Language level A2. Levels of foreign language knowledge

The article was prepared on the basis of the monograph “Common European Competencies in Foreign Languages: Learning, Teaching, Assessment”, the Russian translation of which was published by the Moscow State University linguistic university(http://www.linguanet.ru/) in 2003

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

The Council of Europe document entitled “Common European Framework of Reference: Learning, Teaching, Assessment” reflects the result of the work of experts from the Council of Europe countries, including representatives of Russia, on systematization of approaches to teaching foreign language and standardization of assessments of language proficiency levels. “Competencies” clearly define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project, carried out within the framework of the Council of Europe? The participants in this project attempted to create a standard terminology, a system of units, or a commonly understood language to describe what constitutes a subject matter of study, as well as to describe levels of language proficiency, regardless of what language is being studied, in what educational context - what country, institute, school , in courses, or privately, and what techniques are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe standard language any certification system, and, consequently, any training program, starting from setting objectives - training goals and ending with the competencies achieved as a result of training.

Language proficiency level system

During development European system levels, extensive research was carried out in different countries, assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 6 major levels, which represent lower and higher sublevels in the classic three-level system, including basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins by dividing the level system into three large level- A, B and C:

Introduction pan-European system levels of language proficiency do not limit the possibilities of different teaching teams on the development and description of its system of levels and training modules. However, the use of standard categories when describing your own programs contributes to the transparency of courses, and the development objective criteria language proficiency assessment will ensure recognition qualification characteristics received by students in exams. It can also be expected that the leveling system and the wording of the descriptors will change over time as experience is gained in the participating countries.

The language proficiency levels are summarized in the following table:

Table 1

Elementary possession	A1	I understand and can use in speech familiar phrases and expressions necessary to perform specific tasks. I can introduce myself / introduce others, ask / answer questions about my place of residence, acquaintances, property. I can participate in a simple conversation if the other person speaks slowly and clearly and is willing to help.
Elementary possession	A2	I understand individual sentences and frequently encountered expressions related to basic areas of life (for example, basic information about myself and my family members, purchases, getting a job, etc.). I can perform tasks related to simple exchange information on familiar or everyday topics. IN simple expressions I can tell you about myself, my family and friends, describe the main aspects Everyday life.
Self-ownership		Understand the main ideas of clear messages made on literary language on different topics, typically occurring at work, school, leisure, etc. I can communicate in most situations that may arise during a stay in the country of the language being studied. I can compose a coherent message on topics that are known or of particular interest to me. I can describe impressions, events, hopes, aspirations, express and justify my opinions and plans for the future.
Self-ownership		Understand general content complex texts on abstract and concrete topics, including highly specialized texts. I speak quickly and spontaneously enough to constantly communicate with native speakers without too much difficulty for either party. I can do clear detailed messages on various topics and state your view on the main problem, show the advantages and disadvantages of different opinions.
Fluency		I understand volumetric complex texts on various topics, I recognize hidden meaning. I speak spontaneously at a fast pace, without having difficulty finding words and expressions. I use language flexibly and effectively for communication in scientific and professional activity. I can create an accurate, detailed, well-structured message on complex topics, demonstrating mastery of text organization models, means of communication and the integration of its elements.
Fluency		I understand almost any spoken or written message, I can compose a coherent text based on several oral and written sources. I speak spontaneously at a fast pace and high degree precision, emphasizing shades of meaning even in the most complex cases.

When interpreting a level scale, it must be borne in mind that the divisions on such a scale are not identical. Even if the levels appear equidistant on the scale, achieving them requires different time. So, even if the Waystage level is located halfway to the Threshold Level, and the Threshold level is located on the level scale halfway to the Vantage Level, experience with this scale shows that that it takes twice as long to progress from the Threshold to the Threshold Advanced level as it does to reach the Threshold level. This is explained by the fact that at higher levels the range of activities expands and everything is required large quantity knowledge, skills and abilities.

Selecting specific learning objectives may require more detailed description. It can be presented in the form of a separate table showing the main aspects of language proficiency at six levels. For example, Table 2 is compiled as a self-assessment tool to identify your knowledge and skills in the following aspects:

table 2

A1 (Survival Level):

Understanding	Listening	I understand isolated familiar words and very simple phrases in slow and clear speech in situations everyday communication when they talk about me, my family and immediate circle.
Understanding	Reading	I can understand familiar names, words, and very simple sentences in advertisements, posters, or catalogues.
Speaking	Dialogue	I can participate in a dialogue if my interlocutor, at my request, repeats his statement in slow motion or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or that interest me.
Speaking	Monologue	I can use simple phrases and sentences to talk about the place where I live and the people I know.
Letter	Letter	I can write simple cards (for example, congratulations on a holiday), fill out forms, enter my last name, nationality, and address on the hotel registration sheet.

