CEFR (Common European Framework of Reference for Languages) ｜Eurolingual School
European LANGUAGE LEVELS (C.E.F.R.)
Assessing students is a challenge all teachers face; often it is difficult to evaluate students as one would outside the classroom. How can one evaluate students as compared to a more universal standard, not just to each other in the classroom context? The Common European Framework (CEF), established in 1996 by the Council of Europe, established such a standard for the assessment and teaching of languages. This section will give details on what the CEF is and how it can be used in any context.
What is the Common European Framework of Reference for Languages (CEFR)?
The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn in order to use a language for communication and what knowledge and skills they have to develop.
The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. These six levels are organized in three groups:
A: Basic Speaker or User,
B: Independent Speaker and
C: Proficient Speaker.
The six levels of the CEFR
This scheme makes it possible to compare tests and examinations across languages and national boundaries. It also provides a basis for recognising language qualifications and thus facilitating educational and occupational mobility. It is very widely used not only in Europe but also in other continents and is now available in 38 languages, and all important exams are mapped to the CEFR.
The following chart shows these levels.
A1: Beginner or Breakthrough
Skill Self-assessment
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
| Skill |
A1: Beginner or Breakthrough |
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Listening (Oral Comprehension) |
Can recognize familiar words and very basic phrases concerning himself/herself, family and immediate concrete surroundings when people speak slowly and clearly. |
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Reading (Written Comprehension) |
Can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues. |
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Speaking (Spoken interaction) |
Can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help him/her formulate what he/she is trying to say. Can ask and answer simple questions in areas of immediate need or on very familiar topics. |
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Speaking (Spoken Production) |
Can use simple phrases and sentences to describe where he/she lives and people he/she knows. |
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Writing (Written Production) |
Can write a short, simple postcard, for example sending holiday greetings. Can fill in forms with personal details, for example entering his/her name, nationality and address on a hotel registration form. |
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Communicative Language Competence Assessment
(Core Inventory for English)
| Competence |
A1: Beginner or Breakthrough |
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Functions |
Directions Describing habits and routines Giving personal information Greetings Telling the time Understanding and using numbers Understanding and using prices |
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Grammar |
Adjectives: common and demonstrative Adverbs of frequency Comparatives and superlatives Going to How much/how many and very common uncountable nouns I’d like Imperatives (+/-) Intensifiers – very basic Modals: can/can’t/could/couldn’t Past simple of “to be” Past Simple Possessive adjectives Possessives Prepositions, common Prepositions of place Prepositions of time, including in/on/at Present continuous Present simple Pronouns: simple, personal Questions There is/are To be, including question+negatives Verb + ing: like/hate/love |
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Discourse Markers |
Connecting words: and, but, because. |
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Vocabulary |
Food and drink Nationalities and countries Personal information Things in the town, shops and shopping Verbs – basic |
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Topics |
Family life Hobbies and pastimes Holidays Leisure activities Shopping Work and jobs |
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A2: Elementary or Waystage
Skill Self-assessment
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
| Skill |
A2: Elementary or Waystage |
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Listening (Oral Comprehension) |
Can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). Can catch the main point in short, clear, simple messages and announcements. |
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Reading (Written Comprehension) |
Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters. |
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Speaking (Spoken interaction) |
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. Can handle very short social exchanges, even though he/she can’t usually understand enough to keep the conversation going himself/herself. |
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Speaking (Spoken Production) |
Can use a series of phrases and sentences to describe in simple terms his/her family and other people, living conditions, his/her educational background and his/her present or most recent job. |
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Writing (Written Production) |
Can write short, simple notes and messages relating to matters in areas of immediate needs. Can write a very simple personal letter, for example thanking someone for something. |
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Communicative Language Competence Assessment
(Core Inventory for English)
| Competence |
A2: Elementary or Waystage |
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Functions |
Describing habits and routines Describing past experiences Describing people Describing places Describing things Obligation and necessity Requests Suggestions |
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Grammar |
Adjectives – comparative, – use of than and definite article Adjectives – superlative – use of definite article Adverbial phrases of time, place and frequency – including word order Adverbs of frequency Articles – with countable and uncountable nouns Countables and Uncountables: much/many Future Time (will and going to) Gerunds Going to Imperatives Modals – can/could Modals – have to Modals – should Past continuous Past simple Phrasal verbs – common Possessives – use of ‘s, s’ Prepositional phrases (place, time and movement) Prepositions of time: on/in/at Present continuous Present continuous for future Present perfect Questions Verb + ing/infinitive: like/ want-would like Wh-questions in past Zero and 1st conditional |
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Discourse Markers |
Linkers: sequential – past time |
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Vocabulary |
Adjectives: personality, description, feelings Food and drink Things in the town, shops and shopping Travel and services |
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Topics |
Education Hobbies and pastimes Holidays Leisure activities Shopping Work and jobs |
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B1: Intermediate or Threshold
Skill Self-assessment
Can understand the most important points of standard and familiar matters normally found in job, school, leisure, etc. Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe events and experiences, hopes, dreams & ambitions and briefly give explanations and reasons for opinions and plans.
