ectar · ecostar acknowledgements this document has been made possible through the generous support...

ECOSTAR

CEFR-Aligned Framework for English in Higher Education in Israel

English as the Cornerstoneof Sustainable Technology and Research

CEFR -Aligned Fr amewor k for English

in Higher Education in I sr ael

Co-funded by theTempus Programmeof the European Union

Yael Perets, NITE: graphic design and editing

Anat Samuel, PSDesign: cover image

2017

© Project number 543683-TEMPUS-1-2013-1-IL-TEMPUS-JPCR

This project has been funded with support from the European Commission.

This publication reflects the views only of the author, and the Commission cannot be held responsible

for any use which may be made of the information contained therein.

ECOSTAR

Acknowledgements

This document has been made possible through the generous support of TEMPUS1 of the European Union and the productive cooperation amongst the ECOSTAR2 partners (see Figure 1).

)ע"ר( ולהערכה לבחינות ארצי מרכז NATIONAL INSTITUTE FOR TESTING & EVALUATION

والتّقييـم لالمتحــانات القـطــري املركــز

בישראל האוניברסיטאות של מיסודן

European Partners

Israeli Partners

ORT Braude College of Engineering (coordinator)

The Open University of Israel

MEITAL – The Inter-University Center for e-learning

The Interdisciplinary Center, Herzliya

Sami Shamoon College of Engineering

The National Institute for Testing and Evaluation

University of Tel AvivThe Nazareth Academic Institute

The National Union of Israeli Students

The University of Leicester, UK

The University of Maastricht, the Netherlands

The Technical University of Cluj-Napoca, Romania

The University of Nicosia, Cyprus

Wroclaw University of Environmental and Life Sciences, Poland

L'Università degli Studi L'Aquila, Italy

Figure - 1 ECOSTAR partners

1 TEMPUS is the European Union’s program that supports the modernization of higher education and promotes institutional cooperation amongst partner countries in Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region.

2 ECOSTAR - English as the Cornerstone of Sustainable Technology and Research - is a 15-partner consortium that connects experts in the field of language teaching, learning and assessment from several Israeli and EU institutions, in an effort to standardize the teaching of English in higher education in Israel.

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Preface

The English language is a major vehicle for international communication in all spheres of life but has a particularly significant role in the academic world where scholars at all levels need to interact in a Language of Wider Communication (LWC). University students all over the world grapple with textbooks, articles and other academic and professional matter in English, not their first language, while promoting their own academic advancement. They are willing to invest time, money and special efforts, in order to become efficient users of English.

English language learners who aspire to become efficient users of English for a wide range of objectives, need to develop individual strategies to become autonomous learners. Knowing what the goals of learning English are, in general but also as defined for each stage in the process, is most helpful. The ‘can-do’ approach to defining goals, while it helps planners and policy makers to design materials and evaluation tools, can be most helpful for learners. They can evaluate their own progress and their proficiency at each stage. Thus, every learner can develop an ongoing monitoring of progress, and take responsibility for the learning of the language.

In the CEFR context, teaching, learning and assessment are closely connected. In the framework developed for EAP in Israel, the CEFR scale is made compatible with the current levels of proficiency used in academic institutions. This provides the English programs in these institutions with a tool of standardization that is transparent and well-defined yet leaves ample flexibility for each group of learners to adapt the elements to their specific needs. This is a very welcome approach to EAP in Israel and will most likely improve English proficiency significantly.

Elite Olshtain

Professor (Emeritus) of Language Education

The School of Education

The Hebrew University of Jerusalem

1st January 2017

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CONTENTS

Introduction 3-6

Overview of the CEFR 7-11

Trom Besisi Aleph: Can-do statements 12-14

Trom Besisi Bet: Can-do statements 15-19

Besisi: Can-do statements 20-24

Mitkadmim Aleph: Can-do statements 25-30

Mitkadmim Bet: Can-do statements 31-36

Appendix 1

Can-do statements across the levels: Trom Besisi Aleph,

Trom Besisi Bet, Besisi, Mitkadmim Aleph, Mitkadmim Bet 37 -53

Appendix 2

Additional resources 54

Appendix 3

Suggestions for further reading 55-56

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Introduction

New Challenges

The teaching of English for Academic Purposes (EAP) in Israel faces multiple challenges in today's dynamic world of globalization. While traditionally students may have been considered well served just by being taught reading comprehension skills, today’s students need a much more extensive set of tools for coping with the requirements of internationalization in higher education and globalized job markets. During or after their studies, students may need to present their work in English, actively participate in international conferences and in personal and professional exchanges with colleagues abroad, write abstracts and posters, and understand spoken and written English in a wide variety of both formal and informal situations and contexts. Any current curriculum or framework of EAP must address these growing needs, which students and professionals experience on a daily basis. In view of these trends, academic English programs must prepare students to communicate effectively in English.

New Solutions

The CEFR-Aligned Framework for English in Higher Education in Israel (hereafter: the Framework) is an attempt to meet contemporary challenges and re-conceptualize the field of EAP in line with internationally accepted standards, while focusing on the specific needs of Israeli students. This Framework strives to bridge the local context of Israel (and, in some cases, of a specific institution or faculty) and the global context of English as used today.

The Framework has been developed as part of the ECOSTAR (English as the Cornerstone of Sustainable Technology and Research) initiative, a 15-partner consortium that connects experts in the fields of language teaching, learning, and assessment from several Israeli and EU institutions, in an effort to outline common goals for the teaching of EAP in higher education in Israel.

The ECOSTAR initiative created a Framework for English in Higher Education in Israel that conforms to European standards while satisfying the requirements of the Israeli Council for Higher Education (hereafter: CHE). One of the aims of the ECOSTAR project is to create a new learning environment for English in higher education. Its beliefs about language learning align with current understandings of what language knowledge comprises, referring to multiple literacies and the use of different modalities to convey meaning in all four language skills – reading, writing, speaking and listening. In addition, ECOSTAR promotes content-based and task-based instruction models in language teaching. In the case of higher education, this also refers to using the English language to teach academic content in different disciplines; i.e., English Medium Instruction, or EMI (ECOSTAR, 2014).

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Introduction

Benefits of Using the CEFR

The primary goal of ECOSTAR is to introduce the Common European Framework of Reference for Languages (CEFR) to the field of EAP in Israel. The CEFR was proposed by the Council of Europe in 2001 as a set of standards and concepts for the teaching and assessment of foreign languages in Europe (see the overview of the CEFR below), and is now being used in over 120 countries throughout the world.

The adaptation and implementation of the CEFR in higher education in Israel has many potential benefits for learners, instructors and institutions. Firstly, the CEFR is based on current language education research and it promotes the adoption of cutting-edge teaching methods, materials and tools. Secondly, since its introduction, it has become widely used in an ever-growing number of educational contexts, and has become ‘a common language’ with which learners and teachers around the world are already familiar. This international recognition by organizations and institutions promotes student exchange and internationalization by facilitating mutual recognition and co-operation between higher education institutions in many different countries.

No less importantly, the ultimate goal of language education, which is also at the heart of the CEFR, should not be neglected or minimized: the creation of a plurilingual society in which language is used for better communication and collaboration among speakers of different languages and backgrounds (Council of Europe, 2002). We believe that the implementation of the Framework in universities and colleges across the country should be seen as the first step in this direction.

The Israeli Context

Needs Assessment Data

Since the CEFR was not originally conceived with EAP or the Israeli context in mind, the central goal in adapting the CEFR for EAP in Israel was to create a well-founded selective linkage between the actual needs of Israeli students and the standards and principles set out in the CEFR. For that purpose, two EU-funded TEMPUS surveys (one of them developed by ECOSTAR), were conducted and the opinions, requests and proposals of over 7000 students and graduates who participated were taken into consideration. ECOSTAR's research also surveyed EAP teachers in institutions of higher education in Israel so that their broad experience in the field and their sense of what their students need could be adequately reflected in the Framework. In addition, content lecturers across academic disciplines and throughout Israeli institutions of higher education were surveyed in order to ascertain their views regarding what graduates of higher education should be able to do in English.

In the Framework, CEFR can-do statements (see overview of the CEFR below) have been adapted and matched to the existing English proficiency levels mandated by the CHE. These levels are directly linked to scores on various English proficiency tests produced by the National Institute for Testing and Evaluation (NITE) - the English component of the Psychometric exam, AMIR and AMIRAM - that are used as placement criteria for students in need of EAP support (see Table 1).

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Table 1:Cut-off scores, study levels, numbers of study hours and

students / Council for Higher Education (CHE) 2013

Division into levelsaccording to exam grade

Psychometric/Amiram

Amir LevelWeekly semester

study hours

Maximum recommended

number of students in course

134+ 234+ Exemption - -

120-133 220-233 Mitkadmim Bet 4 30

100-119 200-219 Mitkadmim Aleph 4 30

85-99 185-199 Besisi 6 30

70-84 170-184 Trom Besisi Bet 6 20

50-69 150-169 Trom Besisi Aleph 8 20

Consequent to the implementation of this Framework, standardized English tests produced by NITE are expected to be redesigned to better match the CEFR and a wider set of language skills. In turn, English levels are expected to rise, and the Framework will then be updated to reflect new proficiency levels.

One of the central goals of the Framework is to ensure a smooth transition of English studies from high school to higher education. Our student survey indicates that while the majority of respondents studied English at the highest level possible in high school (5-point Bagrut), most of the students did not reach exemption level on the various NITE tests. Both the recent introduction of a revised curriculum for English in schools by the Ministry of Education (2013) – aimed at modernizing the teaching of English in schools – and the present Framework are important steps towards this goal. To streamline the transition, the Framework builds on the English curriculum for schools and uses similar concepts whenever possible. Together with the future restructuring of NITE's English proficiency exams, we hope that these measures will help harmonize and modernize the entire field of English teaching, learning and assessment from primary to higher education.

Heterogeneous Populations, Diverse Needs

In addition to the gap between English in secondary education and in higher education, the Framework addresses a number of additional issues unique to the Israeli context. The population in Israel is

6

Introduction

ethnically and linguistically heterogeneous, comprising a majority of Hebrew speakers, but also a large number of Arabic speakers. There are also speakers of additional languages who immigrated to the country, mainly from Russian-speaking countries. For the non-Hebrew speakers, English represents a third or even a fourth language. Also relevant are issues such as the English needs of students in different educational contexts as well as social, educational and economic inequalities that exist within Israeli society.

It is hoped that the implementation of the Framework will contribute to achieving a balance between the advantages of meeting international standards in English language teaching and the need to take into consideration the social and educational contexts that characterize Israeli society. Aligning EAP courses with the CEFR is an important milestone towards integrating student needs with state-of-the-art international language education standards and principles while ensuring fairness and equity. In order to achieve this goal, we believe that a continuous, iterative process of implementation, evaluation and design is required, one in which EAP teachers form a professional community of practice that works together towards common goals.

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Overview of the CEFR

As levels of language learning such as basic, intermediate or advanced can have different meanings for different countries and for different institutions within the same country, the Council of Europe developed the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) whose main purpose was to establish international standards for learning, teaching and assessing modern languages.

In particular, the aim of the CEFR is as follows: “It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency” (Council of Europe, 2014). Since its first publication in 2001, the CEFR has achieved a dominant role in language education not only throughout Europe but in many countries around the world (Byram & Parmenter, 2012).

The CEFR describes what a learner can do at six specific levels:

Basic User (A1 and A2)

Independent User (B1 and B2)

Proficient User (C1 and C2)

These descriptions appear in condensed form in what is called the "Global Scale," (see Figure 2). When reviewing this table please note that the levels A1, A2, B1, and B2 generally correspond to the levels Trom Besisi Aleph and Bet (together paralleling A1), Besisi (A2), Mitkadmim Aleph (B1) and Mitkadmim Bet (B2). In most institutions of higher education that have adopted the CEFR, B2 is set as the exit level for EAP requirements. However, as reading has been a central element in EAP in Israel, we may find that the CHE levels for reading may be higher than those described in the CEFR global scale. On the other hand, for all other aspects of language, namely listening, speaking and writing, there may still be a gap between the levels described on the CEFR global scale and those defined at the Trom Besisi Aleph and Bet, Besisi, Mitkadmim Aleph and Mitkadmim Bet levels.

