The CEFR Common Reference levels are comprehensively detailed through a structured set of illustrative ‘can-do’ descriptors across various categories.
The initial descriptors for both the CEFR and the European Language Portfolio originated from a Swiss National Research Project and were also influenced by earlier Council of Europe’s “threshold levels” specifications. These descriptors have since been updated and expanded through a large-scale international project, culminating in the publication of the CEFR Companion Volume in 2020.
No | CEFR Descriptor Scheme (updated) | Mode of communication | Activity, strategy or competence | Scale | Level | Descriptor |
---|---|---|---|---|---|---|
1 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | C2 | Can understand with ease virtually any kind of language, whether live or broadcast, delivered at fast natural speed. |
2 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | C1 | Can understand enough to follow extended discourse on abstract and complex topics beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar. |
3 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | C1 | Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. |
4 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | C1 | Can follow extended discourse even when it is not clearly structured and when relationships are only implied and not signalled explicitly. |
5 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | B2+ | Can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme [auditory/visual] background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. |
6 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | B2 | Can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation. |
7 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | B2 | Can follow extended discourse and complex lines of argument, provided the topic is reasonably familiar, and the direction of the argument is signposted by explicit markers. |
8 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | B1+ | Can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided people articulate clearly in a generally familiar variety. |
9 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | B1 | Can understand the main points made in clear standard language or a familiar variety on familiar matters regularly encountered at work, school, leisure, etc., including short narratives. |
10 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | A2+ | Can understand enough to be able to meet needs of a concrete type, provided people articulate clearly and slowly. |
11 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | A2 | Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment), provided people articulate clearly and slowly. |
12 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | A1 | Can follow language which is very slow and carefully articulated, with long pauses for them to assimilate meaning. |
13 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | A1 | Can recognise concrete information (e.g. places and times) on familiar topics encountered in everyday life, provided it is delivered slowly and clearly. |
14 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | Pre-A1 | Can understand short, very simple questions and statements, provided they are delivered slowly and clearly and accompanied by visuals or manual gestures to support understanding and repeated if necessary. |
15 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | Pre-A1 | Can recognise everyday, familiar words/signs, provided they are delivered clearly and slowly in a clearly defined, familiar everyday context. |
16 | Communicative language activities | Reception | Oral comprehension | Overall oral comprehension | Pre-A1 | Can recognise numbers, prices, dates and days of the week, provided they are delivered slowly and clearly in a defined, familiar everyday context. |
17 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | C2 | Can identify the sociocultural implications of most of the language used in colloquial discussions that take place at a natural speed. |
18 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | C1 | Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex, unfamiliar topics. |
19 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | C1 | Can identify the attitude of each participant in an animated discussion characterised by overlapping turns, digressions and colloquialisms that is delivered at a natural speed in varieties that are familiar. |
20 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B2+ | Can keep up with an animated conversation between proficient users of the target language. |
21 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B2 | Can with some effort catch much of what is said around them, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way. |
22 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B2 | Can identify the main reasons for and against an argument or idea in a discussion conducted in clear standard language or a familiar variety. |
23 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B2 | Can follow chronological sequence in extended informal discourse, e.g. in a story or anecdote. |
24 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B1+ | Can follow much of everyday conversation and discussion, provided it is clearly articulated in standard language or in a familiar variety. |
25 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | B1 | Can generally follow the main points of extended discussion around them, provided it is clearly articulated in standard language or a familiar variety. |
26 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | A2+ | Can generally identify the topic of discussion around them when it is conducted slowly and clearly. |
27 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | A2+ | Can recognise when people agree and disagree in a conversation conducted slowly and clearly. |
28 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | A2 | Can follow in outline short, simple social exchanges, conducted very slowly and clearly. |
29 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | A1 | Can understand some expressions when people are discussing them, family, school, hobbies or surroundings, provided the delivery is slow and clear. |
30 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | A1 | Can understand words/signs and short sentences in a simple conversation (e.g. between a customer and a salesperson in a shop), provided people communicate very slowly and very clearly. |
31 | Communicative language activities | Reception | Oral comprehension | Understanding conversation between other people | Pre-A1 | No descriptors available |
32 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | C2 | Can follow specialised lectures and presentations employing colloquialism, regional usage or unfamiliar terminology. |
33 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | C2 | Can make appropriate inferences when links or implications are not made explicit. |
34 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | C2 | Can get the point of jokes or allusions in a presentation. |
35 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | C1 | Can follow most lectures, discussions and debates with relative ease. |
36 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B2+ | Can follow the essentials of lectures, talks and reports and other forms of academic/professional presentation which are propositionally and linguistically complex. |
37 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B2+ | Can understand the point of view expressed on topics that are of current interest or that relate to their specialised field, provided the talk is delivered in standard language or a familiar variety. |
38 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B2 | Can follow complex lines of argument in a clearly articulated lecture, provided the topic is reasonably familiar. |
39 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B2 | Can distinguish main themes from asides, provided the lecture or talk is delivered in standard language or a familiar variety. |
40 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B2 | Can recognise the point of view expressed and distinguish this from facts being reporting. |
41 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B1+ | Can follow a lecture or talk within their own field, provided the subject matter is familiar and the presentation straightforward and clearly structured. |
42 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B1+ | Can distinguish between main ideas and supporting details in standard lectures on familiar subjects, provided these are delivered in clearly articulated standard language or a familiar variety. |
43 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B1 | Can follow in outline straightforward short talks on familiar topics, provided these are delivered in clearly articulated standard language or a familiar variety. |
44 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B1 | Can follow a straightforward conference presentation or demonstration with visual support (e.g. slides, handouts) on a topic or product within their field, understanding explanations given. |
45 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | B1 | Can understand the main points of what is said in a straightforward monologue (e.g. a guided tour), provided the delivery is clear and relatively slow. |
46 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | A2+ | Can follow the general outline of a demonstration or presentation on a familiar or predictable topic, where the message is expressed slowly and clearly in simple language and there is visual support (e.g. slides, handouts). |
47 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | A2 | Can follow a very simple, well-structured presentation or demonstration, provided it is illustrated with slides, concrete examples or diagrams, it is delivered slowly and clearly with repetition, and the topic is familiar. |
48 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | A2 | Can understand the outline of simple information given in a predictable situation, such as on a guided tour (e.g. “This is where the President lives”). |
49 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | A1 | Can understand in outline very simple information being explained in a predictable situation like a guided tour, provided the delivery is very slow and clear and that there are long pauses from time to time. |
50 | Communicative language activities | Reception | Oral comprehension | Understanding as a member of a live audience | Pre-A1 | No descriptors available |
51 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | C2 | No descriptors available; see C1 |
52 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | C1 | Can extract specific information from poor quality, [audibly and/or visually] distorted public announcements, e.g. in a station or sports stadium, or on an old recording. |
53 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | C1 | Can understand complex technical information, such as operating instructions or specifications for familiar products and services. |
54 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | B2 | Can understand announcements and messages on concrete and abstract topics delivered in standard language or a familiar variety at normal speed. |
55 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | B2 | Can understand detailed instructions well enough to be able to follow them successfully. |
56 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | B1 | Can understand simple technical information, such as operating instructions for everyday equipment. |
57 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | B1 | Can follow detailed directions. |
58 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | B1 | Can understand public announcements at airports, stations and on planes, buses and trains, provided these are clearly articulated with minimum interference from [auditory/visual] background noise. |
59 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A2+ | Can understand and follow a series of instructions for familiar everyday activities such as sports, cooking, etc., provided they are delivered slowly and clearly. |
60 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A2+ | Can understand straightforward announcements (e.g. of a cinema programme or sports event, that a train has been delayed), provided the delivery is slow and clear. |
61 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A2 | Can catch the main point in short, clear, simple messages and announcements. |
62 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A2 | Can understand simple directions on how to get from X to Y, by foot or public transport. |
63 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A2 | Can understand basic instructions on times, dates and numbers, etc., and on routine tasks and assignments to be carried out. |
64 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A1 | Can understand instructions addressed carefully and slowly to them and follow short, simple directions. |
65 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A1 | Can understand when someone tells them slowly and clearly where something is, provided the object is in the immediate environment. |
66 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | A1 | Can understand figures, prices and times given slowly and clearly in an announcement by loudspeaker, e.g. at a railway station or in a shop. |
67 | Communicative language activities | Reception | Oral comprehension | Understanding announcements and instructions | Pre-A1 | Can understand short, simple instructions for actions such as “Stop”, “Close the door”, etc., provided they are delivered slowly face-to-face, accompanied by pictures or manual gestures and repeated if necessary. |
68 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | C2 | No descriptors available; see C1 |
69 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | C1 | Can understand a wide range of recorded and broadcast material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between people. |
70 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | B2+ | Can understand recordings in the standard form of the language likely to be encountered in social, professional or academic life and identify viewpoints and attitudes as well as the information content. |
71 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | B2 | Can understand most documentaries and most other recorded or broadcast material delivered in the standard form of the language and can identify mood, attitude, etc. |
72 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | B1+ | Can understand the information content of the majority of recorded or broadcast material on topics of personal interest delivered in clear standard language. |
73 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | B1 | Can understand the main points of news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. |
74 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | B1 | Can understand the main points and important details in stories and other narratives (e.g. a description of a holiday), provided the delivery is slow and clear. |
75 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A2+ | Can understand the most important information contained in short commercials concerning goods and services of interest (e.g. CDs, video games, travel). |
76 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A2+ | Can understand in an interview what people say they do in their free time, what they particularly like doing and what they do not like doing, provided they speak slowly and clearly. |
77 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A2 | Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly. |
78 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A2 | Can extract important information from short broadcasts (e.g. the weather forecast, concert announcements, sports results), provided people talk clearly. |
79 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A2 | Can understand the important points of a story and manage to follow the plot, provided the story is told slowly and clearly. |
80 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | A1 | Can pick out concrete information (e.g. places and times) from short recordings on familiar everyday topics, provided they are delivered very slowly and clearly. |
81 | Communicative language activities | Reception | Oral comprehension | Understanding audio (or signed) media and recordings | Pre-A1 | Can recognise words/signs, names and numbers that they already know in simple, short recordings, provided these are delivered very slowly and clearly. |
82 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | C2 | No descriptors available; see C1 |
83 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | C1 | Can follow films employing a considerable degree of slang and idiomatic usage. |
84 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | C1 | Can understand in detail the arguments presented in demanding television broadcasts such as current affairs programmes, interviews, discussion programmes and chat shows. |
85 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | C1 | Can understand nuances and implied meaning in most films, plays and TV programmes, provided these are delivered in standard language or a familiar variety. |
86 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B2+ | Can extract the main points from the arguments and discussions in news and current affairs programmes. |
87 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B2 | Can understand most TV news and current affairs programmes. |
88 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B2 | Can understand documentaries, live interviews, talk shows, plays and the majority of films in the standard form of the language or a familiar variety. |
89 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B1+ | Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures and news reports when the delivery is relatively slow and clear. |
90 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B1 | Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language. |
91 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | B1 | Can catch the main points in TV programmes on familiar topics when the delivery is relatively slow and clear. |
92 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | A2+ | Can identify the main point of TV news items reporting events, accidents, etc. where the visuals support the commentary. |
93 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | A2+ | Can follow a TV commercial or a trailer for or scene from a film, understanding what topic(s) are concerned, provided the images are a great help in understanding and the delivery is clear and relatively slow. |
94 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | A2 | Can follow changes of topic of factual TV news items, and form an idea of the main content. |
95 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | A1 | Can recognise familiar words/signs and phrases and identify the topics in headline news summaries and many of the products in advertisements, by exploiting visual information and general knowledge. |
96 | Communicative language activities | Reception | Audio-visual comprehension | Watching TV, film and video | Pre-A1 | Can identify the subject of a video document on the basis of visual information and previous knowledge. |
97 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | C2 | Can understand virtually all types of texts including abstract, structurally complex, or highly colloquial literary and non-literary writings. |
98 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | C2 | Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
99 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | C1 | Can understand in detail lengthy, complex texts, whether or not these relate to their own area of speciality, provided they can reread difficult sections. |
100 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | C1 | Can understand a wide variety of texts including literary writings, newspaper or magazine articles, and specialised academic or professional publications, provided there are opportunities for rereading and they have access to reference tools. |
101 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | B2 | Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms. |
102 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | B1 | Can read straightforward factual texts on subjects related to their field of interest with a satisfactory level of comprehension. |
103 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | A2+ | Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language. |
104 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | A2 | Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items. |
105 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | A1 | Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required. |
106 | Communicative language activities | Reception | Reading comprehension | Overall reading comprehension | Pre-A1 | Can recognise familiar words/signs accompanied by pictures, such as a fast-food restaurant menu illustrated with photos or a picture book using familiar vocabulary. |
107 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | C2 | Can understand specialised, formal correspondence on a complex topic. |
108 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | C1 | Can understand any correspondence given the occasional use of a dictionary. |
109 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | C1 | Can understand implicit as well as explicit attitudes, emotions and opinions expressed in e-mails, discussion forums, vlogs/blogs, etc., provided there are opportunities for rereading and they have access to reference tools. |
110 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | C1 | Can understand slang, idiomatic expressions and jokes in private correspondence. |
111 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B2 | Can read correspondence relating to their field of interest and readily grasp the essential meaning. |
112 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B2 | Can understand what is said in a personal e-mail or posting even where some colloquial language is used. |
113 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B1+ | Can understand formal correspondence on less familiar subjects well enough to redirect it to someone else. |
114 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B1 | Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen friend. |
115 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B1 | Can understand straightforward personal letters, e-mails or postings giving a relatively detailed account of events and experiences. |
116 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | B1 | Can understand standard formal correspondence and online postings in their area of professional interest. |
117 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A2+ | Can understand a simple personal letter, e-mail or post in which the person writing is talking about familiar subjects (such as friends or family) or asking questions on these subjects. |
118 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A2+ | Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation, etc.) on familiar topics. |
119 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A2 | Can understand short, simple personal letters. |
120 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A2 | Can understand very simple formal e-mails and letters (e.g. confirmation of a booking or online purchase). |
121 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A1 | Can understand short, simple messages on postcards. |
122 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | A1 | Can understand short, simple messages sent via social media or e-mail (e.g. proposing what to do, when and where to meet). |
123 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | Pre-A1 | Can understand from a letter, card or e-mail the event to which they are being invited and the information given about day, time and location. |
124 | Communicative language activities | Reception | Reading comprehension | Reading correspondence | Pre-A1 | Can recognise times and places in very simple notes and text messages from friends or colleagues (e.g. “Back at 4 o’clock” or “In the meeting room”), provided there are no abbreviations. |
125 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | C2 | No descriptors available; see B2 |
126 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | C1 | No descriptors available; see B2 |
127 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B2+ | Can scan quickly through several sources (articles, reports, websites, books, etc.) in parallel, in both their own field and in related fields, and can identify the relevance and usefulness of particular sections for the task at hand. |
128 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B2 | Can scan quickly through long and complex texts, locating relevant details. |
129 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B2 | Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile. |
130 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1+ | Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task. |
131 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1+ | Can scan through straightforward, factual texts in magazines, brochures or on the web, identify what they are about and decide whether they contain information that might be of practical use. |
132 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1 | Can find and understand relevant information in everyday material, such as letters, brochures and short official documents. |
133 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1 | Can pick out important information about preparation and usage on the labels on foodstuff and medicine. |
134 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1 | Can assess whether an article, report or review is on the required topic. |
135 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | B1 | Can understand the important information in simple, clearly drafted adverts in newspapers or magazines, provided there are not too many abbreviations. |
136 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A2+ | Can find specific information in practical, concrete, predictable texts (e.g. travel guidebooks, recipes), provided they are produced in simple language. |
137 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A2+ | Can understand the main information in short and simple descriptions of goods in brochures and websites (e.g. portable digital devices, cameras). |
138 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A2 | Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. |
139 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A2 | Can locate specific information in lists and isolate the information required (e.g. use the Yellow Pages to find a service or tradesman). |
140 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A2 | Can understand everyday signs and notices, etc. in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings. |
141 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A1 | Can recognise familiar names, words/signs and very basic phrases on simple notices in the most common everyday situations. |
142 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A1 | Can understand store guides (information on which floors departments are on) and directions (e.g. where to find lifts). |
143 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A1 | Can understand basic hotel information (e.g. times when meals are served). |
144 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | A1 | Can find and understand simple, important information in advertisements, programmes for special events, leaflets and brochures (e.g. what is proposed, costs, the date and place of the event, departure times). |
145 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | Pre-A1 | Can understand simple everyday signs such as “Parking”, “Station”, “Dining room”, “No smoking”, etc. |
146 | Communicative language activities | Reception | Reading comprehension | Reading for orientation | Pre-A1 | Can find information about places, times and prices on posters, flyers and notices. |
147 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | C2 | Can understand the finer points and implications of a complex report or article even outside their area of specialisation. |
148 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | C1 | Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. |
149 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B2+ | Can obtain information, ideas and opinions from highly specialised sources within their field. |
150 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B2+ | Can understand specialised articles outside their field, provided they can use a dictionary occasionally to confirm their interpretation of terminology. |
151 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B2 | Can understand articles and reports concerned with contemporary problems in which particular stances or viewpoints are adopted. |
152 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B2 | Can recognise when a text provides factual information and when it seeks to convince readers of something. |
153 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B2 | Can recognise different structures in discursive text: contrasting arguments, problem–solution presentation and cause–effect relationships. |
154 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1+ | Can understand straightforward, factual texts on subjects relating to their interests or studies. |
155 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1+ | Can understand short texts on subjects that are familiar or of current interest, in which people give their points of view (e.g. critical contributions to an online discussion forum or readers’ letters to the editor). |
156 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1+ | Can identify the main conclusions in clearly signalled argumentative texts. |
157 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1+ | Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail. |
158 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1 | Can recognise significant points in straightforward news articles on familiar subjects. |
159 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1 | Can understand most factual information that they are likely to come across on familiar subjects of interest, provided they have sufficient time for rereading. |
160 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | B1 | Can understand the main points in descriptive notes such as those on museum exhibits and explanatory boards in exhibitions. |
161 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2+ | Can identify specific information in simpler material they encounter such as letters, brochures and short news articles describing events. |
162 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2+ | Can follow the general outline of a news report on a familiar type of event, provided the contents are familiar and predictable. |
163 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2+ | Can pick out the main information in short news reports or simple articles in which figures, names, illustrations and titles play a prominent role and support the meaning of the text. |
164 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2+ | Can understand the main points of short texts dealing with everyday topics (e.g. lifestyle, hobbies, sports, weather). |
165 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2 | Can understand texts describing people, places, everyday life and culture, etc., provided they use simple language. |
166 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2 | Can understand information given in illustrated brochures and maps (e.g. the principal attractions of a city). |
167 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2 | Can understand the main points in short news items on subjects of personal interest (e.g. sport, celebrities). |
168 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2 | Can understand a short factual description or report within their own field, provided simple language is used and that it does not contain unpredictable detail. |
169 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A2 | Can understand most of what people say about themselves in a personal ad or post and what they say they like in other people. |
170 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A1 | Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support. |
171 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | A1 | Can understand short texts on subjects of personal interest (e.g. news flashes about sports, music, travel or stories) composed in very simple language and supported by illustrations and pictures. |
172 | Communicative language activities | Reception | Reading comprehension | Reading for information and argument | Pre-A1 | Can understand the simplest informational material such as a fast-food restaurant menu illustrated with photos or an illustrated story formulated in very simple everyday words/signs. |
173 | Communicative language activities | Reception | Reading comprehension | Reading instructions | C2 | No descriptors available; see C1 |
174 | Communicative language activities | Reception | Reading comprehension | Reading instructions | C1 | Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to their own area of speciality, provided they can reread difficult sections. |
175 | Communicative language activities | Reception | Reading comprehension | Reading instructions | B2 | Can understand lengthy, complex instructions in their field, including details on conditions and warnings, provided they can reread difficult sections. |
176 | Communicative language activities | Reception | Reading comprehension | Reading instructions | B1+ | Can understand instructions and procedures in the form of a continuous text, for instance in a manual, provided they are familiar with the type of process or product concerned. |
177 | Communicative language activities | Reception | Reading comprehension | Reading instructions | B1 | Can understand clearly expressed, straightforward instructions for a piece of equipment. |
178 | Communicative language activities | Reception | Reading comprehension | Reading instructions | B1 | Can follow simple instructions given on packaging (e.g. cooking instructions). |
179 | Communicative language activities | Reception | Reading comprehension | Reading instructions | B1 | Can understand most short safety instructions, (e.g. on public transport or in manuals for the use of electrical equipment). |
180 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2+ | Can understand regulations, for example safety, when expressed in simple language. |
181 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2+ | Can understand short instructions illustrated step by step (e.g. for installing new technology). |
182 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2 | Can understand simple instructions on equipment encountered in everyday life – such as a public telephone. |
183 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2 | Can understand simple, brief instructions, provided they are illustrated and not presented in continuous text. |
184 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2 | Can understand instructions on medicine labels expressed as a simple command (e.g. “Take before meals” or “Do not take if driving”). |
185 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A2 | Can follow a simple recipe, especially if there are pictures to illustrate the most important steps. |
186 | Communicative language activities | Reception | Reading comprehension | Reading instructions | A1 | Can follow short, simple directions (e.g. to go from X to Y). |
187 | Communicative language activities | Reception | Reading comprehension | Reading instructions | Pre-A1 | Can understand very short, simple, instructions used in familiar everyday contexts (e.g. “No parking”, “No food or drink”), especially if there are illustrations. |
188 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | C2 | Can read virtually all forms of texts including classical or colloquial literary and non-literary texts in different genres, appreciating subtle distinctions of style and implicit as well as explicit meaning. |
189 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | C1 | Can read and appreciate a variety of literary texts, provided they can reread certain sections and that they can access reference tools if they wish. |
190 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | C1 | Can read contemporary literary texts and non-fiction produced in the standard form of the language or a familiar variety with little difficulty and with appreciation of implicit meanings and ideas. |
191 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B2 | Can read for pleasure with a large degree of independence, adapting style and speed of reading to different texts (e.g. magazines, more straightforward novels, history books, biographies, travelogues, guides, lyrics, poems), using appropriate reference sources selectively. |
192 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B2 | Can read novels with a strong, narrative plot and that use straightforward, unelaborated language, provided they can take their time and use a dictionary. |
193 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B1+ | Can read newspaper/magazine accounts of films, books, concerts, etc. produced for a wider audience and understand the main points. |
194 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B1+ | Can understand simple poems and song lyrics provided these employ straightforward language and style. |
195 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B1 | Can understand descriptions of places, events, explicitly expressed feelings and perspectives in narratives, guides and magazine articles that employ high frequency everyday language. |
196 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B1 | Can understand a travel diary mainly describing the events of a journey and the experiences and discoveries of the writer. |
197 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | B1 | Can follow the plot of stories, simple novels and comics with a clear linear storyline and high frequency everyday language, given regular use of a dictionary. |
198 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2+ | Can understand enough to read short, simple stories and comic strips involving familiar, concrete situations described in high frequency everyday language. |
199 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2+ | Can understand the main points made in short magazine reports or guide entries that deal with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals). |
200 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2 | Can understand short narratives and descriptions of someone’s life composed in simple language. |
201 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2 | Can understand what is happening in a photo story (e.g. in a lifestyle magazine) and form an impression of what the characters are like. |
202 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2 | Can understand much of the information provided in a short description of a person (e.g. a celebrity). |
203 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A2 | Can understand the main point of a short article reporting an event that follows a predictable pattern (e.g. the Oscars), provided it is composed clearly in simple language. |
204 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A1 | Can understand short, illustrated narratives about everyday activities described in simple words. |
205 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | A1 | Can understand in outline short texts in illustrated stories, provided the images help them to guess at a lot of the content. |
206 | Communicative language activities | Reception | Reading comprehension | Reading as a leisure activity | Pre-A1 | No descriptors available |
207 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | C2 | No descriptors available; see C1 | |
208 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | C1 | Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next. | |
209 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B2 | Can use a variety of strategies to achieve comprehension, including watching out for main points and checking comprehension by using contextual clues. | |
210 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1+ | Can exploit different types of connectors (numerical, temporal, logical) and the role of key paragraphs in the overall organisation in order to better understand the argumentation in a text. | |
211 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1+ | Can extrapolate the meaning of a section of a text by taking into account the text as a whole. | |
212 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1+ | Can identify the meaning of unfamiliar words/signs from the context on topics related to their field and interests. | |
213 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1+ | Can extrapolate the meaning of occasional unknown words/signs from the context and deduce sentence meaning, provided the topic discussed is familiar. | |
214 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1 | Can make basic inferences or predictions about text content from headings, titles or headlines. | |
215 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1 | Can watch or listen to a short narrative and predict what will happen next. | |
216 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1 | Can follow a line of argumentation or the sequence of events in a story, by focusing on common logical connectors (e.g. however, because) and temporal connectors (e.g. after that, beforehand). | |
217 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | B1 | Can deduce the probable meaning of unknown words/signs in a text by identifying their constituent parts (e.g. identifying roots, lexical elements, suffixes and prefixes). | |
218 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A2+ | Can use an idea of the overall meaning of short texts and utterances on everyday topics of a concrete type to derive the probable meaning of unknown words/signs from the context. | |
219 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A2+ | Can exploit their recognition of known words/signs to deduce the meaning of unfamiliar words/signs in short expressions used in routine everyday contexts. | |
