Levels in English- this is, in fact, a system that allows you to assess how well a person speaks a language, that is, the result of learning itself. There are several classifications, they can be systematized according to:
The Russian simple version has only three levels of knowledge. This:
- elementary
- average
- high
However, such a classification is rather amateurish, and it is not suitable for professionals looking for work. The employer, reviewing all kinds of resumes, seeks to identify not only theoretical knowledge, but also the practical degree of training. Therefore, the applicant usually indicates the following levels:
- Using a dictionary
- Speaking skills
- Intermediate
- Fluent
- Basic knowledge of Business English— basic knowledge of business English
International system for determining levels of knowledge
The international version is more complicated, it has a larger number of levels, due to the additional division of intermediate and advanced degrees of English proficiency. For convenience, each category is designated by a letter with a numerical index. 
English proficiency scale So, below is the table Common European Framework of Reference — CEFR(Common European Framework of Reference)
| Language level | Competencies | ||
| A 1 | Beginner | Elementary | Knowledge of simple basics of the language:
|
| A 2 | Elementary | Elementary |
|
| B 1 | Lower Intermediate | Lower middle |
|
| B 2 | Upper Intermediate | Above average |
|
| C 1 | Advanced 1 | Great |
|
| C 2 | Advanced 2 (Upper Advanced) |
In excellence | Everything is the same, but added:
|
Using this table, you can determine which category you will be trained in. For example, in order to get a job in some Call Center, you only need to reach level A 2 - elementary. But for you to teach someone English, A 2 is clearly not enough: for the right to teach, the minimum category is B 2 (above average).
Professional language classification scale
However, more often, when compiling a resume according to international standards, the following professional classification is used, in which the elementary level serves as the initial one, and there are actually three “near-intermediate” ones. Other scales use a 7-level division (in this case, the initial level is without a category).
In the following table we will take a closer look at exactly Intermediate(average)
| Language level | Corresponding effect CEFR |
Competencies | |
| (Beginner) Elementary |
(Elementary) Elementary |
--- A 1 |
Same as in Beginner CEFR Same as in Elementary CEFR |
| Pre-intermediate | Below average (pre-average) | A 2 | Same as in Lower Intermediate CEFR |
| Intermediate | Average | B 1 |
|
| Upper-Intermediate | Above average | B 2 | Same as in Upper Intermediate CEFR |
| Advanced | Great | C 1 | Same as in Advanced 1 CEFR |
| Proficiency | Ownership in practice | C 2 | The same as in Advanced 2 CEFR, with the difference that knowledge is improved not with the help of textbooks, but in practice, mainly among native speakers. |
As you can see, the concept of “level” is quite subjective: for some, initial or elementary is enough for training on an amateur scale, but for professionals Advanced may seem insufficient.
Level Proficiency is considered the highest, it is the most valuable and allows a highly qualified specialist to get a well-paid job abroad, and a student to get an education at a prestigious university or college.
In our native “penates” the average (Intermediate) is quite sufficient in order to:
- understand language and communicate
- watch films and read texts in English
- conduct formal and informal correspondence
Testing your English level
How to determine what level of knowledge you are at? There are many tests, here is one of them 
Testing your level of English How to climb a little higher on this ladder? Only through training!
This is a topic without borders. Visit our English Courses and Books and Textbooks sections and choose your favorite technique.
Levels of English proficiency according to the European scale
It is no secret that the American and British versions of the English language are somewhat different, and the international classification is more focused on the American version, since most foreigners study this easier version. However, American English is foreign to Europeans. Therefore, the European English Language Framework was created. 
European Framework of Reference for English Languages
- A1 Level of survival (Breakthrough). Corresponds to the International Level Scale Beginner, Elementary. At this level you understand slow, clear English and can speak using familiar expressions and very simple phrases for everyday communication: in a hotel, cafe, shop, on the street. You can read and translate simple texts, write simple letters and greetings, and fill out forms.
- A2 Pre-threshold level (Waystage). Corresponds to the international Pre-Intermediate level. At this level you can talk about your family, your profession, personal hobbies and preferences in cuisine, music, and sports. Your knowledge allows you to understand announcements at the airport, advertising texts, store texts, inscriptions on products, postcards. You know how to conduct business correspondence, and you can also freely read and retell simple texts.
- B1 Threshold level. On the international scale it corresponds to the Intermediate level. You can already understand what is being discussed in radio and television programs. You know how to express your own opinion, you can justify your views, conduct business correspondence of average complexity, retell the content of what you read or saw, read adapted literature in English.
- B2 Threshold advanced level (Vantage). According to the international scale - Upper-Intermediate. Are you fluent spoken language in any situation, you can communicate with a native speaker without preparation. You know how to speak clearly and in detail on a wide range of issues, convey your point of view, giving weighty arguments for and against. You can read unadapted literature in English, as well as retell the content of complex texts.
