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 uently and precisely, differentiating ner shades of
Procient
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 uently and spontaneously
without much obvious searching for expressions. Can use language exibly
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 eld of
specialisation. Can interact with a degree of uency 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 briey 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.
Common European Framework of Reference for Languages: learning, teaching, assessment
24
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 prole 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 prociency.
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: ner 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 proling 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 learners 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 deciencies 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
25
Common European Framework of Reference for Languages: learning, teaching, assessment
26
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 nd specic, 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 Im trying to say. I even though I cant 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 briey 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
lm 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 ll 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
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Common Reference Levels
27
B2 C1 C2
I can understand extended speech I can understand extended speech I have no difculty 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 lms familiar with the accent.
understand the majority of lms 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 eld.
I can interact with a degree of I can express myself uently and I can take part effortlessly in any
uency 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 exibly and expressions and colloquialisms. I can
active part in discussion in familiar effectively for social and express myself uently and convey
contexts, accounting for and professional purposes. I can ner 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 difculty
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 owing description or argument in a
subjects related to my eld 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 signicant points.
I can write clear, detailed text on a I can express myself in clear, well- I can write clear, smoothly owing
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 signicant points. I can
personal signicance of events and style appropriate to the reader write summaries and reviews of
experiences. in mind. professional or literary works.
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