| Skill |
B1: Intermediate or Threshold |
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Listening (Oral Comprehension) |
Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. Can understand the main point of many radio or TV programs on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. |
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Reading (Written Comprehension) |
Can understand texts that consist mainly of high frequency everyday or job-related language. Can understand the description of events, feelings and wishes in personal letters. |
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Speaking (Spoken interaction) |
Can deal with most situations likely to arise whilst traveling in an area where the language is spoken. Can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). |
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Speaking (Spoken Production) |
Can connect phrases in a simple way in order to describe experiences and events, his/her dreams, hopes and ambitions. Can briefly give reasons and explanations for opinions and plans. Can narrate a story or relate the plot of a book or film and describe his/her reactions. |
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Writing (Written Production) |
Can write simple connected text on topics which are familiar or of personal interest. Can write personal letters describing experiences and impressions |
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Communicative Language Competence Assessment
(Core Inventory for English)
| Competence |
B1: Intermediate or Threshold |
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Functions |
Checking understanding Describing experiences and events Describing feelings and emotion Describing places Expressing opinions; language of agreeing and disagreeing Initiating and closing conversation Managing interaction (interrupting, changing topic, resuming or continuing) |
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Grammar |
Adverbs Broader range of intensifiers such as too, enough Comparatives and superlatives Complex question tags Conditionals, 2nd and 3rd Connecting words expressing cause and effect, contrast, etc. Future continuous Modals – must/can’t deduction Modals – might, may, will, probably Modals – should have/might have/etc Modals: must/have to Past continuous Past perfect Past simple Past tense responses Phrasal verbs, extended Present perfect continuous Present perfect/past simple Reported speech (range of tenses) Simple passive Wh- questions in the past Will and going to, for prediction |
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Discourse Markers |
Connecting words expressing cause and effect, contrast, etc. Linkers: sequential past time |
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Vocabulary |
Collocation Colloquial language Things in the town, shops and shopping Travel and services |
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Topics |
Books and literature Education Film Leisure activities Media News, lifestyles and current affairs |
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B2: Upper Intermediate or Vantage
Skill Self-assessment
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
| Skill |
B2: Upper Intermediate or Vantage |
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Listening (Oral Comprehension) |
Can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. Can understand most TV news and current affairs programs. Can understand the majority of films in standard dialect. |
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Reading (Written Comprehension) |
Can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Can understand contemporary literary prose. |
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Speaking (Spoken interaction) |
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. Can take an active part in discussion in familiar contexts, accounting for and sustaining his/her views. |
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Speaking (Spoken Production) |
Can present clear, detailed descriptions on a wide range of subjects related to his/her field of interest. Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
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Writing (Written Production) |
Can write clear, detailed text on a wide range of subjects related to his/her interests. Can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. Can write letters highlighting the personal significance of events and experiences. |
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Communicative Language Competence Assessment
(Core Inventory for English)
| Competence |
B2: Upper Intermediate or Vantage |
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Functions |
Critiquing and reviewing Describing experiences Describing feelings and emotions Describing hopes and plans Developing an argument Encouraging and inviting another speaker to continue, come in Expressing abstract ideas Expressing agreement and disagreement Expressing opinions Expressing reaction, e.g. indifference Interacting informally, reacting, expressing interest, sympathy, surprise, etc. Opinion, justification Speculating Taking the initiative in interaction Synthesizing, evaluating, glossing info |
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Grammar |
Adjectives and adverbs Future continuous Future perfect Future perfect continuous Mixed conditionals Modals – can’t have, needn’t have Modals of deduction and speculation Narrative tenses Passives Past perfect Past perfect continuous Phrasal verbs, extended Relative clauses Reported speech Will and going to, for prediction Wish Would expressing habits, in the past |
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Discourse Markers |
Connecting words expressing cause and effect, contrast etc. Discourse markers to structure fromal speech Linkers: although, in spite of, despite Linkers: sequential – past time – subsequently |
