| Nivel |
Actividad o Competencia |
Tipo de comunicación |
Destreza |
Descriptor |
| C1 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can understand enough to follow extended discourse on abstract and complex topics beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar. |
| C1 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts. |
| C1 | Communicative language activities | Oral comprehension | Overall oral comprehension | Can follow extended discourse even when it is not clearly structured and when relationships are only implied and not signalled explicitly. |
| C1 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can easily follow complex interactions between third parties in group discussion and debate, even on abstract, complex, unfamiliar topics. |
| C1 | Communicative language activities | Oral comprehension | Understanding conversation between other people | Can identify the attitude of each participant in an animated discussion characterised by overlapping turns, digressions and colloquialisms that is delivered at a natural speed in varieties that are familiar. |
| C1 | Communicative language activities | Oral comprehension | Understanding as a member of a live audience | Can follow most lectures, discussions and debates with relative ease. |
| C1 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can extract specific information from poor quality, [audibly and/or visually] distorted public announcements, e.g. in a station or sports stadium, or on an old recording. |
| C1 | Communicative language activities | Oral comprehension | Understanding announcements and instructions | Can understand complex technical information, such as operating instructions or specifications for familiar products and services. |
| C1 | Communicative language activities | Oral comprehension | Understanding audio (or signed) media and recordings | Can understand a wide range of recorded and broadcast material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between people. |
| C1 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can follow films employing a considerable degree of slang and idiomatic usage. |
| C1 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can understand in detail the arguments presented in demanding television broadcasts such as current affairs programmes, interviews, discussion programmes and chat shows. |
| C1 | Communicative language activities | Audio-visual comprehension | Watching TV, film and video | Can understand nuances and implied meaning in most films, plays and TV programmes, provided these are delivered in standard language or a familiar variety. |
| C1 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can understand in detail lengthy, complex texts, whether or not these relate to their own area of speciality, provided they can reread difficult sections. |
| C1 | Communicative language activities | Reading comprehension | Overall reading comprehension | Can understand a wide variety of texts including literary writings, newspaper or magazine articles, and specialised academic or professional publications, provided there are opportunities for rereading and they have access to reference tools. |
| C1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand any correspondence given the occasional use of a dictionary. |
| C1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand implicit as well as explicit attitudes, emotions and opinions expressed in e-mails, discussion forums, vlogs/blogs, etc., provided there are opportunities for rereading and they have access to reference tools. |
| C1 | Communicative language activities | Reading comprehension | Reading correspondence | Can understand slang, idiomatic expressions and jokes in private correspondence. |
| C1 | Communicative language activities | Reading comprehension | Reading for orientation | No descriptors available |
| C1 | Communicative language activities | Reading comprehension | Reading for information and argument | Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions. |
| C1 | Communicative language activities | Reading comprehension | Reading instructions | Can understand in detail lengthy, complex instructions on a new machine or procedure, whether or not the instructions relate to their own area of speciality, provided they can reread difficult sections. |
| C1 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read and appreciate a variety of literary texts, provided they can reread certain sections and that they can access reference tools if they wish. |
| C1 | Communicative language activities | Reading comprehension | Reading as a leisure activity | Can read contemporary literary texts and non-fiction produced in the standard form of the language or a familiar variety with little difficulty and with appreciation of implicit meanings and ideas. |
| C1 | Communicative language strategies | | Identifying cues and inferring (spoken, signed and written) | Is skilled at using contextual, grammatical and lexical cues to infer attitude, mood and intentions and anticipate what will come next. |
| C1 | Communicative language activities | Oral production | Overall oral production | Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. |
| C1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give clear, detailed descriptions of complex subjects. |
| C1 | Communicative language activities | Oral production | Sustained monologue: describing experience | Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding them off with an appropriate conclusion. |
| C1 | Communicative language activities | Oral production | Sustained monologue: giving information | Can communicate clearly detailed distinctions between ideas, concepts and things that closely resemble one other. |
| C1 | Communicative language activities | Oral production | Sustained monologue: giving information | Can give instructions on carrying out a series of complex professional or academic procedures. |
