Levels of foreign language proficiency in Russian schools. Levels of foreign language proficiency

Russian methodologists have been involved in the European system of studying the levels of foreign language proficiency since the mid-1990s. Proficiency Requirements foreign language 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).
The standard of education is understood as a system of basic parameters that are used as the state standard of education. Foreign languages, according to the standard of education, are included in the educational area "Language and Culture" and are a compulsory subject in the school course (study in grades 5-11). The basic level (pre-threshold in the European classification) must correspond to the language training of a graduate of the 9th grade of a secondary school and provide the possibility of practical knowledge of the language in the parameters set by the program, created on the basis of the data of the standard.
Since the basic level provides for its accessibility to all students, regardless of the conditions of education, the standard establishes the minimum level of learning that each student must achieve. Reading with a different depth of understanding is considered the most accessible for mastering in a secondary school, so the level of learning in the field of reading can be higher compared to other types of speech activity.
The minimum requirements for the preparation of students at the basic level (graduates of grade 9) are as follows in the standard for secondary school.
In the reading area, students should:
a) understand the main content of light authentic texts of different genres, highlighting the main idea (idea) and essential facts and omitting secondary information;
b) fully understand the content of simple authentic texts (journalism, popular science, as well as instructions, prospectuses), using for this all known methods of semantic processing of the text (guess, analysis, selective translation) and referring to the dictionary if necessary;
c) view simple authentic text such as timetables (trains, buses), menus, etc., as well as some other texts (for example, from newspapers) and select the necessary or requested information.
In the area of speaking, students should:
a) conduct an etiquette dialogue in standard communication situations (be able to say hello, introduce yourself, address, thank, etc.), using the appropriate formulas of speech etiquette;
b) conduct a dialogue-questioning, alternately moving from the position of the reporter to the position of the questioner;
c) conduct an incentive dialogue, expressing a request, advice, an invitation to joint action;
d) conduct a dialogue - an exchange of views, also using value judgments;
e) talk about yourself, your friend, school;
f) characterize individuals (friends, teachers, characters in the text);
g) describe nature, city, village, etc.
In the area of listening, students should:
a) perceive by ear and understand in general authentic statements in the most common standard communication situations;
b) understand the main content of simple authentic texts and isolate for themselves separate significant information (weather forecast, announcements, radio and television programs), guessing the meaning of part of unfamiliar words.
In the area of writing, students should:
a) be able to write a simple letter, a greeting card (based on a sample);
b) be able to fill out a questionnaire, a form (for example, in a hotel).
Threshold level of foreign language proficiency by secondary school graduates, according to State standard, should correspond to the threshold level of education of European secondary school graduates (or at least approach it). Thus, the entry of the Russian educational standard into the system of all-European requirements for the levels of proficiency in a non-native language is declared. Condition for successful achievement threshold level it is considered a mandatory profile organization of training with the creation of courses in the humanities, natural sciences and applied (for example, a business course) profiles. The level of knowledge of a foreign language achieved at the same time should provide an opportunity for a school graduate to practically use it in direct communication with a native speaker (speaking, listening) in elementary standard situations Everyday life and mediated communication (reading, writing). At the same time, a foundation is being laid for further education at a university in order to use a foreign language in professional activities (Bim, Mirolyubov, 1998).
We systematize the idea of the levels of foreign language proficiency in comparison with the one adopted in European countries system of levels (Table 4.3). We also provide recommendations for self-assessment of the level of communicative competence (Table 4.4) by foreign language learners, developed in accordance with the "Common European Framework of Reference for Foreign Languages" (Strasbourg, 1996). In the coming years, it is planned to start learning foreign languages from the 2nd grade of school, the expediency of this has been confirmed by numerous studies (Bim, 2002).