220 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A2 | Can exploit format, appearance and typographic features in order to identify the type of text: news story, promotional text, article, textbook, chat or forum, etc. | |
221 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A2 | Can exploit numbers, dates, names, proper nouns, etc. to identify the topic of a text. | |
222 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A2 | Can deduce the meaning and function of unknown formulaic expressions from their position in a text (e.g. at the beginning or end of a letter). | |
223 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A1 | Can deduce the meaning of an unknown word/sign for a concrete action or object, provided the surrounding text is very simple, and on a familiar everyday subject. | |
224 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | A1 | Can guess the probable meaning of an unknown word/sign that is similar to one in the language they normally use. | |
225 | Communicative language strategies | Reception | Identifying cues and inferring (spoken, signed and written) | Pre-A1 | Can deduce the meaning of a word/sign from an accompanying picture or icon. | |
226 | Communicative language activities | Production | Oral production | Overall oral production | C2 | Can produce clear, smoothly flowing, well-structured discourse with an effective logical structure which helps the recipient to notice and remember significant points. |
227 | Communicative language activities | Production | Oral production | Overall oral production | C1 | Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. |
228 | Communicative language activities | Production | Oral production | Overall oral production | B2+ | Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail. |
229 | Communicative language activities | Production | Oral production | Overall oral production | B2 | Can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest, expanding and supporting ideas with subsidiary points and relevant examples. |
230 | Communicative language activities | Production | Oral production | Overall oral production | B1 | Can reasonably fluently sustain a straightforward description of one of a variety of subjects within their field of interest, presenting it as a linear sequence of points. |
231 | Communicative language activities | Production | Oral production | Overall oral production | A2 | Can give a simple description or presentation of people, living or working conditions, daily routines. likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list. |
232 | Communicative language activities | Production | Oral production | Overall oral production | A1 | Can produce simple, mainly isolated phrases about people and places. |
233 | Communicative language activities | Production | Oral production | Overall oral production | Pre-A1 | Can produce short phrases about themselves, giving basic personal information (e.g. name, address, family, nationality). |
234 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | C2 | Can give clear, smoothly flowing, elaborate and often memorable descriptions. |
235 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | C1 | Can give clear, detailed descriptions of complex subjects. |
236 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | C1 | Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding them off with an appropriate conclusion. |
237 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B2 | Can give clear, detailed descriptions on a wide range of subjects related to their field of interest. |
238 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B2 | Can describe the personal significance of events and experiences in detail. |
239 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1+ | Can clearly express feelings about something experienced and give reasons to explain those feelings. |
240 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can give straightforward descriptions on a variety of familiar subjects within their field of interest. |
241 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can reasonably fluently relate a straightforward narrative or description as a sequence of points. |
242 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can give detailed accounts of experiences, describing feelings and reactions. |
243 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can relate details of unpredictable occurrences, e.g. an accident. |
244 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can relate the plot of a book or film and describe their reactions. |
245 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can describe dreams, hopes and ambitions. |
246 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can describe events, real or imagined. |
247 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | B1 | Can narrate a story. |
248 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can tell a story or describe something in a simple list of points. |
249 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can describe everyday aspects of their environment e.g. people, places, a job or study experience. |
250 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can give short, basic descriptions of events and activities. |
251 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can describe plans and arrangements, habits and routines, past activities and personal experiences. |
252 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can use simple descriptive language to make brief statements about and compare objects and possessions. |
253 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2+ | Can explain what they like or dislike about something. |
254 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2 | Can describe their family, living conditions, educational background, present or most recent job. |
255 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2 | Can describe people, places and possessions in simple terms. |
256 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2 | Can express what they are good at and not so good at (e.g. sports, games, skills, subjects). |
257 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A2 | Can briefly describe what they plan to do at the weekend or during the holidays. |
258 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A1 | Can describe themselves, what they do and where they live. |
259 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | A1 | Can describe simple aspects of their everyday life in a series of simple sentences, using simple words/signs and basic phrases, provided they can prepare in advance. |
260 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | Pre-A1 | Can describe themselves (e.g. name, age, family), using simple words/signs and formulaic expressions, provided they can prepare in advance. |
261 | Communicative language activities | Production | Oral production | Sustained monologue: describing experience | Pre-A1 | Can express how they are feeling using simple adjectives like “happy” or “tired”, accompanied by body language. |
262 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | C2 | No descriptors available; see C1 |
263 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | C1 | Can communicate clearly detailed distinctions between ideas, concepts and things that closely resemble one other. |
264 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | C1 | Can give instructions on carrying out a series of complex professional or academic procedures. |
265 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B2+ | Can communicate complex information and advice on the full range of matters related to their occupational role. |
266 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B2 | Can communicate detailed information reliably. |
267 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B2 | Can give a clear, detailed description of how to carry out a procedure. |
268 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B1+ | Can explain the main points in an idea or problem with reasonable precision. |
269 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B1+ | Can describe how to do something, giving detailed instructions. |
270 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | B1 | Can report straightforward factual information on a familiar topic, for example to indicate the nature of a problem or to give detailed directions, provided they can prepare beforehand. |
271 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | A2 | Can give simple directions on how to get from X to Y, using basic expressions such as “turn right” and “go straight” along with sequential connectors such as “first”, “then” and “next”. |
272 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | A1 | Can name an object and indicate its shape and colour while showing it to others using basic words/signs, phrases and formulaic expressions, provided they can prepare in advance. |
273 | Communicative language activities | Production | Oral production | Sustained monologue: giving information | Pre-A1 | No descriptors available |
274 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | C2 | No descriptors available; see C1 |
275 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | C1 | Can argue a case on a complex issue, formulating points precisely and employing emphasis effectively. |
276 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | C1 | Can develop an argument systematically in well-structured language, taking into account the interlocutor’s perspective, highlighting significant points with supporting examples and concluding appropriately. |
277 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B2+ | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. |
278 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B2 | Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples. |
279 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B2 | Can construct a chain of reasoned argument. |
280 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B2 | Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
281 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B1+ | Can develop an argument well enough to be followed without difficulty most of the time. |
282 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B1+ | Can give simple reasons to justify a viewpoint on a familiar topic. |
283 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B1 | Can express opinions on subjects relating to everyday life, using simple expressions. |
284 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B1 | Can briefly give reasons and explanations for opinions, plans and actions. |
285 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | B1 | Can explain whether or not they approve of what someone has done and give reasons to justify this opinion. |
286 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | A2+ | Can explain what they like or dislike about something, why they prefer one thing to another, making simple, direct comparisons. |
287 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | A2 | Can present their opinion in simple terms, provided interlocutors are patient. |
288 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | A1 | No descriptors available |
289 | Communicative language activities | Production | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Pre-A1 | No descriptors available |
290 | Communicative language activities | Production | Oral production | Public announcements | C2 | No descriptors available; see C1 |
291 | Communicative language activities | Production | Oral production | Public announcements | C1 | Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely. |
292 | Communicative language activities | Production | Oral production | Public announcements | B2 | Can deliver announcements on most general topics with a degree of clarity, fluency and spontaneity which causes no strain or inconvenience to the recipient. |
293 | Communicative language activities | Production | Oral production | Public announcements | B1 | Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in their field which, despite possible problems with stress and intonation (= non-manuals in a sign language), are nevertheless clearly intelligible. |
294 | Communicative language activities | Production | Oral production | Public announcements | A2 | Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to recipients who are prepared to concentrate. |
295 | Communicative language activities | Production | Oral production | Public announcements | A1 | No descriptors available |
296 | Communicative language activities | Production | Oral production | Public announcements | Pre-A1 | No descriptors available |
297 | Communicative language activities | Production | Oral production | Addressing audiences | C2 | Can present a complex topic confidently and articulately to an audience unfamiliar with it, structuring and adapting the talk flexibly to meet the audience’s needs. |
298 | Communicative language activities | Production | Oral production | Addressing audiences | C2 | Can handle difficult and even hostile questioning. |
299 | Communicative language activities | Production | Oral production | Addressing audiences | C1 | Can give a clear, well-structured presentation on a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. |
300 | Communicative language activities | Production | Oral production | Addressing audiences | C1 | Can structure a longer presentation appropriately in order to help the audience follow the sequence of ideas and understand the overall argumentation. |
301 | Communicative language activities | Production | Oral production | Addressing audiences | C1 | Can speculate or hypothesise in presenting a complex subject, comparing and evaluating alternative proposals and arguments. |
302 | Communicative language activities | Production | Oral production | Addressing audiences | C1 | Can handle interjections well, responding spontaneously and almost effortlessly. |
303 | Communicative language activities | Production | Oral production | Addressing audiences | B2+ | Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. |
304 | Communicative language activities | Production | Oral production | Addressing audiences | B2+ | Can depart spontaneously from a prepared text and follow up interesting points raised by members of the audience, often showing remarkable fluency and ease of expression. |
305 | Communicative language activities | Production | Oral production | Addressing audiences | 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. |
306 | Communicative language activities | Production | Oral production | Addressing audiences | B2 | Can take a series of follow-up questions with a degree of fluency and spontaneity which poses no strain for either themselves or the audience. |
307 | Communicative language activities | Production | Oral production | Addressing audiences | B1+ | Can give a prepared presentation on a familiar topic within their field, outlining similarities and differences (e.g. between products, countries/regions, plans). |
308 | Communicative language activities | Production | Oral production | Addressing audiences | B1 | Can give a prepared straightforward presentation on a familiar topic within their field which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision. |
309 | Communicative language activities | Production | Oral production | Addressing audiences | B1 | Can take follow-up questions, but may have to ask for repetition if the delivery is rapid. |
310 | Communicative language activities | Production | Oral production | Addressing audiences | A2+ | Can give a short, rehearsed presentation on a topic pertinent to their everyday life, and briefly give reasons and explanations for opinions, plans and actions. |
311 | Communicative language activities | Production | Oral production | Addressing audiences | A2+ | Can cope with a limited number of straightforward follow-up questions. |
312 | Communicative language activities | Production | Oral production | Addressing audiences | A2 | Can give a short, rehearsed, basic presentation on a familiar subject. |
313 | Communicative language activities | Production | Oral production | Addressing audiences | A2 | Can answer straightforward follow-up questions if they can ask for repetition and if some help with the formulation of their reply is possible. |
314 | Communicative language activities | Production | Oral production | Addressing audiences | A1 | Can use a very short prepared text to deliver a rehearsed statement (e.g. to formally introduce someone, to propose a toast). |
315 | Communicative language activities | Production | Oral production | Addressing audiences | Pre-A1 | No descriptors available |
316 | Communicative language activities | Production | Written production | Overall written production | C2 | Can produce clear, smoothly flowing, complex texts in an appropriate and effective style and a logical structure which helps the reader identify significant points. |
317 | Communicative language activities | Production | Written production | Overall written production | C1 | Can produce clear, well-structured texts of complex subjects, underlining the relevant salient issues, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples, and rounding off with an appropriate conclusion. |
318 | Communicative language activities | Production | Written production | Overall written production | C1 | Can employ the structure and conventions of a variety of genres, varying the tone, style and register according to addressee, text type and theme. |
319 | Communicative language activities | Production | Written production | Overall written production | B2 | Can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources. |
320 | Communicative language activities | Production | Written production | Overall written production | B1 | Can produce straightforward connected texts on a range of familiar subjects within their field of interest, by linking a series of shorter discrete elements into a linear sequence. |
321 | Communicative language activities | Production | Written production | Overall written production | A2 | Can produce a series of simple phrases and sentences linked with simple connectors like “and”, “but” and “because”. |
322 | Communicative language activities | Production | Written production | Overall written production | A1 | Can give information about matters of personal relevance (e.g. likes and dislikes, family, pets) using simple words/signs and basic expressions. |
323 | Communicative language activities | Production | Written production | Overall written production | A1 | Can produce simple isolated phrases and sentences. |
324 | Communicative language activities | Production | Written production | Overall written production | Pre-A1 | Can give basic personal information (e.g. name, address, nationality), perhaps with the use of a dictionary. |
325 | Communicative language activities | Production | Written production | Creative writing | C2 | Can relate clear, smoothly flowing and engaging stories and descriptions of experience in a style appropriate to the genre adopted. |
326 | Communicative language activities | Production | Written production | Creative writing | C2 | Can exploit idiom and humour appropriately to enhance the impact of the text. |
327 | Communicative language activities | Production | Written production | Creative writing | C1 | Can produce clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind. |
328 | Communicative language activities | Production | Written production | Creative writing | C1 | Can incorporate idiom and humour, though use of the latter is not always appropriate. |
329 | Communicative language activities | Production | Written production | Creative writing | C1 | Can give a detailed critical review of cultural events (e.g. plays, films, concerts) or literary works. |
330 | Communicative language activities | Production | Written production | Creative writing | B2+ | Can give 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. |
331 | Communicative language activities | Production | Written production | Creative writing | B2 | Can give clear, detailed descriptions on a variety of subjects related to their field of interest. |
332 | Communicative language activities | Production | Written production | Creative writing | B2 | Can give a review of a film, book or play. |
333 | Communicative language activities | Production | Written production | Creative writing | B1+ | Can clearly signal chronological sequence in narrative text. |
334 | Communicative language activities | Production | Written production | Creative writing | B1+ | Can give a simple review of a film, book or TV programme using a limited range of language. |
335 | Communicative language activities | Production | Written production | Creative writing | B1 | Can give straightforward, detailed descriptions on a range of familiar subjects within their field of interest. |
336 | Communicative language activities | Production | Written production | Creative writing | B1 | Can give accounts of experiences, describing feelings and reactions in simple, connected text. |
337 | Communicative language activities | Production | Written production | Creative writing | B1 | Can give a description of an event, a recent trip – real or imagined. |
338 | Communicative language activities | Production | Written production | Creative writing | B1 | Can narrate a story. |
339 | Communicative language activities | Production | Written production | Creative writing | A2+ | Can describe everyday aspects of their environment e.g. people, places, a job or study experience in linked sentences. |
340 | Communicative language activities | Production | Written production | Creative writing | A2+ | Can give very short, basic descriptions of events, past activities and personal experiences. |
341 | Communicative language activities | Production | Written production | Creative writing | A2+ | Can tell a simple story (e.g. about events on a holiday or about life in the distant future). |
342 | Communicative language activities | Production | Written production | Creative writing | A2 | Can produce a series of simple phrases and sentences about their family, living conditions, educational background, or present or most recent job. |
343 | Communicative language activities | Production | Written production | Creative writing | A2 | Can create short, simple imaginary biographies and simple poems about people. |
344 | Communicative language activities | Production | Written production | Creative writing | A2 | Can create diary entries that describe activities (e.g. daily routine, outings, sports, hobbies), people and places, using basic, concrete vocabulary and simple phrases and sentences with simple connectives like “and”, “but” and “because”. |
345 | Communicative language activities | Production | Written production | Creative writing | A2 | Can compose an introduction to a story or continue a story, provided they can consult a dictionary and references (e.g. tables of verb tenses in a course book). |
346 | Communicative language activities | Production | Written production | Creative writing | A1 | Can produce simple phrases and sentences about themselves and imaginary people, where they live and what they do. |
347 | Communicative language activities | Production | Written production | Creative writing | A1 | Can describe in very simple language what a room looks like. |
348 | Communicative language activities | Production | Written production | Creative writing | A1 | Can use simple words/signs and phrases to describe certain everyday objects (e.g. the colour of a car, whether it is big or small). |
349 | Communicative language activities | Production | Written production | Creative writing | Pre-A1 | No descriptors available |
350 | Communicative language activities | Production | Written production | Reports and essays | C2 | Can produce clear, smoothly flowing, complex reports, articles or essays which present a case, or give critical appreciation of proposals or literary works. |
351 | Communicative language activities | Production | Written production | Reports and essays | C2 | Can provide an appropriate and effective logical structure which helps the reader identify significant points. |
352 | Communicative language activities | Production | Written production | Reports and essays | C2 | Can set out multiple perspectives on complex academic or professional topics, clearly distinguishing their own ideas and opinions from those in the sources. |
353 | Communicative language activities | Production | Written production | Reports and essays | C1 | Can produce clear, well-structured expositions of complex subjects, underlining the relevant salient issues. |
354 | Communicative language activities | Production | Written production | Reports and essays | C1 | Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. |
355 | Communicative language activities | Production | Written production | Reports and essays | C1 | Can produce a suitable introduction and conclusion to a longer report, article or dissertation on a complex academic or professional topic provided the topic is within their field of interest and there are opportunities for redrafting and revision. |
356 | Communicative language activities | Production | Written production | Reports and essays | B2+ | Can produce an essay or report which develops an argument systematically with appropriate highlighting of significant points and relevant supporting detail. |
357 | Communicative language activities | Production | Written production | Reports and essays | B2+ | Can produce a detailed description of a complex process. |
358 | Communicative language activities | Production | Written production | Reports and essays | B2+ | Can evaluate different ideas or solutions to a problem. |
359 | Communicative language activities | Production | Written production | Reports and essays | B2 | Can produce 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. |
360 | Communicative language activities | Production | Written production | Reports and essays | B2 | Can synthesise information and arguments from a number of sources. |
361 | Communicative language activities | Production | Written production | Reports and essays | B1+ | Can produce short, simple essays on topics of interest. |
362 | Communicative language activities | Production | Written production | Reports and essays | B1+ | Can produce a text on a topical subject of personal interest, using simple language to list advantages and disadvantages, and give and justify their opinion. |
363 | Communicative language activities | Production | Written production | Reports and essays | B1+ | Can summarise, report and give their opinion about accumulated factual information on familiar routine and non-routine matters within their field with some confidence. |
364 | Communicative language activities | Production | Written production | Reports and essays | B1 | Can produce very brief reports in a standard conventionalised format, which pass on routine factual information and state reasons for actions. |
365 | Communicative language activities | Production | Written production | Reports and essays | B1 | Can present a topic in a short report or poster, using photographs and short blocks of text. |
366 | Communicative language activities | Production | Written production | Reports and essays | A2 | Can produce simple texts on familiar subjects of interest, linking sentences with connectors like “and”, “because” or “then”. |
367 | Communicative language activities | Production | Written production | Reports and essays | A2 | Can give their impressions and opinions about topics of personal interest (e.g. lifestyles and culture, stories), using basic everyday vocabulary and expressions. |
368 | Communicative language activities | Production | Written production | Reports and essays | A1 | No descriptors available |
369 | Communicative language activities | Production | Written production | Reports and essays | Pre-A1 | No descriptors available |
370 | Communicative language strategies | Production | Planning | C2 | No descriptors available; see C1 | |
371 | Communicative language strategies | Production | Planning | C1 | Can, when preparing a more formal text, consciously adopt the conventions linked to the particular type of text concerned (e.g. structure, level of formality). | |
372 | Communicative language strategies | Production | Planning | B2+ | Can, in preparing for a potentially complicated or awkward situation, plan what to say in the event of different reactions, reflecting on what expression would be appropriate. | |
373 | Communicative language strategies | Production | Planning | B2 | Can plan what is to be said and the means to say it, considering the effect on the recipient(s). | |
374 | Communicative language strategies | Production | Planning | B1+ | Can rehearse and try out new combinations and expressions, inviting feedback. | |
375 | Communicative language strategies | Production | Planning | B1 | Can work out how to communicate the main point(s) they want to get across, exploiting any resources available and limiting the message to what they can recall or find the means to express. | |
376 | Communicative language strategies | Production | Planning | A2 | Can recall and rehearse an appropriate set of phrases from their repertoire. | |
377 | Communicative language strategies | Production | Planning | A1 | No descriptors available | |
378 | Communicative language strategies | Production | Planning | Pre-A1 | No descriptors available | |
379 | Communicative language strategies | Production | Compensating | C2 | Can substitute an equivalent term for a word/sign they can’t recall, so smoothly that it is scarcely noticeable. | |
380 | Communicative language strategies | Production | Compensating | C1 | Can exploit their range of vocabulary options creatively so as to readily and effectively use circumlocution in almost all situations. | |
381 | Communicative language strategies | Production | Compensating | B2+ | Can use circumlocution and paraphrase to cover gaps in vocabulary and structure. | |
382 | Communicative language strategies | Production | Compensating | B2 | Can address most communication problems by using circumlocution, or by avoiding difficult expressions. | |
383 | Communicative language strategies | Production | Compensating | B1+ | Can define the features of something concrete for which they can’t remember the word/sign. | |
384 | Communicative language strategies | Production | Compensating | B1+ | Can convey meaning by qualifying a word/sign meaning something similar (e.g. a truck for people = bus). | |
385 | Communicative language strategies | Production | Compensating | B1 | Can use a simple word/sign meaning something similar to the concept they want to convey and invite “correction”. | |
386 | Communicative language strategies | Production | Compensating | B1 | Can “foreignise” word/signs in their first language and ask for confirmation. | |
387 | Communicative language strategies | Production | Compensating | A2+ | Can use an inadequate word/sign from their repertoire and use gestures to clarify what they mean. | |
388 | Communicative language strategies | Production | Compensating | A2 | Can identify what they mean by pointing to it (e.g. “I’d like this, please”). | |
389 | Communicative language strategies | Production | Compensating | A1 | Can use gestures to support simple words/signs in expressing a need. | |
390 | Communicative language strategies | Production | Compensating | Pre-A1 | Can point to something and ask what it is. | |
391 | Communicative language strategies | Production | Monitoring and repair | C2 | Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it. | |
392 | Communicative language strategies | Production | Monitoring and repair | C1 | Can backtrack when they encounter a difficulty and reformulate what they want to say without fully interrupting the flow of language. | |
393 | Communicative language strategies | Production | Monitoring and repair | C1 | Can self-correct with a high degree of effectiveness. | |
394 | Communicative language strategies | Production | Monitoring and repair | B2+ | Can often retrospectively self-correct their occasional “slips” or non-systematic errors and minor flaws in sentence structure. | |
395 | Communicative language strategies | Production | Monitoring and repair | B2 | Can correct slips and errors that they become conscious of, or that have led to misunderstandings. | |
396 | Communicative language strategies | Production | Monitoring and repair | B2 | Can make a note of their recurring mistakes and consciously monitor for them. | |
397 | Communicative language strategies | Production | Monitoring and repair | B1+ | Can correct mix-ups with the marking of time or expressions that lead to misunderstandings, provided the interlocutor indicates there is a problem. | |
398 | Communicative language strategies | Production | Monitoring and repair | B1 | Can ask for confirmation that a form used is correct. | |
399 | Communicative language strategies | Production | Monitoring and repair | B1 | Can start again using a different tactic when communication breaks down. | |
400 | Communicative language strategies | Production | Monitoring and repair | A2 | No descriptors available | |
401 | Communicative language strategies | Production | Monitoring and repair | A1 | No descriptors available | |
402 | Communicative language strategies | Production | Monitoring and repair | Pre-A1 | No descriptors available | |
403 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | C2 | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of modification devices. Can backtrack and restructure around a difficulty so smoothly that the interlocutor is hardly aware of it. |
404 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | C1 | Can express themselves fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions. There is little obvious searching for expressions or avoidance strategies; only a conceptually difficult subject can hinder a natural, smooth flow of language. |
405 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | B2+ | Can use the language fluently, accurately and effectively on a wide range of general, academic, vocational or leisure topics, marking clearly the relationships between ideas. Can communicate spontaneously with good grammatical control without much sign of having to restrict what they want to say, adopting a level of formality appropriate to the circumstances. |
406 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | B2 | Can interact with a degree of fluency and spontaneity that makes regular interaction, and sustained relationships with users of the target language, quite possible without imposing strain on either party. Can highlight the personal significance of events and experiences, and account for and sustain views clearly by providing relevant explanations and arguments. |
407 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | B1+ | Can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. Can exchange, check and confirm information, deal with less routine situations and explain why something is a problem. Can express thoughts on more abstract, cultural topics such as films, books, music, etc. |
408 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | B1 | Can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. Can enter unprepared into conversation on familiar topics, and express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). |
409 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | A2+ | Can interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary. Can manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations. |
410 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | A2 | Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters to do with work and free time. Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord. |
411 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | A1 | Can interact in a simple way but communication is totally dependent on repetition at a slower rate, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. |
412 | Communicative language activities | Interaction | Oral interaction | Overall oral interaction | Pre-A1 | Can ask and answer questions about themselves and daily routines, using short, formulaic expressions and relying on gestures to reinforce the information. |
413 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | C2 | Can understand any interlocutor, even on abstract and complex topics of a specialist nature beyond their own field, given an opportunity to adjust to a less familiar variety. |
414 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | C1 | Can understand an interlocutor in detail on abstract and complex topics of a specialist nature beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar. |
415 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | B2 | Can understand in detail what is said to them in the standard language or a familiar variety even in a [audially/visually] noisy environment. |
416 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | B1 | Can follow clearly articulated speech/sign directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs and phrases. |
417 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | A2+ | Can understand enough to manage simple, routine exchanges without undue effort. |
418 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | A2+ | Can generally understand clear, standard speech/sign on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time. |
419 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | A2 | Can understand what is said clearly, slowly and directly to them in simple everyday conversation; can be made to understand, if the interlocutor can take the trouble. |
420 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | A1 | Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them clearly and slowly, with repetition, by a sympathetic interlocutor. |
421 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | A1 | Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions. |
422 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | Pre-A1 | Can understand simple questions that directly concern them (e.g. name, age and address), if the person is asking slowly and clearly. |
423 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | Pre-A1 | Can understand simple personal information (e.g. name, age, place of residence, origin) when other people introduce themselves slowly and clearly, directly to them, and can understand questions on this theme addressed to them, though the questions may need to be repeated. |
424 | Communicative language activities | Interaction | Oral interaction | Understanding an interlocutor | Pre-A1 | Can understand a number of familiar words/signs and recognise key information (e.g. numbers, prices, dates and days of the week), provided the delivery is very slow, with repetition if necessary. |
425 | Communicative language activities | Interaction | Oral interaction | Conversation | C2 | Can converse comfortably and appropriately, unhampered by any linguistic limitations in conducting a full social and personal life. |
426 | Communicative language activities | Interaction | Oral interaction | Conversation | C1 | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. |
427 | Communicative language activities | Interaction | Oral interaction | Conversation | B2+ | Can establish a relationship with interlocutors through sympathetic questioning and expressions of agreement plus, if appropriate, comments about third parties or shared conditions. |
428 | Communicative language activities | Interaction | Oral interaction | Conversation | B2+ | Can indicate reservations and reluctance, state conditions when agreeing to requests or granting permission, and ask for understanding of their own position. |
429 | Communicative language activities | Interaction | Oral interaction | Conversation | B2 | Can engage in extended conversation on most general topics in a clearly participatory fashion, even in a [audially/visually] noisy environment. |
430 | Communicative language activities | Interaction | Oral interaction | Conversation | B2 | Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient language user. |
431 | Communicative language activities | Interaction | Oral interaction | Conversation | B2 | Can convey degrees of emotion and highlight the personal significance of events and experiences. |
432 | Communicative language activities | Interaction | Oral interaction | Conversation | B1+ | Can start up a conversation and help keep it going by asking people relatively spontaneous questions about a special experience or event, expressing reactions and opinions on familiar subjects. |
433 | Communicative language activities | Interaction | Oral interaction | Conversation | B1+ | Can have relatively long conversations on subjects of common interest, provided the interlocutor makes an effort to support understanding. |
434 | Communicative language activities | Interaction | Oral interaction | Conversation | B1 | Can enter unprepared into conversations on familiar topics. |
435 | Communicative language activities | Interaction | Oral interaction | Conversation | B1 | Can follow clearly articulated language directed at them in everyday conversation, though will sometimes have to ask for repetition of particular words/signs. |
436 | Communicative language activities | Interaction | Oral interaction | Conversation | B1 | Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to express exactly what they would like to. |
437 | Communicative language activities | Interaction | Oral interaction | Conversation | B1 | Can express and respond to feelings such as surprise, happiness, sadness, interest and indifference. |
438 | Communicative language activities | Interaction | Oral interaction | Conversation | A2+ | Can establish social contact (e.g. greetings and farewells, introductions, giving thanks). |
439 | Communicative language activities | Interaction | Oral interaction | Conversation | A2+ | Can generally understand clear, standard language on familiar matters directed at them, provided they can ask for repetition or reformulation from time to time. |
440 | Communicative language activities | Interaction | Oral interaction | Conversation | A2+ | Can participate in short conversations in routine contexts on topics of interest. |
441 | Communicative language activities | Interaction | Oral interaction | Conversation | A2+ | Can express how they feel in simple terms, and express thanks. |