| C1 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can argue a case on a complex issue, formulating points precisely and employing emphasis effectively. |
| C1 | Communicative language activities | Oral production | Sustained monologue: putting a case (e.g. in a debate) | Can develop an argument systematically in well-structured language, taking into account the interlocutor’s perspective, highlighting significant points with supporting examples and concluding appropriately. |
| C1 | Communicative language activities | Oral production | Public announcements | Can deliver announcements fluently, almost effortlessly, using stress and intonation to convey finer shades of meaning precisely. |
| C1 | Communicative language activities | Oral production | Addressing audiences | Can give a clear, well-structured presentation on a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative language activities | Oral production | Addressing audiences | Can structure a longer presentation appropriately in order to help the audience follow the sequence of ideas and understand the overall argumentation. |
| C1 | Communicative language activities | Oral production | Addressing audiences | Can speculate or hypothesise in presenting a complex subject, comparing and evaluating alternative proposals and arguments. |
| C1 | Communicative language activities | Oral production | Addressing audiences | Can handle interjections well, responding spontaneously and almost effortlessly. |
| C1 | Communicative language activities | Written production | Overall written production | Can produce 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. |
| C1 | Communicative language activities | Written production | Overall written production | Can employ the structure and conventions of a variety of genres, varying the tone, style and register according to addressee, text type and theme. |
| C1 | Communicative language activities | Written production | Creative writing | Can produce clear, detailed, well-structured and developed descriptions and imaginative texts in an assured, personal, natural style appropriate to the reader in mind. |
| C1 | Communicative language activities | Written production | Creative writing | Can incorporate idiom and humour, though use of the latter is not always appropriate. |
| C1 | Communicative language activities | Written production | Creative writing | Can give a detailed critical review of cultural events (e.g. plays, films, concerts) or literary works. |
| C1 | Communicative language activities | Written production | Reports and essays | Can produce clear, well-structured expositions of complex subjects, underlining the relevant salient issues. |
| C1 | Communicative language activities | Written production | Reports and essays | Can expand and support points of view at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative language activities | Written production | Reports and essays | Can produce a suitable introduction and conclusion to a longer report, article or dissertation on a complex academic or professional topic provided the topic is within their field of interest and there are opportunities for redrafting and revision. |
| C1 | Communicative language strategies | | Planning | Can, when preparing a more formal text, consciously adopt the conventions linked to the particular type of text concerned (e.g. structure, level of formality). |
| C1 | Communicative language strategies | | Compensating | Can exploit their range of vocabulary options creatively so as to readily and effectively use circumlocution in almost all situations. |
| C1 | Communicative language strategies | | Monitoring and repair | Can backtrack when they encounter a difficulty and reformulate what they want to say without fully interrupting the flow of language. |
| C1 | Communicative language strategies | | Monitoring and repair | Can self-correct with a high degree of effectiveness. |
| C1 | Communicative language activities | Oral interaction | Overall oral interaction | Can express themselves fluently and spontaneously, almost effortlessly. Has a 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. |
| C1 | Communicative language activities | Oral interaction | Understanding an interlocutor | Can understand an interlocutor in detail on abstract and complex topics of a specialist nature beyond their own field, though they may need to confirm occasional details, especially if the variety is unfamiliar. |
| C1 | Communicative language activities | Oral interaction | Conversation | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. |
| C1 | Communicative language activities | Oral interaction | Informal discussion (with friends) | Can easily follow and contribute to complex interactions between third parties in group discussion even on abstract, complex unfamiliar topics. |
| C1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can easily keep up with the debate, even on abstract, complex, unfamiliar topics. |
| C1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can argue a formal position convincingly, responding to questions and comments and answering complex lines of counter-argument fluently, spontaneously and appropriately. |
| C1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can restate, evaluate and challenge contributions from other participants about matters within their academic or professional competence. |
| C1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can make critical remarks or express disagreement diplomatically. |
| C1 | Communicative language activities | Oral interaction | Formal discussion (meetings) | Can follow up questions by probing for more detail and can reformulate questions if these are misunderstood. |
| C1 | Communicative language activities | Oral interaction | Goal-oriented co-operation (cooking together, discussing a document, organising an event, etc.) | Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, and summarising, elaborating and weighing up multiple points of view. |