A2 (Pre-threshold level):

Understanding	Listening	I understand individual phrases and the most common words in statements related to topics that are important to me (for example, basic information about myself and my family, about shopping, about the place where I live, about work). I understand what you mean we're talking about in simple, clearly spoken and short messages and announcements.
Understanding	Reading	I understand very short simple texts. I can find specific, easily predictable information in simple texts of everyday communication: in advertisements, prospectuses, menus, schedules. I understand simple personal letters.
Speaking	Dialogue	I can communicate in simple terms typical situations, requiring direct exchange of information within the framework of topics and activities familiar to me. I can support you as much as possible short conversation on everyday topics, and still I don’t understand enough to carry on a conversation on my own.
Speaking	Monologue	I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or former work.
Letter	Letter	I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, expressing my gratitude to someone for something).

B1 (Threshold level):

Understanding	Listening	I understand the main points of clearly spoken statements within the limits literary norm on topics known to me that I have to deal with at work, at school, on vacation, etc. I understand what is being said in most radio and television programs about current events, as well as programs related to my personal or professional interests. The speakers' speech should be clear and relatively slow.
Understanding	Reading	I understand texts based on frequency language material of everyday and professional communication. I understand descriptions of events, feelings, and intentions in personal letters.
Speaking	Dialogue	I can communicate in most situations that arise while staying in the country of the target language. I can participate without prior preparation in dialogues on a topic that is familiar/interesting to me (for example, “family”, “hobbies”, “work”, “travel”, “current events”).
Speaking	Monologue	I can construct simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or film and express my feelings about it.
Letter	Letter	I can write simple, coherent texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions.

B2 (Threshold Advanced Level):

Understanding	Listening	I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are quite familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak literary language.
Understanding	Reading	I understand articles and messages by modern issues, the authors of which take a special position or express special point vision. I understand modern fiction.
Speaking	Dialogue	Without preparation, I can quite freely participate in dialogues with native speakers of the target language. I can take an active part in a discussion on a problem that is familiar to me, justify and defend my point of view.
Speaking	Monologue	I can speak clearly and thoroughly on a wide range of issues that interest me. I can explain my point of view by current problem, expressing all the arguments for and against.
Letter	Letter	I can write clear, detailed messages on a wide range of issues that interest me. I can write essays or reports, highlighting issues or arguing a point of view for or against. I know how to write letters, highlighting those events and impressions that are especially important to me.

Understanding	Listening	I understand detailed messages, even if they have unclear logical structure and are not expressed well enough semantic connections. I understand all television programs and films almost fluently.
Understanding	Reading	I understand large complex non-fiction and literary texts, their stylistic features. I also understand special articles and large technical instructions, even if they do not relate to my field of activity.
Speaking	Dialogue	I can express my thoughts spontaneously and fluently, without having difficulty finding words. My speech is varied linguistic means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinions, as well as actively support any conversation.
Speaking	Monologue	I am able to clearly and thoroughly present complex topics, combine component parts into a single whole, develop individual provisions and draw appropriate conclusions.
Letter	Letter	I can express my thoughts clearly and logically writing and highlight your views in detail. I can present in detail in letters, essays, reports complex problems, highlighting what I think is most important. I know how to use language style, corresponding to the intended addressee.

C2 (Proficiency level):

Understanding	Listening	I can freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace if I have the opportunity to get used to it. individual characteristics his pronunciation.
Understanding	Reading	I can freely understand all types of texts, including texts of an abstract nature, complex in compositional or linguistically: instructions, special articles and works of art.
Speaking	Dialogue	I can freely participate in any conversation or discussion and am proficient in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shade of meaning. If I have difficulties in using language, I can quickly and unnoticed by others to paraphrase my statement.
Speaking	Monologue	I can express myself fluently, freely and reasonably, using appropriate linguistic means depending on the situation. I can logically construct my message in such a way as to attract the attention of listeners and help them note and remember the most important points.
Letter	Letter	I can logically and consistently express my thoughts in writing, using the necessary linguistic means. I can write complex letters, reports, reports or articles that have a clear logical structure that helps the recipient note and remember the most important points. I can write summaries and reviews of both professional work and fiction.

IN practical activities you can focus on a certain set levels and a specific set of categories depending on specific goals. This level of detail allows training modules to be compared with each other and with the Common European Framework of Reference.

Instead of identifying categories underlying language performance, it may be necessary to assess language behavior on the basis of specific aspects of communicative competence. For example, Table 3 is designed for speaking assessment, therefore, it is aimed at qualitatively different aspects of language use:

Table 3

A1 (Survival Level):

RANGE	He has a very limited vocabulary of words and phrases that are used to present information about himself and to describe specific particular situations.
ACCURACY	Limited control over the use of several simple grammatical and syntactic structures learned by heart.
FLUENCY	Can speak very briefly, utter individual statements, mainly composed of memorized units. Takes many pauses to search for an appropriate expression, pronounce less familiar words, and correct mistakes.
MUTUAL- ACTION	Can ask personal questions and talk about themselves. May respond in a basic way to the other person's speech, but overall communication depends on repetition, paraphrasing, and error correction.
CONNECTIVITY	Can connect words and groups of words using the following simple conjunctions, expressing a linear sequence, like “and”, “then”.

