ORAL

PROFICIENCY
INTERVIEW
FAMILIARIZATION
GUIDE
No portion of this document may be reproduced or reprinted without the written permission of ACTFL.
ORAL PROFICIENCY INTERVIEW
FAMILIARIZATION GUIDE

WHAT IS ACTFL?
ACTFL is a membership organization of world language professionals
dedicated to promoting and fostering the study of languages and cultures
as an integral component of education and society. ACTFL’s membership
includes more than 13,000 language educators and administrators from
elementary through graduate education, as well as government and
industry. Since 1967, ACTFL has led the field in world language research
and assessment, while publishing, and disseminating performance and
proficiency standards that guide best practices for language learning,
teaching, and assessment.

WHAT IS CARD?
The ACTFL Center for Assessment Research and Development (CARD)
supports PK–12 schools and institutions of higher education in areas
of assessment, articulation, and research. To that end, CARD develops
and maintains high-quality language proficiency assessments, and
certifies, norms, and maintains highly reliable testers and raters of
their assessments. Research focuses on proficiency and performance
standards and outcomes that inform language teaching and learning.
CARD collaborates with state and national language organizations and
government agencies to support research in quality language teaching
and learning, including examination of the implications for teacher
education. CARD aims to bridge the divide between language research
and classroom practice.

ORAL PROFICIENCY INTERVIEW FAMILIARIZATION GUIDE 2020 © ACTFL 3

 WHAT ARE THE ACTFL
PROFICIENCY GUIDELINES?
The ACTFL Proficiency Guidelines 20121 are descriptions of what
individuals can do with language in terms of speaking, writing, listening,
and reading in real-world situations in a spontaneous and non-rehearsed
context. For each skill, these guidelines identify five major levels of
proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice.
The major levels Advanced, Intermediate, and Novice are subdivided into
High, Mid, and Low sublevels.

These Guidelines present the levels of proficiency as ranges and describe

what an individual can do with language at each level, and cannot do at
the next higher level, regardless of where, when, or how the language
was acquired. Together these levels form a hierarchy in which each
level subsumes all lower levels. The Guidelines are not based on any
particular theory, pedagogical method, or educational curriculum. They
neither describe how an individual learns a language nor prescribe how
an individual should learn a language, and they should not be used for
such purposes. They are an instrument for the evaluation of functional
language ability in spoken language.

The ACTFL Proficiency Guidelines 2012 – Speaking describe spoken

language ability from that of a highly articulate, well-educated speaker
(Distinguished) to that of an individual with little or no functional ability
in spoken language (Novice). These Guidelines are the basis for rating
ACTFL Oral Proficiency Interviews (OPIs).

To access the proficiency guidelines online, go to:

www.actfl.org/publications/guidelines-and-manual

1 The ACTFL Proficiency Guidelines 2012 may be used for non-profit, educational purposes
only, provided that they are reproduced in their entirety, with no alterations, and with credit
to ACTFL.

ORAL PROFICIENCY INTERVIEW FAMILIARIZATION GUIDE 2020 © ACTFL 4

WHAT IS THE ORAL PROFICIENCY INTERVIEW?

The ACTFL Oral Proficiency Interview (OPI) assesses how well a person speaks a language. It is an
assessment of the Interpersonal Listening and Speaking mode, as described in the World-Readiness
Standards for Learning Languages. It uses a standardized elicitation procedure for the global
assessment of functional speaking ability. The ACTFL OPI is interactive and continuously adapts to
the speaking abilities of the test takers, resulting in a unique interview for each examinee. Through
a series of personalized questions, a sample of speech is elicited. Then, the test takers’ performance
is compared to the criteria described in the ACTFL Proficiency Guidelines 2012 - Speaking, and a
proficiency rating is awarded.

