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Productive activities and strategies include both speaking and writing activities.
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Common European Framework of Reference for Languages: learning, teaching, assessment
4.4.1.1 In oral production (speaking) activities the language user produces an oral text
which is received by an audience of one or more listeners. Examples of speaking activ-
ities include:
Can produce clear, smoothly owing well-structured speech with an effective logical structure which
C2
helps the recipient to notice and remember signicant points.
Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes,
C1
developing particular points and rounding off with an appropriate conclusion.
Can give clear, systematically developed descriptions and presentations, with appropriate highlighting
of signicant points, and relevant supporting detail.
B2
Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her eld
of interest, expanding and supporting ideas with subsidiary points and relevant examples.
Can reasonably uently sustain a straightforward description of one of a variety of subjects within
B1
his/her eld of interest, presenting it as a linear sequence of points.
Can give a simple description or presentation of people, living or working conditions, daily routines,
A2
likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list.
A1 Can produce simple mainly isolated phrases about people and places.
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Language use and the language user/learner
C2 Can give clear, smoothly owing, elaborate and often memorable descriptions.
B2 Can give clear, detailed descriptions on a wide range of subjects related to his/her eld of interest.
Can give straightforward descriptions on a variety of familiar subjects within his/her eld of interest.
Can reasonably uently relate a straightforward narrative or description as a linear sequence of points.
Can give detailed accounts of experiences, describing feelings and reactions.
B1 Can relate details of unpredictable occurrences, e.g. an accident.
Can relate the plot of a book or lm and describe his/her reactions.
Can describe dreams, hopes and ambitions.
Can describe events, real or imagined.
Can narrate a story.
Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his/her
environment e.g. people, places, a job or study experience.
Can give short, basic descriptions of events and activities.
Can describe plans and arrangements, habits and routines, past activities and personal experiences.
A2 Can use simple descriptive language to make brief statements about and compare objects and
possessions.
Can explain what he/she likes or dislikes about something.
Can describe his/her family, living conditions, educational background, present or most recent job.
Can describe people, places and possessions in simple terms.
A1 Can describe him/herself, what he/she does and where he/she lives.
C2 No descriptor available
C1 No descriptor available
Can develop an argument systematically with appropriate highlighting of signicant points, and
relevant supporting detail.
B2 Can develop a clear argument, expanding and supporting his/her points of view at some length with
subsidiary points and relevant examples.
Can construct a chain of reasoned argument:
Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Can develop an argument well enough to be followed without difculty most of the time.
B1
Can briey give reasons and explanations for opinions, plans and actions.
A2 No descriptor available
A1 No descriptor available
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Common European Framework of Reference for Languages: learning, teaching, assessment
PUBLIC ANNOUNCEMENTS
C2 No descriptor available
Can deliver announcements uently, almost effortlessly, using stress and intonation to convey ner
C1
shades of meaning precisely.
Can deliver announcements on most general topics with a degree of clarity, uency and spontaneity
B2
which causes no strain or inconvenience to the listener.
Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in his/her eld
B1
which, despite possibly very foreign stress and intonation, are nevertheless clearly intelligible.
Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to
A2
listeners who are prepared to concentrate.
A1 No descriptor available
Note: The descriptors on this sub-scale have not been empirically calibrated.
ADDRESSING AUDIENCES
Can present a complex topic condently and articulately to an audience unfamiliar with it, structuring
C2 and adapting the talk exibly to meet the audiences needs.
Can handle difcult and even hostile questioning.
Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of
C1 view at some length with subsidiary points, reasons and relevant examples.
Can handle interjections well, responding spontaneously and almost effortlessly.
Can give a clear, systematically developed presentation, with highlighting of signicant points, and
relevant supporting detail.
Can depart spontaneously from a prepared text and follow up interesting points raised by members of
the audience, often showing remarkable uency and ease of expression.
B2
Can give a clear, prepared presentation, giving reasons in support of or against a particular point of
view and giving the advantages and disadvantages of various options.
Can take a series of follow up questions with a degree of uency and spontaneity which poses no strain
for either him/herself or the audience.
Can give a prepared straightforward presentation on a familiar topic within his/her eld which is clear
enough to be followed without difculty most of the time, and in which the main points are explained
B1
with reasonable precision.
Can take follow up questions, but may have to ask for repetition if the speech was rapid.
Can give a short, rehearsed presentation on a topic pertinent to his/her everyday life, briey give reasons
and explanations for opinions, plans and actions.
Can cope with a limited number of straightforward follow up questions.
A2
Can give a short, rehearsed, basic presentation on a familiar subject.
Can answer straightforward follow up questions if he/she can ask for repetition and if some help with
the formulation of his/her reply is possible.
A1 Can read a very short, rehearsed statement e.g. to introduce a speaker, propose a toast.
Note: The descriptors on this sub-scale have been created by recombining elements of descriptors
from other scales.
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Language use and the language user/learner
Users of the Framework may wish to consider and where appropriate state:
in what range of oral production (speaking) activities the learner will need/be equipped/be
required to engage.
4.4.1.2 In written production (writing) activities the language user as writer produces a
written text which is received by a readership of one or more readers.
Can write clear, smoothly owing, complex texts in an appropriate and effective style and a logical
C2
structure which helps the reader to nd signicant points.
Can write clear, well-structured texts of complex subjects, underlining the relevant salient issues,
C1 expanding and supporting points of view at some length with subsidiary points, reasons and relevant
examples, and rounding off with an appropriate conclusion.
