IA

: .

NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS
F A C U L T Y O F E N G L I S H S T U D I E S
RESEARCH CENTRE FOR ENGLISH LANGUAGE
TEACHI NG, TESTI NG AND ASSESSMENT

Director: Professor B. Dendrinos











THE GREEK STATE EXAMINATION SYSTEM TO CERTIFY FOREIGN LANGUAGE PROFICIENCY

INFORMATION BOOKLET 2007

















































INFORMATION BOOKLET
THE GREEK STATE EXAMINATION SYSTEM TO CERTIFY FOREIGN LANGUAGE PROFICIENCY
Bessie Dendrinos, 2007

B1 LEVEL EXAM SPECIFICATIONS
0. THE B1 LEVEL CANDIDATE
B1 level candidates (i.e., intermediate independent users of the target language) are expected to be
able to understand the main point of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc. Moreover, they are expected to be in a position to deal with most situations
likely to arise when they are using the target language at home or abroad, in various social contexts.
They can produce a simple coherent text on topics of personal or social interest and they can describe
experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for
opinions and plans
1
.
1. THE FOUR MODULES OF THE B1 EXAMINATION
Like in the B2 level and C1 level examinations, the B1 level exam consists of four modules and each
one of them aims at assessing if the candidate can do certain communicative activities of the
following categories:
01. Listening comprehension activities
02. Reading comprehension activities
03. Reading and listening comprehension activities
04. Speaking production activities
05. Writing production activities
06. Oral interaction activities
07. Written interaction activities
08. Oral mediation activities
09. Written mediation activities
KPG exams include all the above categories of communicative activities in its four modules as
indicated below:
MODULE 1: Reading comprehension (02) and language awareness
MODULE 2: Writing (05, 07) and written mediation (09)
MODULE 3: Listening comprehension (01, 03)
MODULE 4: Speaking (04, 06) and oral mediation (08)
Module 1 includes items assessing category 02 and language awareness, the difference being that the
activities are less demanding and the texts shorter and less complex.
Module 2 includes items assessing categories 05 and 09, again in a less demanding way, as the texts
the candidates have to produce are shorter and less complex, both at the level of language as well as at
the level of task complexity.
Module 3 includes items assessing categories 01 and 03, again in a less demanding way, as the
activities the candidates have to comprehend are shorter and less complex, both at the level of
language and of task. There is a basic and important difference in this exam, however, that concerns
the recordings the candidates are required to listen to. While they will hear authentic speech, it will be
acted out by people who speak clearly and in normal speed. In other words, the oral discourse will be
tapescripted and there will be no background noise, so as not to create unintended difficulties to the
candidates. They also hear all the recordings two times or even three times whenever the activity
demands comprehending information that is distributed throughout different parts of the text and is in
some cases separated.
Module 4 includes items assessing categories 04, 06 and 08, as in KPG examinations at other levels,
but with the caveat that at B1 the structure of the module, its character and its topics will not
necessarily be the same as in B2 and C1. Here there are three stages, as in B2, with the difference that

1
This text is a slightly adapted description of the B1 level candidate (GLOBAL SCALE), provided by the
Common European Framework of Reference for Languages: Teaching, Learning and Assessment (Modern
Languages Division of the Council of Europe and Cambridge University Press, 2001). The global scale
descriptions of the other levels are in Appendix 1.
the first is a brief period of warm-up and get-to-know-the-candidates that is not assessed. The second
stage requires the candidates to answer questions put to them by the examiner either by spoken word
or based on a visual presentation of a topic (e.g. a picture with caption). The third stage, as in that of
B2, requires candidates to relay in the target language information from a Greek text. This is done in
front of the co-candidate and co-examiner.
2. ASSESSING WHAT THE B1 CANDIDATE CAN DO
This section includes the CAN-DO statements for reading and listening comprehension, as well as for
writing and speaking in the B1 level exam. In other words, it presents what it is that B1 candidates
should be able to do in each of the 4 units (modules) of the exam.