FOREIGN LANGUAGE PROFICIENCY SCALE

Basic language skills [A]	[A-1]	1st level: elementary level Survival Breakthrough, Survival level Primary school (grades 2-4): 2 hours/week.
Basic language skills [A]	[A-2]	2nd level: pre-threshold (basic) Pre-threshold Waystage level Basic school (5-9 grades): 3 hours / week.
	[IN 1]	3rd level: Threshold level
		Senior school (grades 10-11): 3 hours/week
sr	[B-1.1]	Profile training	[B-1.2] Profile shoes
oh oh 13		humanitarian, philological	reading natural science
o g yu O " ? I and 1S		skoe 6 hours/week	noe, technical 4-6 hours/week.
o g yu O " ? I and 1S	[AT 2]	4th level: threshold advanced Vantage, Advanced level University students: 1-4 year students, bachelors
	[B-2.1]	Bachelor philology	[Q-2.2] Bachelor non-philologist
	[S-1]	Level 5: High Effectiveness level
		University students: 5-6 course, masters
and 0) - S O	[S-1.1]	master philology	[S-1.2] Master non-philologist
* h 0) 3rd S-1 51 I	[S-2]	Level 6: Professional Mastery, Professional level
* h 0) 3rd S-1 51 I	[S-3]	Level 7: Native level
		Fluency in the language

More on the topic Levels of foreign language proficiency in Russian schools:

Trade with foreign countries and British possessions (in millions of pounds sterling).
7. REQUIREMENTS FOR THE LEVEL OF TRAINING OF A GRADUATE IN THE SPECIALTY 033200 "FOREIGN LANGUAGE"
The study of the specifics of the professional self-concept as a component of the professional self-determination of foreign students with different levels of intercultural adaptation

In conversations, you can often hear such phrases:

— I speak a little Chinese.

— I speak English well.

— My level of German is intermediate.

All these little, not bad, medium - very vague descriptions of the level of knowledge, but I want to understand more accurately the amount of knowledge.

In order to speak the same language with you, I suggest using European classification levels of foreign language proficiency.

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:

But more detailed description each level. It is convenient to carry out self-diagnosis.

A1 (Survival Level):

Understanding	Audiro ing	I can understand single familiar words and very simple phrases in slow, clear-sounding speech in everyday situations that involve me, my family, and my immediate environment.
Understanding	Reading	I can understand familiar names, words, and very simple sentences in ads, posters, or catalogs.
speaking	Dialogue	I can take part in the dialogue if my interlocutor repeats at my request in slow motion his statement or paraphrases it, and also helps to formulate what I am trying to say. I can ask and answer simple questions about topics that I know or are interested in.
speaking	Monologue	I can use simple phrases and sentences to describe the place where I live and the people I know.
Letter	Letter	I can write simple postcards (for example, congratulations on a holiday), fill out forms, enter my name, nationality, address on a hotel registration sheet.

A2 (Pre-threshold level):

Understanding	Audiro ing	I understand certain phrases and common words in statements about topics that are important to me (for example, basic information about myself and my family, about shopping, about where I live, about work). I understand what is being said in simple, clearly spoken and small messages and announcements.
Understanding	Reading	I can understand very short, simple texts. I can find specific, predictable information in simple everyday texts: advertisements, brochures, menus, timetables. I understand simple personal letters.
speaking	Dialogue	I can communicate in simple typical situations that require the direct exchange of information within the framework of topics and activities that are familiar to me. I can carry on an extremely brief conversation on everyday topics, and yet I do not understand enough to carry on a conversation on my own.
speaking	Monologue	I can, using simple phrases and sentences, talk about my family and other people, living conditions, studies, current or previous work.
Letter	Letter	I can write simple short notes and messages. I can write a simple letter of a personal nature (for example, to express my gratitude to someone for something).

