{"id":87588,"date":"2022-02-03T16:47:33","date_gmt":"2022-02-03T15:47:33","guid":{"rendered":"http:\/\/academia-languages.ch\/?page_id=87588"},"modified":"2022-02-24T16:52:30","modified_gmt":"2022-02-24T15:52:30","slug":"language-levels","status":"publish","type":"page","link":"https:\/\/academia-languages.ch\/en\/languages\/language-levels\/","title":{"rendered":"Language levels (CEFR)"},"content":{"rendered":"

European language levels<\/h1><\/div>
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The Common European Framework of Reference for Languages (CEFR) helps in the assessment of the language learning progress and is divided into 6 levels.<\/p>\n<\/div><\/div><\/div>

<\/i><\/i><\/span>A1 - Lower elementary<\/span><\/a><\/h4><\/div>
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Listening<\/strong>
\nI can understand familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.<\/p>\n

Reading<\/strong>
\nI can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.<\/p>\n

Spoken Interaction<\/strong>
\nI can interact in a simple way, provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I\u2019m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.<\/p>\n

Writing<\/strong>
\nI can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality, and address on a hotel registration form.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

<\/i><\/i><\/span>A2 - Higher elementary<\/span><\/a><\/h4><\/div>
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Listening<\/strong>
\nI can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.<\/p>\n

Reading<\/strong>
\nI can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.<\/p>\n

Spoken Interaction<\/strong>
\nI can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can\u2019t usually understand enough to keep the conversation going myself.<\/p>\n

Writing<\/strong>
\nI can write short, simple notes and messages. I can write a very simple personal letter, for example thanking someone for something.<\/p>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

<\/i><\/i><\/span>B1 - Pre-intermediate<\/span><\/a><\/h4><\/div>
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Listening<\/strong>
\nI can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.<\/p>\n

Reading<\/strong>
\nI can understand texts that consist mainly of high frequency everyday or job-related language. I can understand the description of events, feelingsand wishes in personal letters.<\/p>\n

Spoken Interaction<\/strong>
\nI can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g., family, hobbies, work, travel and current events).<\/p>\n

Writing<\/strong>
\nI can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

<\/i><\/i><\/span> B2 - Intermediate<\/span><\/a><\/h4><\/div>
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\n
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Listening<\/strong>
\nI can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.<\/p>\n

Reading<\/strong>
\nI can read articles and reports con- cerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose.<\/p>\n

Spoken Interaction<\/strong>
\nI can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.<\/p>\n

Writing<\/strong>
\nI can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. I can write letters highlighting the personal significance of events and experiences.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

<\/i><\/i><\/span>C1 - Lower advanced<\/span><\/a><\/h4><\/div>
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Listening<\/strong>
\nI can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly. I can understand television programmes and films without too much effort.<\/p>\n

Reading<\/strong>
\nI can understand long and complex factual and literary texts, appreciating distinctions of style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field.<\/p>\n

Spoken Interaction<\/strong>
\nI can express myself fluently and spontaneously without much obvious searching for expressions. I can use language flexibly and effectively for social and professional purposes. I can formulate ideas and opinions with precision and relate my contribution skilfully to those of other speakers.<\/p>\n

Writing<\/strong>
\nI can express myself in clear, well-structured text, expressing points of view at some length. I can write about complex subjects in a letter, an essay or a report, underlining what I consider to be the salient issues. I can select a style appropriate to the reader in mind.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div>

<\/i><\/i><\/span>C2 - Higher advanced<\/span><\/a><\/h4><\/div>
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\n
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Listening<\/strong>
\nI have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. I have some time to get familiar with the accent.<\/p>\n

Reading<\/strong>
\nI can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.<\/p>\n

Spoken Interaction<\/strong>
\nI can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem, I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.<\/p>\n

Writing<\/strong>
\nI can write clear, smoothly-flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.<\/p>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div><\/div>

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<\/p>\n\t\t\t\n\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\"\"\n\u00abI know where to go when I want to learn a language! Top marks!\u00bb
\nAfrodite S., participant Academia Languages<\/span> \n\t\t\t\t\t\t\t<\/rs-layer> \n\t\t\t\t\t\t\t<\/rs-layer>\t\t\t\t\t<\/rs-slide>\n\t\t\t\t\t<\/rs-slides>\n\t\t\t\t<\/rs-module>\n\t\t\t\t