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Vocabulary |
Collocation Colloquial language |
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Topics |
Arts Books and literature Education Film Media News, lifestyles and current affairs |
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C1: Advanced or Effective Operational Proficiency
Skill Self-assessment
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
| Skill |
C1: Advanced or Effective Operational Proficiency |
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Listening (Oral Comprehension) |
Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly. Can understand television programs and films without too much effort. |
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Reading (Written Comprehension) |
Can understand long and complex factual and literary texts, appreciating distinctions of style. Can understand specialized articles and longer technical instructions, even when they do not relate to his/her field. |
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Speaking (Spoken interaction) |
Can express himself/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social and professional purposes. Can formulate ideas and opinions with precision and relate his/her contribution skillfully to those of other speakers. |
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Speaking (Spoken Production) |
Can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. |
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Writing (Written Production) |
Can express himself/herself in clear, well structured text, expressing points of view at some length. Can write about complex subjects in a letter, an essay or a report, underlining what he/she consider to be the salient issues. Can select style appropriate to the reader in mind. |
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Communicative Language Competence Assessment
(Core Inventory for English)
| Competence |
C1: Advanced or Effective Operational Proficiency |
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Functions |
Conceding a point Critiquing and reviewing constructively Defending a point of view persuasively Developing an argument systematically Emphasizing a point, feeling, issue Expressing attitudes and feelings precisely Expressing certainty, probability, doubt Expressing opinions tentatively, hedging Expressing reaction, e.g. indifference Expressing shades of opinion and certainty Responding to counterarguments Speculating and hypothesising about causes, consequences etc. Synthesising, evaluating and glossing information |
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Grammar |
Futures (revision) Inversion with negative adverbials Mixed conditionals in past, present and future Modals in the past Narrative tenses for experience, incl. passive Passive forms, all Phrasal verbs, especially splitting Wish/if only regrets |
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Discourse Markers |
Linking devices, logical markers Markers to structure and signpost formal and informal speech and writing |
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Vocabulary |
Approximating (vague language) Collocation Colloquial language Differentiated use of vocabulary Eliminating false friends Formal and informal registers Idiomatic expressions |
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Topics |
Arts Books and literature Film Media News, lifestyles and current affairs Scientific developments Technical and legal language |
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C2: Expert or Mastery
Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.
| Skill |
C2: Expert or Mastery or Proficiency |
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Listening (Oral Comprehension) |
Has no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided. Has some time to get familiar with the accent. |
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Reading (Written Comprehension) |
Can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialized articles and literary works. |
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Speaking (Spoken interaction) |
Can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. Can express himself/herself fluently and convey finer shades of meaning precisely. If he/she does have a problem can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it. |
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Speaking (Spoken Production) |
Can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points. |
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Writing (Written Production) |
Can write clear, smoothly-flowing text in an appropriate style. Can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. Can write summaries and reviews of professional or literary works. |
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Guided Learning Hours for each CEFR level
EuroLingual is often asked about the number of study hours required to reach a certain examination level. It is not possible to give a categorical answer to this, as hours of study required will vary depending upon several factors such as the candidates’ language learning background, the intensity of the study, the inclinations and age of the individual as well as the amount of study/exposure outside of lesson times. The following figures are, however, sometimes quoted as an approximate guideline:
| CEFR level |
Guided Learning Hours (Class time + Self study) |
Approximate Number of words |
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| A1 | approx. 90~100 | 750 | ||
| A2 | approx. 180~200 | 1,500 | ||
| B1 | approx. 350~400 | 2,000 | ||
| B2 | approx. 500~600 | 3,000 | ||
| C1 | approx. 700~800 | 4,000 | ||
| C2 | approx. 1,000~1,200 | 5,000 | ||
The six levels (A1, A2, B1, B2, C1 and C2) of the CEFR
and the guided learning hours needed for each level
