The Common European Framework of Reference

1

• The Common European Framework of Reference
• (CEFR)
• Levels and Criteria
• Brian North
• www.eurocentres.com

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CEFR

• Purpose
• Levels
• Criteria

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Purpose

• Common Reference Levels
• Set of 6 expandable levels of proficiency
• Illustrative descriptors
• Illustrative samples
• Tool for Reflection
• Set of categories for activity and competence
• Curriculum reform
• Methodological implications

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Purpose

• Common Reference Levels
• Set of 6 expandable levels of proficiency
• Illustrative descriptors
• Illustrative samples
• Tool for Reflection
• Set of categories for activity and competence
• Curriculum reform
• Methodological implications

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Common Reference Levels

• CEFR Table 1 Global Summary Scale
• One entry per level summarising the scales for
  Spoken Written Reception, Interaction and
  Production
• CEFR Table 2 Self-assessment grid
• Five entries per level for profiling Listening,
  Reading spoken Interaction, Spoken Production,
  Writing
• CEFR Table 3 Sp. assessment grid example
• Five entries per level for profiling Range,
  Accuracy, Fluency, Coherence, Interaction
• CEFR Scales and sub-scales
• 54 scales in a hierarchical structure

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Common Reference Levels

• CEFR Table 1 Global Summary Scale
• One entry per level summarising the scales for
  Spoken Written Reception, Interaction and
  Production
• CEFR Table 2 Self-assessment grid
• Five entries per level for profiling Listening,
  Reading spoken Interaction, Spoken Production,
  Writing
• CEFR Table 3 Qualities of Spoken Language
• Five entries per level for profiling Range,
  Accuracy, Fluency, Coherence, Interaction
• CEFR Scales and sub-scales
• 54 scales in a hierarchical structure

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Common Reference Levels Table 3
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions). Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc. Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices.
C1 Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. Consistently maintains a high degree of grammatical accuracy errors are rare, difficult to spot and generally corrected when they do occur. Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers. Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
B2
B2 Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes. Can produce stretches of language with a fairly even tempo although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc. Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
B1
B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
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Salient Characteristics A1

• The point at which the learner can
• interact in a simple way
• ask and answer simple questions about themselves
• respond to statements in areas of immediate need
• rather than relying purely on a rehearsed
  repertoire of phrases

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Salient Characteristics A2

• The majority of descriptors stating social
  functions
• greet people, ask how they are and react to news
  
• handle very short social exchanges
• discuss what to do, where to go and make
  arrangements
• Descriptors on getting out and about
• make simple transactions in shops, banks etc.
• get simple information about travel and services

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Salient Characteristics B1

• Maintain interaction and get across what you want
  to
• give or seek personal views and opinions
• express the main point comprehensibly
• keep going comprehensibly, even though pausing
  evident, especially in longer stretches
• Cope flexibly with problems in everyday life
• deal with most situations likely to arise when
  travelling
• enter unprepared into conversations on familiar
  topics

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Salient Characteristics B2

• Effective argument
• account for and sustain opinions in discussion by
  providing relevant explanations and arguments
• explain a viewpoint on a topical issue giving the
  advantages and disadvantages of various options
• Holding your own in social discourse
• interact with a degree of fluency and spontaneity
  that makes regular interaction with native
  speakers possible
• adjust to changes of direction, style and
  emphasis
• A new degree of language awareness
• make a note of "favourite mistakes" and monitor
  speech for them

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Salient Characteristics C1

• Fluent, well-structured language
• good command of a broad lexical repertoire
  allowing gaps to be readily overcome with
  circumlocutions
• express self fluently and spontaneously, almost
  effortlessly
• produce clear, smoothly-flowing, well-structured
  speech, showing controlled use of organisational
  patterns, connectors and cohesive devices

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Salient Characteristics C2

• Precision and ease with the language
• convey finer shades of meaning precisely by
  using, with reasonable accuracy, a wide range of
  modification devices
• show great flexibility reformulating ideas in
  differing linguistic forms to give emphasis, to
  differentiate and to eliminate ambiguity

