Descriptions of Proficiency Levels

Proficiency Levels	Descriptions
PROFECIENT	Native speaker standard in every skills, with two major differences; a) in Understanding, a lack of long familiarity with English culture (e.g. television programs), may make some accents, dialects and cultural references less accessible than they would be to a native speaker; b) on the other hand, a proficient students may well be more at home – in all skills – with the more academically educated kind of English used in colleges, textbooks etc, than is normal with native speakers taken as a whole
AVANCED	Can Understand native speakers of everyday standard English, even when not being directly addressed, and can therefore take part in normal interaction on almost the same terms as a native speaker. Can produce speech fluent enough to convey feeling, to argue maintain a point of view, or to convey complex information (e.g. explaining a process) to a listener. In reading, can use specialist books written in English to acquire specialist knowledge (including new terminology), can recognize and respond to different styles of writing and, to some extent, to shades of meaning. Can write fluently and with relatively few errors, not only on any topic but also in a range of styles. (e.g. narrative, formal argument, business letters, prepared public speaking).
UPPER INTERMEDIATE	Can understand well enough to hold a continuous conversation with a native speaker, even where the speaker does not, or can not, adapt his / her language to a foreigner. Can produce well enough to initiate new tropics, change the subject, and generally take part in the management of the conversation rather than merely responding. Can manage all normal life functions with ease, and cope linguistically with completely new situations (e.g. a negotiation in a shop not going according to expectations). In reading, can understand the majority of any non-specialist, modern text and begin to respond to different ‘register’ or types of writing. Can produce fluent writing on most kinds of topic, including arguing for an opinion, and can use complex sentence structures without many errors.
MID – INTERMEDIATE	Can understand the gist of a commonplace conversation involving fluent speakers, provided that some allowances are made, or occasional help given. Can produce well enough to make substantial relevant contribution (e.g. of an example or story clearly related to the topic) and to get full and satisfactory information from other speakers by questioning as necessary. Is functionally competent for all everyday negotiations except where completely unpredictable problems arise. In reading can get the gist / intention of most straightforward (i.e. non – stylized) authentic texts and write effective communications of information or opinion, but perhaps with a number of errors, or problems arising from inability to handle some of the more complex structures.
LOWER (or PRE-) INTERMEDIATE	Can understand the gist of a commonplace conversation in English, though not in detail, and produce English well enough to take part if spoken to carefully. Can also initiate conversation by asking questions on a range of everyday topics. (e.g. sport, or food) and can perform most everyday social and practice functions (e.g. buying things in shops, going to the doctor) well enough to survive comfortably. In reading can grasp the full meaning (content) including details, of simpler authentic texts (e.g. instructions or a packet) with the exception of a few of the less common words, including understanding the sense of most basic structure (e.g. verb tense and modals). Can write coherent short compositions using simple but varied structures correctly on a variety of non – specialist topics (e.g. telling stories, personal letters, giving and explaining an opinion).
ELEMENTARY	Can Understand many simple expressions of everyday basic functions in familiar situations and sometimes grasp what the basic topic of a conversation in English is. Can produce understandable questions and answers involving information above basic (e.g. Not only ‘what is your name?’ but ‘what does your father do?’) even if structures often go wrong and words are not known. In reading can follow very simplified stories or information, and recognize the meanings of a number of structural contrasts (e.g. ‘the’ / a’ or ‘I go’ / I’m going’), can write a few simple but connected sentences on a given topic with some awareness of the forms required, even if not always using them correctly.
POST – BEGINNER	Can understand a few everyday expressions of simple functions in known situations, and can produce some single words and set phrases in response, or can make request using, for example, a single word + ‘please’ (‘salt, please’). Little structural grasp, except in reading, where (s)he can recognize the existence of a few basic structural contrasts (e.g. singular/plural or continuous v. simple) even if not always certain exactly what they mean. Can substitute items in one or two structural patterns in writing, but not manipulate the patterns any further.