The Common European Framework of Reference for Languages: Learning, Teaching,
Assessment, abbreviated in English as CEFR or CEF or CEFRL is a guideline used to describe achievements of learners of
foreign languages across Europe and,
increasingly, in other countries. It was put together by the Council of Europe as
the main part of the project "Language Learning for European
Citizenship" between 1989 and 1996. Its main aim is to provide a method of
learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European Union Council
Resolution recommended using the CEFR to set up systems of validation of
language ability. The six reference levels (see below) are becoming widely
accepted as the European standard for grading an individual's language proficiency.
Common
reference levels
The Common European Framework divides learners into three
broad divisions that can be divided into six Common
Reference Levels (A1, A2, B1, B2, C1 and
C2); for each level, it describes what
a learner is supposed to be able to do in reading, listening, speaking and
writing. These levels are:
Level group
|
Level group name
|
Level
|
Description
|
A
|
Basic 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
himself/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.
|
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 need.
|
B
|
Independent
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 while travelling in an area where the
language is spoken.
·
Can produce
simple connected text on topics that 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.
|
B2
|
·
Can
understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialization.
·
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.
|
C
|
Proficient
user
|
C1
|
·
Can
understand a wide range of demanding, longer clauses, and recognize implicit
meaning.
·
Can express
ideas 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 organizational patterns, connectors and cohesive devices.
|
C2
|
·
Can
understand with ease virtually everything heard or read.
·
Can summarize
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 meaning even in the most complex situations.
|