focus on practical language acquisition due to the activity-based approach to teaching; reflecting the interests of various professional and age groups of students.

Communicative tasks that students can solve by means of the target language at each stage of learning (functions);

Spheres, topics, situations of communication within which such tasks are solved, i.e. the subject-content side of communication (context/content) was defined;

The degree of linguistic and extralinguistic correctness of solving the set communicative tasks (accuracy).

The success of students moving from one level to another depends on a number of circumstances, among which are of paramount importance:

1. the complexity of the language of study in terms of its "ease-difficulty". As you know, according to the degree of complexity, languages are usually divided into four groups (from ease to difficulty): the first is Italian, Spanish; the second - English, French, German; the third - Russian, Finnish, modern Greek, Hungarian, Polish, Hebrew, Turkish; the fourth - Arabic, Chinese, Japanese, Korean (i.e. hieroglyphic languages);

2. the number of hours devoted to language learning; 3. the ability of the student to master the language.

According to many observations, about 1500 training hours are required to reach the threshold level.

UNIVERSAL FOREIGN LANGUAGE PROFICIENCY SCALE

1st level: elementary

Survival level 5th - 6th grade high school students

[A-2] 2nd level: basic

Pre-Threshold Waystage level 7th - 9th grade high school students

[A-3] 3rd level: Threshold

Threshold level High school students 10 - 11

[A-3.1] Humanities profile [A-3.2] Science profile

[B-1] Level 4: Intermediate

Intermediate level Students 1 - 4 years of university, bachelors

[B-1.1] Bachelor of Philology [B-1.2] Bachelor of Non-Philology

[B-2] 5th level: advanced

Advanced level Students 5 - 6 years of university, masters

[B-2.1] Masters in Philology [B-2.2] Masters in Non-Philology

[B-1] Level 6: Advanced User

Proficiency level University graduate - language teacher (translator)

[Q-2] Level 7: Professional User

Professional level Advanced training. Internship in the country of the language being studied

[Q-3] Level 8: Advanced User

Mastery level Fluency in the language. Native speaker level

Oral dialogue - I can have a simple conversation if my interlocutor will paraphrase or speak at a slower pace certain statements and help me express my own thoughts. I can ask and answer questions related to everyday, familiar topics.

Oral monologue - I can use a series of simple phrases and sentences to describe the place where I live, the people I know.

Writing - I can write short, simple postcards, such as sending holiday greetings. I can fill out forms that require personal information, such as name, nationality, address on a hotel registration card.

Oral dialogue - I can communicate in simple everyday situations that require a direct exchange of information on familiar topics. I can exchange a few lines in a short conversation, although I usually do not understand the interlocutor well enough to carry on the conversation myself.

Oral monologue - I can use a series of phrases and sentences to describe in simple terms my family, other people, living conditions, my studies and current work.

Writing - I can write short and simple notes and messages in areas of immediate need. I can write a very simple personal letter, such as thanking someone for something.

Oral dialogue - I can communicate in most situations that may arise during a trip around the country of the language being studied. I can engage in short conversations on topics that are familiar, everyday, or of interest to me (eg, family, hobbies, work, current events).

Oral monologue - I can connect phrases in a simple way to describe what happened to me, explaining events, my dreams and desires. I can briefly explain and justify my opinion and plans. I can retell a story or convey the content of a book or film and evaluate it.

Writing - I can write simple connected text on topics that are familiar to me or of personal interest. I can write a letter describing events from my life and impressions.

B-2 I speak quickly and spontaneously enough to fully communicate with native speakers. I can take an active part in discussions on well-known topics, explaining and defending my opinion.

I can provide clear, detailed descriptions of a wide range of subjects related to my area of interest. I can explain my point of view on an issue by presenting the merits and demerits of various positions.

I can write clear, detailed text from different areas of communication related to my area of interest. I can write an essay or a report, conveying information or explaining something, arguing for and against a point of view. I can write a letter emphasizing the personal meaning of events

IN 1 I can communicate fluently without any preparation, use the language flexibly and effectively for communication and professional purposes. I can clearly articulate thoughts or express a point of view, skillfully helping other participants in the conversation.

