请输入您要查询的百科知识：

　

词条 Common European Framework of Reference for Languages
释义

  1. Development

  2. Theoretical background

      Language activities    Domains    Competences  

  3. {{Anchor|Scale|Levels}}Common reference levels

  4. Relationship with duration of learning process

  5. Certification and teaching ecosystem enabled by the CEFR

  6. Comparisons between CEFR and other scales

     General scales   Language-specific scales  

  7. Difficulty in aligning the CEFR with teaching programmes

  8. Other applications

  9. See also

  10. References

     Works cited 

  11. External links

{{redirect|CEFR|the Chinese nuclear reactor|China Experimental Fast Reactor}}{{Use dmy dates|date=June 2013}}

The Common European Framework of Reference for Languages: Learning, Teaching, Assessment,[1] abbreviated in English as CEFR or CEF or CEFRL, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe. In November 2001, a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see below) are becoming widely accepted as the European standard for grading an individual's language proficiency.

Development

An intergovernmental symposium in 1991 titled "Transparency and Coherence in Language Learning in Europe: Objectives, Evaluation, Certification" held by the Swiss Federal Authorities in the Swiss municipality of Rüschlikon found the need for a common European framework for languages to improve the recognition of language qualifications and help teachers co-operate. A project followed to develop language-level classifications for certification to be recognized across Europe.{{sfn|Jean-Claude|2010|p=73}}

The CEFR is also intended to make it easier for educational institutions and employers to evaluate the language qualifications of candidates to education admission or employment.

As a result of the symposium, the Swiss National Science Foundation set up a project to develop levels of proficiency, to lead on to the creation of a "European Language Portfolio" – certification in language ability which can be used across Europe.

A preliminary version of the Manual for Relating Language Examinations to the Common European Framework of Reference for Languages (CEFR) was published in 2003. This draft version was piloted in a number of projects, which included linking a single test to the CEFR, linking suites of exams at different levels, and national studies by exam boards and research institutes. Practitioners and academics shared their experiences at a colloquium in Cambridge in 2007, and the pilot case studies and findings were published in Studies in Language Testing (SiLT).[2] The findings from the pilot projects then informed the Manual revision project during 2008-2009.

Theoretical background

The CEFR divides general competences in knowledge, skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made.[3]

The CEFR has three principal dimensions: language activities, the domains in which the language activities occur, and the competences on which we draw when we engage in them.[4]

Language activities

The CEFR distinguishes among four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting).[4]

Domains

General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal. These largely correspond to Register (sociolinguistics)

Competences

A language user can develop various degrees of competence in each of these domains and to help describe them, the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2, C1, C2).

{{Anchor|Scale|Levels}}Common reference levels

The Common European Framework divides learners into three broad divisions that can be divided into six levels; for each level, it describes what a learner is supposed to be able to do in reading, listening, speaking and writing. The following table indicates these levels. A more thorough description of each level, with criteria for listening, reading, speaking, and writing, is available on the Internet.[5]

Level group Level Description
A
Basic user		 A1
Breakthrough or beginner
  • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
  • Can introduce themselves and others and can ask and answer questions about personal details such as where they live, people they know and things they have.
  • Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2
Waystage or elementary
  • 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 their background, immediate environment and matters in areas of immediate need.
B
Independent user		 B1
Threshold or intermediate
  • 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 travelling in an area where the language is spoken.
  • Can produce simple connected text on topics that 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.
B2
Vantage or upper intermediate
  • Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in their 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.
C
Proficient user		 C1
Effective operational proficiency or advanced
  • Can understand a wide range of demanding, longer clauses, and recognize implicit meaning.
  • Can express ideas 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 organizational patterns, connectors and cohesive devices.
C2
Mastery or proficiency
  • Can understand with ease virtually everything heard or read.
  • Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.
  • Can express themselves spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.

Relationship with duration of learning process

Educational bodies for various languages have offered estimates for the amount of study needed to reach levels in the relevant language.

BodyLanguageCumulative hours of study to reach levelRef
A1 A2 B1 B2 C1 C2
Deutsche Welle German 75 150 (A2.1)
225 (A2.2) 		300 (B1.1)
400 (B1.2) 		[6]
Cambridge English Language Assessment English 180–200 350–400 500–600 700–800 1,000–1,200 [7]
Alliance Française French 60–100 160–200 360–400 560–650 810–950 1060–1200 [8]
Teastas Eorpach na Gaeilge Irish 80–100 160–200 350–400 500–600 1000+ 1500+ [9]

Certification and teaching ecosystem enabled by the CEFR

Multiple organizations have been created to serve as umbrella for language schools and certifications businesses that claim compatibility with the CEFR. For example, the European Association for Language Testing and Assessment (EALTA) is an initiative funded by the European Community[10] to promote the CEFR and best practices in delivering professional language training. The Association of Language Testers in Europe (ALTE) is a consortium of academic organizations that aims at standardizing assessment methods.[11] EAQUALS (Evaluation and Accreditation of Quality in Language Services) is an international association of institutions and organisations involved in language education, active throughout Europe, and following the CEFR.[12]

In France, the Ministry for Education has created a government-mandated certificate called CLES, which formalizes the use of the CEFR in language teaching programmes in French higher education institutions.[13]

In Germany, telc GmbH, a non-profit agency, is the federal government's exclusive partner for language tests taken at the end of the integration courses for migrants, following the CEFR standards.[14]

Comparisons between CEFR and other scales

General scales

Studies have addressed correspondence with the ACTFL Proficiency Guidelines and the United States ILR scale.