B1 (Threshold level):

Understanding	Audiro ing	I understand the basics of clearly articulated utterances within the literary norm on topics known to me that I have to deal with at work, at school, on vacation, etc. I understand most current affairs radio and television programs and programs related to my personal or professional interests. The speech of the speakers should be clear and relatively slow.
Understanding	Reading	I understand texts built on the frequency language material of everyday and professional communication. I understand descriptions of events, feelings, intentions in personal letters.
speaking	Dialogue	I can communicate in most situations that arise during my stay in the country of the language being studied. I can engage in conversations on topics that are familiar/interesting to me (e.g. family, hobbies, work, travel, current events) without prior preparation.
speaking	Monologue	I can build simple coherent statements about my personal impressions, events, talk about my dreams, hopes and desires. I can briefly justify and explain my views and intentions. I can tell a story or outline the plot of a book or movie and express my attitude towards it.
Letter	Letter	I can write simple connected texts on topics that are familiar or of interest to me. I can write letters of a personal nature, telling them about my personal experiences and impressions.

B2 (Threshold Advanced):

Understanding	Audiro ing	I understand detailed reports and lectures and even complex arguments contained in them, if the topics of these speeches are familiar to me. I understand almost all news and current affairs reports. I understand the content of most films if their characters speak the literary language.
Understanding	Reading	I understand articles and messages on contemporary issues, the authors of which take a special position or express a special point of view. I understand contemporary fiction.
speaking	Dialogue	I am able to freely participate in dialogues with native speakers of the target language without preparation. I can take an active part in a discussion on a problem familiar to me, substantiate and defend my point of view.
speaking	Monologue	I can speak clearly and in detail on a wide range of issues that interest me. I can explain my point of view on an actual problem, expressing all the arguments for and against.
Letter	Letter	I can write clear, detailed messages on a wide range of subjects that interest me. I can write essays or reports covering issues or arguing for or against points of view. I can write letters, highlighting those events and impressions that are especially important to me.

C1 (Professional Level):

Understanding	Audiro ing	I understand extended messages, even if they have a fuzzy logical structure and insufficiently expressed semantic connections. I understand almost everything television programs and films.
Understanding	Reading	I understand large complex non-fiction and fiction texts, their stylistic features. I also understand special articles and long technical instructions, even if they do not relate to my area of work.
speaking	Dialogue	I can express my thoughts spontaneously and fluently, without experiencing difficulties in choosing words. My speech is distinguished by the variety of language means and the accuracy of their use in situations of professional and everyday communication. I can accurately formulate my thoughts and express my opinion, as well as actively support any conversation.
speaking	Monologue	I can explain complex topics in a clear and detailed way, combine the components into a single whole, develop individual provisions and draw appropriate conclusions.
Letter	Letter	I can express my thoughts clearly and logically in writing and communicate my views in detail. I can describe complex problems in detail in letters, essays, reports, highlighting what seems to me the most important. I can use the language style appropriate to the intended recipient.

C2 (Proficiency Level):

Understanding	Audiro ing	I freely understand any spoken language in direct or indirect communication. I can easily understand the speech of a native speaker speaking at a fast pace, if I have the opportunity to get used to the individual characteristics of his pronunciation.
Understanding	Reading	I am fluent in all types of texts, including texts of an abstract nature that are compositionally or linguistically complex: instructions, special articles, and works of fiction.
speaking	Dialogue	I can freely participate in any conversation or discussion, and I am fluent in a variety of idiomatic and colloquial expressions. I speak fluently and can express any shades of meaning. If I have difficulties in using language tools, I can quickly and imperceptibly paraphrase my statement.
speaking	Monologue	I can express myself fluently and with reason, using appropriate language tools depending on the situation. I can structure my message logically in such a way as to capture the attention of the listeners and help them note and remember the most important points.
Letter	Letter	I can logically and consistently express my thoughts in writing, using the necessary language tools. I can write complex letters, reports, talks or articles that have a clear logical structure that helps the addressee note and remember the most important points. I can write summaries and reviews of both professional and artistic works.

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Levels of foreign language proficiency in Russian schools. Levels of foreign language proficiency

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