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ProficientUser

C2

Can understand with ease virtually everything heard or read. Can

summarise information from different spoken and 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.

C1

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 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.

IndependentUser

B2

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 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.

B1

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 produce simple connected text on topics which are familiar or

of personal interest. Can describe experiences and events, dreams, hopes

and ambitions and briefly give reasons and explanations for opinions and

plans.

BasicUser

A2

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 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.

A1

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 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.

Figure - 2 Common Reference Levels - The Global Scale1

1 Common European Framework of Reference For Languages: Learning, Teaching, Assessment, p. 24. Accessed from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf.

Note that the descriptors are formulated in very general terms as they were designed to suit all foreign languages.

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According to the CEFR, language proficiency is a multi-dimensional construct, which applies to four different domains (educational, occupational, public and personal), four different types of language activities (reception, production, interaction and mediation), and two language media (oral and written).

Though the CEFR is not prescriptive in relation to teaching, it does have methodological implications as it espouses a communicative, task-based approach. It defines knowledge of a language in a series of 'can-do' statements that represent what learners can do with the language in a real world context. It should be noted that the can-do statements are always positive: they describe what a learner is able to do, not what a learner cannot do or does wrong. The main assumption is that the skills relevant to the more advanced proficiency levels can only be developed on the basis of extensive use of the target language. The can-do descriptors relate to reception, production, interaction and mediation. Can-do descriptors are also provided for some of the strategies employed in performing communicative activities, as these are a bridge between a learner's resources (competences) and what he/she can do with them (communicative activities).

Each can-do descriptor can be used not only to specify a learning target and select and/or develop learning activities and materials, but also to design assessment tasks. Thus, curriculum, teaching, learning and assessment are interdependent.

The following section provides a glossary of terms that are used in the CEFR and which have been adopted in the present Framework.

Glossary of Terms

Except for the names of the five levels of study (Trom Besisi Aleph, Trom Besisi Bet, Besisi, Mitkadmim Aleph and Mitkadmim Bet) that have been defined by the CHE, the terminology used in this document is in keeping with that used in the CEFR. Following are general definitions of terms that appear in the CEFR; however, to understand the terms in greater depth one may refer to the original definitions as they appear in the CEFR itself (accessed from http://coe.int/t/dg4/linguistic/Source/Framework_EN.pdf).

Domain refers to a particular sector of life. These are the major categories relevant to language learning/teaching and use:

Educational domain - concerned with the learning context, mainly formal institutional

Occupational domain - relates to activities and relations on the job

Public domain - everything connected with ordinary social interaction--public services, administrative bodies, leisure activities of a public nature, etc.

Personal domain - relates to family relations, home life, reading for pleasure, etc.

Language activities involve the exercise of one's communicative language competence in a specific

10


domain in the processing (receptively and/or productively) of one or more texts in order to carry out a task. The language activities in this document have been divided into four kinds: reception, production, interaction and mediation:

Reception - including silent reading, following the media, understanding course content, etc.

Production - including oral presentations and written papers.

Interaction - at least two individuals participate in an oral and/or written exchange in which production and reception alternate and sometimes overlap.

Mediation - enabling communication between persons who are unable to communicate directly, through translation, paraphrase, summary, or providing for a third party a

(re)formulation of a source text to which this third party does not have direct access.

Skills appear within each of these activities (reception, production, interaction and mediation). The skills include reading, listening, writing and speaking.

Communicative strategies are the application of metacognitive principles of pre-planning, execution, monitoring and repair in relation to the different kinds of language activities. They reflect the adoption of a particular line of action in order to maximize effectiveness.

Communicative competence relates to those competencies that enable a person to act using specifically linguistic means. Communicative competence in this Framework consists of three components: linguistic, sociolinguistic and pragmatic.

Linguistic competences include knowledge of lexis, phonology, and syntax.

Sociolinguistic competences relate to the awareness of social conventions (e.g. rules of politeness).

Pragmatic competences relate to the functional use of linguistic resources (e.g. speech acts) as well as the mastery of discourse, cohesion and coherence, and the identification of text types and forms.

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Bibliography

Byram, M. & Parmenter L. (Eds.) (2012). The Common European Framework of Reference: The globalization of language education policy. Multilingual Matters.

Council of Europe (2014). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Accessed from

http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

ECOSTAR. (2014). Retrieved from https://tempus-ecostar.iucc.ac.il/about-ecostar/

Israel Ministry of Education (2013). Revised English Curriculum: Principles and Standards for Learning English as an International Language for All Grades. Accessed from

http://meyda.education.gov.il/files/HaarachatOvdeyHoraa/Englishcurriculum.pdf

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Trom Besisi ALEPH

Trom Besisi ALEPH

Global scale: Can understand and use familiar everyday expressions and very basic vocabulary. Can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has (adapted A1).

"Can-dos" for activities:"Language activities involve the exercise of one’s communicative language competence in a specific domain in processing (receptively and/or productively) one or more texts in order to carry out a task" (CEFR, p. 10).

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading

Overall reading comprehension

Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items (A2)

x x x

Reception / Reading

Reading for orientation

Can recognize familiar names, words and very basic phrases on simple notices in the most common everyday situations (A1)

x x x x

Reception / Reading

Reading for information and argument

Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support (A1)

x x x x

Reception / Listening

Listening toaudio-visual

Can follow changes of topic of factual TV news items, and form an idea of the main content (A2)

x x x x

Production / Writing

Overall written production

Can write simple, isolated words and phrases(adapted A1)

x x x x

Production / Speaking

Overall spoken production

Can produce simple, mainly isolated phrases about people and places (A1)

x x x x


Sustained monologue: Describing experience

Can describe him/herself, what he/she does and where he/she lives (A1)

x x x x

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Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Interaction / Spoken

Overall spoken interaction

Can interact in a simple way, but communication is totally dependent on repetition at a slower rate of speech, 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 (A1)

x x x


Conversation Can make an introduction and use basic greeting and leave-taking expressions. Can ask how people are and react to news. Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker (A1)

x x


Information exchange

Can understand questions and instructions addressed carefully and slowly to him/her and follow short, simple directions. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics. Can ask and answer questions about themselves and other people, where they live, people they know, things they have. Can indicate time by such phrases as next week, last Friday, in November, three o'clock (A1)

x x x x

Working with texts

Activity / Skill

Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Mediation / Processing text

Can copy out single words and short texts presented in standard printed format (A1)

x x x

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Trom Besisi ALEPH

"Can-dos" for communicative language competence and components:Communicative language competences "empower a person to act using specifically linguistic means" (CEFR, p. 9). "For the realisation of communicative intentions, users/learners bring to bear their general capacities…together with a more specifically language-related communicative competence. Communicative competence in this narrower sense has the following components: linguistic competences, sociolinguistic competences, pragmatic competences" (CEFR, p. 108).

Communicative competence

Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Linguistic General linguistic range

Has a very basic range of simple expressions about personal details and needs of a concrete type (A1)

x x x

Linguistic Vocabulary range Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations (A1)

x x x

Linguistic Grammatical accuracy

Shows only limited control of a few simple grammatical structures and sentence patterns in a learned repertoire (A1)

x x

Linguistic Orthographic control

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. Can spell his/her address, nationality and other personal details (A1)

x x

Sociolinguistic Sociolinguistic appropriateness

Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry, etc. (A1)

Pragmatic Coherence Can link words or groups of words with very basic linear connectors like 'and' or 'then' (A1)

x x x x

Pragmatic Spoken fluency Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair communication (A1)

x x x

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Trom Besisi BET

Global scale: Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can ask and answer questions about everyday matters. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help (adapted A1).


Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading


Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language (A2+)

x x x x

Reception / Reading


Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables (A2)

x x x x

Reception / Reading


Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events (A2)

x x x


Listening to announcements and instructions

Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions (A1)

x x x


Listening to audio Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly (A2)

x x x x


Listening to audio-visual

Can identify the main point of TV news items reporting events, accidents, etc. where the visual supports the commentary (A2+)

x x x x



Can write simple isolated phrases and sentences (A1) x x x x

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Trom Besisi BET

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Creative writing Can write simple phrases and sentences about themselves (adapted A1)

x x x x



Can give a simple description as a short series of simple phrases (adapted A2)

x x x x



Can describe everyday aspects of his/her environment, e.g. people, places, a job or study experience. Can give short, basic descriptions of events and activities (A2+)

x x x x



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 his/her own accord (A2)

x x x


Conversation Can use simple everyday polite forms of greeting and address. Can make and respond to invitations and apologies. Can say what he/she likes and dislikes (A2)

x x x



Can communicate in simple and routine tasks requiring a simple and direct exchange of information. Can exchange limited information on familiar and routine operational matters. Can ask and answer questions about what they do at work and in free time. Can ask for and give directions referring to a map or plan. Can ask for and provide personal information (A2)

x x x

Interaction / Written

Overall written interaction

Can ask for or pass on personal details in written form (A1)

x x x x

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"Can-dos" for communicative strategies:"The use of communication strategies can be seen as the application of the metacognitive principles: Pre-planning, Execution, Monitoring, and Repair Action to the different kinds of communicative activity: Reception, Interaction, Production and Mediation. The word ‘strategies’ has been used in different ways. Here what is meant is the adoption of a particular line of action in order to maximise effectiveness" (CEFR, p. 57).

Activity / Skill

Communicative strategy

Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Asking for clarification Can ask very simply for repetition when he/she does not understand (A2+)

x x x x


Compensating Can use an inadequate word from his/her repertoire and use gesture to clarify what he/she wants to say (A2+)

x x x x

Working with texts

Activity / Skill

Can-do

DomainsEd

ucat

iona

l

Occ

upat

iona

l

Publ

ic

Pers

onal


Can copy out short texts in printed or clearly hand-written format (A2) x x x

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Trom Besisi BET



Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Can produce brief everyday expressions in order to satisfy simple needs of a concrete type: personal details, daily routines, wants and needs, requests for information. Can use basic sentence patterns and communicate with memorized phrases, groups of a few words and formulae about themselves and other people, what they do, places, possessions, etc. Has a limited repertoire of short memorized phrases covering predictable survival situations; frequent breakdowns and misunderstandings occur in non-routine situations (A2)

x x x

Linguistic Vocabulary control Can control a narrow repertoire dealing with concrete everyday needs (A2)

x x x

Linguistic Vocabulary range Has a sufficient vocabulary for the expression of basic communicative needs. Has a sufficient vocabulary for coping with simple survival needs (A2)

x x x


Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement (adapted A2)

x x

Linguistic Phonological control

Pronunciation of a very limited repertoire of learned words and phrases can be understood with great effort by native speakers dealing with speakers of his/her language group (adapted A1)

x x x

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Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Can copy short sentences on everyday subjects - e.g. directions how to get somewhere. Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary (A2)

x x


Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, apologies, etc. (A2)

Pragmatic Coherence Can link groups of words with simple connectors like "and", "but" and "because" (A2)

x x x x

Pragmatic Propositional precision

Can communicate what he/she wants to say in a simple and direct exchange of limited information on familiar and routine matters, but in other situations he/she generally has to compromise the message (A2)

x x x x

Pragmatic Spoken fluency Can make him/herself understood in short contributions, even though pauses, false starts and reformulation are very evident (A2+)

x x x

20

Besisi

Besisi

Global scale: 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 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. (A2)


Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading


Can read straightforward factual texts on general subjects with a satisfactory level of comprehension, i.e., understand most main ideas and supporting details (adapted B1)

x x x

Reception / Reading


Can scan/read selectively in order to find desired information (adapted B1+)

x x x x

Reception / Reading


Can recognize significant points in straightforward articles on familiar subjects (adapted B1)

x x x


Listening as a member of a live audience

Can follow in outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard speech (B1)

x x x x



Can catch the main point in short, clear, simple messages and announcements (A2)

x x x


Listening to audio Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly (B1)

x x x x



Can understand the main points in videos on familiar subjects delivered relatively slowly and clearly (adapted B1)

x x x x

21

ECOSTAR

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal



Can write a series of interrelated sentences (adapted A2)

x x x x


Creative writing Can write about everyday aspects of his/her environment, e.g. people, places, a job or study experience, in linked sentences (A2+)

x x x x



Can give a simple description or presentation as a short series of sentences (adapted A2)

x x x x



Can explain what he/she likes or dislikes about something (A2+)


Sustained monologue: Putting a case (e.g. in a debate)

Can briefly give reasons and explanations for opinions, plans and actions (B1)

x x x x



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 (A2+)

x x x


Conversation Can establish social contact: greetings and farewells, introductions, giving thanks. Can generally understand clear, standard speech on familiar matters directed at him/her, provided he/she can ask for repetition or reformulation from time to time. Can participate in short conversations in routine contexts on topics of interest. Can express how he/she feels in simple terms, and express thanks (A2+)

x x x



Can communicate in simple and routine tasks requiring a simple and direct exchange of information (A2)

x x x



Can write short, simple formulaic notes relating to matters in areas of immediate need (A2)

x x x x

22

Besisi


Activity / Skill


Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading and Listening

Identifying cues and inferring (spoken and written)

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 from the context (A2)

x x x


Asking for clarification Can ask for clarification about key words or phrases not understood using stock phrases (A2+)

x x x x


Compensating Can paraphrase/can use a simple word meaning something similar to the concept he/she wants to convey and invites "correction" (adapted B1)

x x x x

Working with texts

Activity / Skill

Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Can pick out and reproduce key words and phrases or short sentences from a short text within the learner's limited competence and experience (A2+)

x x x

23

ECOSTAR



Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Has a repertoire of basic language, which enables him/her to deal with everyday situations with predictable content, though he/she will generally have to compromise the message and search for words (A2+)

x x x

Linguistic Vocabulary control Shows good control of high frequency vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations (adapted B1)

x x x

Linguistic Vocabulary range Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics (A2+)

x x x


Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations (B1)

x x


Pronunciation of learned words and phrases can be understood with some effort by most partners (adapted A1)

x x x


Can produce continuous writing, which is generally intelligible throughout. Spelling, punctuation and layout are accurate enough to be followed most of the time (B1)

x x


Can socialize simply but effectively using the simplest common expressions and following basic routines (A2+)

Pragmatic Thematic development

Can tell a story or describe something in a simple list of points (A2)

x x x x

24

Besisi


Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Pragmatic Coherence 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 (A2+)

x x x x


Can express the main point he/she wants to make comprehensibly (B1)

x x x x

Pragmatic Spoken fluency Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production (B1)

x x x

25

ECOSTAR

Mitkadmim Aleph

Global scale: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 while traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe [in speech] experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. (B1)


Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading


Can read, with a large degree of independence, relatively short academic texts on general subjects that do not require field-specific/expert knowledge (adapted B2)

x x x

Reception / Reading


Can scan longer texts in order to locate desired information, and gather information from different parts of a text to fulfill a specific task (adapted B1+)

x x x

Reception / Reading


Can identify the main conclusions in clearly signaled argumentative texts (B1+)

x x

Reception / Reading


Can follow the main line of argument in texts that present issues, though not necessarily in detail (adapted B1+)

x x

Reception / Reading

Reading instructions

Can understand clearly written, straightforward instructions (adapted B1)

x x x x



Can follow a lecture or talk provided the subject matter is familiar and the presentation is straightforward and clearly structured (adapted B1+)

x x



Can follow detailed instructions and directions (adapted B1)

x x x

26

Mitkadmim Aleph

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Listening to audio Can understand the content of the majority of recorded or broadcast audio material delivered in standard dialect on topics in his or her field, delivered relatively slowly and clearly (adapted B1 and B1+)

x x x



Can follow videos in which visuals and action aid understanding and which are delivered clearly in straightforward language (adapted B1)

x x x



Can write a paragraph comprising a series of sentences linked with appropriate connectors, such as "and", "but", and "because" (adapted A2)

x x x x


Creative writing Can write very short, basic descriptions of events, past activities and personal experiences (A2+)


Reports and essays Can summarize a short academic text on general subjects that do not require field-specific/expert knowledge (new)

x x



Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenting it as a linear sequence of points (B1)

x x x



Can give detailed accounts of experiences, describing feelings and reactions, and can describe events (adapted B1)


Sustained monologue: Putting a case (e.g. in a debate)

Can develop an argument well enough to be followed without difficulty most of the time (B1+)

x x x


Addressing audiences

Can give a prepared straightforward presentation on a familiar topic which is clear enough to be followed without difficulty most of the time, and in which the main points are explained with reasonable precision (adapted B1)

x x x



Can take a series of straightforward follow-up questions but may have to ask for repetition of the question(s) (adapted B1)

x x

27

ECOSTAR

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal



Can exploit a wide range of simple language to interact in most situations. Can express personal opinions and exchange information on topics that are familiar or of personal interest (adapted B1)

x x x


Conversation Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases. Can maintain a conversation or discussion but may sometimes be difficult to follow when trying to say exactly what he/she would like to do (B1)

x



Can find out and pass on straightforward factual information (B1)

x x x



Can obtain more detailed information by asking questions and/or requesting clarification(adapted B1)

x x x



Can ask for or convey simple information of immediate relevance, getting across the point he/she feels to be important (adapted B1)

x x x


Notes and messages

Can take a short simple message provided he or she can ask for repetition (A2)

x x x

"Can-dos" for communicative strategies:

"The use of communication strategies can be seen as the application of the metacognitive principles: Pre-planning, Execution, Monitoring, and Repair Action to the different kinds of communicative activity: Reception, Interaction, Production and Mediation. The word ‘strategies’ has been used in different ways. Here what is meant is the adoption of a particular line of action in order to maximise effectiveness" (CEFR, p. 57).

28

Mitkadmim Aleph

ActivityCommunicative

strategyCan-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception Identifying cues and inferring (spoken and written)

Can identify unfamiliar words from the context on topics related to his/her field and interests. Can extrapolate the meaning of occasional unknown words from the context and deduce sentence meaning provided the topic discussed is familiar (B1)

x x x


Asking for clarification Can ask someone to clarify or elaborate what he or she has just said (B1)

x x x


Compensating Can define the features of something concrete for which he/she cannot remember the word. Can convey meaning by qualifying a word meaning something similar (e.g. a truck for people = bus) (B1+)

x x

Working with texts

Activity / Skill

Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reading for text type

Can identify a limited range of academic genres and rhetorical structures based on the general features of the text and apply appropriate reading strategies and skills (new)

x x

Mediation / Note-taking

Can take notes as a list of key points during a straightforward lecture, provided the topic is familiar, and the talk is both formulated in simple language and delivered in clearly articulated standard speech (B1)

x


Can paraphrase short written passages in a simple fashion, using the original text wording and ordering (B1)

x

29

ECOSTAR



Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Has enough language to get by, with sufficient vocabulary to express him/herself 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 (B1)

x x x

Linguistic Vocabulary control Shows good control of high frequency vocabulary and of a limited repertoire of low frequency vocabulary, though some incorrect word choice may hinder communication (adapted B2)

x x

Linguistic Vocabulary range Has a sufficient vocabulary to express him/herself with some circumlocutions on most general topics (adapted B1)

x x x


Communicates with reasonable accuracy in familiar contexts; generally good control though with noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express (B1+)

x x x


Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time (A2)

x x

30

Mitkadmim Aleph


Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence (B2)

x x


Can perform and respond to a wide range of language functions, in a neutral register. Is aware of the salient politeness conventions and acts appropriately (B1)

x


Can reasonably relate a straightforward narrative or description as a linear sequence of points (adapted B1)

x x x x

Pragmatic Coherence Can link a series of shorter, discrete simple elements into a connected, linear sequence of points (B1)

x x x


Can explain the main points in an idea or problem with reasonable precision (B1+)

x x x

Pragmatic Spoken fluency Can express him/herself with relative ease. Despite some problems with formulation resulting in pauses, he/she is able to keep going (adapted B1+)

x x x

31

ECOSTAR

Mitkadmim Bet

Global scale: Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction 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. (B2)


Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading


Can understand in detail lengthy, complex texts that relate to his/her own area of specialty provided that he/she can re-read difficult sections (adapted C1)

x x

Reception / Reading


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 (B1+)

x x

Reception / Reading


Can skim to identify the content and relevance of academic articles and reports and decide whether closer reading is worthwhile (adapted B2)

x

Reception / Reading


Can obtain and synthesize information, ideas and opinions from multiple sources within his/her field (adapted B2+)

x x

Reception / Reading


Can understand articles and reports concerned with issues in which the writers adopt particular stances or viewpoints (adapted B2)

x x x

Reception / Reading

Reading correspondence

Can understand professional correspondence relating to his/her occupation/field of interest and readily grasp the essential meaning (adapted B2)

x x

Reception / Reading

Reading instructions

Can understand lengthy, complex instructions in his or her field, provided he or she can re-read difficult sections (adapted B2)

x x

32

Mitkadmim Bet

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal



Can follow the essentials of lectures, talks and reports and other forms of presentation which are propositionally and linguistically complex (B2)

x x



Can understand spoken announcements, instructions and messages spoken at natural speed in a variety of situations and for a variety of purposes (adapted B2)

x x x


Listening to audio Can understand the content of audio recordings in standard dialect likely to be encountered in academic/professional life and identify speaker viewpoints (adapted B2+)

x x



Can understand academic/professional content of audio-visuals (e.g. videos, TV news, current affairs programs, and documentaries) (adapted B2)

x x



Can write short, cohesive texts on a range of familiar topics within his/her field of interest and/or expertise (adapted B1)

x x


Creative writing Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest (B1)


Reports and essays Can write short, simple essays on topics of interest (B1+)Can summarize and synthesize from a variety of sources, write a report and give his/her opinion on familiar routine and non-routine matters within his/her field with some confidence (adapted B1+)

x x



Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples (B2)

x x



Can give clear, detailed descriptions on a wide range of subjects related to his/her field of interest (B2)


Sustained monologue: Putting a case (e.g., in a debate)

Can develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples (B2)

x x

33

ECOSTAR

Activity / Skill

Heading Can-do

Domain

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal



Can give a clear, prepared academic presentation, giving reasons in support of or against a particular point of view and giving the advantages and disadvantages of various options (adapted B2)

x



Can take a series of follow up questions with a degree of fluency and spontaneity that poses no strain for either him/herself or the audience (B2)

x x



Can interact with some confidence on familiar routine and non-routine matters related to his/her interests and professional field (adapted B1+)

x x


Conversation Can engage in extended conversation on most general topics in a clearly participatory fashion. Can convey degrees of emotion and highlight the personal significance of events and experiences (B2)

x x



Can exchange, check and confirm accumulated factual information on familiar routine and non-routine matters in his/her field with some confidence (B1+)

x x



Can summarize and give his/her own opinion about a topic in his/her own field with some confidence (adapted B1+)

x x



Can convey information and ideas on abstract as well as concrete topics, check information and ask about or explain problems with reasonable precision (B1)

x x


Notes and messages

Can write messages conveying simple information of immediate relevance to teachers and peers, getting across comprehensibly the points he/she feels are important and respond to such messages in kind (adapted B1)

x x

34

Mitkadmim Bet


Activity / Skill


Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reception / Reading and Listening

