Attachment 2 - Common European Framework - Reference for Language.pdf

Table 1. Common Reference Levels: global scale

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

Proficient meaning even in more complex situations.

User 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.

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

Independent disadvantages of various options.

User

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

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

Basic need.

User

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.

Attachment 2:

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

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.

Common Reference Levels

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 I can understand phrases I can understand the main words and very basic and the highest frequency points of clear standard phrases concerning vocabulary related to areas speech on familiar matters myself, my family and of most immediate personal regularly encountered in immediate concrete relevance (e.g. very basic work, school, leisure, etc. I surroundings when personal and family can understand the main people speak slowly information, shopping, point of many radio or TV and clearly. local area, employment). programmes on current

I can catch the main point in affairs or topics of personal short, clear, simple messages or professional interest when and announcements. the delivery is relatively slow and clear.

Reading I can understand I can read very short, simple I can understand texts that familiar names, words texts. I can find specific, consist mainly of high and very simple predictable information in frequency everyday or job-sentences, for example simple everyday material related language. I can on notices and posters such as advertisements, understand the description of or in catalogues. prospectuses, menus and events, feelings and wishes in timetables and I can personal letters.

understand short simple personal letters.

Spoken I can interact in a simple I can communicate in simple I can deal with most situations Interaction way provided the other and routine tasks requiring a likely to arise whilst travelling person is prepared to simple and direct exchange of in an area where the language repeat or rephrase things information on familiar topics is spoken. I can enter at a slower rate of speech and activities. I can handle unprepared into conversation and help me formulate very short social exchanges, on topics that are familiar, of what I’m trying to say. I even though I can’t usually personal interest or pertinent can ask and answer simple understand enough to keep to everyday life (e.g. family, questions in areas of the conversation going myself. hobbies, work, travel and immediate need or on current events).

very familiar topics.

Spoken I can use simple phrases I can use a series of phrases I can connect phrases in a Production and sentences to describe and sentences to describe in simple way in order to describe where I live and people I simple terms my family and experiences and events, my know. other people, living dreams, hopes and ambitions.

conditions, my educational I can briefly give reasons and background and my present explanations for opinions and or most recent job. plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

Writing I can write a short, simple I can write short, simple notes I can write simple connected postcard, for example and messages relating to text on topics which are sending holiday greetings. matters in areas of immediate familiar or of personal interest.

I can fill in forms with need. I can write a very simple I can write personal letters personal details, for personal letter, for example describing experiences and example entering my thanking someone for impressions.

name, nationality and something.

address on a hotel registration form.

U N D E R S T A N D I N G

S P E A K I N G

W R I T I N G

Common Reference Levels

B2 C1 C2

I can understand extended speech I can understand extended speech I have no difficulty in understanding and lectures and follow even even when it is not clearly any kind of spoken language, complex lines of argument provided structured and when relationships whether live or broadcast, even when the topic is reasonably familiar. I are only implied and not signalled delivered at fast native speed, can understand most TV news and explicitly. I can understand provided I have some time to get current affairs programmes. I can television programmes and films familiar with the accent.

understand the majority of films in without too much effort.

standard dialect.

I can read articles and reports I can understand long and I can read with ease virtually all concerned with contemporary complex factual and literary forms of the written language, problems in which the writers adopt texts, appreciating distinctions of including abstract, structurally or particular attitudes or viewpoints. I style. I can understand specialised linguistically complex texts such as can understand contemporary articles and longer technical manuals, specialised articles and literary prose. instructions, even when they do literary works.

not relate to my field.

I can interact with a degree of I can express myself fluently and I can take part effortlessly in any fluency and spontaneity that makes spontaneously without much conversation or discussion and have a regular interaction with native obvious searching for expressions. good familiarity with idiomatic speakers quite possible. I can take an I can use language flexibly and expressions and colloquialisms. I can active part in discussion in familiar effectively for social and express myself fluently and convey contexts, accounting for and professional purposes. I can finer shades of meaning precisely. If I sustaining my views. formulate ideas and opinions with do have a problem I can backtrack precision and relate my and restructure around the difficulty contribution skilfully to those of so smoothly that other people are other speakers. hardly aware of it.

I can present clear, detailed I can present clear, detailed I can present a clear, smoothly descriptions on a wide range of descriptions of complex subjects flowing description or argument in a subjects related to my field of integrating sub-themes, developing style appropriate to the context and interest. I can explain a viewpoint on particular points and rounding off with an effective logical structure a topical issue giving the advantages with an appropriate conclusion. which helps the recipient to notice and disadvantages of various options. and remember significant points.

