Level 3 - General Professional Proficiency - C1 - Superior

General
Speaking, +
Writing, +
Listening, +
Reading, +

General

ALTE: At this level, users are expected to be able to use the structures of a language with ease and fluency. They are aware of the relationship between the language and the culture it exists in, and of the significance of register. This means that to some extent they are able to adapt their language use to a variety of social situations, and express opinions and take part in discussions and arguments in a culturally acceptable way. Users at this level can develop their own interests in reading both factual and fictional texts. They can also produce a variety of types of texts and utterances, such as letters of varying degrees of formality. They can use language in a creative and flexible way, with the ability to respond appropriately to unforeseen as well as predictable situations, producing quite long and complex utterances. The written and spoken texts encountered in most common everyday situations can be dealt with at a level below that reached by the Level 3 User, but some of the more difficult situations connected with renting accommodation demand this level of language. Users at this level can enjoy a wide range of social contacts. Examinations at Level 3 may be used as proof of the level of language necessary to work at a managerial or professional level or follow a course of academic study at university level.

C-1: Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself 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.

Speaking

ALTE: In social and travel contexts, users at this level are beyond the stage of having any problems in dealing with many of the routine situations of everyday life, such as those which arise in shops, restaurants, banks and hotels. They can take part in lengthy casual conversations, and discuss abstract or cultural topics fluently and with a good range of expression. Nuances of meaning and opinion are not beyond their grasp, but there may be difficulties when talking about sensitive or complex issues. With this degree of competence, they can handle the requirements of entertaining socially, or of being entertained as a guest. Users at this level are able to participate quite actively in and enjoy a foreign culture. In the workplace, they can argue a point persuasively, and ask questions which go outside their own immediate area of responsibility or expertise. They can contribute effectively to meetings and seminars within their own area of work, and give a presentation or demonstration. Users at this level can use the telephone for most business purposes. If studying, users at this level can give a clear presentation on a familiar topic, but may have difficulty developing or explaining complex points, or answering unpredictable questions. In a seminar or tutorial, they can present and, to some extent, justify their opinions, but may not be able to handle probing or hostile questioning.

TSE: Communication generally effective: task performed competently, successful use of compensatory strategies

ILR: Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Nevertheless, the individual's limitations generally restrict the professional contexts of language use to matters of shared knowledge and/or international convention. Discourse is cohesive. The individual uses the language acceptably, but with some noticeable imperfections; yet, errors virtually never interfere with understanding and rarely disturb the native speaker. The individual can effectively combine structure and vocabulary to convey his/her meaning accurately. The individual speaks readily and fills pauses suitably. In face-to-face conversation with natives speaking the standard dialect at a normal rate of speech, comprehension is quite complete. Although cultural references, proverbs, and the implications of nuances and idiom may not be fully understood, the individual can easily repair the conversation. Pronunciation may be obviously foreign. Individual sounds are accurate; but stress, intonation, and pitch control may be faulty. Examples: Can typically discuss particular interests and special fields of competence with reasonable ease. Can use the language as part of normal professional duties such as answering objections, clarifying points, justifying decisions, understanding the essence of challenges, stating and defending policy, conducting meetings, delivering briefings, or other extended and elaborate informative monologues. Can reliably elicit information and informed opinion from native speakers. Structural inaccuracy is rarely the major cause of misunderstanding. Use of structural devices is flexible and elaborate. Without searching for words or phrases, the individual uses the language clearly and relatively naturally to elaborate concepts freely and make ideas easily understandable to native speakers. Errors occur in low-frequency and highly complex structures.

Superior (ACTFL)

Speakers at the Superior level are able to communicate in the language with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They explain their opinions on a number of topics of importance to them, such as social and political issues, and provide structured argument to support their opinions. They are able to construct and develop hypotheses to explore alternative possibilities. When appropriate, they use extended discourse without unnaturally lengthy hesitation to make their point, even when engaged in abstract elaborations. Such discourse, while coherent, may still be influenced by the Superior speakers’ own language patterns, rather than those of the target language. Superior speakers command a variety of interactive and discourse strategies, such as turn-taking and separating main ideas from supporting information through the use of syntactic and lexical devices, as well as intonational features such as pitch, stress and tone. They demonstrate virtually no pattern of error in the use of basic structures. However, they may make sporadic errors, particularly in low-frequency structures and in some complex high-frequency structures more common to formal speech and writing. Such errors, if they do occur, do not distract the native interlocutor or interfere with communication.

+ (ILR) Is often able to use the language to satisfy professional needs in a wide range of sophisticated and demanding tasks. Examples: Despite obvious strengths, may exhibit some hesitancy, uncertainty, effort, or errors which limit range of language-use tasks that can be reliably performed. Typically there is particular strength in fluency and one or more, but not all, of the following: breadth of lexicon, including low- and medium-frequency items, especially socio-linguistic/cultural references and nuances of close synonyms; structural precision, with sophisticated features that are readily, accurately, and appropriately controlled (such as complex modification and embedding in Indo-European languages); discourse competence in a wide range of contexts and tasks, often matching a native speaker's strategic and organizational abilities and expectations. Occasional patterned errors occur in low- frequency and highly complex structures.