442 | Communicative language activities | Interaction | Oral interaction | Conversation | A2+ | Can ask for a favour (e.g. to borrow something), can offer a favour, and can respond if someone asks them to do a favour for them. |
443 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can handle very short social exchanges but is rarely able to understand enough to keep conversation going of their own accord, though they can be made to understand if the interlocutor will take the trouble. |
444 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can use simple, everyday, polite forms of greeting and address. |
445 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can converse in simple language with peers, colleagues or members of a host family, asking questions and understanding answers relating to most routine matters. |
446 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can make and respond to invitations, suggestions and apologies. |
447 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can express how they are feeling, using very basic stock expressions. |
448 | Communicative language activities | Interaction | Oral interaction | Conversation | A2 | Can state what they like and dislike. |
449 | Communicative language activities | Interaction | Oral interaction | Conversation | A1 | Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them in clear, slow and repeated language by a sympathetic interlocutor. |
450 | Communicative language activities | Interaction | Oral interaction | Conversation | A1 | Can take part in a simple conversation of a basic factual nature on a predictable topic (e.g. their home country, family, school). |
451 | Communicative language activities | Interaction | Oral interaction | Conversation | A1 | Can make an introduction and use basic greeting and leave-taking expressions. |
452 | Communicative language activities | Interaction | Oral interaction | Conversation | A1 | Can ask how people are and react to news. |
453 | Communicative language activities | Interaction | Oral interaction | Conversation | Pre-A1 | Can understand and use basic, formulaic expressions such as “Yes”, “No”, “Excuse me”, “Please”, “Thank you”, “No thank you”, “Sorry”. |
454 | Communicative language activities | Interaction | Oral interaction | Conversation | Pre-A1 | Can recognise simple greetings. |
455 | Communicative language activities | Interaction | Oral interaction | Conversation | Pre-A1 | Can greet people, state their name and take leave in a simple way. |
456 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | C2 | Can advise on or discuss sensitive issues without awkwardness, understanding colloquial references and dealing diplomatically with disagreement and criticism. |
457 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | C1 | Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics. |
458 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B2+ | Can keep up with an animated discussion between proficient users of the target language. |
459 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B2+ | Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly. |
460 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B2 | Can take an active part in informal discussion in familiar contexts, commenting, putting a point of view clearly, evaluating alternative proposals and making and responding to hypotheses. |
461 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B2 | Can with some effort catch much of what is said around them in discussion, but may find it difficult to participate effectively in discussion with several users of the target language who do not modify their language in any way. |
462 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B2 | Can account for and sustain their opinions in discussion by providing relevant explanations, arguments and comments. |
463 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1+ | Can follow much of what is said around them on general topics, provided interlocutors avoid very idiomatic usage and articulate clearly. |
464 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1+ | Can express their thoughts about abstract or cultural topics such as music or films. |
465 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1+ | Can explain why something is a problem. |
466 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1+ | Can give brief comments on the views of others. |
467 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1+ | Can compare and contrast alternatives, discussing what to do, where to go, who or which to choose, etc. |
468 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1 | Can generally follow the main points in an informal discussion with friends provided they articulate clearly in standard language or a familiar variety. |
469 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1 | Can give or seek personal views and opinions in discussing topics of interest. |
470 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1 | Can make their opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, or how to organise an event (e.g. an outing). |
471 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | B1 | Can express beliefs, opinions and agreement and disagreement politely. |
472 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2+ | Can generally identify the topic of discussion around them when it is conducted slowly and clearly. |
473 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2+ | Can exchange opinions and compare things and people using simple language. |
474 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2+ | Can discuss what to do in the evening or at the weekend. |
475 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2+ | Can make and respond to suggestions. |
476 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2+ | Can agree and disagree with others. |
477 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2 | Can discuss everyday practical issues in a simple way when addressed clearly, slowly and directly. |
478 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2 | Can discuss what to do, where to go and make arrangements to meet. |
479 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A2 | Can express opinions in a limited way. |
480 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | A1 | Can exchange likes and dislikes for sports, foods, etc., using a limited repertoire of expressions, when addressed clearly, slowly and directly. |
481 | Communicative language activities | Interaction | Oral interaction | Informal discussion (with friends) | Pre-A1 | No descriptors available |
482 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C2 | Can hold their own in formal discussion of complex issues, putting an articulate and persuasive argument, at no disadvantage to other participants. |
483 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C2 | Can advise on/handle complex, delicate or contentious issues, provided they have the necessary specialised knowledge. |
484 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C2 | Can deal with hostile questioning confidently, hold on to the turn and diplomatically rebut counter-arguments. |
485 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C1 | Can easily keep up with the debate, even on abstract, complex, unfamiliar topics. |
486 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C1 | Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter-argument fluently, spontaneously and appropriately. |
487 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C1 | Can restate, evaluate and challenge contributions from other participants about matters within their academic or professional competence. |
488 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C1 | Can make critical remarks or express disagreement diplomatically. |
489 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | C1 | Can follow up questions by probing for more detail and can reformulate questions if these are misunderstood. |
490 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2+ | Can keep up with an animated discussion, identifying accurately arguments supporting and opposing points of view. |
491 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2+ | Can use appropriate technical terminology when discussing their area of specialisation with other specialists. |
492 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2+ | Can express their ideas and opinions with precision, and present and respond to complex lines of argument convincingly. |
493 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2 | Can participate actively in routine and non-routine formal discussion. |
494 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2 | Can follow the discussion on matters related to their field, understand in detail the points given prominence. |
495 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B2 | Can contribute, account for and sustain their opinion, evaluate alternative proposals and make and respond to hypotheses. |
496 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B1+ | Can follow much of what is said that is related to their field, provided interlocutors avoid very idiomatic usage and articulate clearly. |
497 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B1+ | Can put over a point of view clearly, but has difficulty engaging in debate. |
498 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B1 | Can take part in routine formal discussion of familiar subjects which is clearly articulated in the standard form of the language or a familiar variety and which involves the exchange of factual information, receiving instructions or the discussion of solutions to practical problems. |
499 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | B1 | Can follow argumentation and discussion on a familiar or predictable topic, provided the points are made in relatively simple language and/or repeated, and opportunity is given for clarification. |
500 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | A2+ | Can generally follow changes of topic in formal discussion related to their field which is conducted slowly and clearly. |
501 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | A2+ | Can exchange relevant information and give their opinion on practical problems when asked directly, provided they receive some help with formulation and can ask for repetition of key points if necessary. |
502 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | A2 | Can express what they think about things when addressed directly in a formal meeting, provided they can ask for repetition of key points if necessary. |
503 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | A1 | No descriptors available |
504 | Communicative language activities | Interaction | Oral interaction | Formal discussion (meetings) | Pre-A1 | No descriptors available |
505 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | C2 | No descriptors available; see C1 |
506 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | C1 | Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, and summarising, elaborating and weighing up multiple points of view. |
507 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B2 | Can understand detailed instructions reliably. |
508 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B2 | Can help along the progress of the work by inviting others to join in, express what they think, etc. |
509 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B2 | Can outline an issue or a problem clearly, speculating about causes or consequences, and weighing advantages and disadvantages of different approaches. |
510 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1+ | Can follow what is said, though they may occasionally have to ask for repetition or clarification if the discussion is rapid or extended. |
511 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1+ | Can explain why something is a problem, discuss what to do next, and compare and contrast alternatives. |
512 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1+ | Can give brief comments on the views of others. |
513 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1 | Can generally follow what is said and, when necessary, repeat back part of what someone has said to confirm mutual understanding. |
514 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1 | Can make their opinions and reactions understood as regards possible solutions or the question of what to do next, giving brief reasons and explanations. |
515 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | B1 | Can invite others to give their views on how to proceed. |
516 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A2+ | Can understand enough to manage simple, routine tasks without undue effort, asking very simply for repetition when they do not understand. |
517 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A2+ | Can discuss what to do next, making and responding to suggestions, and asking for and giving directions. |
518 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A2 | Can indicate when they are following and can be made to understand what is necessary, if the interlocutor takes the trouble. |
519 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A2 | Can communicate in simple and routine tasks using simple phrases to ask for and provide things, to get simple information and to discuss what to do next. |
520 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A1 | Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions. |
521 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A1 | Can act on basic instructions that involve times, locations, numbers, etc. |
522 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | A1 | Can ask people for things, and give people things. |
523 | Communicative language activities | Interaction | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Pre-A1 | No descriptors available |
524 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | C2 | No descriptors available; see C1 |
525 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | C1 | Can negotiate complex or sensitive transactions in public, professional or academic life. |
526 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B2+ | Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, or blame regarding an accident. |
527 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B2+ | Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession they are prepared to make. |
528 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B2 | Can state requirements and ask detailed questions regarding more complex services, e.g. rental agreements. |
529 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B2 | Can explain a problem which has arisen and make it clear that the provider of the service/customer must make a concession. |
530 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B1 | Can deal with most transactions likely to arise while travelling, arranging travel or accommodation, or dealing with authorities during a foreign visit. |
531 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B1 | Can ask in a shop for an explanation of the difference between two or more products serving the same purpose, in order to make a decision, posing follow-up questions as necessary. |
532 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B1 | Can cope with less routine situations in shops, post offices, banks, e.g. returning an unsatisfactory purchase. |
533 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B1 | Can make a complaint. |
534 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | B1 | Can deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling, e.g. asking a passenger where to get off for an unfamiliar destination. |
535 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2+ | Can deal with common aspects of everyday living such as travel, lodging, eating and shopping. |
536 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2+ | Can interact in predictable everyday situations (e.g. post office, station, shop), using a wide range of simple expressions. |
537 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2+ | Can get all the information needed from a tourist office, as long as it is of a straightforward, non-specialised nature. |
538 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can ask for and provide everyday goods and services. |
539 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can get simple information about travel, use public transport (e.g. buses, trains, taxis), ask and give directions, and buy tickets. |
540 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can ask about things and make simple transactions in shops, post offices or banks. |
541 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can give and receive information about quantities, numbers, prices, etc. |
542 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can make simple purchases by stating what is wanted and asking the price. |
543 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can order a meal. |
544 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can point out when something is wrong (e.g. “The food is cold” or “There is no light in my room”). |
545 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A2 | Can ask (face-to-face) for a medical appointment and understand the reply. Can indicate the nature of a problem to a health professional, perhaps using gestures and body language. |
546 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A1 | Can ask people for things and give people things. |
547 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A1 | Can ask for food and drink using basic expressions. |
548 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | A1 | Can handle numbers, quantities, cost and time. |
549 | Communicative language activities | Interaction | Oral interaction | Obtaining goods and services | Pre-A1 | Can make simple purchases and/or order food or drink when pointing or other gesture can support the verbal reference. |
550 | Communicative language activities | Interaction | Oral interaction | Information exchange | C2 | No descriptors available; see B2 |
551 | Communicative language activities | Interaction | Oral interaction | Information exchange | C1 | No descriptors available; see B2 |
552 | Communicative language activities | Interaction | Oral interaction | Information exchange | B2+ | Can understand and exchange complex information and advice on the full range of matters related to their occupational role. |
553 | Communicative language activities | Interaction | Oral interaction | Information exchange | B2+ | Can use appropriate technical terminology when exchanging information or discussing their area of specialisation with other specialists. |
554 | Communicative language activities | Interaction | Oral interaction | Information exchange | B2 | Can pass on detailed information reliably. |
555 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1+ | Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters within their field with some confidence. |
556 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1+ | Can summarise and give their opinion about a short story, article, talk, discussion, interview or documentary and answer further questions of detail. |
557 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1 | Can find out and pass on straightforward factual information. |
558 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1 | Can ask for and follow detailed directions. |
559 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1 | Can obtain more detailed information. |
560 | Communicative language activities | Interaction | Oral interaction | Information exchange | B1 | Can offer advice on simple matters within their field of experience. |
561 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can understand enough to manage simple, routine exchanges without undue effort. |
562 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can deal with practical everyday demands: finding out and passing on straightforward factual information. |
563 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can ask and answer questions about habits and routines. |
564 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can ask and answer questions about pastimes and past activities. |
565 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can ask and answer questions about plans and intentions. |
566 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2+ | Can give and follow simple directions and instructions, e.g. explain how to get somewhere. |
567 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can communicate in simple and routine tasks requiring a simple and direct exchange of information. |
568 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can exchange limited information on familiar and routine operational matters. |
569 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can ask and answer questions about what they do at work and in their free time. |
570 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can ask for and give directions referring to a map or plan. |
571 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can ask for and provide personal information. |
572 | Communicative language activities | Interaction | Oral interaction | Information exchange | A2 | Can ask and answer simple questions about an event (e.g. ask where and when it took place, who was there and what it was like). |
573 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can understand questions and instructions addressed carefully and slowly to them and follow short, simple directions. |
574 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. |
575 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can ask and answer questions about themselves and other people, where they live, people they know, things they have. |
576 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can indicate time by lexicalised phrases like “next week”, “last Friday”, “in November”, “three o’clock”. |
577 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can express numbers, quantities and cost in a limited way. |
578 | Communicative language activities | Interaction | Oral interaction | Information exchange | A1 | Can name the colour of clothes or other familiar objects and can ask the colour of such objects. |
579 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can tell people their name and ask other people their names. |
580 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can use and understand simple numbers in everyday conversations. |
581 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can ask and tell what day, time of day and date it is. |
582 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can ask for and give a date of birth. |
583 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can ask for and give a phone number. |
584 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can tell people their age and ask people about their age. |
585 | Communicative language activities | Interaction | Oral interaction | Information exchange | Pre-A1 | Can ask very simple questions for information, such as “What is this?” and understand one- or two-word/sign answers. |
586 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | C2 | Can keep up their side of the dialogue extremely well, structuring the discourse and interacting authoritatively with effortless fluency as interviewer or interviewee, at no disadvantage to other participants. |
587 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | C1 | Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well. |
588 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B2+ | Can carry out an effective, fluent interview, departing spontaneously from prepared questions, following up and probing interesting replies. |
589 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B2 | Can take the initiative in an interview, and expand and develop ideas with little help or prodding from an interviewer. |
590 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B1+ | Can provide concrete information required in an interview/consultation (e.g. describe symptoms to a doctor), but with limited precision. |
591 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B1+ | Can carry out a prepared interview, checking and confirming information, though they may occasionally have to ask for repetition if the other person’s response is rapid or extended. |
592 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B1 | Can take some initiative in an interview/consultation (e.g. to bring up a new subject) but is very dependent on the interviewer in the interaction. |
593 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B1 | Can describe symptoms in a simple way and ask for advice when using health services, and can understand the answer, provided this is given clearly in everyday language. |
594 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | B1 | Can use a prepared questionnaire to carry out a structured interview, with some spontaneous follow-up questions. |
595 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A2+ | Can make themselves understood in an interview and communicate ideas and information on familiar topics, provided they can ask for clarification occasionally, and are given some help to express what they want to. |
596 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A2+ | Can describe to a doctor very basic symptoms and ailments such as a cold or the flu. |
597 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A2 | Can answer simple questions and respond to simple statements in an interview. |
598 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A2 | Can indicate in simple language the nature of a problem to a health professional, perhaps using gestures and body language. |
599 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A1 | Can reply in an interview to simple direct questions, put very slowly and clearly in direct, non-idiomatic language, about personal details. |
600 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | A1 | Can state in simple language the nature of a problem to a health professional and answer simple questions such as “Does that hurt?” even though they have to rely on gestures and body language to reinforce the message. |
601 | Communicative language activities | Interaction | Oral interaction | Interviewing and being interviewed | Pre-A1 | No descriptors available |
602 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | C2 | Can use telecommunications confidently and effectively for both personal and professional purposes, even if there is some interference (noise) or the caller has a less familiar accent. |
603 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | C1 | Can use telecommunications effectively for most professional or personal purposes. |
604 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B2 | Can use telecommunications for a variety of personal and professional purposes, provided they can ask for clarification if the accent or terminology is unfamiliar. |
605 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B2 | Can participate in extended casual conversation over the phone with a known person on a variety of topics. |
606 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B1+ | Can use telecommunications for everyday personal or professional purposes, provided they can ask for clarification from time to time. |
607 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B1+ | Can give important details over the (video)phone concerning an unexpected incident (e.g. a problem in a hotel, with travel arrangements, with a hire car). |
608 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B1 | Can use telecommunications to have relatively simple but extended conversations with people they know personally. |
609 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | B1 | Can use telecommunications for routine messages (e.g. arrangements for a meeting) and to obtain basic services (e.g. book a hotel room or make a medical appointment). |
610 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | A2+ | Can use telecommunications with their friends to exchange simple news, make plans and arrange to meet. |
611 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | A2 | Can, given repetition and clarifications, participate in a short, simple phone conversation with a known person on a predictable topic, e.g. arrival times, arrangements to meet. |
612 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | A2 | Can understand a simple message (e.g. “My flight is late. I will arrive at ten o’clock.”), confirm details of the message and pass it on by phone to other people concerned. |
613 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | A1 | No descriptors available |
614 | Communicative language activities | Interaction | Oral interaction | Using telecommunications | Pre-A1 | No descriptors available |
615 | Communicative language activities | Interaction | Written interaction | Overall written interaction | C2 | Can express themselves in an appropriate tone and style in virtually any type of formal and informal interaction. |
616 | Communicative language activities | Interaction | Written interaction | Overall written interaction | C1 | Can express themselves with clarity and precision, relating to the addressee flexibly and effectively. |
617 | Communicative language activities | Interaction | Written interaction | Overall written interaction | B2 | Can express news and views effectively in writing, and relate to those of others. |
618 | Communicative language activities | Interaction | Written interaction | Overall written interaction | B1+ | Can convey information and ideas on abstract as well as concrete topics, check information, and ask about or explain problems with reasonable precision. |
619 | Communicative language activities | Interaction | Written interaction | Overall written interaction | B1 | Can compose personal letters and notes asking for or conveying simple information of immediate relevance, getting across the point they feel to be important. |
620 | Communicative language activities | Interaction | Written interaction | Overall written interaction | A2 | Can compose short, simple formulaic notes relating to matters in areas of immediate need. |
621 | Communicative language activities | Interaction | Written interaction | Overall written interaction | A1 | Can ask for or pass on personal details. |
622 | Communicative language activities | Interaction | Written interaction | Overall written interaction | Pre-A1 | Can convey basic information (e.g. name, address, family) in short phrases on a form or in a note, with the use of a dictionary. |
623 | Communicative language activities | Interaction | Written interaction | Correspondence | C2 | Can compose virtually any type of correspondence necessary in the course of their professional life in an appropriate tone and style. |
624 | Communicative language activities | Interaction | Written interaction | Correspondence | C1 | Can express themselves with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage. |
625 | Communicative language activities | Interaction | Written interaction | Correspondence | C1 | Can, with good expression and accuracy, compose formal correspondence such as letters of clarification, application, recommendation, reference, complaint, sympathy and condolence. |
626 | Communicative language activities | Interaction | Written interaction | Correspondence | B2+ | Can maintain a relationship through personal correspondence using the language fluently and effectively to give detailed descriptions of experiences, pose sympathetic questions and follow up issues of mutual interest. |
627 | Communicative language activities | Interaction | Written interaction | Correspondence | B2+ | Can in most cases understand idiomatic expressions and colloquialisms in correspondence and other communications and use the most common ones themselves as appropriate to the situation. |
628 | Communicative language activities | Interaction | Written interaction | Correspondence | B2+ | Can compose formal correspondence such as letters of enquiry, request, application and complaint using appropriate register, structure and conventions. |
629 | Communicative language activities | Interaction | Written interaction | Correspondence | B2+ | Can compose a forceful but polite letter of complaint, including supporting details and a statement of the desired outcome. |
630 | Communicative language activities | Interaction | Written interaction | Correspondence | B2 | Can compose letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views. |
631 | Communicative language activities | Interaction | Written interaction | Correspondence | B2 | Can use formality and conventions appropriate to the context when writing personal and professional letters and e-mails. |
632 | Communicative language activities | Interaction | Written interaction | Correspondence | B2 | Can compose formal e-mails/letters of invitation, thanks or apology using appropriate registers and conventions. |
633 | Communicative language activities | Interaction | Written interaction | Correspondence | B2 | Can compose non-routine professional letters, using appropriate structure and conventions, provided these are restricted to matters of fact. |
634 | Communicative language activities | Interaction | Written interaction | Correspondence | B2 | Can obtain, by letter or e-mail, information required for a particular purpose, collate it and forward it by e-mail to other people. |
635 | Communicative language activities | Interaction | Written interaction | Correspondence | B1+ | Can compose personal letters giving news and expressing thoughts about abstract or cultural topics such as music or film. |
636 | Communicative language activities | Interaction | Written interaction | Correspondence | B1+ | Can compose letters expressing different opinions and giving detailed accounts of personal feelings and experiences. |
637 | Communicative language activities | Interaction | Written interaction | Correspondence | B1+ | Can reply to an advertisement in writing and ask for further information on items that interest them. |
638 | Communicative language activities | Interaction | Written interaction | Correspondence | B1+ | Can compose basic formal e-mails/letters (e.g. to make a complaint and request action). |
639 | Communicative language activities | Interaction | Written interaction | Correspondence | B1 | Can compose personal letters describing experiences, feelings and events in some detail. |
640 | Communicative language activities | Interaction | Written interaction | Correspondence | B1 | Can compose basic e-mails/letters of a factual nature (e.g. to request information or to ask for and give confirmation). |
641 | Communicative language activities | Interaction | Written interaction | Correspondence | B1 | Can compose a basic letter of application with limited supporting details. |
642 | Communicative language activities | Interaction | Written interaction | Correspondence | A2+ | Can exchange information by text message, by e-mail or in short letters, responding to questions from the other person (e.g. about a new product or activity). |
643 | Communicative language activities | Interaction | Written interaction | Correspondence | A2 | Can convey personal information of a routine nature, for example in a short e-mail or letter introducing themselves. |
644 | Communicative language activities | Interaction | Written interaction | Correspondence | A2 | Can compose very simple personal letters expressing thanks and apology. |
645 | Communicative language activities | Interaction | Written interaction | Correspondence | A2 | Can compose short, simple notes, e-mails and text messages (e.g. to send or reply to an invitation, to confirm or change an arrangement). |
646 | Communicative language activities | Interaction | Written interaction | Correspondence | A2 | Can compose a short text in a greetings card (e.g. for someone’s birthday or to wish them a Happy New Year). |
647 | Communicative language activities | Interaction | Written interaction | Correspondence | A1 | Can compose messages and online postings as a series of very short sentences about hobbies and likes/dislikes, using simple words and formulaic expressions, with reference to a dictionary. |
648 | Communicative language activities | Interaction | Written interaction | Correspondence | A1 | Can compose a short, simple postcard. |
649 | Communicative language activities | Interaction | Written interaction | Correspondence | A1 | Can compose a short, very simple message (e.g. a text message) to friends to give them a piece of information or to ask them a question. |
650 | Communicative language activities | Interaction | Written interaction | Correspondence | Pre-A1 | Can convey basic personal information in short phrases and sentences, with reference to a dictionary. |
651 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | C2 | No descriptors available; see B2 |
652 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | C1 | No descriptors available; see B2 |
653 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | B2 | Can take or leave complex personal or professional messages, provided they can ask for clarification or elaboration if necessary. |
654 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | B1+ | Can take routine messages that are likely to occur in a personal, professional or academic context. |
655 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | B1+ | Can take messages communicating enquiries and explaining problems. |
656 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | B1 | Can formulate notes conveying simple information of immediate relevance to friends, service people, teachers and others who feature in their everyday life, getting across comprehensibly the points they feel are important. |
657 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | B1 | Can take messages over the phone containing several points, provided the caller dictates these clearly and sympathetically. |
658 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | A2+ | Can take a short, simple message provided they can ask for repetition and reformulation. |
659 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | A2 | Can formulate short, simple notes and messages relating to matters in areas of immediate need. |
660 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | A2 | Can fill in personal and other details on most everyday forms (e.g. to open a bank account, or to send a letter by recorded delivery). |
661 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | A1 | Can fill in numbers and dates, own name, nationality, address, age, date of birth or arrival in the country, etc., e.g. on a hotel registration form. |
662 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | A1 | Can leave a simple message giving information regarding for instance where they have gone, or what time they will be back (e.g. “Shopping: back at 5 p.m.”). |
663 | Communicative language activities | Interaction | Written interaction | Notes, messages and forms | Pre-A1 | Can fill in very simple registration forms with basic personal details: name, address, nationality, marital status. |
664 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C2 | Can express themselves with clarity and precision in real-time online discussion, adjusting language flexibly and sensitively to context, including emotional, allusive and joking usage. |
665 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C2 | Can anticipate and deal effectively with possible misunderstandings (including cultural ones), communication issues and emotional reactions in an online discussion. |
666 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C2 | Can easily and quickly adapt their register and style to suit different online environments, communication purposes and speech acts. |
667 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C1 | Can engage in real-time online exchanges with several participants, understanding the communicative intentions and cultural implications of the various contributions. |
668 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C1 | Can participate effectively in live, online professional or academic discussion, asking for and giving further clarification of complex, abstract issues as necessary. |
669 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C1 | Can adapt their register according to the context of online interaction, moving from one register to the other within the same exchange if necessary. |
670 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | C1 | Can evaluate, restate and challenge arguments in professional or academic live online chat and discussion. |
671 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B2+ | Can engage in online exchanges, linking their contributions to previous ones in the thread, understanding cultural implications and reacting appropriately. |
672 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B2 | Can participate actively in an online discussion, stating and responding to opinions on topics of interest at some length, provided contributors avoid unusual or complex language and allow time for responses. |
673 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B2 | Can engage in online exchanges between several participants, effectively linking their contributions to previous ones in the thread, provided a moderator helps manage the discussion. |
674 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B2 | Can recognise misunderstandings and disagreements that arise in an online interaction and deal with them, provided the interlocutor(s) are willing to co-operate. |
675 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B1+ | Can engage in real-time online exchanges with more than one participant, recognising the communicative intentions of each contributor, but may not understand details or implications without further explanation. |
676 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B1+ | Can post online accounts of social events, experiences and activities referring to embedded links and media and sharing personal feelings. |
677 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B1 | Can post a comprehensible contribution in an online discussion on a familiar topic of interest, provided they can prepare the text beforehand and use online tools to fill gaps in language and check accuracy. |
678 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | B1 | Can make personal online postings about experiences, feelings and events and respond individually to the comments of others in some detail, though lexical limitations sometimes cause repetition and inappropriate formulation. |
