CEFR Common European Framework of Reference for Languages

Common European Framework of Reference for Languages (CEFR)

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (A1, A2, B1, B2, C1, C2) are becoming widely accepted as the European standard for grading an individual's language proficiency.

PQS FOR TURKEY is an online system, which may hold user-focused (Adaptive) examinations under ESOL by using CEFR standard (Common European Framework of Reference for Languages), which is popular for the measurement of English Assessment Center.

Common European Framework of Reference for Languages (CEFR)

The CEFR is based on all these achievements and has developed a description of the process of mastering an unknown language by type of competence and sub-competence, using descriptors for each competence or sub-competence, on which we shall not go into further detail here. These descriptors were created without reference to any specific language, which guarantees their relevance and across-the-board applicability. The descriptors specify progressive mastery of each skill, which is graded on a six-level scale (A1, A2, B1, B2, C1, C2).

A1 Level

The student is good at identifying function of short texts such as dialogues, descriptions, narratives and instructions. The student can locate and understand specific information thanks to effective reading strategies and linguistic competence. The student is good at identifying familiar names, words and very simple sentences in some short authentic texts like lists, labels, ads, brochures, signs, menus, emails, etc.

A1+ Level

The student is good at identifying function of some authentic and adapted texts. Some abstract topics such as personalities and feelings are not problematic for the student thanks to a good level of vocabulary and structure knowledge. The student may also be good at identifying specific information and gist in concrete factual topics and everyday subjects thanks to good reading strategies. Making simple predictions don’t cause problems as well.

A2 Level

The student is good at understanding the structure of relatively simple texts through developing awareness of level syntax. Notions of time through reference to level tenses don’t cause some comprehension problems for the student. The student may identify specific information and the gist of various genres such as narratives, descriptions, short stories or biographies thanks to good linguistic competence and reading strategies.

A2+ Level

The student don’t have problems with identifying specific information and the gist in some authentic texts such as signs, lists, labels, notices, letters, e-mails, instructions, ads, brochures, etc. thanks to his linguistic competence and good reading strategies. The student also may be good at understanding the coherence and cohesion of relatively simple texts thanks to his knowledge of level linkers.

B1 Level

The student is good at understanding specific information and gist of medium length,straightforward semi-authentic and authentic texts and these texts mostly include two or more paragraphs with more than one main idea. Understanding the purpose of the texts from a range of different sources such as newspapers, magazines, short stories and reports isn’t a problem for the student as well. The student also doesn’t have difficulty in understanding how meaning is built up over discourse as he can use the linkers to indicate addition, sequence and contrast.

B1+ Level

The student is good at understanding specific information and gist of medium length, straightforward semi-authentic and authentic texts and these texts mostly include two or more paragraphs with more than one main idea. Moreover, understanding the purpose of the texts, even if most of them have concrete topics, isn’t a problem. Guessing meaning of new words and inferring meaning isn’t difficult for the student. The student doesn’t have problems with more in-depth understanding of reference markers such as linkers and pronouns.

B2 Level

The student is good at identifying the main conclusions in clearly signaled argumentative texts. The student may be good at identifying the specific information and the main idea in longer texts, more-complex semi authentic and authentic texts. The student can recognize the lines of argument and conclusions which are less clearly signaled. Identifying writer’s attitude and tone is not a problem for the student as well.

B2+ Level

The student is good at identifying the main conclusions in clearly signaled argumentative texts. The student is good at identifying the specific information and the main idea in longer texts, more-complex semi authentic and authentic texts. The student can recognize the lines of argument and conclusions which are less clearly signaled. Identifying writer’s attitude and tone is not a problem for the student as well. The student is good at comprehending articles and reports concerned with contemporary problems thanks to his linguistic competence.

C1 Level

The student is good at dealing with long and authentic texts with colloquial language. The student is good at identifying arguments and conclusions that are not explicitly stated in long and complex authentic texts thanks to a broad active reading vocabulary and low frequency idioms. The student is good at evaluating and analyzing texts from a range of genres and sources such as novels, newspapers, magazines, articles and academic websites thanks to good reading strategies such as noticing different styles.

C2 Level

The student is good at dealing with long and authentic texts with colloquial language. The student is good at identifying arguments and conclusions that are not explicitly stated in long and complex authentic texts thanks to a broad active reading vocabulary and low frequency idioms. The student is good at evaluating and analyzing texts from a range of genres and sources such as novels, newspapers, magazines, articles and academic websites thanks to good reading strategies such as noticing different styles.

Kids Levels

Starters

 The student is good at understanding very short and simple texts and picking up familiar names, words and single phrases. The student is also good at locating and understanding specific information in very short texts thanks to good reading strategies or high linguistic competence. For example, the student may identify key information in short texts such as notices and posters or in catalogues. This student can do careful reading to notice text structure, linkers, lexis and grammar used.

Movers

 The student is good at identifying function of short texts such as dialogues, descriptions, narratives and instructions. The student can locate and understand specific information thanks to effective reading strategies and linguistic competence. The student is good at identifying familiar names, words and very simple sentences in some short authentic texts like lists, labels, ads, brochures, signs, menus, emails, etc.

Flyers

The student is good at understanding the structure of relatively simple texts through developing awareness of level syntax. Notions of time through reference to level tenses don’t cause some comprehension problems for the student. The student may identify specific information and the gist of various genres such as narratives, descriptions, short stories or biographies thanks to good linguistic competence and reading strategies.