| C1 | Communicative language activities | Oral interaction | Obtaining goods and services | Can negotiate complex or sensitive transactions in public, professional or academic life. |
| C1 | Communicative language activities | Oral interaction | Information exchange | No descriptors available |
| C1 | Communicative language activities | Oral interaction | Interviewing and being interviewed | Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well. |
| C1 | Communicative language activities | Oral interaction | Using telecommunications | Can use telecommunications effectively for most professional or personal purposes. |
| C1 | Communicative language activities | Written interaction | Overall written interaction | Can express themselves with clarity and precision, relating to the addressee flexibly and effectively. |
| C1 | Communicative language activities | Written interaction | Correspondence | Can express themselves with clarity and precision in personal correspondence, using language flexibly and effectively, including emotional, allusive and joking usage. |
| C1 | Communicative language activities | Written interaction | Correspondence | Can, with good expression and accuracy, compose formal correspondence such as letters of clarification, application, recommendation, reference, complaint, sympathy and condolence. |
| C1 | Communicative language activities | Written interaction | Notes, messages and forms | No descriptors available |
| C1 | Communicative language activities | Online interaction | Online conversation and discussion | Can engage in real-time online exchanges with several participants, understanding the communicative intentions and cultural implications of the various contributions. |
| C1 | Communicative language activities | Online interaction | Online conversation and discussion | Can participate effectively in live, online professional or academic discussion, asking for and giving further clarification of complex, abstract issues as necessary. |
| C1 | Communicative language activities | Online interaction | Online conversation and discussion | Can adapt their register according to the context of online interaction, moving from one register to the other within the same exchange if necessary. |
| C1 | Communicative language activities | Online interaction | Online conversation and discussion | Can evaluate, restate and challenge arguments in professional or academic live online chat and discussion. |
| C1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can co-ordinate a group that is working on a project online, formulating and revising detailed instructions, evaluating proposals from team members, and providing clarifications in order to accomplish the shared tasks. |
| C1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can deal with complex online transactions in a service role (e.g. applications with complicated requirements), adjusting language flexibly to manage discussions and negotiations. |
| C1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can participate in complex projects requiring collaborative writing and redrafting as well as other forms of online collaboration, following and relaying instructions with precision in order to reach the goal. |
| C1 | Communicative language activities | Online interaction | Goal-oriented online transactions and collaboration | Can deal effectively with communication problems and cultural issues that arise in an online collaborative or transactional exchange by reformulating, clarifying and providing examples through media (visual, audio, graphic). |
| C1 | Communicative language strategies | | Turntaking | Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. |
| C1 | Communicative language strategies | | Co-operating | Can relate own contribution skilfully to that of others. |
| C1 | Communicative language strategies | | Asking for clarification | Can ask for explanation or clarification to ensure they understand complex, abstract ideas in professional or academic contexts, live or online. |
| C1 | Communicative language activities | | Overall mediation | Can act effectively as a mediator, helping to maintain positive interaction by interpreting different perspectives, managing ambiguity, anticipating misunderstandings and intervening diplomatically in order to redirect the conversation. Can build on different contributions to a discussion, stimulating reasoning with a series of questions. Can convey clearly and fluently in well-structured language the significant ideas in long, complex texts, whether or not they relate to their own fields of interest, including evaluative aspects and most nuances. |
| C1 | Communicative language activities | Mediating a text | Relaying specific information in speech or sign | Can explain (in Language B) the relevance of specific information found in a particular section of a long, complex text (in Language A). |
| C1 | Communicative language activities | Mediating a text | Relaying specific information in writing | No descriptors available |
| C1 | Communicative language activities | Mediating a text | Explaining data in speech or sign | Can interpret and describe clearly and reliably (in Language B) the salient points and details contained in complex diagrams and other visually organised information (with text in Language A) on complex academic or professional topics. |
| C1 | Communicative language activities | Mediating a text | Explaining data in writing | Can interpret and present clearly and reliably in writing (in Language B) the salient, relevant points contained in complex diagrams and other visually organised data (with text in Language A) on complex academic or professional topics. |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) long, demanding texts (in Language A). |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise (in Language B) discussion (in Language A) on matters within their academic or professional competence, elaborating and weighing up different points of view and identifying the most significant points. |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can summarise clearly in well-structured language (in Language B) the main points made in complex texts (in Language A) in fields of specialisation other than their own, although they may occasionally check particular technical concepts. |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can explain (in Language B) subtle distinctions in the presentation of facts and arguments (in Language A). |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can exploit information and arguments from a complex text (in Language A) to discuss a topic (in Language B), glossing with evaluative comments, adding their opinion, etc. |
