Home Language Proficiency Scale Language Proficiency Scale Language proficiency scale The language proficiency scale (Kehittyvän kielitaidon tasojen kuvausasteikko) is a Finnish application of the proficiency levels in the Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe. The scale divides levels A1–C1 into more detailed sub-levels and describes listening comprehension, speaking, reading comprehension and writing at each level. You can use the descriptions to assess your own language skills and choose a course at the right level. See also the CEFR self-assessment grid, our Finnish courses and the YKI test. This is our own translation of the scale. The original is published in Finnish by the Finnish National Agency for Education (Opetushallitus, OPH). Language proficiency scale, OPH (PDF in Finnish, not accessible) A1.1 A1.2 A1.3 A2.1 A2.2 B1.1 B1.2 B2.1 B2.2 C1.1 Level A1: Limited communication in the most familiar situations A1.1 First stage of elementary proficiency Listening comprehension Understands a very limited number of the most common words and phrases (greetings, names, numbers, prompts) in everyday contexts. Understands only the most elementary language, even with effort. Needs a great deal of help: repetition, pointing, translation. Speaking Can answer simple questions about themselves in short sentences. Interaction depends on the other speaker, and the speaker may fall back on their mother tongue or gestures. Speech may contain many long pauses, repetitions and breaks. Pronunciation may cause major problems of understanding. Knows a very limited basic vocabulary and some learned set phrases. Cannot produce free speech, but the few formulaic expressions they know may be fairly accurate. Reading comprehension Knows the alphabet but understands very little of a text. Recognises a small number of familiar words and short phrases and can link them to pictures. Has a very limited ability to understand an unfamiliar word, even in a very predictable context. Writing Can communicate immediate needs in very brief expressions. Can write the letters of the alphabet and numbers in words, note down basic personal details and write some familiar words and phrases. Knows a number of separate words and expressions. Cannot produce free text but writes a few words and expressions correctly. A1.2 Developing elementary proficiency Listening comprehension Understands a limited number of words, short sentences, questions and prompts related to personal matters or the immediate situation. Has to make an effort to understand even simple utterances without clear situational clues. Needs a lot of help: slower speech, repetition, showing and translation. Speaking Can communicate some immediate needs briefly and ask and answer questions about basic personal information in dialogues. Often needs help from the other speaker. Speech contains pauses and other breaks. Pronunciation may often cause problems of understanding. Knows a very limited basic vocabulary, some situational expressions and elements of basic grammar. Even very basic free speech contains a great many errors of all kinds. Reading comprehension Understands names, signs and other very short and simple texts related to immediate needs. Can identify a single piece of information in a simple text if they can reread it when necessary. Has a limited ability to understand an unfamiliar word, even in a very predictable context. Writing Can communicate immediate needs in short sentences. Can write a few sentences and phrases about themselves and their immediate circle (for example answers to questions or short notes). Knows some basic words and expressions and can write very simple main clauses. Phrases learned by heart may be written correctly, but even the most basic free text contains a great many errors of all kinds. A1.3 Functional elementary proficiency Listening comprehension Understands simple utterances (personal questions and everyday instructions, requests and prohibitions) in routine conversations with the support of the context. Can follow simple conversations related to immediate situations or their own experience. Understanding even a simple message requires standard speech that is slower than normal and addressed to the listener. Speaking Can say a little about themselves and their immediate circle. Copes with the simplest dialogues and service situations. Sometimes needs help from the other speaker. The most familiar sequences flow, but elsewhere pauses and breaks are very obvious. Pronunciation may sometimes cause problems of understanding. Knows a limited number of short expressions learned by heart, the most essential vocabulary and basic sentence structures. Even basic speech contains many errors in basic grammar. Reading comprehension Can read familiar and some unfamiliar words. Understands very short messages about everyday life and routine events or giving simple instructions. Can find a specific piece of information in a short text (postcards, weather forecasts). Reading and understanding even a short passage is very slow. Writing Can cope in writing in the most familiar, easily predictable situations related to everyday needs and experiences. Can write simple messages (a simple postcard, personal details, simple dictation). Knows the most common words and expressions related to their own life or concrete needs. Can write a few single-clause sentences. Even basic free text contains many kinds of errors. Level A2: Basic needs for immediate social interaction and brief narration A2.1 First stage of basic proficiency Listening comprehension Can understand simple speech or follow a conversation on topics of immediate importance to them. Can understand the main content of short, simple conversations and messages that interest them (instructions, announcements) and notice changes of topic in TV news. Understanding even a simple message requires clear standard speech at normal speed, which often needs to be repeated. Speaking Can describe their immediate circle in a few short sentences. Copes with simple social encounters and the most common service situations. Can start and end a short dialogue but can rarely keep a longer conversation going. Produces some familiar sequences fluently, but speech contains many very obvious pauses and false starts. Pronunciation is understandable, although the foreign accent is very obvious and pronunciation errors may cause occasional problems of understanding. Knows easily predictable basic vocabulary and many of the most essential structures (such as past tense forms and conjunctions). Has command of the simplest grammar in basic free speech, but there are still many errors, even in basic structures. Reading comprehension Understands simple texts containing the most common vocabulary (personal letters, short news items, the most everyday instructions for use). Understands the main ideas and some details of a text of a couple of paragraphs. Can locate and compare individual pieces of information and can make very simple inferences with the help of the context. Reading and understanding even a short passage is slow. Writing Can cope in writing in the most routine everyday situations. Can write short, simple messages related to everyday needs (personal letters, notes) and simple, list-like descriptions of very familiar topics (real or imaginary people, events, their own and their family’s plans). Can use concrete vocabulary related to basic needs, basic tenses and coordinated clauses joined with simple conjunctions (and, but). Writes the simplest words and structures fairly correctly but makes repeated errors in basic things (tenses, inflection) and produces many awkward expressions in free text. A2.2 Developing basic proficiency Listening comprehension Understands enough to meet concrete needs. Can follow the main points of clear factual speech in very general terms. Can usually identify the topic of a conversation around them. Understands common vocabulary and a very limited number of idioms in situational speech on familiar topics or general knowledge. Understanding even a simple message requires standard spoken language pronounced slowly and clearly. Repetition is needed fairly often. Speaking Can give a short, list-like description of their immediate circle and its everyday aspects. Can take part in routine conversations about their own affairs or things important to them. May need help in conversation and may avoid some topics. Speech is fluent at times, but various breaks are very obvious. Pronunciation is understandable, although the foreign accent is obvious and pronunciation errors occur. Has a reasonable command of common everyday vocabulary and some idiomatic expressions. Knows several simple and also some more demanding structures. Longer free speech contains many errors in basic things (for example verb tenses), which may sometimes make it difficult to understand. Reading comprehension Understands the main points and some details of messages of a few paragraphs in somewhat demanding everyday contexts (advertisements, letters, menus, timetables) as well as factual texts (instructions for use, short news items). Can obtain easily predictable new information on familiar topics from a clearly structured text of a few paragraphs. Can infer the meaning of unfamiliar words from their form and context. Often needs to reread a passage and use aids to understand it. Writing Can cope in writing in ordinary everyday situations. Can write a very short, simple description of events, past actions and personal experiences or everyday aspects of their surroundings (short letters, notes, applications, telephone messages). Knows basic everyday vocabulary, structures and the most common cohesive devices. Writes simple words and structures correctly but makes errors in less common structures and forms and produces awkward expressions. Level B1: Coping in everyday life B1.1 Functional basic proficiency Listening comprehension Understands the main ideas and key details of speech on themes that recur regularly at school, at work or in free time, including short narratives. Understands the main points of radio news, films, TV programmes and clear telephone messages. Can follow speech based on shared experience or general knowledge. Understands common vocabulary and a limited number of idioms. Understanding a longer message requires standard speech that is slower and clearer than normal. Repetition is needed now and then. Speaking Can give some details about familiar things. Copes with the most common everyday situations and informal conversations in the language area. Can communicate about things important to them in somewhat more demanding situations too. A long presentation or abstract topics cause obvious difficulties. Keeps speech understandable, although there are pauses and hesitation in longer stretches. Pronunciation is clearly understandable, although the foreign accent is sometimes obvious and there are some pronunciation errors. Can use a fairly wide everyday vocabulary and some common phrases and idioms. Uses many different structures. Grammatical errors are common in longer free speech (for example, articles and endings are missing), but they rarely make it difficult to understand. Reading comprehension Can read many kinds of texts of a few pages (tables, calendars, course programmes, cookery books) on familiar topics and follow the main ideas, key words and important details without preparation. Can follow the main ideas, key words and important details of a text of a couple of pages on a familiar