Levels of English according to international classifications. Determining your English level

The article was prepared on the basis of the monograph “Common European Competencies in Foreign Languages: Learning, Teaching, Assessment”, the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.

Common European Framework of Reference for Languages: Learning, teaching, assessment

The Council of Europe document entitled “Common European Framework of Reference: Learning, Teaching, Assessment” reflects the result of the work of experts from the Council of Europe countries, including representatives of Russia, on systematizing approaches to teaching a foreign language and standardizing assessments of language proficiency levels. “Competencies” clearly define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project, carried out within the framework of the Council of Europe? The participants in this project attempted to create a standard terminology, a system of units, or a commonly understood language to describe what constitutes a subject matter of study, as well as to describe levels of language proficiency, regardless of what language is being studied, in what educational context - what country, institute, school , in courses, or privately, and what techniques are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe in standard language any certification system, and, consequently, any training program, starting from setting objectives - training goals and ending with the competencies achieved as a result of training.

Language proficiency level system

When developing the European Level System, extensive research was carried out in different countries, and assessment methods were tested in practice. As a result, we came to an agreement on the number of levels allocated for organizing the process of learning a language and assessing the degree of language proficiency. There are 6 major levels, which represent lower and higher sublevels in the classic three-level system, including basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins by dividing the level system into three large levels - A, B and C:

The introduction of a pan-European system of language proficiency levels does not limit the ability of various teaching teams to develop and describe their own system of levels and training modules. However, the use of standard categories when describing their own programs helps ensure the transparency of courses, and the development of objective criteria for assessing language proficiency will ensure that the qualifications obtained by students in exams are recognized. It can also be expected that the leveling system and the wording of the descriptors will change over time as experience is gained in the participating countries.

The language proficiency levels are summarized in the following table:

Table 1

When interpreting a level scale, it must be borne in mind that the divisions on such a scale are not identical. Even if the levels appear equidistant on the scale, they take different times to reach. So, even if the Waystage level is located halfway to the Threshold Level, and the Threshold level is located on the level scale halfway to the Vantage Level, experience with this scale shows that that it takes twice as long to progress from the Threshold to the Threshold Advanced level as it does to reach the Threshold level. This is explained by the fact that at higher levels the range of activities expands and an increasing amount of knowledge, skills and abilities are required.

More detailed description may be required to select specific learning objectives. It can be presented in the form of a separate table showing the main aspects of language proficiency at six levels. For example, Table 2 is compiled as a self-assessment tool to identify your knowledge and skills in the following aspects:

table 2

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold Advanced Level):

C2 (Proficiency level):

In practice, attention can be focused on a certain set of levels and a certain set of categories, depending on specific goals. This level of detail allows training modules to be compared with each other and with the Common European Framework of Reference.

Instead of identifying categories underlying language performance, it may be necessary to assess language behavior on the basis of specific aspects of communicative competence. For example, Table 3 is designed for speaking assessment, therefore, it is aimed at qualitatively different aspects of language use:

Table 3

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold advanced level):

C1 (Proficiency level):

C2 (Proficiency level):

The level assessment tables discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated into levels during the research project. The descriptor scales are based on a detailed category system to describe what it means to speak/use a language and who can be called a language speaker/user.

The description is based on activity approach. It establishes the relationship between language use and learning. Language users and learners are considered as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a broader social context, which determines the true meaning of the statement. The activity approach allows taking into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. Thus, any form of language use and its studies can be described in the following terms:

• Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
• General competencies are not linguistic, they provide any activity, including communicative.
• Communicative language competencies allow you to carry out activities using linguistic means.
• Context- this is a spectrum of events and situational factors against the background of which communicative actions are carried out.
• Speech activity– this is the practical application of communicative competence in a certain area of ​​communication in the process of perception and/or generation of oral and written texts, aimed at performing a specific communicative task.
• Types of communication activities involve the implementation of communicative competence in the process of semantic processing/creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
• Text - This is a coherent sequence of oral and/or written statements (discourse), the generation and understanding of which occurs in a specific area of ​​communication and is aimed at solving a specific problem.
• Under sphere of communication refers to a wide range of social life in which social interaction occurs. In relation to language learning, educational, professional, social and personal spheres are distinguished.
• Strategy is a course of action chosen by a person aimed at solving a problem.
• Task is a purposeful action necessary to obtain a specific result (solving a problem, fulfilling obligations or achieving a goal).