I can write clear, detailed text on a I can express myself in clear, well- I can write clear, smoothly flowing wide range of subjects related to my structured text, expressing points text in an appropriate style. I can interests. I can write an essay or of view at some length. I can write write complex letters, reports or report, passing on information or about complex subjects in a articles which present a case with an giving reasons in support of or letter, an essay or a report, effective logical structure which against a particular point of view. I underlining what I consider to be helps the recipient to notice and can write letters highlighting the the salient issues. I can select remember significant points. I can personal significance of events and style appropriate to the reader write summaries and reviews of experiences. in mind. professional or literary works.

Ta bl e 3.

C om m on

R ef er en ce L ev el s:

qu al it at iv e as pe ct s of s po ke n la ng ua ge u se

R A

N G

E A

C C

U R

A C

Y

FL

U E

N C

Y

IN

TE

R

A C

TI

O

N C

O H

E R

E N

C E

C

Sh ow s gr ea t fl ex ib il it y

M ai n ta in s co n si st en t

C an e xp re ss h im

/h er se lf

C an i n te ra ct w it h e as e an d

C an c re at e co h er en t d re fo rm u la ti n g id ea s in gr am m at ic al c on tr ol o f sp on ta n eo u sl y at l en gt h w it h sk il l, p ic ki n g u p a n d u si n g co h es iv e d is co u rs e d if fe ri n g li n gu is ti c fo rm s co m p le x la n gu ag e, e ve n a at u ra l co ll oq u ia l fl ow n on

-v er ba l an d i n to n a-m ak in g fu ll a n d a p p ro p ri to c on ve y fi n er s h ad es o f w h il e at te n ti on i s ot h er w is e av oi d in g or b ac kt ra ck in g ti on al c u es a p p ar en tl y at e u se o f a va ri et y of m ea n in g p re ci se ly , t o gi ve en ga ge d (e

.g . i n f or w ar ou n d a n y d if fi cu lt so ef rt le ss ly

. C an i n te rw ea ve or ga n is at io n al p at te rn s em p h as is

, t o d if fe re n ti at e p la n n in g, i n m on it or in g sm oo th ly t h at t h e h is

/h er c on tr ib u ti on i n to an d a w id e ra n ge o f an d t o el im in at e am bi gu it y.

ot h er s’ r ea ct io n s) in te rl oc u to r is h ar ly th e jo in t d is co u rs e w it h co n n ec to rs a n d o er

A ls o h as a g oo d c om m an d aw ar e of i t.

fu ll y n at u ra l tu rn ta ki g, co h es iv e d ev ic es of i d io m at ic e xp re ss io n s re fe re n ci n g, a ll u si on an d c ol lo qu ia li sm s.

m ak in g, e tc

C

H as a g oo d c om m an d o f a

C on si st en tl y m ai n ta in s a

C an e xp re ss h im

/h er s el ec t a su it ab le p h ra se

C an p ro d u ce c le ar br oa d r an ge o f la n gu ag e h ig h d eg re e of g ra m m at ic al fl u en tl y an d s p on ta n eo u sl y, fr om a r ea d il y av ai la bl e sm oo th ly fl ow in g, w el l-al lo w in g h im

/h er t o se le ct a ac cu ra cy

; e rr or s ar e ra re al m os t ef fo rt le ss ly . O n ly ra ge o f d is co u rs e st ru ct u re d s p ee ch fo rm u la ti on t o ex p re ss h im d if fi cu lt t o sp ot a co ce p tu al ly d if fi cu lt fu ct io n s to p re fa ce is sh ow in g co n tr ol le d u se o f h er se lf c le ar ly i n a n ge n er al ly c or re ct ed w en su bj ec t ca n h in d er a n at u ra l, re m ar k s in o rd er t o ge t or or ga n is at io n al p at te rn s, ap p ro p ri at e st yl e on a w id e th ey d o oc cu r.

sm oo th fl ow o f la n gu ag e.

to k ee p t h e fl oo r an d t o co n n ec to rs a n d c oh es iv e ra n ge o f ge n er al , a ca d em ic re la te h is

/h er o w ev ic es p ro fe ss io n al o r le is u re co n tr ib u ti on s sk il fu ll ic s w it h ou t h av in g to th os e of o th er s p ea ke rs re st ri ct w h at h e/ sh e w an ts to s ay

B 2+

B

H as a s u ffi ci en t ra n ge o f

Sh ow s a re la ti ve ly h ig p ro d u ce s tr et ch es o f C an i n it ia te d is co u rs e, t ak e C an u se a l im it ed n u m be r la n gu ag e to b e ab le t o gi ve d eg re e of g ra m m at la gu ag e w it h a f ai rl y ev

/h er t u rn w c oh es iv e d ev ic es t o li n k cl ea r d es cr ip ti on s, e xp re ss co n tr ol

. D oe s n ot m ak e te m p o;

a lt h ou gh h e/ sh e ca n ap p ro p ri at e an d e

/h er u tt er an ce s in vi ew p oi n ts o n m os t ge n er al er ro rs w h ic h c au se m is be h es it an t as h e/ sh e co n ve rs at io n w h en h e/ sh e cl ea r, c oh er en t d is co u rs e, ic s, w it h ou t m u ch u n d er st an d in g, a n d c ch es f or p at te rn s ee d s to , t h ou gh h e/ sh e th ou gh t h er e m ay b e co n sp ic u ou s se ar ch in g fo r co rr ec t m os t of h is

/h ex re ss io n s.