- C1 Level of professional proficiency (Effective Operational Proficiency). Corresponds to the international Advanced level. Now you understand various complex texts and can identify the subtext in them, you can express your thoughts fluently without preparation. Your speech is rich in linguistic means and the accuracy of their use in a variety of situations of everyday or professional communication. You can express yourself clearly, logically, and in detail on complex topics.
- C2 Level of mastery. According to the international scale - Proficiency. At this level, you can freely perceive any oral or written speech, you can summarize information received from different sources and present it in the form of a coherent and clearly reasoned message. You know how to fluently express your thoughts on complex issues, conveying the finest shades values.
Strive for perfection!
English language levels are used to classify students into groups with approximately similar knowledge and skills in reading, writing, speaking and writing, as well as to simplify testing procedures. The level system allows you to evaluate how well a person speaks the language. There are several classifications of language proficiency levels, let's look at the most common:
- ALTE(The Association of Language Testers of Europe) The European Association of Examination Councils for Foreign Languages is an association of leading national organizations involved in testing knowledge of a foreign language. The standard has 6 levels and it formed the basis CEFR.
- CEFR(Common European Framework of Reference) - system of proficiency levels foreign language, used in the European Union.
- ILR(Interagency Language Roundtable Scale, United States) - American classification of language proficiency levels.
- Levels of English proficiency used in basic training courses.
Approximate correspondence between the “British”, Common European (CEFR) and American (ILR) classification of language proficiency:
| British | Common European Framework of Reference (CEFR) | American (ILR) |
| Beginner/Starter Elementary Pre-Intermediate Intermediate Upper-Intermediate Advanced Proficiency |
A1 A2 A2/B1 B1 B2 C1 C2 |
Level 0 Level 1 - Level 2 Level 3 Level 4 Level 5 |
Standard English proficiency levels CEFR
(Common European Framework of Reference for Languages)
A1 (Beginner English)
Understanding and ability to use familiar phrases and expressions needed to perform specific tasks. Ability to introduce yourself/introduce others, ask/answer questions about place of residence, acquaintances, property. Ability to engage in simple conversation when the other person speaks slowly and clearly and is willing to help.
A2 (Elementary English)
Understanding of individual sentences and frequently used expressions related to major areas of life (for example, basic information about yourself and your family members, shopping, getting a job, etc.). Ability to perform tasks involving simple exchange of information on familiar or everyday topics. In simple terms, talk about yourself, your family and friends, describe the main aspects of everyday life.
B1 (Pre-Intermediate English)
Understanding the main ideas of clear messages made on literary language on various topics that typically arise at work, study, leisure, etc. The ability to communicate in most situations that may arise while staying in the country of the language being studied. Ability to construct a coherent message on topics known or of particular interest. The ability to describe impressions, events, hopes, aspirations, to express and justify one’s opinions and plans for the future.
B2 (Intermediate English)
Understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. Speak quickly and spontaneously enough to communicate consistently with native speakers without causing too much difficulty for either party. Be able to make clear, detailed reports on various topics and present your view on the main issue, showing the advantages and disadvantages of different opinions.
C1 (Upper-Intermediate English)
Understand voluminous, complex texts on various topics, recognize hidden meanings. Speak spontaneously at a fast pace, without having difficulty finding words and expressions. Use language flexibly and effectively to communicate in scientific and professional activities. Ability to create an accurate, detailed, well-structured message complex topics, demonstrating mastery of text organization models, means of communication and the integration of its elements.
C2 (Advanced English)
Understand almost any oral or written communication, the ability to compose a coherent text, relying on several oral and written sources. Speak spontaneously at a fast pace and high degree precision, emphasizing shades of meaning even in the most complex cases.
Correlation of vocabulary between levels of language knowledge
*According to Vocabulary size and the CEFR (Milton and Alexiou 2009)
English language proficiency levels as recommended by the British Council
Beginner level
Communication: Ability to pronounce your name and personal information, answer basic questions (what is your name, how old are you, etc.), count to one hundred.
Understanding: Know the alphabet and be able to spell words, understand basic sentences and questions.
Letter: Lack of skills.
Level Elementary
Communication: Ability to present brief information about yourself and others, personal and non-personal. Express your thoughts in a way that others can understand. Express ideas, feelings, resolve life situations in an English-speaking country.
Letter: Ability to compose a proposal, write a basic email message.
Pre Intermediate level
Communication: Ability to speak with clear pronunciation. Express thoughts clearly, resolve communication situations in various life situations without gaps in understanding what is happening.
Understanding: Clearly distinguish intonation, stress, sounds. Understand the ideas of texts.
Letter: The ability to describe a person’s appearance, give a short description of his characteristics. Express your attitude towards people and problems. Build sentences grammatically correctly, following the rules of word placement.
A student who meets this level may be allowed to take the international exam PET(Cambridge exam).
Intermediate level
Communication: The ability to find out the opinions of others, identify emotions, express your emotions. The ability to use intonation to express one’s own emotions. Combine words correctly in spoken sentences.
Understanding: Understand the ideas of texts, extract main points from context and form an overall meaning. Ability to distinguish between informal and formal speech. Distinguish between different pronunciations of English.
