How Do You Know If You’re Making Progress Learning a Foreign Language?
This can be achieved by creating your own linguistic progress chart, or using a standard progress chart, such as that provided by the Council of Europe. This is called the Common European Framework of Reference for Languages, or CEFR.
Whichever type of progress chart you use, what’s most important is that you can identify your current linguistic level, you can measure how it’s progressing and target activities to help you reach the next level.
In this article, we’ll review the measurement frameworks and how to put a progress plan in place.
Why is it important to know your current level of ability?
When you’re learning a new language, or even if you’re refreshing your knowledge of a foreign language, it can be quite daunting.
First, there is so much to learn which makes it hard to know where to start. Secondly, improvements are only noticeable over a longer period, so on a day-to-day basis it can feel like you’re not getting very far. These are both very common sentiments.
In fact, these are two of the most frequently given reasons why people may abandon their language studies entirely, or feel disappointed with the development of their skills. It leaves many thinking that they don’t have the brain for foreign languages, which is entirely untrue.
On the other hand, being able to chart progress over time and measure the development of ones skills can provide that all important motivation that one needs to keep going. It shows you where you should focus your efforts. And it also means that you can confidently communicate to others what your level of linguistic ability is.
How do I assess my current level of ability?
You should aim to create a scorecard with a series of levels that cover the different areas of skill. These are usually passive skills such as reading and listening and active skills, speaking and writing.
In the CEFR model, speaking is further broken down into two areas, speaking interaction and speaking production. The first covers more two-way spontaneous conversations, the second covers longer form, prepared speaking.
You can assess which level you are at by evaluating some statements that cover specific criteria in these areas to see if you reach these. You can look at the statements in the next level to review what you need to achieve in order to reach that level.
Let’s take a look at how this might work in practice.
What are the levels in each competency?
Each skill area in the CEFR is broken down into levels A, B and C. These roughly equate to basic, intermediate and advanced, or what the Council of Europe describes as Basic User, Independent User and Proficient User.
In the CEFR version, each of these are further segmented into A1 and A2, B1 and B2, and C1 and C2.
A1 is knowledge of basic words and set phrases, while A2 takes this up to recognising and using more complex phrases. At the B1 and B2 level, ones competency could be described as a good working knowledge and ability to independently communicate.
At the C level, one would be expected to recognise and confidently use different levels of register and understand more colloquial speech, regional variations, accents and dialects. C2 or C2+ equates to near native or native speaker level.
How can I measure my language skills levels?
You could use the statements in the CEFR model to assess your level, or you could form your own equivalent questions to determine this.
Here is an example of a checklist you might use in the areas of reading, listening, speaking and writing. In the list, we have provided the CEFR equivalent levels, but have adapted the statements to account for the digital media that are available on Lexicogs and to align it with activities that you can complete in many of our courses.
A1
I can read short basic sentences.
I can recognise words relating to introducing oneself and family.
I can read basic information on posters, information boards and signs.
A2
I can read basic information on posters and information boards including dates and times and recognise other predictable information.
I can read everyday materials such as leaflets, simple advertisements and menus.
I can read simple notes and messages such as a postcard, note or message from a friend.
B1
I can read basic texts about everyday events or activities in areas such as jobs, hobbies, traveling, food and drink and health.
I can read and understand instructions or information about these areas written by others, such as in emails or on websites.
I can recognise many words and read short articles, while looking up some words in the dictionary.
B2
I can read long form articles on most daily subjects, generally without the use of a dictionary.
I can understand articles in the newspaper or on news websites
I can read books, magazines and novels and only need to look up the occasional word.
C1
I can read long form articles and in-depth specialised texts.
I can read and understand textbooks, even in areas that are not a subject of my expertise.
I can read literary texts.
I can easily determine features of register and style in any given text.
C2 and C2 plus
I can read any text with ease, including non-contemporary literature.
A1
I can understand short basic sentences, such as greetings if these are said slowly and precisely.
I can understand people when they are introducing themselves if they are speaking slowly and precisely.
A2
I can understand some spoken information such as announcements.
I can understand some simple instructions and messages in a familiar setting.
B1
I can understand basic spoken information about everyday events or activities in areas such as jobs, hobbies, traveling, food and drink and health.
I can understand some of the main points when listening to TV, radio or podcasts.
B2
I can understand most TV, radio, film and podcasts when spoken in the standard language.
C1
I can follow specialised TV programs such as documentaries.
I can understand some comedy and other spoken genres.
C2 and C2 plus
I can understand all spoken communication with ease, including most accents and dialects.
A1
I can use short basic sentences, such as greetings if these are said slowly and precisely.
I can introduce myself and others and be understood.
A2
I can talk about myself and my family including providing background information about areas such as where they live or work.
B1
I can talk about everyday events or activities in areas such as jobs, hobbies, traveling, food and drink and health.
I can enter conversations unprepared on familiar topics.
I can express my feelings or opinions about familiar topics.
I can express future wishes or talk about aspirations.
B2
I can take part in active discussions on topics.
I can formulate structured opinions in speech.
I can take an active role in most conversations or debates with some paraphrasing at times.
C1
I can take an active role in conversations or debates with very limited paraphrasing.
I could present on a topic with preparation, such as a presentation at work.
C2 and C2 plus
I can express myself with ease in the target language without recourse to any paraphrasing.
A1
I can write short basic sentences using the alphabet of the target language.
I can write out my details on simple forms, such as filling out accommodation reservations.
I can write short messages, such as in a text message to arrange a meeting or say hello.
A2
I can write short notes or emails, for example a letter to thank someone for something.
I can write short messages to give basic opinions or feelings about familiar topics, such as on a review website or feedback forum.
I can write short questions or notes to enquire about basic information on something familiar.
B1
I can write about everyday events or activities in areas such as jobs, hobbies, traveling, food and drink and health.
I can write about topics with a generally high level of spelling and grammatical accuracy.
I can write about my feelings, aspirations or opinions about a wide range of topics.
B2
I can write longer prose, such as essays or articles with a high degree of spelling and grammatical accuracy.
I can formulate structured opinions in writing and extensively develop points.
I can write summaries about a wide range of topics.
C1
I can write essays or articles with such accuracy that they are of publishable quality.
I can write fluently and adjust my tone and style according to the appropriate level.
C2 and C2 plus
I can create a variety of different formats, including literary prose and academic style papers or reports with ease.
I can edit check writing by others, including spelling and grammar checks.
What are the benefits of assessing your linguistic level and progress?
There are a number of benefits of completing this review.
First, it gives you a clear idea of your current level of ability. And by reading the statements for the next level up, you can target specific activities that are best suited to you for achieving that, while customising and taking ownership of your education program.
Second, you will be able to confidently convey to others your level of linguistic ability and correctly set expectations.
Finally, you can create a scorecard that can be used on documents such as CVs or applications and align the score to internationally recognised levels, such as the CEFR.
And, of course, most important of all, it will give you that motivation to continue developing your language skills!
