Common European Framework of Reference for Language (CEFR 3.

3): Global Scale-Table 1

Can understand with ease virtually everything heard or read. Can summarise information from different spoken and
C2 written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.
Proficient
User Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself
C1 fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and
effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in
his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction
B2
with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range
of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Independent
User
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can
B1
produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and
events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very
basic personal and family information, shopping, local geography, employment). Can communicate in simple and
A2 routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can
describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate
need.
Basic User

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a
concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as
A1
where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other
person talks slowly and clearly and is prepared to help.

(https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale)
 Common European Framework of Reference for Language (CEFR 3.3): Global Scale Applied to Sookmyung Leveling System-Table 2

SOOKMYUNG LEVEL CEFR LEVEL DESCRIPTION

Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can
express him/herself fluently and spontaneously without much obvious searching for
C1
expressions. Can use language flexibly and effectively for social, academic and professional
purposes. Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.

LEVEL 3
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialisation. Can interact with a degree of fluency
B2 and spontaneity that makes regular interaction with native speakers quite possible
B2
without strain for either party. Can produce clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options.

Can understand the main points of clear standard input on familiar matters regularly encountered
in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in
B1 LEVEL 2 B1 an area where the language is spoken. Can produce simple connected text on topics which
are familiar or of personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.

Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography,
A2 LEVEL 1 A2 employment). Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas of immediate need.

Can understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and
LEVEL R A1 answer questions about personal details such as where he/she lives, people he/she knows and
things he/she has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
Common European Framework of Reference for Language (CEFR 3.3): Qualitative Aspects of Language Use/Common Reference levels-Table 3

RANGE ACCURACY FLUENCY INTERACTION COHERENCE PRIMARY FUNCTIONS

C2 Shows great flexibility Maintains consistent Can express Can interact with ease Can create coherent Level-specific:
reformulating ideas in grammatical control of him/herself and skill, picking up and cohesive Students in this level
differing linguistic forms complex language, spontaneously at length and using non-verbal discourse making full can achieve proficiency
to convey finer shades even while attention is with a natural colloquial and intonational cues and appropriate use of in track-specific
of meaning precisely, to otherwise engaged flow, avoiding or apparently effortlessly. a variety of concepts, procedures,
and language required
give emphasis, to (e.g. in forward backtracking around Can interweave his/her organisational patterns
to perform authentic
differentiate and to planning, in monitoring any difficulty so contribution into the and a wide range of unscaffolded academic
eliminate ambiguity. others' reactions). smoothly that the joint discourse with fully connectors and other and career tasks
Also has a good interlocutor is hardly natural turn-taking, cohesive devices. (competences).
command of idiomatic aware of it. referencing, allusion
expressions and making etc.
colloquialisms.

C1 Has a good command Consistently maintains Can express Can select a suitable Can produce clear, Level-specific (3):
of a broad range of a high degree of him/herself fluently and phrase from a readily smoothly-flowing, Students in this level
language allowing grammatical accuracy; spontaneously, almost available range of well-structured can achieve proficiency
him/her to select a errors are rare, difficult effortlessly. Only a discourse functions to speech, showing in track-specific
formulation to express to spot and generally conceptually difficult preface his remarks in controlled use of concepts, procedures,
and language required
him/ herself clearly in corrected when they do subject can hinder a order to get or to keep organisational
to perform authentic but
an appropriate style on occur. natural, smooth flow of the floor and to relate patterns, connectors slightly scaffolded to
a wide range of language. his/her own and cohesive devices. unscaffolded academic
general, academic, contributions skilfully to and career tasks
professional or leisure those of other (competences).
topics without having to speakers.
restrict what he/she
wants to say.
 RANGE ACCURACY FLUENCY INTERACTION COHERENCE PRIMARY FUNCTIONS

B2 Has a sufficient range Shows a relatively high Can produce stretches Can initiate discourse, Can use a limited Level-specific (2-3):
of language to be able degree of grammatical of language with a fairly take his/her turn when number of cohesive Students in this level
to give clear control. Does not make even tempo; although appropriate and end devices to link his/her can achieve proficiency
descriptions, express errors which cause he/she can be hesitant conversation when he / utterances into clear, in track-specific
viewpoints on most misunderstanding and as he or she searches she needs to, though coherent discourse, concepts, procedures,
and language required
general topics, without can correct most of for patterns and he /she may not always though there may be
to perform authentic but
much con­spicuous his/her mistakes. expressions, there are do this elegantly. Can some "jumpiness" in a moderately scaffolded
searching for words, few noticeably long help the discussion long con­tribution. to slightly scaffolded
using some complex pauses. along on familiar academic and career
sentence forms to do ground confirming tasks (competences).
so. comprehen­sion, inviting
others in, etc.

B1 Has enough language Uses reasonably Can keep going Can initiate, maintain Can link a series of Level-specific (1-2):
to get by, with sufficient accurately a repertoire comprehensibly, even and close simple shorter, discrete Students in this level
vocabulary to express of frequently used though pausing for face-to-face simple elements into a can achieve proficiency
him/herself with some "routines" and patterns grammatical and lexical conversa­tion on topics connected, linear in track-specific
hesitation and asso­ciated with more planning and repair is that are familiar or of sequence of points. concepts, procedures,
and language required
circumlocutions on predictable situations. very evident, especially personal interest. Can
to perform authentic but
topics such as family, in longer stretches of repeat back part of highly to moderately
hobbies and interests, free production. what someone has said scaffolded academic
work, travel, and to confirm mutual and career tasks
current events. understanding. (competences).
 RANGE ACCURACY FLUENCY INTERACTION COHERENCE PRIMARY FUNCTIONS

A2 Uses basic sentence Uses some simple Can make him/herself Can answer questions Can link groups of Level-specific (R-1):
patterns with structures correctly, but understood in very and respond to simple words with simple Students in this level
memorised phrases, still systematically short utterances, even statements. Can connectors like "and, can achieve proficiency
groups of a few words makes basic mistakes. though pauses, false indicate when he/she is "but" and "because". in track-specific
and formulae in order starts and reformulation following but is rarely concepts, procedures,
and language required
to commu­nicate limited are very evident. able to understand
to perform authentic but
information in simple enough to keep highly scaffolded
everyday situations. conversation going of academic and career
his/her own accord. tasks (competences).

A1 Has a very basic Shows only limited Can manage very Can ask and answer Can link words or Level-specific (R):
repertoire of words and control of a few simple short, isolated, mainly questions about groups of words with Students in this level
simple phrases related grammatical structures pre-packaged personal details. Can very basic linear can achieve proficiency
to personal details and and sentence patterns utterances, with much interact in a simple way connectors like "and" in track-specific
particular concrete in a memorised pausing to search for but communication is or "then". concepts, procedures,
and language required
situations. repertoire. expressions, to totally dependent on
to perform authentic but
articulate less familiar repetition, rephrasing very highly scaffolded
words, and to repair and repair. academic and career
communication. tasks (competences).

(https://www.coe.int/en/web/common-european-framework-reference-languages/table-3-cefr-3.3-common-reference-levels-qualitative-aspects-of-spoken-language-use)

*The “Primary Functions” section of the chart is specific to Sookmyung and has been added to the CEFR criteria.