topic. Understanding of topics outside everyday experience and of details in the text may be incomplete. Writing Can write an understandable text conveying everyday information, with some detail, on familiar real or imaginary topics that interest them. Can write a clear, cohesive text by linking separate expressions into sequences (letters, descriptions, stories, telephone messages). Can communicate familiar information effectively in the most common forms of written communication. Has sufficient vocabulary and structures to write most texts needed in familiar situations, although the texts show interference and obvious circumlocution. Routine language and basic structures are already relatively accurate, but some more demanding structures and collocations cause problems. B1.2 Fluent basic proficiency Listening comprehension Understands clear factual information related to familiar and fairly general topics in somewhat demanding contexts (indirect enquiries, work conversations, predictable telephone messages). Understands the main points and most important details of longer formal and informal conversations around them. Understanding requires standard language or a fairly familiar accent and occasional repetition and rephrasing. Fast conversation between native speakers and unfamiliar details of unfamiliar topics cause difficulties. Speaking Can talk about ordinary, concrete topics by describing, analysing and comparing, and can also give an account of other topics such as films, books or music. Can communicate with confidence in most ordinary situations. Linguistic expression may not be very precise. Can express themselves relatively effortlessly. Although there are pauses and breaks, speech continues and the message gets across. Pronunciation is very understandable, although intonation and stress are not quite native-like. Can use a fairly wide vocabulary and common idioms. Also uses many kinds of structures and even complex sentences. There are some grammatical errors, but they rarely hinder even longer communication. Reading comprehension Can read texts of a few paragraphs on many kinds of topics (newspaper articles, brochures, instructions for use, simple fiction) and copes with texts requiring some inference in practical situations that are important to them. Can search for and combine information from several texts of a few pages in order to complete a task. Some details and nuances of long texts may remain unclear. Writing Can write personal and more public messages, share news in them and express thoughts on familiar abstract and cultural topics such as music or films. Can write a structured text of a few paragraphs (notes, short summaries and reports based on a clear conversation or presentation). Can give some supporting detail for the main ideas and take the reader into account. Has command of the vocabulary and sentence structures needed for fairly varied writing. Can express coordination and subordination. Can write understandable and reasonably accurate language, although there are errors in demanding structures, text organisation and style, and the influence of the mother tongue or another language is obvious. Level B2: Coping in regular interaction with native speakers B2.1 First stage of independent proficiency Listening comprehension Understands the main ideas of speech that is complex in content and language when it deals with concrete or abstract topics. Can follow detailed narration of general interest (news, interviews, films, lectures). Understands the main points of speech and the speaker’s purpose, attitudes, level of formality and style. Can follow long speech and complex argumentation if the direction of the talk is clearly signposted (linking words, rhythm). Can summarise or express the key points and important details of what they have heard. Understands much of the conversation around them but may find it difficult to understand a conversation between several native speakers if they do nothing to make it easier. Speaking Can give clear, precise descriptions of many things related to their experience, talk about feelings and bring out the personal significance of events and experiences. Can take an active part in most practical and social situations and in fairly formal discussions. Can interact regularly with native speakers without unintentionally amusing or irritating them. Linguistic expression is not always entirely elegant. Can produce stretches of speech at a fairly even pace, with only occasional longer pauses. Pronunciation and intonation are clear and natural. Can use a wide range of structures and a fairly broad vocabulary, including idiomatic and abstract vocabulary. Shows a growing ability to respond appropriately to the formal requirements of the situation. Has a fairly good command of grammar, and occasional errors do not usually hinder understanding. Reading comprehension Can independently read texts of a few pages (newspaper articles, short stories, popular fiction and non-fiction, reports and detailed instructions) on topics in their own field or general topics. The texts may deal with abstract, conceptual or professional topics and contain facts, attitudes and opinions. Can identify the purpose of the writer and the text and locate several details in a long text. Can quickly identify the content of a text and the usefulness of new information in order to decide whether to read it more closely. Only idioms and cultural references in long texts cause difficulties. Writing Can write clear and detailed texts on many topics that interest them and on familiar abstract topics, routine factual messages and more formal social messages (reviews, business letters, instructions, applications, summaries). When writing, can express information and views effectively