Language level c1. European Framework of Reference for Languages

Any experienced teacher will tell you that before you start learning a foreign language, you need to determine your level.

This is necessary, first of all, in order not to waste extra time on already familiar material, but to immediately move on in mastering the language. Everyone knows that there is no “final” level of English proficiency unless you live in a language environment.

Any language is a living organism that constantly changes over time, new words are added to it, and some words, on the contrary, become obsolete. Even grammatical rules change. What was considered indisputable 15-20 years ago may no longer be relevant in modern grammar.

That's why ownership foreign language is never absolutely complete. Any knowledge requires constant practice. Otherwise, the level you have achieved is quickly lost.

What is "level of English language proficiency"?

But what is it, and what are the levels of knowledge of English? Let's figure it out.

The level of knowledge is understood as the degree of proficiency in four aspects of languages: speaking, reading and understanding texts, listening and writing. In addition, this includes knowledge of grammar and vocabulary and the ability to correctly use lexical and grammatical units in speech.

Testing for your level of English language proficiency is usually carried out in one form or another, wherever you go to study the language. On any training site, in courses, in private lessons with a teacher - everywhere, before determining further actions and selecting the necessary educational materials, you will be tested on your level of knowledge. Moreover, these levels are very arbitrary, their boundaries are blurred, the names and number of levels vary in different sources, but common features, of course, exists in all types of classifications.

In this article we will present the levels of the English language according to the international scale, comparing it with the British version of the classification.

English proficiency levels

There are two main classifications of English language proficiency levels.

The first belongs British Council is an international organization that provides assistance in language learning and the establishment of intercultural communication. Most often one could find this distribution of language competencies in textbooks published in Cambridge and Oxford.

The second and main one is called CEFR or The Common European Framework of Reference for Languages. Translated into Russian as “Common European Scale of Language Competence”. It was created by the Council of Europe in the second half of the 90s.

Below is CEFR:

The gradation of English language levels in the table differs from the British version as follows:

The British Council does not have a designation for Pre-Intermediate as such, it is located at the A2/B1 junction;
there is only 6 levels of English: A1, A2, B1, B2, C1, C2;
The first two levels are considered elementary, the second two are considered sufficient, and the last two are considered levels of fluency in the language.

Table of correspondence between levels according to different assessment systems

International exams

To obtain a place at a foreign university, to work abroad or to successfully find employment in Russia, the presentation of certain certificates is required. Let's look at the two most popular and well-known of them.

TOEFL exam

If you pass it successfully, you can enter the educational institutions United States and Canada. The certificate of completion is valid in 150 countries for 2 years. There are several versions of the test - paper, computer, Internet version. All types of skills are tested - written and oral speech, reading and listening.

The main feature is that it is impossible not to pass it; a student who completes the tasks still receives a score that corresponds to a certain level:

0-39 in the Internet version and 310-434 in the paper version shows the degree of knowledge of the English language at the A1 or “Beginner” level.
When receiving a result in the range of 40-56 (433-486) you can be sure that you have Elementary (A2), that is, basic English.
Intermediate (translated as “intermediate, transitional”) - TOEFL scores in the region of 57-86 (487-566). Do you want to know what level this is, “Intermediate”? It corresponds to B1. You can speak on familiar topics and grasp the essence of the monologue/dialogue, you can even watch films in the original, but the material is not always fully grasped (sometimes the meaning is guessed from the plot and individual phrases). You are already capable of writing short letters and essays in the language.
Upper, preintermediate will require the following points: 87-109 (567-636). Translated it means “intermediately advanced”. What level is this? Upper intermediate? The owner has access to a relaxed, detailed conversation on a specific or abstract topic, including with a native speaker. Films are watched in their original form, and talk shows and news are also well received.
An order of magnitude higher, namely 110-120 for the Internet version and 637-677 for the paper version, required if Advanced English is required.

IELTS exam

The certificate is quite popular in the UK, Australia, New Zealand and Canada. Also relevant in case of professional migration to these countries. The test is valid for 2 years. The range of marks that can be obtained for the test is from 0.0 to 9.0. IN A1 scores from 2.0 to 2.5 are included. IN A2- from 3.0 to 3.5. stage B assumes scores from 4.0 to 6.5, and for the level C1- 7.0 - 8.0. Language in perfection is grades 8.5 - 9.0.

What level of proficiency should I include on my resume?

When writing a resume, you must correctly indicate at what stage in language learning you are currently at. The main thing is to choose the correct English level designation. The following are usually used: Basic(basic knowledge), Intermediate(middle stage), Advanced(proficiency at an advanced level), Fluent (fluent proficiency).

If there was an exam, be sure to indicate its name and the number of points received.

Advice: There is no need to overestimate your level, because any inaccuracy can be revealed quickly enough.

Why is it important to determine your language level?

Why does a non-specialist need information about the level of language proficiency, and is it needed at all? If you are planning to start or resume learning a foreign language, then determining your level of knowledge is simply necessary, of course, if you are not an absolute beginner and have previously studied English. This is the only way you can understand at what stage you stopped and where to move next.

When choosing a course of study, you will need to focus on your level. So, for example, on the site you can take various courses: from a course for beginners - Beginner, to a course for students with an Intermediate level.