I can present a clear and detailed description of complex subjects using subtopics, developing specific points and drawing appropriate conclusions.

I can write a clear, well-organized text with a lengthy statement of my opinion. I can explain complex issues in detail in the form of an essay, report, letter, highlighting the most important ideas. I can compose various texts with the expectation of a certain reader

IN 2 I can take part in any discussion without experiencing any difficulties, having a good command of idioms and colloquial vocabulary. I can express my thought fluently, accurately conveying the subtlest shades of meaning. Even if I have problems, I can change the structure of the speech and get around the wrong moment so smoothly that others may not even notice.

I can present a clear, logical description or argument in a style appropriate to the context, with a convenient structure that helps the listener to note and remember important points.

I can write clear, well-formed text in the right style. I can write complex letters, reports, essays, arranging the material so that the reader quickly notices and remembers the main points I can write abstracts and reviews of technical and fiction books

To determine the appropriate level of foreign language proficiency, there is an extensive system of international certificates.

Any experienced teacher will tell you that before you start learning a foreign language, you need to determine your level.

This is necessary, first of all, in order not to waste too much time on already familiar material, but to immediately move on in mastering the language. Everyone knows that there is no “ultimate” level of English proficiency unless you live in a language environment.

Any language is a living organism that is constantly changing over time, new words are added to it, and some words, on the contrary, become obsolete. Even grammar rules change. What was considered indisputable 15-20 years ago may no longer be relevant in modern grammar.

That is why the knowledge of a foreign language is never completely complete. Any knowledge requires constant practice. Otherwise, the level you have reached is quickly lost.

What is the "level of knowledge of the English language"?

But what is it, and what are the levels of knowledge of the English language? Let's figure it out.

The level of knowledge is understood as the degree of proficiency in four aspects of languages: speaking, reading and understanding texts, listening to information and writing. In addition, this includes knowledge of grammar and vocabulary and the ability to correctly use lexical and grammatical units in speech.

Testing for the level of English proficiency is usually carried out in one form or another, wherever you go to study the language. On any training site, in courses, in private classes with a teacher - everywhere, before determining further actions and selecting the necessary training materials, you will be tested for the level of knowledge. Moreover, these levels are very conditional, their boundaries are blurred, the names and number of levels differ in different sources, but, of course, there are common features in all types of classifications.

In this article, we will present the levels of English on the international scale, comparing it with the British version of the classification.

English Proficiency Levels

There are two main classifications of English proficiency levels.

The first belongs British Council is an international organization that provides assistance in learning the language and in establishing intercultural communication. This distribution of competencies in language could be found most often in textbooks produced at Cambridge and Oxford.

The second and main one is called CEFR or The Common European Framework of Reference for Languages. It is translated into Russian as "The Common European Scale of Language Competence". It was created by the Council of Europe in the second half of the 90s.

Below is CEFR:

The gradation of English levels in the table differs from the British version in the following:

the British Council does not have a designation for Pre-Intermediate as such, it is at the A2/B1 junction;
there is everything here 6 levels of English: A1, A2, B1, B2, C1, C2;
the first two levels are elementary, the second two are sufficient, the last two are considered levels of fluency in the language.

Correspondence table of levels for different assessment systems

International exams

To obtain a place in a foreign university, to work abroad or to successfully find employment in Russia, certain certificates are required. Consider two of the most popular and well-known of them.

TOEFL exam

Upon successful completion, you can enroll in educational institutions in the United States and Canada. The certificate of completion is valid in 150 countries for 2 years. There are several versions of the test - paper, computer, Internet version. All types of skills are tested - writing and speaking, reading and listening.

