English language proficiency levels are European requirements. Standards and levels of foreign languages

The level of language proficiency is the degree of formation of speech skills and abilities. The problem of the level of language proficiency in the methodology acquired particular relevance in the second half of the 20th century due to the expansion of international cooperation and the formation of the concept of "Europe without borders", in which great attention was paid to the dissemination and study foreign languages in the world.

Since the 1970s Within the framework of the Council for Cultural Cooperation under the Council of Europe, intensive work was carried out to substantiate the model of foreign language communicative competence and develop on its basis threshold levels (threshold levels) of foreign language proficiency. This work culminated in the adoption of a paper entitled Modern Languages: Learning, Teaching, Evaluation. Common European Framework of Reference for a Foreign Language (Strasbourg, 1996). In this document (project leader J. Trim), the recommendations of which were tested in different countries Europe until 2000, the parameters and criteria for assessing the levels of language proficiency and communicative competence as a learning goal, as well as ways to assess it using test technologies, were considered. As part of communicative competence, the following types of competences began to be considered as its components: linguistic, sociolinguistic, discursive, sociocultural, social, strategic.

The system of language proficiency levels in the course of its discussion has undergone some changes and in its final form in the document "Common European Framework of Reference for Foreign Languages" looks as shown in Table. 1.

The developers of threshold levels rightly argued that the definition of boundaries between individual levels is quite subjective and individual levels can be divided into sublevels, which, however, in terms of their parameters should not go beyond the boundaries of indicators characterizing the level as a whole.

Table 1. THRESHOLDS FOR LANGUAGE

To characterize the levels of language proficiency, a system of descriptors (descriptions) of skills achieved by language learners at each level and their implementation for each type of speech activity was developed.

The description of descriptors and their implementations in relation to these levels is as follows (Table 2).

And it looks like this implementation of level A-2 for four types of speech activity. The student can:

when listening - understand the speech of a native speaker in various activities; highlight the meaning and essential details of the perceived information in person and over the phone;

when speaking- transfer elementary factual information to a foreign-speaking interlocutor in person and by phone; answer the questions posed, observing the rules of etiquette characteristic of linguistic culture native speakers; respond adequately and, if necessary, provide information on data relating to the origin, family, education and needs of the speaker; to carry out speech interaction in accordance with the norms of speech behavior accepted in this society;

while reading- read texts that regulate the daily life of people in the country of the language being studied (menus and signs, routes and road maps, various signs and warnings, schedules and notices, i.e. the information that develops the indicative foundations of action in a new socio-cultural environment); read texts that are instructions for performing professional tasks of a low level of operational complexity in a well-known area of ​​the student's specialization;

when writing- write proper names, numbers, dates; fill out a simple questionnaire, a form with basic information about yourself; write greeting cards to a foreign colleague for the holidays celebrated in the country of the language being studied; compose a personal letter (about yourself, your family, interests, etc.), using the basic rules for its design based on a sample.

table 2

DESCRIPTORS FOR DIFFERENT LANGUAGE PROFICIENCY LEVELS

A - elementary knowledge of the language; B - free; B is perfect.

At the same time, the developers of the "Common European Framework of Reference for Foreign Languages" rightly argued that the precise definition of descriptors and their implementations for each level of language proficiency should be created as the experience of the educational institutions of the countries participating in the project accumulates.

The scale of language proficiency has become widespread due to its suitability for all foreign languages; focus on practical language acquisition due to the activity-based approach to teaching; reflecting the interests of various professional and age groups of students.

Communicative tasks that students can solve by means of the target language at each stage of learning (functions);

Spheres, topics, situations of communication within which such tasks are solved, i.e. the subject-content side of communication (context/content) was defined;

The degree of linguistic and extralinguistic correctness of solving the set communicative tasks (accuracy).

The success of students moving from one level to another depends on a number of circumstances, among which are of paramount importance:

1. the complexity of the language of study in terms of its "ease-difficulty". As you know, according to the degree of complexity, languages ​​are usually divided into four groups (from ease to difficulty): the first is Italian, Spanish; the second - English, French, German; the third - Russian, Finnish, modern Greek, Hungarian, Polish, Hebrew, Turkish; the fourth - Arabic, Chinese, Japanese, Korean (i.e. hieroglyphic languages);

2. the number of hours devoted to language learning; 3. the ability of the student to master the language.

According to many observations, about 1500 training hours are required to reach the threshold level.