Letter: The ability to fill out questionnaires, documents, write a history of an event, present a situation, accompanying it with personal comments. Be able to briefly and clearly express your thoughts.
Upper Intermediate level
Communication: Ability to use formal language and informal speech in various situations. Record information and provide it when necessary, be able to conduct a discussion with several opponents.
Understanding: Immediately understand the ideas of the texts read, capture the emotions read in the text. Determine pronunciation, be able to conduct telephone conversations, read newspapers, be able to draw conclusions from what they read.
Letter: Free literate writing. Ability to write brief instructions, compile an overview of events, use different styles writing texts. Ability to compose complex sentences.
The level gives you access to the exam IELTS, TOEFL.
Advanced level
Communication: Be able to appropriately use formal and informal communication styles. Conversate fluently and easily on various topics. The ability to highlight semantic points in speech that should be drawn to the attention of the interlocutor.
Understanding: Catch key points speech, understand the speaker’s attitude to the problem. By intonation it is necessary to understand the emotional state of the speaker.
Letter: Free writing, ability to compose essays, comments, reviews, reports, filling out official documents.
This level of English proficiency gives you access to the exam CAE, CPE.
Levels of English proficiency according to the American ILR scale
- ILR Level 0 – No proficiency(Lack of skills)
- ILR Level 1 – Elementary proficiency(Elementary Proficiency)
- ILR Level 2 – Limited working proficiency(Limited working ownership)
- ILR Level 3 – Professional working proficiency(Professional working proficiency)
- ILR Level 4 – Full professional proficiency(Full professional proficiency)
- ILR Level 5 – Native or bilingual proficiency(Native or bilingual)
Values 0+ , 1+ , 2+ , 3+ or 4+ are assigned when the level of proficiency significantly exceeds the corresponding level of mastery, but does not fully meet the criteria for the next level. So the scale is 11 possible assessments.
Levels can be assigned separately for different skills such as reading, speaking, listening, writing, translation, audio translation, interpretation and intercultural communication. For some of these skills the level may be referred to by an abbreviation, e.g. S-1 for speech level 1 .
Levels of English language proficiency of basic training courses
Basic English training courses such as Top Notch, True Colors, Headway, Cutting Edge, Streamline English, True to Life, Reward and others use their own scale of English language levels. It consists of six levels:- Beginner (Basic)
- Elementary
- Pre-Intermediate
- Intermediate
- Upper-Intermediate
- Advanced
These levels do not fully correspond to the pan-European ( CEFR) classifications. Yes, level Advanced corresponds only to the level B2. And only having achieved it, you can take some qualifying exams for knowledge of the English language - Cambridge FCE, British IELTS, American TOEFL.
The article was prepared on the basis of the monograph “Common European Competencies in Foreign Languages: Learning, Teaching, Assessment”, the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.
Common European Framework of Reference for Languages: Learning, teaching, assessment
The Council of Europe document entitled “Common European Framework of Reference: Learning, Teaching, Assessment” reflects the result of the work of experts from the Council of Europe countries, including representatives of Russia, on systematizing approaches to teaching a foreign language and standardizing assessments of language proficiency levels. “Competencies” clearly define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.
What is the main content of this project, carried out within the framework of the Council of Europe? The participants in this project attempted to create a standard terminology, a system of units, or a commonly understood language to describe what constitutes a subject matter of study, as well as to describe levels of language proficiency, regardless of what language is being studied, in what educational context - what country, institute, school , in courses, or privately, and what techniques are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe in standard language any certification system, and, consequently, any training program, starting from setting tasks - training goals and ending with the competencies achieved as a result of training.
Language proficiency level system
When developing the European Level System, extensive research was carried out in different countries, and assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 6 major levels, which represent lower and higher sublevels in the classic three-level system, including basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins by dividing the level system into three large levels - A, B and C:
The introduction of a pan-European system of language proficiency levels does not limit the ability of various teaching teams to develop and describe their own system of levels and training modules. However, the use of standard categories when describing their own programs helps ensure the transparency of courses, and the development of objective criteria for assessing language proficiency will ensure that the qualifications obtained by students in exams are recognized. It can also be expected that the leveling system and the wording of the descriptors will change over time as experience is gained in the participating countries.
