3.

3 Description of Common Reference Levels

The establishment of a system of common reference points does not in any way limit how
different educational sectors with different didactic traditions organize and describe their
own system of levels and modules. It can also be assumed that the concrete formulations of
the system of reference points - that is to say the wording of the descriptors - will be refined
over time, if indeed the experiences made in the Member States and in institutions with
appropriate expertise are precisely those Descriptions to be incorporated.

It is also desirable that the common reference points be presented for different purposes in
different ways. For some purposes, it will suffice to summarize the system of Common
Reference Levels into simple, holistic sections, as in Table 1. Such a simple 'global'
presentation makes it easier to impart the system to non-professionals, and can provide
guidance to both teachers and curriculum planners.

Table 1 - Common reference levels: global scale

Competent C2 Can easily understand anything he or she reads or hears. Can

language summarize information from various written and oral sources, giving
usage reasons and explanations in a coherent presentation. Can express
itself spontaneously, very fluently and precisely, and make even finer
nuances of meaning clearer in more complex situations.

C1 Can understand a wide range of demanding, longer texts and also

understand implicit meanings. Can express oneself spontaneously
and fluently, without having to search clearly for words more
often. Can use the language in social and professional life or in
education and study effectively and flexibly. Can articulate clearly,
structurally and in detail on complex issues using appropriate means
of textual linking.

Independent B2 Can understand the main content of complex texts on concrete and
language abstract topics; also understands technical discussions in their own
usage area of expertise. Can communicate so spontaneously and fluently
that a normal conversation with native speakers without great effort
on both sides is well possible. Can express itself clearly and in detail
on a wide range of topics, explain a point of view on a topical issue
and state the advantages and disadvantages of various options.

B1 Can understand the main points when using clear standard language
and when it comes to familiar things from work, school, leisure, and
so on. Can handle most of the situations encountered while traveling
in the language area. Can express itself easily and coherently on
familiar topics and personal areas of interest. Can report on
 experiences and events, describe dreams, hopes and goals and give
brief reasons or explanations to plans and views.

Elementary A2 Can understand phrases and commonly used phrases related to

language areas of most immediate relevance (such as personal and family
usage information, shopping, work, nearby environment). Can
communicate in simple, routine situations that involve a simple and
direct exchange of information about familiar and familiar
things. Can easily describe your own background and education, the
immediate environment and things related to immediate needs.

A1 Can understand and use familiar, everyday expressions and very

simple phrases aimed at satisfying specific needs. Can introduce
yourself and others and ask other people questions about their
person - eg. Where they live, what kind of people they know or what
kind of things they have - and can answer questions of this
nature. Can communicate in a simple way if the interlocutors speak
slowly and clearly and are prepared to help.

Table 2 - Common reference levels: grid for self-assessment

C2 Understand Speak Write

to
Hear Read to take part in a conversation Together Write
A1
talking hanging

Understand

Hear Read

C2 I have no difficulty in understanding I can easily read virtually any type of

spoken language, whether live or in the written text, even if it is abstract, or
media, even when speaking fast. I just content-wise, and linguistically complex,
need some time to get used to a special e.g. As manuals, journal articles and
accent. literary works.

C1 I can follow longer speeches, even if I can understand long, complex texts and
they are not clearly structured and literary texts and perceive style
when relationships are not explicitly differences. I can understand technical
expressed. I can understand TV articles and longer technical manuals,
programs and movies without too much even if they are not my specialty.
effort.
B2 I can understand longer speeches and
lectures, and also follow complex
reasoning if the topic is reasonably
familiar to me. I can understand most
news programs and news reports on
TV. I can understand most movies, if
standard language is spoken.
B1 I can understand the main points when
using clear standard language and when
it comes to familiar things from work,
school, leisure, and so on. I can extract
the main information from many radio
or television programs about current
events and topics from my field of work
or interest, if it is spoken relatively
slowly and clearly.
A2 I can understand individual sentences
and the most common words when it
comes to things that are important to
me (eg very simple information about
the person and the family, shopping,
work, the surrounding area). I
understand the essence of short, clear
and simple messages and
announcements.
A1 I can understand familiar words and
very simple sentences that relate to
myself, my family, or to specific things
around me, provided it is spoken slowly
and clearly.
Speak
to take part in a conversation
C2 I can effortlessly participate in all
conversations and discussions and am
also well acquainted with phrases and
colloquialisms. I can speak fluently and
I can read and understand articles and
reports on contemporary problems in
which the writer represents a certain
attitude or point of view. I can
understand contemporary literary prose
texts.
I can understand texts, in which
especially very common everyday life? or
professional language. I can understand
private letters reporting on events,
feelings and desires.
I can read very short, simple texts. I can
find concrete, predictable information in
simple everyday texts (eg
advertisements, leaflets, menus or
timetables) and I can understand short,
simple personal letters.
I can understand individual familiar
names, words, and very simple
sentences. B. on signs, posters or in
catalogs.
Related speak
I can present and discuss facts clearly,
fluently and in the style of each
situation; I can build my presentation
logically and thus make it easier for the
 accurately express even finer nuances of listener to recognize important points
meaning. When expressing difficulties, I and to remember them.
can start and reformulate so smoothly
that you hardly notice it.

