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IN ENGLISH
What level of English
DO YOU SPEAK?
(The Common European Framework a method of assessing and teaching B level learners belong to the group
of Reference for Languages: Lear- which applies to all languages in Europe. of Independent Speakers/ Users who
ning, Teaching, Assessment - CEFR) It serves as a guideline used to describe can be divided into B1- Threshold or
achievements of learners of foreign lan- pre-intermediate, and B2 Vantage or
The Common European Framework guages across Europe, and also in other intermediate.
of Reference for Languages: Learning, parts of the world. The document sug-
Teaching, Assessment (CEFR) is a very gests six reference levels (A1, A2, B1, B2, Level C learners are Proficient Speakers/
important document that was compiled C1, C2), all of which give general and Users. C1 level "representatives" are said
by the Council of Europe as the main more detailed description of the learner’s to be at Effective Operational Proficien-
part of the project "Language Learning individual language proficiency. cy level or, in other words, upper inter-
for European Citizenship". In November mediate level, and C2 ones at Mastery
2001 a European Union Council Resolu- According to the document learners or advanced.
tion recommended CEFR to be used as described by the level A reference are
a tool in setting up systems of validation called Basic Speakers/Users, where A1 Main descriptors, of the six CEFR refer-
of language competency. level competency is regarded as Break- ence levels are presented in the table
through or beginner and A2 as Way- below.
The main goal of CEFR is to provide stage or elementary.
Proficient Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written
User C2 sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very
Independent
User 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
C1 and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, aca-
demic 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/
B2 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,
B1 etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce sim-
ple 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.
What level of English
DO YOU SPEAK?
(The Common European Framework a method of assessing and teaching B level learners belong to the group
of Reference for Languages: Lear- which applies to all languages in Europe. of Independent Speakers/ Users who
ning, Teaching, Assessment - CEFR) It serves as a guideline used to describe can be divided into B1- Threshold or
achievements of learners of foreign lan- pre-intermediate, and B2 Vantage or
The Common European Framework guages across Europe, and also in other intermediate.
of Reference for Languages: Learning, parts of the world. The document sug-
Teaching, Assessment (CEFR) is a very gests six reference levels (A1, A2, B1, B2, Level C learners are Proficient Speakers/
important document that was compiled C1, C2), all of which give general and Users. C1 level "representatives" are said
by the Council of Europe as the main more detailed description of the learner’s to be at Effective Operational Proficien-
part of the project "Language Learning individual language proficiency. cy level or, in other words, upper inter-
for European Citizenship". In November mediate level, and C2 ones at Mastery
2001 a European Union Council Resolu- According to the document learners or advanced.
tion recommended CEFR to be used as described by the level A reference are
a tool in setting up systems of validation called Basic Speakers/Users, where A1 Main descriptors, of the six CEFR refer-
of language competency. level competency is regarded as Break- ence levels are presented in the table
through or beginner and A2 as Way- below.
The main goal of CEFR is to provide stage or elementary.
Proficient Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written
User C2 sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very
Independent
User 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
C1 and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, aca-
demic 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/
B2 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,
B1 etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce sim-
ple 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.