Multilingualism concept

The concept of multilingualism is fundamental to the Council of Europe's approach to the problem of language learning. Multilingualism arises as a person’s linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages ​​of other peoples (learned at school, college or directly in the linguistic environment). A person “does not store” these languages ​​separately from each other, but forms communicative competence on the basis of all knowledge and all linguistic experience, where languages ​​are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely between languages ​​or dialects, demonstrating each's ability to express in one language and understand in another. A person can use knowledge of several languages ​​to understand text, written or spoken, in a language he did not previously know, recognizing words that have similar sounds and spellings in several languages ​​in a “new form.”

From this point of view, the purpose of language education changes. Now, perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop a linguistic repertoire in which all linguistic skills have a place. Recent changes to the Council of Europe's language program aim to develop a tool for language teachers to promote the development of multilingual personalities. In particular, the European Language Portfolio is a document in which a wide variety of experiences in language learning and intercultural communication can be recorded and formally recognized.

LINKS

Full text of the monograph in English on the Council of Europe website

Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the website of the German Goethe Cultural Center

Regardless of whether you speak foreign languages ​​or not, your resume will usually include this information. How to write language knowledge on a resume? You can use the following gradation, which is understandable to everyone:

• Basic/Beginner
• Reading with a dictionary/Reading professional literature
• Intermediate/Conversational/Can do interviews
• Free/Perfect
• Native

Some people use the terms "basic" and "colloquial" interchangeably. In our opinion, this is not entirely legal. Conversational - this means you can explain yourself on everyday topics. Basic is knowledge of the basics, the simplest constructions, and a limited vocabulary.

The following gradation is most often used to indicate the level of English language proficiency:

Elementary/Basic/Beginner— basic, with a dictionary, the basics of the language. In practice, most often, this means that you once studied English at school, you remember some common phrases, but in life you practically did not use English.

Pre-Intermediate- slightly higher than basic. You can express yourself in simple phrases, using facial expressions and gestures. You will understand what is written in the letter in English, but you will most likely be able to compose your own letter using a dictionary.

Intermediate- average level of English proficiency. Don't be afraid to speak English, build simple language structures. The vocabulary is small, but sufficient to explain things in a simple way. In the professional sphere, Intermediate means that you can compose a letter in English, will not be at a loss to speak in English, and can solve typical problems using English without going into subtleties.

Upper-Intermediate- Confident level of English language proficiency. Usually this is the actual level of a graduate of the Faculty of Foreign Languages ​​(although most graduates write that they have Advanced or Fluent). This level implies that you can express yourself freely and have a fairly rich vocabulary. But at the same time, you may not be fluent in professional terminology and may make minor mistakes in speech. For most jobs involving the use of English, the Upper-Intermediate level will be sufficient.

Advanced/Fluent- fluency in English. You can easily use both spoken and written English and can simultaneously translate from/to English. This is the level required for a translator position.

Another possible classification that you may come across (and it can be used for any language, not necessarily English):

• A1– Beginner/Elementary
• A2– Elementary
• IN 1– Pre-Intermediate
• AT 2– Upper-Intermediate
• C1– Advanced 1
• C2– Advanced 2 (Proficiency)

This is a unified European system, which is not very well known in Russia, but, nevertheless, is widely used in the world.

German language proficiency levels

For the German language the following accepted division can be used:

• Grundstufe (Anfänger) - entry level (A)
• Mittelstufe - intermediate level (B)
• Oberstufe (Fortgeschritten) - free, close to the wearer (C)

You can also use the above European classification (A1, A2, B1, etc.)

French proficiency levels

For the French language, you can also use the European classification, or use the gradation below (the correspondence of each level of the European classification is indicated.

