the common european framework of reference: levels and criteria

The Common European Framework of Reference

(CEFR):

Levels and Criteria

Brian North

www.eurocentres.com

CEFR:

> Purpose

> Levels

> Criteria

Purpose:

Common Reference Levels: > Set of 6 expandable levels of proficiency> Illustrative descriptors> Illustrative samples

Tool for Reflection> Set of categories for activity and competence > Curriculum reform> Methodological implications

Common Reference Levels

CEFR Table 1: Global Summary Scale> One entry per level summarising the scales for Spoken

& Written Reception, Interaction and Production

CEFR Table 2: Self-assessment grid> Five entries per level: for profiling Listening, Reading

spoken Interaction, Spoken Production, Writing

CEFR Table 3: Sp. assessment grid example> Five entries per level: for profiling Range, Accuracy,

Fluency, Coherence, Interaction

CEFR Scales and sub-scales> 54 scales in a hierarchical structure

Common Reference Levels

CEFR Table 1: Global Summary Scale> One entry per level summarising the scales for Spoken

& Written Reception, Interaction and Production

CEFR Table 2: Self-assessment grid> Five entries per level: for profiling Listening, Reading

spoken Interaction, Spoken Production, Writing

CEFR Table 3: Qualities of Spoken Language> Five entries per level: for profiling Range, Accuracy,

Fluency, Coherence, Interaction

CEFR Scales and sub-scales> 54 scales in a hierarchical structure

Common Reference Levels: Table 3RANGE ACCURACY FLUENCY INTERACTION COHERENCE

C2 Shows great flexibility reformu lating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give em phasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms.

Maintains consistent gram mati cal control of complex language, even while atten tion is otherwise engaged (e.g. in forward planning, in monitoring others' reactions).

Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.

Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can inter weave his/her con tribution into the joint discourse with fully natural turntaking, referencing, allu sion making etc.

Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohe sive devices.

C1 Has a good command of a broad range of language allow ing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.

Consistently maintains a high degree of grammati cal accu racy; errors are rare, difficult to spot and generally corrected when they do occur.

Can express him/herself fluently and spontaneously, almost effortlessly. Only a con ceptually difficult subject can hinder a natural, smooth flow of language.

Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contri butions skil fully to those of other speakers.

Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisa tional patterns, con nectors and cohesive devices.

B2+

B2 Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much con spicuous searching for words, using some complex sentence forms to do so.

Shows a relatively high de gree of grammatical control. Does not make errors which cause misun derstanding, and can correct most of his/her mistakes.

Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses.

Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirm ing comprehen sion, inviting others in, etc.

Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long con tribution.

B1+

B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circum locu tions on topics such as family, hobbies and interests, work, travel, and current events.

Uses reasonably accu rately a repertoire of frequently used "routines" and patterns asso ciated with more predictable situations.

Can keep going compre hensi bly, even though pausing for grammatical and lexical plan ning and repair is very evident, especially in longer stretches of free produc tion.

Can initiate, maintain and close simple face-to-face conversa tion on topics that are familiar or of personal interest. Can re peat back part of what someone has said to con firm mutual understand ing.

Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.

Salient Characteristics A1

The point at which the learner can:

> interact in a simple way > ask and answer simple questions about themselves> respond to statements in areas of immediate need

rather than relying purely on a rehearsed repertoire of phrases

Salient Characteristics A2

The majority of descriptors stating social functions:

> greet people, ask how they are and react to news

> handle very short social exchanges

> discuss what to do, where to go and make arrangements

Descriptors on getting out and about:

> make simple transactions in shops, banks etc.

> get simple information about travel and services

Salient Characteristics B1

Maintain interaction and get across what you want to:

> give or seek personal views and opinions

> express the main point comprehensibly

> keep going comprehensibly, even though pausing evident, especially in longer stretches

Cope flexibly with problems in everyday life:> deal with most situations likely to arise when travelling

> enter unprepared into conversations on familiar topics

Salient Characteristics B2

Effective argument:

> account for and sustain opinions in discussion by providing relevant explanations and arguments

> explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

Holding your own in social discourse: > interact with a degree of fluency and spontaneity that makes

regular interaction with native speakers possible

> adjust to changes of direction, style and emphasis

A new degree of language awareness: > make a note of "favourite mistakes" and monitor speech for

them

Salient Characteristics C1

Fluent, well-structured language:

> good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions

> express self fluently and spontaneously, almost effortlessly

> produce clear, smoothly‑flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices

Salient Characteristics C2

Precision and ease with the language:

> convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices

> show great flexibility reformulating ideas in differing linguistic forms to give emphasis, to differentiate and to eliminate ambiguity

Levels - Metaphors

Levels - Metaphors

Core CompetenceCore Competence(natural language)(natural language)

Learned Learned Competence and Competence and Skills (cultural)Skills (cultural)

Core Competence: C2

Listening to an interlocutor

I can understand any interlocutor, given an opportunity to adjust to a non-standard accent or dialect.

Conversation

I can converse comfortably, appropriately and without limitations in casual conversation, at social events and in more formal discussions and debates.

Interaction

Fluency

Interpersonal Interpersonal

Learned Competence: C2

Spoken Production

Can produce clear, smoothly-flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.

Addressing audiences

Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning.

