The cefr document is the result of a need for a common international framework for language learning facilitated co­ operation among educational institutions in different countries

2.3 Language learning and teachingThis section briefly introduces the issues dealt with in detail in chapters 6, 7 and 8. It refers back again to chapter 1 and the relation between CEF as a descriptive instrument of reference and the policy statements of the Council of Europe.
2.4 Language assessmentThis section completes the introductory account of the approach adopted by looking forward to the intentions and content of chapter 9. It also makes reference to the complementary development of the European Language Portfolio (ELP), which is also referred to briefly in section 8.4.2. ELP uses the levels and descriptors of CEFR both for indicating the relative levels of qualifications achieved by holders, and for guiding their self-assessment.

1.Why is CEFR needed?
2.The Common Reference Levels
3.General Competences
The Common European Framework is a common basis for the elaboration language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.
The Common European Framework is intended to overcome the barriers to communication among professional working in the field of modern languages arising from the different educational systems in Europe.
In the words of the Intergovernmental Symposium held in Ruschlikon, Switzerland November 1991, on the initiative of the Swiss Federal Government on: ‘Transparency and Coherence in Language in Europe: Objectives. Evaluation. Certification’.A further intensification of language learning and teaching in member countries is necessary in the interests of greater of greater mobility, more effective international communication combined with respect for identity and cultural diversity, better access to information, more intensive personal interaction, improving relations and a deeper mutual understanding.
To achieve these aims language learning is necessarily a life long task to be promoted and facilitated throughout educational systems, from pre-school through to adult education.It is desirable to develop a Common European Framework of reference for language learning at all levels, in order to:
Promote and facilitate co-operation amon educational institutions in different countries:Provide a sound basis for the mutual recognition of language qualifications:
Common European Framework of Reference for Language: learning, teaching, assessment.Assist learners, teachers, course designers, examining bodies and educational administrators to situate and co-ordinate their efforts.
Language use, embracing language learning, comprises the actions performed by persons who as individuals and as social agents develop a range of competences, both general and in particular communicative language competences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences.
Competences are the sum of knowledge, skills and characteristics that allow a person to perform actions. General competences re those not specific to language, but which are called upon for actions of all kinds, including language avtivities. Communicative language competences are those which empower a person to act using specifically linguistic means. Context refers to the constellation of events and situational factors (physical and others)., both internal and external to a person, in which acts acts of communication are embedded. Language activities involve the exercises of one’s communicative language competence in a specific domain in processing (receptively) and/or productively) one or more texts in order to carry out a task. Language processes refers to the chain of events, neurological and physiological, involved in the production and reception of speech writing.
Text is any sequence or discourse (spoken and /or written) related to a specific domain and which in the course of carrying out a task becomes the occasion of a language activity, whether as a support or as a goal, as product or process.Domain refers to the broad sectors of social life in which social agents operate. A higher categorization has been adopted here limiting this to major categories relevant to language learningteaching and use: the educational, occupational, public and personal domains.A strategy is any organized, purposeful and regulated line of action chosen by an individual to carry out a task which he or she sets for himself or herself or with which he or she is confronted.A task is defined as any purposeful action considered by an individual as necessary in order to achieve a given result in the context of problem to be solved, an obligation to fulfill or an objective to be achieved. This definition would cover a wide range of actions such as moving a wardrobe, writing a book obtaining certain conditions in the negotiation of contract, playing a game of cards, ordering a meal in restaurant, translating a foreign language text or preparing a class newspaper through group work.What is the Common European Framework of Reference?
The Common European Framework of Reference gives you a detailed description of learner level by skill, in a language-neutral format. It is a useful reference document for school directors, syllabus designers, teachers, teacher trainers and proficient learners. The CEFR has three broad bands – A, B and C. Very loosely, you can see these as similar to Beginner,
Intermediate and Advanced – though the CEFR levels are more precise than these terms (and calls them Basic, Independent, and Proficient). Each of those bands is divided into two, giving us six main levels.