| C1 | Communicative language activities | Mediating a text | Processing text in speech or sign | Can explain (in Language B) the attitude or opinion expressed in a source text (in Language A) on a specialised topic, supporting inferences they make with reference to specific passages in the original. |
| C1 | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing (in Language B) long, complex texts (in Language A), interpreting the content appropriately, provided they can occasionally check the precise meaning of unusual, technical terms. |
| C1 | Communicative language activities | Mediating a text | Processing text in writing | Can summarise in writing a long and complex text (in Language A) (e.g. an academic article, article providing political analysis, novel extract, editorial, literary review, report or extract from a scientific book) for a specific audience, respecting the style and register of the original. |
| C1 | Communicative language activities | Mediating a text | Translating a written text in speech or sign | Can provide fluent oral translation (into Language B) of complex texts (written in Language A) on a wide range of general and specialised topics, capturing most nuances. |
| C1 | Communicative language activities | Mediating a text | Translating a written text in writing | Can translate (into Language B) abstract texts on social, academic and professional subjects in their field (written in Language A), successfully conveying evaluative aspects and arguments, including many of the implications associated with them, though some expression may be over-influenced by the original. |
| C1 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can take detailed notes during a lecture on topics in their field of interest, recording the information so accurately and so closely to the original that the notes could also be useful to other people. |
| C1 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can make decisions about what to note down and what to omit as the lecture or seminar proceeds, even on unfamiliar matters. |
| C1 | Communicative language activities | Mediating a text | Note-taking (lectures, seminars, meetings, etc.) | Can select relevant, detailed information and arguments on complex, abstract topics from multiple oral sources (e.g. lectures, podcasts, formal discussions and debates, interviews), provided the delivery is at normal speed. |
| C1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can describe in detail a personal interpretation of a work, outlining their reactions to certain features and explaining their significance. |
| C1 | Communicative language activities | Mediating a text | Expressing a personal response to creative texts (including literature) | Can outline a personal interpretation of a character in a work: their psychological/emotional state, the motives for their actions and the consequences of these actions. |
| C1 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can critically appraise a wide variety of texts including literary works of different periods and genres. |
| C1 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can evaluate the extent to which a work follows the conventions of its genre. |
| C1 | Communicative language activities | Mediating a text | Analysis and criticism of creative texts (including literature) | Can describe and comment on ways in which the work engages the audience (e.g. by building up and subverting expectations). |
| C1 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can show sensitivity to different perspectives within a group, acknowledging contributions and formulating any reservations, disagreements or criticisms in such a way as to avoid or minimise any offence. |
| C1 | Communicative language activities | Mediating concepts | Facilitating collaborative interaction with peers | Can develop the interaction and tactfully help steer it towards a conclusion. |
| C1 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can frame a discussion to decide on a course of action with a partner or group, reporting on what others have said, summarising, elaborating and weighing up multiple points of view. |
| C1 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can evaluate problems, challenges and proposals in a collaborative discussion in order to decide on the way forward. |
| C1 | Communicative language activities | Mediating concepts | Collaborating to construct meaning | Can highlight inconsistencies in thinking, and challenge others’ ideas in the process of trying to reach a consensus. |
| C1 | Communicative language activities | Mediating concepts | Managing interaction | Can organise a varied and balanced sequence of plenary, group and individual work, ensuring smooth transitions between the phases. |
| C1 | Communicative language activities | Mediating concepts | Managing interaction | Can intervene diplomatically in order to redirect discussion, prevent one person dominating or confront disruptive behaviour. |
| C1 | Communicative language activities | Mediating concepts | Encouraging conceptual talk | Can ask a series of open questions that build on different contributions in order to stimulate logical reasoning (e.g. hypothesising, inferring, analysing, justifying and predicting). |
