English language levels: from A1 to C2, from Beginner to Proficiency. English proficiency levels

Like other languages, German also has levels. Which are assessed by a single European system.

Assessed: listening comprehension, reading, speaking and writing. In fact, all simple language knowledge is assessed in 3 levels with two sub-levels: A1, A2, B1, B2, C1, C2.

Now let's look at each of the steps in more detail.

All levels of German:

First stage level A1 where everyone who has just started learning German is located, i.e. This survival rate

Assumes you have little knowledge German language. You already know a small amount initial words and understand very simple or partially understand simple phrases in slow speech. You can ask your interlocutor simple questions: Where are you from? Where do you work? etc. Reading the text in German, it remains unclear to you. You can recognize in the text only a few familiar words that you have learned before.

Level A2:

Assumes that you already have the basic concepts. You understand what it's about we're talking about in simple individual phrases. Find out frequently used words in statements. You can already tell about yourself, talk about popular topics such as shopping, work. You already understand short texts in German and you can write simple short messages.

Level B1:

You already know what most TV current affairs programs are about. Speak in simple and coherent language on topics that are familiar to you. You can briefly explain your life goals and views. You can write simple texts on topics that are familiar to you.

Level B2:

You understand the content of most TV series and films. All news and reports about current
events. You can communicate fluently with native speakers. While reading, you understand articles and messages as well as modern fiction.

Level C1:

Very good knowledge of German. You understand everything almost fluently television programs and films. You will be able to express yourself spontaneously without searching for the right words. You understand large complex non-fiction and fiction texts. You can present complex problems in detail in reports, letters, and essays.

Level C2:

Your knowledge is at the level of native German speakers.

How to quickly learn German to level B2:

Or in courses, you will definitely come across the concept of “levels in English” or “levels of English proficiency”, as well as with such incomprehensible designations as A1, B2, and more understandable Beginner, Intermediate and so on. From this article you will learn what these formulations mean and what levels of language proficiency are distinguished, as well as how to determine your level of English.

English language levels are designed to allow language learners to be divided into groups with approximately similar knowledge and skills in reading, writing, speaking and speaking. writing, as well as to simplify testing procedures, examinations, for various purposes related to emigration, study abroad and employment. This classification helps when recruiting students into a group and preparing teaching aids, methods, language teaching programs.

Of course, there is no clear boundary between the levels; this division is quite arbitrary, needed not so much by students as by teachers. In total, there are 6 levels of language proficiency, there are two types of division:

Levels A1, A2, B1, B2, C1, C2,
Levels Beginner, Elementary, Intermediate, Upper Intermediate, Advanced, Proficiency.

Essentially they are just two different names for the same thing. These 6 levels are divided into three groups.

Table: English language proficiency levels

The classification was developed in the late eighties - early nineties of the last century, it is completely called the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (abbr. CERF).

English language levels: detailed description

Beginner level (A1)

At this level you can:

Understand and use familiar everyday expressions and simple phrases aimed at solving specific problems.
Introduce yourself, introduce other people, ask simple personal questions, for example, “Where do you live?”, “Where are you from?”, be able to answer such questions.
Maintain a simple conversation if the other person speaks slowly, clearly and helps you.

Many who studied English at school speak the language at approximately the Beginner level. From the vocabulary only elementary mother, father, help me, my name is, London is the capital. You can understand well-known words and expressions by ear if they speak very clearly and without accent, as in the audio lessons for the textbook. You understand texts like the “Exit” sign, and in a conversation with the help of gestures, using individual words, you can express the simplest thoughts.

Level Elementary (A2)

At this level you can:

Understand common expressions on general topics such as family, shopping, work, etc.
Speak in simple everyday themes, in simple terms.
Talk about yourself in simple terms, describe simple situations.

If you got a 4 or 5 in English at school, but after that you didn’t use English for some time, then most likely you speak the language at the Elementary level. TV programs in English will not be understandable, except for individual words, but the interlocutor, if he speaks clearly, in simple phrases of 2-3 words, will generally understand. You can also incoherently and with long pauses for reflection tell the simplest information about yourself, say that the sky is blue and the weather is clear, express a simple wish, place an order at McDonald's.

The Beginner – Elementary levels can be called a “survival level”, Survival English. It is enough to “survive” during a trip to a country where the main language is English.

Intermediate level (B1)

At this level you can:

Understand general meaning clear speech on general, familiar topics related to everyday life(work, study, etc.)
Cope with the most typical situations while traveling (at the airport, in a hotel, etc.)
Compose simple, coherent text on general or personally familiar topics.
Retell events, describe hopes, dreams, ambitions, be able to briefly talk about plans and explain your point of view.

Vocabulary and grammar knowledge is enough to write simple essays about yourself, describe incidents from life, write a letter to a friend. But in most cases oral speech lags behind the written word, you confuse tenses, think about the phrase, pause to find an excuse (to or for?), but you can communicate more or less, especially if you are not shy or afraid of making mistakes.