The language proficiency levels are summarized in the following table:
Table 1
|
Elementary possession | A1 |
I understand and can use familiar phrases and expressions necessary to perform specific tasks. I can introduce myself / introduce others, ask / answer questions about my place of residence, acquaintances, property. I can participate in a simple conversation if the other person speaks slowly and clearly and is willing to help. |
| A2 |
I understand individual sentences and frequently encountered expressions related to basic areas of life (for example, basic information about myself and my family members, purchases, getting a job, etc.). I can perform tasks related to simple exchange of information on familiar or everyday topics. In simple terms I can tell about myself, my family and friends, and describe the main aspects of everyday life. |
|
|
Self-ownership |
I understand the main ideas of clear messages made in literary language on various topics that typically arise at work, school, leisure, etc. I can communicate in most situations that may arise during a stay in the country of the language being studied. I can compose a coherent message on topics that are known or of particular interest to me. I can describe impressions, events, hopes, aspirations, express and justify my opinions and plans for the future. |
|
|
I understand the general content of complex texts on abstract and concrete topics, including highly specialized texts. I speak quickly and spontaneously enough to constantly communicate with native speakers without too much difficulty for either party. I am able to give clear, detailed messages on various topics and present my view on the main issue, showing the advantages and disadvantages of different opinions. |
||
|
Fluency |
I understand voluminous, complex texts on various topics and recognize hidden meanings. I speak spontaneously at a fast pace, without having difficulty finding words and expressions. I use language flexibly and effectively to communicate in scientific and professional activities. I can create accurate, detailed, well-structured messages on complex topics, demonstrating mastery of text organization patterns, communication tools, and integration of text elements. |
|
|
I understand almost any oral or written message, I can compose a coherent text based on several oral and written sources. I speak spontaneously with a high tempo and a high degree of precision, emphasizing nuances of meaning even in the most difficult cases. |
When interpreting a level scale, it must be borne in mind that the divisions on such a scale are not identical. Even if the levels appear equidistant on the scale, achieving them requires different time. So, even if the Waystage level is located halfway to the Threshold Level, and the Threshold level is located on the level scale halfway to the Vantage Level, experience with this scale shows that that it takes twice as long to progress from the Threshold to the Threshold Advanced level as it does to reach the Threshold level. This is explained by the fact that at higher levels the range of activities expands and an increasing amount of knowledge, skills and abilities are required.
Selecting specific learning objectives may require more detailed description. It can be presented in the form of a separate table showing the main aspects of language proficiency at six levels. For example, Table 2 is compiled as a self-assessment tool to identify your knowledge and skills in the following aspects:
table 2
A1 (Survival Level):
| Understanding | Listening | I understand individual familiar words and very simple phrases in slow and clear speech in everyday communication situations when they talk about me, my family and immediate environment. |
| Reading | I can understand familiar names, words, and very simple sentences in advertisements, posters, or catalogues. | |
| Speaking | Dialogue | I can participate in a dialogue if my interlocutor, at my request, repeats his statement in slow motion or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or that interest me. |
| Monologue | I can use simple phrases and sentences to talk about the place where I live and the people I know. | |
| Letter | Letter | I can write simple cards (for example, congratulations on a holiday), fill out forms, enter my last name, nationality, and address on the hotel registration sheet. |
A2 (Pre-threshold level):
| Understanding | Listening | I understand individual phrases and the most common words in statements related to topics that are important to me (for example, basic information about myself and my family, about shopping, about where I live, about work). I understand what is being said in simple, clearly spoken, short messages and announcements. |
| Reading |
I understand very short simple texts. I can find specific, easily predictable information in simple texts of everyday communication: in advertisements, prospectuses, menus, schedules. I understand simple personal letters. |
|
| Speaking | Dialogue |
I can communicate in simple, typical situations that require direct exchange of information within the framework of topics and activities familiar to me. I can hold extremely brief conversations on everyday topics, but I still don’t understand enough to carry on a conversation on my own. |
| Monologue |
I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or former work. |
|
| Letter | Letter |
I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, expressing my gratitude to someone for something). |
B1 (Threshold level):
| Understanding | Listening |
I understand the main points of clearly spoken statements within the literary norm on topics known to me that I have to deal with at work, at school, on vacation, etc. I understand what is being said in most radio and television programs about current events, as well as those related to my personal or professional interests. The speakers' speech should be clear and relatively slow. |
| Reading |
I understand texts based on frequency language material of everyday and professional communication. I understand descriptions of events, feelings, and intentions in personal letters. |
|
| Speaking | Dialogue |
I can communicate in most situations that arise while staying in the country of the target language. I can do without preliminary preparation participate in dialogues on a topic that is familiar/interesting to me (for example, “family”, “hobbies”, “work”, “travel”, “current events”). |
| Monologue | I can construct simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or film and express my feelings about it. | |
| Letter | Letter |
I can write simple, coherent texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions. |
B2 (Threshold Advanced Level):
| Understanding | Listening |
I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are quite familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak literary language. |
| Reading |
I understand articles and communications on contemporary issues in which the authors take a particular position or express a particular point of view. I understand modern fiction. |
|