• Debutant (F1) - A1
• Pré-Intermédiaire (F2) - A2
• Intermédiaire (F3) - B1
• Intermédiaire-Supérieur (F4) - B2
• Pre-Avancé (F5) - C1
• Avance (F6) - C1
• Superieur (F7) - C2
• Superieur (F8) - C2

Spanish language levels

For Spanish, the following classification is used (the level of level A, B, C is indicated):

• Nivel Initial (Espa 1) - A1
• Nivel Elemental (Espa 2) - A2
• Nivel Pre-Intermedio (Espa 3) - B1
• Nivel Intermedio (Espa 4) - B2
• Nivel Avanzado (Espa 5) - C1
• Nivel Superior (Espa 6) - C2

Or you can use the unified European classification.

To more accurately track progress in learning foreign languages, a certain system has been invented. This article will talk about what level B2 is (level of English - above average).

English language levels

There is a pan-European scale that assesses the level of proficiency in any foreign language. The English name is Common European Framework of Reference (CEFR). This is a certain system of standards that allows you to determine Conventionally, knowledge of the language is divided into 6 levels: from A1 to C2. Each of these levels also corresponds to certain indicators of other assessment systems. This table shows the relationship between levels of language proficiency in various assessment systems.

When can I start learning English at the Upper-Intermediate level?

The division between levels of knowledge of any foreign language is very arbitrary, but there are certain indicators by which current progress can be determined.

Levels of English proficiency B2 - C1 correspond to almost fluent proficiency in written and spoken language. A higher level requires an understanding of terminology in various highly specialized fields, the ability to speak on serious topics, conduct business negotiations and read classical literature in the original. It is difficult to establish clear distinctions between the stages of knowledge. But, before deciding to overcome the B2 level of English, you need to make sure that you are fluent in reading level B1 literature, and also fluent in the basic rules of grammar, can express yourself more or less fluently in the language you are studying, read the press and modern entertainment literature. And although there are still unfamiliar words, this does not affect the overall understanding of the text; you grasp the meaning and understand what is being said.

This system evaluates the linguistic skills of a student studying any foreign language, including English. Level B2, which means “advanced level,” is above average, but at this stage there may still be some shortcomings that require further elaboration.

Knowledge of grammar rules

Of course, grammar occupies the most important place when learning any foreign language. The following are the main key topics, knowledge of which is necessary at the Upper-Intermediate level.

• Time. B2 - level of English at which you are already fluent in all aspects and clearly understand in which case it is necessary to use Simple, Continuous, Perfect or Perfect Continuous. In addition, you know the table of irregular verbs and apply it in practice.
• Understand the usage (Active voice).
• Know how to convert direct speech into indirect speech.
• Know modal verbs and know how to use them, understanding the subtle differences between words such as may, might, can, ought,
• You speak impersonal forms of the verb: participle, infinitive and gerund.

Vocabulary

Considering that a good knowledge of grammatical rules is achieved already at the B1 level, the B2 level of English involves developing other skills: fluency, listening, reading literature and, of course, increasing vocabulary. At this level, attention should be paid not only to individual words, but also to phraseological units, phrasal verbs and more complex constructions.

One of the most common mistakes when learning any foreign language is the desire to memorize separate lists of words without subsequently using them in your written and spoken speech.

Any new words and phrases should be included in your speech. Those lexical units that are not used will soon be simply forgotten. When reading, write down unfamiliar words and try to make sentences, dialogues, stories or articles with them.

First of all, you should learn those foreign words whose equivalents you use in everyday life, talking about yourself, your interests, hobbies, work, goals, loved ones and friends. Another common mistake is trying to memorize lists of words, most of which you may not use often.

One of the best ways is to keep a diary. From the point of view of vocabulary replenishment, this method is useful in that you learn to use vocabulary that is directly related to your life. By writing down your own observations, events, goals and dreams every day, you use exactly the words that you use in your native speech.