For convenience, the following abbreviations will be used for the ACTFL levels:

  • NL/NM/NH – Novice Low/Mid/High
  • IL/IM/IH – Intermediate Low/Mid/High
  • AL/AM/AH – Advanced Low/Mid/High
  • S – Superior
  • D – Distinguished (a name sometimes used for levels 4 and 4+ of the ILR scale instead of including them within Superior)

A 2008 statistical study by Alfonso Martínez Baztán of Universidad de Granada based on the performances of a group of subjects[15] determines the following ordering of the ACTFL and CEFR levels, in which higher levels are placed further right.[16]

NL___NM__A1___NH___A2/IL_____IM__B1____IH____B2 _AL____ AM__C1___AH___C2__S_

The following table summarizes the results of Martínez Baztán,[17] the equivalences between CEFR and ACTFL standards proposed in a 2005 paper by Erwin Tschirner of Universität Leipzig[18] (also quoted by Martínez Baztán[19]), and the equivalences of Buitrago (unpublished, 2006) as quoted in Martínez Baztán 2008.[20]

CEFRMartínezTschirnerBuitrago
NL, NM
A1NHNHNL
A2IL, IMIMNM
B1IM, IHIHIL
B2IH, ALAMIM, IH
C1AM, AHAHAL, AM, AH
C2AH, SSS

In a panel discussion at the Osaka University of Foreign Studies, one of the coauthors of the CEFR, Brian North, stated that a "sensible hypothesis" would be for C2 to correspond to "Distinguished," C1 to "Superior," B2 to "Advanced-mid," and B1 to "Intermediate-high" in the ACTFL system.[21]

This agrees with a table published by the American University Center of Provence giving the following correspondences:[22]

CEFRILRACTFL
A10/0+NL, NM, NH
A21IL, IM
B11+IH
B22/2+AL, AM, AH
C13/3+S
C24/4+D

A study by Buck, Papageorgiou and Platzek[23] addresses the correspondence between the difficulty of test items under the CEFR and ILR standards. The most common ILR levels for items of given CEFR difficulty were as follows:

  • Reading—A1: 1, A2: 1, B1: 1+, B2: 2+, C1: 3
  • Listening—A1: 0+/1, A2: 1, B1: 1+, B2: 2, C1: 2+ (at least)[24]

Canada increasingly uses the CEFR in a few domains. CEFR-compatible exams such as the DELF/DALF (French) and the DELE (Spanish) are administered. Universities increasingly structure their courses around the CEFR levels. Larry Vandergrift of the University of Ottawa has proposed Canadian adoption of the CEFR in his report Proposal for a Common Framework of Reference for Languages for Canada published by Heritage Canada.[25][26] This report contains a comparison of the CEFR to other standards in use in Canada and proposes an equivalence table.

CEFRILRACTFLNB OPS[27]CLBPSC PSC[28]
A10/0+/1Novice (Low/Mid/High)Unrated/0+/11/2A
A21+Intermediate (Low/Mid/High)1+/23/4B
B12Advanced Low2+5/6C
B22+Advanced Mid37/8
C13/3+Advanced High3+9/10
C24Superior411/12
4+/5

The resulting correspondence between the ILR and ACTFL scales disagrees with the generally accepted one.[29] The ACTFL standards were developed so that Novice, Intermediate, Advanced and Superior would correspond to 0/0+, 1/1+, 2/2+ and 3/3+, respectively on the ILR scale.[30] Also, the ILR and NB OPS scales do not correspond despite the fact that the latter was modelled on the former.[26]

A more recent document by Macdonald and Vandergrift[31] estimates the following correspondences (for oral ability) between the Public Service Commission levels and the CEFR levels:

PSCCEFR
AA2
BB1/B2
CB2/C1

Language schools may also propose their own equivalence tables. For example, the Vancouver English Centre provides a comprehensive equivalence table between the various forms of the TOEFL test, the Cambridge exam, the VEC level system and the CEFR.[32]

Language-specific scales

Language Certificate A1 A2 B1 B2 C1 C2
Multiple European Consortium for the Certificate of Attainment in Modern Languages ECL exams can be taken in English, French, German, Hungarian, Italian, Polish, Romanian, Bulgarian, Serbian, Slovak, Russian, Spanish, Croatian, Czech and Hebrew. - A2 B1 B2 C1 -
UNIcert UNIcert I UNIcert II UNIcert III UNIcert IV
TELC A1 A2 B1 B2 C1 C2
Catalan Catalan Language Certificates Bàsic-A2 Elemental-B1 Intermedi-B2 Suficiència-C1 Superior-C2
Simtest A1 A2 B1 B2 C1 C2
Mandarin ChineseChinese Hanyu Shuiping Kaoshi (HSK)[33](Levels according to French and German associations)HSK Level 1