| Speaking | Dialogue |
Without preparation, I can quite freely participate in dialogues with native speakers of the target language. I can take an active part in a discussion on a problem that is familiar to me, justify and defend my point of view. |
| Monologue |
I can speak clearly and thoroughly on a wide range of issues that interest me. I can explain my point of view on a current issue, expressing all the pros and cons. |
|
| Letter | Letter |
I can write clear, detailed messages on a wide range of issues that interest me. I can write essays or reports, highlighting issues or arguing a point of view for or against. I know how to write letters, highlighting those events and impressions that are especially important to me. |
| Understanding | Listening | I understand detailed messages, even if they have an unclear logical structure and insufficiently expressed semantic connections. I understand all television programs and films almost fluently. |
| Reading | I understand large complex non-fiction and fiction texts and their stylistic features. I also understand special articles and technical instructions of a large volume, even if they do not relate to the scope of my activity. | |
| Speaking | Dialogue | I can express my thoughts spontaneously and fluently, without having difficulty finding words. My speech is distinguished by the variety of linguistic means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinions, as well as actively support any conversation. |
| Monologue | I am able to clearly and thoroughly present complex topics, combine component parts into a single whole, develop individual provisions and draw appropriate conclusions. | |
| Letter | Letter |
I can express my thoughts clearly and logically writing and highlight your views in detail. I am able to present complex problems in detail in letters, essays, and reports, highlighting what seems to me the most important. I am able to use a language style appropriate to the intended recipient. |
C2 (Proficiency level):
| Understanding | Listening | I can freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace if I have the opportunity to get used to the individual characteristics of his pronunciation. |
| Reading |
I freely understand all types of texts, including texts of an abstract nature, complex in composition or language: instructions, special articles and works of art. |
|
| Speaking | Dialogue |
I can freely participate in any conversation or discussion and am proficient in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shade of meaning. If I have difficulties in using language, I can quickly and unnoticed by others to paraphrase my statement. |
| Monologue |
I can express myself fluently, freely and reasonably, using appropriate linguistic means depending on the situation. I can logically construct my message in such a way as to attract the attention of listeners and help them note and remember the most important points. |
|
| Letter | Letter |
I can logically and consistently express my thoughts in writing, using the necessary linguistic means. I can write complex letters, reports, reports or articles that have a clear logical structure that helps the recipient note and remember the most important points. I can write summaries and reviews of both professional work and fiction. |
In practice, attention can be focused on a certain set of levels and a certain set of categories, depending on specific goals. This level of detail makes it possible to compare training modules with each other and with the framework of common European competences.
Instead of identifying categories underlying language performance, it may be necessary to assess language behavior on the basis of specific aspects of communicative competence. For example, Table 3 is designed for speaking assessment, therefore, it is aimed at qualitatively different aspects of language use:
Table 3
A1 (Survival Level):
| RANGE | He has a very limited vocabulary of words and phrases that are used to present information about himself and to describe specific particular situations. |
| ACCURACY | Limited control over the use of several simple grammatical and syntactic structures learned by heart. |
| FLUENCY | Can speak very briefly, utter individual statements, mainly composed of memorized units. Takes many pauses to search for an appropriate expression, pronounce less familiar words, and correct mistakes. |
| MUTUAL- ACTION | Can ask personal questions and talk about themselves. May respond in a basic way to the other person's speech, but overall communication depends on repetition, paraphrasing, and error correction. |
| CONNECTIVITY | Can connect words and groups of words using simple conjunctions that express a linear sequence, such as “and”, “then”. |
A2 (Pre-threshold level):
| RANGE |
Uses elementary syntactic structures with memorized constructions, phrases and standard phrases to convey limited information in simple everyday situations. |
| ACCURACY | Uses some simple structures correctly, but still systematically makes basic mistakes. |
| FLUENCY | Can express ideas clearly in very short sentences, although pauses, self-corrections, and reformulations of sentences are immediately noticeable. |
| MUTUAL- ACTION | Can answer questions and respond to simple statements. Can show when he/she is still following the other person's thoughts, but very rarely understands enough to carry on a conversation on their own. |
| CONNECTIVITY | Can connect groups of words using simple conjunctions such as “and”, “but”, “because”. |
B1 (Threshold level):
| RANGE |
Has sufficient language skills to take part in a conversation; Vocabulary allows you to communicate with a certain amount of pauses and descriptive expressions on topics such as family, hobbies, interests, work, travel and current events. |
| ACCURACY | Quite accurately uses a set of constructions associated with familiar, regularly occurring situations. |
| FLUENCY | Can speak clearly, despite the fact that pauses for searching for grammatical and lexical means are noticeable, especially in statements of considerable length. |
| MUTUAL- ACTION | Can initiate, maintain and end one-on-one conversations when topics of discussion are familiar or individually relevant. Can repeat previous remarks, thereby demonstrating his understanding. |
| CONNECTIVITY | Can link several fairly short simple sentences into a linear text consisting of several paragraphs. |
B2 (Threshold advanced level):
| RANGE |
Has sufficient vocabulary to describe something and express a point of view on general issues without explicitly searching for a suitable expression. Able to use some complex syntactic structures. |
| ACCURACY |
Shows enough high level control of grammatical correctness. Does not make mistakes that could lead to misunderstandings and can correct most of his own mistakes. |
| FLUENCY |
Can produce utterances of a certain duration at a fairly even pace. May show hesitation in the selection of expressions or linguistic structures, but there are few noticeably long pauses in speech. |
| MUTUAL- ACTION |