Identifying cues and inferring (spoken and written)

Can use a variety of strategies to achieve comprehension, including listening for main points and checking comprehension by using contextual clues (B2)Can use contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next (adapted C1)

x x


Asking for clarification Can ask follow-up questions to check that he/she has understood what the speaker intended to say, and get clarification of ambiguous points (B2)

x x


Compensating Can use circumlocution and paraphrase to cover gaps in vocabulary and structure (B2)

x x

Working with texts

Activity / Skill

Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal

Reading for text type

Can identify academic genres relevant to his or her field (e.g. empirical research, research reviews, theoretical texts, etc.) and adapt reading strategies and skills accordingly when navigating the text (new)

x

Mediation / Note-taking

Can take notes during a lecture, which are precise enough for his/her own use at a later date, provided the topic is within his/her field of interest and the talk is clear and well structured (B1+)

x x


Can integrate information from several sources and summarize them for somebody else (adapted B1)

x

35

ECOSTAR



Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Has a sufficient range of language to describe [in writing] unpredictable situations, explain the main points in an idea or problem with reasonable precision and express thoughts on abstract or cultural topics (adapted B1+)

x x x

Linguistic Vocabulary control Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication (B2)

x x x

Linguistic Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution (B2)

x x x


Shows a relatively high degree of grammatical control and does not make mistakes that lead to misunderstanding (B2)

x x x


Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur (B1)

x x


Layout, paragraphing and punctuation are consistent and helpful. Spelling is accurate, apart from occasional slips of the pen (C1)

x x x


Can express him or herself confidently [in writing], clearly and politely in formal or informal register, appropriate to the situation and person(s) concerned (B2+)

36

Mitkadmim Bet


Component Can-do

Domains

Educ

atio

nal

Occ

upat

iona

l

Publ

ic

Pers

onal


Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples (B2)

x x

Pragmatic Coherence Can use a number of cohesive devices to link his/her utterances into clear, coherent discourse, though may be uneven in long contribution (adapted B2)

x x


Can pass on detailed information reliably (B2)

x x

Pragmatic Spoken fluency Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeable long pauses. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without imposing strain on either party (B2)

x x x

37

ECOSTAR

App

endi

x 1

Can

-do

stat

emen

ts a

cros

s th

e le

vels

(T

rom

Bes

isi A

leph

, Tro

m B

esis

i Bet

, Bes

isi,

Mitk

adm

im A

leph

, Mitk

adm

im B

et)

Can

-dos

for

act

ivit

ies

(rec

epti

on, p

rodu

ctio

n, in

tera

ctio

n)

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Rec

eptio

n /

Rea

ding

Ove

rall

read

ing

com

preh

ensi

onC

an u

nder

stan

d sh

ort,

sim

ple

text

s co

ntai

ning

th

e hi

ghes

t fre

quen

cy

voca

bula

ry, i

nclu

ding

a

prop

ortio

n of

sha

red

inte

rnat

iona

l vo

cabu

lary

item

s (A

2)

Can

und

erst

and

shor

t, si

mpl

e te

xts

on

fam

iliar

mat

ters

of

a co

ncre

te ty

pe w

hich

co

nsis

t of

high

fr

eque

ncy

ever

yday

or

job-

rela

ted

lang

uage

(A

2+)

Can

rea

d st

raig

htfo

rwar

d fa

ctua

l te

xts

on g

ener

al

subj

ects

with

a

satis

fact

ory

leve

l of

com

preh

ensi

on, i

.e.,

unde

rsta

nd m

ost m

ain

idea

s an

d su

ppor

ting

deta

ils (

adap

ted

B1)

Can

rea

d, w

ith a

larg

e de

gree

of

inde

pend

ence

, re

lativ

ely

shor

t ac

adem

ic te

xts

on

gene

ral s

ubje

cts

that

do

not

req

uire

fi

eld-

spec

ific

/exp

ert

know

ledg

e (a

dapt

ed

B2)

Can

und

erst

and

in d

etai

l le

ngth

y, c

ompl

ex te

xts

that

rel

ate

to h

is/h

er

own

area

of

spec

ialty

pr

ovid

ed th

at h

e/sh

e ca

n re

-rea

d di

ffic

ult s

ectio

ns

(ada

pted

C1)

Rec

eptio

n /

Rea

ding

Rea

ding

for

or

ient

atio

nC

an r

ecog

nize

fam

iliar

na

mes

, wor

ds a

nd v

ery

basi

c ph

rase

s on

si

mpl

e no

tices

in th

e m

ost c

omm

on

ever

yday

situ

atio

ns

(A1)

Can

find

spe

cifi

c,

pred

icta

ble

info

rmat

ion

in s

impl

e ev

eryd

ay m

ater

ial s

uch

as a

dver

tisem

ents

, pr

ospe

ctus

es, m

enus

, re

fere

nce

lists

and

tim

etab

les

(A2)

Can

sca

n/re

ad

sele

ctiv

ely

in o

rder

to

find

des

ired

in

form

atio

n (

adap

ted

B1+

)

Can

sca

n lo

nger

text

s in

ord

er to

loca

te

desi

red

info

rmat

ion,

an

d ga

ther

info

rmat

ion

from

dif

fere

nt p

arts

of

a te

xt to

ful

fill

a sp

ecif

ic ta

sk (

adap

ted

B1+

)

Can

sca

n lo

nger

text

s in

or

der

to lo

cate

des

ired

in

form

atio

n, a

nd g

athe

r in

form

atio

n fr

om

diff

eren

t par

ts o

f a

text

, or

fro

m d

iffe

rent

text

s in

ord

er to

ful

fil a

sp

ecif

ic ta

sk (

B1+

)

Rec

eptio

n /

Rea

ding

Rea

ding

for

or

ient

atio

n

C

an s

kim

to id

entif

y th

e co

nten

t and

rel

evan

ce o

f ac

adem

ic a

rtic

les

and

repo

rts

and

deci

de

whe

ther

clo

ser

read

ing

is w

orth

whi

le (

adap

ted

B2)

38

Appendix 1

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Rec

eptio

n /

Rea

ding

Rea

ding

for

in

form

atio

n an

d ar

gum

ent

Can

get

an

idea

of

the

cont

ent o

f si

mpl

er

info

rmat

iona

l mat

eria

l an

d sh

ort s

impl

e de

scri

ptio

ns,

espe

cial

ly if

ther

e is

vi

sual

sup

port

(A

1)

Can

iden

tify

info

rmat

ion

in s

impl

er

wri

tten

mat

eria

l he/

she

enco

unte

rs s

uch

as

lette

rs, b

roch

ures

and

sh

ort n

ewsp

aper

ar

ticle

s de

scri

bing

ev

ents

(A

2)

Can

rec

ogni

ze

sign

ific

ant p

oint

s in

st

raig

htfo

rwar

d

artic

les

on f

amili

ar

subj

ects

(ad

apte

d B

1)

Can

iden

tify

the

mai

n co

nclu

sion

s in

cle

arly

si

gnal

ed a

rgum

enta

tive

text

s (B

1+)

Can

obt

ain

and

synt

hesi

ze in

form

atio

n,

idea

s an

d op

inio

ns f

rom

m

ultip

le s

ourc

es w

ithin

hi

s/he

r fi

eld

(ada

pted

B

2+)

Rec

eptio

n /

Rea

ding

Rea

ding

for

in

form

atio

n an

d ar

gum

ent

C

an f

ollo

w th

e m

ain

line

of a

rgum

ent i

n te

xts

that

pre

sent

is

sues

, tho

ugh

not

nece

ssar

ily in

det

ail

(ada

pted

B1+

)

Can

und

erst

and

artic

les

and

repo

rts

conc

erne

d w

ith is

sues

in w

hich

the

wri

ters

ado

pt p

artic

ular

st

ance

s or

vie

wpo

ints

(a

dapt

ed B

2)

Rec

eptio

n /

Rea

ding

Rea

ding

co

rres

pond

ence

C

an u

nder

stan

d pr

ofes

sion

al

corr

espo

nden

ce r

elat

ing

to h

is/h

er o

ccup

atio

n/fi

eld

of in

tere

st a

nd

read

ily g

rasp

the

esse

ntia

l mea

ning

(a

dapt

ed B

2)

Rec

eptio

n /

Rea

ding

Rea

ding

in

stru

ctio

ns

Can

und

erst

and

clea

rly

wri

tten,

st

raig

htfo

rwar

d in

stru

ctio

ns (

adap

ted

B1)

Can

und

erst

and

leng

thy,

co

mpl

ex in

stru

ctio

ns in

hi

s or

her

fiel

d,

prov

ided

he

or s

he c

an

re-r

ead

diff

icul

t sec

tions

(a

dapt

ed B

2)

39

ECOSTAR

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Rec

eptio

n /

Lis

teni

ngL

iste

ning

as

a m

embe

r of

a li

ve

audi

ence

Can

fol

low

in o

utlin

e st

raig

htfo

rwar

d sh

ort

talk

s on

fam

iliar

topi

cs

prov

ided

thes

e ar

e de

liver

ed in

cle

arly

ar

ticul

ated

sta

ndar

d sp

eech

(B

1)

Can

fol

low

a le

ctur

e or

ta

lk p

rovi

ded

the

subj

ect m

atte

r is

fa

mili

ar a

nd th

e pr

esen

tatio

n is

st

raig

htfo

rwar

d an

d cl

earl

y st

ruct

ured

(a

dapt

ed B

1+)

Can

fol

low

the

esse

ntia

ls o

f le

ctur

es,

talk

s an

d re

port

s an

d ot

her

form

s of

pr

esen

tatio

n w

hich

are

pr

opos

ition

ally

and

lin

guis

tical

ly c

ompl

ex

(B2)

Rec

eptio

n /

Lis

teni

ngL

iste

ning

to

anno

unce

men

ts

and

inst

ruct

ions

Can

und

erst

and

inst

ruct

ions

add

ress

ed

care

fully

and

slo

wly

to

him

/her

and

fol

low

sh

ort,

sim

ple

dire

ctio

ns (

A1)

Can

cat

ch th

e m

ain

poin

t in

shor

t, cl

ear,

sim

ple

mes

sage

s an

d an

noun

cem

ents

(A

2)

Can

fol

low

det

aile

d in

stru

ctio

ns a

nd

dire

ctio

ns (

adap

ted

B1)

Can

und

erst

and

spok

en

anno

unce

men

ts,

inst

ruct

ions

and

m

essa

ges

spok

en a

t na

tura

l spe

ed in

a

vari

ety

of s

ituat

ions

and

fo

r a

vari

ety

of p

urpo

ses

(ada

pted

B2)

Rec

eptio

n /

Lis

teni

ngL

iste

ning

to

audi

oC

an u

nder

stan

d an

d ex

trac

t the

ess

entia

l in

form

atio

n fr

om s

hort

re

cord

ed p

assa

ges

deal

ing

with

pr

edic

tabl

e ev

eryd

ay

mat

ters

that

are

de

liver

ed s

low

ly a

nd

clea

rly

(A2)

Can

und

erst

and

the

mai

n po

ints

of

radi

o ne

ws

bulle

tins

and

sim

pler

rec

orde

d m

ater

ial a

bout

fam

iliar

su

bjec

ts d

eliv

ered

re

lativ

ely

slow

ly a

nd

clea

rly

(B1)

Can

und

erst

and

the

cont

ent o

f th

e m

ajor

ity

of r

ecor

ded

or

broa

dcas

t aud

io

mat

eria

l del

iver

ed in

st

anda

rd d

iale

ct o

n to

pics

in h

is o

r he

r fi

eld,

del

iver

ed

rela

tivel

y sl

owly

and

cl

earl

y (a

dapt

ed B

1 an

d B

1+)