The OPI assesses language proficiency in terms of a speaker’s ability to use the language effectively
and appropriately in real-life situations, in a spontaneous and non-rehearsed context, regardless of
when, where, why, or how a speaker has acquired their language. The OPI is not an achievement test
assessing a speaker’s acquisition of specific aspects of course and curriculum content, nor is it tied to
any specific method of instruction. The OPI compares each individual performance to the assessment
criteria in the guidelines, rather than comparing one individual’s performance to others.

WHAT IS THE ACTFL RATING SCALE?

While the ACTFL Proficiency Guidelines 2012 – Speaking describe five major levels of spoken
language proficiency (Distinguished, Superior, Advanced, Intermediate, Novice), the ACTFL Rating
Scale (derived from the Guidelines) encompasses four major levels. These are:

Figure 1

Superior
Can support opinion, hypothesize, discuss
topic concretely and abstractly, and handle
a linguistically unfamiliar situation.

Advanced
Can narrate and describe in all major time frames
and handle a situation with a complication.

Intermediate
Can create with language, ask and answer simple
questions on familiar topics, and handle a simple
situation or transaction.

Novice
Can communicate minimally with formulaic
and rote utterance, lists, and phrases.

Figure 1: Inverted Pyramid Representing ACTFL Rating Scale with Major Levels and Global Tasks.

ORAL PROFICIENCY INTERVIEW FAMILIARIZATION GUIDE 2020 © ACTFL 5

The four major levels are delineated according to a hierarchy of global tasks. This hierarchy is
summarized in a rating scale spanning a wide range of performance profiles, from those of speakers
who are able to participate effectively in most formal and informal conversations on practical, social,
and professional topics and issues to those of beginning language learners. The scale describes a
full range of proficiency from Superior to Novice. Each level in the hierarchy subsumes the language
abilities captured in the lower levels that precede it.

Major borders divide the major levels of the scale (Superior, Advanced, Intermediate, Novice). As
shown in the inverted pyramid (see Figure 1), each level represents a different profile of functional
language ability.

Three of the major levels are further divided by minor borders into High, Mid and Low sublevels.
(There is no sublevel for the Superior) these sublevels differ from each other in terms of the quantity
as well as the quality of language produced and in some cases by the tasks performed.

The “High” sublevel

Speakers at the “High” sublevel communicate with ease and confidence when performing the
functions of their respective level. They are capable of functioning much of the time at the next
higher major level and may spontaneously raise the exchange to that level, but they are unable
to sustain language at that next higher level without intermittent lapses or evidences of difficulty.

Figure 2
The “Mid” sublevel
Speakers at the “Mid” sublevel represent
a number of speech profiles, based on
their particular mix of quantity (sheer
volume of speech produced) and/or
A. High quality (efficiency and effectiveness with
which meaning is communicated) at level,
and/ or the degree to which they control
A. Mid
language features from the next higher
major level base level.
A. Low

The “Low” sublevel

I. High
Speakers at the “Low” sublevel summon
I. Mid up all their linguistic energy to sustain
the requirements of the level. The “Low”
I. Low
functions primarily within the level with
N. High minimal quantity and quality of language
and little or no demonstrated ability to
N. Mid
perform the tasks of the next higher level.
N. Low

Superior Advanced Intermediate Novice

Figure 2: Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels

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WHAT ASSESSMENT CRITERIA ARE USED?

The Oral Proficiency Interview addresses a number of criteria simultaneously. The OPI is an
integrative assessment that evaluates spoken language ability from a global perspective rather than
based on the presence or absence of any given linguistic feature. Linguistic components are viewed
in the context of their contribution to overall speaking performance. In evaluating a speech sample,
the following criteria are considered:

• the functions or global tasks the speaker performs,

• the social contexts and specific content areas in which the speaker is able to perform them,
• the accuracy (i.e., degree to which the message is understood), and
• the type of oral text or discourse the speaker is capable of producing.