2.1. Reading (comprehension) and language awareness
Module 1 of the examination aims at assessing whether candidates can read and understand
straightforward factual texts on topics of common interest
2
. They are expected to be able to skim
through the text and grasp the basic idea, understand what the text is about. They should also be able
to locate specific information by scanning a text about everyday events in private and public life. In
particular, they are expected to be in the position to:
1) recognise the source of a text, such as an advertising leaflet, letter, instruction sheet, holiday
brochure etc., and guess to whom it is addressed (what its likely readership is)
2) comprehend texts of simple structure that concern everyday life activities and events, likes
and dislikes, hopes and emotions,
3) get the gist of a text, grasp its main purpose and what it is about,
4) understand a text, even if it contains unfamiliar vocabulary guessing by the context what the
unknown words mean,
5) understand instructions on how to use various common appliances, electrical devices, etc.,
6) comprehend information presented through tables and with the aid of simple graphics
(histograms, bar charts, pie charts) that are included in texts the content of which is on
familiar subjects (simple and simplified short texts),
7) pick out/decide on the most appropriate phrase or word given the context of the text,
8) restore the coherence of a complex sentence, after having understood its parts, by choosing
the most suitable language link,
9) determine, through referring to language indicators, the most suitable order of information.
2.2 Writing production and mediation
Module 2 aims at assessing whether candidates can produce a coherent and cohesive piece of writing
on topics of personal interest and also topics that concern the general public -expressing their views/
opinions about these
3
. B1 level candidates are expected to be able to produce written texts referring to
their experiences, plans, intentions, etc. In the case of written mediation, they are expected to relay
information about events, positions and views that are contained in Greek language texts. In
particular, candidates are expected to be in the position to:
10) write relatively brief/short texts (such as personal letters, electronic messages and notes) that
supply or request information on everyday events,
11) describe in personal letters or messages to friends and acquaintances, experiences,
impressions, plans, ambitions, intentions and feelings,
12) write in a clear way a text for electronic or conventional use that is centred around a problem
or situation that exists and which will be read by a friend, acquaintance or relation,
13) convey in a clear way the main points of a familiar event or situation,
14) describe in communicative situations such as the above the content/ plot of a book or film,
15) give and justify their opinion on a familiar topic,

2
This description is adapted from the illustrative scales for overall reading comprehension ability, provided by
the Common European Framework of Reference for Languages: Teaching, Learning and Assessment
(henceforth CEFR). The illustrative descriptions of the other levels are in Appendix 2.
3
For other level overall illustrative descriptors of writing and written mediation see Appendix 3.
16) write a relatively straight-forward report (for example, to the head of a school), pinpointing
the main points of the case,
17) supply personal information in the form of brief biographical notes, in personal letters or in
other forms of personal interaction,
18) compose a brief/short text which summarises, simplifies, or adapts the information that is in a
text written in their mother tongue or foreign language,
19) relay the general or specific information from one or more small texts written in their mother
tongue into the target language on issues such as the weather, transport timetables, menus,
office and working hours, shop opening hours and public notices, etc.
2.3 Listening
Module 3 aims at assessing whether candidates can understand straightforward factual information
about common everyday, job related or school related topics, identifying both general messages and
specific details, provided speech is clearly articulated in a generally familiar accent
4
. B1 candidates
are expected to understand the main points of clear standard speech on familiar matters regularly
encountered in work school, leisure etc., including short narratives. In particular it is expected that
they be in the position to:
20) comprehend the main points of a short dialogue between two native-level speakers of the
target language whose language is clear and without any peculiarities,
21) pick out and comprehend information from live or in-situ recordings that are simple and refer
to topics on everyday actions and activities, professional life, education and free time, etc.,
22) comprehend the general sense along with certain, specific, meaningful information in a
television or radio programme* where the language is simple and clear, on current affairs
topics,
23) comprehend the general sense along with certain details in a speech containing everyday
language on topics of a familiar nature to the candidate,
24) be able to follow information in simple technical texts such as user manuals for everyday
household appliances.
2.4 Speaking and oral mediation
In Module 4 candidates are expected to sustain reasonably fluently a straightforward description of
one of a variety of subjects within their field of interest, presenting it as a linear sequence of points.
Moreover, they are expected to communicate with some confidence on familiar routine and non-
routine matters related to everyday issues, to exchange, check and confirm information, deal with less
routine situations and explain why something is a problem.
5
Also, they are expected to be able to
express thoughts on more abstract, cultural topics such as films, books, music etc., to exploit a wide
range of simple language to deal with most situations likely to arise whilst traveling and, finally, to
enter unprepared into dialogue on familiar topics, express personal opinions and exchange
information on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family,
hobbies, work, travel and current events). In particular it is expected that they be in the position to:
25) describe various events, whether personal in nature or not, experiences, impressions, and
feelings/emotions to one or more people,
26) summarise the main points of a familiar topic from the above,
27) display abilities to make an argument on a familiar issue and present opposition to what others
say about it,
28) suggest solutions to overcome a situation that contains a simple problem in a discussion with
one or more people known to them,
29) describe, explain, and make basic hypotheses based on a visual prompt,
30) present the main points of a topic they have seen, heard or read about,
31) speak about future personal plans and scheduled movements,