A2 (Pre-threshold level):

RANGE	Uses elementary syntactic structures with memorized constructions, phrases and standard expressions in order to convey limited information in simple everyday situations.
ACCURACY	Uses some correctly simple structures, but still systematically makes basic mistakes.
FLUENCY	Can express his thoughts clearly in short sentences, although pauses, self-corrections and sentence reformulations are immediately noticeable.
MUTUAL- ACTION	Can answer questions and respond to simple sayings. Can show when he/she is still following the other person's thoughts, but very rarely understands enough to carry on a conversation on their own.
CONNECTIVITY	Can connect groups of words using simple conjunctions such as “and”, “but”, “because”.

B1 (Threshold level):

RANGE	Has sufficient language skills to take part in a conversation; Vocabulary allows you to communicate with a certain amount of pauses and descriptive expressions on topics such as family, hobbies, interests, work, travel and current events.
ACCURACY	Quite accurately uses a set of constructions associated with familiar, regularly occurring situations.
FLUENCY	Can speak clearly, despite the fact that there are pauses to look for grammatical and lexical means noticeable, especially in statements of considerable length.
MUTUAL- ACTION	Can initiate, maintain and end one-on-one conversations when topics of discussion are familiar or individually relevant. Can repeat previous remarks, thereby demonstrating his understanding.
CONNECTIVITY	Can tie several fairly short ones simple sentences into a linear text consisting of several paragraphs.

B2 (Threshold advanced level):

RANGE	Has sufficient vocabulary to describe something and express a point of view on general issues without explicitly searching for a suitable expression. Able to use some complex syntactic structures.
ACCURACY	Shows enough high level control grammatical correctness. Does not make mistakes that could lead to misunderstandings and can correct most of his own mistakes.
FLUENCY	Can produce utterances of a certain duration at a fairly even pace. May show hesitation in the selection of expressions or linguistic structures, but there are few noticeably long pauses in speech.
MUTUAL- ACTION	Can start a conversation, enter into a conversation at the appropriate moment, and end a conversation, although sometimes these actions are characterized by a certain clumsiness. Can participate in a conversation on a familiar topic, confirming their understanding of what is being discussed, inviting others to participate, etc.
CONNECTIVITY	Can use a limited number of communication devices to connect individual utterances into single text. At the same time, in the conversation as a whole there are individual “jumps” from topic to topic.

C1 (Proficiency level):

RANGE	Masters a wide range of linguistic means, allowing him to express any of his thoughts clearly, freely and within the appropriate style. a large number of topics (general, professional, everyday), without limiting oneself in the choice of the content of the statement.
ACCURACY	Maintains a high level of grammatical accuracy at all times; Errors are rare, almost unnoticeable and, when they occur, are corrected immediately.
FLUENCY	Capable of fluent, spontaneous utterances with virtually no effort. The smooth, natural flow of speech can only be slowed down in the case of a complex, unfamiliar topic of conversation.
MUTUAL- ACTION	Can take it away suitable expression from a wide arsenal of means of discourse and use it at the beginning of your statement in order to get the floor, maintain the position of the speaker for yourself, or skillfully connect your replica with the replicas of your interlocutors, continuing the discussion of the topic.
CONNECTIVITY	Can construct clear, uninterrupted, well-organized statements that demonstrate confident command organizational structures, auxiliary parts of speech and other means of coherence.

C2 (Proficiency level):

RANGE	Demonstrates flexibility by expressing ideas in a variety of ways. different languages s forms to accurately convey shades of meaning, highlight semantics, and eliminate ambiguity. Also fluent in idiomatic and colloquial expressions.
ACCURACY	Performs constant monitoring of the correctness of complex grammatical structures even in cases where attention is directed to planning subsequent statements, to the reaction of the interlocutors.
FLUENCY	Capable of long-term spontaneous utterances in accordance with principles colloquial speech; avoids or bypasses difficult places almost unnoticed by the interlocutor.
MUTUAL- ACTION	Communicates skillfully and easily, with virtually no difficulty, also understanding non-verbal and intonation signals. Can take an equal part in the conversation, without difficulty entering into right moment, referring to previously discussed information or to information that should generally be known to other participants, etc.
CONNECTIVITY	Able to construct coherent and organized speech, correctly and fully using a large number of different organizational structures, service units speech and other means of communication.

The level assessment tables discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated by levels during research project. The descriptor scales are based on a detailed category system to describe what it means to speak/use a language and who can be called a language speaker/user.

The description is based on activity approach. It establishes the relationship between language use and learning. Users and language learners are considered as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity carried out in a broader social context, which determines true meaning statements. The activity approach allows taking into account the entire range personal characteristics person as a subject social activities, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms:

Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
General competencies are not linguistic, they provide any activity, including communicative.
Communicative language competencies allow you to carry out activities using linguistic means.
Context- this is a spectrum of events and situational factors against the background of which communicative actions are carried out.
Speech activity- This practical use communicative competence in a certain area of communication in the process of perception and/or generation of oral and written texts aimed at fulfilling a specific communicative task.
Kinds communicative activities involve the implementation of communicative competence in the process of semantic processing/creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
Text - This is a coherent sequence of oral and/or written statements (discourse), the generation and understanding of which occurs in a specific area of communication and is aimed at solving a specific problem.
Under sphere of communication is understood wide range social life in which it takes place social interaction. In relation to language learning, educational, professional, social and personal spheres are distinguished.
Strategy is a course of action chosen by a person aimed at solving a problem.
Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal).