and comment on the views of others. Can combine or summarise information from different sources in their own text. Has a wide vocabulary, demanding sentence structures and the linguistic means to write a clear, cohesive text. Flexibility of tone and style is limited, and a long text may jump from one point to another. Has a fairly good command of spelling, grammar and punctuation, and errors do not lead to misunderstandings. The influence of the mother tongue may show. Demanding structures and flexibility of expression and style cause problems. B2.2 Functional independent proficiency Listening comprehension Understands live or recorded, clearly structured standard speech in all situations of social life, education and working life (including formal discussions and lively conversations between native speakers). Can combine complex and detailed information from long conversations or presentations for demanding tasks. Can infer unspoken attitudes and sociocultural references and evaluate what they hear critically. Understands unfamiliar speakers and varieties of the language. Considerable background noise, linguistic humour and less common idioms and cultural references may still cause difficulties. Speaking Can give a prepared presentation on a wide range of general topics. Can interact effectively with native speakers. Can discuss and negotiate many matters, present and comment on complex lines of thought and link what they say to the contributions of others. Can express themselves confidently, clearly and politely as the situation requires. A presentation may be formulaic, and the speaker sometimes resorts to circumlocution. Can communicate spontaneously, often very fluently and effortlessly, despite occasional hesitation. Pronunciation and intonation are very clear and natural. Has a broad command of the language needed to express concrete and abstract, familiar and unfamiliar topics confidently, clearly and with the level of formality the situation requires. Linguistic limitations very rarely restrict expression. Has a good command of grammar. The speaker often corrects their own errors, and errors do not hinder understanding. Reading comprehension Can independently read complex texts of several pages written for different purposes (daily newspapers, short stories, fiction). Some of these may be only partly familiar or unfamiliar but personally relevant. Can identify the writer’s attitude and the purpose of the text. Can locate and combine several pieces of abstract information from complex texts. Understands enough to summarise the main points or express them in other words. Only less common idioms and cultural references in long texts cause difficulties. Writing Can write clear, detailed, formal and informal texts about complex real or imaginary events and experiences, mostly for familiar and sometimes for unfamiliar readers. Can write an essay, a formal or informal report, notes for further tasks and summaries. Can write a clear and structured text, express a point of view, develop arguments systematically and analyse, reflect on and summarise information and ideas. Linguistic range does not noticeably limit writing. Has a good command of grammar, vocabulary and text organisation. Errors may occur in rare structures, idiomatic expressions and matters of style. Level C1: Coping in many demanding language use situations C1.1 First stage of skilled proficiency Listening comprehension Understands fairly effortlessly even longer speech or presentations (films, lectures, discussions, debates) on a variety of familiar and general topics, even when the speech is not clearly structured and contains idiomatic expressions and changes of register. Understands a wide variety of recorded material in detail and recognises the relationships and intentions of the speakers. An unfamiliar accent or very dialectal spoken language causes difficulties. Speaking Can give a fairly long, prepared and even formal presentation. Can take an active part in complex situations involving abstract concepts and details and lead routine meetings and small groups. Can use the language for many kinds of social interaction. Variation between styles and varieties of the language causes difficulties. Can communicate fluently, spontaneously and almost effortlessly. Can vary intonation and place sentence stress correctly to express even the finest shades of meaning. Vocabulary and structures are very wide and very rarely limit expression. Can express themselves confidently, clearly and politely as the situation requires. Has a good command of grammar. Occasional errors do not hinder understanding, and the speaker can correct them. Reading comprehension Understands fairly long, complex texts from different fields in detail. Can vary their way of reading as needed. Can read critically, assess stylistic nuances and recognise the writer’s attitude and hidden meanings in the text. Can locate and combine several pieces of abstract information from complex texts, summarise them and draw demanding conclusions from them. The most demanding details and idiomatic passages may require several readings or the use of aids. Writing Can write clear, well-structured texts on complex topics, express themselves precisely and take the reader into account. Can write on real and imaginary topics in a confident, personal style, using language flexibly and in a sophisticated way. Can write clear and extensive reports, even on demanding topics. Shows command of many ways of organising a text and making it cohesive. Has a very wide linguistic range. Has a good command of idiomatic expressions and common sayings. Has a very good command of grammar, vocabulary and text organisation. Occasional errors may occur in idiomatic expressions and matters of style.