UNIVERSAL FOREIGN LANGUAGE PROFICIENCY SCALE

Oral dialogue - I can have a simple conversation if my interlocutor will paraphrase or speak at a slower pace certain statements and help me express my own thoughts. I can ask and answer questions related to everyday, familiar topics.

Oral monologue - I can use a series of simple phrases and sentences to describe the place where I live, the people I know.

Writing - I can write short, simple postcards, such as sending holiday greetings. I can fill out forms that require personal information, such as name, nationality, address on a hotel registration card.

Oral dialogue - I can communicate in simple everyday situations that require a direct exchange of information on familiar topics. I can exchange a few lines in a short conversation, although I usually do not understand the interlocutor well enough to carry on the conversation myself.

Oral monologue - I can use a series of phrases and sentences to describe in simple terms my family, other people, living conditions, my studies and current work.

Writing - I can write short and simple notes and messages in areas of immediate need. I can write a very simple personal letter, such as thanking someone for something.

Oral dialogue - I can communicate in most situations that may arise during a trip around the country of the language being studied. I can engage in short conversations on topics that are familiar, everyday, or of interest to me (eg, family, hobbies, work, current events).

Oral monologue - I can connect phrases in a simple way to describe what happened to me, explaining events, my dreams and desires. I can briefly explain and justify my opinion and plans. I can retell a story or convey the content of a book or film and evaluate it.

Writing - I can write simple connected text on topics that are familiar to me or of personal interest. I can write a letter describing events from my life and impressions.

To determine the appropriate level of foreign language proficiency, there is an extensive system of international certificates.

The corresponding directive was developed by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. The main goal of the CEFR system is to provide an assessment and learning method applicable to all European languages. In November 2001, an EU Council resolution recommended the use of CEFR to establish national assessment systems language competence.

The CEFR classifies student knowledge and skills into three broad categories, which are further divided into six levels:

- A - Elementary proficiency

A1 - Survival level, A2 - Pre-threshold level

- B - Self Ownership

B1 - Threshold level, B2 - Advanced level

- C - Freehand

C1 - Proficiency level, C2 - Excellence level

For each level, the knowledge and skills that a student should have in reading, listening, speaking and writing are described.

A1

% ratio of vocabulary to level C2 - 12%

A2

% ratio of vocabulary to the higher level - 50%
% ratio of vocabulary to C2 level - 24%
_______________________________________________

B1

% ratio of vocabulary to the higher level - 67%
% ratio of vocabulary to C2 level - 48%
_______________________________________________

B2

% ratio of vocabulary to the higher level - 81%
% ratio of vocabulary to C2 level - 72%
_______________________________________________

C1

% ratio of vocabulary to the higher level - 89%
% vocabulary to C2 level - 89%
_______________________________________________

C2

% ratio of vocabulary to C2 level - 100%

Pan-European and Russian levels of proficiency in a foreign language

COMMUNICATIVE COMPETENCE (from lat. somretere to achieve, to comply) - the ability to decide by meansforeign languagerelevant for students and society tasks of communication from household, educational, industrial and cultural life; the ability of the student to use the facts of language and speech to achieve the goals of communication.

In general, the concept of competence for didactics is not new. Philosophers and didacticists at all times distinguished between knowledge (competence) and its realization (activity). In relation to language proficiency, competence means conscious or intuitive knowledge of the language system to build grammatically and semantically correct sentences, and implementation means the ability and ability to demonstrate knowledge of the system through speech. This idea was first supported by F. de Saussure and after almost fifty years of thought by Chomsky, who introduced the term “competence” into active scientific use, more precisely, returned it to the conceptual apparatus of linguistics, since this term was found in the works of W. Humboldt and other linguists . A competent speaker / listener, according to N. Chomsky, must form / understand an unlimited number of sentences according to models and have a judgment about the statement.

According to the sociolinguistic approach associated with the names of J. Austin, J. Searle, who developed the logical and philosophical theories of speech acts, it becomes important to take into account the pragmatic effect of the utterance, competence is not an innate ability, but is formed as a result of the interaction of the individual with the social environment (the acquisition of this ability is ensured social experience and needs of individuals inextricably linked with the process of socialization of the individual).

Ethnolinguist D. Hymes called the ability to be a participant in speech activity communicative competence, although the very concept of communicative competence was formed in the works of M. M. Bakhtin (1934-1935).