Idioms and phraseological units

B2 is the level of English, which assumes that you know not only simple words and constructions, but also understand and know how to use a number of idioms. These are figures of speech that are unique to a given language and do not have a literal translation. The meaning of these phraseological units is conveyed by equivalent phrases acceptable for the target language.

Knowing these set expressions will help make your speech more figurative and colorful. The table shows only a small part of all possible phraseological units. You can make your own list of phrases that you will subsequently include in your speech.

Phrasal verbs

In English there is such a thing as phrasal verbs. Most often, this is a combination of a verb with a preposition or adverb, due to which the meaning of the original word changes. These are unique stable phrases that do not obey any rules, exist only as indivisible semantic units and carry a semantic load only in this form.

• be about - to be nearby;
• be after - to achieve something;
• be back - return;
• break out - unexpectedly begin, break out;
• bring up - to bring up;
• call for - to call for someone;
• clear up - put in order;
• come about - happen;
• come across - to meet unexpectedly;
• look for - search.

Phrasal verbs are quite common in English. However, they are used mainly in everyday speech.

Expanding your vocabulary with synonyms

Try to replace frequently used words with synonyms. This will help make speech more refined, beautiful and refined.

Reading

There is special adapted literature designed for gradual advancement from entry level (A1) to high level (C2).

These are mainly works of art by famous authors. The books are adapted in such a way that a specific set of grammatical structures and vocabulary corresponds to a specific level of foreign language proficiency. The best way to figure out what level you are currently at is to read two or three pages and count the number of words you don't know. If you have come across no more than 20-25 new lexical units, then you can start reading this book. To get the most out of the reading process, it is advisable to write down all unfamiliar words and phrases, and then work on them further. That is, include them in your vocabulary when composing stories, dialogues, keeping a diary and writing essays. Otherwise, vocabulary is quickly forgotten. You can move to the next level when you feel that work at this level is becoming boring, and there are practically no new lexical units encountered.

However, level B2 is a level of English that allows you to read not only light books, but also entertaining literature by modern authors, newspapers, and magazines.

Listening comprehension

Like reading literature, there are many adapted audiobooks. If you are still experiencing some difficulties in listening, you can first take aids that correspond to a lower level. For example, if your grammar and vocabulary are approximately at the B1 level, but you find it difficult to understand English by ear, take A2 level books in audio format. Over time, you will get used to foreign speech.

Some tips:

• Listen to a chapter of a book without first reading the text. Take a deep dive, determine what you have been able to understand, how acceptable this rate of speech is for you, and whether there are many unfamiliar words.
• Write down from memory what you learned.
• Listen again.
• Read the text, write down unfamiliar words and determine their meaning in a dictionary.
• Play recording again.

Such study will help you get used to English speech in the shortest possible time and increase your level of knowledge.

Levels of English knowledge B2 - C1 allow you to expand your opportunities. For variety, you can include films and TV series in your training. It is advisable to find films with subtitles. However, it is not advisable to use the method of learning a language by watching films with subtitles over a long period of time. Otherwise, you will get used to reading the text rather than listening to the speech of the actors.

This is one of the best methods to help you master the English language. Level B2 is quite sufficient for watching entertainment shows and series.

Development of writing

In order to learn to write fluently in the language you are studying, you need to devote time to this activity every day. Only regular work will help you begin to speak English more fluently. Choose the most suitable method for yourself. This could be writing stories, essays, keeping a diary or blog, communicating on social networks. Try to enrich your vocabulary daily, including new expressions and constructions. B2 is a level of English that corresponds to an upper-intermediate level, which means you must have the following skills:

• know how to construct not only simple, but also complex and complex sentences;
• use different designs;
• use set expressions, idioms, phrasal verbs;
• you can write an essay, story or article on a topic familiar to you;
• You correspond quite freely with native English speakers, discussing everyday issues.

Oral speech

Upper-Intermediate or B2 - the level of English corresponds to almost fluency in oral communication, provided that you discuss simple everyday topics.