C1 I can express myself spontaneously and I can present complex issues in detail,
fluently, without having to search for linking topics, completing certain aspects
words more clearly. I can use the and completing my contribution
language effectively and flexibly in social appropriately.
and professional life. I can express my
thoughts and opinions precisely and link
my own contributions with those of
others.

B2 I can communicate so spontaneously I can give a clear and detailed account of

and fluently that a normal conversation
with a native speaker is quite possible. I
can actively engage in discussion in
familiar situations and justify and defend
my views.
many topics from my areas of interest. I
can explain a point of view on a current
question and give advantages and
disadvantages of various options.

B1 I can handle most of the situations
encountered while traveling in the
language area. I can participate without
preparation in conversations about
topics that are familiar to me, that
interest me personally or that relate to
everyday issues such as family, hobbies,
work, travel, current events.
I can speak in simple coherent sentences
to describe experiences and events or my
dreams, hopes and goals. I can briefly
explain and justify my opinions and
plans. I can tell a story or play the plot of
a book or film and describe my reactions.

A2 I can communicate in simple, routine I can do it with a series of sentences and

situations that involve a simple, direct with simple means. My family, other
exchange of information and familiar people, my living situation describe my
topics and activities. I can have a very education and my current or last job.
short conversation, but usually I do not
understand enough to keep the
conversation going.

A1 I can easily communicate when my I can use simple phrases and sentences to
interlocutor is willing to slow down or describe people I know and to describe
say something else, helping me to where I live.
formulate what I'm trying to say. I can
ask and answer simple questions, as long
 as they are immediately necessary and
very familiar topics.

Write

C2 I can write clearly, fluently and stylistically according to the purpose. I can write
challenging letters and complex reports or articles that present a well-structured
story, helping the reader to identify key points and remember them. I can summarize
and discuss specialist texts and literary works in writing.

C1 I can express myself clearly and in a well-structured manner and present my view in
detail. I can write in letters, essays or reports on complex issues and highlight the
aspects that are important to me. I can choose in my written texts the style
appropriate for the readers.

B2 I can write clear and detailed texts about a variety of topics that interest me. I can
reproduce information in an essay or report, or present arguments and counter-
arguments for or against a particular point of view. I can write letters to clarify the
personal meaning of events and experiences.

B1 I can write simple coherent texts on topics that are familiar to me or that interest me
personally. I can write personal letters and report on experiences and impressions.

A2 I can write short, simple notes and messages. I can write a very simple personal
letter, eg. B. to thank me for something.

A1 I can write a short simple postcard, z. B. Holiday greetings. I can on forms, for. In
hotels, name, address, nationality, etc.

To give learners, teachers and other users guidance in the education system for practical
purposes, a more detailed overview is probably needed. Such an overview may take the
form of a grid showing the main categories of language usage at each of the six levels. The
example in Table 2 is the design of a first orientation tool for self-assessment in relation to
the six levels. It is designed to help learners build a profile of their main language skills and
then decide what level they want to use checklists with more detailed descriptors to assess
their own proficiency level.

For other purposes, it may be desirable to focus attention on a specific range of levels and
categories. If you limit yourself to a section of the levels and categories that are relevant to
a particular purpose, you can add more details, using finer levels and categories. Such
detailing makes it possible to set a series of modules related to each other - and of course in
relation to the common frame of reference to situate.

Rather than creating a profile in relation to the categories of communicative activity, one
might want to assess performance based on aspects of communicative language
competence that can be derived from these activities. The grid in Table 3 was designed to
assess oral performance. It focuses on various qualitative aspects of language usage.