4
For other level overall illustrative descriptors of listening comprehension see Appendix 4.
5
For other level overall illustrative descriptors of speaking and oral interaction see Appendix 5.
32) relay into the foreign language information on a familiar topic from a short text written in
their mother tongue,
33) use the target language to discuss a situation that is contained in a text written in Greek, and
express how they feel about it.

3. THE WEIGHTING OF THE MARKS FOR EACH MODULE
As is the case with the B2 and C1 level KPG examinations and with other exam batteries as well, the
maximum possible score a candidate can gain is 100. The pass mark for the KPG, as set by law, is 60.
Candidates must gain at least 30% of the maximum possible marks in each module in order for a total
score for the examination to be worked out. The breakdown of the score of 100 is exactly as in the
KPG exams of other levels; that is:

Module

Marks
Minimum mark required to
pass this part of the exam
1. Reading and language awareness 25 8
2. Writing and written mediation 30 9
3. Listening 25 8
4. Speaking and oral mediation 20 9
TOTAL 100
The decision of the KPG exam board that each module does not carry the same marks, in other words
that there is a small variation (5 marks up in Module 2, and 5 down in Module 4) is based on the view
that it leads to a more objective evaluation. International testing literature indicates a greater difficulty
for candidates when being examined in their abilities to produce spoken language as opposed to
written language. Besides this, a candidates written script can be assessed by a third marker or the
examination committee if the mark is considered unfair, something that is not possible with speaking,
given the nature of oral tests.
4. THE NUMBER OF ITEMS IN EACH MODULE
The number of items in each module is stable in the B1 level exam as in all others. In other words, the
number does not change from one examination period to the other and it is as follows:
There are always:
MODULE 1: 50 items (40 automatically scored activities and 10 short answers)
MODULE 2: 2 writing activities (the first is a text written on the basis of instructions and cues)
MODULE 3: 20 items (15 automatically scored activities and 5 short answers)
MODULE 4: 3 activities (1 brief dialogue,
In Module 1 each correct answer carries half a point (mark). This means that the maximum possible
marks for this module is 25 (50 x 0.5).
In Module 2 each activity is marked on a scale of 15-1, which means that candidates can get the
maximum of 30 marks in this part of the exam.
In Module 3 each correct multiple-choice answer carries one full mark, whereas each short answer
carries two marks.
In Module 4, the 20 marks are divided on the basis of the assessment criteria (see Appendix 6)
5. TIME ALLOWED FOR EACH MODULE
The actual time for the whole examination is approximately 130 minutes. This is divided up as
follows:
Module Time allowed
1. Reading (comprehension) and language awareness 60 mins
2. Writing and written mediation 40 mins
3. Listening 15 20 mins
4. Speaking and oral mediation 15 20/2 mins 9 mins
TOTAL
Approx 130 mins
Modules 1 and 2 are conducted together with no break in between, therefore meaning that exactly 100
mins is allowed for the completion of these two modules.
6. SIZES OF THE TEXTS IN EACH MODULE
In Modules 1 and 3 candidates are required to indicate their understanding of written and spoken
texts, respectively. Text here means whatever candidates read or hear, excluding the rubric that
accompanies each activity.
A particular text may be quite short and be composed of a few words (titles of articles, captions from
photographs, announcements, etc.) or it may be extended (e.g., a magazine article, an editorial, a
personal letter, a story, a telephone exchange) not exceeding 500 words in Module 1.
In Module 1 the total word limit is 1,000 words.
In Module 2, candidates are expected to compose two texts, the total word limit of which is
200 words.
In Module 3, it is difficult to predetermine the size of the texts used. However, given the time
allowed for this module (15-20 mins, of which 4-8 of those are used for the first listening of the
texts), the size of the texts depends on the time available. Within these limitations, it can be
estimated that the total number words in the listening texts are about 600.
The following table summarises some of the information that has been presented in the previous
sections about the modules of the examination:
Module Marks No of items Time allowed No. of words
in texts
1. Reading comprehension and
language awareness
25 50 60 1,000
2. Writing and written
mediation
30 2 -3 40 200
3. Listening 25 20 15-20 about 600
4. Speaking and oral mediation 20 N/A 15-20/2 9 N/A
7. TEXT TYPES FOR COMPREHENSION AND PRODUCTION
The table below presents the types of discourse and text types included in B1 exam papers. Two
variables determine the grouping of discourse and text type: a) whether it is oral or written, b) whether
it is discourse and text that candidates may be asked to produce or only to understand.