A summary of assessment criteria according to level of proficiency is presented in the following table:

Proficiency Global Tasks

Context / Content Accuracy Text Type
Level* and Functions

Discuss topics Most formal and informal No pattern of errors in

extensively, support settings from concreate to basic structures. Errors
opinions and abstract perspectives. virtually never interfere
hypothesize. Deal with communication or Extended
Superior Wide range of general
with a linguistically distract from the message. discourse
interest topics and some
unfamiliar situation.
special fields of interest
and expertise.

Narrate and describe Most informal and some Understood without

in major time frames formal settings. difficulty by speakers
Advanced and deal effectively unaccustomed to Paragraphs
Topics of personal and
with an unanticipated dealing with non-
general current interest.
complication. sympathetic listeners.

Create with language, Some informal settings Understood, with some

initiate, maintain, and and a limited number of repetition, by speakers
bring to a close simple transactional situations. accustomed to interacting Discrete
Intermediate
conversations by asking with language learners sentences
Predictable, familiar topics
and responding to (sympathetic listener).
related to daily activities.
simple questions.

Communicate minimally Most common informal May be difficult to

with formulaic and settings. understand, even for Individual
Novice rote utterances, lists, speakers accustomed to words and
Most common aspects
and phrases. interacting with language phrases
of daily life.
learners.

* A rating at any major level is arrived at by the sustained performance of the functions of the level, within the contexts
and content areas for that level, with the degree of accuracy described for the level, and in the text type for the level.
The performance must be sustained across ALL of the criteria for the level in order to be rated at that level.

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WHAT IS THE STRUCTURE OF THE ACTFL OPI?

The primary goal of the OPI is to produce a ratable sample of speech. To be ratable, a speech
sample must clearly demonstrate the highest sustained level of performance of the speaker
(known as the “floor”) and the level at which the speaker can no longer sustain the performance
(known as the “ceiling”), over a variety of topics. To this end, the tester follows a specific
protocol, with four mandatory phases, in order to elicit a ratable sample.

The four mandatory phases of the OPI are:

Warm Up Level Checks Probes Wind Down

The Phases of the OPI

Iterative Process
The Warm Up The Wind Down
The Level Checks The Probes

This first phase of the OPI When the speaker has Once the interviewer has The final phase returns the
serves as the introduction settled into the interview begun to establish that speaker to a comfortable
to the interview. It consists and appears to be the speaker can handle level of language exchange
of greetings, informal reasonably comfortable the tasks and topics of and ends the OPI on
exchanges of pleasantries, using the target language, a particular level, the a positive note.
and conversation openers the interviewer moves interview proceeds to the
pitched at a level which to the next phase of the next phase, the probes.
appears comfortable OPI, the Level Checks. The
The purpose of the
for the speaker. Every interviewer engages the
probes is to discover the
OPI begins with the speaker in conversation
ceiling or limits of the
assumption that a on several topics of
speaker’s proficiency, i.e.
conversation will take interest so that the tasks
the patterns of weakness.
place (Intermediate Level). characterizing any given
This is done by raising the
level can be performed.
level of the interview to the
Level Checks are questions
next higher major level in
that elicit the performance
an attempt to discover the
floor, the linguistic
level at which the speaker
tasks and contexts of a
can no longer sustain
particular level which can
functional performance.
be handled successfully.

The Role Play

A transactional or social situation can serve as either

an additional level check or probe as needed in
a particular interview.

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WHAT STRATEGIES ARE USED TO ELICIT A RATABLE SAMPLE?

When eliciting a ratable sample, successful testers ask open-ended questions in order to encourage
the speaker to show their language ability at its best. Testers listen to and process a speaker’s
responses before formulating subsequent questions. Testers ask purposeful questions; every question
targets a specific level and function of that level. Testers explore a variety of topics within and across
major levels of the ACTFL scale.

HOW IS THE SAMPLE RATED?