From the point of view of the theory of speech activity, the components of communicative competence were called competences in speaking, reading, writing, listening. . These types of competence are formed on the basis of lexical and grammatical competences, which are included in the core of language competence. Speaking competence is complemented by pronunciation competence, writing competence by spelling competence, listening competence by the ability to distinguish sounding signs, reading competence by the ability to distinguish graphic signs.

The functional approach to language made it possible to speak about the component composition of communicative competence - grammatical, sociolinguistic, discursive (discursive), strategic competences [Canale&Swaine 1980; Omaggio 1986 ].

In domestic linguodidactics, the term ˝communicative competence˝ was introduced into scientific use by M.N. Vyatyutnev. He proposed to understand communicative competence as the choice and implementation of speech behavior programs depending on a person's ability to navigate in a particular communication environment; the ability to classify situations depending on the topic, tasks, communicative attitudes that students have before the conversation, as well as during the conversation in the process of mutual adaptation˝

With regard to teaching foreign languages, the concept of communicative competence has received a detailed development in the framework of studies conducted by the Council of Europe to establish the required level of language proficiency. Communicative competence was defined as a set of the following competences: linguistic, sociolinguistic, discursive, strategic, social, sociocultural.

Linguistic k. - possession of a system of information about the language being studied according to its levels:phonetics , vocabulary , word composition and word formation, morphology, simple and complex syntaxoffers , basics of styletext .

Strategic k. - the ability to make up for the lack of knowledge in the process of communicationlanguage , as well as speech and social experience of communication in a foreignlanguage .

Social k. - the ability to enter into communicative relationships with other people.

Sociocultural to. - the student's acquaintance with the national and cultural specifics of speech behavior and the ability to use those elements of the sociocultural context that are relevant for the generation and perception of speech from the point of view of native speakers: customs, rules, norms, social conventions, rituals,social stereotypes , regional knowledge, etc.

Intercultural competence is a complex entity that includes the following components: features of thinking, attitudes, knowledge, and skills, all of which relate to both the native and the studied culture.

European Language Portfolio- it is a tool for self-assessment and the student's own cognitive, creative work, reflection of his own activity.

The idea of ​​the ELP was first proposed by the Council of Europe in 1990. 1997-2000 The idea was tested in 15 European countries in a Pilot Project at various levels of education. Russian YaP was developed for different levels of education. Currently available: EP for elementary grades, middle grades and for philologists. A PL is a set of documents consisting of three parts: a passport, a language biography of its user, and a dossier.

Language Passportis a separate document common to all PL models. It is recognized by the Council of Europe as a document reflecting achievements in the study of non-native languages ​​and is intended to be used when looking for a job, continuing education in European countries etc. This document reflects the levels of proficiency in a foreign language in accordance with the pan-European competencies of proficiency in a foreign language, based on which a philologist can independently determine his level of proficiency in a foreign language. To do this, you must fill in the tables in the passport:

1. language skills
2. self-esteem
3. information about language learning and intercultural communication experience
4. certificates and diplomas

Filling in the tables shows not only the level of foreign language proficiency, but also reflects the experience of intercultural communication.

Language biographycontains self-assessment sheets in which descriptors are indicated (Galskova: content parameters of each level of language proficiency in relation to different types speech activity, focused on situations of authentic intercultural communication). There are 3 levels of language proficiency, each with 2 sublevels:

Level A (A1 - survival level, A2 - sub-threshold)

Level B (B1 - threshold, B2 - advanced threshold)

Level C (C1 - high, C2 - fluency in the language)

The linguistic biography of a philologist contains 2 groups of descriptors:

1. descriptors of general speech skills by types of speech activity
2. professionally oriented descriptors (They were developed specifically for philologists by domestic methodologists. This is a description of the requirements for proficiency in a foreign language for professionally working with a foreign language)

Next to each of the skills 3 graphs. In the first column, the student himself makes a mark. In the second column, the teacher makes a mark. In the third column, the student notes the skill that he plans to master in the near future.

Dossier includes information about the practical use of the language and the experience of intercultural communication of its author. It contains practical examples of achievements in the study of non-native languages: materials of educational projects, an indication of the completion of courses, etc.

ownership levels.The level of language proficiency is understood as the degree of formation of communicative competence, which allows solving extralinguistic communication tasks in a foreign language in accordance with the conditions of communication and using the language knowledge necessary for this., speech skills andskills .