Can

und

erst

and

the

cont

ent o

f au

dio

reco

rdin

gs in

sta

ndar

d di

alec

t lik

ely

to b

e en

coun

tere

d in

ac

adem

ic/ p

rofe

ssio

nal

life

and

iden

tify

spea

ker

view

poin

ts (

adap

ted

B2+

)

40

Appendix 1

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Rec

eptio

n /

Lis

teni

ngL

iste

ning

to

audi

o-vi

sual

Can

fol

low

cha

nges

of

topi

c of

fac

tual

TV

ne

ws

item

s, a

nd f

orm

an

idea

of

the

mai

n co

nten

t (A

2)

Can

iden

tify

mai

n po

ints

of

TV

new

s ite

ms

repo

rtin

g ev

ents

, ac

cide

nts,

etc

. whe

re

the

visu

al s

uppo

rts

the

com

men

tary

(A

2+)

Can

und

erst

and

the

mai

n po

ints

in v

ideo

s on

fam

iliar

sub

ject

s de

liver

ed r

elat

ivel

y sl

owly

and

cle

arly

(a

dapt

ed B

1)

Can

fol

low

vid

eos

in

whi

ch v

isua

ls a

nd

actio

n ai

d un

ders

tand

ing

and

whi

ch a

re d

eliv

ered

cl

earl

y in

st

raig

htfo

rwar

d la

ngua

ge (

adap

ted

B1)

Can

und

erst

and

acad

emic

/ pro

fess

iona

l co

nten

t of

audi

o-vi

sual

s (e

.g. v

ideo

s, T

V n

ews,

cu

rren

t aff

airs

pr

ogra

ms,

and

do

cum

enta

ries

) (a

dapt

ed B

2)

Prod

uctio

n /

Wri

ting

Ove

rall

wri

tten

prod

uctio

nC

an w

rite

sim

ple,

is

olat

ed w

ords

and

ph

rase

s (a

dapt

ed A

1)

Can

wri

te s

impl

e is

olat

ed p

hras

es a

nd

sent

ence

s (A

1)

Can

wri

te a

ser

ies

of

inte

rrel

ated

sen

tenc

es

(ada

pted

A2)

Can

wri

te a

par

agra

ph

com

pris

ing

a se

ries

of

sent

ence

s lin

ked

with

ap

prop

riat

e co

nnec

tors

, suc

h as

"a

nd",

"bu

t", a

nd

"bec

ause

" (a

dapt

ed

A2)

Can

wri

te s

hort

, co

hesi

ve te

xts

on a

ra

nge

of f

amili

ar to

pics

w

ithin

his

/her

fiel

d of

in

tere

st a

nd/o

r ex

pert

ise

(ada

pted

B1)

Prod

uctio

n /

Wri

ting

Cre

ativ

e w

ritin

gC

an w

rite

sim

ple

phra

ses

and

sent

ence

s ab

out t

hem

selv

es

(ada

pted

A1)

Can

wri

te a

bout

ev

eryd

ay a

spec

ts o

f hi

s/he

r en

viro

nmen

t, e.

g. p

eopl

e, p

lace

s, a

jo

b or

stu

dy

expe

rien

ce, i

n lin

ked

sent

ence

s (A

2+)

Can

wri

te v

ery

shor

t, ba

sic

desc

ript

ions

of

even

ts, p

ast a

ctiv

ities

an

d pe

rson

al

expe

rien

ces

(A2+

)

Can

wri

te

stra

ight

forw

ard,

de

taile

d de

scri

ptio

ns o

n a

rang

e of

fam

iliar

su

bjec

ts w

ithin

his

/her

fi

eld

of in

tere

st (

B1)

41

ECOSTAR

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Prod

uctio

n /

Wri

ting

Rep

orts

and

es

says

Can

sum

mar

ize

a sh

ort

acad

emic

text

on

gene

ral s

ubje

cts

that

do

not

req

uire

fi

eld-

spec

ific

/exp

ert

know

ledg

e (n

ew)

Can

wri

te s

hort

, sim

ple

essa

ys o

n to

pics

of

inte

rest

(B

1+)

Can

sum

mar

ize

and

synt

hesi

ze f

rom

a

vari

ety

of s

ourc

es, w

rite

a

repo

rt a

nd g

ive

his/

her

opin

ion

on f

amili

ar

rout

ine

and

non-

rout

ine

mat

ters

with

in h

is/h

er

fiel

d w

ith s

ome

conf

iden

ce (

adap

ted

B1+

)

Prod

uctio

n /

Spea

king

Ove

rall

spok

en

prod

uctio

nC

an p

rodu

ce s

impl

e m

ainl

y is

olat

ed

phra

ses

abou

t peo

ple

and

plac

es (

A1)

Can

giv

e si

mpl

e de

scri

ptio

ns a

s a

shor

t se

ries

of

sim

ple

phra

ses

(ada

pted

A2)

Can

giv

e a

sim

ple

desc

ript

ion

or

pres

enta

tion

as a

sho

rt

seri

es o

f se

nten

ces

(ada

pted

A2)

Can

rea

sona

bly

flue

ntly

sus

tain

a

stra

ight

forw

ard

desc

ript

ion

of o

ne o

f a

vari

ety

of s

ubje

cts

with

in h

is/h

er fi

eld

of

inte

rest

, pre

sent

ing

it as

a li

near

seq

uenc

e of

po

ints

(B

1)

Can

giv

e cl

ear,

deta

iled

desc

ript

ions

and

pr

esen

tatio

ns o

n a

wid

e ra

nge

of s

ubje

cts

rela

ted

to h

is/h

er fi

eld

of

inte

rest

, exp

andi

ng a

nd

supp

ortin

g id

eas

with

su

bsid

iary

poi

nts

and

rele

vant

exa

mpl

es (

B2)

Prod

uctio

n /

Spea

king

Sust

aine

d m

onol

ogue

: D

escr

ibin

g ex

peri

ence

Can

des

crib

e hi

m/

hers

elf,

wha

t he/

she

does

and

whe

re h

e/sh

e liv

es (

A1)

Can

des

crib

e ev

eryd

ay

aspe

cts

of h

is/h

er

envi

ronm

ent,

e.g.

pe

ople

, pla

ces,

a jo

b or

st

udy

expe

rien

ce. C

an

give

sho

rt, b

asic

de

scri

ptio

ns o

f ev

ents

an

d ac

tiviti

es (

A2+

)

Can

exp

lain

wha

t he/

she

likes

or

disl

ikes

ab

out s

omet

hing

(A

2+)

Can

giv

e de

taile

d ac

coun

ts o

f ex

peri

ence

s,

desc

ribi

ng f

eelin

gs

and

reac

tions

, and

can

de

scri

be e

vent

s (a

dapt

ed B

1)

Can

giv

e cl

ear,

deta

iled

desc

ript

ions

on

a w

ide

rang

e of

sub

ject

s re

late

d to hi

s/he

r fi

eld

of in

tere

st

(B2)

42

Appendix 1

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Prod

uctio

n /

Spea

king

Sust

aine

d m

onol

ogue

: Pu

tting

a c

ase

(e.g

. in

a de

bate

)

Can

bri

efly

giv

e re

ason

s an

d ex

plan

atio

ns f

or

opin

ions

, pla

ns a

nd

actio

ns (

B1)

Can

dev

elop

an

argu

men

t wel

l eno

ugh

to b

e fo

llow

ed w

ithou

t di

ffic

ulty

mos

t of

the

time

(B1+

)

Can

dev

elop

a c

lear

ar

gum

ent,

expa

ndin

g an

d su

ppor

ting

his/

her

poin

ts o

f vi

ew a

t som

e le

ngth

with

sub

sidi

ary

poin

ts a

nd r

elev

ant

exam

ples

(B

2)

Prod

uctio

n /

Spea

king

Add

ress

ing

audi

ence

s

Can

giv

e a

prep

ared

st

raig

htfo

rwar

d pr

esen

tatio

n on

a

fam

iliar

topi

c w

hich

is

clea

r en

ough

to b

e fo

llow

ed w

ithou

t di

ffic

ulty

mos

t of

the

time,

and

in w

hich

the

mai

n po

ints

are

ex

plai

ned

with

re

ason

able

pre

cisi

on

(ada

pted

B1)

Can

giv

e a

clea

r, pr

epar

ed a

cade

mic

pr

esen

tatio

n, g

ivin

g re

ason

s in

sup

port

of

or

agai

nst a

par

ticul

ar

poin

t of

view

and

giv

ing

the

adva

ntag

es a

nd

disa

dvan

tage

s of

va

riou

s op

tions

(ad

apte

d B

2)

Prod

uctio

n /

Spea

king

Add

ress

ing

audi

ence

s

Can

take

a s

erie

s of

st

raig

htfo

rwar

d fo

llow

-up

ques

tions

bu

t may

hav

e to

ask

fo

r re

petit

ion

of th

e qu

estio

n(s)

(ad

apte

d B

1)

Can

take

a s

erie

s of

fo

llow

up

ques

tions

w

ith a

deg

ree

of f

luen

cy

and

spon

tane

ity th

at

pose

s no

str

ain

for

eith

er h

im/h

erse

lf o

r th

e au

dien

ce (

B2)

43

ECOSTAR

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Inte

ract

ion

/ Sp

oken

O

vera

ll sp

oken

in

tera

ctio

nC

an in

tera

ct in

a

sim

ple

way

, but

co

mm

unic

atio

n is

to

tally

dep

ende

nt o

n re

petit

ion

at a

slo

wer

ra

te o

f sp

eech

, re

phra

sing

and

rep

air.

Can

ask

and

ans

wer

si

mpl

e qu

estio

ns,

initi

ate

and

resp

ond

to

sim

ple

stat

emen

ts in

ar

eas

of im

med

iate

ne

ed o

r on

ver

y fa

mili

ar to

pics

(A

1)

Can

com

mun

icat

e in

si

mpl

e an

d ro

utin

e ta

sks

requ

irin

g a

sim

ple

and

dire

ct

exch

ange

of

info

rmat

ion

on

fam

iliar

and

rou

tine

mat

ters

to d

o w

ith

wor

k an

d fr

ee ti

me.

C

an h

andl

e ve

ry s

hort

so

cial

exc

hang

es b

ut is

ra

rely

abl

e to

un

ders

tand

eno

ugh

to

keep

con

vers

atio

n go

ing

of h

is/h

er o

wn

acco

rd (

A2)

Can

inte

ract

with

re

ason

able

eas

e in

st

ruct

ured

situ

atio

ns

and

shor

t co

nver

satio

ns,

prov

ided

the

othe

r pe

rson

hel

ps if

ne

cess

ary.

Can

m

anag

e si

mpl

e,

rout

ine

exch

ange

s w

ithou

t und

ue e

ffor

t; ca

n as

k an

d an

swer

qu

estio

ns a

nd

exch

ange

idea

s an

d in

form

atio

n on

fa

mili

ar to

pics

in

pred

icta

ble

ever

yday

si

tuat

ions

(A

2+)

Can

exp

loit

a w

ide

rang

e of

sim

ple

lang

uage

to in

tera

ct in

m

ost s

ituat

ions

. Can

ex

pres

s pe

rson

al

opin

ions

and

exc

hang

e in

form

atio

n on

topi

cs

that

are

fam

iliar

or

of

pers

onal

inte

rest

(a

dapt

ed B

1)

Can

inte

ract

with

som

e co

nfid

ence

on

fam

iliar

ro

utin

e an

d no

n-ro

utin

e m

atte

rs r

elat

ed to

his

/he

r in

tere

sts

and

prof

essi

onal

fiel

d (a

dapt

ed B

1+)

44

Appendix 1

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Inte

ract

ion

/ Sp

oken

Con

vers

atio

n

Can

mak

e an

in

trod

uctio

n an

d us

e ba

sic

gree

ting

and

leav

e-ta

king

ex

pres

sion

s. C

an a

sk

how

peo

ple

are

and

reac

t to

new

s. C

an

unde

rsta

nd e

very

day

expr

essi

ons

aim

ed a

t th

e sa

tisfa

ctio

n of

si

mpl

e ne

eds

of a

co

ncre

te ty

pe,

deliv

ered

dir

ectly

to

him

/her

in c

lear

, slo

w

and

repe

ated

spe

ech

by a

sym

path

etic

sp

eake

r (A

1)

Can

use

sim

ple

ever

yday

pol

ite f

orm

s of

gre

etin

g an

d ad

dres

s. C

an m

ake

and

resp

ond

to in

vita

tions

an

d ap

olog

ies.