| C1 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can act as a mediator in intercultural encounters, contributing to a shared communication culture by managing ambiguity, offering advice and support, and heading off misunderstandings. |
| C1 | Communicative language activities | Mediating communication | Facilitating pluricultural space | Can anticipate how people might misunderstand what has been said or written and can help maintain positive interaction by commenting on and interpreting different cultural perspectives on the issue concerned. |
| C1 | Communicative language activities | Mediating communication | Acting as an intermediary in informal situations (with friends and colleagues) | Can communicate fluently (in Language B) the sense of what is said (in Language A) on a wide range of subjects of personal, academic and professional interest, conveying significant information clearly and concisely as well as explaining cultural references. |
| C1 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can demonstrate sensitivity to different viewpoints, using repetition and paraphrase to demonstrate a detailed understanding of each party’s requirements for an agreement. |
| C1 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can formulate a diplomatic request to each side in a disagreement to determine what is central to their position, and what they may be willing to give up under certain circumstances. |
| C1 | Communicative language activities | Mediating communication | Facilitating communication in delicate situations and disagreements | Can use persuasive language to suggest that parties in disagreement shift towards a new position. |
| C1 | Communicative language strategies | Strategies to explain a new concept | Linking to previous knowledge | Can spontaneously pose a series of questions to encourage people to think about their prior knowledge of an abstract issue and to help them establish a link to what is going to be explained. |
| C1 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can explain technical terminology and difficult concepts when communicating with non-experts about matters within their own field of specialisation. |
| C1 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can adapt their language (e.g. syntax, idiomaticity, jargon) in order to make a complex specialist topic accessible to recipients who are not familiar with it. |
| C1 | Communicative language strategies | Strategies to explain a new concept | Adapting language | Can paraphrase and interpret complex, technical texts, using suitably non-technical language for a recipient who does not have specialist knowledge. |
| C1 | Communicative language strategies | Strategies to explain a new concept | Breaking down complicated information | Can facilitate understanding of a complex issue by highlighting and categorising the main points, presenting them in a logically connected pattern, and reinforcing the message by repeating the key aspects in different ways. |
| C1 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make complex, challenging content more accessible by explaining difficult aspects more explicitly and adding helpful detail. |
| C1 | Communicative language strategies | Strategies to simplify a text | Amplifying a dense text | Can make the main points contained in a complex text more accessible to the target audience by adding redundancy, explaining, and modifying style and register. |
| C1 | Communicative language strategies | Strategies to simplify a text | Streamlining a text | Can reorganise a complex source text in order to focus on the points of most relevance to the target audience. |
| C1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can identify differences in sociolinguistic/-pragmatic conventions, critically reflect on them and adjust their communication accordingly. |
| C1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can sensitively explain the background to and interpret and discuss aspects of cultural values and practices drawing on intercultural encounters, reading, film, etc. |
| C1 | Plurilingual and pluricultural competence | | Building on pluricultural repertoire | Can deal with ambiguity in cross-cultural communication and express their reactions constructively and culturally appropriately in order to bring clarity. |
| C1 | Plurilingual and pluricultural competence | | Plurilingual comprehension | No descriptors available |
| C1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can alternate between languages flexibly to facilitate communication in a multilingual context, summarising and glossing in different languages in their plurilingual repertoire contributions to the discussion and texts referred to. |
| C1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can participate effectively in a conversation in two or more languages in their plurilingual repertoire, adjusting to the changes of language and catering to the needs and linguistic skills of the interlocutors. |
| C1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can use and explain specialised terminology from another language in their plurilingual repertoire more familiar to the interlocutor(s), in order to improve understanding in a discussion of abstract and specialised topics. |
| C1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can respond spontaneously and flexibly in the appropriate language when someone else changes to another language in their plurilingual repertoire. |
| C1 | Plurilingual and pluricultural competence | | Building on plurilingual repertoire | Can support comprehension and discussion of a text spoken, signed or written in one language by explaining, summarising, clarifying and expanding it in another language in their plurilingual repertoire. |
| C1 | Communicative language competences | Linguistic competence | General linguistic range | Can use a broad range of complex grammatical structures appropriately and with considerable flexibility. |
| C1 | Communicative language competences | Linguistic competence | General linguistic range | Can select an appropriate formulation from a broad range of language to express themselves clearly, without having to restrict what they want to say. |