Can start a conversation, enter into a conversation at the appropriate moment, and end a conversation, although sometimes these actions are characterized by a certain clumsiness. Can participate in a conversation on a familiar topic, confirming their understanding of what is being discussed, inviting others to participate, etc. |
| CONNECTIVITY |
Can use a limited number of communication devices to connect individual statements into a single text. At the same time, in the conversation as a whole there are individual “jumps” from topic to topic. |
C1 (Proficiency level):
| RANGE |
Masters a wide range of linguistic means, allowing him to clearly, freely and within the appropriate style express any of his thoughts on a large number of topics (general, professional, everyday), without limiting himself in choosing the content of the statement. |
| ACCURACY |
Maintains a high level of grammatical accuracy at all times; Errors are rare, almost unnoticeable and, when they occur, are corrected immediately. |
| FLUENCY |
Capable of fluent, spontaneous utterances with virtually no effort. The smooth, natural flow of speech can only be slowed down in the case of a complex, unfamiliar topic of conversation. |
| MUTUAL- ACTION |
Can select a suitable expression from a wide arsenal of means of discourse and use it at the beginning of his statement in order to get the floor, maintain the position of the speaker for himself, or skillfully connect his replica with the replicas of his interlocutors, continuing the discussion of the topic. |
| CONNECTIVITY |
Can construct clear, uninterrupted, well-organized statements that demonstrate confident command organizational structures, auxiliary parts of speech and other means of coherence. |
C2 (Proficiency level):
| RANGE | Demonstrates flexibility by formulating thoughts using a variety of linguistic forms to accurately convey nuances of meaning, highlight meaning, and eliminate ambiguity. Also fluent in idiomatic and colloquial expressions. |
| ACCURACY |
Carries out constant monitoring of the correctness of complex grammatical structures, even in cases where attention is directed to planning subsequent statements and the reaction of interlocutors. |
| FLUENCY |
Capable of long-term spontaneous utterances in accordance with the principles of spoken language; avoids or bypasses difficult places almost unnoticed by the interlocutor. |
| MUTUAL- ACTION |
Communicates skillfully and easily, with virtually no difficulty, also understanding non-verbal and intonation signals. Can take an equal part in the conversation, without difficulty entering at the right moment, referring to previously discussed information or information that should generally be known to other participants, etc. |
| CONNECTIVITY |
Able to construct coherent and organized speech, correctly and fully using a large number of different organizational structures, service units speech and other means of communication. |
The level assessment tables discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated by levels during research project. The descriptor scales are based on a detailed category system to describe what it means to speak/use a language and who can be called a language speaker/user.
The description is based on activity approach. It establishes the relationship between language use and learning. Language users and learners are considered as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a broader social context, which determines the true meaning of the statement. The activity approach allows taking into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms:
- Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
- General competencies are not linguistic, they provide any activity, including communicative.
- Communicative language competencies allow you to carry out activities using linguistic means.
- Context- this is a spectrum of events and situational factors against the background of which communicative actions are carried out.
- Speech activity– this is the practical application of communicative competence in a certain area of communication in the process of perception and/or generation of oral and written texts, aimed at performing a specific communicative task.
- Types of communication activities involve the implementation of communicative competence in the process of semantic processing/creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
- Text - This is a coherent sequence of oral and/or written statements (discourse), the generation and understanding of which occurs in a specific area of communication and is aimed at solving a specific problem.
- Under sphere of communication refers to a wide range of social life in which social interaction occurs. In relation to language learning, educational, professional, social and personal spheres are distinguished.
- Strategy is a course of action chosen by a person aimed at solving a problem.
- Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal).
Multilingualism concept
The concept of multilingualism is fundamental to the Council of Europe's approach to the problem of language learning. Multilingualism arises as a person’s linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages of other peoples (learned at school, college or directly in the linguistic environment). A person “does not store” these languages separately from each other, but forms communicative competence on the basis of all knowledge and all linguistic experience, where languages are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely between languages or dialects, demonstrating each's ability to express in one language and understand in another. A person can use knowledge of several languages to understand text, written or spoken, in a language he did not previously know, recognizing words that have similar sounds and spellings in several languages in a “new form.”
From this point of view, the purpose of language education changes. Now, perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop a linguistic repertoire in which all linguistic skills have a place. Recent changes to the Council of Europe's language program aim to develop a tool for language teachers to promote the development of multilingual personalities. In particular, the European Language Portfolio is a document in which a wide variety of experiences in language learning and intercultural communication can be recorded and formally recognized.
LINKS
Full text of the monograph in English on the Council of Europe website
Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the website of the German Goethe Cultural Center
Friends, if you want to learn more about levels A1 and A2 in learning English, we suggest you read this material carefully; Perhaps you will learn a lot of interesting and useful things for yourself.
As you already know, learning English is divided into stages or levels, each level has a certain degree of difficulty, specific tasks and exercises, reading, grammar, etc. Today we are taking a closer look at the initial or survival levels, that is, Beginner and Elementary , as well as the Pre-Intermediate threshold level.