The best way to improve your speaking skills is to communicate with a native English speaker. Levels of knowledge of English B2 - C1 already allow you to communicate quite freely on everyday topics with English speakers. The easiest way is to find friends on social networks or language exchange sites. However, if this is not possible, you can use alternative methods:

• briefly retell books you’ve read, TV shows or movies you’ve watched;
• try to describe everything you see: the landscape outside the window, a painting, various objects;
• Make a list of questions, then try to give a detailed answer to each of them.

It is very difficult to establish clear distinctions between levels of foreign language proficiency. However, this article will allow you to form a general idea and give approximate answers to questions about what English B2 is, what level it is and what knowledge you need to have at this stage of learning.

Knowledge of the English language opens the door to the world of international communication, foreign culture, education and a successful career, and its conquest is a real victory. The deeper you dive into a language, the more interesting, easier and more enjoyable it is to learn it. Unfortunately, for many students, the learning process brings disappointment instead of joy and satisfaction: they study languages ​​for years, but hardly move from the starting point.

No matter how great the temptation may be to justify a low language level by the lack of natural abilities, often the reason does not lie in the student’s talents. Much more often, the problem lies in the insufficiently effective organization of the educational process.

CEFR English language levels - the basis for effective language learning

In Western education, the project approach to learning activities is widespread. It is especially effective in the field of practical training, the main goal of which is the development of skills. Why does a month of study in foreign language schools often give more than a whole semester in Russia? Of course, immersion in a language environment provides powerful support, but the decisive factor is to approach language learning as a project.

It is the project approach, which is used by leading foreign language schools, that Capital School Center also practices.

Our task is to make language learning in Russia as effective as abroad, and at the same time accessible to as many people as possible.

An important tool for project-based language learning is the European language level scale CEFR, which regulates the scope and quality of basic language skills. Let's take a closer look at the CEFR scale and the benefits a student can derive from it.

European Language Scale for English Proficiency

CEFR, Common European Framework of Reference is a pan-European standard for language levels created by the Association of European Language Schools. The CEFR scale describes in detail the scope of knowledge and the level of development of fundamental language skills of students.

Basic language skills include: knowledge of grammar and vocabulary, reading (reading), writing (writing), listening comprehension (listening), speaking ability (speaking).

The convenience of the standard scale of levels of knowledge of English as a foreign language is that at all language levels it:

1. clearly records the required amount of knowledge and skills, minimizes discrepancies that may arise when determining the level of knowledge and interaction between the student and the school;
2. at all levels of English teaching, it allows you to evaluate the content of the curriculum offered by a particular school;
3. helps to roughly calculate the time required to achieve the desired level;
   helps to formulate an effective curriculum for each level and, based on it, a personal development plan for the student;
4. makes it possible to monitor the progress of training and adjust the curriculum as difficult issues are identified.

Thanks to a single standard, educational institutions achieve consistency between programs and language levels and improve the overall quality of foreign language education offered to students. The standard is actively used by those schools that are interested in responsible and, importantly, effective work with students.

The program offered by the Capital School Center was created in accordance with the CEFR scale, the innovative 4-D teaching methodology has been approved by major international language schools and educational technology developers, and teaching activities are licensed by the Moscow Department of Education (license No. 039270 dated 04/09/18) .

English proficiency levels

The table provides basic information about the grammar, vocabulary and skills that students have at each level of English. This information will help you roughly determine your current level and estimate the time needed to learn English.

Please note that the time required to complete one level indicated in the table assumes training according to the standard program.

At our school, you can customize the language program as much as possible for yourself and, if necessary, reduce the duration of your studies by taking an intensive course in English - individually or in a group.

At the end of each level, the Capital School Center provides exams that include tasks in writing, reading, speaking, and listening. After successfully passing the exam, students receive an official school certificate with a license number. The ceremony, including the presentation of certificates and a photo session in a gown and master's cap, is a pleasant reward for your work.

How to achieve the required level of English within a given time frame

Students who do not reach the required level of English over the years of study often find themselves focused on the process rather than the result. But in fact, it is very difficult to achieve a goal if it is formulated vaguely.

Clearly formulated goals, adherence to a well-designed curriculum and a methodology for teaching English that uses the student’s maximum internal capabilities will help you achieve the desired level by the deadline.