679 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A2+ | Can introduce themselves and manage simple exchanges online, asking and answering questions and exchanging ideas on predictable everyday topics, provided enough time is allowed to formulate responses, and that they interact with one interlocutor at a time. |
680 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A2+ | Can make short descriptive online postings about everyday matters, social activities and feelings, with simple key details. |
681 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A2+ | Can comment on other people’s online postings, provided they are written/signed in simple language, reacting to embedded media by expressing feelings of surprise, interest and indifference in a simple way. |
682 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A2 | Can engage in basic social communication online (e.g. a simple message on a virtual card for special occasions, sharing news and making/confirming arrangements to meet). |
683 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A2 | Can make brief positive or negative comments online about embedded links and media using a repertoire of basic language, though they will generally have to refer to an online translation tool and other resources. |
684 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A1 | Can formulate very simple messages and personal online postings as a series of very short sentences about hobbies, likes/dislikes, etc., relying on the aid of a translation tool. |
685 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | A1 | Can use formulaic expressions and combinations of simple words/signs to post short positive and negative reactions to simple online postings and their embedded links and media, and can respond to further comments with standard expressions of thanks and apology. |
686 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | Pre-A1 | Can post simple online greetings, using basic formulaic expressions and emoticons. |
687 | Communicative language activities | Interaction | Online interaction | Online conversation and discussion | Pre-A1 | Can post online short simple statements about themselves (e.g. relationship status, nationality, occupation), provided they can select them from a menu and/or refer to an online translation tool. |
688 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C2 | Can resolve misunderstandings and deal effectively with frictions that arise during the collaborative process. |
689 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C2 | Can provide guidance and add precision to the work of a group at the redrafting and editing stages of collaborative work. |
690 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C1 | Can co-ordinate a group that is working on a project online, formulating and revising detailed instructions, evaluating proposals from team members, and providing clarifications in order to accomplish the shared tasks. |
691 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C1 | Can deal with complex online transactions in a service role (e.g. applications with complicated requirements), adjusting language flexibly to manage discussions and negotiations. |
692 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C1 | Can participate in complex projects requiring collaborative writing and redrafting as well as other forms of online collaboration, following and relaying instructions with precision in order to reach the goal. |
693 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | C1 | Can deal effectively with communication problems and cultural issues that arise in an online collaborative or transactional exchange by reformulating, clarifying and providing examples through media (visual, audio, graphic). |
694 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B2+ | Can take a lead role in online collaborative work within their area(s) of expertise, keeping the group on task by reminding it of roles, responsibilities and deadlines in order to achieve established goals. |
695 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B2+ | Can engage in online collaborative or transactional exchanges within their area(s) of expertise that require negotiation of conditions and explanation of complicated details and special requirements. |
696 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B2+ | Can deal with misunderstandings and unexpected problems that arise in online collaborative or transactional exchanges by responding politely and appropriately in order to help resolve the issue. |
697 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B2 | Can collaborate online with a group that is working on a project, justifying proposals, seeking clarification and playing a supportive role in order to accomplish shared tasks. |
698 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B1+ | Can engage in online transactions that require an extended exchange of information, provided the interlocutor(s) avoid complex language and are willing to repeat and reformulate when necessary. |
699 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B1+ | Can interact online with a group that is working on a project, following straightforward instructions, seeking clarification and helping to accomplish the shared tasks. |
700 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B1 | Can engage in online collaborative or transactional exchanges that require simple clarification or explanation of relevant details, such as registering for a course, tour or event, or applying for membership. |
701 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B1 | Can interact online with a partner or small group working on a project, provided there are visual aids such as images, statistics and graphs to clarify more complex concepts. |
702 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | B1 | Can respond to instructions and ask questions or request clarifications in order to accomplish a shared task online. |
703 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A2+ | Can use formulaic language to respond to routine problems arising in online transactions (e.g. concerning availability of models and special offers, delivery dates, addresses). |
704 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A2+ | Can interact online with a supportive partner in a simple collaborative task, responding to basic instructions and seeking clarification, provided there are visual aids such as images, statistics or graphs to clarify the concepts involved. |
705 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A2 | Can make simple online transactions (e.g. ordering goods or enrolling in a course) by filling in an online form or questionnaire, providing personal details and confirming acceptance of terms and conditions, declining extra services, etc. |
706 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A2 | Can ask basic questions about the availability of a product or feature. |
707 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A2 | Can respond to simple instructions and ask simple questions in order to accomplish a shared task online with the help of a supportive interlocutor. |
708 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | A1 | Can complete a very simple online purchase or application, providing basic personal information (e.g. name, e-mail or telephone number). |
709 | Communicative language activities | Interaction | Online interaction | Goal-oriented online transactions and collaboration | Pre-A1 | Can make selections (e.g. choosing a product, size, colour) in a simple online purchase or application form, provided there is visual support. |
710 | Communicative language strategies | Interaction | Turntaking | C2 | No descriptors available; see C1 | |
711 | Communicative language strategies | Interaction | Turntaking | C1 | Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. | |
712 | Communicative language strategies | Interaction | Turntaking | B2 | Can intervene appropriately in discussion, exploiting appropriate language to do so. | |
713 | Communicative language strategies | Interaction | Turntaking | B2 | Can initiate, maintain and end discourse appropriately with effective turntaking. | |
714 | Communicative language strategies | Interaction | Turntaking | B2 | Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly. | |
715 | Communicative language strategies | Interaction | Turntaking | B2 | Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express. | |
716 | Communicative language strategies | Interaction | Turntaking | B1+ | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. | |
717 | Communicative language strategies | Interaction | Turntaking | B1 | Can initiate, maintain and close simple, face-to-face conversation on topics that are familiar or of personal interest. | |
718 | Communicative language strategies | Interaction | Turntaking | A2+ | Can use simple techniques to start, maintain or end a short conversation. | |
719 | Communicative language strategies | Interaction | Turntaking | A2+ | Can initiate, maintain and close simple, face-to-face conversation. | |
720 | Communicative language strategies | Interaction | Turntaking | A2 | Can ask for attention. | |
721 | Communicative language strategies | Interaction | Turntaking | A1 | No descriptors available | |
722 | Communicative language strategies | Interaction | Turntaking | Pre-A1 | No descriptors available | |
723 | Communicative language strategies | Interaction | Co-operating | C2 | Can link contributions skilfully to those of others, widen the scope of the interaction and help steer it towards an outcome. | |
724 | Communicative language strategies | Interaction | Co-operating | C1 | Can relate own contribution skilfully to that of others. | |
725 | Communicative language strategies | Interaction | Co-operating | B2+ | Can give feedback on and follow up statements and inferences and so help the development of the discussion. | |
726 | Communicative language strategies | Interaction | Co-operating | B2+ | Can summarise and evaluate the main points of discussion on matters within their academic or professional competence. | |
727 | Communicative language strategies | Interaction | Co-operating | B2 | Can help the discussion along on familiar ground, confirming comprehension, inviting others in, etc. | |
728 | Communicative language strategies | Interaction | Co-operating | B2 | Can summarise the point reached at a particular stage in a discussion and propose the next steps. | |
729 | Communicative language strategies | Interaction | Co-operating | B1+ | Can exploit a basic repertoire of language and strategies to help keep a conversation or discussion going. | |
730 | Communicative language strategies | Interaction | Co-operating | B1+ | Can summarise the point reached in a discussion and so help focus the argument. | |
731 | Communicative language strategies | Interaction | Co-operating | B1 | Can repeat back part of what someone has said to confirm mutual understanding and help keep the development of ideas on course. | |
732 | Communicative language strategies | Interaction | Co-operating | B1 | Can invite others into the discussion. | |
733 | Communicative language strategies | Interaction | Co-operating | A2 | Can indicate when they are following. | |
734 | Communicative language strategies | Interaction | Co-operating | A1 | No descriptors available | |
735 | Communicative language strategies | Interaction | Co-operating | Pre-A1 | No descriptors available | |
736 | Communicative language strategies | Interaction | Asking for clarification | C2 | No descriptors available; see C1 | |
737 | Communicative language strategies | Interaction | Asking for clarification | C1 | Can ask for explanation or clarification to ensure they understand complex, abstract ideas in professional or academic contexts, live or online. | |
738 | Communicative language strategies | Interaction | Asking for clarification | B2+ | Can ask follow-up questions to check that they have understood what someone intended to say, and get clarification of ambiguous points. | |
739 | Communicative language strategies | Interaction | Asking for clarification | B2 | Can ask for explanation or clarification to ensure they understand complex, abstract ideas. | |
740 | Communicative language strategies | Interaction | Asking for clarification | B2 | Can formulate follow-up questions to a member of a group to clarify an issue that is implicit or poorly articulated. | |
741 | Communicative language strategies | Interaction | Asking for clarification | B1+ | Can ask for further details and clarifications from other group members in order to move a discussion forward. | |
742 | Communicative language strategies | Interaction | Asking for clarification | B1 | Can ask someone to clarify or elaborate what they have just said. | |
743 | Communicative language strategies | Interaction | Asking for clarification | A2+ | Can ask very simply for repetition when they do not understand. | |
744 | Communicative language strategies | Interaction | Asking for clarification | A2+ | Can ask for clarification about key words/signs or phrases not understood, using stock phrases. | |
745 | Communicative language strategies | Interaction | Asking for clarification | A2 | Can indicate that they did not follow. | |
746 | Communicative language strategies | Interaction | Asking for clarification | A2 | Can signal non-understanding and ask for a word/sign to be spelt out. | |
747 | Communicative language strategies | Interaction | Asking for clarification | A1 | Can indicate with simple words/signs, intonation and gestures that they do not understand. | |
748 | Communicative language strategies | Interaction | Asking for clarification | A1 | Can express in a simple way that they do not understand. | |
749 | Communicative language strategies | Interaction | Asking for clarification | Pre-A1 | No descriptors available | |
750 | Communicative language activities | Mediation | Overall mediation | C2 | Can mediate effectively and naturally, taking on different roles according to the needs of the people and situation involved, identifying nuances and undercurrents and guiding a sensitive or delicate discussion. Can explain in clear, fluent, well-structured language the way facts and arguments are presented, conveying evaluative aspects and most nuances precisely, and pointing out sociocultural implications (e.g. use of register, understatement, irony and sarcasm). | |
751 | Communicative language activities | Mediation | Overall mediation | C1 | Can act effectively as a mediator, helping to maintain positive interaction by interpreting different perspectives, managing ambiguity, anticipating misunderstandings and intervening diplomatically in order to redirect the conversation. Can build on different contributions to a discussion, stimulating reasoning with a series of questions. Can convey clearly and fluently in well-structured language the significant ideas in long, complex texts, whether or not they relate to their own fields of interest, including evaluative aspects and most nuances. | |
752 | Communicative language activities | Mediation | Overall mediation | B2+ | Can establish a supportive environment for sharing ideas and facilitate discussion of delicate issues, showing appreciation of different perspectives, encouraging people to explore issues and adjusting sensitively the way they express things. Can build on others’ ideas, making suggestions for ways forward. Can convey the main content of well-structured but long and propositionally complex texts on subjects within their fields of professional, academic and personal interest, clarifying the opinions and purposes of speakers/signers. | |
753 | Communicative language activities | Mediation | Overall mediation | B2 | Can work collaboratively with people from different backgrounds, creating a positive atmosphere by providing support, asking questions to identify common goals, comparing options for how to achieve them and explaining suggestions for what to do next. Can further develop others’ ideas, pose questions that invite reactions from different perspectives and propose a solution or next steps. Can convey detailed information and arguments reliably, e.g. the significant point(s) contained in complex but well-structured texts within their fields of professional, academic and personal interest. | |
754 | Communicative language activities | Mediation | Overall mediation | B1+ | Can collaborate with people from other backgrounds, showing interest and empathy by asking and answering simple questions, formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. Can convey the main points made in long texts expressed in uncomplicated language on topics of personal interest, provided they can check the meaning of certain expressions. | |
755 | Communicative language activities | Mediation | Overall mediation | B1 | Can introduce people from different backgrounds, showing awareness that some questions may be perceived differently, and invite other people to contribute their expertise and experience as well as their views. Can convey information given in clear, well-structured informational texts on subjects that are familiar or of personal or current interest, although lexical limitations cause difficulty with formulation at times. | |
756 | Communicative language activities | Mediation | Overall mediation | A2+ | Can play a supportive role in interaction, provided other participants speak/sign slowly and that one or more of the participants helps them to contribute and to express their suggestions. Can convey relevant information contained in clearly structured, short, simple, informational texts, provided the texts concern concrete, familiar subjects and are formulated in simple everyday language. | |
757 | Communicative language activities | Mediation | Overall mediation | A2 | Can use simple words/signs to ask someone to explain something. Can recognise when difficulties occur and indicate in simple language the apparent nature of a problem. Can convey the main point(s) involved in short, simple conversations or texts on everyday subjects of immediate interest, provided these are expressed clearly in simple language. | |
758 | Communicative language activities | Mediation | Overall mediation | A1 | Can use simple words/signs and non-verbal signals to show interest in an idea. Can convey simple, predictable information of immediate interest given in short, simple signs and notices, posters and programmes. | |
759 | Communicative language activities | Mediation | Overall mediation | Pre-A1 | No descriptors available | |
760 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | C2 | No descriptors available; see C1 |
761 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | C1 | Can explain (in Language B) the relevance of specific information found in a particular section of a long, complex text (in Language A). |
762 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | B2+ | Can relay (in Language B) which presentations given (in Language A) at a conference or which articles in a book (in Language A) are particularly relevant for a specific purpose. |
763 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | B2 | Can relay (in Language B) the main point(s) contained in formal correspondence and/or reports (in Language A) on general subjects and on subjects related to their fields of interest. |
764 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | B1 | Can relay (in Language B) the content of public announcements and messages delivered clearly at normal speed (in Language A). |
765 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | B1 | Can relay (in Language B) the contents of detailed instructions or directions, provided these are clearly articulated (in Language A). |
766 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | B1 | Can relay (in Language B) specific information given in straightforward informational texts (e.g. leaflets, brochure entries, notices and letters or e-mails) (in Language A). |
767 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | A2+ | Can relay (in Language B) the point made in a clear announcement (in Language A) concerning familiar everyday subjects, though they may have to simplify the message and search for words/signs. |
768 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | A2+ | Can relay (in Language B) specific, relevant information contained in short, simple texts, labels and notices (in Language A) on familiar subjects. |
769 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | A2 | Can relay (in Language B) the point made in short, clear, simple messages, instructions and announcements, provided these are expressed slowly and clearly in simple language (in Language A). |
770 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | A2 | Can relay (in Language B) in a simple way a series of short, simple instructions, provided the original (in Language A) is clearly and slowly articulated. |
771 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | A1 | Can relay (in Language B) simple, predictable information about times and places given in short, simple statements (delivered in Language A). |
772 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | Pre-A1 | Can relay (in Language B) simple instructions about places and times (given in Language A), provided these are repeated very slowly and clearly. |
773 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in speech or sign | Pre-A1 | Can relay (in Language B) very basic information (e.g. numbers and prices) from short, simple, illustrated texts (in Language A). |
774 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | C2 | No descriptors available; see B2 |
775 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | C1 | No descriptors available; see B2 |
776 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B2+ | Can relay in writing (in Language B) which presentations at a conference (given in Language A) were relevant, pointing out which would be worth detailed consideration. |
777 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B2+ | Can relay in writing (in Language B) the relevant point(s) contained in propositionally complex but well-structured texts (in Language A) within their fields of professional, academic and personal interest. |
778 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B2+ | Can relay in writing (in Language B) the relevant point(s) contained in an article (in Language A) from an academic or professional journal. |
779 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B2 | Can relay in a written report (in Language B) relevant decisions that were taken in a meeting (in Language A). |
780 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B2 | Can relay in writing (in Language B) the significant point(s) contained in formal correspondence (in Language A). |
781 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B1 | Can relay in writing (in Language B) specific information points contained in texts delivered (in Language A) on familiar subjects (e.g. calls, announcements and instructions). |
782 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B1 | Can relay in writing (in Language B) specific, relevant information contained in straightforward informational texts (in Language A) on familiar subjects. |
783 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | B1 | Can relay in writing (in Language B) specific information given in a straightforward recorded message (left in Language A), provided the topics concerned are familiar and the delivery is slow and clear. |
784 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | A2+ | Can relay in writing (in Language B) specific information contained in short simple informational texts (in Language A), provided the texts concern concrete, familiar subjects and are composed in simple everyday language. |
785 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | A2 | Can list (in Language B) the main points of short, clear, simple messages and announcements (given in Language A), provided they are clearly and slowly articulated. |
786 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | A2 | Can list (in Language B) specific information contained in simple texts (in Language A) on everyday subjects of immediate interest or need. |
787 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | A1 | Can list (in Language B) names, numbers, prices and very simple information of immediate interest in oral texts (in Language A), provided the articulation is very slow and clear, with repetition. |
788 | Communicative language activities | Mediation | Mediating a text | Relaying specific information in writing | Pre-A1 | Can list (in Language B) names, numbers, prices and very simple information from texts (in Language A) that are of immediate interest, that are composed in very simple language and contain illustrations. |
789 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | C2 | Can interpret and describe clearly and reliably (in Language B) various forms of empirical data and visually organised information (with text in Language A) from conceptually complex research concerning academic or professional topics. |
790 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | C1 | Can interpret and describe clearly and reliably (in Language B) the salient points and details contained in complex diagrams and other visually organised information (with text in Language A) on complex academic or professional topics. |
791 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | B2 | Can interpret and describe reliably (in Language B) detailed information contained in complex diagrams, charts and other visually organised information (with text in Language A) on topics in their fields of interest. |
792 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | B1+ | Can interpret and describe (in Language B) detailed information in diagrams in their fields of interest (with text in Language A), even though lexical gaps may cause hesitation or imprecise formulation. |
793 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | B1 | Can interpret and describe (in Language B) overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), even though lexical limitations cause difficulty with formulation at times. |
794 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | A2+ | Can interpret and describe (in Language B) simple visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A), even though pauses, false starts and reformulation may be very evident. |
795 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | A2 | No descriptors available |
796 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | A1 | No descriptors available |
797 | Communicative language activities | Mediation | Mediating a text | Explaining data in speech or sign | Pre-A1 | No descriptors available |
798 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | C2 | Can interpret and present in writing (in Language B) various forms of empirical data (with text in Language A) from conceptually complex research on academic or professional topics. |
799 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | C1 | Can interpret and present clearly and reliably in writing (in Language B) the salient, relevant points contained in complex diagrams and other visually organised data (with text in Language A) on complex academic or professional topics. |
800 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | B2 | Can interpret and present reliably in writing (in Language B) detailed information from diagrams and visually organised data in their fields of interest (with text in Language A). |
801 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | B1+ | Can interpret and present in writing (in Language B) the overall trends shown in simple diagrams (e.g. graphs, bar charts) (with text in Language A), explaining the important points in more detail, given the help of a dictionary or other reference materials. |
802 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | B1 | Can describe in simple sentences (in Language B) the main facts shown in visuals on familiar topics (e.g. a weather map, a basic flow chart) (with text in Language A). |
803 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | A2 | No descriptors available |
804 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | A1 | No descriptors available |
805 | Communicative language activities | Mediation | Mediating a text | Explaining data in writing | Pre-A1 | No descriptors available |
806 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C2 | Can explain (in Language B) inferences when links or implications are not made explicit (in Language A), and point out the sociocultural implications of the form of expression (e.g. understatement, irony, sarcasm). |
807 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can summarise (in Language B) long, demanding texts (in Language A). |
808 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can summarise (in Language B) discussion (in Language A) on matters within their academic or professional competence, elaborating and weighing up different points of view and identifying the most significant points. |
809 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can summarise clearly in well-structured language (in Language B) the main points made in complex texts (in Language A) in fields of specialisation other than their own, although they may occasionally check particular technical concepts. |
810 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can explain (in Language B) subtle distinctions in the presentation of facts and arguments (in Language A). |
811 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can exploit information and arguments from a complex text (in Language A) to discuss a topic (in Language B), glossing with evaluative comments, adding their opinion, etc. |
812 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | C1 | Can explain (in Language B) the attitude or opinion expressed in a source text (in Language A) on a specialised topic, supporting inferences they make with reference to specific passages in the original. |
813 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2+ | Can summarise clearly in well-structured language (in Language B) the information and arguments contained in complex texts (in Language A) on a wide range of subjects related to their fields of interest and specialisation. |
814 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2+ | Can summarise (in Language B) the main points of complex discussions (in Language A), weighing up the different points of view presented. |
815 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can synthesise and report (in Language B) information and arguments from a number of sources (in Language A). |
816 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can summarise (in Language B) a wide range of factual and imaginative texts (in Language A), commenting on and discussing contrasting points of view and the main themes. |
817 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can summarise (in Language B) the important points made in longer, complex texts (in Language A) on subjects of current interest, including their fields of special interest. |
818 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can recognise the intended audience of a text (in Language A) on a topic of interest and explain (in Language B) the purpose, attitudes and opinion of the author. |
819 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can summarise (in Language B) extracts from news items, interviews or documentaries containing opinions, arguments and discussions (in Language A). |
820 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B2 | Can summarise (in Language B) the plot and sequence of events in a film or play (in Language A). |
821 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1+ | Can summarise (in Language B) the main points made in long texts (in Language A) on topics in their fields of interest, provided they can check the meaning of certain expressions. |
822 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1+ | Can summarise (in Language B) a short narrative or article, talk, discussion, interview or documentary (in Language A) and answer further questions about details. |
823 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1+ | Can collate short pieces of information from several sources (in Language A) and summarise them (in Language B) for somebody else. |
824 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1 | Can summarise (in Language B) the main points made in clear, well-structured texts (in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times. |
825 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1 | Can summarise simply (in Language B) the main information content of straightforward texts (in Language A) on familiar subjects (e.g. a short record of an interview, magazine article, travel brochure). |
826 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1 | Can summarise (in Language B) the main points made during a conversation (in Language A) on a subject of personal or current interest, provided people articulated clearly. |
827 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1 | Can summarise (in Language B) the main points made in long texts delivered orally (in Language A) on topics in their fields of interest, provided they can listen or view several times. |
828 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | B1 | Can summarise (in Language B) the main points or events in TV programmes and video clips (in Language A), provided they can view them several times. |
829 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | A2+ | Can report (in Language B) the main points made in simple TV or radio news items (in Language A) reporting events, sports, accidents, etc., provided the topics concerned are familiar and the delivery is slow and clear. |
830 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | A2+ | Can report in simple sentences (in Language B) the information contained in clearly structured, short, simple texts (in Language A) that have illustrations or tables. |
831 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | A2+ | Can summarise (in Language B) the main point(s) in simple, short informational texts (in Language A) on familiar topics. |
832 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | A2 | Can convey (in Language B) the main point(s) contained in clearly structured, short, simple texts (in Language A), supplementing their limited repertoire with other means (e.g. gestures, drawings, words/signs from other languages) in order to do so. |
833 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | A1 | Can convey (in Language B) simple, predictable information given in short, very simple signs and notices, posters and programmes (in Language A). |
834 | Communicative language activities | Mediation | Mediating a text | Processing text in speech or sign | Pre-A1 | No descriptors available |
835 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | C2 | Can explain in writing (in Language B) the way that facts and arguments are presented in a text (in Language A), particularly when someone else’s position is being reported, drawing attention to the use of understatement, veiled criticism, irony and sarcasm. |
836 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | C2 | Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation of the overall result. |
837 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | C1 | Can summarise in writing (in Language B) long, complex texts (in Language A), interpreting the content appropriately, provided they can occasionally check the precise meaning of unusual, technical terms. |
838 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | C1 | Can summarise in writing a long and complex text (in Language A) (e.g. an academic article, article providing political analysis, novel extract, editorial, literary review, report or extract from a scientific book) for a specific audience, respecting the style and register of the original. |
839 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B2+ | Can summarise in writing (in Language B) the main content of well-structured but propositionally complex texts (in Language A) on subjects within their fields of professional, academic and personal interest. |
840 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B2+ | Can compare, contrast and synthesise in writing (in Language B) the information and viewpoints contained in academic and professional publications (in Language A) in their fields of special interest. |
841 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B2+ | Can explain in writing (in Language B) the viewpoint articulated in a complex text (in Language A), supporting inferences they make with reference to specific information in the original. |
842 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B2 | Can summarise in writing (in Language B) the main content of complex texts (in Language A) on subjects related to their fields of interest and specialisation. |
843 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B1+ | Can summarise in writing (in Language B) the information and arguments contained in texts (in Language A) on subjects of general or personal interest. |
844 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B1 | Can summarise in writing (in Language B) the main points made in straightforward, informational texts (in Language A) on subjects that are of personal or current interest, provided oral texts are clearly articulated. |
845 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | B1 | Can paraphrase short passages in a simple fashion, using the original text wording and ordering. |
846 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A2+ | Can list as a series of bullet points (in Language B) the relevant information contained in short simple texts (in Language A), provided the texts concern concrete, familiar subjects and contain only simple everyday language. |
847 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A2+ | Can pick out and reproduce key words and phrases or short sentences from a short text within the learner’s limited competence and experience. |
848 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A2 | Can use simple language to convey (in Language B) the main point(s) contained in very short texts (in Language A) on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the text remains comprehensible. |
849 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A2 | Can copy out short texts in printed or clearly handwritten format. |
850 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A1 | Can, with the help of a dictionary, convey (in Language B) the meaning of simple phrases (in Language A) on familiar and everyday themes. |
851 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | A1 | Can copy out single words and short texts presented in standard printed format. |
852 | Communicative language activities | Mediation | Mediating a text | Processing text in writing | Pre-A1 | No descriptors available |
853 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | C2 | Can provide fluent oral translation (into Language B) of abstract texts (written in Language A) on a wide range of subjects of personal, academic and professional interest, successfully conveying evaluative aspects and arguments, including the nuances and implications associated with them. |
854 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | C1 | Can provide fluent oral translation (into Language B) of complex texts (written in Language A) on a wide range of general and specialised topics, capturing most nuances. |
855 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | B2+ | Can provide oral translation (into Language B) of complex texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest. |
856 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | B1+ | Can provide oral translation (into Language B) of texts (written in Language A) containing information and arguments on subjects within their fields of professional, academic and personal interest, provided they are written in uncomplicated, standard language. |
857 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | B1 | Can provide an approximate oral translation (into Language B) of clear, well-structured informational texts (written in Language A) on subjects that are familiar or of personal interest, although lexical limitations cause difficulty with formulation at times. |
858 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | A2+ | Can provide an approximate oral translation (into Language B) of short, simple, everyday texts (e.g. brochure entries, notices, instructions, letters or e-mails) (written in Language A). |
859 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | A2 | Can provide a simple, rough oral translation (into Language B) of short, simple texts (e.g. notices on familiar subjects) (written in Language A), capturing the most essential point. |
860 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | A2 | Can provide a simple, rough oral translation (into Language B) of routine information on familiar everyday subjects that is written in simple sentences (in Language A) (e.g. personal news, short narratives, directions, notices or instructions). |
861 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | A1 | Can provide a simple, rough oral translation (into Language B) of simple everyday words/signs and phrases (written in Language A) that are encountered on signs and notices, posters, programmes, leaflets, etc. |
862 | Communicative language activities | Mediation | Mediating a text | Translating a written text in speech or sign | Pre-A1 | No descriptors available |
863 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | C2 | Can translate (into Language B) technical material outside their field of specialisation (written in Language A), provided subject matter accuracy is checked by a specialist in the field concerned. |
864 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | C1 | Can translate (into Language B) abstract texts on social, academic and professional subjects in their field (written in Language A), successfully conveying evaluative aspects and arguments, including many of the implications associated with them, though some expression may be over-influenced by the original. |
865 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | B2+ | Can produce clearly organised translations (from Language A into Language B) that reflect normal language usage but may be over-influenced by the order, paragraphing, punctuation and particular formulations of the original. |