C
O
M
P
R
E
H
E
N
S
I
O
N

TYPES OF WRITTEN DISCOURSE AND TEXT TYPES OF ORAL DISCOURSE AND TEXT
informal discourse (e.g., personal letter or
message, post card, telephone conversation)
formal discourse (e.g., letters or messages
to public services, to businesses, newscast)
journalistic discourse (newspaper and
magazine articles off- and on-line,
webtexts, etc.)
advertising discourse (in the press, on
leaflets/flyers, labels, notice boards, etc.)
pedagogic discourse (in school books, a
classroom, etc.)
popular discourse (e.g., scientific or
medical texts written for the general public)
informative discourse (leaflets, tables,
charts labels, signs)
literary discourse (e.g., extract from a
novel, a short story or a childrens story)

review (e.g., of a book, a film, a sit com)
joke and funny story
encyclopaedia entry
strip story and comics
ticket
form for completion
programme, catalogue and directory
monolingual dictionary entry
instruction manual (for electrical
appliances, computers, games, gadgets,
etc.)
simple and short fairy story, tale, etc.
graphics (bar charts, histograms)
crossword and puzzle
recipes (from books and magazines)
- informal & familiar/friendly (e.g. actual
friendly conversations, friendly phone
calls)
- journalistic (television & radio)
- advertisements (radio, televison, micro-
phones)
- language of teaching (in lessons,
museum tours, exhibitions and
archeological visits, on the television or
radio)
- informative (e.g. public notices)








- messages (e.g. answering machines)
- instructions (electronic games, recorded
telephone information)
- fairy tales
- interviews
- recipes (on radio or TV, or actual)
-sports commentaries (football,
basketball, athletic meetings and events)

P
R
O
D
U
C
T
I
O
N
TYPES OF WRITTEN DISCOURSE AND TEXT TYPES OF ORAL DISCOURSE AND TEXT
informal discourse (letter or e-mail
message, text with ones personal
experience, etc.)
formal correspondence (letters to non-
acquaintances, public services,
organizations)
informative (leaflets, tables, labels)
forms (completed)
CV or personal statement
recipes (as if hand written to friends)
- informal & familiar/friendly (actual
- informative (e.g. reporting events)

- messages (e.g. answering machines)
- recalling of stories, personal or not
- interviews


8. ACTIVITY TYPES
The aims of the requirements made by the examination items are self-explanatory and compulsory.
(what is checked, and why does the activity exist), and take on a particular form (how is the checking
carried out).
The activity types of the B1 level examination have been constructed taking into account criteria to do
with the how of how to check abilities. They are similar, but slightly different from, those of the B2
and C1 levels. They fall under the following activities:
01. Multiple-choice with three or four options
02. Correct or mistaken / right or wrong / true or false items to choose from
03. Matching
04. Ordering
05. Correct completion from a choice
06. Short answers
07. Cloze and selective/modified cloze
08. Placing sentences or paragraphs in the right places in texts
09. Solving crosswords and brain-teaser puzzles
10. Spoken and written, open-ended response, resulting from a verbal or visual prompt
11. Open-ended written response resulting from Greek language prompt(s)
12. Producing a summary of and/or taking a position on the content in a complete or partial
Greek language text
13. Relaying information, either in written or in spoken form, taken from a table or diagram
The above listed categories are grouped as shown in the following table:


Closed questions

(convergent production:
objectively or automatically
scored activities of the first
and third modules)



Choice
01
02
03
04
05


Completion
06
07
08
09

Open-ended questions

(divergent production: activities of the second and fourth modules)
10
11
12
13

This presentation of a sample of the examination acts as a starting point for the examination that
begins in May 2007 and follows in subsequent periods. In order to avoid an excessively inflexible
standardization of the format of the examination, these specifications allow designers to produce an
exam that slightly varies from period to period. In other words, they may slightly vary activities each
time, or place them in a different position in the test paper. However, they are allowed a maximum of
15% of such changes, just as in the B2 and C1 examinations.
It should be noted at this point that the format that has been adopted is fixed. This means that no
substantial change can be made unless those concerned have been given at least one years notice.
The instructions/rubric for all the activities are in the target language and even though KPG
candidates must have comprehension competence in Greek the candidates common language they
are not asked to write or speak Greek at any time during the exam.