Once a ratable sample of speech has been elicited, that sample is compared to the assessment
criteria of the rating scale. A rating at any major level is determined by identifying the speaker’s
floor and ceiling. The floor represents the speaker’s highest sustained performance across ALL
of the criteria of the level, all of the time during the Level Checks for that particular level; the ceiling
is evidenced by linguistic breakdown when the speaker is attempting to address the tasks presented
in the Probes. Once the floor and ceiling are established, an appropriate sublevel can then be
determined, and one of ten possible ratings is assigned by comparing the sample to the description
in the ACTFL Proficiency Guidelines 2012 – Speaking and identifying the rating that best matches
the sample.

WHO ARE THE TESTERS AND HOW ARE THEY CERTIFIED?

ACTFL Certified Testers are highly specialized language professionals who have completed a rigorous
certification and norming process that concludes with a tester’s demonstrated ability to elicit
consistently ratable speech samples and consistently rate samples with a high degree of reliability.

Following attendance at an ACTFL OPI or MOPI Assessment Workshop, a participant may apply
for one of two levels of tester certification. ACTFL testers with Full Certification are authorized to
conduct and rate OPIs across all proficiency levels through the Superior range. Testers with Limited
Certification are authorized to conduct and rate OPIs at the Novice and Intermediate levels, and up
to Intermediate High range. Tester candidates must also take an official OPI to demonstrate their own
language proficiency. Testers wishing to pursue Full Certification must have a Superior rating and
those wishing to apply for Limited Certification must demonstrate an Advanced Mid rating.

The certification process involves completion of four phases. The first phase involves completion of
an online listen-and-rate activity. The second phase consists of candidates conducting live mentor-
guided Oral Proficiency Interviews. During phase three candidates independently conduct interviews
at a variety of proficiency levels and sublevels and submit them for review and feedback by the
mentor. The mentor provides detailed feedback on structure, elicitation, and rating skills. Phase four
requires the candidates to conduct certification OPIs at mentor-specified proficiency levels. These
OPIs will be evaluated and will determine whether a candidate is recommended for certification.
ACTFL Tester certification is awarded for a four-year period during which testers are required to
complete a one-time renorming and refresher activity. Testers must also recertify once every four years.

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WHAT IS AN OFFICIAL ACTFL OPI RATING?

Official ACTFL OPI ratings are assigned to those OPIs conducted by ACTFL certified OPI testers who
are employed by Language Testing International (LTI), the Exclusive Licensee of ACTFL assessments.
Each Official OPI is blindly double rated by a second certified tester. The two ratings must agree
exactly in both the major level and sublevel. The final rating is assigned and an ACTFL OPI Certificate
is issued.

The ACTFL Oral Proficiency Interview (OPI)® is a trademarked property of ACTFL. The ACTFL OPI
elicitation and rating protocols are proprietary to ACTFL. The ACTFL OPI Familiarization guide
and materials are proprietary to ACTFL; any use, duplication or distribution of these materials is
permitted for ACTFL authorized purposes only. The ACTFL OPI is rated according to the ACTFL
Guidelines 2012 © ACTFL, Inc., 2012.

HOW IS THE ACTFL OPI CURRENTLY BEING USED?

The ACTFL OPI is currently being used for a variety of purposes in the academic, commercial,
and government contexts.

Because an ACTFL OPI rating provides a common metric for describing a speaker’s functional ability
in a language, it serves as a way of facilitating the articulation of proficiency goals among language
programs. OPI ratings are commonly used for purposes of admission into programs, placement
within a language sequence, and determination of the fulfillment of exit or graduation requirements.

In addition, teacher Certification Boards in some states require evidence of spoken language
competency as demonstrated through an Official ACTFL OPI. In some cases, an ACTFL Official
OPI rating can be used to waive certain language requirements for teacher certification.

The OPI and OPI ratings are widely used in the business world and in government for purposes
of hiring and promotion in multi-lingual positions.

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WHAT ACCOMMODATIONS ARE AVAILABLE?