Can

say

w

hat h

e/sh

e lik

es a

nd

disl

ikes

(A

2)

Can

est

ablis

h so

cial

co

ntac

t: gr

eetin

gs a

nd

fare

wel

ls,

intr

oduc

tions

, giv

ing

than

ks. C

an g

ener

ally

un

ders

tand

cle

ar,

stan

dard

spe

ech

on

fam

iliar

mat

ters

di

rect

ed a

t him

/her

, pr

ovid

ed h

e/sh

e ca

n as

k fo

r re

petit

ion

or

refo

rmul

atio

n fr

om

time

to ti

me.

Can

pa

rtic

ipat

e in

sho

rt

conv

ersa

tions

in

rout

ine

cont

exts

on

topi

cs o

f in

tere

st. C

an

expr

ess

how

he/

she

feel

s in

sim

ple

term

s,

and

expr

ess

than

ks

(A2+

)

Can

fol

low

cle

arly

ar

ticul

ated

spe

ech

dire

cted

at h

im/h

er in

ev

eryd

ay c

onve

rsat

ion,

th

ough

will

som

etim

es

have

to a

sk f

or

repe

titio

n of

par

ticul

ar

wor

ds a

nd p

hras

es.

Can

mai

ntai

n a

conv

ersa

tion

or

disc

ussi

on b

ut m

ay

som

etim

es b

e di

ffic

ult

to f

ollo

w w

hen

tryi

ng

to s

ay e

xact

ly w

hat h

e/sh

e w

ould

like

to d

o (B

1)

Can

eng

age

in e

xten

ded

conv

ersa

tion

on m

ost

gene

ral t

opic

s in

a

clea

rly

part

icip

ator

y fa

shio

n. C

an c

onve

y de

gree

s of

em

otio

n an

d hi

ghlig

ht th

e pe

rson

al

sign

ific

ance

of

even

ts

and

expe

rien

ces

(B2)

45

ECOSTAR

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Inte

ract

ion

/ Sp

oken

Info

rmat

ion

exch

ange

Can

und

erst

and

ques

tions

and

in

stru

ctio

ns a

ddre

ssed

ca

refu

lly a

nd s

low

ly to

hi

m/h

er a

nd f

ollo

w

shor

t, si

mpl

e di

rect

ions

. Can

ask

an

d an

swer

sim

ple

ques

tions

, ini

tiate

and

re

spon

d to

sim

ple

stat

emen

ts in

are

as o

f im

med

iate

nee

d or

on

very

fam

iliar

topi

cs.

Can

ask

and

ans

wer

qu

estio

ns a

bout

th

emse

lves

and

oth

er

peop

le, w

here

they

liv

e, p

eopl

e th

ey k

now

, th

ings

they

hav

e. C

an

indi

cate

tim

e by

suc

h ph

rase

s as

nex

t wee

k,

last

Fri

day,

in

Nov

embe

r, th

ree

o'cl

ock

(A1)

Can

com

mun

icat

e in

si

mpl

e an

d ro

utin

e ta

sks

requ

irin

g a

sim

ple

and

dire

ct

exch

ange

of

info

rmat

ion.

Can

ex

chan

ge li

mite

d in

form

atio

n on

fa

mili

ar a

nd r

outin

e op

erat

iona

l mat

ters

. C

an a

sk a

nd a

nsw

er

ques

tions

abo

ut w

hat

they

do

at w

ork

and

in

free

tim

e. C

an a

sk f

or

and

give

dir

ectio

ns

refe

rrin

g to

a m

ap o

r pl

an. C

an a

sk f

or a

nd

prov

ide

pers

onal

in

form

atio

n (A

2)

Can

com

mun

icat

e in

si

mpl

e an

d ro

utin

e ta

sks

requ

irin

g a

sim

ple

and

dire

ct

exch

ange

of

info

rmat

ion

(A2)

Can

find

out

and

pas

s on

str

aigh

tfor

war

d fa

ctua

l inf

orm

atio

n (B

1)

Can

exc

hang

e, c

heck

an

d co

nfir

m

accu

mul

ated

fac

tual

in

form

atio

n on

fam

iliar

ro

utin

e an

d no

n-ro

utin

e m

atte

rs in

his

/her

fiel

d w

ith s

ome

conf

iden

ce

(B1+

)

Inte

ract

ion

/ Sp

oken

Info

rmat

ion

exch

ange

C

an o

btai

n m

ore

deta

iled

info

rmat

ion

by a

skin

g qu

estio

ns

and/

or r

eque

stin

g cl

arif

icat

ion

(ada

pted

B

1)

Can

sum

mar

ize

and

give

his

/her

ow

n op

inio

n ab

out a

topi

c in

hi

s/he

r ow

n fi

eld

with

so

me

conf

iden

ce

(ada

pted

B1+

)

46

Appendix 1

Act

ivit

y /

Skill

Hea

ding

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Inte

ract

ion

/ W

ritte

nO

vera

ll w

ritte

n in

tera

ctio

nC

an a

sk f

or o

r pa

ss o

n pe

rson

al d

etai

ls in

w

ritte

n fo

rm (

A1)

Can

wri

te s

hort

, si

mpl

e fo

rmul

aic

note

s re

latin

g to

mat

ters

in

area

s of

imm

edia

te

need

(A

2)

Can

ask

for

or

conv

ey

sim

ple

info

rmat

ion

of

imm

edia

te r

elev

ance

, ge

tting

acr

oss

the

poin

t he/

she

feel

s to

be

impo

rtan

t (ad

apte

d B

1)

Can

con

vey

info

rmat

ion

and

idea

s on

abs

trac

t as

wel

l as

conc

rete

topi

cs,

chec

k in

form

atio

n an

d as

k ab

out o

r ex

plai

n pr

oble

ms

with

re

ason

able

pre

cisi

on

(B1)

Inte

ract

ion

/ W

ritte

nN

otes

and

m

essa

ges

C

an ta

ke a

sho

rt

sim

ple

mes

sage

pr

ovid

ed h

e or

she

can

as

k fo

r re

petit

ion

(A2)

Can

wri

te m

essa

ges

conv

eyin

g si

mpl

e in

form

atio

n of

im

med

iate

rel

evan

ce to

te

ache

rs a

nd p

eers

, ge

tting

acr

oss

com

preh

ensi

bly

the

poin

ts h

e/sh

e fe

els

are

impo

rtan

t and

res

pond

to

suc

h m

essa

ges

in

kind

(ad

apte

d B

1)

47

ECOSTAR

Can

-dos

for

com

mun

icat

ive

stra

teg

ies

Act

ivit

y /

Skill

Com

mun

icat

ive

Stra

teg

yTr

om B

esis

i A

leph

Trom

Bes

isi

Bet

Bes

isi

Mit

kadm

im

Ale

phM

itka

dmim

Bet

Rec

eptio

n /

Rea

ding

and

lis

teni

ng

Iden

tifyi

ng c

ues

and

infe

rrin

g (s

poke

n an

d w

ritte

n)

Can

use

an

idea

of

the

over

all m

eani

ng o

f sh

ort t

exts

and

ut

tera

nces

on

ever

yday

topi

cs o

f a

conc

rete

type

to

deri

ve th

e pr

obab

le

mea

ning

of

unkn

own

wor

ds f

rom

the

cont

ext (

A2)

Can

iden

tify

unfa

mili

ar w

ords

fr

om th

e co

ntex

t on

topi

cs r

elat

ed to

his

/he

r fi

eld

and

inte

rest

s.

Can

ext

rapo

late

the

mea

ning

of

occa

sion

al u

nkno

wn

wor

ds f

rom

the

cont

ext a

nd d

educ

e se

nten

ce m

eani

ng

prov

ided

the

topi

c di

scus

sed

is f

amili

ar

(B1)

Can

use

a v

arie

ty o

f st

rate

gies

to a

chie

ve

com

preh

ensi

on,

incl

udin

g lis

teni

ng f

or

mai

n po

ints

and

che

ckin

g co

mpr

ehen

sion

by

usin

g co

ntex

tual

clu

es (

B2)

Can

use

con

text

ual,

gram

mat

ical

and

lexi

cal

cues

to in

fer

attit

ude,

m

ood

and

inte

ntio

ns a

nd

antic

ipat

e w

hat w

ill c

ome

next

(ad

apte

d C

1)

Inte

ract

ion

/ Sp

oken

A

skin

g fo

r cl

arif

icat

ion

Can

ask

ver

y si

mpl

y fo

r re

petit

ion

whe

n he

/she

doe

s no

t un

ders

tand

(A

2+)

Can

ask

for

cl

arif

icat

ion

abou

t ke

y w

ords

or

phra

ses

not u

nder

stoo

d us

ing

stoc

k ph

rase

s (A

2+)

Can

ask

som

eone

to

clar

ify

or e

labo

rate

w

hat h

e or

she

has

ju

st s

aid

(B1)

Can

ask

fol

low

-up

ques

tions

to c

heck

that

he

/she

has

und

erst

ood

wha

t a s

peak

er in

tend

ed

to s

ay, a

nd g

et

clar

ific

atio

n of

am

bigu

ous

poin

ts (

B2)

Inte

ract

ion

/ Sp

oken

Com

pens

atin

g

Can

use

an

inad

equa

te w

ord

from

his

/her

re

pert

oire

and

use

ge

stur

e to

cla

rify

w

hat h

e/sh

e w

ants

to

say

(A2+

)

Can

par

aphr

ase/

can

use

a si

mpl

e w

ord

mea

ning

som

ethi

ng

sim

ilar

to th

e co

ncep

t he

/she

wan

ts to

co

nvey

and

invi

tes

"cor

rect

ion"

(ad

apte

d B

1)

Can

def

ine

the

feat

ures

of

som

ethi

ng

conc

rete

for

whi

ch

he/s

he c

anno

t re

mem

ber

the

wor

d.

