What does Language Level A1, A2, B1, B2, C1 and C2 mean?

The Common European Framework divides learners into three broad divisions which can be divided into six levels:

Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary Independent Speaker B1 Threshold or intermediate B2 Vantage or upper intermediate Proficient Speaker C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency

The Common European Framework describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level:

	Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
	Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
	Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
	Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
	Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
	Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.

Link: http://www.deutsch-als-fremdsprache.org/en/faq/323-what-does-language-level-a1-a2-b1-b2-c1-and-c2-mean.html

Language Instruction Improved With Fun and Games

Apr. 16, 2013 — Playing simple games using words and pictures can help people to learn a new language with greater ease, researchers from The University of Nottingham have shown.

---

Their study, published by the scientific journal PLOS ONE, revealed that using fun, informal ways of learning not only helped complete novices to acquire a new language but also made more traditional methods of language learning more effective.

PhD student Marie-Josée Bisson of the University's School of Psychology, who led the study along with Drs Walter van Heuven, Kathy Conklin and Richard Tunney, said: "The results of this study have implications not only for language learning and teaching, but also for anyone interested in improving their knowledge of a foreign language.

"They show that informal exposure can play an important role in foreign language word learning. Through informal exposure, learning can occur without intention, in a more effortless manner. Anyone attempting to learn another language would benefit from activities such as simple games using foreign language words and pictures, or foreign language films with subtitles where they can enjoy the activity without focusing on trying to learn the words. The results of this study suggest that these kinds of informal activities can facilitate language learning, even days afterwards."

There are many advantages to learning a foreign language, such as a better understanding of another culture or better employment prospects in an increasingly multilingual society. However, picking up another language can be a difficult process.

Many language learners believe that informal learning -- for example, watching a foreign language film or spending time in another country immersing oneself in the culture -- is helpful for learning the lingo.

This has now been validated by the results of the Nottingham study, which used spoken and written foreign language words along with pictures depicting their meaning to measure foreign vocabulary learning in complete novices.

In the first phase of the study, English speakers who did not know any Welsh, viewed Welsh words on a computer screen and were asked to indicate whether a particular letter appeared in each word. While viewing the word, they also heard the word being spoken and saw a simple picture showing its meaning. Importantly, the pictures and spoken words were irrelevant to their task and they had not been asked to 'learn' the Welsh words.

In the second phase of the study, English speakers were explicitly asked to learn the correct translations of Welsh words. They were presented with pairs of written English words and spoken Welsh words and had to indicate each time whether the English word was the correct translation of the Welsh. Information about whether or not their responses were correct was provided so that they could learn the correct translations. Importantly, half of the Welsh words had been presented in the first phase of the study.

Results indicated that participants performed better on the Welsh words they had previously been exposed to, indicating that during their informal exposure they had started to learn the meaning of the Welsh words.

Better performance in the explicit learning task was found immediately after the informal exposure as well as the next day. The researchers found that participants retained knowledge unintentionally learnt during the informal phase even as much as a week later following further explicit learning of the Welsh words.

Link: http://www.sciencedaily.com/releases/2013/04/130416085302.htm

Biology - Brain: Brain Waves

When you drop a small stone in water, you see waves. Similarly our heart and our brain have wave patterns. The wave pattern of the heart is measured by ECG (electro cardiograph). The brain waves are measured by EEG (electro encephalograph).

Using the brain wave studies, scientists have discovered that our brain waves are of four types.

The brain waves also have peaks that are similar to the peaks we see in water waves. The number of times the peak appears in one second is called "cycles per second ". For example, the electricity in India is of 50 cycles per second.

• Beta (13 to 25 cycles per second)
  This brain wave indicates that your conscious mind is in control. It indicates a mental state of logical thought, analysis, and action. You are alert and awake talking, speaking, doing, solving problems, etc.
   
• Alpha (8 to 12 cycles per second)
  This brain wave indicates relaxation and meditation. It is a state of relaxed alertness good for inspiration, learning facts fast.
   
• Theta (4 to 8 cycles per second)
  Deep meditation. This is associated with life-like imagination. This is best for suggestibility and inspiration. This brain wave is dominant in children of age 2 to 5.
   
• Delta (0.5 to 4 cycles per second)
  Deep dreamless sleep. Deep relaxation.

Left brain and right brain working together

Usually the left brain and the right brain waves are independent. They reach peaks independent of each other. During meditation and deep relaxation, the left brain waves and the right brain waves happen together.

 

For both, the peaks are reached together. This is called synchronization. Scientists now believe that synchronization makes much greater mind power available. This is associated with learning large amounts of information very quickly as well as with creativity. Brain self-control

Scientists had long believed that brain activity such as brain waves and secretion of brain chemicals were beyond conscious control. But, experiments on Swami Rama of the Himalayas and on biofeedback have now changed that belief. Now it is proven that some people can control their brain waves, etc. 

Link: http://www.bibliotecapleyades.net/ciencia/ciencia_brain01.htm

Being bilingual 'boosts brain power' (BBC)

Learning a second language can boost brain power, scientists believe.

The US researchers from Northwestern University say bilingualism is a form of brain training - a mental "work out" that fine-tunes the mind.

Speaking two languages profoundly affects the brain and changes how the nervous system responds to sound, lab tests revealed.

Experts say the work in Proceedings of the National Academy of Sciences provides "biological" evidence of this.

For the study, the team monitored the brain responses of 48 healthy student volunteers - which included 23 who were bilingual - to different sounds.

They used scalp electrodes to trace the pattern of brainwaves.

Under quiet, laboratory conditions, both groups - the bilingual and the English-only-speaking students - responded similarly.

But against a backdrop of noisy chatter, the bilingual group were far superior at processing sounds.

They were better able to tune in to the important information - the speaker's voice - and block out other distracting noises - the background chatter.

'Powerful' benefits

And these differences were visible in the brain. The bilingualists' brainstem responses were heightened.

Prof Nina Kraus, who led the research, said: "The bilingual's enhanced experience with sound results in an auditory system that is highly efficient, flexible and focused in its automatic sound processing, especially in challenging or novel listening conditions."

Co-author Viorica Marian said: "People do crossword puzzles and other activities to keep their minds sharp. But the advantages we've discovered in dual language speakers come automatically simply from knowing and using two languages.

"It seems that the benefits of bilingualism are particularly powerful and broad, and include attention, inhibition and encoding of sound."

Musicians appear to gain a similar benefit when rehearsing, say the researchers.

Past research has also suggested that being bilingual might help ward off dementia.

Source: http://www.bbc.co.uk/news/health-17892521