866 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | B2 | Can produce translations (into Language B) that closely follow the sentence and paragraph structure of the original text (in Language A), conveying the main points of the source text accurately, though the translation may read awkwardly. |
867 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | B1+ | Can produce approximate translations (from Language A into Language B) of straightforward, factual texts that are written in uncomplicated, standard language, closely following the structure of the original; although linguistic errors may occur, the translation remains comprehensible. |
868 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | B1 | Can produce approximate translations (from Language A into Language B) of information contained in short, factual texts written in uncomplicated, standard language; despite errors, the translation remains comprehensible. |
869 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | A2 | Can use simple language to provide an approximate translation (from Language A into Language B) of very short texts on familiar and everyday themes that contain the highest frequency vocabulary; despite errors, the translation remains comprehensible. |
870 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | A1 | Can, with the help of a dictionary, translate simple words/signs and phrases (from Language A into Language B), but may not always select the appropriate meaning. |
871 | Communicative language activities | Mediation | Mediating a text | Translating a written text in writing | Pre-A1 | No descriptors available |
872 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C2 | Can, while continuing to participate in a meeting or seminar, create reliable notes (or minutes) for people who are not present, even when the subject matter is complex and/or unfamiliar. |
873 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C2 | Is aware of the implications and allusions of what is said and can take notes on them as well as on the actual words used. |
874 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C2 | Can take notes selectively, paraphrasing and abbreviating successfully to capture abstract concepts and relationships between ideas. |
875 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C1 | Can take detailed notes during a lecture on topics in their field of interest, recording the information so accurately and so closely to the original that the notes could also be useful to other people. |
876 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C1 | Can make decisions about what to note down and what to omit as the lecture or seminar proceeds, even on unfamiliar matters. |
877 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | C1 | Can select relevant, detailed information and arguments on complex, abstract topics from multiple oral sources (e.g. lectures, podcasts, formal discussions and debates, interviews), provided the delivery is at normal speed. |
878 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | B2 | Can understand a clearly structured lecture on a familiar subject, and can take notes on points which strike them as important, even though they tend to concentrate on the actual formulation and therefore to miss some information. |
879 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | B2 | Can take accurate notes in meetings and seminars on most matters likely to arise within their field of interest. |
880 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | B1+ | Can take notes during a lecture which are precise enough for their own use at a later date, provided the topic is within their field of interest and the lecture is clear and well structured. |
881 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | B1 | Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the lecture is both formulated in simple language and articulated clearly. |
882 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | B1 | Can note down routine instructions in a meeting on a familiar subject, provided these are formulated in simple language and they are given sufficient time to do so. |
883 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | A2 | Can take simple notes at a presentation/demonstration where the subject matter is familiar and predictable and the presenter allows for clarification and note-taking. |
884 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | A1 | No descriptors available |
885 | Communicative language activities | Mediation | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Pre-A1 | No descriptors available |
886 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | C2 | No descriptors available |
887 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | C1 | Can describe in detail a personal interpretation of a work, outlining their reactions to certain features and explaining their significance. |
888 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | C1 | Can outline a personal interpretation of a character in a work: their psychological/emotional state, the motives for their actions and the consequences of these actions. |
889 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B2 | Can give a clear presentation of their reactions to a work, developing their ideas and supporting them with examples and arguments. |
890 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B2 | Can give a personal interpretation of the development of a plot, the characters and themes in a story, novel, film or play. |
891 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B2 | Can describe their emotional response to a work and elaborate on the way in which it has evoked this response. |
892 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B2 | Can express in some detail their reactions to the form of expression, style and content of a work, explaining what they appreciated and why. |
893 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can explain why certain parts or aspects of a work especially interested them. |
894 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can explain in some detail which character they most identified with and why. |
895 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can relate events in a story, film or play to similar events they have experienced or heard about. |
896 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can relate the emotions experienced by a character to emotions they have experienced. |
897 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can describe the emotions they experienced at a certain point in a story, e.g. the point(s) in a story when they became anxious for a character, and explain why. |
898 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can explain briefly the feelings and opinions that a work provoked in them. |
899 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can describe the personality of a character. |
900 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | B1 | Can describe a character’s feelings and explain the reasons for them. |
901 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | A2 | Can express their reactions to a work, reporting their feelings and ideas in simple language. |
902 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | A2 | Can state in simple language which aspects of a work especially interested them. |
903 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | A2 | Can state whether they liked a work or not and explain why in simple language. |
904 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | A1 | Can use simple words/signs to state how a work made them feel. |
905 | Communicative language activities | Mediation | Mediating a text | Expressing a personal response to creative texts (including literature) | Pre-A1 | No descriptors available |
906 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C2 | Can give a critical appraisal of work of different periods and genres (e.g. novels, poems and plays), appreciating subtle distinctions of style and implicit as well as explicit meaning. |
907 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C2 | Can recognise the finer subtleties of nuanced language, rhetorical effect and stylistic language use (e.g. metaphors, abnormal syntax, ambiguity), interpreting and “unpacking” meanings and connotations. |
908 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C2 | Can critically evaluate the way in which structure, language and rhetorical devices are exploited in a work for a particular purpose and give a reasoned argument concerning their appropriateness and effectiveness. |
909 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C2 | Can give a critical appreciation of deliberate breaches of linguistic conventions in a piece of writing. |
910 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C1 | Can critically appraise a wide variety of texts including literary works of different periods and genres. |
911 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C1 | Can evaluate the extent to which a work follows the conventions of its genre. |
912 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | C1 | Can describe and comment on ways in which the work engages the audience (e.g. by building up and subverting expectations). |
913 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B2 | Can compare two works, considering themes, characters and scenes, exploring similarities and contrasts and explaining the relevance of the connections between them. |
914 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B2 | Can give a reasoned opinion of a work, showing awareness of the thematic, structural and formal features and referring to the opinions and arguments of others. |
915 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B2 | Can evaluate the way the work encourages identification with characters, giving examples. |
916 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B2 | Can describe the way in which different works differ in their treatment of the same theme. |
917 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B1 | Can point out the most important episodes and events in a clearly structured narrative in everyday language and explain the significance of events and the connections between them. |
918 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | B1 | Can describe the key themes and characters in short narratives involving familiar situations that contain only high frequency everyday language. |
919 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | A2 | Can identify and briefly describe, in basic formulaic language, the key themes and characters in short, simple narratives involving familiar situations that contain only high frequency everyday language. |
920 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | A1 | No descriptors available |
921 | Communicative language activities | Mediation | Mediating a text | Analysis and criticism of creative texts (including literature) | Pre-A1 | No descriptors available |
922 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | C2 | No descriptors available |
923 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | C1 | Can show sensitivity to different perspectives within a group, acknowledging contributions and formulating any reservations, disagreements or criticisms in such a way as to avoid or minimise any offence. |
924 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | C1 | Can develop the interaction and tactfully help steer it towards a conclusion. |
925 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B2+ | Can, based on people’s reactions, adjust the way they formulate questions and/or intervene in a group interaction. |
926 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B2+ | Can act as rapporteur in a group discussion, noting ideas and decisions, discussing these with the group and later giving a summary of the group’s view(s) in a plenary. |
927 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B2 | Can ask questions to stimulate discussion on how to organise collaborative work. |
928 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B2 | Can help define goals for teamwork and compare options for how to achieve them. |
929 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B2 | Can refocus a discussion by suggesting what to consider next, and how to proceed. |
930 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B1+ | Can collaborate on a shared task, e.g. formulating and responding to suggestions, asking whether people agree, and proposing alternative approaches. |
931 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B1+ | Can collaborate in simple, shared tasks and work towards a common goal in a group by asking and answering straightforward questions. |
932 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B1+ | Can define the task in basic terms in a discussion and ask others to contribute their expertise and experience. |
933 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | B1 | Can invite other people in a group to contribute their views. |
934 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | A2+ | Can collaborate in simple, shared tasks, provided other participants articulate slowly and one or more people help them contribute and express their suggestions. |
935 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | A2 | Can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, provided they can ask for repetition or reformulation from time to time. |
936 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | A1 | Can invite others’ contributions to very simple tasks using short, simple phrases prepared in advance. Can indicate that they understand and ask whether others understand. |
937 | Communicative language activities | Mediation | Mediating concepts | Facilitating collaborative interaction with peers | Pre-A1 | No descriptors available |
938 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | C2 | Can summarise, evaluate and link the various contributions in order to facilitate agreement on a solution or a way forward. |
939 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | C1 | Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, summarising, elaborating and weighing up multiple points of view. |
940 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | C1 | Can evaluate problems, challenges and proposals in a collaborative discussion in order to decide on the way forward. |
941 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | C1 | Can highlight inconsistencies in thinking, and challenge others’ ideas in the process of trying to reach a consensus. |
942 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2+ | Can highlight the main issue that needs to be resolved in a complex task and the important aspects that need to be taken into account. |
943 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2+ | Can contribute to collaborative decision making and problem solving, expressing and co-developing ideas, explaining details and making suggestions for future action. |
944 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2+ | Can help organise the discussion in a group by reporting what others have said, summarising, elaborating and weighing up different points of view. |
945 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2 | Can further develop other people’s ideas and opinions. |
946 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2 | Can present their ideas in a group and pose questions that invite reactions from other group members’ perspectives. |
947 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B2 | Can consider two different sides of an issue, giving arguments for and against, and propose a solution or compromise. |
948 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B1+ | Can organise the work in a straightforward collaborative task by stating the aim and explaining in a simple manner the main issue that needs to be resolved. |
949 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B1+ | Can use questions, comments and simple reformulations to maintain the focus of a discussion. |
950 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B1 | Can ask a group member to give the reason(s) for their views. |
951 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | B1 | Can repeat part of what someone has said to confirm mutual understanding and help keep the development of ideas on course. |
952 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | A2+ | Can ensure that the person they are addressing understands what they mean by asking appropriate questions. |
953 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | A2 | Can make simple remarks and pose occasional questions to indicate that they are following. |
954 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | A2 | Can make suggestions in a simple way. |
955 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | A1 | Can express an idea and ask what others think, using very simple words/signs and phrases, provided they can prepare in advance. |
956 | Communicative language activities | Mediation | Mediating concepts | Collaborating to construct meaning | Pre-A1 | No descriptors available |
957 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | C2 | Can take on different roles according to the needs of the participants and requirements of the activity (resource person, mediator, supervisor, etc.) and provide appropriate individualised support. |
958 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | C2 | Can recognise undercurrents in interaction and take appropriate steps to guide the direction of discussion. |
959 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | C1 | Can organise a varied and balanced sequence of plenary, group and individual work, ensuring smooth transitions between the phases. |
960 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | C1 | Can intervene diplomatically in order to redirect discussion, prevent one person dominating or confront disruptive behaviour. |
961 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2+ | Can organise and manage collaborative group work efficiently. |
962 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2+ | Can monitor individual and group work non-intrusively, intervening to set a group back on task or to ensure even participation. |
963 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2+ | Can intervene supportively in order to focus people’s attention on aspects of the task by asking targeted questions and inviting suggestions. |
964 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2 | Can explain the different roles of participants in the collaborative process, giving clear instructions for group work. |
965 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2 | Can explain ground rules of collaborative discussion in small groups that involves problem solving or the evaluation of alternative proposals. |
966 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B2 | Can intervene when necessary to set a group back on task with new instructions or to encourage more even participation. |
967 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B1+ | Can allocate turns in a discussion, inviting a participant to express their views. |
968 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | B1 | Can give simple, clear instructions to organise an activity. |
969 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | A2 | Can give very simple instructions to a co-operative group, given some help with formulation when necessary. |
970 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | A1 | No descriptors available |
971 | Communicative language activities | Mediation | Mediating concepts | Managing interaction | Pre-A1 | No descriptors available |
972 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | C2 | Can effectively lead the development of ideas in a discussion of complex abstract topics, giving direction by targeting questions and encouraging others to elaborate on their reasoning. |
973 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | C1 | Can ask a series of open questions that build on different contributions in order to stimulate logical reasoning (e.g. hypothesising, inferring, analysing, justifying and predicting). |
974 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B2+ | Can encourage members of a group to describe and elaborate on their thinking. |
975 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B2+ | Can encourage members of a group to build on one another’s information and ideas to come up with a concept or solution. |
976 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B2 | Can formulate questions and feedback to encourage people to expand on their thinking and justify or clarify their opinions. |
977 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B2 | Can build on people’s ideas and link them into coherent lines of thinking. |
978 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B2 | Can ask people to explain how an idea fits with the main topic under discussion. |
979 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B1+ | Can ask people to elaborate on specific points they made in their initial explanation. |
980 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B1+ | Can ask appropriate questions to check understanding of concepts that have been explained. |
981 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B1+ | Can ask questions to invite people to clarify their reasoning. |
982 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | B1 | Can ask why someone thinks something, or how they think something would work. |
983 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | A2 | Can ask what somebody thinks of a certain idea. |
984 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | A1 | Can use simple isolated words/signs and non-verbal signals to show interest in an idea. |
985 | Communicative language activities | Mediation | Mediating concepts | Encouraging conceptual talk | Pre-A1 | No descriptors available |
986 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | C2 | Can mediate effectively and naturally between members of their own and other communities, taking account of sociocultural and sociolinguistic differences. |
987 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | C2 | Can guide a sensitive discussion effectively, identifying nuances and undercurrents. |
988 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | C1 | Can act as a mediator in intercultural encounters, contributing to a shared communication culture by managing ambiguity, offering advice and support, and heading off misunderstandings. |
989 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | C1 | Can anticipate how people might misunderstand what has been said or written and can help maintain positive interaction by commenting on and interpreting different cultural perspectives on the issue concerned. |
990 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2+ | Can exploit knowledge of sociocultural conventions in order to establish a consensus on how to proceed in a particular situation that is unfamiliar to everyone involved. |
991 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2+ | Can, in intercultural encounters, demonstrate appreciation of perspectives other than that of their own worldview, and express themselves in a way appropriate to the context. |
992 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2+ | Can clarify misunderstandings and misinterpretations during intercultural encounters, suggesting how things were actually meant in order to clear the air and move the discussion forward. |
993 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2 | Can encourage a shared communication culture by expressing understanding and appreciation of different ideas, feelings and viewpoints, and inviting participants to contribute and react to each other’s ideas. |
994 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2 | Can work collaboratively with people who have different cultural orientations, discussing similarities and differences in views and perspectives. |
995 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B2 | Can, when collaborating with people from other cultures, adapt the way they work in order to create shared procedures. |
996 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B1+ | Can support communication across cultures by initiating conversation, showing interest and empathy by asking and answering simple questions, and expressing agreement and understanding. |
997 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B1+ | Can act in a supportive manner in intercultural encounters, recognising the feelings and different worldviews of other members of the group. |
998 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B1 | Can support an intercultural exchange using a limited repertoire to introduce people from different cultural backgrounds and to ask and answer questions, showing awareness that some questions may be perceived differently in the cultures concerned. |
999 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | B1 | Can help develop a shared communication culture, by exchanging information in a simple way about values and attitudes to language and culture. |
1000 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | A2 | Can contribute to an intercultural exchange, using simple words/signs to ask people to explain things and to get clarification of what they say, while exploiting a limited repertoire to express agreement, to invite, to thank, etc. |
1001 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | A1 | Can facilitate an intercultural exchange by showing a welcoming attitude and interest with simple words/signs and non-verbal signals, by inviting others to contribute, and by indicating whether they understand when addressed directly. |
1002 | Communicative language activities | Mediation | Mediating communication | Facilitating pluricultural space | Pre-A1 | No descriptors available |
1003 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | C2 | Can communicate in a clear, fluent, well-structured way (in Language B) the sense of what is said (in Language A) on a wide range of general and specialised topics, maintaining appropriate style and register, conveying finer shades of meaning and elaborating on sociocultural implications. |
1004 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | C1 | Can communicate fluently (in Language B) the sense of what is said (in Language A) on a wide range of subjects of personal, academic and professional interest, conveying significant information clearly and concisely as well as explaining cultural references. |
1005 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | B2+ | Can mediate (between Language A and Language B) conveying detailed information, drawing the attention of both sides to background information and sociocultural cues, and posing clarification and follow-up questions or statements as necessary. |
1006 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | B2 | Can communicate (in Language B) the sense of what is said in a welcome address, anecdote or presentation in their field (given in Language A), interpreting cultural cues appropriately and giving additional explanations when necessary, provided the presenter stops frequently in order to allow time for them to do so. |
1007 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | B2 | Can communicate (in Language B) the sense of what is said (in Language A) on subjects within their fields of interest, conveying and when necessary explaining the significance of important statements and viewpoints, provided the interlocutors give clarifications if needed. |
1008 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | B1+ | Can communicate (in Language B) the main sense of what is said (in Language A) on subjects within their fields of interest, conveying straightforward factual information and explicit cultural references, provided they can prepare beforehand and that the interlocutors articulate clearly in everyday language. |
1009 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | B1 | Can communicate (in Language B) the main sense of what is said (in Language A) on subjects of personal interest, while following important politeness conventions, provided the interlocutors articulate clearly and they can ask for clarification and pause to plan how to express things. |
1010 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | A2+ | Can communicate (in Language B) the overall sense of what is said (in Language A) in everyday situations, following basic cultural conventions and conveying the essential information, provided this is articulated clearly and they can ask for repetition and clarification. |
1011 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | A2 | Can communicate (in Language B) the main point of what is said (in Language A) in predictable everyday situations, conveying back and forth information about personal wants and needs, provided other people help with formulation. |
1012 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | A1 | Can communicate (in Language B) other people’s personal details and very simple, predictable information (in Language A), provided other people help with formulation. |
1013 | Communicative language activities | Mediation | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Pre-A1 | No descriptors available |
1014 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | C2 | Can deal tactfully with a disruptive participant, framing any remarks diplomatically in relation to the situation and cultural perceptions. |
1015 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | C2 | Can confidently take a firm but diplomatic stance over an issue of principle, while showing respect for the viewpoints of others. |
1016 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | C1 | Can demonstrate sensitivity to different viewpoints, using repetition and paraphrase to demonstrate a detailed understanding of each party’s requirements for an agreement. |
1017 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | C1 | Can formulate a diplomatic request to each side in a disagreement to determine what is central to their position, and what they may be willing to give up under certain circumstances. |
1018 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | C1 | Can use persuasive language to suggest that parties in disagreement shift towards a new position. |
1019 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2+ | Can elicit possible solutions from parties in disagreement in order to help them to reach consensus, formulating open-ended, neutral questions to minimise embarrassment or offence. |
1020 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2+ | Can help the parties in a disagreement better understand each other by restating and reframing their positions more clearly and by prioritising needs and goals. |
1021 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2+ | Can formulate a clear and accurate summary of what has been agreed and what is expected from each of the parties. |
1022 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2 | Can, by asking questions, identify areas of common ground and invite each side to highlight possible solutions. |
1023 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2 | Can outline the main points in a disagreement with reasonable precision and explain the positions of the parties involved. |
1024 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B2 | Can summarise the statements made by the two sides, highlighting areas of agreement and obstacles to agreement. |
1025 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B1+ | Can ask parties in a disagreement to explain their point of view, and can respond briefly to their explanations, provided the topic is familiar to them and the parties express themselves clearly. |
1026 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | B1 | Can demonstrate their understanding of the key issues in a disagreement on a topic familiar to them and make simple requests for confirmation and/or clarification. |
1027 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | A2 | Can recognise when people disagree or when difficulties occur in interaction and adapt memorised, simple phrases to seek compromise and agreement. |
1028 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | A1 | Can recognise when people disagree or when someone has a problem and can use memorised, simple expressions (e.g. “I understand” or “Are you okay?”) to indicate sympathy. |
1029 | Communicative language activities | Mediation | Mediating communication | Facilitating communication in delicate situations and disagreements | Pre-A1 | No descriptors available |
1030 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | C2 | Can introduce complex concepts (e.g. scientific notions) by providing extended definitions and explanations that draw on previous knowledge that can be assumed. |
1031 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | C1 | Can spontaneously pose a series of questions to encourage people to think about their prior knowledge of an abstract issue and to help them establish a link to what is going to be explained. |
1032 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | B2+ | Can clearly explain the connections between the goals of the session and the personal or professional interests and experiences of the participant(s). |
1033 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | B2 | Can formulate questions and give feedback to encourage people to make connections to previous knowledge and experiences. |
1034 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | B2 | Can explain a new concept or procedure by comparing and contrasting it to one that people are already familiar with. |
1035 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | B1+ | Can explain how something works by providing examples that draw on people’s everyday experiences. |
1036 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | B1 | Can show how new information is related to what people are familiar with by asking simple questions. |
1037 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | A2 | No descriptors available |
1038 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | A1 | No descriptors available |
1039 | Communicative language strategies | Mediation | Strategies to explain a new concept | Linking to previous knowledge | Pre-A1 | No descriptors available |
1040 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | C2 | Can adapt the language of a very wide range of texts in order to present the main content in a register and degree of sophistication and detail appropriate to the audience concerned. |
1041 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | C1 | Can explain technical terminology and difficult concepts when communicating with non-experts about matters within their own field of specialisation. |
1042 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | C1 | Can adapt their language (e.g. syntax, idiomaticity, jargon) in order to make a complex specialist topic accessible to recipients who are not familiar with it. |
1043 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | C1 | Can paraphrase and interpret complex, technical texts, using suitably non-technical language for a recipient who does not have specialist knowledge. |
1044 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | B2+ | Can explain technical topics within their field, using suitably non-technical language for a recipient who does not have specialist knowledge. |
1045 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | B2+ | Can make a specific, complex piece of information in their field clearer and more explicit for others by paraphrasing it in simpler language. |
1046 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | B2 | Can make accessible for others the main contents of a text on a subject of interest (e.g. an essay, a forum discussion, a presentation) by paraphrasing in simpler language. |
1047 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | B1+ | Can paraphrase more simply the main points made in short, straightforward texts on familiar subjects (e.g. short magazine articles, interviews) to make the contents accessible for others. |
1048 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | B1 | Can paraphrase short passages in a simple fashion, using the original order of the text. |
1049 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | A2 | Can repeat the main point of a simple message on an everyday subject, using different formulation to help someone else understand it. |
1050 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | A1 | No descriptors available |
1051 | Communicative language strategies | Mediation | Strategies to explain a new concept | Adapting language | Pre-A1 | No descriptors available |
1052 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | C2 | Can facilitate understanding of a complex issue by explaining the relationship of parts to the whole and encourage different ways of approaching it. |
1053 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | C1 | Can facilitate understanding of a complex issue by highlighting and categorising the main points, presenting them in a logically connected pattern, and reinforcing the message by repeating the key aspects in different ways. |
1054 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | B2+ | Can make a complicated issue easier to understand by presenting the components of the argument separately. |
1055 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | B2 | Can make a complicated process easier to understand by breaking it down into a series of smaller steps. |
1056 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | B1+ | Can make a short instructional or informational text easier to understand by presenting it as a list of separate points. |
1057 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | B1 | Can make a set of instructions easier to understand by repeating them slowly, a few words/signs at a time, employing verbal and non-verbal emphasis to facilitate understanding. |
1058 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | A2 | No descriptors available |
1059 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | A1 | No descriptors available |
1060 | Communicative language strategies | Mediation | Strategies to explain a new concept | Breaking down complicated information | Pre-A1 | No descriptors available |
1061 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | C2 | Can elucidate the information given in texts on complex academic or professional topics by elaborating and providing examples. |
1062 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | C1 | Can make complex, challenging content more accessible by explaining difficult aspects more explicitly and adding helpful detail. |
1063 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | C1 | Can make the main points contained in a complex text more accessible to the target audience by adding redundancy, explaining, and modifying style and register. |
1064 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | B2+ | Can make the content of a text on a subject in their fields of interest more accessible to a target audience by adding examples, reasoning and explanatory comments. |
1065 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | B2 | Can make concepts on subjects in their fields of interest more accessible by giving concrete examples, recapitulating step by step and repeating the main points. |
1066 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | B2 | Can make new information more accessible by using repetition and adding illustrations. |
1067 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | B1+ | Can make an aspect of an everyday topic clearer and more explicit by conveying the main information in another way. |
1068 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | B1 | Can make an aspect of an everyday topic clearer by providing simple examples. |
1069 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | A2 | No descriptors available |
1070 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | A1 | No descriptors available |
1071 | Communicative language strategies | Mediation | Strategies to simplify a text | Amplifying a dense text | Pre-A1 | No descriptors available |
1072 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | C2 | Can redraft a complex source text, improving coherence, cohesion and the flow of an argument, while removing sections unnecessary for its purpose. |
1073 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | C1 | Can reorganise a complex source text in order to focus on the points of most relevance to the target audience. |
1074 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | B2+ | Can simplify a source text by excluding non-relevant or repetitive information and taking into consideration the intended audience. |
1075 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | B2 | Can edit a source text by deleting the parts that do not add new information that is relevant for a given audience in order to make the significant content more accessible for them. |
1076 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | B2 | Can identify related or repeated information in different parts of a text and merge it in order to make the essential message clearer. |
1077 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | B1 | Can identify and mark (e.g. underline, highlight) the essential information in a straightforward, informational text, in order to pass this information on to someone else. |
1078 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | A2 | Can identify and mark (e.g. underline, highlight) the key sentences in a short everyday text. |
1079 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | A1 | No descriptors available |
1080 | Communicative language strategies | Mediation | Strategies to simplify a text | Streamlining a text | Pre-A1 | No descriptors available |
1081 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | C2 | Can initiate and control their actions and forms of expression according to context, showing awareness of cultural differences and making subtle adjustments in order to prevent and/or repair misunderstandings and cultural incidents. | ||
1082 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | C1 | Can identify differences in sociolinguistic/-pragmatic conventions, critically reflect on them and adjust their communication accordingly. | ||
1083 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | C1 | Can sensitively explain the background to and interpret and discuss aspects of cultural values and practices drawing on intercultural encounters, reading, film, etc. | ||