Can

con

vey

mea

ning

by

qua

lifyi

ng a

wor

d m

eani

ng s

omet

hing

si

mila

r (e

.g. a

truc

k fo

r pe

ople

= b

us)

(B1+

)

Can

use

cir

cum

locu

tion

and

para

phra

se to

cov

er

gaps

in v

ocab

ular

y an

d st

ruct

ure

(B2)

48

Appendix 1

Wor

king

wit

h te

xts

Act

ivit

y /

Skill

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

Ale

phM

itka

dmim

Bet

Rea

ding

for

text

ty

pe

Can

iden

tify

a lim

ited

rang

e of

aca

dem

ic g

enre

s an

d rh

etor

ical

str

uctu

res

base

d on

the

gene

ral

feat

ures

of

the

text

and

ap

ply

appr

opri

ate

read

ing

stra

tegi

es a

nd s

kills

(ne

w)

Can

iden

tify

acad

emic

ge

nres

rel

evan

t to

his

or

her

fiel

d (e

.g. e

mpi

rica

l re

sear

ch, r

esea

rch

revi

ews,

th

eore

tical

text

s, e

tc.)

and

ad

apt r

eadi

ng s

trat

egie

s an

d sk

ills

acco

rdin

gly

whe

n na

viga

ting

the

text

(n

ew)

Med

iatio

n / N

ote-

taki

ng

Can

take

not

es a

s a

list o

f ke

y po

ints

dur

ing

a st

raig

htfo

rwar

d le

ctur

e,

prov

ided

the

topi

c is

fa

mili

ar, a

nd th

e ta

lk is

bo

th f

orm

ulat

ed in

sim

ple

lang

uage

and

del

iver

ed in

cl

earl

y ar

ticul

ated

sta

ndar

d sp

eech

(B

1)

Can

take

not

es d

urin

g a

lect

ure,

whi

ch a

re p

reci

se

enou

gh f

or h

is/h

er o

wn

use

at a

late

r da

te,

prov

ided

the

topi

c is

w

ithin

his

/her

fiel

d of

in

tere

st a

nd th

e ta

lk is

cl

ear

and

wel

l str

uctu

red

(B1+

)

Med

iatio

n /

Proc

essi

ng te

xtC

an c

opy

out s

ingl

e w

ords

an

d sh

ort t

exts

pre

sent

ed

in s

tand

ard

prin

ted

form

at

(A1)

Can

cop

y ou

t sho

rt te

xts

in

prin

ted

or c

lear

ly h

and-

wri

tten

form

at (

A2)

Can

pic

k ou

t and

re

prod

uce

key

wor

ds a

nd

phra

ses

or s

hort

sen

tenc

es

from

a s

hort

text

with

in

the

lear

ner's

lim

ited

com

pete

nce

and

expe

rien

ce (

A2+

)

Can

par

aphr

ase

shor

t w

ritte

n pa

ssag

es in

a

sim

ple

fash

ion,

usi

ng th

e or

igin

al te

xt w

ordi

ng a

nd

orde

ring

(B

1)

Can

inte

grat

e in

form

atio

n fr

om s

ever

al s

ourc

es a

nd

sum

mar

ize

them

for

so

meb

ody

else

(ad

apte

d B

1)

49

ECOSTAR

Can

-dos

for

com

mun

icat

ive

lang

uag

e co

mpe

tenc

e an

d co

mpo

nent

s

Com

mun

icat

ive

com

pete

nce

Com

pone

ntTr

om B

esis

i A

leph

Trom

Bes

isi

Bet

Bes

isi

Mit

kadm

im

Ale

phM

itka

dmim

Bet

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

eG

ener

al li

ngui

stic

ra

nge

Has

a v

ery

basi

c ra

nge

of s

impl

e ex

pres

sion

s ab

out

pers

onal

det

ails

and

ne

eds

of a

con

cret

e ty

pe (

A1)

Can

pro

duce

bri

ef

ever

yday

ex

pres

sion

s in

ord

er

to s

atis

fy s

impl

e ne

eds

of a

con

cret

e ty

pe: p

erso

nal

deta

ils, d

aily

ro

utin

es, w

ants

and

ne

eds,

req

uest

s fo

r in

form

atio

n. C

an

use

basi

c se

nten

ce

patte

rns

and

com

mun

icat

e w

ith

mem

oriz

ed p

hras

es,

grou

ps o

f a

few

w

ords

and

for

mul

ae

abou

t the

mse

lves

an

d ot

her

peop

le,

wha

t the

y do

, pl

aces

, pos

sess

ions

, et

c. H

as a

lim

ited

repe

rtoi

re o

f sh

ort

mem

oriz

ed p

hras

es

cove

ring

pre

dict

able

su

rviv

al s

ituat

ions

; fr

eque

nt

brea

kdow

ns a

nd

mis

unde

rsta

ndin

gs

occu

r in

non

-rou

tine

situ

atio

ns (

A2)

Has

a r

eper

toir

e of

ba

sic

lang

uage

, w

hich

ena

bles

him

/he

r to

dea

l with

ev

eryd

ay s

ituat

ions

w

ith p

redi

ctab

le

cont

ent,

thou

gh h

e/sh

e w

ill g

ener

ally

ha

ve to

com

prom

ise

the

mes

sage

and

se

arch

for

wor

ds

(A2+

)

Has

eno

ugh

lang

uage

to g

et b

y,

with

suf

fici

ent

voca

bula

ry to

ex

pres

s hi

m/h

erse

lf

with

som

e he

sita

tion

and

circ

umlo

cutio

ns

on to

pics

suc

h as

fa

mily

, hob

bies

and

in

tere

sts,

wor

k,

trav

el, a

nd c

urre

nt

even

ts, b

ut le

xica

l lim

itatio

ns c

ause

re

petit

ion

and

even

di

ffic

ulty

with

fo

rmul

atio

n at

tim

es

(B1)

Has

a s

uffi

cien

t ra

nge

of la

ngua

ge to

de

scri

be

unpr

edic

tabl

e si

tuat

ions

, exp

lain

th

e m

ain

poin

ts in

an

idea

or

prob

lem

w

ith r

easo

nabl

e pr

ecis

ion

and

expr

ess

thou

ghts

on

abst

ract

or

cultu

ral

topi

cs (

adap

ted

B1+

)

50

Appendix 1C

omm

unic

ativ

e co

mpe

tenc

eC

ompo

nent

Trom

Bes

isi

Ale

phTr

om B

esis

iB

etB

esis

i M

itka

dmim

A

leph

Mit

kadm

imB

et

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

eV

ocab

ular

y co

ntro

lC

an c

ontr

ol a

na

rrow

rep

erto

ire

deal

ing

with

co

ncre

te e

very

day

need

s (A

2)

Show

s go

od c

ontr

ol

of h

igh

freq

uenc

y vo

cabu

lary

but

m

ajor

err

ors

still

oc

cur

whe

n ex

pres

sing

mor

e co

mpl

ex th

ough

ts o

r ha

ndlin

g un

fam

iliar

to

pics

and

situ

atio

ns

(ada

pted

B1)

Show

s go

od c

ontr

ol

of h

igh

freq

uenc

y vo

cabu

lary

and

of

a lim

ited

repe

rtoi

re o

f lo

w f

requ

ency

vo

cabu

lary

, tho

ugh

som

e in

corr

ect w

ord

choi

ce m

ay h

inde

r co

mm

unic

atio

n (a

dapt

ed B

2)

Lex

ical

acc

urac

y is

ge

nera

lly h

igh,

th

ough

som

e co

nfus

ion

and

inco

rrec

t wor

d ch

oice

doe

s oc

cur

with

out h

inde

ring

co

mm

unic

atio

n (B

2)

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

eV

ocab

ular

y ra

nge

Has

a b

asic

vo

cabu

lary

re

pert

oire

of

isol

ated

wor

ds a

nd

phra

ses

rela

ted

to

part

icul

ar c

oncr

ete

situ

atio

ns (

A1)

Has

a s

uffi

cien

t vo

cabu

lary

for

the

expr

essi

on o

f ba

sic

com

mun

icat

ive

need

s. H

as a

su

ffic

ient

vo

cabu

lary

for

co

ping

with

sim

ple

surv

ival

nee

ds (

A2)

Has

a s

uffi

cien

t vo

cabu

lary

to

cond

uct r

outin

e,

ever

yday

tr

ansa

ctio

ns

invo

lvin

g fa

mili

ar

situ

atio

ns a

nd to

pics

(A

2+)

Has

a s

uffi

cien

t vo

cabu

lary

to

expr

ess

him

/her

self

w

ith s

ome

circ

umlo

cutio

ns o

n m

ost g

ener

al to

pics

(a

dapt

ed B

1)

Has

a g

ood

rang

e of

vo

cabu

lary

for

m

atte

rs c

onne

cted

to

his/

her

fiel

d an

d m

ost g

ener

al to

pics

. C

an v

ary

form

ulat

ion

to a

void

fr

eque

nt r

epet

ition

, bu

t lex

ical

gap

s ca

n st

ill c

ause

hes

itatio

n an

d ci

rcum

locu

tion

(B2)

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

eG

ram

mat

ical

ac

cura

cy

Show

s on

ly li

mite

d co

ntro

l of

a fe

w

sim

ple

gram

mat

ical

st

ruct

ures

and

se

nten

ce p

atte

rns

in

a le

arne

d re

pert

oire

(A

1)

Use

s so

me

sim

ple

stru

ctur

es c

orre

ctly

, bu

t stil

l sy

stem

atic

ally

m

akes

bas

ic

mis

take

s -

for

exam

ple

tend

s to

m

ix u

p te

nses

and

fo

rget

to m

ark

agre

emen

t (ad

apte

d A

2)

Use

s re

ason

ably

ac

cura

tely

a

repe

rtoi

re o

f fr

eque

ntly

use

d "r

outin

es"

and

patte

rns

asso

ciat

ed

with

mor

e pr

edic

tabl

e si

tuat

ions

(B

1)

Com

mun

icat

es w

ith

reas

onab

le a

ccur

acy

in f

amili

ar c

onte

xts;

ge

nera

lly g

ood

cont

rol t

houg

h w

ith

notic

eabl

e m

othe

r to

ngue

infl

uenc

e.

Err

ors

occu

r, bu

t it

is c

lear

wha

t he/

she

is tr

ying

to e

xpre

ss

(B1+

)

Show

s a

rela

tivel

y hi

gh d

egre

e of

gr

amm

atic

al c

ontr

ol

and

does

not

mak

e m

ista

kes

that

lead

to

mis

unde

rsta

ndin

g (B

2)

51

ECOSTAR

Com

mun

icat

ive

com

pete

nce

Com

pone

ntTr

om B

esis

i A

leph

Trom

Bes

isi

Bet

Bes

isi

Mit

kadm

im

Ale

phM

itka

dmim

Bet

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

ePh

onol

ogic

al

cont

rol

Pron

unci

atio

n of

a

very

lim

ited

repe

rtoi

re o

f le

arne

d w

ords

and

phr

ases

ca

n be

und

erst

ood

with

gre

at e

ffor

t by

nativ

e sp

eake

rs

deal

ing

with

sp

eake

rs o

f hi

s/he

r la

ngua

ge g

roup

(a

dapt

ed A

1)

Pron

unci

atio

n of

le

arne

d w

ords

and

ph

rase

s ca

n be

un

ders

tood

with

so

me

effo

rt b

y m

ost

part

ners

(ad

apte

d A

1)

Pron

unci

atio

n is

ge

nera

lly c

lear

en

ough

to b

e un

ders

tood

des

pite

a

notic

eabl

e fo

reig

n ac

cent

, but

co

nver

satio

nal

part

ners

will

nee

d to

as

k fo

r re

petit

ion

from

tim

e to

tim

e (A

2)

Pron

unci

atio

n is

cl

earl

y in

telli

gibl

e ev

en if

a f

orei

gn

acce

nt is

som

etim

es

evid

ent a

nd

occa

sion

al

mis

pron

unci

atio

ns

occu

r (B

1)

Lin

guis

tic c

omm

unic

ativ

e co

mpe

tenc

eO

rtho

grap

hic

cont

rol

Can

cop

y fa

mili

ar

wor

ds a

nd s

hort

ph

rase

s, e

.g. s

impl

e si

gns

or in

stru

ctio

ns,

nam

es o

f ev

eryd

ay

obje

cts,

nam

es o

f sh

ops

and

set

phra

ses

used

re

gula

rly.

Can

spe

ll hi

s/he

r ad

dres

s,

natio

nalit

y an

d ot

her

pers

onal

det

ails

(A

1)

Can

cop

y sh

ort

sent

ence

s on

ev

eryd

ay s

ubje

cts

- e.

g. d

irec

tions

how

to

get

som

ewhe

re.