HSK Level 2

HSK Level 3

HSK Level 4

HSK Level 4

HSK Level 5

HSK Level 5

HSK Level 6

HSK Level 6
Test of Chinese As A Foreign Language (TOCFL) (Taiwan) TOCFL Level 1 TOCFL Level 2 TOCFL Level 3 TOCFL Level 4 TOCFL Level 5 TOCFL Level 6
Welsh WJEC Defnyddio'r Gymraeg[34] Mynediad (Entry) Sylfaen (Foundation) Canolradd (Intermediate) Uwch (Advanced) - -
Czech Czech Language Certificate Exam (CCE)[35] CCE-A1 CCE-A2 CCE-B1 CCE-B2 CCE-C1 -
Danish Prøve i Dansk (Danish Language Exam)[36] Danskprøve A1 Prøve i Dansk 1 Prøve i Dansk 2 Prøve i Dansk 3 Studieprøven
German Goethe-Institut Goethe-Zertifikat A1
Start Deutsch 1		 Goethe-Zertifikat A2
Start Deutsch 2		 Goethe-Zertifikat B1
Zertifikat Deutsch (ZD)		 Goethe-Zertifikat B2
Zertifikat Deutsch für den Beruf (ZDfB)		 Goethe-Zertifikat C1
Zentrale Mittelstufenprüfung		 Goethe-Zertifikat C2 - Großes Deutsches Sprachdiplom (GDS)
Zentrale Oberstufenprüfung
Kleines Deutsches Sprachdiplom
Speexx Language Assessment Center10-1920-2930-4950-7980-8990-100
Österreichisches Sprachdiplom DeutschA1 ÖSD Zertifikat A1 (ÖSD ZA1)A2 ÖSD Zertifikat A2 (ÖSD ZA2)B1 ÖSD Zertifikat Deutsch Österreich (ÖSD B1 ZDÖ); B1 ÖSD Zertifikat B1 (ZB1)B2 ÖSD Zertifikat B2 (ÖSD ZB2)C1 ÖSD Zertifikat C1 (ÖSD ZC1)C2 ÖSD Zertifikat C2 (ÖSD ZC2); C2 ÖSD Zertifikat C2 / Wirtschaftssprache Deutsch (ÖSD ZC2 / WD)
TestDaF[37] TDN 3—TDN 4[38] TDN 4—TDN 5
Greek Πιστοποίηση Ελληνομάθειας (Certificate of Attainment in Modern Greek)[39] Α1
(Στοιχειώδης Γνώση)		 Α2
(Βασική Γνώση)		 Β1
(Μέτρια Γνώση)		 Β2
(Καλή Γνώση)		 Γ1
(Πολύ Καλή Γνώση)		 Γ2
(Άριστη Γνώση)
English Anglia Examinations Preliminary Elementary Intermediate Advanced Proficiency Masters
TrackTest[40] A1 (Beginner) A2 (Elementary) B1 (Pre-Intermediate) B2 (Intermediate) C1 (Upper-Intermediate) C2 (Advanced)
Wheebox Test of English Language Skills[41] 11 (Beginner) 20 (Pre-Intermediate) 25 (Intermediate) 30 (Graduate) 33 (Advanced)
iTEP[42] 0-1.9 2-2.4 2.5-3.4 3.5-4.4 4.5-5.4 5.5-6
IELTS[43][44][45] 2.0 3.0 3.5-5.5 (3.5 is the margin) 5.5-7 (5.5 is the margin) 7-8 (7 is the margin) 8.0-9.0 (8.0 is the margin)
TOEIC[46] 60 - 105 (listening) 60 - 110 (reading) 110 - 270 (listening) 115 - 270 (reading) 275 - 395 (listening) 275 - 380 (reading) 400 - 485 (listening) 385 - 450 (reading) 490 - 495 (listening) 455 - 495 (reading)
Versant 26-35 36-46 47-57 58-68 69-78 79-80
Speexx Language Assessment Center10-1920-2930-4950-7980-8990-100
date=January 2018|certain=yes}}[47] 0-9 10-29 30-49 50-74 75-89 90-100
TOEFL (IBT)[48] 10-15 (speaking)
7-12 (writing)		 42-71 (total)
4-17 (reading)
9-16 (listening)
16-19 (speaking)
13-16 (writing)		 72-94 (total)
18-23 (reading)
17-21 (listening)
20-24 (speaking)
17-23 (writing)		 95-120 (total)
24-30 (reading)
22-30 (listening)
25-30 (speaking)
24-30 (writing)
TOEFL ITP[49] 337 460 543 627
TOEFL Junior Standard[50] 225-245 (listening), 210-245 (language form), 210-240 (reading) 250-285 (listening), 250-275 (language form), 245-275 (reading) 290-300 (listening), 280-300 (language form), 280-300 (reading)
EF Standard English Test [51] 1-30 31-40 41-50 51-60 61-70 71-100
City and Guilds[52] Preliminary Access Achiever Communicator Expert Mastery
RQF (UK Only)[53] Entry Level Level 1 Level 2 Level 3 Levels 4-6 Level 7-8
Cambridge exam[54] KET (45 to 69)[55] PET (45 to 69)[56] / KET Pass, Pass with Merit[57] FCE (140 to 159)[58] / PET Pass, Pass with Merit[59] / KET Pass with Distinction[57] CAE (160 to 179)[60] / FCE grade B or C[58] / PET Pass with Distinction[59] CPE (180 to 199)[61] / CAE grade B or C[60] / FCE grade A (180 to 190) 200-230
LanguageCert International ESOL - Listening, Reading, Writing

LanguageCert International ESOL - Speaking

A1 Preliminary

(Entry Level 1)

A2 Access

(Entry Level 2)

B1 Achiever

(Entry Level 3)

B2 Communicator

(Level 1)

C1 Expert

(Level 2)

C2 Mastery

(Level 3)

