Common European Framework of Reference for Languages …

Common European Framework of Reference for Languages: learning, teaching, assessment

Table 1. Common Reference Levels: global scale

C2

C1

B2

B1

A2

A1

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.

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.

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.

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 and
ambitions and briefly give reasons and explanations for opinions and plans.

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.

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.

Proficient
User

Independent
User

Basic
User

24

Common Reference Levels

In order to orient learners, teachers and other users within the educational system for
some practical purpose, however, a more detailed overview is likely to be necessary. Such
an overview can be presented in the form of a grid showing major categories of language
use at each of the six levels. The example in Table 2 (on the next two pages) is a draft for
a self-assessment orientation tool based on 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.

For other purposes, it may be desirable to focus on a particular spectrum of levels, and
a particular set of categories. By restricting the range of levels and categories covered to
those relevant to a particular purpose, it will be possible to add more detail: finer levels
and categories. Such detail would enable a set of modules to be ‘mapped’ relative to one
another – and also to be situated in relation to the Common Framework.

Alternatively, rather than profiling categories of communicative activities, one may
wish to assess a performance on the basis of the aspects of communicative language com-
petence one can deduce from it. The chart in Table 3 was designed to assess spoken per-
formances. It focuses on different qualitative aspects of language use.

3.4 Illustrative descriptors

The three tables used to introduce the Common Reference Levels (Tables 1, 2 and 3) are
summarised from a bank of ‘illustrative descriptors’ developed and validated for the CEF
in the research project described in Appendix B. These formulations have been mathe-
matically scaled to these levels by analysing the way in which they have been interpreted
in the assessment of large numbers of learners.

For ease of consultation, scales of descriptors are juxtaposed to the relevant categories
of the descriptive scheme in Chapters 4 and 5. The descriptors refer to the following three
metacategories in the descriptive scheme:

Communicative activities

‘Can Do’ descriptors are provided for reception, interaction and production. There may
not be descriptors for all sub-categories for every level, since some activities cannot be
undertaken until a certain level of competence has been reached, whilst others may
cease to be an objective at higher levels.

Strategies

‘Can Do’ descriptors are provided for some of the strategies employed in performing com-
municative activities. Strategies are seen as a hinge between the learner’s resources (com-
petences) and what he/she can do with them (communicative activities). The principles
of a) planning action, b) balancing resources and compensating for deficiencies during
execution and c) monitoring results and undertaking repair as necessary are described
in the sections dealing with interaction and production strategies in Chapter 4.

25

Common European Framework of Reference for Languages: learning, teaching, assessment

Table 2. Common Reference Levels: self-assessment grid

A1

A2

B1

Listening

I can recognise familiar
words and very basic
phrases concerning
myself, my family and
immediate concrete
surroundings when
people speak slowly
and clearly.

Reading

I can understand
familiar names, words
and very simple
sentences, for example
on notices and posters
or in catalogues.

Spoken
Interaction way provided the other

I can interact in a simple

person is prepared to
repeat or rephrase things
at a slower rate of speech
and help me formulate
what I’m trying to say. I
can ask and answer simple
questions in areas of
immediate need or on
very familiar topics.

I can use simple phrases
and sentences to describe
where I live and people I
know.

I can write a short, simple
postcard, for example
sending holiday greetings.
I can fill in forms with
personal details, for
example entering my
name, nationality and
address on a hotel
registration form.

Spoken
Production

Writing

I can understand phrases
and the highest frequency
vocabulary related to areas
of most immediate personal
relevance (e.g. very basic
personal and family
information, shopping,
local area, employment).
I can catch the main point in
short, clear, simple messages
and announcements.

I can read very short, simple
texts. I can find specific,
predictable information in
simple everyday material
such as advertisements,
prospectuses, menus and
timetables and I can
understand short simple
personal letters.

I can communicate in simple
and routine tasks requiring a
simple and direct exchange of
information on familiar topics
and activities. I can handle
very short social exchanges,
even though I can’t usually
understand enough to keep
the conversation going myself.

I can use a series of phrases
and sentences to describe in
simple terms my family and
other people, living
conditions, my educational
background and my present
or most recent job.