The system of requirements for language proficiency levels was developed in the 80s within the framework of Soviet European projects in the form of threshold levels that determine the minimum mandatory requirements for the goals and content of education at each level. This work culminated in the adoption of a document entitled " Modern languages: learning, teaching, assessment. Common European Framework of Reference for a Foreign Language (Strasbourg, 1996). Six levels of language proficiency were identified, which received the following names:

survival rate,

subthreshold level,

threshold, intermediate,

advanced,

professional.

To characterize the levels of language proficiency, a system of descriptors (descriptions) of skills achieved by language learners at each level and their implementation for each type of speech activity was developed. The ultimate goal of mastering a foreign language at each level is the formation of communicative competence.

The scale of language proficiency has become widespread due to its suitability for all foreign languages; focus on practical language acquisition due to the activity-based approach to teaching; reflecting the interests of various professional and age groups of students.

Russian methodologists have been involved in the European structure of language testing since the mid-1990s (Threshold level. Russian language, 1996). The requirements for the level of knowledge of foreign languages ​​by graduates of the 9th grade of secondary school, defined as basic, were formulated in a document included in the collection "Educational Standards for Russian Schools" (1998).

COUNCIL OF EUROPE LEVELS
(COMMON EUROPEAN FRAMEWORK)

European Framework of Reference for Languages

Common European Framework of Reference for Languages:

learning, teaching, assessment

The document of the Council of Europe entitled "Common European Framework of Reference: Learning, Teaching, Assessment" reflects the result of the work begun in 1971 by experts from the countries of the Council of Europe, including representatives of Russia, on the systematization of approaches to teaching a foreign language and the standardization of assessments of language proficiency levels. "Competencies" in an understandable form define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project carried out within the framework of the Council of Europe? The participants of this project tried to create a standard terminology, a system of units, or a common language to describe what constitutes the subject of study, as well as to describe the levels of language proficiency, regardless of what language is being studied, in what educational context - which country, institute, school , in courses, or privately, and what methods are used. As a result, a system of language proficiency levels and a system for describing these levels using standard categories were developed. These two complexes create a unified network of concepts that can be used to describe any certification system, and, consequently, any training program, in the standard language, from setting goals - learning goals to the competencies achieved as a result of training.

The system of language proficiency levels

When developing the European system of levels, extensive studies were carried out in different countries, assessment methods were tested in practice. As a result, an agreement was reached on the issue of the number of levels allocated for organizing the process of learning the language and assessing the degree of proficiency in it. There are 6 major levels, which represent lower and higher sub-levels in the classic three-level system, which includes basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins with the division of the level system into three major levels - A, B and C:

Table 1.

Generalized description of the levels of language competence

When interpreting the level scale, one must keep in mind that the divisions on such a scale are not the same. Even if the levels appear to be equidistant on the scale, it takes different time. So, even if Waystage is halfway to Threshold Level, and Threshold is on the level scale halfway to Vantage Level, experience with this scale shows that that it takes twice as long to progress from "Threshold" to "Threshold Advanced" as it takes to reach "Threshold". This is due to the fact that at higher levels the range of activities is expanding and everything is required large quantity knowledge, skills and abilities.

Selecting specific learning objectives may require more detailed description. It can be presented as a separate table showing the main aspects of language proficiency at six levels.

Table 2.

Description of the levels of language competence for self-assessment of their knowledge and skills by aspects.

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold Advanced):

Table 3

Description of the levels of language competence for the assessment of speaking.

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold Advanced):

C1 (Professional Level):

C2 (Proficiency Level):

Basic terms

• Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
• General competencies are not linguistic, they provide any activity, including communicative.
• Communicative language competencies allow to carry out activities using language tools.
• Context- this is a spectrum of events and situational factors against which communicative actions are carried out.
• Speech activity- this is the practical application of communicative competence in a certain area of ​​communication in the process of perception and / or generation of oral and written texts, aimed at performing a specific communicative task.
• Types of communication activities involve the implementation of communicative competence in the process of semantic processing / creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
• Text- this is a coherent sequence of oral and / or written statements (discourse), the generation and understanding of which occurs in a specific area of ​​communication and is aimed at solving a specific problem.
• Under sphere of communication refers to the broad spectrum of social life in which social interaction takes place. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
• A strategy is a course of action chosen by a person to solve a problem.
• Task- this is a specific result that must be obtained through purposeful action (solving a problem, fulfilling obligations or achieving a goal).