Formulating goals

With goals, it would seem that everything is simple - every student understands why they are going to learn the language. However, the amount of material learned, the effectiveness of teaching English, and satisfaction with the result directly depend on how accurately the goal is formulated. For goals to work, they must be specific, measurable, achievable, meaningful, and time-bound.

1. Determine why you plan to learn English: for example, business correspondence on general topics (Intermediate level) or on specific topics (Upper-Intermediate), interpreting and participation in negotiations, passing an interview, entering a university with an IELTS score of 6.5.
2. How important is this goal to you? What will change in life if you achieve it, and what will happen if you give up? Motivation, and therefore the time and effort that you are ready to invest in your studies, directly depends on how significant this goal is for you.
3. Estimate the time period in which you need to achieve the desired level and the time you have during the week for classes and homework. Remember that a significant amount of independent work helps you to confidently master a language - approximately twice as much as you do in the classroom.
4. Is the goal achieved—in this case, the desired language level—achievable within the specified time frame? If you start at the Intermediate level, after six months of even super-intensive classes, you can hardly count on fluency.
5. Determine your current level of English proficiency with this

A thoughtful, realistic and clearly formulated goal with which the student internally agrees is the most important source of motivation and a way to monitor the effectiveness of studies. The administration and teachers of the Capital School Center are interested in leading students to results, and therefore we always begin our acquaintance by clarifying the goals and objectives that are facing you.

We create a personal curriculum

Once you have precisely formulated the desired result, assessed your current language level, the time and budget that you are willing to allocate to language classes, it’s time to start creating an effective curriculum. You don’t need to do this yourself - just contact the Capital School Center managers, describe your situation and answer the questions.

At this stage, you will need to understand where, in what format, and from what textbooks you will study. Consider whether it would be more convenient for you to study in a group, a mini-group of 2-4 people, or individually. Decide whether you want to attend school in person or whether you will study remotely via Skype, from Russian-speaking teachers or from native speakers.

Remember that at any level of study you have the opportunity to combine formats and build a flexible, most convenient study schedule that will fit seamlessly into your current schedule. The manager's job is to help you with this, so be sure to discuss the details that are important to you. A convenient solution will definitely be found.

Choosing the most effective method of teaching English

With the development of digital technologies, one of the most important trends in modern education has become game-based learning, which is great not only for children, but also for adults. Interactive interaction with educational material helps maintain concentration and brings dynamics to English classes; beautiful graphics turn abstractions into vivid visual images that are easy to remember.

The innovative 4-D teaching methodology, developed at the Capital School Center, uses the main channels for acquiring new knowledge - visual, auditory, tactile and visual. During face-to-face or distance learning at all levels, students work with SMART panels, to the format of which the teacher, at the student’s request, adapts material from any textbook. Each exercise on the SMART panel is aimed at practicing and increasing the level of proficiency in several language skills at once, which ensures rapid progress.

The experience of our students confirms that the 4-D technique is effective at any level of language proficiency. It makes learning interesting - and what arouses interest remains in memory naturally, without special effort. Thanks to the innovative methodology and project-based approach to learning at the Capital School Center, you will be able to improve your level of English in the shortest possible time.

Of course, it is better to evaluate the advantages of the 4-D technique through your own experience, and we provide you with this opportunity - sign up and come to us for a trial lesson!

In contact with

Did you know that 8 out of 10 people who start learning a language have a misconception about their English level? Some are inclined to exaggerate it, others, on the contrary, to underestimate it.

Because of this, you either take on material that is too difficult for yourself, leaving gaps in your knowledge, and end up getting confused. Or you start studying what you already know, wasting your time.

Only a real understanding of your strengths allows you to correctly draw up a training program, and therefore make your classes more effective.

In the article I will give you a clear understanding of what levels of English proficiency there are, how to determine your level, and what level you need to reach.

So, let's begin.

