Level 0 - Memorized Proficiency - A1-2 - Novice
General
Speaking: Low, Mid, High,
+
Writing: Low, Mid, High,
+
Listening, +
Reading, +
ALTE: At this level, users are acquiring a general basic ability to communicate in a limited number of the most familiar situations in which language is used in everyday life. Users at this level need to be able to understand the main points of simple texts, many of which are of the kind needed for survival when travelling or going about in public in a foreign country. At this level, they are using language for survival and to gain basic points of information.
A-1: 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.
A-2: 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.
ALTE: In social and travel contexts, users at this level can ask for goods in shops where goods are on display, and order a meal in a restaurant if dishes are either displayed or illustrated on the menu. They can book a hotel room (face to face) and ask simple questions of a host family. In a post office or bank, they can ask for basic services, and they can indicate the nature of a medical problem to a doctor, although they would probably need to supplement their explanation with gestures. On a guided tour they can understand simple information given in a predictable situation, but their ability to follow up with questions and requests for further information is very limited. In the workplace they can state simple requirements within their own job area and pass on simple messages. If studying, they can ask simple questions, for example to check instructions or ask for information, but cannot understand more than a very brief answer.
TSE: No effective communication: no evidence of ability to perform task, no effective use of compensatory strategies
ILR: Unable to function in the spoken language. Oral production is limited to occasional isolated words. Has essentially no communicative ability.
Novice (ACTFL)
Speakers at the Novice-Low level have no real functional ability and, because of their pronunciation, they may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot there f o re participate in a true conversational exchange.
Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor's words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.
Speakers at the Novice-High level are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. Novice-High speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so. Novice-High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. These speakers’ first language may strongly influence their pronunciation, as well as their vocabulary and syntax when they attempt to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice-High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, a Novice-High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.
+ (ILR) Able to satisfy immediate needs using rehearsed utterances. Shows little real autonomy of expression, flexibility, or spontaneity. Can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Attempts at creating speech are usually unsuccessful. Examples: The individual's vocabulary is usually limited to areas of immediate survival needs. Most utterances are telegraphic; that is, functors (linking words, markers, and the like) are omitted, confused, or distorted. An individual can usually differentiate most significant sounds when produced in isolation, but, when combined in words or groups of words, errors may be frequent. Even with repetition, communication is severely limited even with people used to dealing with foreigners. Stress, intonation, tone, etc. are usually quite faulty.
ALTE: In social and travel contexts, users at this level can write a simple fax or letter, for example to book a hotel room, and can fill in a form to register at a hotel or join a bank. They can write a brief factual note or a simple "thank-you" letter. In the workplace, also, they can write a message or request to a colleague of a simple routine type. They can note down instructions and requests such as clients' orders and delivery dates. If studying, they can note down times, dates and places from classroom boards or notice boards.
A-1: Can write a short simple postcard, for example sending holiday greetings. They can fill in forms with personal details, for example writing their name, nationality and address on a hotel registration form. Can write simple notes to friends. Can describe where I live. Can fill in forms with personal details. Can write simple isolated phrases and sentences. Can write a short simple postcard. Can write short letters and messages with the help of a dictionary.
ILR: No functional writing ability.
Novice (ACTFL)
Writers at the Novice-Low level are able to form letters in an alphabetic system and can copy and produce isolated, basic strokes in languages that use syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phrases, but errors are to be expected.
Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice-Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to reading the texts of non-natives.
Writers at the Novice-High level are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and is focused on common, discrete elements of daily life. Novice-High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of features of the Intermediate level is not sustained due to inadequate vocabulary and/or grammar. Novice-High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.
A-2: Can write short, simple notes and messages about everyday matters and everyday needs. They can write a very simple personal letter, for example thanking someone for something. Can give short, basic descriptions of events and activities. Can write very simple personal letters expressing thanks and apology. Can write short, simple notes and messages relating to matters of everyday life. Can describe plans and arrangements. Can explain what I like or dislike about something. Can describe my family, living conditions, schooling, present or most recent job. Can describe past activities and personal experiences.
+ (ILR) Writes using memorized material and set expressions. Can produce symbols in an alphabetic or syllabic writing system or 50 of the most common characters. Can write numbers and dates, own name, nationality, address, etc., such as on a hotel registration form. Otherwise, ability to write is limited to simple lists of common items such as a few short sentences. Spelling and even representation of symbols (letters, syllables, characters) may be incorrect.