The main feature is that it is impossible not to pass it, the student who completed the tasks still receives some score that corresponds to a certain level:

0-39 in the Internet version and 310-434 in the paper version shows the degree of knowledge of English on the bar A1 or "Beginner".
When getting a result in the range 40-56 (433-486) you can be sure - you have Elementary (A2), that is, basic English.
Intermediate (translated as "intermediate, transitional") - these are TOEFL scores in the region of 57-86 (487-566). Do you want to know what level it is, "Intermediate"? It corresponds to B1. You can talk on familiar topics and catch the essence of the monologue / dialogue, you can even watch films in the original, but the material is not always completely captured (sometimes the meaning is guessed from the plot and from individual phrases). You are already able to write short letters and essays in the language.
Upper, pre-intermediate would require the following scores: 87-109 (567-636). It means "medium-advanced" in translation. What level is this, Upper intermediate? For the owner, a relaxed, detailed conversation on a specific or abstract topic is available, including with a native speaker. Movies are watched in the original, talk shows and news are also well received.
An order of magnitude higher, namely 110-120 for the Internet version and 637-677 for the paper version, required if Advanced English is required.

IELTS exam

The certificate for its passage is quite popular in the UK, Australia, New Zealand and Canada. Also relevant in case of professional migration to these countries. The test is valid for 2 years. The range of grades that can be obtained for the test is from 0.0 to 9.0. AT A1 scores from 2.0 to 2.5 are included. AT A2- from 3.0 to 3.5. step B assumes scores from 4.0 to 6.5, and for the level C1- 7.0 - 8.0. Language in perfection - these are marks 8.5 - 9.0.

What level of proficiency should be indicated in the resume?

When writing a resume, you must correctly indicate at what stage in learning the language you are now. The main thing is to choose the correct designation of the level of English (english level). The following are usually used: Basic(basic knowledge), intermediate(middle stage), Advanced(proficiency at an advanced level), Fluent (fluency).

If there was an exam, be sure to indicate its name and the number of points received.

Tip: No need to overestimate your level, because any inaccuracy can be revealed quickly enough.

Why is it important to determine your level of language proficiency?

Why does a non-specialist need information about the level of language proficiency, and is it needed at all? If you are planning to start or resume learning a foreign language, then it is simply necessary to determine your level of knowledge, of course, if you are not an absolute beginner and have previously studied English. Only in this way will you be able to understand at what stage you stopped and where to move on.

Choosing a course of study, you will need to focus on your level. So, for example, on the site you can take various courses: from a course for beginners - Beginner, to a course for students with an Intermediate level.

In order to navigate which course to choose for training, the site provides. The system will accurately determine your level of language proficiency and suggest the appropriate course to make learning as effective as possible.

Today, almost everyone strives or simply dreams of becoming fluent in a foreign language. It is for this reason that there are many courses, lessons on learning. If you still decide to use the help of specialists, then, first of all, you need to determine your level of knowledge. What for?

Know English proficiency levels very important. Based on the existing skills and abilities, you can choose the appropriate group so that the learning process is interesting, brings new knowledge, and you did not spend money on courses in vain. Specially designed tests to check the level of English cover its main aspects. The results are very useful and interesting for you. How? To choose directions, a group, set goals and determine the desired results - this is what each of you needs a knowledge test for.

What is it?

Like any test, You are given a task and several possible answers. It may include:

— determination of the temporary form;
- insert a semantic or grammatical construction;
- complete the sentence
- find a mistake, etc.

By using textbooks and reference books during the test, you are doing yourself a disservice. This result, whatever it is, no one except you will know. Therefore, use only existing knowledge.

Language proficiency levels can be divided into several groups. The first of these is Russified classification, which gives only a general idea of the available knowledge:

1. Initial
2. Medium
3. High.

The second one is more extended. Such a classification involves 4 levels and more fully helps to reveal the existing knowledge. It is often used when filling out various forms, for example, in a marriage agency, when applying for a visa. But, nevertheless, this method of definition is still not ideal.

1. With dictionary;
2. Conversational level;
3. Intermediate level;
4. Free use.

For this reason, the best classification is international. Let us consider in more detail all levels of knowledge of the English language, which allow us to most fully determine the available skills and abilities.

1. Beginner (A1 or Beginner) the level speaks of understanding the basics of the language, alphabet, sounds, the ability to read the simplest sentences and words. At this stage, it is very difficult to perceive foreign speech by ear.