Accommodations for ACTFL assessments can be requested from Language Testing International
(LTI), Exclusive Licensee of ACTFL Assessments. Available accommodations include, and are
not limited to, extended testing time, extended breaks, screen magnification, human reader,
oral interpreter for directions, testing environment adjustments, blank scratch paper, etc.
LTI’s accommodation team works with candidates to provide reasonable and appropriate
accommodations to their conditions and needs.

HOW DOES ONE SCHEDULE AN ACTFL OPI?

To schedule an ACTFL Oral Proficiency Interview, contact:

Language Testing International (LTI)

580 White Plains Road, Suite 660

Tarrytown, NY 10591

Phone: (914) 963-7110 or 800-486-8444

Fax: (914) 963-7113

Email: testing@languagetesting.com

www.languagetesting.com

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ACTFL PROFICIENCY
GUIDELINES
2012 SPEAKING

PREFACE
The ACTFL Proficiency Guidelines 2012 – Speaking1 describe five major
levels of proficiency: Distinguished, Superior, Advanced, Intermediate,
and Novice. The description of each major level is representative of
a specific range of abilities. Together these levels form a hierarchy in
which each level subsumes all lower levels. The major levels Advanced,
Intermediate, and Novice are divided into High, Mid, and Low sublevels.

The Guidelines describe the tasks that speakers can handle at each level,
as well as the content, context, accuracy, and discourse types associated
with tasks at each level. They also present the limits that speakers
encounter when attempting to function at the next higher major level.

These Guidelines can be used to evaluate speech that is either

Interpersonal (interactive, two-way communication)
or Presentational (one-way, non-interactive).

The written descriptions of speaking proficiency are accompanied online

by speech samples illustrating the features of each major level.

1 The ACTFL Proficiency Guidelines 2012 may be used for non-profit, educational purposes
only, provided that they are reproduced in their entirety, with no alterations, and with credit
to ACTFL.

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DISTINGUISHED

Speakers at the Distinguished level are able to use language skillfully, and with accuracy, efficiency,
and effectiveness. They are educated and articulate users of the language. They can reflect on a wide
range of global issues and highly abstract concepts in a culturally appropriate manner. Distinguished-
level speakers can use persuasive and hypothetical discourse for representational purposes, allowing
them to advocate a point of view that is not necessarily their own. They can tailor language to a
variety of audiences by adapting their speech and register in ways that are culturally authentic.

Speakers at the Distinguished level produce highly sophisticated and tightly organized extended
discourse. At the same time, they can speak succinctly, often using cultural and historical references
to allow them to say less and mean more. At this level, oral discourse typically resembles written
discourse.

A non-native accent, a lack of a native-like economy of expression, a limited control of deeply

embedded cultural references, and/or an occasional isolated language error may still be present
at this level.

SUPERIOR

Speakers at the Superior level are able to communicate with accuracy and fluency in order to
participate fully and effectively in conversations on a variety of topics in formal and informal settings
from both concrete and abstract perspectives. They discuss their interests and special fields of
competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with
ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them,
such as social and political issues, and provide structured arguments to support these opinions.
They are able to construct and develop hypotheses to explore alternative possibilities.

When appropriate, these speakers use extended discourse without unnaturally lengthy hesitation
to make their point, even when engaged in abstract elaborations. Such discourse, while coherent,
may still be influenced by language patterns other than those of the target language. Superior-level
speakers employ a variety of interactive and discourse strategies, such as turn-taking and separating
main ideas from supporting information through the use of syntactic, lexical, and phonetic devices.

Speakers at the Superior level demonstrate no pattern of error in the use of basic structures,
although they may make sporadic errors, particularly in low-frequency structures and in complex
high-frequency structures. Such errors, if they do occur, do not distract the native interlocutor or
interfere with communication.