It would seem that the Beginner and Elementary stages of English proficiency are in many ways similar. However, significant differences can be observed here. You cannot proceed to the Elementary level without first preparing Beginner.
Everything starts with the basics, and learning a language even more so. The Beginner level is perfect for those who have never studied English before and don’t have the slightest idea about it. This stage of English language proficiency allows you to construct several simple sentences, master the basics of grammar and reading rules, and acquire a small vocabulary. Also, it makes it possible to move on to the next level - Elementary.
The knowledge that the entry level provides is very extensive for this stage learning English: mastering three simple tenses of verbs (present, past, future), the concept of articles, the ability to compose several simple sentences, the ability to characterize an object in simple words; vocabulary ranges from 500 to 700 words, ability to get acquainted, answer simple questions, write short text from simple sentences.
The Elementary level is a more serious level of knowledge and proficiency in English. And the range of opportunities and skills it provides is much wider. When approaching this level, a person learning English must have basic knowledge initial stage Beginner.
The knowledge acquired at this stage is sufficient to communicate in English at an everyday level. For example, while abroad, you can ask for directions, rent a hotel room, do some shopping, etc.
Your knowledge of grammar, speaking, reading, your vocabulary at this level is much wider and deeper. Of course, such proficiency in English cannot be called professional, but you are no longer a beginner in mastering the language.
What skills does this stage of training provide? Here they are: a clear understanding of the verb to be, mastering the tenses of verbs, including continuous and perfect ones; use of articles and modal verbs, pronouns and possessive case; expansion of vocabulary from 1000 to 1500, ability to communicate on simple everyday topics, ability to write short story about yourself, about family, about hobbies, about work, etc.
As we have already said, these levels belong to the category of Survival Levels or survival levels. This means that these levels of knowledge of the English language will help you navigate various everyday situations where English is needed.
We believe that in modern life It is not only useful, but also very important to speak English at least at these two levels, because such knowledge of English is required by modern technologies, the Internet, travel, etc.
Category A2 or pre-threshold level
Pre-threshold or intermediate level (Pre-Intermediate) is like a bridge between basic stages and more advanced levels of English proficiency. Why is this so? The fact is that this English language course begins with simple designs, acquired during training at the two previous levels. The Pre-Intermediate stage is a great opportunity repeat, consolidate and systematize previous levels and acquired skills, as well as move on to a more complex stage of learning English Language.
By studying English at the Pre-Intermediate level, you gain even greater skills in the language: a clear understanding of verb tenses and the ability to distinguish them, understanding conditional mood, replenishment of vocabulary with modal verbs that were not previously known; understanding passive verb, the ability to transform direct speech into indirect speech, understanding of pronouns and degrees of comparison of adjectives; vocabulary ranges from 1500 to 2000 words; the ability to speak in English on various topics and talk about yourself; understanding main idea text; ability to write essays, essays, letters.
All this suggests that at this level you are ready to perceive and master a more complex English language than at the previous two.
This stage of training allows you to work on the gaps and weak points in your English, improve it, and move on to a more complex level.
Friends, we want to wish you good luck in learning English Language. Don't give up, boldly move forward, and, step by step, level by level, you won't notice how English will become your second native language! See you again!
Surely many have heard about the international system of English language levels, but not everyone knows what it means and how to classify it. The need to find out your level of English proficiency may arise in some life situations. For example, if you need to pass an interview at work or at the embassy, if you need to pass some kind of international exam (IELTS, TOEFL, FCE, CPE, BEC, etc.), when entering a foreign educational institution, when getting a job in another country, as well as for personal purposes.
The international system for determining knowledge of the English language can be divided into 7 levels:
1. Beginner – Initial (zero). At this level, the student knows practically nothing in English and begins to study the subject from scratch, including the alphabet, basic reading rules, standard greeting phrases and other tasks of this stage. At the Beginner level, students can usually answer questions easily when meeting new people. For example: What is your name? How old are you? Do you have brothers and sisters? Where are you from and where do you live? etc. They can also count to one hundred and spell out their name and personal information. The latter in English is called spelling (pronouncing words by letter).
2. Elementary. This level immediately follows zero and implies knowledge of some basics of the English language. The Elementary level gives students the opportunity to use previously learned phrases in a more free form, and also instills a whole range of new knowledge. At this stage, students learn to briefly talk about themselves, their favorite colors, dishes and seasons, weather and time, daily routine, countries and customs, etc. In terms of grammar, at this level there is an initial acquaintance with the following tenses: Present Simple, Present Continuous, Past Simple, Future Simple (will, to be going to) and Present Perfect. Some are also considered modal verbs(can, must), different types of pronouns, adjectives and their degrees of comparison, categories of nouns, forms simple questions. Having firmly mastered the Elementary level, you can already take part in the KET (Key English test).