Can

wri

te w

ith

reas

onab

le p

hone

tic

accu

racy

(bu

t not

ne

cess

arily

ful

ly

stan

dard

spe

lling

) sh

ort w

ords

that

are

in

his

/her

ora

l vo

cabu

lary

(A

2)

Can

pro

duce

co

ntin

uous

wri

ting,

w

hich

is g

ener

ally

in

telli

gibl

e th

roug

hout

. Sp

ellin

g,

punc

tuat

ion

and

layo

ut a

re a

ccur

ate

enou

gh to

be

follo

wed

mos

t of

the

time

(B1)

Can

pro

duce

cle

arly

in

telli

gibl

e co

ntin

uous

wri

ting

whi

ch f

ollo

ws

stan

dard

layo

ut a

nd

para

grap

hing

co

nven

tions

. Sp

ellin

g an

d pu

nctu

atio

n ar

e re

ason

ably

acc

urat

e bu

t may

sho

w s

igns

of

mot

her

tong

ue

infl

uenc

e (B

2)

Lay

out,

para

grap

hing

and

pu

nctu

atio

n ar

e co

nsis

tent

and

he

lpfu

l. Sp

ellin

g is

ac

cura

te, a

part

fro

m

occa

sion

al s

lips

of

the

pen

(C1)

52

Appendix 1

Com

mun

icat

ive

com

pete

nce

Com

pone

ntTr

om B

esis

i A

leph

Trom

Bes

isi

Bet

Bes

isi

Mit

kadm

im

Ale

phM

itka

dmim

Bet

Soci

olin

guis

tic

com

mun

icat

ive

com

pete

nce

Soci

olin

guis

tic

appr

opri

aten

ess

Can

est

ablis

h ba

sic

soci

al c

onta

ct b

y us

ing

the

sim

ples

t ev

eryd

ay p

olite

fo

rms

of: g

reet

ings

an

d fa

rew

ells

; in

trod

uctio

ns;

sayi

ng p

leas

e, th

ank

you,

sor

ry, e

tc. (

A1)

Can

han

dle

very

sh

ort s

ocia

l ex

chan

ges,

usi

ng

ever

yday

pol

ite

form

s of

gre

etin

g an

d ad

dres

s. C

an

mak

e an

d re

spon

d to

invi

tatio

ns,

apol

ogie

s, e

tc. (

A2)

Can

soc

ializ

e si

mpl

y bu

t ef

fect

ivel

y us

ing

the

sim

ples

t com

mon

ex

pres

sion

s an

d fo

llow

ing

basi

c ro

utin

es (

A2+

)

Can

per

form

and

re

spon

d to

a w

ide

rang

e of

lang

uage

fu

nctio

ns, i

n a

neut

ral r

egis

ter.

Is

awar

e of

the

salie

nt

polit

enes

s co

nven

tions

and

act

s ap

prop

riat

ely

(B1)

Can

exp

ress

him

or

hers

elf

conf

iden

tly,

clea

rly

and

polit

ely

in f

orm

al a

nd

info

rmal

reg

iste

r, ap

prop

riat

e to

the

situ

atio

n an

d pe

rson

(s)

conc

erne

d (B

2+)

Prag

mat

ic c

omm

unic

ativ

e co

mpe

tenc

eT

hem

atic

de

velo

pmen

t

Can

tell

a st

ory

or

desc

ribe

som

ethi

ng

in a

sim

ple

list o

f po

ints

(A

2)

Can

rea

sona

bly

rela

te a

st

raig

htfo

rwar

d na

rrat

ive

or

desc

ript

ion

as a

lin

ear

sequ

ence

of

poin

ts (

adap

ted

B1)

Can

dev

elop

a c

lear

de

scri

ptio

n or

na

rrat

ive,

exp

andi

ng

and

supp

ortin

g hi

s/he

r m

ain

poin

ts w

ith

rele

vant

sup

port

ing

deta

il an

d ex

ampl

es

(B2)

Prag

mat

ic c

omm

unic

ativ

e co

mpe

tenc

eC

oher

ence

Can

link

wor

ds o

r gr

oups

of

wor

ds

with

ver

y ba

sic

linea

r co

nnec

tors

lik

e 'a

nd' o

r 'th

en'

(A1)

Can

link

gro

ups

of

wor

ds w

ith s

impl

e co

nnec

tors

like

"a

nd",

"bu

t" a

nd

"bec

ause

" (A

2)

Can

use

the

mos

t fr

eque

ntly

occ

urri

ng

conn

ecto

rs to

link

si

mpl

e se

nten

ces

in

orde

r to

tell

a st

ory

or d

escr

ibe

som

ethi

ng a

s a

sim

ple

list o

f po

ints

(A

2+)

Can

link

a s

erie

s of

sh

orte

r, di

scre

te

sim

ple

elem

ents

into

a

conn

ecte

d, li

near

se

quen

ce o

f po

ints

(B

1)

Can

use

a n

umbe

r of

co

hesi

ve d

evic

es to

lin

k hi

s/he

r ut

tera

nces

into

cle

ar,

cohe

rent

dis

cour

se,

thou

gh m

ay b

e un

even

in lo

ng

cont

ribu

tion

(ada

pted

B2)

53

ECOSTAR

Com

mun

icat

ive

com

pete

nce

Com

pone

ntTr

om B

esis

i A

leph

Trom

Bes

isi

Bet

Bes

isi

Mit

kadm

im

Ale

phM

itka

dmim

Bet

Prag

mat

ic c

omm

unic

ativ

e co

mpe

tenc

ePr

opos

ition

al

prec

isio

nC

an c

omm

unic

ate

wha

t he/

she

wan

ts

to s

ay in

a s

impl

e an

d di

rect

exc

hang

e of

lim

ited

info

rmat

ion

on

fam

iliar

and

rou

tine

mat

ters

, but

in o

ther

si

tuat

ions

he/

she

gene

rally

has

to

com

prom

ise

the

mes

sage

(A

2)

Can

exp

ress

the

mai

n po

int h

e/sh

e w

ants

to m

ake

com

preh

ensi

bly

(B1)

Can

exp

lain

the

mai

n po

ints

in a

n id

ea o

r pr

oble

m

with

rea

sona

ble

prec

isio

n (B

1+)

Can

pas

s on

det

aile

d in

form

atio

n re

liabl

y.

(B2)

Prag

mat

ic c

omm

unic

ativ

e co

mpe

tenc

eSp

oken

flu

ency

Can

man

age

very

sh

ort,

isol

ated

, m

ainl

y pr

e-pa

ckag

ed

utte

ranc

es, w

ith

muc

h pa

usin

g to

se

arch

for

ex

pres

sion

s, to

ar

ticul

ate

less

fa

mili

ar w

ords

, and

to

rep

air

com

mun

icat

ion

(A1)

Can

mak

e hi

m/

hers

elf

unde

rsto

od

in s

hort

co

ntri

butio

ns, e

ven

thou

gh p

ause

s, f

alse

st

arts

and

re

form

ulat

ion

are

very

evi

dent

(A

2+)

Can

kee

p go

ing

com

preh

ensi

bly,

ev

en th

ough

pau

sing

fo

r gr

amm

atic

al a

nd

lexi

cal p

lann

ing

and

repa

ir is

ver

y ev

iden

t, es

peci

ally

in

long

er s

tret

ches

of

fre

e pr

oduc

tion

(B1)

Can

exp

ress

him

/he

rsel

f w

ith r

elat

ive

ease

. Des

pite

som

e pr

oble

ms

with

fo

rmul

atio

n re

sulti

ng in

pau

ses,

he

/she

is a

ble

to

keep

goi

ng (

adap

ted

B1+

)

Can

pro

duce

st

retc

hes

of

lang

uage

with

a

fair

ly e

ven

tem

po;

alth

ough

he/

she

can

be h

esita

nt a

s he

/she

se

arch

es f

or p

atte

rns

and

expr

essi

ons,

th

ere

are

few

no

ticea

ble

long

pa

uses

. Can

inte

ract

w

ith a

deg

ree

of

flue

ncy

and

spon

tane

ity th

at

mak

es r

egul

ar

inte

ract

ion

with

na

tive

spea

kers

qu

ite p

ossi

ble

with

out i

mpo

sing

st

rain

on

eith

er

part

y (B

2)

54

Appendix 2

Appendix 2

Additional resources

The following are links to a four part series describing the origins of the CEFR. It was recorded in 2011 to celebrate the tenth anniversary of the publication of the CEFR (CEF).

Part 1 https://www.youtube.com/watch?v=mSJNGHDK6lM

Part 2 https://www.youtube.com/watch?v=BxGSQoxu6ho

Part 3 https://www.youtube.com/watch?v=GbFgcT_5QI8

Part 4 https://www.youtube.com/watch?v=bQSkLdCCuYc

The full Common European Framework of Reference for Languages: Learning, Teaching, Assessment document (in English) can be accessed from http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

The European Language Portfolio (ELP) self-assessment grids and checklists can be accessed from http://www.coe.int/en/web/portfolio

The "English Profile" for the CEFR, which provides detailed information on CEFR vocabulary and grammar scales, can be accessed from

http://www.englishprofile.org/images/pdf/eng_pro_information_booklet.pdf

Roads to Academic Reading – high frequency vocabulary can be accessed fromhttp://roadscefr.iucc.ac.il/program

ECOSTAR Independent Learning Resources:https://tempus-ecostar.iucc.ac.il/independent-learning-resources/

55

ECOSTAR

Appendix 3

Suggestions for further reading

Alderson, J. C. (2007). The CEFR and the need for more research. The Modern LanguageJournal, 91(4), 659-663.

Alderson, J. C. and Huhta, A. (2005). The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing, 22(3), 301-320.

Bechger, T. M., Kuijper, H., and Maris, G. (2009). Standard setting in relation to the Common European Framework of Reference for Languages: The case of the state Examination of Dutch as a Second Language. Language Assessment Quarterly, 6(2), 126 – 150.

Bonnet, G. (2007). The CEFR and education policies in Europe. The Modern Language Journal, 91(4), 669-672.

Davidson, F. and Fulcher, G. (2006). Flexibility is proof of a good 'Framework'. Guardian Weekly, 17 November. Available online:

http://www.guardian.co.uk/education/2006/nov/17/tefl.glennfulcher.

Davidson, F. and Fulcher, G. (2007). The Common European Framework of Reference (CEFR) and the design of language tests: A Matter of Effect. Language Teaching, 40(3), 231- 241.

Figueras, N., North, B, Takala, S., Verhelst, N. & Van Avermaet, P. (2005). Relating examinations to the Common European Framework: a manual. Language Testing, 22(3), 261-280.

Fulcher, G. (2004). Deluded by artifices? The Common European Framework and harmonization. Language Assessment Quarterly, 1(4), 253-266.

Hulstijn, J. A. (2007). The shaky ground beneath the CEFR: quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 663-667.

Jones, N. and Saville, N. (2009). European Language Policy: Assessment, Learning, and the CEFR. Annual Review of Applied Linguistics, 29, 51-63.

Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing, 22(3), 321-336.

Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception, and impact. Language Teaching, 39(3), 167-190.

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Appendix 3

North, B. (1992). Options for scales of proficiency for a European Language Framework. In R. Schärer & B. North (Eds.), Toward a common European Framework for reporting language competency (pp. 9–26). Washington, DC: National Foreign Language Center.

North, B. (1995). The development of a common framework scale of descriptors of language proficiency based on a theory of measurement. System, 23(4), 445-465.

North, B. (2000). The development of a common framework scale of language proficiency. New York: Peter Lang.

North, B. (2004, April 15). Europe’s Framework promotes language discussion, not directives. Education Guardian. Available online:

http://education.guardian.co.uk/tefl/story/0,5500,1191130,00.html

North, B. (2007). The CEFR illustrative descriptor scales. The Modern Language Journal, 91(4), 656-659.

Schärer, R., & North, B. (1992). Toward a common European Framework for reporting language competency. Washington, DC: National Foreign Language Center.

Weir, C. J. (2005). Limitations of the Common European Framework for developingcomparable examinations and tests. Language Testing, 22(3), 281-300.

Westhoff, G. (2007). Challenges and opportunities of the CEFR for reimagining foreign language pedagogy. The Modern Language Journal, 91(4), 676-679.

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