1084 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | C1 | Can deal with ambiguity in cross-cultural communication and express their reactions constructively and culturally appropriately in order to bring clarity. | ||
1085 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | **Can describe and evaluate the viewpoints and practices of their own and other social groups, showing awareness of the implicit values on which judgments and prejudices are frequently based. | ||
1086 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | **Can explain their interpretation of the cultural assumptions, preconceptions, stereotypes and prejudices of their own community and of other communities that they are familiar with. | ||
1087 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | **Can interpret and explain a document or event from another culture and relate it to documents or events from their own culture(s) and/or from cultures with which they are familiar. | ||
1088 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | **Can discuss the objectivity and balance of information and opinions expressed in the media about their own and other communities. | ||
1089 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | Can identify and reflect on similarities and differences in culturally determined behavioural patterns (e.g. gestures and speech volume or, for sign languages, sign size) and discuss their significance in order to negotiate mutual understanding. | ||
1090 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | Can, in an intercultural encounter, recognise that what one normally takes for granted in a particular situation is not necessarily shared by others, and can react and express themselves appropriately. | ||
1091 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | Can generally interpret cultural cues appropriately in the culture concerned. | ||
1092 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B2 | Can reflect on and explain particular ways of communicating in their own and other cultures, and the risks of misunderstanding they generate. | ||
1093 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can generally act according to conventions regarding posture, eye contact and distance from others. | ||
1094 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can generally respond appropriately to the most commonly used cultural cues. | ||
1095 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can explain features of their own culture to members of another culture or explain features of the other culture to members of their own culture. | ||
1096 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can explain in simple terms how their own values and behaviours influence their views of other people’s values and behaviours. | ||
1097 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can discuss in simple terms the way in which things that may look “strange” to them in another sociocultural context may well be “normal” for the other people concerned. | ||
1098 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | B1 | Can discuss in simple terms the way their own culturally determined actions may be perceived differently by people from other cultures. | ||
1099 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | A2 | Can recognise and apply basic cultural conventions associated with everyday social exchanges (e.g. different greetings, rituals). | ||
1100 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | A2 | Can act appropriately in everyday greetings, farewells and expressions of thanks and apology, although they have difficulty coping with any departure from the routine. | ||
1101 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | A2 | Can recognise that their behaviour in an everyday transaction may convey a message different from the one they intend, and can try to explain this simply. | ||
1102 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | A2 | Can recognise when difficulties occur in interaction with members of other cultures, even though they may not be sure how to behave in the situation. | ||
1103 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | A1 | Can recognise differing ways of numbering, measuring distance, telling the time, etc. even though they may have difficulty applying this in even simple everyday transactions of a concrete type. | ||
1104 | Plurilingual and pluricultural competence | Building on pluricultural repertoire | Pre-A1 | No descriptors available | ||
1105 | Plurilingual and pluricultural competence | Plurilingual comprehension | C2 | No descriptors available; see B2 | ||
1106 | Plurilingual and pluricultural competence | Plurilingual comprehension | C1 | No descriptors available; see B2 | ||
1107 | Plurilingual and pluricultural competence | Plurilingual comprehension | B2 | Can use their knowledge of contrasting genre conventions and textual patterns in languages in their plurilingual repertoire in order to support comprehension. | ||
1108 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can use what they have understood in one language to understand the topic and main message of a text in another language (e.g. when reading short newspaper articles in different languages on the same theme). | ||
1109 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can use parallel translations of texts (e.g. magazine articles, stories, passages from novels) to develop comprehension in different languages. | ||
1110 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can deduce the message of a text by exploiting what they have understood from texts on the same theme in different languages (e.g. news in brief, museum brochures, online reviews). | ||
1111 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can extract information from documents in different languages in their field (e.g. to include in a presentation). | ||
1112 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can recognise similarities and contrasts between the way concepts are expressed in different languages, in order to distinguish between identical uses of the same word/sign and “false friends”. | ||
1113 | Plurilingual and pluricultural competence | Plurilingual comprehension | B1 | Can use their knowledge of contrasting grammatical structures and functional expressions of languages in their plurilingual repertoire in order to support comprehension. | ||
1114 | Plurilingual and pluricultural competence | Plurilingual comprehension | A2 | Can understand short, clearly articulated announcements by piecing together what they understand from the available versions in different languages. | ||
1115 | Plurilingual and pluricultural competence | Plurilingual comprehension | A2 | Can understand short, clearly expressed messages and instructions by piecing together what they understand from the versions in different languages. | ||
1116 | Plurilingual and pluricultural competence | Plurilingual comprehension | A2 | Can use simple warnings, instructions and product information given in parallel in different languages to find relevant information. | ||
1117 | Plurilingual and pluricultural competence | Plurilingual comprehension | A1 | Can recognise internationalisms and words/signs common to different languages (e.g. haus/hus/house) to: deduce the meaning of simple signs and notices; identify the probable message of a short, simple text; follow in outline short, simple social exchanges conducted very slowly and clearly in their presence; deduce what people are trying to say directly to them, provided the articulation is very slow and clear, with repetition if necessary. | ||
1118 | Plurilingual and pluricultural competence | Plurilingual comprehension | Pre-A1 | No descriptors available | ||
1119 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C2 | Can interact in a multilingual context on abstract and specialised topics by alternating flexibly between languages in their plurilingual repertoire and if necessary explaining the different contributions made. | ||
1120 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C2 | Can explore similarities and differences between metaphors and other figures of speech in the languages in their plurilingual repertoire, either for rhetorical effect or for fun. | ||
1121 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C1 | Can alternate between languages flexibly to facilitate communication in a multilingual context, summarising and glossing in different languages in their plurilingual repertoire contributions to the discussion and texts referred to. | ||
1122 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C1 | Can participate effectively in a conversation in two or more languages in their plurilingual repertoire, adjusting to the changes of language and catering to the needs and linguistic skills of the interlocutors. | ||
1123 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C1 | Can use and explain specialised terminology from another language in their plurilingual repertoire more familiar to the interlocutor(s), in order to improve understanding in a discussion of abstract and specialised topics. | ||
1124 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C1 | Can respond spontaneously and flexibly in the appropriate language when someone else changes to another language in their plurilingual repertoire. | ||
1125 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | C1 | Can support comprehension and discussion of a text spoken, signed or written in one language by explaining, summarising, clarifying and expanding it in another language in their plurilingual repertoire. | ||
1126 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | **Can recognise the extent to which it is appropriate to make flexible use of different languages in their plurilingual repertoire in a specific situation, in order to increase the efficiency of communication. | ||
1127 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | **Can alternate efficiently between languages in their plurilingual repertoire in order to facilitate comprehension with and between third parties who lack a common language. | ||
1128 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | **Can introduce into an utterance an expression from another language in their plurilingual repertoire that is particularly apt for the situation/concept being discussed, explaining it for the interlocutor when necessary. | ||
1129 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | Can alternate between languages in their plurilingual repertoire in order to communicate specialised information and issues on a subject in their field of interest to different interlocutors. | ||
1130 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | Can make use of different languages in their plurilingual repertoire during collaborative interaction, in order to clarify the nature of a task, the main steps, the decisions to be taken and the outcomes expected. | ||
1131 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B2 | Can make use of different languages in their plurilingual repertoire to encourage other people to use the language in which they feel more comfortable | ||
1132 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | B1 | Can exploit creatively their limited repertoire in different languages in their plurilingual repertoire for everyday contexts, in order to cope with an unexpected situation. | ||
1133 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | A2 | Can mobilise their limited repertoire in different languages in order to explain a problem or to ask for help or clarification. | ||
1134 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | A2 | Can use simple words/signs and phrases from different languages in their plurilingual repertoire to conduct a simple, practical transaction or information exchange. | ||
1135 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | A2 | Can use a simple word/sign from another language in their plurilingual repertoire to make themselves understood in a routine everyday situation, when they cannot think of an adequate expression in the language being used. | ||
1136 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | A1 | Can use a very limited repertoire in different languages to conduct a very basic, concrete, everyday transaction with a collaborative interlocutor. | ||
1137 | Plurilingual and pluricultural competence | Building on plurilingual repertoire | Pre-A1 | No descriptors available | ||
1138 | Communicative language competences | Linguistic competence | General linguistic range | C2 | Can exploit a comprehensive and reliable mastery of a very wide range of language to formulate thoughts precisely, give emphasis, differentiate and eliminate ambiguity. No signs of having to restrict what they want to say. | |
1139 | Communicative language competences | Linguistic competence | General linguistic range | C1 | Can use a broad range of complex grammatical structures appropriately and with considerable flexibility. | |
1140 | Communicative language competences | Linguistic competence | General linguistic range | C1 | Can select an appropriate formulation from a broad range of language to express themselves clearly, without having to restrict what they want to say. | |
1141 | Communicative language competences | Linguistic competence | General linguistic range | B2+ | Can express themselves clearly without much sign of having to restrict what they want to say. | |
1142 | Communicative language competences | Linguistic competence | General linguistic range | B2 | Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words/signs, using some complex sentence forms to do so. | |
1143 | Communicative language competences | Linguistic competence | General linguistic range | B1+ | Has a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics such as music and film. | |
1144 | Communicative language competences | Linguistic competence | General linguistic range | B1 | Has enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel and current events, but lexical limitations cause repetition and even difficulty with formulation at times. | |
1145 | Communicative language competences | Linguistic competence | General linguistic range | A2+ | Has a repertoire of basic language which enables them to deal with everyday situations with predictable content, though they will generally have to compromise the message and search for words/signs. | |
1146 | Communicative language competences | Linguistic competence | General linguistic range | A2 | Can produce brief, everyday expressions in order to satisfy simple needs of a concrete type (e.g. personal details, daily routines, wants and needs, requests for information). | |
1147 | Communicative language competences | Linguistic competence | General linguistic range | A2 | Can use basic sentence patterns and communicate with memorised phrases, groups of a few words/signs and formulae about themselves and other people, what they do, places, possessions, etc. | |
1148 | Communicative language competences | Linguistic competence | General linguistic range | A2 | Has a limited repertoire of short, memorised phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations. | |
1149 | Communicative language competences | Linguistic competence | General linguistic range | A1 | Has a very basic range of simple expressions about personal details and needs of a concrete type. | |
1150 | Communicative language competences | Linguistic competence | General linguistic range | A1 | Can use some basic structures in one-clause sentences with some omission or reduction of elements. | |
1151 | Communicative language competences | Linguistic competence | General linguistic range | Pre-A1 | Can use isolated words/signs and basic expressions in order to give simple information about themselves. | |
1152 | Communicative language competences | Linguistic competence | Vocabulary range | C2 | Has a good command of a very broad lexical repertoire including idiomatic expressions and colloquialisms; shows awareness of connotative levels of meaning. | |
1153 | Communicative language competences | Linguistic competence | Vocabulary range | C1 | Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. | |
1154 | Communicative language competences | Linguistic competence | Vocabulary range | C1 | Can select from several vocabulary options in almost all situations by exploiting synonyms of even words/signs less commonly encountered. | |
1155 | Communicative language competences | Linguistic competence | Vocabulary range | C1 | Has a good command of common idiomatic expressions and colloquialisms; can play with words/signs fairly well. | |
1156 | Communicative language competences | Linguistic competence | Vocabulary range | C1 | Can understand and use appropriately the range of technical vocabulary and idiomatic expressions common to their area of specialisation. | |
1157 | Communicative language competences | Linguistic competence | Vocabulary range | B2+ | Can understand and use the main technical terminology of their field, when discussing their area of specialisation with other specialists. | |
1158 | Communicative language competences | Linguistic competence | Vocabulary range | B2 | Has a good range of vocabulary for matters connected to their field and most general topics. | |
1159 | Communicative language competences | Linguistic competence | Vocabulary range | B2 | Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. | |
1160 | Communicative language competences | Linguistic competence | Vocabulary range | B2 | Can produce appropriate collocations of many words/signs in most contexts fairly systematically. | |
1161 | Communicative language competences | Linguistic competence | Vocabulary range | B2 | Can understand and use much of the specialist vocabulary of their field but has problems with specialist terminology outside it. | |
1162 | Communicative language competences | Linguistic competence | Vocabulary range | B1 | Has a good range of vocabulary related to familiar topics and everyday situations. | |
1163 | Communicative language competences | Linguistic competence | Vocabulary range | B1 | Has sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel and current events. | |
1164 | Communicative language competences | Linguistic competence | Vocabulary range | A2+ | Has sufficient vocabulary to conduct routine everyday transactions involving familiar situations and topics. | |
1165 | Communicative language competences | Linguistic competence | Vocabulary range | A2 | Has sufficient vocabulary for the expression of basic communicative needs. | |
1166 | Communicative language competences | Linguistic competence | Vocabulary range | A2 | Has sufficient vocabulary for coping with simple survival needs. | |
1167 | Communicative language competences | Linguistic competence | Vocabulary range | A1 | Has a basic vocabulary repertoire of words/signs and phrases related to particular concrete situations. | |
1168 | Communicative language competences | Linguistic competence | Vocabulary range | Pre-A1 | No descriptors available | |
1169 | Communicative language competences | Linguistic competence | Grammatical accuracy | C2 | Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. in forward planning, in monitoring others’ reactions). | |
1170 | Communicative language competences | Linguistic competence | Grammatical accuracy | C1 | Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot. | |
1171 | Communicative language competences | Linguistic competence | Grammatical accuracy | B2+ | Good grammatical control; occasional “slips” or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect. | |
1172 | Communicative language competences | Linguistic competence | Grammatical accuracy | B2 | Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding. | |
1173 | Communicative language competences | Linguistic competence | Grammatical accuracy | B2 | Has a good command of simple language structures and some complex grammatical forms, although they tend to use complex structures rigidly with some inaccuracy. | |
1174 | Communicative language competences | Linguistic competence | Grammatical accuracy | B1+ | Communicates with reasonable accuracy in familiar contexts; generally good control, though with noticeable mother-tongue influence. Errors occur, but it is clear what they are trying to express. | |
1175 | Communicative language competences | Linguistic competence | Grammatical accuracy | B1 | Uses reasonably accurately a repertoire of frequently used “routines” and patterns associated with more predictable situations. | |
1176 | Communicative language competences | Linguistic competence | Grammatical accuracy | A2 | Uses some simple structures correctly, but still systematically makes basic mistakes; nevertheless, it is usually clear what they are trying to say. | |
1177 | Communicative language competences | Linguistic competence | Grammatical accuracy | A1 | Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire. | |
1178 | Communicative language competences | Linguistic competence | Grammatical accuracy | Pre-A1 | Can employ very simple principles of word/sign order in short statements. | |
1179 | Communicative language competences | Linguistic competence | Vocabulary control | C2 | Consistently correct and appropriate use of vocabulary. | |
1180 | Communicative language competences | Linguistic competence | Vocabulary control | C1 | Uses less common vocabulary idiomatically and appropriately. | |
1181 | Communicative language competences | Linguistic competence | Vocabulary control | C1 | Occasional minor slips, but no significant vocabulary errors. | |
1182 | Communicative language competences | Linguistic competence | Vocabulary control | B2 | Lexical accuracy is generally high, though some confusion and incorrect word/sign choice does occur without hindering communication. | |
1183 | Communicative language competences | Linguistic competence | Vocabulary control | B1 | Shows good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations. | |
1184 | Communicative language competences | Linguistic competence | Vocabulary control | B1 | Uses a wide range of simple vocabulary appropriately when discussing familiar topics. | |
1185 | Communicative language competences | Linguistic competence | Vocabulary control | A2 | Can control a narrow repertoire dealing with concrete, everyday needs. | |
1186 | Communicative language competences | Linguistic competence | Vocabulary control | A1 | No descriptors available | |
1187 | Communicative language competences | Linguistic competence | Vocabulary control | Pre-A1 | No descriptors available | |
1188 | Communicative language competences | Linguistic competence | Overall phonological control | C2 | Can employ the full range of phonological features in the target language with a high level of control – including prosodic features such as word and sentence stress, rhythm and intonation – so that the finer points of their message are clear and precise. Intelligibility and effective conveyance and enhancement of meaning are not affected in any way by features of accent that may be retained from other language(s). | |
1189 | Communicative language competences | Linguistic competence | Overall phonological control | C1 | Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent(s) retained from other language(s) may be noticeable, but they do not affect intelligibility. | |
1190 | Communicative language competences | Linguistic competence | Overall phonological control | B2 | Can generally use appropriate intonation, place stress correctly and articulate individual sounds clearly; accent tends to be influenced by the other language(s) they speak, but has little or no effect on intelligibility. | |
1191 | Communicative language competences | Linguistic competence | Overall phonological control | B1 | Pronunciation is generally intelligible; intonation and stress at both utterance and word levels do not prevent understanding of the message. Accent is usually influenced by the other language(s) they speak. | |
1192 | Communicative language competences | Linguistic competence | Overall phonological control | A2 | Pronunciation is generally clear enough to be understood, but conversational partners will need to ask for repetition from time to time. A strong influence from the other language(s) they speak on stress, rhythm and intonation may affect intelligibility, requiring collaboration from interlocutors. Nevertheless, pronunciation of familiar words is clear. | |
1193 | Communicative language competences | Linguistic competence | Overall phonological control | A1 | Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by interlocutors used to dealing with speakers of the language group. Can reproduce correctly a limited range of sounds as well as stress for simple, familiar words and phrases. | |
1194 | Communicative language competences | Linguistic competence | Sound articulation | C2 | Can articulate virtually all the sounds of the target language with clarity and precision. | |
1195 | Communicative language competences | Linguistic competence | Sound articulation | C1 | Can articulate virtually all the sounds of the target language with a high degree of control. They can usually self-correct if they noticeably mispronounce a sound. | |
1196 | Communicative language competences | Linguistic competence | Sound articulation | B2 | Can articulate a high proportion of the sounds in the target language clearly in extended stretches of production; is intelligible throughout, despite a few systematic mispronunciations. | |
1197 | Communicative language competences | Linguistic competence | Sound articulation | B2 | Can generalise from their repertoire to predict the phonological features of most unfamiliar words (e.g. word stress) with reasonable accuracy (e.g. while reading). | |
1198 | Communicative language competences | Linguistic competence | Sound articulation | B1 | Is generally intelligible throughout, despite regular mispronunciation of individual sounds and words they are less familiar with. | |
1199 | Communicative language competences | Linguistic competence | Sound articulation | A2 | Pronunciation is generally intelligible when communicating in simple everyday situations, provided the interlocutor makes an effort to understand specific sounds. | |
1200 | Communicative language competences | Linguistic competence | Sound articulation | A2 | Systematic mispronunciation of phonemes does not hinder intelligibility, provided the interlocutor makes an effort to recognise and adjust to the influence of the speaker’s language background on pronunciation. | |
1201 | Communicative language competences | Linguistic competence | Sound articulation | A1 | Can reproduce sounds in the target language if carefully guided. | |
1202 | Communicative language competences | Linguistic competence | Sound articulation | A1 | Can articulate a limited number of sounds, so that speech is only intelligible if the interlocutor provides support (e.g. by repeating correctly and by eliciting repetition of new sounds). | |
1203 | Communicative language competences | Linguistic competence | Prosodic features | C2 | Can exploit prosodic features (e.g. stress, rhythm and intonation) appropriately and effectively in order to convey finer shades of meaning (e.g. to differentiate and emphasise). | |
1204 | Communicative language competences | Linguistic competence | Prosodic features | C1 | Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness. | |
1205 | Communicative language competences | Linguistic competence | Prosodic features | C1 | Can vary intonation and place stress correctly in order to express precisely what they mean to say. | |
1206 | Communicative language competences | Linguistic competence | Prosodic features | B2 | Can employ prosodic features (e.g. stress, intonation, rhythm) to support the message they intend to convey, though with some influence from the other languages they speak. | |
1207 | Communicative language competences | Linguistic competence | Prosodic features | B1 | Can convey their message in an intelligible way in spite of a strong influence on stress, intonation and/or rhythm from the other language(s) they speak. | |
1208 | Communicative language competences | Linguistic competence | Prosodic features | A2 | Can use the prosodic features of everyday words and phrases intelligibly, in spite of a strong influence on stress, intonation and/or rhythm from the other language(s) they speak. | |
1209 | Communicative language competences | Linguistic competence | Prosodic features | A2 | Prosodic features (e.g. word stress) are adequate for familiar everyday words and simple utterances. | |
1210 | Communicative language competences | Linguistic competence | Prosodic features | A1 | Can use the prosodic features of a limited repertoire of simple words and phrases intelligibly, in spite of a very strong influence on stress, rhythm and/or intonation from the other language(s) they speak; their interlocutor needs to be collaborative. | |
1211 | Communicative language competences | Linguistic competence | Orthographic control | C2 | Writing is orthographically free of error. | |
1212 | Communicative language competences | Linguistic competence | Orthographic control | C1 | Layout, paragraphing and punctuation are consistent and helpful. | |
1213 | Communicative language competences | Linguistic competence | Orthographic control | C1 | Spelling is accurate, apart from occasional slips of the pen. | |
1214 | Communicative language competences | Linguistic competence | Orthographic control | B2 | Can produce clearly intelligible, continuous writing which follows standard layout and paragraphing conventions. | |
1215 | Communicative language competences | Linguistic competence | Orthographic control | B2 | Spelling and punctuation are reasonably accurate but may show signs of mother-tongue influence. | |
1216 | Communicative language competences | Linguistic competence | Orthographic control | B1 | Can produce continuous writing which is generally intelligible throughout. | |
1217 | Communicative language competences | Linguistic competence | Orthographic control | B1 | Spelling, punctuation and layout are accurate enough to be followed most of the time. | |
1218 | Communicative language competences | Linguistic competence | Orthographic control | A2 | Can copy short sentences on everyday subjects, e.g. directions on how to get somewhere. | |
1219 | Communicative language competences | Linguistic competence | Orthographic control | A2 | Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in their oral vocabulary. | |
1220 | Communicative language competences | Linguistic competence | Orthographic control | A1 | Can copy familiar words and short phrases, e.g. simple signs or instructions, names of everyday objects, names of shops, and set phrases used regularly. | |
1221 | Communicative language competences | Linguistic competence | Orthographic control | A1 | Can spell their address, nationality and other personal details. | |
1222 | Communicative language competences | Linguistic competence | Orthographic control | A1 | Can use basic punctuation (e.g. full stops, question marks). | |
1223 | Communicative language competences | Linguistic competence | Orthographic control | Pre-A1 | No descriptors available | |
1224 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C2 | Can mediate effectively and naturally between users of the target language and members of their own community, taking account of sociocultural and sociolinguistic differences. | |
1225 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C2 | Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. | |
1226 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C2 | Appreciates virtually all the sociolinguistic and sociocultural implications of language used by proficient users of the target language and can react accordingly. | |
1227 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C2 | Can effectively employ, both orally and in writing, a wide variety of sophisticated language to command, argue, persuade, dissuade, negotiate and counsel. | |
1228 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. | |
1229 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can understand humour, irony and implicit cultural references and pick up nuances of meaning. | |
1230 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can follow films employing a considerable degree of slang and idiomatic usage. | |
1231 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. | |
1232 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can adjust their level of formality (register and style) to suit the social context: formal, informal or colloquial as appropriate, and maintain a consistent register. | |
1233 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | C1 | Can frame critical remarks or express strong disagreement diplomatically. | |
1234 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2+ | Can with some effort keep up with and contribute to group discussions even when talk is fast and colloquial. | |
1235 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2+ | Can recognise and interpret sociocultural/sociolinguistic cues and consciously modify their linguistic forms of expression in order to express themselves appropriately in the situation. | |
1236 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2+ | Can express themselves confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned. | |
1237 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2 | Can adjust their expression to make some distinction between formal and informal registers but may not always do so appropriately. | |
1238 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2 | Can sustain relationships with users of the target language without unintentionally amusing or irritating them or requiring them to behave other than they would with another proficient user. | |
1239 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B2 | Can express themselves appropriately in situations and avoid crass errors of formulation. | |
1240 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B1 | Can perform and respond to a wide range of language functions, using their most common exponents in a neutral register. | |
1241 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B1 | Is aware of the salient politeness conventions and acts appropriately. | |
1242 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | B1 | Is aware of, and looks out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of their own community. | |
1243 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | A2+ | Can perform and respond to basic language functions, e.g. information exchange and requests, and express opinions and attitudes in a simple way. | |
1244 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | A2+ | Can socialise simply but effectively using the simplest common expressions and following basic routines. | |
1245 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | A2 | Can handle very short social exchanges, using everyday polite forms of greeting and address. | |
1246 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | A2 | Can make and respond to invitations, suggestions, apologies, etc. | |
1247 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | A1 | Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc. | |
1248 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Pre-A1 | No descriptors available | |
1249 | Communicative language competences | Pragmatic competence | Flexibility | C2 | Shows great flexibility in reformulating ideas in differing linguistic forms to give emphasis, differentiate according to the situation, interlocutor, etc. and to eliminate ambiguity. | |
1250 | Communicative language competences | Pragmatic competence | Flexibility | C1 | Can make a positive impact on an intended audience by effectively varying style of expression and sentence length, use of advanced vocabulary and word order. | |
1251 | Communicative language competences | Pragmatic competence | Flexibility | C1 | Can modify their expression to express degrees of commitment or hesitation, confidence or uncertainty. | |
1252 | Communicative language competences | Pragmatic competence | Flexibility | B2+ | Can adjust what they say and the means of expressing it to the situation and the recipient and adopt a level of formality appropriate to the circumstances. | |
1253 | Communicative language competences | Pragmatic competence | Flexibility | B2 | Can adjust to the changes of direction, style and emphasis normally found in conversation. | |
1254 | Communicative language competences | Pragmatic competence | Flexibility | B2 | Can vary formulation of what they want to say. | |
1255 | Communicative language competences | Pragmatic competence | Flexibility | B2 | Can reformulate an idea to emphasise or explain a point. | |
1256 | Communicative language competences | Pragmatic competence | Flexibility | B1 | Can adapt their expression to deal with less routine, even difficult, situations. | |
1257 | Communicative language competences | Pragmatic competence | Flexibility | B1 | Can exploit a wide range of simple language flexibly to express much of what they want. | |
1258 | Communicative language competences | Pragmatic competence | Flexibility | A2 | Can adapt well-rehearsed, memorised, simple phrases to particular circumstances through limited lexical substitution. | |
1259 | Communicative language competences | Pragmatic competence | Flexibility | A2 | Can expand learnt phrases through simple recombinations of their elements. | |
1260 | Communicative language competences | Pragmatic competence | Flexibility | A1 | No descriptors available | |
1261 | Communicative language competences | Pragmatic competence | Flexibility | Pre-A1 | No descriptors available | |
1262 | Communicative language competences | Pragmatic competence | Turntaking | C2 | No descriptors available; see C1 | |
1263 | Communicative language competences | Pragmatic competence | Turntaking | C1 | Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. | |
1264 | Communicative language competences | Pragmatic competence | Turntaking | B2 | Can intervene appropriately in discussion, exploiting appropriate language to do so. | |
1265 | Communicative language competences | Pragmatic competence | Turntaking | B2 | Can initiate, maintain and end discourse appropriately with effective turntaking. | |
1266 | Communicative language competences | Pragmatic competence | Turntaking | B2 | Can initiate discourse, take their turn when appropriate and end conversation when they need to, though they may not always do this elegantly. | |
1267 | Communicative language competences | Pragmatic competence | Turntaking | B2 | Can use stock phrases (e.g. “That’s a difficult question to answer”) to gain time and keep the turn whilst formulating what they want to express. | |
1268 | Communicative language competences | Pragmatic competence | Turntaking | B1+ | Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor. | |
1269 | Communicative language competences | Pragmatic competence | Turntaking | B1 | Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. | |
1270 | Communicative language competences | Pragmatic competence | Turntaking | A2+ | Can use simple techniques to start, maintain or close a short conversation. | |
1271 | Communicative language competences | Pragmatic competence | Turntaking | A2+ | Can initiate, maintain and close simple, face-to-face conversation. | |
1272 | Communicative language competences | Pragmatic competence | Turntaking | A2 | Can ask for attention. | |
1273 | Communicative language competences | Pragmatic competence | Turntaking | A1 | No descriptors available | |
1274 | Communicative language competences | Pragmatic competence | Turntaking | Pre-A1 | No descriptors available | |
1275 | Communicative language competences | Pragmatic competence | Thematic development | C2 | Can use the conventions of the type of text concerned with sufficient flexibility to communicate complex ideas in an effective way, holding the target reader’s attention with ease and fulfilling all communicative purposes. | |
1276 | Communicative language competences | Pragmatic competence | Thematic development | C1 | Can use the conventions of the type of text concerned to hold the target reader’s attention and communicate complex ideas. | |
1277 | Communicative language competences | Pragmatic competence | Thematic development | C1 | Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. | |
1278 | Communicative language competences | Pragmatic competence | Thematic development | C1 | Can write a suitable introduction and conclusion to a long, complex text. | |
1279 | Communicative language competences | Pragmatic competence | Thematic development | C1 | Can expand and support the main points at some length with subsidiary points, reasons and relevant examples. | |
1280 | Communicative language competences | Pragmatic competence | Thematic development | B2+ | Can develop an argument systematically with appropriate highlighting of significant points, and relevant supporting detail. | |
1281 | Communicative language competences | Pragmatic competence | Thematic development | B2+ | Can present and respond to complex lines of argument convincingly. | |
1282 | Communicative language competences | Pragmatic competence | Thematic development | B2 | Can follow the conventional structure of the communicative task concerned when communicating their ideas. | |
1283 | Communicative language competences | Pragmatic competence | Thematic development | B2 | Can develop a clear description or narrative, expanding and supporting their main points with relevant supporting detail and examples. | |
1284 | Communicative language competences | Pragmatic competence | Thematic development | B2 | Can develop a clear argument, expanding and supporting their points of view at some length with subsidiary points and relevant examples. | |
1285 | Communicative language competences | Pragmatic competence | Thematic development | B2 | Can evaluate the advantages and disadvantages of various options. | |
1286 | Communicative language competences | Pragmatic competence | Thematic development | B2 | Can clearly signal the difference between fact and opinion. | |
1287 | Communicative language competences | Pragmatic competence | Thematic development | B1+ | Can clearly signal chronological sequence in narrative text. | |
1288 | Communicative language competences | Pragmatic competence | Thematic development | B1+ | Can develop an argument well enough to be followed without difficulty most of the time. | |
1289 | Communicative language competences | Pragmatic competence | Thematic development | B1 | Shows awareness of the conventional structure of the text type concerned when communicating their ideas. | |