PTE Academic 30 43 59 76 85ƒ
PTE General (formerly LTE) Level A1 Level 1 Level 2 Level 3 Level 4 Level 5
Trinity College London Integrated Skills in English (ISE) / Graded Examinations in Spoken English (GESE) / Spoken English for Work (SEW)[62][63][64] GESE 2 ISE 0
GESE 3, 4		 ISE I
GESE 5, 6
SEW 1		 ISE II
GESE 7, 8, 9
SEW 2, 3		 ISE III
GESE 10, 11
SEW 4		 ISE IV
GESE 12
British General Qualifications[65] GCSE (grades D, E, F, G or 3, 2, 1) GCSE (grades A*, A, B, C or 9, 8, 7, 6, 5, 4) GCE A-Level (AS & A2)
Learning Resource Network CEF A1 CEF A2 CEF B1 CEF B2 CEF C1 CEF C2
Gymglish Certification|fr|Gymglish|vertical-align=sup}} 0 - 1,4 1.5 - 1.9 2 - 2.9 3 - 3.9 4 - 4.9 5 - 5.5
Esperanto KER-ekzameno (Esperanto) A1 A2 B1 B2 C1 C2
Basque IVAP-HAEE HE 1 - IVAP-HAEE HE 2 - IVAP-HAEE HE 3 - IVAP-HAEE HE 4 - IVAP-HAEE
HABE Lehenengo maila — HABE Bigarren maila — HABE Hirugarren maila — HABE Laugarren maila — HABE
EGA Euskararen Gaitasun Agiria
Finnish YKI 1 2 3 4 5 6
French CIEP / Alliance française diplomas TCF A1 / DELF A1 TCF A2 / DELF A2 / CEFP 1 TCF B1 / DELF B1 / CEFP 2 TCF B2 / DELF B2 / Diplôme de Langue TCF C1 / DALF C1 / DSLCF TCF C2 / DALF C2 / DHEF
Speexx Language Assessment Center10-1920-2930-4950-7980-8990-100
Frantastique Certification|fr|Gymglish|vertical-align=sup}} 1 2 3 4 5 5
Galician Certificado de lingua galega (CELGA)[66] CELGA 1 CELGA 2 CELGA 3 CELGA 4 CELGA 5
Italian CELI Impatto 1 2 3 4 5
Speexx Language Assessment Center10-1920-2930-4950-7980-8990-100
CILS A1 A2 Uno Due Tre Quattro / DIT C2
PLIDA (Dante Alighieri Society diplomas) PLIDA A1 PLIDA A2 PLIDA B1 PLIDA B2 PLIDA C1 PLIDA C2
Japanese Japanese-Language Proficiency Test (JLPT) - N5 N4 N3 N2 N1
Korean Test of Proficiency in Korean (TOPIK) Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Dutch CNaVT - Certificaat Nederlands als Vreemde Taal (Certificate of Dutch as Foreign Language)[67]Profile tourist and informal language proficiency (PTIT)Profile societal language proficiency (PMT)Profile professional language proficiency (PPT), Profile language proficiency higher education (PTHO)Profile academic language proficiency (PAT)
Inburgeringsexamen (Integration examination for immigrants from outside the EU) Pre-examination at embassy of home country Examination in the Netherlands
Staatsexamen Nederlands als tweede taal NT2 (State Examination Dutch as second language NT2)[68]NT2 programma INT2 programma II
Norwegian NorskprøverNorskprøve 1Norskprøve 2Norskprøve 3Bergenstest - BeståttBergenstest - Godt bestått
Polish Egzaminy Certyfikatowe z Języka Polskiego jako Obcego[69]B1 (podstawowy)B2 (średni ogólny)C2 (zaawansowany)
Portuguese CAPLE[70]AcessoCIPLEDEPLEDIPLEDAPLEDUPLE
CELPE-Bras[71]IntermediateIntermediateSuperior IntermediateSuperior IntermediateAdvancedSuperior Advanced
Russian ТРКИ – Тест по русскому языку как иностранному (TORFL – Test of Russian as a Foreign Language)[72]ТЭУ Элементарный уровеньТБУ Базовый уровеньТРКИ-1 (I Cертификационный уровень) (1st Certificate level)ТРКИ-2ТРКИ-3ТРКИ-4
Spanish DELE[73] A1 A2 B1 (formerly "Inicial") B2 (formerly "Intermedio") C1 C2 (formerly "Superior")
Speexx Language Assessment Center10-1920-2930-4950-7980-8990-100
LanguageCert USAL esPro BULATS10-1920-3940-5960-7475-8990-100
Swedish TISUS - - - - TISUS -
Swedex - A2 B1 B2 - -
YKI123456
?? AMCAD EFL A1 A2 B1 B2 C1 C2
?? ALTE level Breakthrough level Level 1 Level 2 Level 3 Level 4 Level 5
Turkish TYS[74] A1 A2 B1 B2 (55-70%) C1 (71-88%) C2 (89-100%)
Ukrainian [75] UMI/ULF - Ukrainian as foreign language UMI 1 UMI 2 UMI 3 UMI 4 UMI 5 UMI 6

Difficulty in aligning the CEFR with teaching programmes

Language schools and certificate bodies evaluate their own equivalences against the framework. Differences of estimation have been found to exist, for example, with the same level on the PTE A, TOEFL, and IELTS, and is a cause of debate between test producers.[76]