Appendix 1

Language Competence Indicators / Can-Do Statements
6


COMMON REFERENCE LEVELS: GLOBAL SCALE

Proficient User
C2 Can understand with ease virtually everything heard or read. Can summarise information
from different spoken and written sources, reconstructing arguments and accounts in a
coherent presentation. Can express themselves spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Can express themselves 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.

Independent User
B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialization. Can interact with degree of
fluency and spontaneity that makes regular interaction with native speakers quite possible
without strain for either party. Can produce clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options.
B1 Can understand the main point of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken. Can produce simple connected text on
topics, which are familiar, or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic User
A2 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 of familiar and routine matters. Can describe in simple
terms aspects of his/her background, immediate environment and matters in areas of
immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type. Can introduce themselves 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.




6
The material in Appendices 1-5 are slightly adapted from The Common European Framework for Languages:
Teaching, Learning and Assessment, produced by the Modern Languages Division of the Council of Europe
and Cambridge University Press, in 2001.
Appendix 2

Language Competence Indicators / Can-Do Statements

ILLUSTRATIVE SCALES
OVERALL READING COMPREHENSION
C2 Can understand and interpret critically virtually all forms of the written language including
abstract, structurally complex, or highly colloquial literary and non-literary writings. Can
understand a wide range of long and complex texts, appreciating subtle distinctions of
style and implicit as well as explicit meaning.
C1 Can understand in detail lengthy, complex texts, whether or not they relate to his/her own
area of specialty, provided he/she can reread difficult sections.
B2 Can read with a large degree of independence, adapting style and speed of reading to
different texts and purposes, and using appropriate reference sources selectively. Has a
broad active reading vocabulary, but may experience some difficulty with low frequency
idioms.
B1 Can read straightforward factual texts on subjects related to his/her field and interest with
a satisfactory level of comprehension.
A2 Can understand short, simple texts on familiar matters of a concrete type which consist of
high frequency everyday or job-related language. Can understand short, simple texts
containing the highest frequency vocabulary, including a proportion of shared international
vocabulary items.
A1 Can understand very short, simple texts a single phrase at a time, picking up familiar
names, words and basic phrases and rereading as required.




Appendix 3
Language Competence Indicators / Can-Do Statements
ILLUSTRATIVE SCALES
OVERALL WRITTEN PRODUCTION
C2 Can write clear, smoothly flowing, complex texts in an appropriate and effective style and
a logical structure which helps the reader to find significant points.
C1 Can write clear, well-structured texts of complex subjects, underlining the relevant salient
issues, expanding and supporting points of view at some length with subsidiary points,
reasons and relevant examples, and rounding off with an appropriate conclusion.
B2 Can write clear, detailed texts on a variety of subjects related to his/her field of interest,
synthesizing and evaluating information and arguments from a number of sources.
B1 Can write straightforward connected texts on a range of familiar subjects within his field of
interest, by linking a series of shorter discrete elements into a linear sequence.
A2 Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1 Can write simple isolated phrases and sentences.