Multilingualism concept

The concept of multilingualism is fundamental to the Council of Europe's approach to the problem of language learning. Multilingualism arises as a person’s linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages of other peoples (learned at school, college or directly in the linguistic environment). Man “does not store” these languages separately from each other, but forms communicative competence based on all knowledge and all linguistic experience, where languages are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely between languages or dialects, demonstrating each's ability to express in one language and understand in another. A person can use knowledge of several languages to understand text, written or spoken, in a language he did not previously know, recognizing words that have similar sounds and spellings in several languages in a “new form.”

From this point of view, the goal language education changes. Now, perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop a linguistic repertoire in which all linguistic skills have a place. Last changes V language program Council of Europe aims to develop a tool with which language teachers will promote the development of a multilingual personality. In particular, the European Language Portfolio is a document in which a wide variety of experiences in language learning and intercultural communication can be recorded and formally recognized.

LINKS

Full text monographs on English language on the Council of Europe website

Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the German website cultural center named after Goethe

Friends, if you want to learn more about levels A1 and A2 in learning English, we suggest you read this material carefully; Perhaps you will learn a lot of interesting and useful things for yourself.

As you already know, learning English is divided into stages or levels, each level has a certain degree of difficulty, specific tasks and exercises, reading, grammar, etc. Today we are taking a closer look at the initial or survival levels, that is, Beginner and Elementary , as well as the Pre-Intermediate threshold level.

Category A1 - what is it?

It would seem that the Beginner and Elementary stages of English proficiency are in many ways similar. However, significant differences can be observed here. You can't start Elementary level without preliminary preparation Beginner.

Everything starts with the basics, and learning a language even more so. the initial stage Beginner is perfect for those who have never studied English before and don’t have the slightest idea about it. This stage of English language proficiency allows you to construct several simple sentences, master the basics of grammar and reading rules, acquire a small vocabulary. Also, it makes it possible to move on to the next level - Elementary.

The knowledge it gives First level, are very extensive for this stage learning English: mastering three simple tenses of verbs (present, past, future), the concept of articles, the ability to compose several simple sentences, the ability to characterize an object in simple words; vocabulary ranges from 500 to 700 words, ability to get acquainted, answer simple questions, write short text from simple sentences.

The Elementary level is a more serious level of knowledge and proficiency in English. And the range of opportunities and skills it provides is much wider. When approaching this level, a person learning English must have basic knowledge initial stage Beginner.

The knowledge acquired at this stage is sufficient to communicate in English at an everyday level. For example, while abroad, you can ask for directions, rent a hotel room, do some shopping, etc.

Your knowledge of grammar, speaking, reading, your vocabulary at this level is much wider and deeper. Of course, such proficiency in English cannot be called professional, but you are no longer a beginner in mastering the language.

What skills does this stage of training provide? Here they are: clear understanding the verb to be, mastering verb tenses, including continuous and perfect; use of articles and modal verbs, pronouns and possessive case; extension vocabulary from 1000 to 1500, ability to communicate on simple everyday topics, ability to write short story about yourself, about family, about hobbies, about work, etc.

As we have already said, these levels belong to the category of Survival Levels or survival levels. This means that these levels of knowledge of the English language will help you navigate various everyday situations where English is needed.

We believe that in modern life It is not only useful, but also very important to speak English at least at these two levels, because such knowledge of English is required by modern technologies, the Internet, travel, etc.

Category A2 or pre-threshold level

Pre-threshold or intermediate level (Pre-Intermediate) is like a bridge between the basic stages and more advanced levels of English language proficiency. Why is this so? The fact is that this English language course begins with simple constructions learned during the training at the two previous levels. The Pre-Intermediate stage is an excellent opportunity to repeat, consolidate and systematize previous levels and acquired skills, as well as move on to more advanced ones. difficult stage studying English Language.

Learning English in Pre-Intermediate level, you gain even greater skills in the language: a clear understanding of verb tenses and the ability to distinguish between them, understanding conditional mood, replenishment of vocabulary with modal verbs that were not previously known; understanding of the passive verb, the ability to transform direct speech into indirect speech, understanding of pronouns and degrees of comparison of adjectives; vocabulary ranges from 1500 to 2000 words; the ability to speak in English on various topics and talk about yourself; understanding main idea text; ability to write essays, essays, letters.

All this suggests that at this level you are ready to perceive and master a more complex English language than at the previous two.

This stage of training allows you to work on gaps and weak points in your English, improve it, move to a more complex level.

Friends, we want to wish you good luck in learning English Language. Don't give up, boldly move forward, and, step by step, level by level, you won't notice how English will become your second native language! See you again!

The article was prepared on the basis of the monograph “Common European Competencies in Foreign Languages: Learning, Teaching, Assessment”, the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.