Other applications

The CEFR methodology has been extended to describe and evaluate the proficiency of users of programming languages, when the programming activity is considered as a language activity.[77]

See also

  • Assessment of Basic Language and Learning Skills
  • European Day of Languages (26 September)
  • ILR or Foreign Service Level language ability measures
  • List of language proficiency tests
  • Studies in Language Testing (SiLT)
  • Task-based language learning

References

1. ^{{cite book |last1=Council of Europe |year=2011 |title=Common European Framework of Reference for Languages: Learning, Teaching, Assessment|publisher=Council of Europe|url=http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp}}
2. ^{{Citation | url = https://www.amazon.co.uk/Aligning-Tests-CEFR-Reflections-Language/dp/0521176840 | title = Studies in Language Testing | volume = 33 | format = Amazon | place = UK | type = book description | accessdate = 2013-10-23}}.
3. ^{{cite book |first=Jimenez |last1=Carlos César |year=2011 |title=El Marco Europeo Común de Referencia para las Lenguas y la comprensión teórica del conocimiento del lenguaje: exploración de una normatividad flexible para emprender acciones educativas|type=Essay |publisher=Universidad Nacional Autónoma de México |url=http://www.juegosdelenguaje.com/papers/mecrl.pdf |page=11}}
4. ^1 {{cite web|url=http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_EN.asp|title=The Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)|publisher=Council of Europe|accessdate=2015-09-18}}
5. ^{{cite web|title=European language levels - Self Assessment Grid|url=https://europass.cedefop.europa.eu/resources/european-language-levels-cefr|archiveurl=https://web.archive.org/web/20170128100545/http://europass.cedefop.europa.eu/resources/european-language-levels-cefr|archivedate=28 January 2017|deadurl=no}} [https://europass.cedefop.europa.eu/sites/default/files/cefr-en.pdf Also available as PDF.]
6. ^{{cite web|url=http://www.dw.com/de/deutsch-lernen/deutschkurse/s-2068 |title=Deutsche Welle |publisher=dw.com |accessdate=2017-03-28}}
7. ^{{cite web |url=http://www.cambridgeesol.org/about/standards/can-do.html |title=CEFR and ALTE Can Do statements |accessdate=2011-12-05 |archive-url=https://web.archive.org/web/20111205075639/http://www.cambridgeesol.org/about/standards/can-do.html |archive-date=5 December 2011 |dead-url=yes |df=dmy-all }}
8. ^{{cite web|url=http://www.alliancefr.ph/en/general-information|title=General Information|website=www.alliancefr.ph}}
9. ^{{cite web|url=http://www.teg.ie/teg-levels.8.html |title=TEG Levels |accessdate=2016-08-31}}
10. ^{{cite web|url=http://www.ealta.eu.org/|title=European Association for Language Testing and Assessment|publisher=EALTA|accessdate=2014-07-18}}
11. ^{{cite web|url=http://www.alte.org/|title=Association of Language Testers in Europe|publisher=ALTE|accessdate=2014-07-18}}
12. ^{{cite web|url=http://eaquals.org/pages/7110|title=EAquals— Our aims|publisher=EAquals|accessdate=2014-07-18|deadurl=yes|archiveurl=https://web.archive.org/web/20140714160512/http://eaquals.org/pages/7110|archivedate=14 July 2014|df=dmy-all}}
13. ^{{cite web|url=http://www.certification-cles.fr/index.php?cont_id=1&lang=en|archive-url=https://web.archive.org/web/20070518081354/http://www.certification-cles.fr/index.php?cont_id=1&lang=en|dead-url=yes|archive-date=2007-05-18|title=Certificate de Compétences en Langues de l'Enseignement Supérieur|publisher=SPIRAL|accessdate=2014-07-18}}
14. ^{{cite web|url=http://www.telc.net/en/about-telc/who-we-are/|title=The European Language Certificate|publisher=telc|accessdate=2014-07-18}}
15. ^{{cite book |first=Alfonso Martínez |last1=Baztán |year=2008 |title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER |type=doctoral thesis |publisher=Universidad de Granada |url=http://hera.ugr.es/tesisugr/17457853.pdf |isbn=978-84-338-4961-8}}{{Page needed|date=February 2011}}
16. ^{{cite book |first=Alfonso |last1=Martínez Baztán |year=2008 |title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER |type=doctoral thesis |publisher=Universidad de Granada |url=http://hera.ugr.es/tesisugr/17457853.pdf |isbn=978-84-338-4961-8 |page=459}}
17. ^{{cite book |first=Alfonso Martínez |last1=Baztán |year=2008 |title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER |type=doctoral thesis |publisher=Universidad de Granada |url=http://hera.ugr.es/tesisugr/17457853.pdf |isbn=978-84-338-4961-8 |page=461}}