6 levels of English knowledge

I would like to start by saying that knowledge of any language is assessed according to the following proficiency criteria:

• Knowledge of grammar and vocabulary
• Ability to speak English
• Ability to express one's thoughts in writing
• Ability to understand speech by ear
• Ability to understand language when reading

That is, at different levels of proficiency you should be able to read and write, understand speech and speak English, but within the framework of the material of these levels (that is, using words and grammar that you know).

There is an international system of English language levels. According to it, there are 6 levels of English proficiency.

I'm sure you're familiar with them, but let's look at them again.

1.Beginner (First level)

This is the level of people who are just starting to learn the language, or who studied it a long time ago and at a low level. At this level, a person knows the alphabet, basic reading rules, words and simple expressions.

2. Elementary (elementary level)

The name speaks for itself. At this level, you can use elementary constructions and phrases, simple tenses (Present Simple, Past Simple, Future Simple, Present Continuous, Past Continuous, Future Continuous), and communicate on topics familiar to you.

3. Pre-Intermediate(below the average)

You can communicate, carry on a conversation, construct more complex sentences and use more complex tenses (Present Perfect, Past Perfect, Future Perfect).

4. Intermediate (average level)

At this level, you understand English, express yourself freely, and know all tenses.

5. Upper-Intermediate(above average level)

You communicate easily on everyday topics, calmly understand what is said to you, and know all the nuances of using tenses.

6. Advanced (advanced level)

You understand English, know grammar, and can think and speak it as if it were your native language.

How to determine your level?

How to correctly determine your level of English proficiency?

To determine your real level of proficiency, you need to take a test in which you will determine the level of all those criteria that I mentioned above.

Important point: You have seen or taken English tests more than once, where you have to choose one correct answer from several. They are very common, but such tests will not help you determine your level of English proficiency. Perhaps you will answer all the questions perfectly, thereby showing that you know the theoretical part (grammar) very well.

Testing your level of language proficiency includes not only testing your knowledge, but also testing your skills. And the online test will not determine practical skills: writing, reading, speaking and listening.

A proper level test should include the following:

1. Knowledge of grammar

Grammar is the rules by which words are linked into sentences. It includes: knowledge of all tenses in English and the ability to coordinate them, all parts of speech and nuances associated with their use.

2. Vocabulary

This is how many words you have in your baggage. It consists of words that you can understand when listening and reading, and which you yourself use when speaking.

That is, determining how quickly and correctly you can read English texts and understand the meaning of what you read.

4. Listening comprehension

You must be able to not just catch incoherent words, but be able to understand the entire speech: in the correct time and with meaning.

5. Ability to speak

You may know grammar and words well, but be completely unable to use this knowledge in conversation. It is this skill that is tested at this point.

By the way, our managers will help you determine your level for free at English courses in Moscow. This will allow you to know the exact level, because our test includes all these points and consists not only of written tasks, but also of oral communication with the manager in English.

Another question that students often ask is at what level should they learn a language.

To what level should I learn English?

Of course, this is determined depending on the purpose of the study, that is, on where you will apply your knowledge. Naturally, the higher your level, the freer you feel and the easier you can use the language.

For example, if you need a language to negotiate with foreign partners, then your English should be at the advanced level.

If you learn English in order to speak fluently when traveling, then the intermediate level will be enough for you.

By the way, is the intermediate level the golden mean and the minimum level to which you should learn English?

Intermediate level or “point of no return” in English

We all know that if you don't use English, you will forget it.

However, if during your studies you:

• Understand the use of rules
• You will be able to use all the material you have covered well.
• Reinforce the material and repeat it
• Do you exercise regularly?

Then, having reached the intermediate level, you will reach the “point of no return”. What does it mean?

Even if you don’t use English, your level will not drop to zero. You'll have a base you won't forget.

Why is this happening?

Having learned English to this level, you:

• Understand the structure of language (how tenses are formed)
• Repeat the material so many times that you definitely won’t forget the basic rules.

Therefore, you will remember English even if you don't use it for a long time.

This is why intermediate is the minimum you should reach when learning a language.

I wish you success in your studies, no matter what level you are at now. After all, the most important thing is your desire to learn the language and develop the knowledge you have already acquired.