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ADVANCED

Speakers at the Advanced level engage in conversation in a clearly participatory manner in order to
communicate information on auto­biographical topics, as well as topics of community, national, or
international interest. The topics are handled concretely by means of narration and description in the
major time frames of past, present, and future. These speakers can also deal with a social situation
with an unexpected complication. The language of Advanced-level speakers is abundant, the oral
paragraph being the measure of Advanced-level length and discourse. Advanced-level speakers have
sufficient control of basic structures and generic vocabulary to be understood by native speakers of
the language, including those unaccustomed to non-native speech.

Advanced High
Speakers at the Advanced High sublevel perform all Advanced-level tasks with
linguistic ease, confidence, and compe tence. They are consistently able to explain
in detail and narrate fully and accurately in all time frames. In addition, Advanced
High speakers handle the tasks pertaining to the Superior level but cannot sustain
performance at that level across a variety of topics. They may provide a structured
argument to support their opinions, and they may construct hypotheses, but patterns
of error appear. They can discuss some topics abstractly, especially those relating to
their particular interests and special fields of expertise, but in general, they are more
comfortable discussing a variety of topics concretely.

Advanced High speakers may demonstrate a well-developed ability to compensate for

an imperfect grasp of some forms or for limitations in vocabulary by the confident use
of communicative strategies, such as paraphrasing, circumlocution, and illustra tion.
They use precise vocabulary and intonation to express meaning and often show great
fluency and ease of speech. However, when called on to perform the complex tasks
associated with the Superior level over a variety of topics, their language will at times
break down or prove inadequate, or they may avoid the task altogether, for example,
by resorting to simplification through the use of description or narration in place of
argument or hypothesis.

Advanced Mid
Speakers at the Advanced Mid sublevel are able to handle with ease and confidence
a large number of communicative tasks. They participate actively in most informal
and some formal exchanges on a variety of concrete topics relating to work, school,
home, and leisure activities, as well as topics relating to events of current, public, and
personal interest or individual relevance.

Advanced Mid speakers demonstrate the ability to narrate and describe in the major
time frames of past, present, and future by providing a full account, with good control
of aspect. Narration and description tend to be combined and inter­woven to relate
relevant and supporting facts in connected, paragraph-length discourse.

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 Advanced Mid speakers can handle successfully and with relative ease the linguistic
challenges presented by a complication or unexpected turn of events that occurs
within the context of a routine situation or communicative task with which they are
otherwise familiar. Communicative strategies such as circumlocution or rephrasing are
often employed for this purpose. The speech of Advanced Mid speakers performing
Advanced-level tasks is marked by substantial flow. Their vocab­ulary is fairly extensive
although primarily generic in nature, except in the case of a particular area of
specialization or interest. Their discourse may still reflect the oral paragraph structure
of their own language rather than that of the target language.

Advanced Mid speakers contribute to conversations on a variety of familiar topics,

dealt with concretely, with much accuracy, clarity and precision, and they convey their
intended message without misrepresentation or confusion. They are readily understood
by native speakers unaccustomed to dealing with non-natives. When called on to
perform functions or handle topics associated with the Superior level, the quality
and/or quantity of their speech will generally decline.

Advanced Low
Speakers at the Advanced Low sublevel are able to handle a variety of communicative
tasks. They are able to participate in most informal and some formal conversations on
topics related to school, home, and leisure activities. They can also speak about some
topics related to employment, current events, and matters of public and community
interest.

Advanced Low speakers demonstrate the ability to narrate and describe in the major
time frames of past, present, and future in paragraph-length discourse with some
control of aspect. In these narrations and descriptions, Advanced Low speakers
combine and link sentences into connected discourse of paragraph length, although
these narrations and descriptions tend to be handled separately rather than interwoven.
They can handle appropriately the essential linguistic challenges presented by a
complication or an unexpected turn of events.