Writing

ALTE: In social and travel contexts, users at this level can write personal letters, only encountering difficulties where very complex issues arise, and they can produce some of the more formal types of letters, such as a letter to a newspaper. In the workplace, they can deal with routine requests for goods and services, but may need help to deal with a situation which demands tact or delicacy. They can take dictation and make notes, provided that very complex, delicate or abstract matters are not being dealt with. They can write letters of many familiar types, such as inquiry, complaint, request and application. If studying, users at this level can take notes in a lecture or seminar which will be useful for later writing or revision. They can take notes from written sources and write an essay, although errors of grammar and vocabulary, as well as style, may occur. Similarly, an account of an experiment may be written fairly adequately, but occasional errors may occur, and conclusions may not be adequately supported.

C-1: Can write clear and well-structured text and express point of view at some length. Can write about complex subjects in a letter, an essay or a report, underlining what they think are the most important points. Can write different kinds of texts in an assured and personal style which is appropriate to the reader in mind. Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. Can develop an argument systematically, giving appropriate emphasis to significant points, and presenting relevant supporting detail. Can give clear detailed descriptions of complex subjects. Can usually write without consulting a dictionary. Can write so well that language needs to be checked only if the text is an important one.

ILR: Able to use the language effectively in most formal and informal written exchanges on practical, social, and professional topics. Can write reports, summaries, short library research papers on current events, on particular areas of interest, or on special fields with reasonable ease. Control of structure, spelling, and general vocabulary is adequate to convey his/her message accurately, but style may be obviously foreign. Errors virtually never interfere with comprehension and rarely disturb the native reader. Punctuation generally controlled. Employs a full range of structures. Control of grammar good with only sporadic errors in basic structures, occasional errors in the most complex frequent structures, and somewhat more frequent errors in low-frequency complex structures. Consistent control of compound and complex sentences. Relationship of ideas is consistently clear.

 

Superior (ACTFL)

Writers at the Superior level are able to produce most kinds of formal and informal correspondence, complex summaries, precis, reports, and research papers on a variety of practical, social, academic, or professional topics treated both abstractly and concretely. They use a variety of sentence structures, syntax, and vocabulary to direct their writing to specific audiences, and they demonstrate an ability to alter style, tone, and format according to the specific requirements of the discourse. These writers demonstrate a strong awareness of writing for the other and not for the self.

Writers at the Superior level demonstrate the ability to explain complex matters, provide detailed narrations in all time frames and aspects, present and support opinions by developing cogent arguments and hypotheses. They can organize and prioritize ideas and maintain the thrust of a topic through convincing structure and lexicon and skillful use of writing protocols, especially those that differ from oral protocols, to convey to the reader what is significant. Their writing is characterized by smooth transitions between subtopics and clear distinctions made between principal and secondary ideas. The relationship among ideas is consistently clear, evidencing organizational and developmental principles such as cause and effect, comparison, chronology, or other orderings appropriate to the target language culture. These writers are capable of extended treatment of a topic which typically requires at least a series of paragraphs but can encompass a number of pages.

Writers at the Superior level demonstrate a high degree of control of grammar and syntax, both general and specialized/professional vocabulary, spelling or symbol production, cohesive devices, and punctuation. Their vocabulary is precise and varied with textured use of synonyms, instead of mere repetition of key words and phrases. Their writing expresses subtlety and nuance and is at times provocative. Their fluency eases the reader's task.

Writers at the baseline of the Superior level will not demonstrate the full range of the functional abilities of educated native writers. For example, their writing may not totally reflect target language cultural, organizational, syntactic, or stylistic patterns. At the baseline Superior level, occasional errors may occur, particularly in low-frequency structures, but there is no pattern. Errors do not interfere with comprehension and they rarely distract the native reader.

+ (ILR) Able to write the language in a few prose styles pertinent to professional/educational needs. Not always able to tailor language to suit audience. Weaknesses may lie in poor control of low-frequency complex structures, vocabulary, or the ability to express subtleties and nuances. May be able to write on some topics pertinent to professional/ educational needs. Organization may suffer due to lack of variety in organizational patterns or in variety of cohesive devices.

Listening

ALTE: In social and travel contexts, Level 3 users can cope with everyday life up to the level of being able to understand details of accommodation arrangements such as tenancy agreements. They have sufficient competence in comprehension to cope with being entertained or entertaining socially, and taking part in a variety of casual conversations. They can understand a great deal of what is available on TV and radio and in plays and films, but complex plots and detailed arguments will escape them. In the workplace they can understand most of what takes place in meetings and seminars within their own area of work. They can follow arguments unless they are very complex or abstract. If studying, users at this level can follow much of what is said in a lecture, demonstration or presentation, seminar or tutorial, although unfamiliar accents, cultural allusions and jokes, unfamiliar or complex subject matter and colloquial language may cause difficulties.