T h er e ar e fe ay n ot a lw ay s d o so e ‘j u m p in es s’ i or d s, u si n g so m e co m p le x m is ta ke s.

n ot ic ea bl y lo n g p au se s.

el eg an tl y.

C an h el p t h e lo n g co n tr ib u ti on se n te n ce f or m s to d o so d is cu ss io n a lo n g on fa m il ia r gr ou n d c on fi rm in g co m p re h en si on

, i n vi ti n g ot h er s in , e tc

B 1+

B

H as e n ou gh l an gu ag e to g et

U se s re as on ab ly a cc u ra te ly a C an k ee p g oi n g

C an i n it ia te , m ai n ta in a n d C an l in k a se ri es o f by , w it h s u ffi ci en t re p er to ir e of f re qu en tl y u se d co m p re h en si bl y, e ve n t h ou gh cl os e si m p le f ac e-to -f ac e sh or te r, d is cr et e si m le vo ca bu la ry t o ex p re ss h im

‘r ou ti n es ’ a n d p at te rn s p au si n g fo r gr am m at ic al a n d co n ve rs at io n o n t op ic s th at el em en ts i n se lf w it h s om e h es it at io n as so ci at ed w it h m or e le xi ca l p la n n in g an d r ep ai r is ar e fa m il ia r or o f p er so n al co n n ec te d

, l in ea r an d c ir cu m lo cu ti on s on p re d ic ta bl e si tu at io n s.

ve ry e vi d en t, e sp ec ia ll y in in te re st . C an r ep ea t ba ck se qu en ce o f p oi n ts to p ic s su ch a s fa m il y, lo n ge r st re tc h es o f fr ee t of w h at s om eo n e h as h ob bi es a n d i n te re st s, w or k, p ro d u ct io n sa id t o co n fi rm m u tu al tr av el , a n d c u rr en t ev en ts u n d er st an d in g.

A 2+

A

U se s ba si c se n te n ce p at te rn s

U se s so m e si m p le s tr u ct u re s C an m ak e h im

/h er a n sw er q u es ti on s an d C an l in k gr ou p s of w or d s w it h m em or is ed p h ra se s, co rr ec tl y, b u t st il l u n d er st oo d i n v er y sh or t re sp on d t o si m le it h s im p le c on n ec rs gr p s of a f ew w or d s an d sy st em at ic al ly m ak es b as tt er an ce s, e ve n t h gh st at em en ts

. C an i n d ic at e li ke

‘a n d

‘b u t’ a rm u la e in o rd er t o m is ta ke s.

au se s, f al se s ta rt s en h e/ sh e is f ol lo w in g

‘b ec au se co m m u n ic at e li m it ed re fo rm u la ti on a re v er y bu t is r ar el y ab le t o in fo rm at io n i n s im p le ev id en t.

u n d er st an d e n ou gh t o ke ep ev er yd ay s it u at io n s.

co n ve rs at io n g oi n g of h is

/h er o w n a cc or d

A

H as a v er y ba si c re p er to ir e Sh ow s on ly l im it ed c on tr ol m an ag e ve ry s h t, a sk a n d a n sw l in k w or d s or g ro u p s of w or d s an d s im p le p h ra se s of a f ew s im p le g ra m m at ic al is ol at ed

, m ai n ly p re qu es ti on s ab ou t p er so or d s w it h v er y ba si c re la te d t o p er so n al d et ai ls st ru ct u re s an d s en te ce ac ka ge d u tt er an ce s, w it et ai ls . C an i n te ra ct i li ea r co n n ec to rs l ik e an d p ar ti cu la r co n cr et e p at te rn s in a m em or ed ch p au si n g to s ea rc h f si p le w ay b u t

‘a n d ’ o r ‘t h en si tu at io n s.

re p er to ir e.

ex p re ss io n s, t o ar ti cu la te l es s co m m u n ic at io n i s to ta ll y fa m il ia r w or d s, a n d t o re p ai r d ep en d en t on r ep et it io n co m m u n ic at io n re p h ra si n g an d r ep ai r.