I can write short, simple notes
and messages relating to
matters in areas of immediate
need. I can write a very simple
personal letter, for example
thanking someone for
something.

I can understand the main
points of clear standard
speech on familiar matters
regularly encountered in
work, school, leisure, etc. I
can understand the main
point of many radio or TV
programmes on current
affairs or topics of personal
or professional interest when
the delivery is relatively slow
and clear.

I can understand texts that
consist mainly of high
frequency everyday or job-
related language. I can
understand the description of
events, feelings and wishes in
personal letters.

I can deal with most situations
likely to arise whilst travelling
in an area where the language
is spoken. I can enter
unprepared into conversation
on topics that are familiar, of
personal interest or pertinent
to everyday life (e.g. family,
hobbies, work, travel and
current events).

I can connect phrases in a
simple way in order to describe
experiences and events, my
dreams, hopes and ambitions.
I can briefly give reasons and
explanations for opinions and
plans. I can narrate a story or
relate the plot of a book or
film and describe my reactions.

I can write simple connected
text on topics which are
familiar or of personal interest.
I can write personal letters
describing experiences and
impressions.

U
N
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A
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G

S
P
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A
K
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G

W
R
I
T
I
N
G

26

Common Reference Levels

B2

C1

C2

I can understand extended speech
and lectures and follow even
complex lines of argument provided
the topic is reasonably familiar. I
can understand most TV news and
current affairs programmes. I can
understand the majority of films in
standard dialect.

I have no difficulty in understanding
any kind of spoken language,

I can understand extended speech
even when it is not clearly
structured and when relationships whether live or broadcast, even when
are only implied and not signalled
explicitly. I can understand
television programmes and films
without too much effort.

delivered at fast native speed,
provided I have some time to get
familiar with the accent.

I can read articles and reports
concerned with contemporary
problems in which the writers adopt
particular attitudes or viewpoints. I
can understand contemporary
literary prose.

I can understand long and
complex factual and literary
texts, appreciating distinctions of
style. I can understand specialised
articles and longer technical
instructions, even when they do
not relate to my field.

I can read with ease virtually all
forms of the written language,
including abstract, structurally or
linguistically complex texts such as
manuals, specialised articles and
literary works.

I can interact with a degree of
fluency and spontaneity that makes
regular interaction with native
speakers quite possible. I can take an
active part in discussion in familiar
contexts, accounting for and
sustaining my views.

I can express myself fluently and
spontaneously without much
obvious searching for expressions.
I can use language flexibly and
effectively for social and
professional purposes. I can
formulate ideas and opinions with
precision and relate my
contribution skilfully to those of
other speakers.

I can take part effortlessly in any
conversation or discussion and have a
good familiarity with idiomatic
expressions and colloquialisms. I can
express myself fluently and convey
finer shades of meaning precisely. If I
do have a problem I can backtrack
and restructure around the difficulty
so smoothly that other people are
hardly aware of it.

I can present clear, detailed
descriptions on a wide range of
subjects related to my field of
interest. I can explain a viewpoint on
a topical issue giving the advantages
and disadvantages of various options.

I can present clear, detailed
descriptions of complex subjects
integrating sub-themes, developing
particular points and rounding off with an effective logical structure
with an appropriate conclusion.

I can present a clear, smoothly
flowing description or argument in a
style appropriate to the context and

which helps the recipient to notice
and remember significant points.

I can write clear, detailed text on a
wide range of subjects related to my
interests. I can write an essay or
report, passing on information or
giving reasons in support of or
against a particular point of view. I
can write letters highlighting the
personal significance of events and
experiences.

I can express myself in clear, well-
structured text, expressing points
of view at some length. I can write
about complex subjects in a
letter, an essay or a report,
underlining what I consider to be
the salient issues. I can select
style appropriate to the reader
in mind.

I can write clear, smoothly flowing
text in an appropriate style. I can
write complex letters, reports or
articles which present a case with an
effective logical structure which
helps the recipient to notice and
remember significant points. I can
write summaries and reviews of
professional or literary works.

27

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