18. ^{{Cite journal |first=Erwin |last=Tschirner |url=http://www.babylonia-ti.ch/BABY205/PDF/tschirner.pdf |archive-url=https://web.archive.org/web/20060313041051/http://www.babylonia-ti.ch/BABY205/PDF/tschirner.pdf |title=Das ACTFL OPI und der Europäische Referenzrahmen |archive-date=13 March 2006 |journal=Babylonia |date=February 2005 |language=de}}
19. ^{{cite book |first=Alfonso Martínez |last1=Baztán |year=2008 |title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER |type=doctoral thesis |publisher=Universidad de Granada |url=http://hera.ugr.es/tesisugr/17457853.pdf |isbn=978-84-338-4961-8 |page=468}}
20. ^{{cite book |first=Alfonso Martínez |last1=Baztán |year=2008 |title=La evaluación oral: una equivalencia entre las guidelines de ACTFL y algunas escalas del MCER |type=doctoral thesis |publisher=Universidad de Granada |url=http://hera.ugr.es/tesisugr/17457853.pdf |isbn=978-84-338-4961-8 |pages=469–70}}
21. ^A reference of the talk can be found in the EP Bibliography of "English Profile", under "General materials" and then under North 2006, Link to English Profile (Bibliography)
22. ^{{cite web |url=http://www.aucp.org/sous_pages/aix/Students_Aix_docs/TEF_Levels_and_Equivalencies.pdf |archive-url=https://web.archive.org/web/20140116123131/http://www.aucp.org/sous_pages/aix/Students_Aix_docs/TEF_Levels_and_Equivalencies.pdf |dead-url=yes |archive-date=2014-01-16 |format=PDF |title=The correspondences are attributed by the center to an ACTFL administrator }}
23. ^{{cite web|url=http://www.ealta.eu.org/conference/2008/docs/friday/Bucketal.pdf |title=PowerPoint Presentation |format=PDF |accessdate=2013-05-02}}
24. ^Level 2+ was the highest possible classification for listening items.
25. ^{{cite web |url=http://www.bcatml.org/Vandergrift-CEFRinCanada.pdf |title=New Canadian Perspectives: Proposal for a Common Framework of Reference For Languages for Canada (archived) |format=PDF |work=Canadian Heritage |accessdate=15 July 2017 |deadurl=yes |archiveurl=https://web.archive.org/web/20110725045524/http://www.bcatml.org/Vandergrift-CEFRinCanada.pdf |archivedate=25 July 2011 |df=dmy-all }}
26. ^1 {{cite web|url=http://elp-implementation.ecml.at/IMPEL/Documents/Canada/ProposalofaCFRforCanada/tabid/122/language/fr-FR/language/en-GB/Default.aspx |title=Proposal of a CFR for Canada |publisher=Elp-implementation.ecml.at |accessdate=2011-08-14}}
27. ^{{cite web |url=http://www.gnb.ca/0381/032-e.asp |title=Post-Secondary Education, Training and Labour / Éducation postsecondaire, Formation et Travail |publisher=Gnb.ca |accessdate=2013-05-02 }}{{dead link|date=August 2017 |bot=InternetArchiveBot |fix-attempted=yes }}
28. ^{{cite web|url=http://www.tbs-sct.gc.ca/gui/squn03-eng.asp |title=Qualification Standards 3 / 3 |publisher=Tbs-sct.gc.ca |date=15 April 2013 |accessdate=2013-05-02}}
29. ^{{cite web|url=http://www.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/CorrespondenceOfProficiencySca.htm |title=Correspondence of proficiency scales |publisher=Sil.org |date=21 March 1999 |accessdate=2011-08-14}}
30. ^{{cite web|url=http://www.utm.edu/staff/globeg/ilrhome.shtml |title=ILR Scale |publisher=Utm.edu |accessdate=2011-08-14}}
31. ^{{cite web|title=The CEFR in Canada|url=http://www.coe.int/t/dg4/linguistic/Source/SourceForum07/Canada_Mercredi17h15_EN.ppt|publisher=Council of Europe|accessdate=17 October 2011|author=Jennifer Macdonald|author2=Larry Vandergrift|format=PowerPoint Presentation|date=6–8 Feb 2007}}
32. ^{{cite web|title=TOEFL Equivalency table|url=http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL|publisher=Vancouver English Centre|accessdate=2014-07-18|deadurl=yes|archiveurl=https://archive.is/20130101030537/http://secure.vec.bc.ca/toefl-equivalency-table.cfm/TOEFL|archivedate=1 January 2013|df=dmy-all}}
33. ^{{Cite book|url=https://www.worldcat.org/oclc/794365620|title=Kōtō kyōiku ni okeru gaikokugo kyōiku no arata na tenbō : shīīefuāru no ōyō kanōsei o megutte.|date=2012|publisher=Tōkyōgaikokugodaigakusekaigengoshakaikyōikusentā|isbn=9784925243858|location=[Place of publication not identified]|oclc=794365620}}
34. ^{{cite web|url=http://www.wjec.co.uk/qualifications/welsh-for-adults/index.html|title=Welsh for Adults|publisher=}}
35. ^{{cite web|url=http://ujop.cuni.cz/en/exam/czech-language-certificate-exam|title=Czech Language Certificate Exam, Institute for Language and Preparatory Studies, Charles University|publisher=}}
36. ^http://www.lttc.ntu.edu.tw/cambridge/Reference/framework_english.pdf
37. ^{{cite web|url=https://www.testdaf.de/fileadmin/Redakteur/PDF/Sprachen/informationen_en.pdf |title=What is the TestDaF? |publisher=TestDaF |accessdate=2015-07-22}}