2. Elementary (A2 or Elementary) .

With this level, an English learner can easily read small texts and understand the main points. The same is true of listening to speech. Oral speech: involves the ability to briefly talk about yourself, about others, talk on everyday topics, while presenting your speech and thoughts logically. It is important to note the phonetic side: not perfect pronunciation, but acceptable to be understood. Writing: the ability to write a request, notice, write a brief description of something in simple phrases.

3. Weak average level (B1 or Lower (Pre) Intermediate).

Understanding the main idea and meaning of the text, reading simple works. Oral speech: clear pronunciation, the ability to easily communicate on personal and non-personal topics, understand the question and answer accordingly, clearly express one's feelings, desires and intentions. Written speech of this level assumes that the student knows how to describe a situation, a person, a place, express his opinion, write a formal letter or request, construct a sentence grammatically correctly.

4. Intermediate level gives a secondary school and involves the ability to read books, watch movies, write, while observing the phonetic and grammatical norms of the language. It is quite easy to perceive foreign speech by ear. The basics of vocabulary help to build communication not only at the level of a question of an answer, but also to express a personal attitude, one's own opinion, to distinguish the general meaning of foreigners' speech, to distinguish official information from unofficial.

5. Above average (B2 or Upper Intermediate) This level assumes the presence of some knowledge, which helps to feel confident when communicating. Knowledge of grammatical rules, norms, the ability to easily perceive information aloud from the first listening, distinguish between accents, talk on the phone, read magazines and books in a foreign language. Oral speech is built on the use of idioms, phrasal verbs, colloquial and official lexical units. Some mistakes are allowed.

6. Advanced (C1 or Advanced 1): excellent command of the language, free communication on any topic, easy speech perception, knowledge of the intricacies of grammar.

7. Perfection (C2 or Advanced 2 (Proficiency)) It is not enough to say - to communicate freely. This stage assumes knowledge of English, almost like a native.

After considering all levels of English, determine yours. But remember that this is only a conditional description. It is still better to test your knowledge in a test that can be taken online.

The 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 studies were 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 standardized categories in the description of one's 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.
Elementary possession	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.
Self Ownership		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.
Fluency		I can understand almost any oral or written communication, can compose a coherent text based on several oral and written sources. I speak spontaneously with a high tempo and a high degree of accuracy, emphasizing shades of meaning even in the most difficult 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, they take different times to reach. 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 can understand single familiar words and very simple phrases in slow, clear-sounding speech in everyday situations that involve me, my family, and my immediate environment.
Understanding	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.
speaking	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 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.
Understanding	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.
speaking	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 basics of clearly articulated utterances within the literary norm on topics known to me 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.
Understanding	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.
speaking	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.
Understanding	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.
speaking	Monologue	I can speak clearly and in detail on a wide range of issues that interest me. I can explain my point of view on an actual problem, 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.
Understanding	Reading	I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and long technical instructions, even if they do not relate to my area of work.
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.
speaking	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 the language style appropriate to the intended recipient.

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.
Understanding	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, and 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.
speaking	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	He has a very limited vocabulary of words and phrases that serve to present information about himself 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 mistakes.
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 a sufficient vocabulary 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 appropriate style express any of his thoughts on a large number of topics (general, professional, everyday), without limiting himself in choosing 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. The smooth, natural flow of 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 a confident command of organizational structures, functional parts of speech and other means of coherence.

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 structures, even in cases where attention is directed to planning subsequent statements, to the reaction of 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 parts of 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 the research project. Descriptor scales are based on a detailed category system to describe what language proficiency/use means and who can be called a language proficient/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 makes it possible to take into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, 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 is the practical application of 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 - it 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 the broad spectrum of social life in which social interaction takes place. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
Strategy is a course of action chosen by a person to solve a problem.
Task- this is a purposeful action necessary to obtain a specific result (solution of a problem, fulfillment of obligations or achievement of 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 the 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. The latest developments 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 of the monograph on the website of the Goethe German Cultural Center