DELF and DALF

NOTE: Moving from B1 to B2 seems to involve a significant jump. As part of some extensive validation of a new language test, this article found that the difficulty of progressing from B1 to B2 was perceived as being around twice that of progressing through each of the other stages.

 

 

(1) Category names vary and can be obscure. I've therefore tried to use the simplest and most meaningful descriptors - for instance using 'Independence' instead of 'Vantage'. If you are keen on getting this right, then visit the official site here.You'll find some pretty mind-numbing information, but also useful stuff like example tests, including the listening exercises.

 

(2) The number of words known. Seems simple enough, but depends on what you mean by 'words' and 'know'. However, a basic approach for ‘words’  is to use the category of lemmas ('dog' & 'dogs', are the same, but 'dogged' is separate); this is based on the idea that lemmas are the key element of word structure, and of meaning. Similarly, a simple approach to ‘knowing’ is based on recognition of the meaning of a word. This is what we use when reading and  listening. When talking/writing we have to generate the words (and structures) we want to use; this sort of vocabulary is known as expressive, and is typically at a much lower level (up to half of recognition vocabulary). Most of the figures I've used are are based on work by Milton (e), who used a recognition test based on lemmas, using the most common 5,000 words.

 

(3)This should only be taken as a (very) rough guide. First language development is of course very different for an older second language learner, who will already have all of the underlying concepts and understanding of the world. However, it is interesting to make a comparison with the native population, to consider where you would fit in. Vocabulary development gives some indications with this article for the early stages, and this one (see table 3) for the higher ones. I was also thinking of conjectures such as the age at which passive structures in language normally come in at 6 yrs, and its correspondance with B1. Level B2 involves being independant (being able to carry out the key transactions in life), and would generally be at about the transition from primary to secondary education. I also applied the same functional comparison between C1 and the end of secondary education.

 

(4) Based on the Department for Education and Skills - this reference quotes the corresponding levels (a). However, there is disagreement about just what this means.  People often complete exams successfully, but have little ability to communicate in real-life situations, whereas DELF & DALF emphasise meaning and usage. As noted in (b), the Alliance Français (an organisation promoting the French language) have apparently said that B2 is higher than full A level, and that it is closer to second year at university, with C1 being equivalent to graduate level after spending a year abroad. There is more than a suspicion that the UK tends to over-estimate the levels of its French achievements. This is supported by the review by Milton (a), as well as evidence from Milton (d) that more pupils are getting better grades, despite vocabulary levels remaining the same.

 

(5) Original figures were based on Milton (e), but have been adjusted due to 'ceiling effects' of the test used. As A level students, these are the better ones, so they did not start at 2,000 at GCSE (more likely 3,000), therefore making gains of approx. 1,000 a year.

 

(6) Based on Milton's (c) findings of gains of 2,500 a year over 4 yrs – motivated students in high information/involvement contexts. Recent reviews and studies such as this article give adult vocabulary levels which are consistent with this.

 

(7) Based on being intermediate between A level and  final degree + experience. Again, these are the better students from A level, so will start with higher than 5,000.

 

 

 

References

 

(a) https://www.llas.ac.uk/resources/paper/2715

 

(b) https://community.tes.com/threads/delf-dalf.482135/

 

(c) Milton, J (2009) Measuring Second Language Vocabulary Acquisition. Multilingual Matters: Bristol.

 

(d) Milton, J. (2015) French lexis and formal exams in the British foreign language classroom. Rev. franç. de linguistique appliquée, 2015, XX-1 (107-119)

 

(e) Milton, J. (2010) The development of vocabulary breadth across the CEFR levels. EUROSLA MONOGRAPHS SERIES 1
Communicative proficiency and linguistic development, 211-232. Link