Table 3 - Common reference levels: Qualitative aspects of oral language use

C2 spectrum correctness liquid interaction coherence

to
A1

spectrum

C2 Shows a great deal of flexibility in formulating ideas with different linguistic means,
in order to emphasize subtler nuances of meaning or to emphasize something, to
differentiate or to eliminate ambiguity. Also has good knowledge of colloquial and
idiomatic phrases.

C1 Has a wide range of resources from which he / she can select suitable language to
express himself clearly and adequately on a wide range of general, academic,
professional or leisure topics without being in what he / she wants to say to have to
restrict.

B2
+

B2 Has a sufficiently broad range of language resources to speak in clear descriptions or

reports on most general issues and to express one's own views; Do not look
conspicuously for words and use some complex sentence structures.

B1
+

B1 Has sufficient language resources to cope; the vocabulary is sufficient to be able to

express oneself, albeit sometimes hesitantly and with the help of rewrites, on topics
such as family, hobbies and interests, work, travel and current events.

A2
+

A2 Uses elementary sentence structures with memorized phrases, short phrases, and
speech formulas to exchange limited information in simple everyday situations.

A1 Has a very limited repertoire of words and phrases relating to personal information
and specific situations.
 correctness

C2 Even with the use of complex speech means, even when the attention is being
otherwise claimed (eg, by anticipating or focusing on the reactions of others), the
grammar is consistently mastered.

C1 Maintains a high level of grammatical correctness throughout; Mistakes are rare,

rarely noticed and usually corrected themselves.

B2
+

B2 Shows a good mastery of grammar. Do not make mistakes that lead to

misunderstandings and can correct most of your own mistakes yourself.

B1
+

B1 Uses a relatively correct repertoire of common structures and speech formulas

associated with more predictable situations.

A2
+

A2 Uses some simple structures correctly, but still systematically makes elementary
mistakes.

A1 Shows only a limited mastery of a few simple grammatical structures and sentence
patterns in a memorized repertoire.

liquid

C2 Can express himself spontaneously and with natural language fluency in longer
speeches and handle difficulties so smoothly or set new, that the discussion
partners barely notice.

C1 Can express almost spontaneously and fluently; only conceptually difficult topics can
affect the natural language flow.

B2
+

B2 Can speak at a fairly steady pace. Even if he / she may hesitate to search for
 structures or words, there are only barely noticeable long breaks.

B1
+

B1 Can express himself without much hesitation, although he / she makes clear breaks
in order to plan or correct the utterances grammatically and in the choice of words,
especially if he / she speaks freely for longer.

A2
+

A2 Can make himself understood in very short speeches, although obviously he / she
often stumbles and needs to start or reformulate.

A1 Can use very short, isolated, largely prefabricated utterances; It takes a lot of pauses
to search for expressions, to articulate less familiar words, or to solve
communication problems.

interaction

C2 Can easily and easily communicate, and he / she apparently effortlessly registers
and uses means of intonation and non-verbal means. Can interweave speeches into
the conversation by taking the floor naturally, referring to something, making
allusions etc.

C1 Can choose from a readily available repertoire of discursive means a suitable phrase
to adequately initiate his / her utterance when he / she wants to speak or keep the
word, or to skillfully connect his / her own contributions with those of other
persons.

B2
+

B2 Can start conversations, take over the role of speaker if appropriate, and end the
conversation if he / she wants, even if that may not always succeed elegantly. Can
contribute to the progress of the conversation in familiar territory by confirming
understanding, encouraging others to speak, etc.

B1
+

B1 Can start, stop, and end a simple direct conversation on familiar or personally
interesting topics. Can repeat parts of what someone has said to ensure mutual
 understanding.

A2
+

A2 Can ask questions and answer questions as well as respond to simple findings. Can
show when he / she understands, but hardly understands enough to keep the
conversation going.

A1 Can ask questions about the person and answer questions. Can communicate in a
simple way, but the communication is entirely dependent on being repeated,
reformulated or corrected a little more slowly.

coherence

C2 Can make coherent, coherent contributions; will use appropriate means of

organization as well as a wide range of linking agents.

C1 Can speak clearly, very fluently and well structured and shows that he / she masters
the means of articulation and articulation.

B2
+

B2 Can use a limited number of linking tools to combine his / her utterances into a
clear, coherent contribution; longer contributions may be somewhat erratic.

B1
+

B1 Can link a series of short, simple single elements to a coherent linear expression.

A2
+

A2 Can associate phrases with simple connectors such as 'and', 'but', and 'because'.

A1 Can associate words or phrases with simple connectors such as 'and' or 'then'.