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

The Council of Europe document entitled “Common European Framework of Reference: Learning, Teaching, Assessment” reflects the result of the work of experts from the Council of Europe countries, including representatives of Russia, on systematizing approaches to teaching a foreign language and standardizing assessments of language proficiency levels. “Competencies” clearly define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project, carried out within the framework of the Council of Europe? The participants in this project attempted to create a standard terminology, a system of units, or a commonly understood language to describe what constitutes a subject matter of study, as well as to describe levels of language proficiency, regardless of what language is being studied, in what educational context - what country, institute, school , in courses, or privately, and what techniques are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe in standard language any certification system, and, consequently, any training program, starting from setting tasks - training goals and ending with the competencies achieved as a result of training.

Language proficiency level system

When developing the European Level System, extensive research was carried out in different countries, and assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 6 major levels, which represent lower and higher sublevels in the classic three-level system, including basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins by dividing the level system into three large levels - A, B and C:

The introduction of a pan-European system of language proficiency levels does not limit the ability of various teaching teams to develop and describe their own system of levels and training modules. However, the use of standard categories when describing their own programs helps ensure the transparency of courses, and the development of objective criteria for assessing language proficiency will ensure that the qualifications obtained by students in exams are recognized. It can also be expected that the leveling system and the wording of the descriptors will change over time as experience is gained in the participating countries.

The language proficiency levels are summarized in the following table:

Table 1

Elementary possession	A1	I understand and can use familiar phrases and expressions necessary to perform specific tasks. I can introduce myself / introduce others, ask / answer questions about my place of residence, acquaintances, property. I can participate in a simple conversation if the other person speaks slowly and clearly and is willing to help.
Elementary possession	A2	I understand individual sentences and frequently encountered expressions related to basic areas of life (for example, basic information about myself and my family members, purchases, getting a job, etc.). I can perform tasks related to simple exchange of information on familiar or everyday topics. In simple terms I can tell about myself, my family and friends, and describe the main aspects of everyday life.
Self-ownership		I understand the main ideas of clear messages made in literary language on various topics that typically arise at work, school, leisure, etc. I can communicate in most situations that may arise during a stay in the country of the language being studied. I can compose a coherent message on topics that are known or of particular interest to me. I can describe impressions, events, hopes, aspirations, express and justify my opinions and plans for the future.
Self-ownership		I understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. I speak quickly and spontaneously enough to constantly communicate with native speakers without too much difficulty for either party. I am able to give clear, detailed messages on various topics and present my view on the main issue, showing the advantages and disadvantages of different opinions.
Fluency		I understand voluminous, complex texts on various topics and recognize hidden meanings. I speak spontaneously at a fast pace, without having difficulty finding words and expressions. I use language flexibly and effectively to communicate in scientific and professional activities. I can create accurate, detailed, well-structured messages on complex topics, demonstrating mastery of text organization patterns, communication tools, and integration of text elements.
Fluency		I understand almost any oral or written message, I can compose a coherent text based on several oral and written sources. I speak spontaneously with a high tempo and a high degree of precision, emphasizing nuances of meaning even in the most difficult cases.

When interpreting a level scale, it must be borne in mind that the divisions on such a scale are not identical. Even if the levels appear equidistant on the scale, they take different times to reach. So, even if the Waystage level is located halfway to the Threshold Level, and the Threshold level is located on the level scale halfway to the Vantage Level, experience with this scale shows that that it takes twice as long to progress from the Threshold to the Threshold Advanced level as it does to reach the Threshold level. This is explained by the fact that at higher levels the range of activities expands and an increasing amount of knowledge, skills and abilities are required.

More detailed description may be required to select specific learning objectives. It can be presented in the form of a separate table showing the main aspects of language proficiency at six levels. For example, Table 2 is compiled as a self-assessment tool to identify your knowledge and skills in the following aspects:

table 2

A1 (Survival Level):

Understanding	Listening	I understand individual familiar words and very simple phrases in slow and clear speech in everyday communication situations when they talk about me, my family and immediate environment.
Understanding	Reading	I can understand familiar names, words, and very simple sentences in advertisements, posters, or catalogues.
Speaking	Dialogue	I can participate in a dialogue if my interlocutor, at my request, repeats his statement in slow motion or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or that interest me.
Speaking	Monologue	I can use simple phrases and sentences to talk about the place where I live and the people I know.
Letter	Letter	I can write simple cards (for example, congratulations on a holiday), fill out forms, enter my last name, nationality, and address on the hotel registration sheet.

A2 (Pre-threshold level):

Understanding	Listening	I understand individual phrases and the most common words in statements related to topics that are important to me (for example, basic information about myself and my family, about shopping, about where I live, about work). I understand what is being said in simple, clearly spoken, short messages and announcements.
Understanding	Reading	I understand very short simple texts. I can find specific, easily predictable information in simple texts of everyday communication: in advertisements, prospectuses, menus, schedules. I understand simple personal letters.
Speaking	Dialogue	I can communicate in simple, typical situations that require direct exchange of information within the framework of topics and activities familiar to me. I can hold extremely brief conversations on everyday topics, but I still don’t understand enough to carry on a conversation on my own.
Speaking	Monologue	I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or former work.
Letter	Letter	I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, expressing my gratitude to someone for something).