1290 | Communicative language competences | Pragmatic competence | Thematic development | B1 | Can reasonably fluently relate a straightforward narrative or description as a sequence of points. | |
1291 | Communicative language competences | Pragmatic competence | Thematic development | A2+ | Can tell a story or describe something in a simple list of points. | |
1292 | Communicative language competences | Pragmatic competence | Thematic development | A2+ | Can give an example of something in a very simple text using “like” or “for example”. | |
1293 | Communicative language competences | Pragmatic competence | Thematic development | A2 | No descriptors available | |
1294 | Communicative language competences | Pragmatic competence | Thematic development | A1 | No descriptors available | |
1295 | Communicative language competences | Pragmatic competence | Thematic development | Pre-A1 | No descriptors available | |
1296 | Communicative language competences | Pragmatic competence | Coherence and cohesion | C2 | Can create coherent and cohesive text making full and appropriate use of a variety of organisational patterns and a wide range of cohesive devices. | |
1297 | Communicative language competences | Pragmatic competence | Coherence and cohesion | C1 | Can produce clear, smoothly flowing, well-structured language, showing controlled use of organisational patterns, connectors and cohesive devices. | |
1298 | Communicative language competences | Pragmatic competence | Coherence and cohesion | C1 | Can produce well-organised, coherent text, using a variety of cohesive devices and organisational patterns. | |
1299 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B2+ | Can use a variety of linking expressions efficiently to mark clearly the relationships between ideas. | |
1300 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B2 | Can use a limited number of cohesive devices to link their utterances into clear, coherent discourse, though there may be some “jumpiness” in a long contribution. | |
1301 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B2 | Can produce text that is generally well-organised and coherent, using a range of linking expressions and cohesive devices. | |
1302 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B2 | Can structure longer texts in clear, logical paragraphs. | |
1303 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B1+ | Can introduce a counter-argument in a simple discursive text (e.g. with “however”). | |
1304 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B1 | Can link a series of shorter, discrete simple elements into a connected, linear sequence of points. | |
1305 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B1 | Can form longer sentences and link them together using a limited number of cohesive devices, e.g. in a story. | |
1306 | Communicative language competences | Pragmatic competence | Coherence and cohesion | B1 | Can make simple, logical paragraph breaks in a longer text. | |
1307 | Communicative language competences | Pragmatic competence | Coherence and cohesion | A2+ | Can use the most frequently occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points. | |
1308 | Communicative language competences | Pragmatic competence | Coherence and cohesion | A2 | Can link groups of words/signs with simple connectors (e.g. “and”, “but” and “because”). | |
1309 | Communicative language competences | Pragmatic competence | Coherence and cohesion | A1 | Can link words/signs or groups of words/signs with very basic linear connectors (e.g. “and” or “then”). | |
1310 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Pre-A1 | No descriptors available | |
1311 | Communicative language competences | Pragmatic competence | Propositional precision | C2 | Can convey finer shades of meaning precisely by using, with reasonable accuracy, a wide range of qualifying devices (e.g. adverbs expressing degree, clauses expressing limitations). | |
1312 | Communicative language competences | Pragmatic competence | Propositional precision | C2 | Can give emphasis, differentiate and eliminate ambiguity. | |
1313 | Communicative language competences | Pragmatic competence | Propositional precision | C1 | Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood, etc. | |
1314 | Communicative language competences | Pragmatic competence | Propositional precision | C1 | Can make effective use of linguistic modality to signal the strength of a claim, an argument or a position. | |
1315 | Communicative language competences | Pragmatic competence | Propositional precision | B2 | Can pass on detailed information reliably. | |
1316 | Communicative language competences | Pragmatic competence | Propositional precision | B2 | Can communicate the essential points even in more demanding situations, though their language lacks expressive power and idiomaticity. | |
1317 | Communicative language competences | Pragmatic competence | Propositional precision | B1+ | Can explain the main points in an idea or problem with reasonable precision. | |
1318 | Communicative language competences | Pragmatic competence | Propositional precision | B1 | Can convey simple, straightforward information of immediate relevance, getting across the point they feel is most important. | |
1319 | Communicative language competences | Pragmatic competence | Propositional precision | B1 | Can express the main point they want to make comprehensibly. | |
1320 | Communicative language competences | Pragmatic competence | Propositional precision | A2 | Can communicate what they want to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations they generally have to compromise the message. | |
1321 | Communicative language competences | Pragmatic competence | Propositional precision | A1 | Can communicate basic information about personal details and needs of a concrete type in a simple way. | |
1322 | Communicative language competences | Pragmatic competence | Propositional precision | Pre-A1 | Can communicate very basic information about personal details in a simple way. | |
1323 | Communicative language competences | Pragmatic competence | Fluency | C2 | Can express themselves at length with a natural, effortless, unhesitating flow. Pauses only to reflect on precisely the right means to express their thoughts or to find an appropriate example or explanation. | |
1324 | Communicative language competences | Pragmatic competence | Fluency | C1 | Can express themselves fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. | |
1325 | Communicative language competences | Pragmatic competence | Fluency | B2+ | Can communicate spontaneously, often showing remarkable fluency and ease of expression in even longer complex stretches of language. | |
1326 | Communicative language competences | Pragmatic competence | Fluency | B2 | Can produce stretches of language with a fairly even tempo; although they can be hesitant as they search for patterns and expressions, there are few noticeably long pauses. | |
1327 | Communicative language competences | Pragmatic competence | Fluency | B2 | Can interact with a degree of fluency and spontaneity that makes regular interaction with users of the target language quite possible without imposing strain on either party. | |
1328 | Communicative language competences | Pragmatic competence | Fluency | B1+ | Can express themselves with relative ease. Despite some problems with formulation resulting in pauses and “cul-de-sacs”, they are able to keep going effectively without help. | |
1329 | Communicative language competences | Pragmatic competence | Fluency | B1 | Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. | |
1330 | Communicative language competences | Pragmatic competence | Fluency | A2+ | Can make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident. | |
1331 | Communicative language competences | Pragmatic competence | Fluency | A2 | Can construct phrases on familiar topics with sufficient ease to handle short exchanges, despite very noticeable hesitation and false starts. | |
1332 | Communicative language competences | Pragmatic competence | Fluency | A1 | Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words/signs, and to repair communication. | |
1333 | Communicative language competences | Pragmatic competence | Fluency | Pre-A1 | Can manage very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary. | |
1334 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C2 | Can understand abstract concepts, e.g., from the field of science, and assign them to the appropriate context. |
1335 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C2 | Can understand creative or newly coined descriptions of phenomena (e.g. a UFO). |
1336 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C2 | Can understand challenging texts on a range of topics and explain what they are about. |
1337 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C1 | Can understand the meaning of mouthings in context. |
1338 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C1 | Can understand technical texts in their own field and make use of the information, ideas or opinions in them. |
1339 | Signing competences | Reception | Linguistic competence | Sign language repertoire | C1 | Can understand specific, precise instructions, wishes, recommendations, etc. |
1340 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2+ | Can understand and correctly attribute signed names for commonly known persons and institutions. |
1341 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2+ | Can differentiate nuances of meaning that are expressed with specific handshapes. |
1342 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2+ | Can understand idioms (and signs particular to the local community). |
1343 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2+ | Can understand what is meant when the signer paraphrases without producing the sign for the concept concerned. |
1344 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2 | Can understand a large number of signs employed in everyday situations. |
1345 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B2 | Can deduce the meaning of individual unknown signs through the context of a sentence. |
1346 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1+ | Can extract the relevant information from a short text provided it is presented in a simple and structured way. |
1347 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1+ | Can distinguish between signs that appear similar. |
1348 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1+ | Can deduce the nature of an object from non-manual cues and depictive signs. |
1349 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1+ | Can make indirect inferences about the features of the characters in a story from a signer’s facial expressions. |
1350 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1 | Can selectively extract information from a signed text, e.g., details of the time, individuals involved, places or appointments and indications as to how or why. |
1351 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1 | Can understand productively expressed actions and processes. |
1352 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1 | Can infer the chronological sequence of events from non-manual cues (close vs. remote events in terms of time). |
1353 | Signing competences | Reception | Linguistic competence | Sign language repertoire | B1 | Can understand what kind of creature is meant when the signer imitates people or animals. |
1354 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2+ | Can understand content that a person expresses only by means of productive signs. |
1355 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2+ | Can understand the terms for common technical devices designed for deaf people’s use. |
1356 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2+ | Can understand the meaning of modal verbs (e.g., can = |
1357 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2+ | Can extract specific information from everyday texts (e.g., numbers, names, places, persons). |
1358 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2+ | Can understand signing when the signer provides images to visualise the content. |
1359 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can identify details in an extensive description of a person/object, such as body shape, hairstyle, or occupation. |
1360 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can understand non-manual information on the proximity or distance of a place or object. |
1361 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can recognise and correctly interpret meaning expressed non-manually. |
1362 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can recognise and understand the codified backchannelling signs of an interlocutor. |
1363 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can understand simple reports of what the signer did. |
1364 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A2 | Can understand simple instructions, wishes, recommendations, etc. |
1365 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand direct commands (e.g., “open the door”). |
1366 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand quantities expressed non-manually. |
1367 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand descriptions of clothes (pattern, colour). |
1368 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand information on proportions, quantities, and size ratios. |
1369 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can distinguish between signs that only differ according to the shape of the mouth. |
1370 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand signs even if they are modified manually. |
1371 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand the contribution to meaning from the shape of the mouth, e.g., puffed up or contracted cheeks. |
1372 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can infer the shape of objects that are described from non-manual signals. |
1373 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand simple negation with |
1374 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can understand expressions via fingerspelling if they do not understand the lexical signs. |
1375 | Signing competences | Reception | Linguistic competence | Sign language repertoire | A1 | Can recognise and understand facial feedback from the interlocutor (agreement/rejection). |
1376 | Signing competences | Production | Linguistic competence | Sign language repertoire | C2 | Can express themselves in abstract, poetic signing. |
1377 | Signing competences | Production | Linguistic competence | Sign language repertoire | C2 | Can formulate abstract expressions and concepts, e.g. in the academic and scientific domain. |
1378 | Signing competences | Production | Linguistic competence | Sign language repertoire | C2 | Can produce with one hand a productive or lexical sign (e.g. a depicting or lexical verb like “search for”), while simultaneously using the other hand as part of a constructed action (e.g. scratching their head in different places as if searching for something). |
1379 | Signing competences | Production | Linguistic competence | Sign language repertoire | C2 | Can present a complex action or event in a linguistically aesthetic way, e.g. by employing handshapes as a means of playful expression. |
1380 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can express actions, objects and relations between these by using suitable classifier constructions (one- and two-handed) in varying ways with ease. |
1381 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can employ the appropriate productive sign (e.g. a classifier) in order to highlight a particular meaning. |
1382 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can sign comprehensibly using just one hand (the dominant hand). |
1383 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can use a sentence to specify the precisely intended meaning of a vague term (e.g. specify “murder” through use of depiction). |
1384 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can provide very broad coverage of a topic, taking account of the different aspects involved. |
1385 | Signing competences | Production | Linguistic competence | Sign language repertoire | C1 | Can switch between direct and indirect speech. |
1386 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2+ | Can sign comprehensibly and precisely on a complex subject. |
1387 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2+ | Can adapt the signing style to the content and/or object being described. |
1388 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2+ | Can present a simple productive action through depiction and constructed action. |
1389 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2+ | Can use a differentiated choice of signs that corresponds to the type of text concerned. |
1390 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2+ | Can employ constructed action (actions are imitated one-to-one). |
1391 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2 | Can always express their own opinion, even when the positions taken and opinions expressed by others are being presented. |
1392 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2 | Can express the same content in different language. |
1393 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2 | Can alternate between productive and lexical signing. |
1394 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2 | Can communicate information using the productive lexicon only. |
1395 | Signing competences | Production | Linguistic competence | Sign language repertoire | B2 | Can paraphrase lexical elements by using productive elements, e.g. by using depicting signs and other classifier constructions. |
1396 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can fingerspell quickly and accurately. |
1397 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can, in order to facilitate understanding, make a relevant comparison with other things or images or circumstances that the recipient already knows (e.g. “A porcupine looks like a big hedgehog”). |
1398 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can employ different productive signs (e.g. handshapes indicating handling) when describing an action or event. |
1399 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can employ mouthings in a differentiated manner that is appropriate to context. |
1400 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can employ different means (e.g. non-manuals including facial expression, handshape, hand orientation, movement) in order to describe the size and shape of an object. |
1401 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1+ | Can present personal characteristics just with mouthings and constructed action. |
1402 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can describe important characteristics of a person or object with the appropriate handshapes. |
1403 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can modify productive signing appropriately to the context. |
1404 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can make part of their contribution by using constructed action to present individual, simple actions. |
1405 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can express the character and qualities of a person or protagonist by using constructed action. |
1406 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can present actions or events through productive signing. |
1407 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can vary the scale of their signing (larger, smaller) dependent on the situation. |
1408 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can give a comprehensive description of a person, including facial expression, skin colour, make up, hairstyle and profession. |
1409 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can employ appropriate productive lexicon elements for reference, e.g. to animals, instead of lexical signs. |
1410 | Signing competences | Production | Linguistic competence | Sign language repertoire | B1 | Can use mouthings precisely to express specific contents. |
1411 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can use a range of signs. |
1412 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can present different aspects of a plot or storyline (e.g. duration, as in “work through the night”). |
1413 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can employ examples in order to illustrate something. |
1414 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can indicate clearly the difference between two things. |
1415 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can relay information in a short and minimal, yet intelligible way. |
1416 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can, with preparation, use the right names and terminology related to the topic concerned. |
1417 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2+ | Can describe a person in terms of their characteristic features. |
1418 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can express their own opinion. |
1419 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can present visually simple information like actions and relationships (e.g. in the family). |
1420 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can sign a direct demand. |
1421 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can express an amount/quantity through non-manual cues. |
1422 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can express proximity and distance by using appropriate non-manual cues. |
1423 | Signing competences | Production | Linguistic competence | Sign language repertoire | A2 | Can describe the design, colour and texture of clothes. |
1424 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can produce correct mouthings and employ them to differentiate between otherwise identical signs. |
1425 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can spell names and technical expressions, among other things, using fingerspelling. |
1426 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can describe physical shape (height, width, length). |
1427 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can sign direct requests. |
1428 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can sign conventional greetings and leave-taking expressions. |
1429 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can describe a person through facial expressions, hair and physical characteristics or through things the person often wears. |
1430 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can produce clear and unambiguous handshapes. |
1431 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can produce the lexical signs for months, days of the week and times of the day. |
1432 | Signing competences | Production | Linguistic competence | Sign language repertoire | A1 | Can state their opinion (agree, disagree). |
1433 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | C2 | No descriptors available; see B2+ |
1434 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | C1 | No descriptors available; see B2+ |
1435 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can distinguish the various temporal relationships between the actions and events (simultaneous events, previous event, subsequent event). |
1436 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can distinguish between whether an action involves several people (objects) or many actions involve one person (subject). |
1437 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can distinguish between direct and indirect speech in signed texts. |
1438 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can understand statements that contain predicates that take no agent, e.g., “the water is flowing now”. |
1439 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can recognise rhetorical questions even if linguistically expressed in a very economical way, e.g., by raising the eyebrows. |
1440 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can assign classifiers to the correct reference object (e.g., animals) through the context. |
1441 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2+ | Can understand aspectual modulations (e.g., staggering, fast, creeping or rolling movements). |
1442 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2 | Can distinguish on the basis of grammatical signals between statements about real and imaginary events. |
1443 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2 | Can keep apart the characters and their actions even in longer texts. |
1444 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2 | Can recognise sentences as units and indicate how many sentences a short text contains. |
1445 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B2 | Can understand verbal aspect (e.g., completion, repetition, continuation, result of actions). |
1446 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1+ | Can infer the time, duration or sequence of an event from the timelines employed. |
1447 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1+ | Can understand modified lexical signs. |
1448 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1 | Can correctly interpret events in a timeline (past, present or future). |
1449 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1 | Can understand statements indicating intentions (aims, |
1450 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1 | Can use non-manual signals to distinguish for example, wh-questions from yes/no questions, or assertions from yes/no questions. |
1451 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1 | Can correctly interpret indexical reference to persons, provided they have been properly introduced and situated. |
1452 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | B1 | Can identify various strategies for expressing the comparative and superlative of adjectives and understand their meaning (e.g., through changes in the size or speed of the sign or through the correct use of classifiers). |
1453 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2+ | Can recognise and understand condition and consequence in if-then sentences. |
1454 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2+ | Can understand clause linkages that express |
1455 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2+ | Can understand conditional sentences, i.e. under what conditions ( |
1456 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2+ | Can understand how sameness |
1457 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2+ | Can understand differences in meaning that indicate whether actions are carried out by one person or several people, e.g., a person goes v. many people go. |
1458 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can identify different types of sentence and their meaning through the word order (statements, questions, orders). |
1459 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can correctly interpret classifier constructions in simple sentences, provided they are clearly signed. |
1460 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can correctly interpret verb agreement. |
1461 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can understand the meaning of basic causal relations (e.g., “I’m late because I got stuck in the traffic”). |
1462 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can recognise and understand modified handshapes. |
1463 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can understand indirect messages (questions, requests, wishes, rejection, etc.). |
1464 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A2 | Can distinguish between and understand different ways of expressing negation. |
1465 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand an utterance as a direct request, question or order and respond accordingly. |
1466 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand the forms and sizes of objects (e.g., the form of a pyramid) and identify the objects. |
1467 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand different plural forms with simple signs (e.g., plural by means of numbers or by repetition). |
1468 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand lists and sequences ( |
1469 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand productively expressed time indicators ( |
1470 | Signing competences | Reception | Linguistic competence | Diagramatical accuracy | A1 | Can understand from descriptions of manipulated objects how a signer sets/lays them down or places them. |
1471 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | C2 | No descriptors available; see B2+ |
1472 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | C1 | No descriptors available; see B2+ |
1473 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2+ | Can situate the different contents/actions in the text sensibly in the signing space in order to structure the text. |
1474 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2+ | Can maintain full consistency in the reference using indexing, productive signs, in short texts. |
1475 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can use the signing space in a conscious manner, e.g. using the right side for |
1476 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can use a large or a small signing space, dependent on the situation. |
1477 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can link productive signing with indicators of time (timelines). |
1478 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can employ appropriate timelines in order to indicate the point in time or the duration of an event (for temporal relations: simultaneously, beforehand/afterwards, after another). |
1479 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can express how one does something; |
1480 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can express different temporal relationships (for example, three relationships: simultaneously; before and after; one after another). |
1481 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can employ upper body posture when indicating time reference, e.g. lean forward for future. |
1482 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can exploit an appropriate timeline in order to place past, present and future events in the correct relationship to each other. |
1483 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B2 | Can exploit variation in the sign order of subject, verb, object in a sentence in order to highlight something (e.g. SVO, SOV, OSV). |
1484 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can express rhetorical questions in an economical manner, e.g. using just the eyebrows. |
1485 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can express why one does something (aim:< in order to …>). |
1486 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can link two phrases to yield the meaning relation of |
1487 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can indicate a rhetorical question correctly by leaving a slight pause between the question and the answer. |
1488 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can establish relationships in the signing space and later reuse these. |
1489 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can focus on one point on a timeline and/or use temporal adverbials in order to locate an event correctly in past, present or future time. |
1490 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1+ | Can make comparisons using adjectives, including superlative forms, e.g. through use of productive signs, changing size, or speed of hand movement. |
1491 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can situate objects/people in the signing space by indexing and later referencing them with pronouns. |
1492 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can correctly direct eye gaze in the signing space in order to refer to previously introduced objects or people. |
1493 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can correctly use different sentence types (statements, questions, imperatives). |
1494 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can mark questions appropriately, using non-manual markers relevant (e.g. upper body posture plus mimic, eyebrows). |
1495 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can employ the relevant non-manual elements for the description of a shape. |
1496 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can employ constructed action in order to convey meaning. |
1497 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can incorporate number marking into a sign (e.g. to indicate number of persons moving, number of days). |
1498 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can present a simple temporal sequence by using the signing space. |
1499 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can support referencing to events in a passage of time with non-manual features (e.g. to distinguish events that are close in time as opposed to events that are distant in time). |
1500 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | B1 | Can express cause and effect (reason for something). |
1501 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2+ | Can express the conditions under which one does certain things ( |
1502 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2+ | Can mark verb agreement consistently, maintaining concordance. |
1503 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2+ | Can express a non-causal sequence (e.g. |
1504 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can describe the environment (e.g. landscape) with depicting signs). |
1505 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can use canonical space effectively to place focus on important elements. |
1506 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can produce accurate handshapes not only in isolated signs but also in sentences. |
1507 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can use |
1508 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can express lists and sequences |
1509 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A2 | Can employ productive signs correctly in simple sentences. |
1510 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A1 | Can use personal pronouns correctly. |
1511 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A1 | Can construct simple sentences with SVO and SOV patterns. |
1512 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A1 | Can represent the thickness of an object by using productive signs. |
1513 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A1 | Can construct a simple sentence using lexical signs. |
1514 | Signing competences | Production | Linguistic competence | Diagramatical accuracy | A1 | Can form plurals through use of repetition or by marking a number. |
1515 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C2 | Can recognise sociocultural conventions in unfamiliar texts (e.g., appropriate register, polite forms, social status, taboo subjects). |
1516 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C2 | Can recognise when the signer gives the characters in a story their own linguistic profile and can describe these profiles. |
1517 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can recognise the linguistic register chosen by the signer on the basis of the signs used. |
1518 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can recognise when a signer switches from an informal to a formal register or vice versa. |
1519 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can judge whether the register employed maintains a distance appropriate to the text. |
1520 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can infer the social relationship between interlocutors (proximity, hierarchy, etc.) from their remarks. |
1521 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can indicate a person’s social status when they have seen how others address that person (by interpreting the manual signing). |
1522 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can understand discreet references to persons present when the signer, for example, employs a smaller signing space or holds a hand in front of the index finger so that it is not apparent to whom the finger is pointing. |
1523 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can deduce from a person’s linguistic register their probable background (origin, age, occupation). |
1524 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can recognise whether the register of a text is appropriate for the target audience. |
1525 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can recognise whether a text contains all information necessary to enable a target audience with the relevant prior knowledge to understand it. |
1526 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can recognise a person or character’s social status on the basis of manual and non-manual references in the text. |
1527 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can understand the abbreviations commonly used in the deaf community. |
1528 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can attribute a text to a target audience on the basis of the size of a sign, e.g., big/formal or small/intimate setting. |
1529 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can assign the text to a formal or informal context on the basis of manual or non-manual features in the introduction to the text. |
1530 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can judge whether a person introduces themselves to other deaf people in a culturally appropriate way. |
1531 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can recognise and understand cultural references in texts. |
1532 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can draw on indirect references to important events, persons and institutions in their own country in order to understand a text. |
1533 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1+ | Can understand and follow explanations on the origin of culture-specific signs, such as names of well-known people, institutions or places. |
1534 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1 | Can judge whether or not a greeting/leave-taking remark is appropriate for the type of text concerned. |
1535 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2+ | Can recognise on the basis of the sign-language address pronouns whether strangers are addressing them appropriately. |
1536 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2+ | Can recognise when someone wishes to be given the floor (e.g., raising a hand, tapping a person's arm). |
1537 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2 | Can recognise differences in register that the signer expresses manually and non-manually. |
1538 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2 | Can recognise whether the interlocutor responds appropriately to a |
1539 | Signing competences | Reception | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can maintain appropriate eye contact with a signer in a dialogue. |
1540 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C2 | No descriptors available; see C1 |
1541 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can respect sociocultural norms in producing texts (e.g. appropriate register, forms of politeness, status, taboos). |
1542 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can adapt their register to the audience concerned. |
1543 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can switch between formal and informal registers without effort. |
1544 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can express non-lexical difference of register through both manual and non-manual means. |
1545 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | C1 | Can tell a joke that relates to deaf experiences. |
1546 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can gauge whether the public concerned is familiar with deafness and can explain things explicitly if necessary. |
1547 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can produce lexicalised signs of different registers. |
1548 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2+ | Can explain facts and events that are important in deaf communities. |
1549 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can adopt the appropriate formal register in order to maintain distance from the reported issue. |
1550 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B2 | Can indicate someone’s social status through the articulation of signs in the signing space (e.g. use of a higher locus in signing space to indicate a higher status than the signer’s). |
1551 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1+ | Can, as appropriate, engage in greeting/leave-taking remark, according to the type of text and the public concerned. |
1552 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1+ | Can present themselves in a manner appropriate to the type of text and the public concerned (e.g. clothes, accessories, personal appearance).[1] |
1553 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1+ | Can sensitise people to cultural issues. |
1554 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1+ | Can, in the course of describing travel, include cultural experiences and aspects typical of the country concerned. |
1555 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1 | Can introduce themselves to deaf people appropriately. |
1556 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1 | Can use their knowledge of the target sign language culture to explain the origin of certain culturally determined signs (e.g. the names of well-known people, institutions and place names). |
1557 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1 | Can indicate someone’s social status with non-manual means (e.g. direction of vision). |
1558 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | B1 | Can use the sign-abbreviations that are conventional in relation to sign language communities. |
1559 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2+ | Can maintain eye contact with their interlocutor while signing. |
1560 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2+ | Can accept or decline a direct request or demand. |
1561 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2+ | Is familiar with the common technical aids for communication between deaf and hearing people and can name them. |
1562 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2 | Can use an appropriate means of address when meeting an unknown deaf person. |
1563 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2 | Can adapt the signing space used to the context and the audience. |