In order to find out which course to choose for training, the site provides. The system will accurately determine your level of language proficiency and offer the appropriate course so that your learning is most effective.

English level C2 is the sixth and final level of English in the Common European Framework of Reference (CEFR), a system for defining different language levels, compiled by the Council of Europe. In everyday speech, this level can be called “bilingual,” as in “I speak two languages: English and French.” In theory, a well-educated native English speaker speaks English at level C2. This level is reached relatively large number non-native English language learners because professional or academic goals generally do not require it.

How to find out if you know English at level C2

The best way to determine whether your English language skills are at a C2 level is to take a high-quality standardized test. Below is a list of the main internationally recognized tests and their corresponding C2 indicators:

What can you do if you know English at level C2?

Level of English C2 corresponds to the level of a native speaker. It allows you to read and write texts of any type on any topic, taking into account the nuances of expressing emotions and opinions, as well as actively participating in any academic or professional discussion.

According to official CEFR guidelines, a person with a C2 level of English:

Can easily understand almost everything he hears or reads.
Can analyze information from a variety of oral and written sources, producing reasoning and creating a coherent presentation.
Can spontaneously express his thoughts, smoothly and very accurately, differentiating shades of meaning even in the most difficult situations.

English level test - instructions

The test determines the level of knowledge of the English language and divides students into 5 groups - from initial (elementary) level to advanced.

The test tests knowledge of language structures (36 questions) and vocabulary (24 questions). In total, you need to answer 60 questions, each of which is given a choice of one of four answers. If you do not know the correct answer to a question and do not mark anything, then the answer to it will be considered incorrect.

There is no time limit for taking the test, but try to keep it within 40-45 minutes - this is the time for which this test is designed. For more accurate assessment knowledge, it is better not to use dictionaries and textbooks.

Determining your English level

You can determine the result yourself in accordance with the table below, depending on the number of points you score. Read also our articles on how to prepare and pass international tests: and.

%	Level	Level according to the Common European Framework of Reference for Languages (CEFR)
0 – 20	Beginner, Elementary	A1+ to A2
21 – 40	Pre-intermediate	A2 + to B1
41 – 60	Intermediate	B1
61 – 80	Upper-intermediate	B2
81 – 100	Advanced	C1

Please note that the English level test only provides approximate scores and cannot be used for admission to educational institutions. In addition, this test does not assess your writing, reading or speaking skills.

CEFR level ( Common European Framework of Reference - Level on the Common European Scale of Language Competence) is a unified system for assessing language knowledge, using which you can compare even knowledge different languages For example, your English is at level B1, and Chinese is at level A2.

So, let's take the test.

TEST (60 questions)

Choose the most appropriate word or phrase for each question

Start Quiz

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 the levels of language proficiency, regardless of what language is 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, 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 of 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 own programs helps ensure transparency of courses, and the development of objective criteria for assessing language proficiency will ensure recognition qualification characteristics received by students in exams. 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.
Elementary possession	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 expressions I can tell about myself, my family and friends, describe the main aspects of everyday life.
Self-ownership		Understand the main ideas of clear messages made on literary language on different topics, typically occurring 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.
Self-ownership		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 large, 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.
Fluency		I understand almost any oral or written message, I can compose a coherent text based on several oral and written sources. I speak spontaneously at a fast pace and high degree precision, emphasizing shades of meaning even in the most complex 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, they take different times to reach. So, even if the “Waystage” level is located halfway to the “Threshold Level”, and “Threshold” is located on the level scale halfway to the “Threshold Advanced” (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 displaying 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.
Understanding	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 simple questions and answer them within the framework of topics known to me or that interest me.
Speaking	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 concerning 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.
Understanding	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.
Speaking	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 programs related to my personal or professional interests. The speakers' speech should be clear and relatively slow.
Understanding	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”).
Speaking	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.
Understanding	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.
Speaking	Monologue	I can speak clearly and thoroughly on a wide range of issues that interest me. I can explain my point of view by current problem, expressing all the arguments for and against.
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.
Understanding	Reading	I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and large technical instructions, even if they do not relate to my field of activity.
Speaking	Dialogue	I can express my thoughts spontaneously and fluently, without having difficulty finding words. My speech is varied 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.
Speaking	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 in writing and communicate my 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 it. individual characteristics his pronunciation.
Understanding	Reading	I can freely understand all types of texts, including abstract, compositionally or linguistically complex texts: 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.
Speaking	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 the 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 the conversation; vocabulary allows you to explain yourself 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 tie several fairly short ones 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 principles colloquial speech; 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, functional parts of 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. Users and language 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 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 practical application 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 public life in which social interaction takes place. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
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 monographs 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. Initial stage Beginner is perfect for those who have never studied English before and don’t have the slightest idea about it. This stage of proficiency in English 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 it gives entry level, are very extensive for this stage of 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 a 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 knowledge of 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 proficiency in English is also required modern technologies, and the Internet, and trips, etc.

Category A2 or pre-threshold level

Pre-threshold or intermediate level (Pre-Intermediate) is like a bridge between the 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 an excellent opportunity to 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, vocabulary replenishment modal verbs that were not previously known; understanding of the 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 will not notice how English will become your second native language! See you again!