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Levels - Metaphors
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Levels - Metaphors
Learned Competence and Skills (cultural)
Core Competence (natural language)
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Core Competence C2
Listening to an interlocutor I can understand any interlocutor, given an opportunity to adjust to a non-standard accent or dialect.
Conversation I can converse comfortably, appropriately and without limitations in casual conversation, at social events and in more formal discussions and debates.
Interaction
Fluency
Interpersonal
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Learned Competence C2
Spoken Production Can produce clear, smoothly-flowing well-structured speech with an effective logical structure which helps the recipient to notice and remember significant points.
Addressing audiences Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience's needs. Can handle difficult and even hostile questioning.
Summarising
Linking
Monitoring and control
Ideational
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Competence
Core Basic Interpersonal Communication Skills (BICS)
Interpersonal All languages, all cultures
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Competence
Core Basic Interpersonal Communication Skills (BICS)
Interpersonal All languages, all cultures
Learned Cognitive Academic Language Proficiency (CALP)
Ideational Languages with literature, developed cultures Culturally determined
Jim Cummins (1979)
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Life beyond C2
Native Speaker Genuine bilinguals Language
professionals Interpreters, translators, some
university professors Highly successful learners
E D2 D1
Ambilingual Proficiency Wilkins 1978
names Comprehensive C2
Operational Proficiency Adequate / Effective
C1 Operational Proficiency Limited
Operational B2 Proficiency Basic
Operational B1
Proficiency Survival Proficiency
A2 Formulaic Proficiency A1
Bilingual Teenagers can be (above) C2 without
displaying elaborated academic language
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CEFR

• Purpose
• Levels
• Criteria

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Criteria

• Balance
• Linguistic / Pragmatic
• Knowledge / Control
• Purpose of Criteria
• Standardisation training
• Evaluation across levels
• Success/failure at one level

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Criteria

• Balance
• Linguistic / Pragmatic
• Knowledge / Control
• Purpose of Criteria
• Standardisation training
• Evaluation across levels
• Success/failure at one level

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Common Reference Levels Table 3
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions). Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc. Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices.
C1 Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. Consistently maintains a high degree of grammatical accuracy errors are rare, difficult to spot and generally corrected when they do occur. Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers. Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
B2
B2 Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes. Can produce stretches of language with a fairly even tempo although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc. Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
B1
B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
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Non linear accuracy

• Around A2 learners use lots of scripts for
  situations and exchanges, - sometimes extremely
  accurately
• Some problems are unavoidable, and just stay,
  despite teaching, until much later (Eng s
  Deutsch Adj decl)
• Around B1 learners are using far more language
  and making more creative use of resources more
  errors (Klein, Fulcher)
• Task complexity (even narrative) reduces capacity
  for processing more formulaic, less creative
  more errors
• Around B2 learners begin to have spare capacity
  for self-monitoring reflected in CEFR
  descriptors (Westoff)

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Descriptors Accuracy Monitoring

• B2 Shows a relatively high degree of grammatical
  control. Does not make mistakes which lead to
  misunderstanding.
• Can correct slips and errors if he/she becomes
  conscious of them or if they have led to
  misunderstandings.
• Can make a note of "favourite mistakes" and
  consciously monitor speech for it/them.
• B1 Communicates with reasonable accuracy in
  familiar contexts generally good control though
  with noticeable mother tongue influence. Errors
  occur, but it is clear what he/she is trying to
  express.
• Can correct mix-ups with tenses or expressions
  which lead to misunderstandings provided the
  interlocutor indicates there is a problem.
• B1 Uses reasonably accurately a repertoire of
  frequently used "routines" and patterns
  associated with more predictable situations.
• Can ask for confirmation that a form used is
  correct.
• Can start again using a different tactic when
  communication breaks down.