| C1 | Communicative language competences | Linguistic competence | Vocabulary range | Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions |
| C1 | Communicative language competences | Linguistic competence | Vocabulary range | Can select from several vocabulary options in almost all situations by exploiting synonyms of even words/signs less commonly encountered. |
| C1 | Communicative language competences | Linguistic competence | Vocabulary range | Has a good command of common idiomatic expressions and colloquialisms |
| C1 | Communicative language competences | Linguistic competence | Vocabulary range | Can understand and use appropriately the range of technical vocabulary and idiomatic expressions common to their area of specialisation. |
| C1 | Communicative language competences | Linguistic competence | Grammatical accuracy | Consistently maintains a high degree of grammatical accuracy |
| C1 | Communicative language competences | Linguistic competence | Vocabulary control | Uses less common vocabulary idiomatically and appropriately. |
| C1 | Communicative language competences | Linguistic competence | Vocabulary control | Occasional minor slips, but no significant vocabulary errors. |
| C1 | Communicative language competences | Linguistic competence | Overall phonological control | Can employ the full range of phonological features in the target language with sufficient control to ensure intelligibility throughout. Can articulate virtually all the sounds of the target language; some features of accent(s) retained from other language(s) may be noticeable, but they do not affect intelligibility. |
| C1 | Communicative language competences | Linguistic competence | Sound articulation | Can articulate virtually all the sounds of the target language with a high degree of control. They can usually self-correct if they noticeably mispronounce a sound. |
| C1 | Communicative language competences | Linguistic competence | Prosodic features | Can produce smooth, intelligible spoken discourse with only occasional lapses in control of stress, rhythm and/or intonation, which do not affect intelligibility or effectiveness. |
| C1 | Communicative language competences | Linguistic competence | Prosodic features | Can vary intonation and place stress correctly in order to express precisely what they mean to say. |
| C1 | Communicative language competences | Linguistic competence | Orthographic control | Layout, paragraphing and punctuation are consistent and helpful. |
| C1 | Communicative language competences | Linguistic competence | Orthographic control | Spelling is accurate, apart from occasional slips of the pen. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts; may, however, need to confirm occasional details, especially if the accent is unfamiliar. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can understand humour, irony and implicit cultural references and pick up nuances of meaning. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can follow films employing a considerable degree of slang and idiomatic usage. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can adjust their level of formality (register and style) to suit the social context: formal, informal or colloquial as appropriate, and maintain a consistent register. |
| C1 | Communicative language competences | Sociolinguistic competence | Sociolinguistic appropriateness | Can frame critical remarks or express strong disagreement diplomatically. |
| C1 | Communicative language competences | Pragmatic competence | Flexibility | Can make a positive impact on an intended audience by effectively varying style of expression and sentence length, use of advanced vocabulary and word order. |
| C1 | Communicative language competences | Pragmatic competence | Flexibility | Can modify their expression to express degrees of commitment or hesitation, confidence or uncertainty. |
| C1 | Communicative language competences | Pragmatic competence | Turntaking | Can select a suitable phrase from a readily available range of discourse functions to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. |
| C1 | Communicative language competences | Pragmatic competence | Thematic development | Can use the conventions of the type of text concerned to hold the target reader’s attention and communicate complex ideas. |
| C1 | Communicative language competences | Pragmatic competence | Thematic development | Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. |
| C1 | Communicative language competences | Pragmatic competence | Thematic development | Can write a suitable introduction and conclusion to a long, complex text. |
| C1 | Communicative language competences | Pragmatic competence | Thematic development | Can expand and support the main points at some length with subsidiary points, reasons and relevant examples. |
| C1 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can produce clear, smoothly flowing, well-structured language, showing controlled use of organisational patterns, connectors and cohesive devices. |
| C1 | Communicative language competences | Pragmatic competence | Coherence and cohesion | Can produce well-organised, coherent text, using a variety of cohesive devices and organisational patterns. |
| C1 | Communicative language competences | Pragmatic competence | Propositional precision | Can qualify opinions and statements precisely in relation to degrees of, for example, certainty/uncertainty, belief/doubt, likelihood, etc. |
| C1 | Communicative language competences | Pragmatic competence | Propositional precision | Can make effective use of linguistic modality to signal the strength of a claim, an argument or a position. |
| C1 | Communicative language competences | Pragmatic competence | Fluency | Can express themselves fluently and spontaneously, almost effortlessly. Only a conceptually difficult subject can hinder a natural, smooth flow of language. |