The Common European Framework in its political and educational context What is the Common European Framework?

PHONOLOGICAL CONTROL
C2
As C1
C1
Can vary intonation and place sentence stress correctly in order to express finer shades of meaning. 
B2
Has acquired a clear, natural, pronunciation and intonation.
B1
Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional
mispronunciations occur. 
A2
Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but
conversational partners will need to ask for repetition from time to time.
A1
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some
effort by native speakers used to dealing with speakers of his/her language group.
5.2.1.5
Orthographic competence
involves a knowledge of and skill in the perception and production of the symbols of
which written texts are composed. The writing systems of all European languages are
based on the alphabetic principle, though those of some other languages follow an id-
eographic (logographic) principle (e.g. Chinese) or a consonantal principle (e.g. Arabic).
For alphabetic systems, learners should know and be able to perceive and produce:
•
the form of letters in printed and cursive forms in both upper and lower case
•
the proper spelling of words, including recognised contracted forms
•
punctuation marks and their conventions of use
•
typographical conventions and varieties of font, etc.
•
logographic signs in common use (e.g. @, &, $, etc.)
5.2.1.6
Orthoepic competence
Conversely, users required to read aloud a prepared text, or to use in speech words first
encountered in their written form, need to be able to produce a correct pronunciation
from the written form. This may involve:
Users of the Framework may wish to consider and where appropriate state:
•
what new phonological skills are required of the learner;
•
what is the relative importance of sounds and prosody;
•
whether phonetic accuracy and fluency are an early learning objective or developed as a
longer term objective.
The user/learner’s competences
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•
knowledge of spelling conventions
•
ability to consult a dictionary and a knowledge of the conventions used there for the
representation of pronunciation
•
knowledge of the implications of written forms, particularly punctuation marks, for
phrasing and intonation
•
ability to resolve ambiguity (homonyms, syntactic ambiguities, etc.) in the light of
the context