WRITTEN INTERACTION
Interaction through the medium of written language includes such activities as:
passing and exchanging notes, memos, etc. when spoken interaction is impossible and inappropriate;
correspondence by letter, fax, e-mail, etc.;
negotiating the text of agreements, contracts, communiqus, etc. by reformulating and exchanging
drafts, amendments, proof corrections, etc.;
participating in on-line or off-line computer conferences.
With the increasing sophistication of computer software, interactive machine communication is coming to
play an ever more important part in the public, occupational, educational and even personal domains.
Illustrative scales are provided for:
overall written interaction
correspondence
notes, messages and forms
Below, find examples of illustrative scales for overall spoken and written interaction:
OVERALL WRITTEN INTERACTION
C2 as C1
C1 Can express him/herself with clarity and precision, relating to the addressee flexibly and
effectively.
B2 Can express news and views effectively in writing, and relate to those of others.
B1 Can convey information and ideas on abstract as well as concrete topics, check
information and ask about or explain problems with reasonable precision. Can write
personal letters and notes asking for or conveying simple information of immediate
relevance, getting across the point he/she feels to be important.
A2 Can write short, simple formulaic notes relating to matters in areas of immediate need.
A1 Can ask for or pass on personal details in written form.
Communication also involves mediating activities and strategies, which are described in the Common
European Framework as follows:
In mediating activities, the language user is not concerned to express his/her own meanings, but simply
to act as an intermediary between interlocutors who are unable to understand each other directly
normally (but not exclusively) speakers of different languages. Examples of mediating activities include
spoken interpretation and written translation as well as summarizing and paraphrasing texts in the same
language, when the language of the original text is not understandable to the intended recipient e.g.:
Oral mediation
simultaneous interpretation (conferences, meetings, formal speeches, etc.);
consecutive interpretation (speeches of welcome, guided tours, etc.);
informal interpretation:
of foreign visitors in own country
of native speakers when abroad
in social and transactional situations for friends, family, clients, foreign guests, etc.
of signs, menus, notices, etc.
Written mediation
exact translation (e.g. of contracts, legal and scientific texts, etc.);
literary translation (novels, drama, poetry, libretti, etc.);
summarizing gist (newspaper and magazine articles, etc.) within L2 or between L1 and L2;
paraphrasing (specialized texts for lay persons, etc.).
Mediation strategies reflect ways of coping with the demands of using finite resources to process
information and establish equivalent meaning. The process may involve some pre-planning to organize
and maximize resources (Developing background knowledge; Locating supports; Preparing a glossary)
as well as consideration of how to tackle the task at hand (Considering the interlocutors needs; Selecting
the size of interpretation unit). During the process of interpretation, glossing, or translation, the mediator
needs to look ahead at what is coming next whilst formulating what has just been said, generally juggling
with two different chunks or interpretation units simultaneously (previewing). He or she needs to note
ways of expressing things to extend his or her glossary (Noting possibilities, equivalences), and to
construct islands of reliability, (prefabricated chinks) which free up processing capacity for previewing.
On the other hand he or she also needs to use techniques to skate over uncertainty and avoid
breakdownwhilst maintaining previewing (Bridging gaps). Evaluation takes place at a communicative
level (Checking congruence) and at a linguistic level (Checking consistency of usage) and, certainly with
written translation, leads to repair through consultation of reference works and people knowledgeable in
the field concerned (refining by consulting dictionaries, thesaurus; consulting experts, sources).
Planning
Developing background knowledge;
Locating supports;
Preparing a glossary;
Considering interlocutors needs;
Selecting unit of interpretation.
Execution
Previewing: processing input and formulating the last chunk simultaneously in real time;
Noting possibilities, equivalences;
Bridging gaps.
Evaluation
Checking congruence of two versions;
Checking consistency of usage.
Repair
Refining by consulting dictionaries, thesaurus;
Consulting experts, sources.


Appendix 4

Language Competence Indicators / Can-Do Statements
ILLUSTRATIVE SCALES
OVERALL LISTENING COMPREHENSION

C2 Has no difficulty in understanding any kind of spoken language, whether live or broadcast,
delivered at fast native speed.
C1 Can understand enough to follow extended speech on abstract and complex topics
beyond his/her own field, though he/she may need to confirm occasional details,
especially if the accent is unfamiliar. Can recognize a wide range of idiomatic expressions
and colloquialisms, appreciating register shifts. Can follow extended speech even when it
is not clearly structured and when relationships are only implied and not signaled
explicitly.
B2 Can understand spoken language, live or broadcast, on both familiar and unfamiliar topics
normally encountered in personal, social, academic or vocational life. Only extreme
background noise, inadequate discourse structure and/or idiomatic usage influences the
ability to understand. Can understand the main ideas of propositionally and linguistically
complex speech on both concrete and abstract topics delivered in a standard dialect,
including technical discussions in his/her field of specialisation. Follow extended speech
and complex lines of argument provided the topic is reasonably familiar, and the direction
of the talk is sign-posted by explicit markers.
B1 Can understand straightforward factual information about common everyday or job related
topics, identifying both general messages and specific details, provided speech is clearly
articulated in a generally familiar accent. Can understand the main points of clear
standard speech on familiar matters regularly encountered in work school, leisure etc.,
including short narratives.
A2 Can understand enough to be able to meet of a concrete type provided speech is clearly
and slowly articulated. Can understand phrases and expressions related to areas of most
immediate priority (e.g. very basic personal and family information, shopping, local
geography, employment) provided speech is clearly and slowly articulated.
A1 Can follow speech which is very slow carefully articulated, with long pauses for him/her to
assimilate meaning.