Summarising

Linking

Monitoring and control

Ideational Ideational

Competence

Core Basic Interpersonal Communication Skills (BICS)InterpersonalAll languages, all cultures

Competence

Core Basic Interpersonal Communication Skills (BICS)InterpersonalAll languages, all cultures

Learned Cognitive Academic Language Proficiency (CALP) IdeationalLanguages with literature, developed culturesCulturally determined

Jim Cummins (1979)Jim Cummins (1979)

Life beyond C2

Ambilingual Proficiency

Wilkins 1978 names

Comprehensive C2

Operational ProficiencyAdequate / Effective C1 Operational Proficiency

Limited Operational B2 ProficiencyBasic Operational B1 Proficiency

Survival Proficiency A2

Formulaic Proficiency A1

“Native Speaker”

Genuine bilinguals

Language professionals: Interpreters, translators, some university professors

Highly successful learners

E

D2

D1

Bilingual Teenagers Bilingual Teenagers can be (above) C2 can be (above) C2 without displaying without displaying elaborated elaborated “academic” “academic” languagelanguage

CEFR:

> Purpose

> Levels

> Criteria

Criteria:

> Balance> Linguistic / Pragmatic> Knowledge / Control

> Purpose of Criteria> Standardisation training> Evaluation across levels> Success/failure at one level

Common Reference Levels: Table 3RANGE ACCURACY FLUENCY INTERACTION COHERENCE











B2+






B1+






Non linear accuracy

> Around A2 learners use lots of “scripts” for situations and exchanges, - sometimes extremely accurately

> Some problems are unavoidable, and just stay, despite teaching, until much later (Eng –s; Deutsch Adj decl)

> Around B1 learners are using far more language and making more creative use of resources = more errors (Klein, Fulcher)

> Task complexity (even narrative) reduces capacity for processing = more formulaic, less creative + more errors

> Around B2 learners begin to have spare capacity for self-monitoring – reflected in CEFR descriptors (Westoff)

Descriptors: Accuracy & Monitoring> B2: Shows a relatively high degree of grammatical control. Does not

make mistakes which lead to misunderstanding.> Can correct slips and errors if he/she becomes conscious of them or if

they have led to misunderstandings. > Can make a note of "favourite mistakes" and consciously monitor

speech for it/them.

> B1+: Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express.

> Can correct mix-ups with tenses or expressions which lead to misunderstandings provided the interlocutor indicates there is a problem.

> B1: Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations.

> Can ask for confirmation that a form used is correct. > Can start again using a different tactic when communication breaks

down.

Criteria:



CEFR Reference Levels: Table 3RANGE ACCURACY FLUENCY INTERACTION COHERENCE











B2+






B1+






Selected Assessment Criteria - I - RANGE ACCURACY FLUENCY

B2+(5)

•clear descriptions, views•not much sign of having to restrict what wants to say•variety of linking words used efficiently to mark clearly the relationships between ideas

•good grammatical control•occasional rare "slips" often corrected

•communicate spontaneously•often remarkable ease of expression in longer stretches •use circumlocution and paraphrase to cover gaps

(4)

B2(3)

•clear, coherent descriptions and views•little searching for words•some complex sentence formsBut: limited variation

•no errors causing misunderstanding,•correct most of his/her mistakesBut: mistakes and wrong vocab do often occur:

•stretches of language with fairly even tempo•few noticeably long pauses_But: can be hesitant searching for expressionsmay be "jumpiness" in long contribution.

(2)

B1+ (1)

• express main points • express own thoughts• with reasonable precision

•reasonable accuracy in familiar contexts•But: noticeable mother tongue influences

•able to keep going effectively without help •But: some problems resulting in pauses and "cul-de-sacs"

Criteria at B2? - I - 1

(B1+)2 3

(B2)4 5

(B2+)Range • express main points

• express own thoughts• reasonable precision

•clear descriptions, views•little searching for words•some complex sentence forms

•clear descriptions, views•not much sign of having to restrict what he/she wants to say

Accuracy •reasonable accuracy in familiar contexts•But: noticeable mother tongue influences

•no errors causing misunderstanding,•correct most of his/her mistakes

•good grammatical control•occasional rare "slips" often corrected

Fluency •keep going effectively without help •But: some problems resulting in pauses and "cul-de-sacs"

•stretches of language with fairly even tempo•few noticeably long pauses_•But: can be hesitant searching for patterns and expressions

•communicate spontaneously•often remarkable ease of expression in longer stretches •use circumlocution and paraphrase to cover gaps

Coherence •connected, simple textBut: very simple connectors

•coherent discourse, •But: limited variation, •may be "jumpiness" in long con tribution.

•mark clearly the relationships between ideas•use a variety of linking words efficiently

Criteria at B2? - I -

RANGE•clear descriptions, views•little searching for words•some complex sentence forms

1 2 3 4 5

ACCURACY•no errors causing misunderstanding,•correct most of his/her mistakes

1 2 3 4 5

FLUENCYstretches of language with fairly even tempo•few noticeably long pauses_•But: can be hesitant searching for patterns and expressions

1 2 3 4 5

COHERENCEcoherent discourse, •But: limited variation, •may be "jumpiness" in long con tribution.

1 2 3 4 5

GLOBALOverall impression mark

1 2 3 4 5

Criteria:



CEFR Reference Levels: Table 3RANGE ACCURACY FLUENCY INTERACTION COHERENCE











B2+






B1+






A2+

The Common European Framework of Reference

(CEFR):

Levels and Criteria

Brian North

www.eurocentres.com

the common european framework of reference: levels and criteria

Education