38. ^{{cite web|url=https://www.testdaf.de/fileadmin/Redakteur/PDF/TestDaF/Niveaustufen_GER.pdf |title=Framework of Reference for Languages |publisher=TestDaF |accessdate=2015-07-22}}
39. ^{{cite web|url=http://www.greek-language.gr/greekLang/certification/index.html |title=Information for the Centre for the Greek Language and the certificate of attainment in Greek |accessdate=2012-08-07}}
40. ^{{cite web|url=http://tracktest.eu/english-levels-cefr/|title=TrackTest Language levels|publisher=TrackTest|accessdate=2013-12-12}}
41. ^{{cite web|url=https://wheebox.com/Buy-WELPT-assessments.jsp/|title=Wheebox TOELS|publisher=Wheebox|accessdate=}}
42. ^{{cite web |title=iTEP Scores: Authentication and Equivalencies |url=https://www.itepexam.com/admissions-offices/itep-scores |publisher=iTEP International |accessdate=26 June 2018}}
43. ^{{cite web|url=http://ielts.org/researchers/common_european_framework.aspx |title=IELTS — Common European Framework |publisher=IELTS |accessdate=2013-01-04}}
44. ^{{cite web |url=http://www.britishcouncil.org/slide_cef_b.pdf |title=IELTS and the Cambridge ESOL examinations in a European context |publisher=British Council |accessdate=2014-08-03 |deadurl=yes |archiveurl=https://web.archive.org/web/20140513200217/http://www.britishcouncil.org/slide_cef_b.pdf |archivedate=13 May 2014 |df=dmy-all }}
45. ^{{cite web |url=http://www.clarityenglish.com/support/user/pdf/ppt/CEF_Chart_PPT.pdf |title=IELTS band scores & CEF level scale for Clarity programs |publisher=Clarity English |accessdate=2014-08-03}}
46. ^{{cite web |url=http://www.ets.org/Media/Campaign/5394/rsc/pdf/5684_CEF%20Flyer_HR.pdf |title=Mapping TOEIC and TOEIC Bridge on the Common European Framework Reference|publisher=ETS |accessdate=2011-09-22}}
47. ^Feifei Ye, "Validity, reliability, and concordance of the Duolingo English Test". https://testcenter.duolingo.com/scores {{Self-published source|date=January 2018}}
48. ^{{cite web|url=https://www.ets.org/toefl/institutions/scores/compare/#cefr|title=TOEFL: For Academic Institutions: Compare Scores|publisher=}}
49. ^{{cite web |url=http://www.ets.org/toefl_itp/research |title=Research |accessdate=2013-02-25}}
50. ^{{cite web |url=http://www.ets.org/toefl_junior/scores_research/standard/cefr |title=Common European Framework of Reference (CEFR) |accessdate=2013-02-25}}
51. ^{{cite web |url= https://www.efset.org/dam/efset/efset/media/summary_v4.pdf|title=Data |website=efset.org}}
52. ^{{cite web |author=Amega Web Technology |url=http://www.cityandguildsenglish.com/CEFR |title=City & Guilds English — The Common European Framework |publisher=Cityandguildsenglish.com |accessdate=2011-08-14}}
53. ^{{cite web |url=http://www.cilt.org.uk/home/standards_and_qualifications/languages_ladder.aspx |title=Languages Ladder |publisher=Cilt.org.uk |accessdate=2011-08-14 |deadurl=yes |archiveurl=https://web.archive.org/web/20110828170914/http://www.cilt.org.uk/home/standards_and_qualifications/languages_ladder.aspx |archivedate=28 August 2011 |df=dmy-all }}
54. ^{{cite web |url=http://www.cambridgeenglish.org/why-cambridge-english/international-language-standards/ |title=International language standards |publisher=Cambridge ESOL |accessdate=2015-07-22 |deadurl=yes |archiveurl=https://web.archive.org/web/20150729063810/http://www.cambridgeenglish.org/why-cambridge-english/international-language-standards/ |archivedate=29 July 2015 |df=dmy-all }}
55. ^{{cite web |url=http://www.cambridgeenglish.org/images/22113-ket-understanding-statement.pdf |title=Understanding your Statement of Results – Cambridge English: Key |publisher=Cambridge ESOL |accessdate=2015-07-22}}
56. ^{{cite web |url=http://www.cambridgeenglish.org/images/25096-pet-cefr-level-b1-document.pdf |title=Understanding your Statement of Results – Cambridge English: Preliminary |publisher=Cambridge ESOL |accessdate=2015-07-22}}
57. ^1 {{cite web |url=http://www.cambridgeenglish.org/exams/key/results/ |title=Cambridge English: Key (KET) - Results |publisher=Cambridge ESOL |accessdate=2015-07-22}}
58. ^1 {{cite web |url=http://www.cambridgeenglish.org/exams/first/results/ |title=Cambridge English: First (FCE) - Results |publisher=Cambridge ESOL |accessdate=2015-07-22}}
59. ^1 {{cite web |url=http://www.cambridgeenglish.org/exams/preliminary/results/ |title=Cambridge English: Preliminary (PET) - Results |publisher=Cambridge ESOL |accessdate=2015-07-22}}
60. ^1 {{cite web |url=http://www.cambridgeenglish.org/exams/advanced/results/ |title=Cambridge English: Advanced (CAE) - Results |publisher=Cambridge ESOL |accessdate=2015-07-22}}