C-1: Can understand spoken language even when it is not clearly structured and when ideas and thoughts are not expressed in an explicit way. Can understand television programs and films without too much effort. Can keep up with an animated conversation between native speakers. Can understand enough to follow extended speech on abstract and complex topics beyond own field, though may need to confirm occasional details, especially if the accent is unfamiliar. Can recognize a wide range of idiomatic expressions and colloquialisms and recognize changes in style. Can follow extended speech even when it is not clearly structured and when relationships between ideas are only implied and not stated explicitly. Can follow most lectures, discussions and debates with relative ease. Can extract specific information from poor quality public announcements. Can understand complex technical information, such as operating instructions, specifications for familiar products and services. Can understand a wide range of recorded audio material, including some non-standard language, and identify finer points of detail, including implicit attitudes and relationships between speakers. Can follow films which contain a considerable degree of slang and idiomatic usage.

ILR: Able to understand the essentials of all speech in a standard dialect including technical discussions within a special field. Has effective understanding of face-to-face speech, delivered with normal clarity and speed in a standard dialect, on general topics and areas of special interest; understands hypothesizing and supported opinions. Has broad enough vocabulary that rarely has to ask for paraphrasing or explanation. Can follow accurately the essentials of conversations between educated native speakers, reasonably clear telephone calls, radio broadcasts, news stories similar to wire service reports, oral reports, some oral technical reports and public addresses on non-technical subjects; can understand without difficulty all forms of standard speech concerning a special professional field. Does not understand native speakers if they speak very quickly or use some slang or dialect. Can often detect emotional overtones. Can understand implications.

+ (ILR) Comprehends most of the content and intent of a variety of forms and styles of speech pertinent to professional needs, as well as general topics and social conversation. Ability to comprehend many sociolinguistic and cultural references. However, may miss some subtleties and nuances. Increased ability to comprehend unusually complex structures in lengthy utterances and to comprehend many distinctions in language tailored for different audiences. Increased ability to understand native speakers talking quickly, using nonstandard dialect or slang; however, comprehension not complete. Can discern some relationships among sophisticated listening materials in the context of broad experience. Can follow some unpredictable turns of thought readily in, for example, informal and formal speeches covering editorial, conjectural, and literary material in subject-matter areas directed to the general listener.

Reading

ALTE: In social and travel contexts, users at this level can understand magazine and newspaper articles, although complex plots, arguments and humor may present difficulties. In the workplace, they can understand instructions, articles and reports, as long as, in most of these cases, the topic area is within the learner's own field, and no particularly complex concepts and arguments or unusual vocabulary are involved. If studying, reading related to the user's own subject area presents problems only when abstract or metaphorical language and cultural allusions are frequent. However, the user still has difficulty getting through the amount of reading required on an academic course and may not be able to cope with postgraduate study.

C-1: Can understand long and complex factual and literary texts as well as differences in style. They can understand "specialized" language in articles and technical instructions, even if these are not in their field. Can understand in detail a wide range of long, complex texts provided I can reread difficult sections. In a range of long complex texts from social, professional or academic life, can identify fine points of detail including attitudes and opinions which are not explicitly stated. Can understand any correspondence with an occasional use of dictionary. Can understand in detail long, complex instructions on a new machine or procedure even outside own area of speciality if able to reread difficult sections.

ILR: Able to read within a normal range of speed and with almost complete comprehension a variety of authentic prose material on unfamiliar subjects. Reading ability is not dependent on subject matter knowledge, although it is not expected that the individual can comprehend thoroughly subject matter which is highly dependent on cultural knowledge or which is outside his/her general experience and not accompanied by explanation. Text-types include news stories similar to wire service reports or international news items in major periodicals, routine correspondence, general reports, and technical material in his/her professional field; all of these may include hypothesis, argumentation, and supported opinions. Misreading rare. Almost always able to interpret material correctly, relate ideas, and "read between the lines," (that is, understand the writers' implicit intents in texts of the above types). Can get the gist of more sophisticated texts, but may be unable to detect or understand subtlety and nuance. Rarely has to pause over or reread general vocabulary. However, may experience some difficulty with unusually complex structure and low frequency idioms.

+ (ILR) Can comprehend a variety of styles and forms pertinent to professional needs. Rarely misinterprets such texts or rarely experiences difficulty relating ideas or making inferences. Able to comprehend many sociolinguistic and cultural references. However, may miss some nuances and subtleties. Able to comprehend a considerable range of intentionally complex structures, low-frequency idioms, and uncommon connotative intentions; however, accuracy is not complete. The individual is typically able to read with facility, understand, and appreciate contemporary expository, technical, or literary texts which do not rely heavily on slang and unusual idioms.