B1 (Threshold level):

Understanding	Listening	I understand the main points of clearly spoken statements within the literary norm on topics known to me that I have to deal with at work, at school, on vacation, etc. I understand what is being said in most radio and television programs about current events, as well as those related to my personal or professional interests. The speakers' speech should be clear and relatively slow.
Understanding	Reading	I understand texts based on frequency language material of everyday and professional communication. I understand descriptions of events, feelings, and intentions in personal letters.
Speaking	Dialogue	I can communicate in most situations that arise while staying in the country of the target language. I can participate without prior preparation in dialogues on a topic that is familiar/interesting to me (for example, “family”, “hobbies”, “work”, “travel”, “current events”).
Speaking	Monologue	I can construct simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or film and express my feelings about it.
Letter	Letter	I can write simple, coherent texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions.

B2 (Threshold Advanced Level):

Understanding	Listening	I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are quite familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak literary language.
Understanding	Reading	I understand articles and communications on contemporary issues in which the authors take a particular position or express a particular point of view. I understand modern fiction.
Speaking	Dialogue	Without preparation, I can quite freely participate in dialogues with native speakers of the target language. I can take an active part in a discussion on a problem that is familiar to me, justify and defend my point of view.
Speaking	Monologue	I can speak clearly and thoroughly on a wide range of issues that interest me. I can explain my point of view on a current issue, expressing all the pros and cons.
Letter	Letter	I can write clear, detailed messages on a wide range of issues that interest me. I can write essays or reports, highlighting issues or arguing a point of view for or against. I know how to write letters, highlighting those events and impressions that are especially important to me.

Understanding	Listening	I understand detailed messages, even if they have an unclear logical structure and insufficiently expressed semantic connections. I understand all television programs and films almost fluently.
Understanding	Reading	I understand large complex non-fiction and fiction texts and their stylistic features. I also understand special articles and large technical instructions, even if they do not relate to my field of activity.
Speaking	Dialogue	I can express my thoughts spontaneously and fluently, without having difficulty finding words. My speech is distinguished by the variety of linguistic means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinions, as well as actively support any conversation.
Speaking	Monologue	I am able to clearly and thoroughly present complex topics, combine component parts into a single whole, develop individual provisions and draw appropriate conclusions.
Letter	Letter	I can express my thoughts clearly and logically in writing and communicate my views in detail. I am able to present complex problems in detail in letters, essays, and reports, highlighting what seems to me the most important. I am able to use a language style appropriate to the intended recipient.

C2 (Proficiency level):

Understanding	Listening	I can freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace if I have the opportunity to get used to the individual characteristics of his pronunciation.
Understanding	Reading	I freely understand all types of texts, including texts of an abstract nature, complex in composition or language: instructions, special articles and works of art.
Speaking	Dialogue	I can freely participate in any conversation or discussion and am proficient in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shade of meaning. If I have difficulties in using language, I can quickly and unnoticed by others to paraphrase my statement.
Speaking	Monologue	I can express myself fluently, freely and reasonably, using appropriate linguistic means depending on the situation. I can logically construct my message in such a way as to attract the attention of listeners and help them note and remember the most important points.
Letter	Letter	I can logically and consistently express my thoughts in writing, using the necessary linguistic means. I can write complex letters, reports, reports or articles that have a clear logical structure that helps the recipient note and remember the most important points. I can write summaries and reviews of both professional work and fiction.

In practice, attention can be focused on a certain set of levels and a certain set of categories, depending on specific goals. This level of detail allows training modules to be compared with each other and with the Common European Framework of Reference.

Table 3

A1 (Survival Level):

RANGE	He has a very limited vocabulary of words and phrases that are used to present information about himself and to describe specific particular situations.
ACCURACY	Limited control over the use of several simple grammatical and syntactic structures learned by heart.
FLUENCY	Can speak very briefly, utter individual statements, mainly composed of memorized units. Takes many pauses to search for an appropriate expression, pronounce less familiar words, and correct mistakes.
MUTUAL- ACTION	Can ask personal questions and talk about themselves. May respond in a basic way to the other person's speech, but overall communication depends on repetition, paraphrasing, and error correction.
CONNECTIVITY	Can connect words and groups of words using simple conjunctions that express a linear sequence, such as “and”, “then”.

A2 (Pre-threshold level):

RANGE	Uses elementary syntactic structures with memorized constructions, phrases and standard phrases to convey limited information in simple everyday situations.
ACCURACY	Uses some simple structures correctly, but still systematically makes basic mistakes.
FLUENCY	Can express ideas clearly in very short sentences, although pauses, self-corrections, and reformulations of sentences are immediately noticeable.
MUTUAL- ACTION	Can answer questions and respond to simple statements. Can show when he/she is still following the other person's thoughts, but very rarely understands enough to carry on a conversation on their own.
CONNECTIVITY	Can connect groups of words using simple conjunctions such as “and”, “but”, “because”.

