HOW LONG WILL IT TAKE ME TO SPEAK FRENCH?
| Diploma | Hours of French Language | AF correspondance | CEFRL LEVEL |
| A1 | 60-100 | Semi-Intensive module 2, Regular module 3, Extensive module 4 | BREAKTHROUGH |
| A2 | 160-200 | Semi-Intensive module 5, Regular module 8, Extensive module 10 | WAYSTAGE |
| B1 | 360-400 | Semi-Intensive module 9, Regular module 13, Extensive module 17 | THRESHOLD |
| B2 | 560-650 | Semi-Intensive module 11, Regular module 17, Extensive module 22 | VANTAGE |
| C1/C2 | 810-950/1060-1200 | Français supérieur | EFFECTIVE OPERATIONAL PROFICIENCY/ MASTERY |
CEF* : THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
The Common European Framework divides learners into three broad divisions which can be divided into six levels:
| A Basic User | B Independent User | C Proficient User |
| A1 Breakthrough | B1 Threshold | C1 Effective Operational Proficiency |
| A2 Waystage | B2 Vantage | C2 Mastery |
The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level, in details.
Find out how long it will take you to speak French here.
| Basic Language User | |
| A1 | A2 |
| 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. | 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. |
| Independent User | |
| B1 | B2 |
| Can understand the main points 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 & ambitions and briefly give reasons and explanations for opinions and plans. |
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 a 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.
|
| Proficient User | |
| C1 | C2 |
| 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. | Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, or CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe. It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of assessing and teaching which applies to all languages in Europe. In November 2001 a European Union Council Resolution recommended using the CEFR to set up systems of validation of language ability. The six reference levels (see above) are becoming widely accepted as the standard for grading an individual's language proficiency. Nonetheless, existing examination boards have retained their own naming conventions, e.g. "Intermediate", which are, arguably, easier for them, and their students, to remember.
These descriptors can apply to any of the languages spoken in Europe, and there are translations in many languages.
