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

GRAMMATICAL ACCURACY
C2
Maintains consistent grammatical control of complex language, even while attention is otherwise
engaged (e.g. in forward planning, in monitoring others’ reactions).
C1
Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to 
spot. 
Good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence
structure may still occur, but they are rare and can often be corrected in retrospect. 
B2
Shows a relatively high degree of grammatical control. Does not make mistakes which lead to
misunderstanding.
Communicates with reasonable accuracy in familiar contexts; generally good control though with
noticeable mother tongue influence. Errors occur, but it is clear what he/she is trying to express.
B1
Uses reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more
predictable situations.
A2
Uses some simple structures correctly, but still systematically makes basic mistakes – for example tends
to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to
say.
A1
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt
repertoire.
A distinction is traditionally drawn between morphology and syntax.
Morphology deals with the internal organisation of words. Words may be analysed into
morphemes, classed as:
•
roots, or stems;
•
affixes (prefixes, suffixes, infixes), including:
word-forming affixes (e.g. re-, un-, -ly, -ness);
inflexional affixes (e.g. s, -ed, -ing).
Word-formation:
Words may be classified into: 
•
simple words (root only, e.g. six, tree, break);
•
complex words (root + affixes, e.g. unbrokenly, sixes);
•
compound words (containing more than one root, e.g. sixpence, breakdown, oak-tree,
evening dress).
Users of the Framework may wish to consider and where appropriate state:
•
on which theory of grammar they have based their work;
•
which grammatical elements, categories, classes, structures, processes and relations are
learners, etc. equipped/required to handle.
Common European Framework of Reference for Languages: learning, teaching, assessment
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Morphology also deals with other ways of modifying word forms, e.g.:
•
vowel alteration
(sing/sang/sung, mouse/mice) 
•
consonant modification
(lend/lent)
•
irregular forms
(bring/brought, catch/caught)
•
suppletion
(go/went)
•
zero forms
(sheep/sheep, cut/cut/cut)
Morphophonology deals with the phonetically conditioned variation of morphemes
(e.g. English s/z/iz in walks, lies, rises; t/d/id in laughed, cried, shouted), and their morph-
ologically conditioned phonetic variation (e.g. i:/e in creep/crept, mean/meant, weep/
wept).
Syntax deals with the organisation of words into sentences in terms of the categories,
elements, classes, structures, processes and relations involved, often presented in the
form of a set of rules. The syntax of the language of a mature native speaker is highly
complex and largely unconscious. The ability to organise sentences to convey meaning
is a central aspect of communicative competence.
5.2.1.3
Semantic competence 
deals with the learner’s awareness and control of the organisation of meaning.
Lexical semantics deals with questions of word meaning, e.g.:
•
relation of word to general context:
reference;
connotation;
exponence of general specific notions;
•
interlexical relations, such as:
synonymy/antonymy;
hyponymy;
collocation;