B1 (Threshold level):

RANGE	Has sufficient language skills to take part in a conversation; Vocabulary allows you to communicate with a certain amount of pauses and descriptive expressions on topics such as family, hobbies, interests, work, travel and current events.
ACCURACY	Quite accurately uses a set of constructions associated with familiar, regularly occurring situations.
FLUENCY	Can speak clearly, despite the fact that pauses for searching for grammatical and lexical means are noticeable, especially in statements of considerable length.
MUTUAL- ACTION	Can initiate, maintain and end one-on-one conversations when topics of discussion are familiar or individually relevant. Can repeat previous remarks, thereby demonstrating his understanding.
CONNECTIVITY	Can link several fairly short simple sentences into a linear text consisting of several paragraphs.

B2 (Threshold advanced level):

RANGE	Has sufficient vocabulary to describe something and express a point of view on general issues without explicitly searching for a suitable expression. Able to use some complex syntactic structures.
ACCURACY	Demonstrates a fairly high level of control over grammatical correctness. Does not make mistakes that could lead to misunderstandings and can correct most of his own mistakes.
FLUENCY	Can produce utterances of a certain duration at a fairly even pace. May show hesitation in the selection of expressions or linguistic structures, but there are few noticeably long pauses in speech.
MUTUAL- ACTION	Can start a conversation, enter into a conversation at the appropriate moment, and end a conversation, although sometimes these actions are characterized by a certain clumsiness. Can participate in a conversation on a familiar topic, confirming their understanding of what is being discussed, inviting others to participate, etc.
CONNECTIVITY	Can use a limited number of communication devices to connect individual statements into a single text. At the same time, in the conversation as a whole there are individual “jumps” from topic to topic.

C1 (Proficiency level):

RANGE	Masters a wide range of linguistic means, allowing him to clearly, freely and within the appropriate style express any of his thoughts on a large number of topics (general, professional, everyday), without limiting himself in choosing the content of the statement.
ACCURACY	Maintains a high level of grammatical accuracy at all times; Errors are rare, almost unnoticeable and, when they occur, are corrected immediately.
FLUENCY	Capable of fluent, spontaneous utterances with virtually no effort. The smooth, natural flow of speech can only be slowed down in the case of a complex, unfamiliar topic of conversation.
MUTUAL- ACTION	Can select a suitable expression from a wide arsenal of means of discourse and use it at the beginning of his statement in order to get the floor, maintain the position of the speaker for himself, or skillfully connect his replica with the replicas of his interlocutors, continuing the discussion of the topic.
CONNECTIVITY	Can construct clear, uninterrupted, well-organized utterances that demonstrate confident command of organizational structures, functional parts of speech, and other means of coherence.

C2 (Proficiency level):

RANGE	Demonstrates flexibility by expressing ideas using a variety of language forms to accurately convey shades of meaning, highlight semantics, and eliminate ambiguity. Also fluent in idiomatic and colloquial expressions.
ACCURACY	Carries out constant monitoring of the correctness of complex grammatical structures, even in cases where attention is directed to planning subsequent statements and the reaction of interlocutors.
FLUENCY	Capable of long-term spontaneous utterances in accordance with the principles of spoken language; avoids or bypasses difficult places almost unnoticed by the interlocutor.
MUTUAL- ACTION	Communicates skillfully and easily, with virtually no difficulty, also understanding non-verbal and intonation signals. Can take an equal part in the conversation, without difficulty entering at the right moment, referring to previously discussed information or information that should generally be known to other participants, etc.
CONNECTIVITY	Able to construct coherent and organized speech, correctly and fully using a large number of different organizational structures, functional parts of speech and other means of communication.

The level assessment tables discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated into levels during the research project. The descriptor scales are based on a detailed category system to describe what it means to speak/use a language and who can be called a language speaker/user.

The description is based on activity approach. It establishes the relationship between language use and learning. Users and language learners are considered as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a broader social context, which determines the true meaning of the statement. The activity approach allows taking into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms:

Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
General competencies are not linguistic, they provide any activity, including communicative.
Communicative language competencies allow you to carry out activities using linguistic means.
Context- this is a spectrum of events and situational factors against the background of which communicative actions are carried out.
Speech activity– this is the practical application of communicative competence in a certain area of communication in the process of perception and/or generation of oral and written texts, aimed at performing a specific communicative task.
Types of communication activities involve the implementation of communicative competence in the process of semantic processing/creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
Text - This is a coherent sequence of oral and/or written statements (discourse), the generation and understanding of which occurs in a specific area of communication and is aimed at solving a specific problem.
Under sphere of communication refers to a wide range of social life in which social interaction occurs. In relation to language learning, educational, professional, social and personal spheres are distinguished.
Strategy is a course of action chosen by a person aimed at solving a problem.
Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal).

Multilingualism concept

The concept of multilingualism is fundamental to the Council of Europe's approach to the problem of language learning. Multilingualism arises as a person’s linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages of other peoples (learned at school, college or directly in the linguistic environment). A person “does not store” these languages separately from each other, but forms communicative competence on the basis of all knowledge and all linguistic experience, where languages are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely between languages or dialects, demonstrating each's ability to express in one language and understand in another. A person can use knowledge of several languages to understand text, written or spoken, in a language he did not previously know, recognizing words that have similar sounds and spellings in several languages in a “new form.”

