The Common European Framework of Reference (CEFR) is an international standard used to describe language ability. It provides a way to measure comprehension and oral/written expression in any language. Educators, institutions and employers use it to set clear targets.
The CEFR organizes learners into six levels (A1, A2, B1, B2, C1, C2) and for each level gives “can-do” statements that describe what a learner can realistically achieve.
As a rough guide, vocabulary tends to expand significantly with each level:
A1: about 500 words
A2: about 1,000 words
B1: about 2,000 words
B2: about 4,000 words
C1: about 8,000 words
C2: 15,000–20,000 words or more
These figures are approximate, but they show how knowledge grows as learners progress.
Learners at A1 build the foundation for all future language use. This level is not about fluency or free expression, but about accurate recognition and controlled use of simple language in predictable situations.
Learners can recognise and use very common words, phrases, and short sentences. They can introduce themselves, ask and answer simple personal questions, and understand speech when it is slow and clearly articulated.
In practice, A1 focuses on sentence-level confidence rather than long texts or abstract grammar explanations. Learners first learn to recognise, hear, and repeat correct sentence patterns before being expected to produce language freely.
Greet and introduce themselves
Buy simple groceries (“One apple, please”)
Ask for directions using very basic phrases
Understand numbers, days, weather, and basic colours
Recognise common classroom words (book, pen, teacher)
Fill in basic forms with name and personal details
Follow very simple classroom instructions
State their name and job title
Understand safety signs and labels
Follow very simple, clearly demonstrated instructions
A1 is considered complete when learners can understand and use simple language accurately and confidently, even if communication remains limited.
At A2, learners move from controlled use to broader functional communication. They understand sentences and frequently used expressions related to everyday matters and can manage short, routine exchanges.
Vocabulary is still limited (around 1,000 words), but learners begin to combine familiar structures more flexibly and respond to common situations with greater confidence.
Rather than restarting grammar, A2 builds directly on A1 sentence mastery. Learners reuse known patterns across more topics, longer sentences, and more realistic contexts, developing an early sense of predictability in sentence structure.
Shop for groceries and ask simple prices
Book a taxi and give an address
Ask for and follow simple directions
Make short appointments (doctor, restaurant)
Follow basic teacher instructions (“Turn to page 5”)
Write a short note or email with simple information
Understand short, adapted dialogues or texts
Read short, routine workplace emails (“Meeting at 10am”)
Ask and answer predictable workplace questions
Handle simple office or customer interactions
A2 is achieved when learners can participate in everyday interactions with clarity and structural confidence, even if language use remains simple.
Learners can deal with most everyday situations and familiar topics. They understand the main points of clear standard speech and can produce simple connected text. Vocabulary expands to about 2,000 words.
Explain symptoms to a doctor
Make travel arrangements and handle common problems
Understand the gist of TV or newspaper reports on familiar topics
Take part in a class discussion on known topics
Read short articles and summarise the main points
Write 300–400 word essays or reports with basic structure
Participate in routine meetings and make short contributions
Write simple emails or updates about projects
Understand and follow work instructions independently
Learners communicate more fluently and confidently. They can understand the main ideas of complex texts and interact with native speakers without strain. Vocabulary is around 4,000 words.
Understand films, TV news, and novels with reasonable ease
Discuss current events and give clear opinions
Follow conversations between native speakers
Follow university lectures and textbooks in their field
Write structured essays or reports (500–800 words)
Give presentations and lead discussions
Understand and use professional jargon in their specialty
Negotiate and solve problems with colleagues
Write clear reports and proposals
Lead meetings or briefings
Learners can use language flexibly for academic and professional purposes. They understand demanding texts and express themselves fluently and spontaneously. Vocabulary is around 8,000 words.
Understand films, podcasts, and cultural references without difficulty
Debate complex or controversial topics with nuance
Use idioms and advanced expressions naturally
Read and interpret research papers and scholarly books
Take part in seminars and lead group discussions
Write long essays, theses, or research papers with clear structure and argumentation
Give detailed technical presentations
Write grant proposals, reports, and strategic documents
Participate fully in high-level meetings and negotiations
Switch between formal and informal styles as needed
This is near-native level. Learners understand virtually everything heard or read. They can summarise information from different sources and express themselves very fluently, precisely, and naturally. Vocabulary is 15,000–20,000 words or more.
Understand jokes, sarcasm, and cultural nuances easily
Engage in any conversation at native speed
Enjoy and analyse all kinds of media — novels, films, news
Conduct independent research in the language
Write and defend theses, dissertations, or scholarly articles
Teach advanced seminars and write at publication level
Lead high-level negotiations and conferences
Draft legal documents, contracts, and policies with precision
Mentor or supervise colleagues in professional language use
Represent institutions at the highest levels with full linguistic confidence
This framework shows the progression from survival skills at A1 to professional mastery at C2. Each level requires time, practice, and patience — and at every stage the key question is not just “What grammar do I know?” but “What real tasks can I perform confidently?”