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Common European Framework of Reference: Language Learning, Teaching and Assessment
The "Common European Framework of Reference: Learning, Teaching and Assessment" is the result of a linguistics study carried out by experts from the Council of Europe. Published in 2001, the aim of the document was to help teachers to describe the levels of proficiency required by existing tests and examinations in order to facilitate the comparison between different qualification systems. Using this study, the Council of Europe created a framework of common reference levels.
A consensus was reached in the number and nature of the levels needed to organize the field of language learning.
The levels
The scheme proposed in the Common European Framework of Reference proposes an initial division into 3 broad levels:
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These six levels correspond the classic division into basic, intermediate and advanced levesl.
This simple global scale makes it easier to explain the levels to non-specialists and provides a point of reference for teachers and curriculum planners.
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Proficient User |
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| C2 | 1. Can understand with ease virtually everything heard or read. |
2. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. |
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3. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
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| C1 | 1. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. |
2. Can express him/herself fluently and spontaneously without much obvious searching for expressions. |
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3. Can use language flexibly and effectively for social, academic and professional purposes. |
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4. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. |
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Independent User |
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| B2 | 1. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. |
2. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. |
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3. 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. |
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| B1 | 1. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. |
2. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. |
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3. Can produce simple connected text on topics which are familiar or of personal interest. |
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4. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. |
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Basic User |
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| A2 | 1. 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) |
2. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. |
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3. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
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| A1 | 1. Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. |
2. 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. |
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3. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. |
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