Appendix 5
Language Competence Indicators / Can-Do Statements
ILLUSTRATIVE SCALES
OVERALL ORAL PRODUCTION
C2 Can produce clear, smoothly flowing well-structured speech with an effective logical
structure which helps the recipient to notice and remember significant points.
C1 Can give clear, detailed descriptions and presentations on complex subjects, integrating
sub-themes, developing particular points and rounding off with an appropriate
conclusion.
B2 Can give clear, systematically developed descriptions and presentations, with
appropriate highlighting of significant points, and relevant supporting detail. Can give
clear, detailed descriptions and presentations on a wide range of subjects, related to
his/her field of interest, expanding and supporting ideas with subsidiary points and
relevant examples.
B1 Can reasonably fluently sustain a straightforward description of one of a variety of
subjects within his/her field of interest, presenting it as a linear sequence of points.
A2 Can give a simple description or presentation of people, living or working conditions,
daily routines, likes/dislikes, etc. as a short series of simple phrases and sentences
linked into a list.
A1 Can produce simple mainly phrases about people and places.

SPOKEN INTERACTION
In interactive activities the language user acts alternately as speaker and listener with one or more
interlocutors so as to construct conjointly, through the negotiation of meaning following the co-operative
principle, conversational discourse.
Reception and production strategies are employed constantly during interaction. There are also classes
of cognitive and collaborative strategies (also called discourse strategies and co-operation strategies)
concerned with managing co-operation and interaction such as turn-taking and turn-giving, framing the
issue and establishing a line of approach, proposing and evaluating solutions, recapping and
summarizing the point reached, and mediating in a conflict.
Examples of interactive activities include:
transactions
casual conversation
informal discussion
formal discussion
debate
interview
negotiation
co-planning
practical goal-oriented co-operation
Illustrative scales are provided for:
Overall spoken interaction
Understanding a native speaker interlocutor
Conversation
Informal discussion
Formal discussion and meetings
Goal-oriented co-operation
Transactions to obtain goods and services
Information exchange
Interviewing and being interviewed


OVERALL SPOKEN INTERACTION
C2 Has a good command of idiomatic expressions and colloquialisms with awareness of
connotative levels of meaning. Can convey finer shades of meaning precisely by using,
with reasonable accuracy, a wide range of modification devices. Can backtrack and
restructure around a difficulty so smoothly the interlocutor is hardly aware of it.
C1 Can express him/herself fluently and spontaneously, almost effortlessly. Has good
command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance
strategies; only a conceptually difficult subject can hinder a natural, smooth flow of
language.
B2 Can use the language fluently, accurately and effectively on a wide range of general,
academic, vocational or leisure topics, marking clearly the relationships between ideas.
Can communicate spontaneously with good grammatical control without much sign of
having to restrict what he/she wants to say, adopting a level of formality appropriate to
the circumstances. Can interact with a degree of fluency and spontaneity that makes
regular interaction, and sustained relationships with native speakers quite possible
without imposing strain on either party. Can highlight the personal significance of events
and experiences, account for and sustain views clearly by providing relevant
explanations and arguments.
B1 Can communicate with some confidence on familiar routine and non-routine matters
related to his/her interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a problem.
Can express thoughts on more abstract, cultural topics such as films, books, music etc.
Can exploit a wide range of simple language to deal with most situations likely to arise
whilst traveling. Can enter unprepared into conversation on familiar topics, express
personal opinions and exchange information on topics that are familiar, of personal
interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current
events).
A2 Can interact with reasonable ease in structured situations and short conversations,
provided the other person helps if necessary. Can manage simple, routine exchanges
without undue effort; can ask and answer questions and exchange ideas and information
on familiar topics in predictable everyday situations. Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on familiar and
routine matters to do with work and free time. Can handle very short social exchanges
but is rarely able to understand enough to keep conversation going of his/her own
accord.
A1 Can interact in a simple way communication is totally dependent on repetition at a slower
rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and
respond to simple statements in areas of immediate need or on very familiar topics.