61. ^{{cite web |url=http://www.cambridgeenglish.org/exams/proficiency/results/ |title=Cambridge English: Proficiency (CPE) - Results |accessdate=2015-07-22}}
62. ^{{cite web|url=http://www.trinitycollege.co.uk/ISE|title=Trinity College London - Integrated Skills in English (ISE)|publisher=}}
63. ^{{cite web|url=http://www.trinitycollege.co.uk/GESE|title=Trinity College London - Graded Examinations in Spoken English (GESE)|publisher=}}
64. ^{{cite web|url=http://www.trinitycollege.co.uk/SEW|title=Trinity College London - Spoken English for Work (SEW)|publisher=}}
65. ^{{cite web |last1=Knox |first1=Terry |title=Comparing Cambridge English Qualifications to other exams |url=https://support.cambridgeenglish.org/hc/en-gb/articles/202838386-Comparing-Cambridge-English-Qualifications-to-other-exams |website=Cambridge Assessment English |accessdate=20 November 2018 |language=en |date=10 October 2018}}
66. ^{{cite web|url=http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf |title=Archived copy |accessdate=2013-09-20 |deadurl=yes |archiveurl=https://web.archive.org/web/20130921060148/http://www.xunta.es/linguagalega/arquivos/ORDE_CELGA_30.07.07.pdf |archivedate=21 September 2013 |df=dmy }}
67. ^{{cite web |url = http://www.cnavt.org/files/alg.folder_EN.pdf |title = Certificate of Dutch as a Foreign Language |publisher = CNaVT |accessdate = 2013-10-27 |deadurl = yes |archiveurl = https://web.archive.org/web/20130226082623/http://www.cnavt.org/files/alg.folder_EN.pdf |archivedate = 26 February 2013 |df = dmy-all}}
68. ^{{cite web |url=http://www.cve.nl/item/wat_zijn_de_staatsexamens_nt2 |title=Wat zijn de Staatsexamens NT2? |language=Dutch |publisher=College voor Examens |accessdate=2013-03-26 }}
69. ^{{cite web|url=http://www.certyfikatpolski.pl/pl/oegzaminie|title=Egzaminy Certyfikatowe z Języka Polskiego jako Obcego|accessdate=2015-08-04|deadurl=yes|archiveurl=https://web.archive.org/web/20150730223125/http://www.certyfikatpolski.pl/pl/oegzaminie|archivedate=30 July 2015|df=dmy-all}}
70. ^{{cite web|url=http://ww3.fl.ul.pt/caple/default.aspx|title=Centro de Avaliação de Português Língua Estrangeira|accessdate=2012-09-04|deadurl=yes|archiveurl=https://web.archive.org/web/20120614155552/http://ww3.fl.ul.pt/caple/default.aspx|archivedate=14 June 2012|df=dmy-all}}
71. ^{{cite web|url=http://celpebras.inep.gov.br/inscricao/default.aspx|title=Certificado de Proficiência em Língua Portuguesa para Estrangeiros|accessdate=2012-09-04}}{{dead link|date=August 2017 |bot=InternetArchiveBot |fix-attempted=yes }}
72. ^{{cite web|url=http://trki.org/tkri-overview.php|title=TKRI Overview|accessdate=2012-11-22|deadurl=yes|archiveurl=https://web.archive.org/web/20121221020915/http://trki.org/tkri-overview.php|archivedate=21 December 2012|df=dmy-all}}
73. ^{{cite web|url=http://diplomas.cervantes.es/es/informacion/descripcion_dele.html |title=Descripción – Diplomas de Español Como Lengua Extranjera |publisher=Instituto Cervantes |accessdate=2011-08-19}}
74. ^{{cite web|url=http://www.turkcesinavi.com/|accessdate=10 March 2017|publisher=Yunus Emre Institute|title=Türkçe Yeterlik Sınavı (TYS)}}
75. ^{{cite web |url=http://www.lnu.edu.ua/test-dpt/index.php?lang%3Dua%26id%3Dlevels |title=Archived copy |accessdate=2014-02-17 |deadurl=yes |archiveurl=https://web.archive.org/web/20150926135105/http://www.lnu.edu.ua/test-dpt/index.php?lang=ua&id=levels |archivedate=26 September 2015 |df=dmy }}
76. ^{{cite web |author=de Jong, John H.A.L |url=http://www.ealta.eu.org/conference/2009/docs/friday/John_deJong.pdf |format=PDF |title=Unwarranted Claim about CEF Alignment of some International English Language Tests — Pearson |publisher=Ealta.eu.org |accessdate= 15 July 2017}}
77. ^{{cite web|url=http://science.raphael.poss.name/programming-levels.html|title=A CEFR-like approach to measure programming proficiency|author=Raphael Poss|accessdate=2014-07-18}}

Works cited

{{Refbegin}}
  • {{cite book|url = https://books.google.com/books?id=-F4e-yGX5h4C|title = Second Language Distance Learning and Teaching: Theoretical Perspectives and Didactic Ergonomics: Theoretical Perspectives and Didactic Ergonomics|last = Jean-Claude|first = Bertin|publisher = IGI Global|year = 2010|isbn = 978-1-61520-708-4|ref = harv}}
{{Refend}}

External links

{{commonscatinline}}{{Authority control}}{{Portal bar|Language|Education|Europe}}{{DEFAULTSORT:Common European Framework Of Reference For Languages}}

2 : Council of Europe|Language assessment
随便看

　

开放百科全书收录14589846条英语、德语、日语等多语种百科知识，基本涵盖了大多数领域的百科知识，是一部内容自由、开放的电子版国际百科全书。

　

Copyright © 2023 OENC.NET All Rights Reserved
京ICP备2021023879号 更新时间：2024/11/13 12:03:56