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Criteria

• Balance
• Linguistic / Pragmatic
• Knowledge / Control
• Purpose of Criteria
• Standardisation training
• Evaluation across levels
• Success/failure at one level

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CEFR Reference Levels Table 3
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions). Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc. Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices.
C1 Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. Consistently maintains a high degree of grammatical accuracy errors are rare, difficult to spot and generally corrected when they do occur. Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers. Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
B2
B2 Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes. Can produce stretches of language with a fairly even tempo although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc. Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
B1
B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
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Selected Assessment Criteria - I -
RANGE ACCURACY FLUENCY
B2 (5) clear descriptions, views not much sign of having to restrict what wants to say variety of linking words used efficiently to mark clearly the relationships between ideas good grammatical control occasional rare "slips" often corrected communicate spontaneously often remarkable ease of expression in longer stretches use circumlocution and paraphrase to cover gaps
(4)
B2 (3) clear, coherent descriptions and views little searching for words some complex sentence forms But limited variation no errors causing misunderstanding, correct most of his/her mistakes But mistakes and wrong vocab do often occur stretches of language with fairly even tempo few noticeably long pauses_ But can be hesitant searching for expressions may be "jumpiness" in long contribution.
(2)
B1 (1) express main points express own thoughts with reasonable precision reasonable accuracy in familiar contexts But noticeable mother tongue influences able to keep going effectively without help But some problems resulting in pauses and "cul-de-sacs"
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Criteria at B2? - I -
1 (B1) 2 3 (B2) 4 5 (B2)
Range express main points express own thoughts reasonable precision clear descriptions, views little searching for words some complex sentence forms clear descriptions, views not much sign of having to restrict what he/she wants to say
Accuracy reasonable accuracy in familiar contexts But noticeable mother tongue influences no errors causing misunderstanding, correct most of his/her mistakes good grammatical control occasional rare "slips" often corrected
Fluency keep going effectively without help But some problems resulting in pauses and "cul-de-sacs" stretches of language with fairly even tempo few noticeably long pauses_ But can be hesitant searching for patterns and expressions communicate spontaneously often remarkable ease of expression in longer stretches use circumlocution and paraphrase to cover gaps
Coherence connected, simple text But very simple connectors coherent discourse, But limited variation, may be "jumpiness" in long contribution. mark clearly the relationships between ideas use a variety of linking words efficiently
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Criteria at B2? - I -
RANGE clear descriptions, views little searching for words some complex sentence forms 1 2 3 4 5
ACCURACY no errors causing misunderstanding, correct most of his/her mistakes 1 2 3 4 5
FLUENCY stretches of language with fairly even tempo few noticeably long pauses_ But can be hesitant searching for patterns and expressions 1 2 3 4 5
COHERENCE coherent discourse, But limited variation, may be "jumpiness" in long contribution. 1 2 3 4 5
GLOBAL Overall impression mark 1 2 3 4 5
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Criteria

• Balance
• Linguistic / Pragmatic
• Knowledge / Control
• Purpose of Criteria
• Standardisation training
• Evaluation across levels
• Success/failure at one level

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CEFR Reference Levels Table 3
RANGE ACCURACY FLUENCY INTERACTION COHERENCE
C2 Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. Also has a good command of idiomatic expressions and colloquialisms. Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others' reactions). Can express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it. Can interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc. Can create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices.
C1 Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say. Consistently maintains a high degree of grammatical accuracy errors are rare, difficult to spot and generally corrected when they do occur. Can express him/herself fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. Can select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers. Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices.
B2
B2 Has a sufficient range of language to be able to give clear descriptions, express viewpoints on most general topics, without much conspicuous searching for words, using some complex sentence forms to do so. Shows a relatively high degree of grammatical control. Does not make errors which cause misunderstanding, and can correct most of his/her mistakes. Can produce stretches of language with a fairly even tempo although he/she can be hesitant as he or she searches for patterns and expressions, there are few noticeably long pauses. Can initiate discourse, take his/her turn when appropriate and end conversation when he/she needs to, though he/she may not always do this elegantly. Can help the discussion along on familiar ground confirming comprehension, inviting others in, etc. Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some "jumpiness" in a long contribution.
B1
B1 Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events. Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations. Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding. Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
A2
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• The Common European Framework of Reference
• (CEFR)
• Levels and Criteria
• Brian North
• www.eurocentres.com