Responses produced by Advanced Low speakers are typically not longer than a
single paragraph. The speaker’s dominant language may be evident in the use of
false cognates, literal translations, or the oral paragraph structure of that language. At
times their discourse may be minimal for the level, marked by an irregular flow, and
containing noticeable self-correction. More generally, the performance of Advanced
Low speakers tends to be uneven.

Advanced Low speech is typically marked by a certain grammatical roughness

(e.g., inconsistent control of verb endings), but the overall performance of the
Advanced-level tasks is sustained, albeit minimally. The vocabulary of Advanced
Low speakers often lacks specificity. Nevertheless, Advanced Low speakers are able
to use communicative strategies such as rephrasing and circumlocution.

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 Advanced Low speakers contribute to the conversation with sufficient accuracy, clarity,
and precision to convey their intended message without misrepresentation or confusion.
Their speech can be understood by native speakers unaccustomed to dealing with non-
natives, even though this may require some repetition or restatement. When attempting
to perform functions or handle topics associated with the Superior level, the linguistic
quality and quantity of their speech will deteriorate significantly.

INTERMEDIATE

Speakers at the Intermediate level are distinguished primarily by their ability to create with the
language when talking about familiar topics related to their daily life. They are able to recombine
learned material in order to express personal meaning. Intermediate-level speakers can ask simple
questions and can handle a straightforward survival situation. They produce sentence-level language,
ranging from discrete sentences to strings of sentences, typically in present time. Intermediate-level
speakers are understood by interlocutors who are accustomed to dealing with non-native learners
of the language.

Intermediate High
Intermediate High speakers are able to converse with ease and confidence when
dealing with the routine tasks and social situations of the Intermediate level. They
are able to handle successfully uncomplicated tasks and social situations requiring
an exchange of basic information related to their work, school, recreation, particular
interests, and areas of competence.

Intermediate High speakers can handle a substantial number of tasks associated with
the Advanced level, but they are unable to sustain performance of all of these tasks
all of the time. Intermediate High speakers can narrate and describe in all major time
frames using connected discourse of paragraph length, but not all the time. Typically,
when Intermediate High speakers attempt to perform Advanced-level tasks, their
speech exhibits one or more features of breakdown, such as the failure to carry out
fully the narration or description in the appropriate major time frame, an inability to
maintain paragraph-length discourse, or a reduction in breadth and appropriateness
of vocabulary.

Intermediate High speakers can generally be understood by native speakers

unaccustomed to dealing with non-natives, although interference from another
language may be evident (e.g., use of code-switching, false cognates, literal
translations), and a pattern of gaps in communication may occur.

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 Intermediate Mid
Speakers at the Intermediate Mid sublevel are able to handle successfully a variety of
uncomplicated communicative tasks in straightforward social situations. Conversation
is generally limited to those predictable and concrete exchanges necessary for survival
in the target culture. These include personal information related to self, family, home,
daily activi­ties, interests and personal preferences, as well as physical and social needs,
such as food, shopping, travel, and lodging.

Intermedi­ate Mid speakers tend to function reactively, for example, ­by responding
to direct ques­tions or requests for information. However, they are capable of asking
a variety of questions when necessary to obtain simple information to satisfy basic
needs, such as directions, prices, and services. When called on to perform functions or
handle topics at the Advanced level, they provide some information but have difficulty
linking ideas, manipulat­ing time and aspect, and using communicative strategies, such
as circumlocution.

Intermediate Mid speakers are able to express personal meaning by creating with the
language, in part by combining and recombining known elements and conversational
input to produce responses typically consisting of sentences and strings of sentences.
Their speech may contain pauses, reformulations, and self-corrections as they search
for adequate vocabulary and appropri­ate language forms to express them­selves.
In spite of the limitations in their vocabu­lary and/or pronunciation and/or grammar
and/or syntax, Interme­diate Mid speakers are generally understood by sympathetic
interlocutors accustomed to dealing with non-natives.