From this point of view, the purpose of language education changes. Now, perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop a linguistic repertoire in which all linguistic skills have a place. Recent changes to the Council of Europe's language program aim to develop a tool for language teachers to promote the development of multilingual personalities. In particular, the European Language Portfolio is a document in which a wide variety of experiences in language learning and intercultural communication can be recorded and formally recognized.

LINKS

Full text of the monograph in English on the Council of Europe website

Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the website of the German Goethe Cultural Center

August 15, 2017

What does it mean to speak a language at level A1 (Starter) or A2 (Elementary). What results can you expect when completing a level?

Because the system uses a formula of “can do” (i.e., the set of skills a student can demonstrate) to determine language level, the CEFR scale provides detailed descriptions for all aspects of language at each level.

Language proficiency on the scale can be quite simply described in a couple of words in such criteria as understanding, speaking and writing. For example: “I understand simple texts on previously studied topics”, “I understand individual sentences and can answer in simple phrases" etc.

Let's figure out together what results you can expect after mastering levels A1 and A2.

Level A1 – Starter (Beginner)

This is the level from which familiarity with the language begins. In it, a person is just starting to study a subject from scratch and most often has no idea about the language as a whole.

If you have once studied a language before, for example in school, but never practiced it, then your English can be called “false beginner”, which means “false beginner”.

Program

The Beginner level program includes:

· learning the alphabet,

· basic reading rules,

· basic grammatical categories,

· basic vocabulary of family and household topics,

· familiarity with basic greeting phrases.

And at the end of it, students, as a rule, can answer simple questions during introductions and even briefly tell about themselves.

Required Skills

Grammar: Knowledge and ability to use elementary forms parts of speech, most frequently occurring tenses, ability to compose simple sentences

Phonetics: Knowledge of the alphabet and basic reading rules

Vocabulary: Knowledge of a minimum vocabulary of words that are often found in everyday life (~500-1000 words)

Talk: Basic communication skills needed in everyday situations

Listening: Listening comprehension and understanding of basic spoken language

Reading: Understanding simple written English in the form of explanations, diagrams and instructions

Practical use

Obviously, in order to enter foreign universities, knowledge on Beginner level insufficient due to limited vocabulary and poorly developed language skills. But it is possible to pass such international exams as: IELTS 1.0-2.5 points, PTE Level A1 for English and OSD GD1, OSD KID– for German.

Level A2 – Elementary

Among the publishers educational literature It is generally accepted that this is the second stage in a language learning program. As a rule, at this level, students can already communicate on familiar topics, formulate sentences correctly, speak with a pronunciation that everyone can understand, and even joke. Sometimes this level is called as Pre-Intermediate .

Program

During the learning process at this level, more complex sentences, and due to this the texts become longer. Infinitives, gerunds, modal verbs and conditional sentences(using the example of the English language).

On independent work students of the course are already assigned 20% of tasks, and the ratio of vocabulary to previous level increases by approximately 50%.

Required Skills

Grammar: Knowledge of grammar in basic level(tenses, voices, moods)

Phonetics: Mastery of basic pronunciation skills and rules for reading unfamiliar words

Vocabulary: Increase basic vocabulary and ability to use a dictionary (~1300-1600 words)

Talk: Ability to carry on a conversation in everyday life at the everyday level

Listening: Understanding general meaning colloquial speech

Reading: Ability to understand simple written material

Letter: The emergence of such a skill as expressing verbal messages in writing

Practical use

Solid command of the language at this level makes it possible to successfully pass exams IELTS 3.0, PTE Level 1, ÖSD GD2, ÖSD KID2 And KET.

Provatorova Valeria

Do you want to take an English level test right now and find out your level of language proficiency? What are your strengths, and what else remains to be learned? We invite you to go online free test(no registration or input required Email), consisting of 60 questions. You will receive the result immediately as soon as you answer the last question.

English level test - instructions

The test determines the level of knowledge of the English language and divides students into 5 groups - from initial (elementary) level to advanced.

The test tests knowledge of language structures (36 questions) and vocabulary (24 questions). In total, you need to answer 60 questions, each of which is given a choice of one of four answers. If you do not know the correct answer to a question and do not mark anything, then the answer to it will be considered incorrect.

There is no time limit for taking the test, but try to keep it within 40-45 minutes - this is the time for which this test is designed. For a more accurate assessment of knowledge, it is better not to use dictionaries and textbooks.

Determining your English level

You can determine the result yourself in accordance with the table below, depending on the number of points you score. Read also our articles on how to prepare and pass international tests: And .

%	Level	Level according to the Common European Framework of Reference for Languages (CEFR)
0 – 20	Beginner, Elementary	A1+ to A2
21 – 40	Pre-intermediate	A2 + to B1
41 – 60	Intermediate	B1
61 – 80	Upper-intermediate	B2
81 – 100	Advanced	C1

Please note that the English level test provides only approximate scores and cannot be used for admission to educational institutions. In addition, this test does not assess your writing, reading or speaking skills.

CEFR level ( Common European Framework of Reference - Level on the Common European Framework of Reference for Languages) is a unified assessment system language knowledge, using which you can even compare your knowledge of different languages, for example, your English is at level B1, and Chinese is at level A2.

So, let's take the test.

TEST (60 questions)

Choose the most the right word or a phrase for each question

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