英文版
The
Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across
Europe. It was put together by the
Council of Europeas the main part of the project "Language Learning for EuropeanCitizenship" between 1989 and 1996. Its main aim is to provide a methodof assessing and teaching which applies to all languages in Europe. InNovember 2001 a European Union Council Resolution recommended using theCEFR to set up systems of validation of language ability. The sixreference levels (see below) are becoming widely accepted as theEuropean standard for grading an individual's language proficiency.Nonetheless, existing examination boards have retained their own namingconventions, e.g. "Intermediate", which are, arguably, easier for them,and their students, to remember.
- UNIcert(for different languages of both European and non-European countries),which is used in several European countries, is auniversity-language-education standard based on the CEFR.
DevelopmentIn 1991 the
Swiss Federal Authorities held an Intergovernmental Symposium in
Rüschlikon,
Switzerland,on "Transparency and Coherence in Language Learning in Europe:Objectives, Evaluation, Certification". This symposium found that aCommon European Framework for languages was needed to improve therecognition of language qualifications and help teachers co-operate,eventually leading to improved communication and cooperation generallyin Europe.
As a result of the symposium, the
Swiss National Science Foundationset up a project to develop levels of proficiency, to lead on to thecreation of a "European Language Portfolio" - certification in languageability which can be used across Europe.
LevelsThe Common European Framework divides learners into three broad divisions which can be divided into six levels:
A Basic User
A1 Breakthrough
A2 Waystage
B Independent User
B1 Threshold
B2 Vantage
C Proficient User
C1 Effective Operational Proficiency
C2 Mastery
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level.
出處：維基百科（部分）
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Common reference levels global scale |
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Common European Framework of Reference for Languages: learning, teaching, assessment (CEFR)
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| C2Mastery |
Canunderstand with ease virtually everything heard or read. Can summariseinformation from different spoken and written sources, reconstructingarguments and accounts in a coherent presentation. Can expresshim/herself spontaneously, very fluently and precisely, differentiatingfiner shades of meaning even in more complex situations. |
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| C1Effective Operational Proficiency |
Canunderstand a wide range of demanding, longer texts, and recogniseimplicit meaning. Can express him/herself fluently and spontaneouslywithout much obvious searching for expressions. Can use languageflexibly and effectively for social, academic and professionalpurposes. Can produce clear, well-structured, detailed text on complexsubjects, showing controlled use of organisational patterns, connectorsand cohesive devices. |
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| B2Vantage |
Canunderstand the main ideas of complex text on both concrete and abstracttopics, including technical discussions in his/her field ofspecialisation. Can interact with a degree of fluency and spontaneitythat makes regular interaction with native speakers quite possiblewithout strain for either party. Can produce clear, detailed text on awide range of subjects and explain a viewpoint on a topical issuegiving the advantages and disadvantages of various options. |
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| B1Threshold |
Canunderstand the main points of clear standard input on familiar mattersregularly encountered in work, school, leisure, etc. Can deal with mostsituations likely to arise whilst travelling in an area where thelanguage is spoken. Can produce simple connected text on topics whichare familiar or of personal interest. Can describe experiences andevents, dreams, hopes and ambitions and briefly give reasons andexplanations for opinions and plans. |
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| A2Waystage |
Canunderstand sentences and frequently used expressions related to areasof most immediate relevance (e.g. very basic personal and familyinformation, shopping, local geography, employment). Can communicate insimple and routine tasks requiring a simple and direct exchange ofinformation on familiar and routine matters. Can describe in simpleterms aspects of his/her background, immediate environment and mattersin areas of immediate need. |
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| A1Breakthrough |
Canunderstand and use familiar everyday expressions and very basic phrasesaimed at the satisfaction of needs of a concrete type. Can introducehim/herself and others and can ask and answer questions about personaldetails such as where he/she lives, people he/she knows and thingshe/she has. Can interact in a simple way provided the other persontalks slowly and clearly and is prepared to help. |
出處：
http://www.britishcouncil.org/ta ... ls-global-scale.htm
