Levels
ATTAINMENT LEVELS: SEVERNVALE DEFINITIONS
NOTE: The descriptions for each level apply to a learner at the top of that level, not to one just entering it.
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POST-BEGINNER
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ELEMENTARY
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LOWER (or PRE-)INTERMEDIATE
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MID-INTERMEDIATE
Can understand the gist of a commonplace conversation involving fluent speakers, provided that some allowances are made, or occasional help given. Can produce well enough to make substantial relevant contributions (e.g. of an example or story clearly related to the topic) and to get full and satisfactory information from other speakers by questioning as necessary. Is functionally competent for all everyday negotiations except where completely unpredictable problems arise. In reading can get the gist/intention of most straightforward (i.e. non-stylised) authentic texts and can write effective communications of information or opinion, but perhaps with a number of errors, or problems arising from inability to handle some of the more complex structures. -
UPPER INTERMEDIATE
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ADVANCED
Can understand native speakers of everyday standard English, even when not being directly addressed, and can therefore take part in normal interaction on almost the same terms as a native speaker. Can produce speech fluent enough to convey feeling, to argue and maintain a point of view, or to convey complex information (e.g. explaining a process) to a listener. In reading, can use specialist books written in English to acquire specialist knowledge (including new terminology), can recognise and respond to different styles of writing and, to some extent, to shades of meaning. Can write fluently and with relatively few errors, not only on any topic but also in a range of styles (e.g. narrative, formal argument, business letters, prepared public speaking). -
PROFICIENT
Can understand a few everyday expressions of simple functions in known situations, and can produce some single words and set phrases in response, or can make requests using, for example, a single word + 'please' ('Salt, please'). Little structural grasp, except in reading, where (s)he can recognise the existence of a few basic structural contrasts (e.g. singular/plural or continuous v. simple) even if not always certain exactly what they mean. Can substitute items in one or two structural patterns in writing, but not manipulate the patterns any further.
Can understand many simple expressions of everyday basic functions in familiar situations and sometimes grasp what the basic topic of a conversation in English is. Can produce understandable questions and answers involving information above basic (e.g. Not only 'What is your name?' but ‘What does your father do?') even if structures often go wrong and words are not known. In reading can follow very simplified stories or information, and recognise the meanings of a number of structural contrasts (e.g. ‘the’/‘a’ or ‘I go’/‘I'm going’), and can write a few simple but connected sentences on a given topic with some awareness of the forms required, even if not always using them correctly.
Can understand the gist of a commonplace conversation in English, though not in detail, and can produce English well enough to take part if spoken to carefully. Can also initiate conversation by asking questions on a range of everyday topics (e.g. sport, or food) and can perform most everyday social and practical functions (e.g. buying things in shops, going to the doctor) well enough to survive comfortably. In reading can grasp the full meaning (content) including details, of simpler authentic texts (e.g. instructions on a packet) with the exception of a few of the less common words, including understanding the sense of most basic structures (e.g. verb tense and modals). Can write coherent short compositions using simple but varied structures correctly on a variety of non-specialist topics (e.g.. telling stories, personal letters, giving and explaining an opinion).
Can understand well enough to hold a continuous conversation with a native speaker, even where the speaker does not, or can not, adapt his/her language to a foreigner. Can produce well enough to initiate new topics, change the subject, and generally take part in the management of the conversation rather than merely responding. Can manage all normal life functions with ease, and cope linguistically with completely new situations (e.g. a negotiation in a shop not going according to expectations). In reading, can understand the majority of any non-specialist, modern text and begin to respond to different 'registers' or types of writing. Can produce fluent writing on most kinds of topic, including arguing for an opinion, and can use complex sentence structures without many errors.
A learner at the top of this level should be able to achieve a good pass in the Cambridge First Certificate exam.
A learner at the top of this level should be able to achieve a good pass in the Cambridge Advanced exam.
Native speaker standard in every skill, with two major differences: a) in understanding, a lack of long familiarity with English culture (e.g. television programmes) may make some accents, dialects and cultural references less accessible than they would be to a native speaker; b) on the other hand, a Proficient student may well be more at home - in all skills - with the more academically educated kind of English used in colleges, textbooks etc., than is normal with native speakers taken as a whole.
A learner at the top of this level should be able to achieve a good pass in the Cambridge Proficiency exam
+ نوشته شده در پنجشنبه نهم آبان ۱۳۸۷ ساعت 21:11 توسط Mehdi Mousavi
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معرفی:سید مهدی موسوی فوق لیسانس آموزش زبان انگلیسی از دانشگاه اصفهان و مدرس کانون زبان ایران مراکز تربیت معلم مشهد دانشگاه علمی کاربردی دانشکده فنی منتظری مشهدو همچنین موسسه پاراکس میباشد.او سابقه تدریس در دانشگاه آزاد و موسسه فرهنگی آموزشی زبانسرا و شکوه شعبه مشهد را نیز دارد.وی در این وبلاگ سعی دارد تا لحظات خوش و همراه با سرگرمی برای همه علاقمندان به زبان انگلیسی فراهم آورد و امیدوار است تا بدینوسیله بتواند گامی را در جهت پیشبرد فرآیند آموزش و یادگیری زبان انگلیسی بردارد.