Understanding your interlocutor is much more difficult, and if it is a native speaker, and even with fast speech and a bizarre accent, then it is almost impossible. However, simple, clear speech is understandable well, provided the words and expressions are familiar. You generally understand if the text is not very complex, and with some difficulty you understand the general meaning without subtitles.

Upper Intermediate level (B2)

At this level you can:

Understand the general meaning of complex text on concrete and abstract topics, including technical (specialized) topics in your profile.
Speak quickly enough so that communication with a native speaker occurs without long pauses.
Compose clear, detailed text on various topics, explain points of view, give arguments for and against various points of view on the topic.

Upper Intermediate is already a good, solid, confident command of the language. If you are talking on a well-known topic with a person whose pronunciation you understand well, then the conversation will go quickly, easily, naturally. An outside observer will say that you are fluent in English. However, you may be confused by words and expressions related to topics that you do not understand well, all sorts of jokes, sarcasm, hints, slang.

You are asked to answer 36 questions to test your listening, writing, speaking and grammar skills.

It is noteworthy that to test listening comprehension, they do not use phrases recorded by the speaker like “London is the capital”, but short excerpts from films (Puzzle English specializes in learning English from films and TV series). In English-language films, the speech of the characters is close to the way people speak in real life, so the test may seem harsh.

Chandler from Friends doesn't have the best pronunciation.

To check a letter, you need to translate several phrases from English into Russian and from Russian into English. The program provides several translation options for each phrase. To test your knowledge of grammar, a completely ordinary test is used, where you need to choose one option from several proposed ones.

But you're probably wondering how the program can test a skill colloquial speech? Of course, an online English test will not test your speech like a human, but the test developers have come up with an original solution. In the task you need to listen to a phrase from the film and choose a line suitable for continuing the dialogue.

Talking is not enough, you also need to understand your interlocutor!

The ability to speak English consists of two skills: listening to the speech of your interlocutor and expressing your thoughts. This task, although in a simplified form, tests how you cope with both tasks.

At the end of the test you will be shown full list questions with correct answers, you will find out where you made mistakes. And of course, you will see a chart with an assessment of your level on a scale from Beginner to Upper Intermediate.

2. Test to determine the level of English with a teacher

To get a professional, “live” (and not automated, as in tests) assessment of the level of the English language, you need English teacher, which will test you with tasks and an interview in English.

This consultation can be done free of charge. Firstly, there may be a language school in your city that offers free language testing and even a trial lesson. This is now a common practice.

In short, I signed up for a trial lesson-test, got in touch on Skype at the appointed time, and teacher Alexandra and I had a lesson during which she “tortured” me in every possible way different tasks. All communication was in English.

My trial lesson on SkyEng. We check your knowledge of grammar.

At the end of the lesson, the teacher explained to me in detail in which direction I should develop my English, what problems I have, and a little later she sent me a letter with a detailed description of the level of language skills (with ratings on a 5-point scale) and methodological recommendations.

This method took some time: three days passed from submitting the application to the lesson, and the lesson itself lasted about 40 minutes. But this is much more interesting than any online test.

Any experienced teacher will tell you that before you start studying 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 is why knowledge of a 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 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 establishing 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 varies with British version in the following:

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, 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 establishments 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 - writing and speaking, 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 website provides. The system will accurately determine your level of language proficiency and offer the appropriate course so that your learning is most effective.

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 objectives - 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, 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.
Elementary possession	A2	Understand individual offers and frequently occurring expressions related to basic areas of life (for example, basic information about yourself and your family members, purchases, getting a job, etc.). I can perform tasks related to simple exchange of information with friends or household topics. In simple terms I can tell about myself, my family and friends, and describe the main aspects of everyday life.
Self-ownership		Understand the main ideas of clear messages made on literary language on various topics that typically arise at work, study, 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 volumetric complex texts on various topics, I recognize the hidden meaning. 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 an accurate, detailed, well-structured message on complex topics, demonstrating mastery of text organization models, means of communication and the integration of its 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, 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 everything is required large quantity knowledge, skills and abilities.

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.
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 and answer simple questions about topics that I know 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 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.
Understanding	Reading	I understand very short simple texts. I can find specific, predictable information in simple texts everyday communication: in advertisements, brochures, 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 those related to my personal or professional interests. The speakers' speech should be clear and relatively slow.
Understanding	Reading	I understand texts based on the frequency language material of everyday and professional communication. I understand descriptions of events, feelings, intentions in letters of a personal nature.
Speaking	Dialogue	I can communicate in most situations that arise while staying in the country of the target language. I can participate without prior preparation 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 express myself clearly and thoroughly to a wide circle questions 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.
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 the individual characteristics of his pronunciation.
Understanding	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.
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 allows training modules to be compared with each other and with the Common European Framework of Reference.

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 allowing you to describe something, 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 conversational 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 into levels during the 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 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 use 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 it is carried out social interaction. 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 monographs on English language 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 Cultural Center named after Goethe