Can write clear, detailed texts on a variety of subjects related to his/her eld of interest, synthesising and
B2
evaluating information and arguments from a number of sources.
Can write straightforward connected texts on a range of familiar subjects within his eld of interest, by
B1
linking a series of shorter discrete elements into a linear sequence.
Can write a series of simple phrases and sentences linked with simple connectors like and, but and
A2
because.
Note: The descriptors on this scale and on the two sub-scales which follow (Creative Writing;
Reports and Essays) have not been empirically calibrated with the measurement model. The
descriptors for these three scales have therefore been created by recombining elements of
descriptors from other scales.
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Common European Framework of Reference for Languages: learning, teaching, assessment
CREATIVE WRITING
Can write clear, smoothly owing, and fully engrossing stories and descriptions of experience in a style
C2
appropriate to the genre adopted.
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an
C1
assured, personal, natural style appropriate to the reader in mind.
Can write clear, detailed descriptions of real or imaginary events and experiences, marking the relationship
between ideas in clear connected text, and following established conventions of the genre concerned.
B2
Can write clear, detailed descriptions on a variety of subjects related to his/her eld of interest.
Can write a review of a lm, book or play.
Can write straightforward, detailed descriptions on a range of familiar subjects within his/her eld of
interest.
B1 Can write accounts of experiences, describing feelings and reactions in simple connected text.
Can write a description of an event, a recent trip real or imagined.
Can narrate a story.
Can write about everyday aspects of his/her environment, e.g. people, places, a job or study experience in
linked sentences.
Can write very short, basic descriptions of events, past activities and personal experiences.
A2
Can write a series of simple phrases and sentences about their family, living conditions, educational
background, present or most recent job.
Can write short, simple imaginary biographies and simple poems about people.
Can write simple phrases and sentences about themselves and imaginary people, where they live and
A1
what they do.
Can produce clear, smoothly owing, complex reports, articles or essays which present a case, or give
critical appreciation of proposals or literary works.
C2
Can provide an appropriate and effective logical structure which helps the reader to nd signicant points.
Can write clear, well-structured expositions of complex subjects, underlining the relevant salient issues.
C1 Can expand and support points of view at some length with subsidiary points, reasons and relevant
examples.
Can write an essay or report which develops an argument systematically with appropriate highlighting
of signicant points and relevant supporting detail.
Can evaluate different ideas or solutions to a problem.
B2
Can write an essay or report which develops an argument, giving reasons in support of or against a
particular point of view and explaining the advantages and disadvantages of various options.
Can synthesise information and arguments from a number of sources.
Can write short, simple essays on topics of interest.
Can summarise, report and give his/her opinion about accumulated factual information on familiar
B1 routine and non-routine matters within his/her eld with some condence.
Can write very brief reports to a standard conventionalised format, which pass on routine factual
information and state reasons for actions.
A2 No descriptor available
A1 No descriptor available
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Language use and the language user/learner
Users of the Framework may wish to consider and where appropriate state:
for what purposes the learner will need/be equipped/be required to engage in which
writing activities.
Planning Rehearsing;
Locating resources;
Considering audience;
Task adjustment;
Message adjustment.
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Common European Framework of Reference for Languages: learning, teaching, assessment
Execution Compensating;
Building on previous knowledge;
Trying out.
Evaluation Monitoring success.
Repair Self-correction.
Planning;
Compensating;
Monitoring and repair.
PLANNING
C2 As B2
C1 As B2
B2 Can plan what is to be said and the means to say it, considering the effect on the recipient/s.
Can rehearse and try out new combinations and expressions, inviting feedback.
B1 Can work out how to communicate the main point(s) he/she wants to get across, exploiting any resources
available and limiting the message to what he/she can recall or nd the means to express.
A2 Can recall and rehearse an appropriate set of phrases from his/her repertoire.
A1 No descriptor available
COMPENSATING
C2 Can substitute an equivalent term for a word he/she cant recall so smoothly that it is scarcely noticeable.
C1 As B2+
B2 Can use circumlocution and paraphrase to cover gaps in vocabulary and structure.
Can dene the features of something concrete for which he/she cant remember the word.
Can convey meaning by qualifying a word meaning something similar (e.g. a truck for people = bus).
B1
Can use a simple word meaning something similar to the concept he/she wants to convey and invites
correction.
Can foreignise a mother tongue word and ask for conrmation.
Can use an inadequate word from his/her repertoire and use gesture to clarify what he/she wants to say.
A2
Can identify what he/she means by pointing to it (e.g. Id like this, please).
A1 No descriptor available
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Language use and the language user/learner
C2 Can backtrack and restructure around a difculty so smoothly the interlocutor is hardly aware of it.
Can backtrack when he/she encounters a difculty and reformulate what he/she wants to say without
C1
fully interrupting the ow of speech.
Can correct slips and errors if he/she becomes conscious of them or if they have led to
B2 misunderstandings.
Can make a note of favourite mistakes and consciously monitor speech for it/them.
Can correct mix-ups with tenses or expressions that lead to misunderstandings provided the interlocutor
indicates there is a problem.
B1
Can ask for conrmation that a form used is correct.
Can start again using a different tactic when communication breaks down.
A2 No descriptor available
A1 No descriptor available
4.4.2.1 In aural reception (listening) activities the language user as listener receives and
processes a spoken input produced by one or more speakers. Listening activities include:
for gist;
for specic information;
for detailed understanding;
for implications, etc.
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