![]() ![]() Only a conceptually difficult subject can hinder a natural, smooth flow of language.Ĭan select a suitable phrase from a readily available range of discourse functions to preface his remarks in order to get or to keep the floor and to relate his/her own contributions skilfully to those of other speakers.Ĭan produce clear, smoothly-flowing, well-structured speech, showing controlled use of organisational patterns, connectors and cohesive devices. Has a good command of a broad range of language allowing him/her to select a formulation to express him/ herself clearly in an appropriate style on a wide range of general, academic, professional or leisure topics without having to restrict what he/she wants to say.Ĭonsistently maintains a high degree of grammatical accuracy errors are rare, difficult to spot and generally corrected when they do occur.Ĭan express him/herself fluently and spontaneously, almost effortlessly. Can interweave his/her contribution into the joint discourse with fully natural turntaking, referencing, allusion making etc.Ĭan create coherent and cohesive discourse making full and appropriate use of a variety of organisational patterns and a wide range of connectors and other cohesive devices. in forward planning, in monitoring others' reactions).Ĭan express him/herself spontaneously at length with a natural colloquial flow, avoiding or backtracking around any difficulty so smoothly that the interlocutor is hardly aware of it.Ĭan interact with ease and skill, picking up and using non-verbal and intonational cues apparently effortlessly. Maintains consistent grammatical control of complex language, even while attention is otherwise engaged (e.g. Also has a good command of idiomatic expressions and colloquialisms Shows great flexibility reformulating ideas in differing linguistic forms to convey finer shades of meaning precisely, to give emphasis, to differentiate and to eliminate ambiguity. It focuses on different qualitative aspects of language use. The chart in this table was designed to assess spoken performances. Selection of other CEFR-related documents Learners as social agents in the classroom ![]() Transparency and coherence in the classroom The Council of Europe and Language education ![]()
0 Comments
Leave a Reply. |