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One of the aims of the "Common European Framework of Reference:
Learning, Teaching, Assessment", Council of Europe reference document
for the European Language Portfolio, is to help partners to describe the
levels of proficiency required by existing standards, tests and examinations
in order to facilitate comparisons between different systems of qualifications.
For this purpose the Council of Europe has developed a European Framework
with common reference levels.
There does appear in practice to be a wide consensus on the number and
nature of levels appropriate to the organisation of language learning
and the public recognition of achievement.
These six levels are an interpretation of the classic division into basic,
intermediate and advanced.
The scheme proposed in the "Common European Framework of Reference:
Learning, Teaching, Assessment" adopts a "Hypertext" branching
principle, starting from an initial division into three broad levels:
Basic User: A1 and A2
Independent User: B1 and B2
Proficient User: C1 and C2
Such a simple "Global Scale" makes it easier to communicate
the system to non-specialist users and will also provide teachers and
curriculum planners with orientation points.
However, in order to orient learners, teachers and other users within
the educational system for some practical purpose, a more detailed overview
is necessary. Such an overview is presented in the form of a Self-Assessment
Grid showing major categories of language use at each of the six levels.
It is intended to help learners to profile their main language skills,
and decide at which level they might look at a checklist of more detailed
descriptors in order to self-assess their level of proficiency.
Proficient
User |
C2 |
Can understand with ease virtually everything heard or read. Can
summarise information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer
shades of meaning even in more complex situations. |
| C1 |
Can understand a wide range of demanding, longer texts, and recognise
implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic and professional purposes. Can
produce clear, well-structured, detailed text on complex subjects,
showing controlled use of organisational patterns, connectors and
cohesive devices. |
Independent
User |
B2 |
Can understand the main ideas of complex text on both concrete and
abstract topics, including technical discussions in his/her field
of specialisation. Can interact with a degree of fluency and spontaneity
that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text
on a wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options. |
| B1 |
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can deal
with most situations likely to arise whilst travelling in an area
where the language is spoken. Can produce simple connected text on
topics which are familiar or of personal interest. Can describe experiences
and events, dreams, hopes & ambitions and briefly give reasons
and explanations for opinions and plans. |
Basic
User |
A2 |
Can understand sentences and frequently used expressions related
to areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment). Can communicate
in simple and routine tasks requiring a simple and direct exchange
of information on familiar and routine matters. Can describe in simple
terms aspects of his/her background, immediate environment and matters
in areas of immediate need. |
| A1 |
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can
introduce him/herself and others and can ask and answer questions
about personal details such as where he/she lives, people he/she knows
and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help. |
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