3. Pre-Intermediate – Below average. The level following Elementary is called Pre-Intermediate, literally translated as Pre-Intermediate. Having reached this level, students already have an idea of how many sentences and phrases are constructed and can speak briefly on many topics. The Pre-Intermediate level adds confidence and expands learning potential. Longer texts appear, more practical exercises, new grammar topics and more complex structures proposals. Topics encountered at this level may include complex issues, Time Past Continuous, different forms of the future tense, conditional sentences, modal verbs, infinitives and gerunds, repetition and consolidation of Past Simple tenses (regular and Irregular Verbs) and Present Perfect, and some others. In terms of oral skills, having completed the Pre-Intermediate level, you can safely go on a journey and look for every opportunity to use your knowledge in practice. Also, a solid command of English at the Pre-Intermediate level makes it possible to participate in the PET (Preliminary English Test) test and the BEC (Business English Certificate) Preliminary exam.
4. Intermediate - Average. At the Intermediate level, the knowledge acquired at the previous stage is consolidated, and a lot of new vocabulary, including complex ones, is added. For example, personal characteristics of people, scientific terms, professional vocabulary and even slang. The object of study becomes active and passive voices, direct and indirect speech, participial and participial phrases, phrasal verbs and prepositions, word order in complex sentences, varieties of articles, etc. From grammatical tenses, the difference between Present Simple and Present Continuous, Past Simple and Present Perfect, Past Simple and Past Continuous, as well as between various forms of expressing the future tense is examined in more detail. Texts at the Intermediate level become longer and more meaningful, and communication becomes easier and freer. The advantage of this stage is that in many modern companies employees with knowledge of the Intermediate level are highly valued. This level is also ideal for avid travelers, as it makes it possible to freely understand the interlocutor and express himself in response. Among the international exams, after successfully passing the intermediate level, you can take the following exams and tests: FCE (First Certificate in English) grade B/C, PET Level 3, BULATS (Business Language Testing Service), BEC Vantage, TOEIC (Test of English for International Communication), IELTS (International English Language Testing System) for 4.5-5.5 points and TOEFL (Test of English as a Foreign Language) for 80-85 points.
5. Upper Intermediate - Above average. If students reach this level, it means that they can understand fluent English and communicate easily using the vocabulary they have already acquired. At the Upper-Intermediate level, it becomes possible to use English much more in practice, since there is a little less theory, and if there is, it basically repeats and consolidates the Intermediate level. Among the innovations, we can note Narrative Tenses, which includes such difficult times as Past Continuous, Past Perfect and Past Perfect Continuous. The future tenses Future Continuous and Future Perfect, the use of articles, modal verbs of assumptions, verbs are also considered indirect speech, hypothetical sentences, abstract nouns, causative voice and much more. The Upper-Intermediate level is one of the most in demand both in business and in educational sphere. People who are fluent in English at this level can easily pass any interviews and even enter the foreign universities. At the end of the Upper-Intermediate course, you can take exams such as FCE A/B, BEC (Business English Certificate) Vantage or Higher, TOEFL 100 points and IELTS 5.5-6.5 points.
6. Advanced 1 – Advanced. Advanced 1 level is required for professionals and students who want to achieve high fluency in English. Unlike the Upper-Intermediate level, many interesting phrases appear here, including idioms. Knowledge of tenses and other grammatical aspects previously studied only deepens and is viewed from other unexpected angles. Topics of discussion become more specific and professional, for example: environment and natural disasters, legal processes, genres of literature, computer terms, etc. After the Advanced level, you can take the special academic exam CAE (Cambridge Advanced English), as well as IELTS with 7 and TOEFL with 110 points, and you can apply for a prestigious job in foreign companies or a place in Western universities.
7. Advanced 2 – Super advanced (native speaker level). The name speaks for itself. We can say that there is nothing higher than Advanced 2, because this is the level of a native speaker, i.e. a person born and raised in an English-speaking environment. With this level you can pass any interviews, including highly specialized ones, and pass any exams. In particular, the highest test of English proficiency is the academic exam CPE (Cambridge Proficiency Exam), and as for the IELTS test, with this level you can pass it with the highest score of 8.5-9.
This gradation is called the ESL (English as a Second Language) or EFL (English as a Foreign Language) level classification and is used by the ALTE (Association of Language Testers in Europe) association. The level system may vary depending on the country, school or organization. For example, some organizations reduce the 7 levels presented to 5 and call them a little differently: Beginner (Elementary), Lower Intermediate, Upper Intermediate, Lower Advanced, Upper Advanced. However, this does not change the meaning and content of the levels.
Another similar system of international examinations under the acronym CEFR (Common European Framework of Reference for Languages) divides the levels into 6 and has other names:
1. A1 (Breakthrough)=Beginner
2. A2 (Waystage)=Pre-Intermediate – Below average
3. B1 (Threshold)=Intermediate – Average
4. B2 (Vantage)=Upper-Intermediate – Above average
5. C1 (Proficiency)=Advanced 1 – Advanced
6. C2 (Mastery)=Advanced 2 – Super advanced