ALTE: In social and travel contexts, users at this level can understand such things as simple house rules such as meal-times and location of rooms, prices in shops, simple questions and instructions from a doctor, the cost and terms of renting a flat, simple directions on how to get to places and routine questions asked at Immigration. In the workplace, they can understand simple instructions and receive a simple phone message in a familiar and predictable context. If studying, they can follow a very simple presentation or demonstration, as long as it is illustrated with diagrams and examples, and in a familiar field of study. They can understand basic instructions about class times and dates and details about when assignments are to be carried out.
A-1: Can understand very simple phrases about themselves, people they know and things around them, when people speak slowly and clearly. Can understand everyday expressions dealing with simple and concrete everyday needs, in clear, slow and repeated speech. Can follow speech which is very slow and carefully articulated, with long pauses for me to get the meaning. Can understand questions and instructions and follow short, simple directions. Can understand numbers, prices and times.
ILR: No practical understanding of the spoken language. Understanding is limited to occasional isolated words with essentially no ability to comprehend communication.
A-2: Can understand expressions and the most common words about things which are important to them, e.g. very basic personal and family information, shopping, their jobs. They can get the main point in short, clear, simple messages and announcements. I can understand enough to manage simple, routine exchanges without too much effort. Can generally identify the topic of discussion around me which is conducted slowly and clearly. Can generally understand clear, standard speech on familiar matters, although in a real life situation I might have to ask for repetition or reformulation. Can understand enough to be able to meet concrete needs in everyday life provided speech is clear and slow. Can understand phrases and expressions related to immediate needs. Can handle simple business in shops, post offices or banks. Can understand simple directions relating to how to get from X to Y, by foot or public transport. Can understand the essential information from short recorded passages dealing with predictable everyday matters which are spoken slowly and clearly. Can identify the main point of TV news items reporting events, accidents, etc., where the visual material supports the commentary. Can catch the main point in short, clear, simple messages and announcements.
+ (ILR) Sufficient comprehension to understand a number of memorized utterances in areas of immediate needs. Slight increase in utterance length understood, but requires frequent long pauses between understood phrases and repeated requests on the listener's part for repetition. Understands with reasonable accuracy only when this involves short memo-rized utterances or formulae. Utterances understood are relatively short in length. Misunderstandings arise due to ignoring or inaccurately hearing sounds or word endings (both inflectional and non-inflectional), distorting the original meaning. Can understand only with difficulty even persons such as teachers who are used to speaking with non-native speakers. Can understand best those statements where context strongly supports the utterance's meaning. Gets some main ideas.
ALTE: In social and travel contexts, users can read such things as road signs, store guides and simple written directions, price labels, names on product labels, common names of food on a standard sort of menu, bills, hotel signs, basic information from adverts for accommodation, signs in banks and post offices and on cash machines and notices related to use of the emergency services. In the workplace, they can identify standard letters such as orders and inquiries, and derive basic information from factual texts within their own area of expertise. They can understand short, standard notices (e.g. "No Smoking"). If studying, they can get basic information such as class times from notices, and make some limited use of sources of information such as computers and bilingual dictionaries. At this level users are unlikely to be able to study an academic subject through the medium of a foreign language, and are most likely to be studying the language itself.
A-1: Can understand very simple sentences, for example on notices and posters or in catalogues. Can understand the general idea of simple informational texts and short simple descriptions, especially if they contain pictures which help to explain the text. Can understand very short, simple texts, putting together familiar names, words and basic phrases, by for example rereading parts of the text. Can follow short, simple written instructions, especially if they contain pictures. Can recognize familiar names, words and very simple phrases on simple notices in the most common everyday situations. Can understand short, simple messages e.g. on postcards.
ILR: No practical ability to read the language. Consistently misunderstands or cannot comprehend at all.
A-2: Can understand very short, simple texts. Can find specific information they are looking for in simple everyday texts such as advertisements, leaflets, menus and timetables and they can understand short simple personal letters. Can understand short, simple texts containing the most common words, including some shared international words. Can understand short, simple texts written in common everyday language. Can understand short simple texts related to my job. Can find specific information in simple everyday material such as advertisements, brochures, menus and timetables. Can identify specific information in simple written material such as letters, brochures and short newspaper articles describing events. Can understand short simple personal letters. Can understand standard routine letters and faxes on familiar topics. Can understand simple instructions on equipment encountered in everyday life - such as a public telephone. Can understand everyday signs and notices in public places, such as streets, restaurants, railway stations and in workplaces.
+ (ILR) Can recognize all the letters in the printed version of an alphabetic system and high-frequency elements of a syllabary or a character system. Able to read some or all of the following: numbers, isolated words and phrases, personal and place names, street signs, office and shop designations; the above often interpreted inaccurately. Unable to read connected prose.