Overall, Intermediate Mid speakers are at ease when performing Intermediate-level

tasks and do so with significant quantity and quality of Intermediate-level language.

Intermediate Low
Speakers at the Intermediate Low sublevel are able to handle successfully a limited
number of uncomplicated communicative tasks by creating with the language in
straightforward social situations. Conversation is restricted to some of the concrete
exchanges and predict­able topics necessary for survival in the target-language culture.
These topics relate to basic personal informa­tion; for example, self and family, some
daily activi­ties and personal preferences, and some immediate needs, such as ordering
food and making simple purchases. At the Intermedi­ate Low sublevel, speakers are
primarily reactive and struggle to­answer direct questions or requests for information.
They are also able to ask a few appropriate questions. Intermediate Low speakers
manage to sustain the functions of the Intermediate level, although just barely.

Intermediate Low speakers express personal meaning by combining and recombin­ing

what they know and what they hear from their interlocutors into short statements and
discrete sentences. Their responses are often filled with hesitan­cy and inaccu­racies as
they search for appropriate linguistic forms and vocabulary while attempting to give
form to the message. Their speech is characterized by frequent pauses, ineffective

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 reformu­lations and self-corrections. Their pronuncia­tion, vocabu­lary, and syntax are
strongly influenced by their first language. In spite of frequent misunderstandings
that may require repetition or rephras­ing, Interme­diate Low speakers can generally be
understood by sympathetic interlocutors, particularly by those accustomed to dealing
with non-natives.

NOVICE

Novice-level speakers can communicate short messages on highly predictable, everyday topics that
affect them directly. They do so primarily through the use of isolated words and phrases that have
been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand
even by the most sympathetic interlocutors accustomed to non-native speech.

Novice High
Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining
to the Intermediate level, but are unable to sustain performance at that level. They
are able to manage successfully a number of uncomplicated communicative tasks in
straightforward social situa­tions. Conversation is restricted to a few of the predict­
able topics necessary for survival in the target language culture, such as basic
personal informa­tion, basic objects, and a limited number of activi­ties, preferences,
and immediate needs. Novice High speakers respond to simple, direct questions or
requests for informa­tion. They are also able to ask a few formulaic questions.

Novice High speakers are able to express personal meaning by relying heavily on
learned phrases or recombinations of these and what they hear from their interlocutor.
Their language consists primarily of short and some­times incomplete sentences
in the present, and may be hesitant or inaccurate. On the other hand, since their
language often consists of expansions of learned material and stock phrases, they
may sometimes sound surprisingly fluent and accurate.­Pronuncia­tion, vocabu­lary, and
syntax may be strongly influenced by the first language. Frequent misun­derstandings
may arise but, with repeti­tion or rephras­ing, Novice High speakers can generally be
understood by sympathetic interlocutors used to non-natives. When called on to
handle a variety of topics and perform functions pertaining to the Interme­diate level,
a Novice High speaker can sometimes respond in intelligible sentences, but will not be
able to sustain sentence-level discourse.

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 Novice Mid
Speakers at the Novice Mid sublevel communicate minimally by using a number of
isolated words and memorized phrases limited by the particular context in which
the language has been learned. When responding to direct questions, they may say
only two or three words at a time or give an occasional stock answer. They pause
frequently as they search for simple vocabulary or attempt to recycle their own and
their interlocutor’s words. Novice Mid speakers may be understood with difficulty even
by sympathetic interlocutors accustomed to dealing with non-natives. When called on
to handle topics and perform functions associated with the Intermediate level, they
frequently resort to repetition, words from their native language, or silence.

Novice Low
Speakers at the Novice Low sublevel have no real functional ability and, because of
their pronunciation, may be unintelligible. Given adequate time and familiar cues, they
may be able to exchange greetings, give their identity, and name a number of familiar
objects from their immediate environment. They are unable to perform functions or
handle topics pertaining to the Intermediate level, and cannot therefore participate in
a true conversational exchange.

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