1564 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A2 | Can take into account aspects of the immediate environment that are important for signed communication (e.g. light, objects on the table). |
1565 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can greet a deaf person appropriately. |
1566 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can employ different strategies in order to establish the eye contact necessary for communication (e.g. waving, tapping a person on the shoulder, arm or hand, tapping on the table, turning off and on lighting). |
1567 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can attract attention in order to acquire the turn (e.g. by raising a hand or waving to gain eye contact, by tapping the interlocutor on the shoulder). |
1568 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can maintain direct eye contact with their interlocutor. |
1569 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can use fingerspelling as an aid when communication problems occur. |
1570 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can give their interlocutor visual feedback through conventionalised phrases and mouthings. |
1571 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can give their interlocutor visual feedback (positive and negative) using facial expressions and other non-manual elements (e.g. head nod or shake). |
1572 | Signing competences | Production | Sociolinguistic competence | Sociolinguistic appropriateness and cultural repertoire | A1 | Can respond appropriately in conventionalised interactions, e.g. replying with a formulaic |
1573 | Signing competences | Reception | Pragmatic competence | Sign text structure | C2 | Can understand logical, causal, temporal or semantic relationships in order to link parts of a signed text to one another. |
1574 | Signing competences | Reception | Pragmatic competence | Sign text structure | C2 | Can distinguish various kinds of evaluative texts from one another (e.g., a controvert text with arguments for and against, justification of an argument, or a philosophical text). |
1575 | Signing competences | Reception | Pragmatic competence | Sign text structure | C2 | Can identify and understand complex hierarchical structures (e.g. in politics and organisations). |
1576 | Signing competences | Reception | Pragmatic competence | Sign text structure | C2 | Can identify missing parts of complex texts or unfamiliar types of texts and infer missing content. |
1577 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can reproduce the content of a lengthy signed text with various details. |
1578 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can, after watching a signed text, explain relationships in detail. |
1579 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can recognise various means of structuring signed texts and correctly interpret their function in the textual context (e.g., rhetorical questions, enumeration, body turns). |
1580 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can use their own knowledge of types of text to formulate expectations regarding the content and structure of a text and assess its quality accordingly. |
1581 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can distinguish the separate elements of an argument (assertion, reasons, examples, conclusions) in a signed text. |
1582 | Signing competences | Reception | Pragmatic competence | Sign text structure | C1 | Can predict what is coming next from the order in which elements appear in an utterance, and the emphasis that they receive. |
1583 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2+ | Can recognise the recurrent, central theme in enacted texts. |
1584 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2+ | Can recognise, on the basis of the location of an argument in the signing space, to what opinion the argument belongs. |
1585 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2+ | Can identify structural elements of texts and use their functions to understand the text as a whole. |
1586 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2+ | Can identify gaps in familiar types of text and fill these coherently by deduction or query. |
1587 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2+ | Can recognise whether or not the signer is answering the key questions in a text. |
1588 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2 | Can understand well the content of a clearly structured, lengthy signed text. |
1589 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2 | Can grasp the recurrent, central theme in a text and follow it without difficulty. |
1590 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2 | Can recognise in a signed text the transitions between the introduction, the main text and the conclusions. |
1591 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2 | Can assess whether the introduction and the conclusion of a text fit together. |
1592 | Signing competences | Reception | Pragmatic competence | Sign text structure | B2 | Can recognise a change of topics in a signed text. |
1593 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can recognise the importance of a statement that is at the centre of the signing space. |
1594 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can understand references to previously provided information. |
1595 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can identify connections and relationships between content if these are explicitly referred to in the signed text. |
1596 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can understand the development of a highly structured signed text. |
1597 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can recognise means of spatial structuring and use them for understanding a signed text. |
1598 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1+ | Can deduce the content of a short text from the context even if local cohesive devices are lacking. |
1599 | Signing competences | Reception | Pragmatic competence | Sign text structure | B1 | Can recognise simple ways of structuring in a signed text (e.g., a subject and comments on it). |
1600 | Signing competences | Reception | Pragmatic competence | Sign text structure | A2 | Can find the main points in short everyday texts. |
1601 | Signing competences | Reception | Pragmatic competence | Sign text structure | A2 | Can identify and understand simple hierarchical structures (e.g., families, work) by using buoys in signing space. |
1602 | Signing competences | Reception | Pragmatic competence | Sign text structure | A2 | Can understand simple time sequences expressed through the signing space. |
1603 | Signing competences | Reception | Pragmatic competence | Sign text structure | A2 | Can infer the intention/objective of a signed text from the introduction. |
1604 | Signing competences | Reception | Pragmatic competence | Sign text structure | A1 | Can grasp the individual points in an enumeration. |
1605 | Signing competences | Reception | Pragmatic competence | Sign text structure | A1 | Can recognise the end of a signed contribution by e.g., the clasped hands. |
1606 | Signing competences | Production | Pragmatic competence | Sign text structure | C2 | Can mention in passing several other places and people, without losing their thread. |
1607 | Signing competences | Production | Pragmatic competence | Sign text structure | C2 | Can systematically justify their opinions, for example logically, morally and pragmatically. |
1608 | Signing competences | Production | Pragmatic competence | Sign text structure | C2 | Can effortlessly use stylistic and rhetoric means to effectively develop their contribution. |
1609 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can develop a convincing, logical argument (thesis, justification, exemplification, conclusion). |
1610 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can emphasise certain aspects of a complex topic. |
1611 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can structure complex content in a sensible way. |
1612 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can employ different types of argumentative texts (e.g. an explanatory text outlining arguments for and against something, or a text giving detailed background and exploring an issue in depth). |
1613 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can treat a very wide range of topics, introducing and concluding each one appropriately. |
1614 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can effortlessly employ manual and non-manual, lexical and productive cohesive devices to structure the text. |
1615 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can adapt the linguistic cohesive devices employed appropriately to the internal structure of the text. |
1616 | Signing competences | Production | Pragmatic competence | Sign text structure | C1 | Can construct the message of a text from general statements to specific details. |
1617 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can formulate an appropriate introduction and conclusion for a text. |
1618 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can, while concluding, establish a thematic reference back to the introduction. |
1619 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can organise and formulate content following guiding principles. |
1620 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can provide recipients who are not present with all the necessary information about the context, so that they can follow what is said. |
1621 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can group different pieces of information thematically. |
1622 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can present with images the way an event/organisation is structured. |
1623 | Signing competences | Production | Pragmatic competence | Sign text structure | B2+ | Can use pauses to structure a text (e.g. pausing between different arguments). |
1624 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can structure content into categories/topics, situate these in the signing space, and then refer to them through indexing. |
1625 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can structure the text logically, maintaining a clear development. |
1626 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can deliver all of the contents and components that are expected for the type of text concerned. |
1627 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can employ a metalanguage, e.g. to orientate the reader by explaining explicitly in the text the order in which they are doing things. |
1628 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can create appropriate transitions and links between the different sections of the text. |
1629 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can highlight the most important aspects of a topic. |
1630 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can employ principles that govern moving from general ideas to presenting details. |
1631 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can employ rules that concern going from the general to details. |
1632 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can indicate temporal relationships between different things related in a report. |
1633 | Signing competences | Production | Pragmatic competence | Sign text structure | B2 | Can briefly explain a term in the course of a text, when and if this is necessary. |
1634 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can structure text content into an introduction, main section and conclusion. |
1635 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can present content in a sensible order. |
1636 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can structure a text into a number of thematic sections. |
1637 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can present clearly the relationships between things by making explicit reference to them. |
1638 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can point out relevant and interesting details briefly and concisely. |
1639 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can refer explicitly to what has been said earlier. |
1640 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can compare the opinions of others and take a position in relation to them. |
1641 | Signing competences | Production | Pragmatic competence | Sign text structure | B1+ | Can relate their own experience to something in the text. |
1642 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can formulate the aim and objective of a text in the introduction. |
1643 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can sequence the successive elements of a text in logical order. |
1644 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can introduce a topic appropriately, then provide the relevant content. |
1645 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can indicate the most important aspects of a topic in the hierarchical order of their importance. |
1646 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can employ simple strategies to structure information (e.g. adding comments on the topic). |
1647 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can use the sign |
1648 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can summarise in a text the most important statements in reply to “when”, “where”, “who”, “what”, “how” and “why” questions. |
1649 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can give reasons for their opinions. |
1650 | Signing competences | Production | Pragmatic competence | Sign text structure | B1 | Can conclude their contribution correctly (hands together). |
1651 | Signing competences | Production | Pragmatic competence | Sign text structure | A2+ | Can introduce a topic adequately. |
1652 | Signing competences | Production | Pragmatic competence | Sign text structure | A2+ | Can differentiate the different points in a list. |
1653 | Signing competences | Production | Pragmatic competence | Sign text structure | A2+ | Can formulate simple for-and-against arguments in the form of questions. |
1654 | Signing competences | Production | Pragmatic competence | Sign text structure | A2+ | Can produce a summary on simple topics. |
1655 | Signing competences | Production | Pragmatic competence | Sign text structure | A2 | Can, at the beginning of a text, give the details necessary to frame the description, providing answers to the key “what”, “where” and “who” questions. |
1656 | Signing competences | Production | Pragmatic competence | Sign text structure | A1 | No descriptors available |
1657 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C2 | Can follow a constructed dialogue between several characters without difficulty even if the marking of role changes is reduced e.g., to the direction of vision. |
1658 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C2 | Can follow changes of scene, locations or persons during an action. |
1659 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C2 | Can easily follow several changes of perspective and role. |
1660 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can memorise spatial settings established in signing space (e.g., landscape, family, situation) and follow references within the settings without difficulty. |
1661 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can fully grasp a setting established in the signing space (e.g., landscape, family relations, situation), even if it is only indicated by depicting verbs. |
1662 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can recognise when the signer is establishing a new scene for reference (a setting) in signing space. |
1663 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can distinguish between various perspectives (observer/narrator), provided they are clearly marked. |
1664 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can recognise what the signer says from their own perspective and what they say from another person’s perspective. |
1665 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | C1 | Can, in their interpretation of the text, take account of the perspective of a participant in the action (e.g., that the character does not see everything). |
1666 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B2+ | Can understand a narrative with several characters when the changes of roles are clearly and slowly marked (e.g., by the position of the upper body and eye gaze). |
1667 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B2 | Can grasp the spatial references in signing space and use these for comprehension. |
1668 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B2 | Can recognise what the signer says themselves and what they say from the perspective of another person. |
1669 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1+ | Can correctly identify objects and persons that have already been introduced on the basis of the direction of the signer’s gaze. |
1670 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1+ | Can use location markings established at the beginning of the text and understand subsequent references to it, provided these are clearly indicated. |
1671 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1+ | Can identify and remember relative positions of persons/objects and their spatial relationships with one another. |
1672 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1+ | Can, in spatial descriptions, understand where and how objects are located. |
1673 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1 | Can imagine the surroundings, such as the landscape or room furnishings, from descriptions of shapes. |
1674 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | B1 | Can, by means of subsequent indexical references, once again identify objects and persons previously situated in the signing space. |
1675 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | A2+ | No descriptors available |
1676 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | A2 | Can understand simple constructed action where the signer takes another person’s role. |
1677 | Signing competences | Reception | Pragmatic competence | Setting and perspectives | A1 | No descriptors available |
1678 | Signing competences | Production | Pragmatic competence | Setting and perspectives | C2 | Can present a complex action or event by playing different roles and adopting different perspectives. |
1679 | Signing competences | Production | Pragmatic competence | Setting and perspectives | C1 | Can switch between different perspectives. |
1680 | Signing competences | Production | Pragmatic competence | Setting and perspectives | C1 | Can create a complex 3-D image including objects in motion. |
1681 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2+ | Can use the signing space correctly while presenting an interaction between more than two people (e.g. family dinner). |
1682 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2+ | Can correctly introduce and effect a role shift. |
1683 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2+ | Can present a simple action or event from the perspective of a participant. |
1684 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2+ | Can present a simple action or event from the perspective of an observer/narrator. |
1685 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2 | Can linguistically correctly construct a new setting when the text requires a new topic or situation to be addressed. |
1686 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2 | Can introduce a setting using just constructed action and depiction. |
1687 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2 | Can present a change of scene, place or person comprehensibly. |
1688 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2 | Can depict the role of a character, e.g. to demonstrate feelings. |
1689 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B2 | Can depict a change of character perspective with body posture and/or the direction of vision. |
1690 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1+ | Can construct a setting in the signing space for a text (e.g. landscape, family, situation) in a linguistically correct manner. |
1691 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1+ | Can describe correctly the relative positions of entities with respect to each other. |
1692 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1+ | Can demonstrate a change of character perspective through an alteration in upper body posture. |
1693 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can represent the relative proportions and inter-relationships of e.g. a landscape in signing space. |
1694 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can envisage and describe ideas spatially. |
1695 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can develop a statement that maps ideas from near to far, and from small to big. |
1696 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can create a clear image in the signing space. |
1697 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can employ facial expressions appropriate to a character in a narrative. |
1698 | Signing competences | Production | Pragmatic competence | Setting and perspectives | B1 | Can refer to characters in a narrative by using depiction. |
1699 | Signing competences | Production | Pragmatic competence | Setting and perspectives | A2+ | Can use body posture to indicate different opinions in relation to an issue (e.g. by contrasting arguments for and against by a posture oriented to the right and to the left respectively). |
1700 | Signing competences | Production | Pragmatic competence | Setting and perspectives | A2+ | Can adopt a facial expression appropriate to the character, person or object being described. |
1701 | Signing competences | Production | Pragmatic competence | Setting and perspectives | A2+ | Can describe a person by using constructed action. |
1702 | Signing competences | Production | Pragmatic competence | Setting and perspectives | A2 | Can consistently maintain the relative sizes and proportions of objects (e.g. when peeling a banana). |
1703 | Signing competences | Production | Pragmatic competence | Setting and perspectives | A1 | No descriptors available |
1704 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can work out the main points of emphasis in sophisticated texts. | |
1705 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can understand aesthetic signing in the context of use, even if they are not familiar with it. | |
1706 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can interpret abstract poetic signs. | |
1707 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can recognise rhetorical and stylistic devices in a signed text and understand their functions (e.g., repetition, rhyme, metaphor, irony). | |
1708 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can understand signing in which the signer combines different stylistic devices simultaneously (e.g., non-dominant hand indicates a context, whereas dominant hand indicates an action from a different perspective, either being combined with non-manual expressions). | |
1709 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can recognise a variation in the word order and describe its rhetorical effect (e.g., emphasis). | |
1710 | Signing competences | Pragmatic competence | Language awareness and interpretation | C2 | Can recognise when a signer employs the sustained hold of a sign as a prosodic or rhetorical device. | |
1711 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can extract key information on an unfamiliar subject from a lengthy signed text. | |
1712 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can decide whether or not a statement made about a text takes account of an implied meaning. | |
1713 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can correctly interpret metalinguistic references within a signed text. | |
1714 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can grasp unknown concepts by exploiting analogies explained in a text | |
1715 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can distinguish between the use of body posture as a means of structuring the text (e.g., to separate arguments for and against) or as a grammatical device (e.g., for relative clauses). | |
1716 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can understand complicated emotional states that the signer expresses non-manually and by constructed action. | |
1717 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can identify and outline content which is expressed in creative images. | |
1718 | Signing competences | Pragmatic competence | Language awareness and interpretation | C1 | Can explain creative language games in which the signer uses, e.g. the handshape, as an aesthetic element. | |
1719 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can understand conveyed information that is implied, but not explicitly stated in a text (e.g., he went skiing, and I’ll visit him in hospital). | |
1720 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can follow the main points of a text even when the signer also makes digressions. | |
1721 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can recognise whether a signer is delivering a complex text in a relaxed or a tense way. | |
1722 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can recognise whether the signer produces a text in a specific rhythm and describe the effect of various rhythms. | |
1723 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can give reasons why the signer inserts pauses in a text, e.g., because they make sense as a structural element or because the signer has to reflect. | |
1724 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can understand who has what opinion and how these opinions relate to each other. | |
1725 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2+ | Can recognise when a signer’s personal experiences influence the argumentation and when they do not. | |
1726 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can determine whether the signing style used is in keeping with the content. | |
1727 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can decide on the basis of the interlocutor’s signs and non-manual cues how certain the signer is about what they are saying (e.g., |
|
1728 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can distinguish productive signs with classifier constructions from imitative, iconic signs. | |
1729 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can follow the signs made by an interlocutor even when less use is made of non-manual means. | |
1730 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can describe the effect that the sign speed of a text has on them. | |
1731 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can judge whether a person presents themselves in a way that is in keeping with the context and the type of text concerned (clothing, aura, well-groomed appearance). | |
1732 | Signing competences | Pragmatic competence | Language awareness and interpretation | B2 | Can deduce the meaning of unfamiliar signs using comparisons and analogies. | |
1733 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can understand the sequence of events from the sequence of statements made. | |
1734 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can understand simple “for” and “against” arguments on a particular issue. | |
1735 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can understand what advantages and disadvantages a text mentions on a subject. | |
1736 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can understand the key aspects of conclusions. | |
1737 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can recognise and correctly interpret important elements on the basis of non-manual components used for emphasis (e.g., facial expression, size of movement). | |
1738 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can infer from the classifiers used what general term is being talked about (e.g., “murder” from the handling of a murder weapon). | |
1739 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1+ | Can distinguish between important and unimportant content in a text. | |
1740 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can infer the temporal aspect from the movements of the upper body. | |
1741 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can understand a text so well that they are emotionally affected. | |
1742 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can recognise the non-manual elements employed by a signer to produce tension in the text. | |
1743 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can correctly interpret the |
|
1744 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can recognise and understand non-manual markers. | |
1745 | Signing competences | Pragmatic competence | Language awareness and interpretation | B1 | Can understand explanations so that they can implement instructions. | |
1746 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2+ | Can understand an introduction to a subject and reproduce it in their own words. | |
1747 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2+ | Can grasp the signer’s opinion on a subject. | |
1748 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2+ | Can relate explanations and examples to one another. | |
1749 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2+ | Can interpret emotions when the signer communicates these by means of facial expressions. | |
1750 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2 | Can recognise whether or not they are addressed as the recipient. | |
1751 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2 | Can understand the main points of signed texts on everyday topics | |
1752 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2 | Can grasp and indicate the differences between things. | |
1753 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2 | Can identify identical references even if these are expressed in different linguistic ways, e.g., by a lexical sign or by constructed action. | |
1754 | Signing competences | Pragmatic competence | Language awareness and interpretation | A2 | Can recognise unfamiliar signs in the continuous flow and ask what they mean. | |
1755 | Signing competences | Pragmatic competence | Language awareness and interpretation | A1 | Can distinguish between positive and negative attitudes on the basis of non-manual cues (e.g., eyebrows together v. high eyebrows). | |
1756 | Signing competences | Pragmatic competence | Language awareness and interpretation | A1 | Can understand the direct acceptance or rejection of requests/demands. | |
1757 | Signing competences | Pragmatic competence | Presence and effect | C2 | Can be creative, without losing their train of thought. | |
1758 | Signing competences | Pragmatic competence | Presence and effect | C2 | Can use a wide range of different ways to build up suspense and excitement (e.g. constructed action, rhetorical questions, varying rhythm). | |
1759 | Signing competences | Pragmatic competence | Presence and effect | C2 | Can effortlessly and playfully employ handshapes as an aesthetic element, so that creative forms of language emerge. | |
1760 | Signing competences | Pragmatic competence | Presence and effect | C2 | Can present thoughts and feelings in an artistic way by using a selection of signs and depiction, as appropriate. | |
1761 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can prepare well, so that while signing they do not need to think about content. | |
1762 | Signing competences | Pragmatic competence | Presence and effect | C1 | Appears calm and relaxed when signing, even when a high degree of concentration is required. | |
1763 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can give the characters in a story their own individual linguistic profile (style, tone, register, etc.). | |
1764 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can use language to develop a narrative in such a way that the recipient can become immersed in what is happening in the story. | |
1765 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can alter the pace of signing (from slow to fast) in order to build up suspense. | |
1766 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can cause the recipients to be carried away by enthusiasm. | |
1767 | Signing competences | Pragmatic competence | Presence and effect | C1 | Can employ exaggeration appropriately and effectively. | |
1768 | Signing competences | Pragmatic competence | Presence and effect | B2+ | Can contribute unconventional and original reflections on the topic concerned in a linguistically skilful manner. | |
1769 | Signing competences | Pragmatic competence | Presence and effect | B2+ | Can express their imagination and concepts creatively. | |
1770 | Signing competences | Pragmatic competence | Presence and effect | B2+ | Can choose from a broad variety of non-manual means to build up suspense and excitement. | |
1771 | Signing competences | Pragmatic competence | Presence and effect | B2+ | Can cause an audience to experience strong emotions (e.g. laughing, crying). | |
1772 | Signing competences | Pragmatic competence | Presence and effect | B2 | Can describe an event in an exciting way. | |
1773 | Signing competences | Pragmatic competence | Presence and effect | B2 | Can express complicated emotional states through constructed action and gesture. | |
1774 | Signing competences | Pragmatic competence | Presence and effect | B2 | Can make relevant comparisons that help the recipient better grasp the information concerned. | |
1775 | Signing competences | Pragmatic competence | Presence and effect | B2 | Can stimulate/awaken curiosity on the part of the recipient with regard to the ending to a text. | |
1776 | Signing competences | Pragmatic competence | Presence and effect | B1+ | Can convey a new point of view in a way that makes the recipients think. | |
1777 | Signing competences | Pragmatic competence | Presence and effect | B1+ | Can express the feelings of a person who is close to them. | |
1778 | Signing competences | Pragmatic competence | Presence and effect | B1+ | Can use body language and facial expression to convey meaning. | |
1779 | Signing competences | Pragmatic competence | Presence and effect | B1+ | Can emphasise what is important by using non-manual means and the extent of movements. | |
1780 | Signing competences | Pragmatic competence | Presence and effect | B1 | Can hold the attention of the recipients by employing various means (e.g. rhetorical questions). | |
1781 | Signing competences | Pragmatic competence | Presence and effect | B1 | Can tell a story in a credible way. | |
1782 | Signing competences | Pragmatic competence | Presence and effect | B1 | Can express personal traits of a character. | |
1783 | Signing competences | Pragmatic competence | Presence and effect | A2+ | Can present themselves in a polite and appropriate way. | |
1784 | Signing competences | Pragmatic competence | Presence and effect | A2+ | Can state facts in a neutral manner, excluding emotional affectedness. | |
1785 | Signing competences | Pragmatic competence | Presence and effect | A2+ | Can convey and stimulate feelings (e.g. joy, sadness). | |
1786 | Signing competences | Pragmatic competence | Presence and effect | A2 | Can convey emotions through facial expression. | |
1787 | Signing competences | Pragmatic competence | Presence and effect | A2 | Can employ depiction appropriately to express negative and positive feelings (e.g. eyebrows together: negative; eyebrows raised: positive). | |
1788 | Signing competences | Pragmatic competence | Presence and effect | A1 | Can position themselves so that the signing is easily visible to the recipients. | |
1789 | Signing competences | Pragmatic competence | Presence and effect | A1 | Can express emotional states through depiction only (without the need for lexical signs). | |
1790 | Signing competences | Pragmatic competence | Processing speed | C2 | Can follow texts that are enacted in parallel (e.g., with two signers). | |
1791 | Signing competences | Pragmatic competence | Processing speed | C2 | Can keep track of who is to take the next turn when several signers are involved, for example, in a panel discussion, by monitoring requests for a turn. | |
1792 | Signing competences | Pragmatic competence | Processing speed | C2 | Can list the various aspects mentioned in a text even if the signer mentions them quickly one after the other. | |
1793 | Signing competences | Pragmatic competence | Processing speed | C2 | Can easily understand fluently fingerspelled signs, even if they do not see every letter but perhaps only ergonomic word shapes. | |
1794 | Signing competences | Pragmatic competence | Processing speed | C1 | Can follow a long fluidly signed text. | |
1795 | Signing competences | Pragmatic competence | Processing speed | C1 | Can follow complicated reports without difficulty. | |
1796 | Signing competences | Pragmatic competence | Processing speed | C1 | Can easily understand complex actions and relationships between objects/persons/places that are described using various classifier constructions. | |
1797 | Signing competences | Pragmatic competence | Processing speed | C1 | Can follow how people react to one another’s communication behaviour even when several signers are involved, for example in a panel discussion. | |
1798 | Signing competences | Pragmatic competence | Processing speed | C1 | Can understand a signed text even if the signer uses only one hand. | |
1799 | Signing competences | Pragmatic competence | Processing speed | C1 | Can follow a text even when it contains several unknown signs. | |
1800 | Signing competences | Pragmatic competence | Processing speed | C1 | Can understand a text even when certain signs or sentences are incomplete or not visible. | |
1801 | Signing competences | Pragmatic competence | Processing speed | C1 | Can spot signing errors and correct them for themselves without query. | |
1802 | Signing competences | Pragmatic competence | Processing speed | B2+ | Can follow unexpected news or video messages without preparation. | |
1803 | Signing competences | Pragmatic competence | Processing speed | B2 | Can easily understand descriptions of actions even if the signer uses different classifier constructions (e.g., manipulators, substitutors). | |
1804 | Signing competences | Pragmatic competence | Processing speed | B2 | Can follow even unexpected twists in a text. | |
1805 | Signing competences | Pragmatic competence | Processing speed | B2 | Can understand rhythmically presented movement sequences and actions, and recognise their aesthetic quality. | |
1806 | Signing competences | Pragmatic competence | Processing speed | B1+ | Can follow a long and slowly signed text, provided it is shown several times. | |
1807 | Signing competences | Pragmatic competence | Processing speed | B1+ | Can follow the narration of a well-known story without difficulty. | |
1808 | Signing competences | Pragmatic competence | Processing speed | B1+ | Can recognise and imitate various handshapes, even when the signer uses them in rapid succession. | |
1809 | Signing competences | Pragmatic competence | Processing speed | B1+ | Can spot signing errors and ask for more precision or clarification. | |
1810 | Signing competences | Pragmatic competence | Processing speed | B1 | Can follow a longer, fluidly signed text, provided it is repeated. | |
1811 | Signing competences | Pragmatic competence | Processing speed | B1 | Can understand a relatively long text in one go, provided it is signed slowly. | |
1812 | Signing competences | Pragmatic competence | Processing speed | B1 | Can understand designations (name, fingerspelled items, functions) for persons in a text and subsequent reference to them. | |
1813 | Signing competences | Pragmatic competence | Processing speed | A2+ | Can follow the interlocutor’s signs, provided they are clearly visible. | |
1814 | Signing competences | Pragmatic competence | Processing speed | A2 | Can understand fluent fingerspelling of letters, provided the producer repeats it, if necessary. | |
1815 | Signing competences | Pragmatic competence | Processing speed | A1 | Can understand short, slowly and clearly signed texts in one go. | |
1816 | Signing competences | Pragmatic competence | Signing fluency | C2 | No descriptors available; see C1 | |
1817 | Signing competences | Pragmatic competence | Signing fluency | C1 | Can sign rapidly in a steady rhythm. | |
1818 | Signing competences | Pragmatic competence | Signing fluency | C1 | Can sign a longer text fluently and rhythmically. | |
1819 | Signing competences | Pragmatic competence | Signing fluency | C1 | Can employ an extended hold of a sign (hold) as a rhetorical or prosodic feature. | |
1820 | Signing competences | Pragmatic competence | Signing fluency | B2+ | Can sign at a fluent pace, even though some pauses for planning are still necessary. | |
1821 | Signing competences | Pragmatic competence | Signing fluency | B2+ | Can relate fluently in a sign language a story that they know. | |
1822 | Signing competences | Pragmatic competence | Signing fluency | B2+ | Can hold a sign with one hand in order to demonstrate something static (hold), while simultaneously using the other hand to continue signing.[1] | |
1823 | Signing competences | Pragmatic competence | Signing fluency | B2 | Can sign at a comfortable pace, without needing to think about the individual signs. | |
1824 | Signing competences | Pragmatic competence | Signing fluency | B2 | Can use pauses for effect at appropriate points. | |
1825 | Signing competences | Pragmatic competence | Signing fluency | B2 | Can rhythmically represent the stages of a movement or activity (e.g. leaves falling down, hail). | |
1826 | Signing competences | Pragmatic competence | Signing fluency | B2 | Can fingerspell fluently, connecting or blending elements smoothly. | |
1827 | Signing competences | Pragmatic competence | Signing fluency | B1+ | Can sign a fluent transition between related points. | |
1828 | Signing competences | Pragmatic competence | Signing fluency | B1 | Can sign a short text rhythmically. | |
1829 | Signing competences | Pragmatic competence | Signing fluency | B1 | Can employ sequences of handshapes and/or the handshapes for fingerspelling fluently. | |
1830 | Signing competences | Pragmatic competence | Signing fluency | A2+ | Can sign a simple sentence rhythmically. | |
1831 | Signing competences | Pragmatic competence | Signing fluency | A2 | Can indicate the end of a sentence clearly by leaving a pause. | |
1832 | Signing competences | Pragmatic competence | Signing fluency | A1 | No descriptors available |