undertaken until a certain level of competence has been reached, whilst others may cease to be an objective at higher levels. Strategies ‘Can Do’ descriptors are provided for some of the strategies employed in performing communicative activities. Strategies are seen as a hinge between the learner’s resources competences) and what he/she can do with them (communicative activities). The principles of a) planning action, b) balancing resources and compensating for deficiencies during execution and c) monitoring results and undertaking repair as necessary are described in the sections dealing with interaction and production strategies in Chapter 4. Common European Framework of Reference for Languages: learning, teaching, assessment
notices and posters or in catalogues. simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters. related language. I can understand the description of events, feelings and wishes in personal letters. the writers adopt particular attitudes or viewpoints. I can understand contemporary literary prose. style. I can understand specialised articles and longer technical instructions, even when they do not relate to my field. structurally or linguistically complex texts such as manuals, specialised articles and literary works. S P E A K I N G Spoken Interaction I 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’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. I 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’t usually understand enough to keep the conversation going myself. I 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). I 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. I 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. I 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 and precisely. If I do have a problem I can backtrack and restructure around the difficultly so smoothly that other
W R I T I N G Writing I 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. I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something. I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions. I 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. I 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 style appropriate to the reader in mind. I 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. Table 3. Common Reference Levels: qualitative aspects of spoken language use RANGE ACCURACY FLUENCY INTERATION COHERENCE C2 Shows great flexibility reformulating ideas in Maintains consistent grammatical control of Can express him/herself spontaneously at length Can interact with ease and skills, picking up and Can create coherent and cohesive discourse
differing linguistic forms to convey finer shades of meaning precisely, to give, emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. complex language, even while attention is otherwise engaged (eg in forward planning, in monitoring others’ reactions). with a natural colloquial flow, avoiding or backtracking around any difficultly so smoothly that the interlocutor is hardly aware of it. using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making, etc. making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices. C1 Has a good command of a broad range of language allowing him/her to select 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 grammatical accuracy; errors are rare, difficult to spot and generally corrected when they do occur. Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually 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 contributions skilfully to those of other speakers. Can produce clear, smoothly flowing, well structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. B2+ B2 Has a sufficient range of language to be able to Shows a relatively high degree of grammatical Can produce stretches of language with a fairly Can initiate discourse, take his/her turn when Can use a limited number of cohesive devices to
give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence of forms to do so. control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes even tempo; although he/she can be hesitant as he/she searches for patterns and expressions. There are few noticeably long pauses. 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 confirming comprehension, inviting other in, etc. link his/her utterances into clear, coherent discourse, though there may be some ‘jumpiness’ in a long contribution. B1+ B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events. Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can initiate, maintain and close simple conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. A2+ A2 Uses basic sentence patterns with memorised phrases, groups of a few words and formulae in Uses some simple structures correctly, but still systematically makes basic mistakes. Can make him/herself understood in very short utterances, even though pauses, false starts and Can answer questions and respond to simple statements. Can indicate when he/she is following Can link groups of words with simple connectors lie ‘and’, ‘but’ and’ because’.
order to communicate limited information in simple everyday situations. reformulation are very evident. but is rarely able to understand enough to keep conversation going of his/her own accord. A1 Has a very basic repertoire of words and simple phrases related to personal details and particular concrete situations. Show only limited control of a few simple grammatical structures and sentence patterns in a memorised repertoire. Can manage very short, isolated, mainly utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication. Can ask and answer questions about personal details. Can interact in a simple way but communication is totally dependent on repetition, rephrasing and repair. Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’.