Everything you wanted to know about levels A1, A2 in English. English language levels according to international classifications

Any experienced teacher will tell you that before you start learning a foreign language, you need to determine your level.

This is necessary, first of all, in order not to waste too much time on already familiar material, but to immediately move on in mastering the language. Everyone knows that there is no “ultimate” level of English proficiency unless you live in a language environment.

Any language is a living organism that is constantly changing over time, new words are added to it, and some words, on the contrary, become obsolete. Even grammar rules change. What was considered indisputable 15-20 years ago may no longer be relevant in modern grammar.

That is why the knowledge of a foreign language is never completely complete. Any knowledge requires constant practice. Otherwise, the level you have reached is quickly lost.

What is the "level of knowledge of the English language"?

But what is it, and what are the levels of knowledge of the English language? Let's figure it out.

The level of knowledge is understood as the degree of proficiency in four aspects of languages: speaking, reading and understanding texts, listening to information and writing. In addition, this includes knowledge of grammar and vocabulary and the ability to correctly use lexical and grammatical units in speech.

Testing for the level of English proficiency is usually carried out in one form or another, wherever you go to study the language. On any training site, in courses, in private classes with a teacher - everywhere, before determining further actions and selecting the necessary training materials, you will be tested for the level of knowledge. Moreover, these levels are very conditional, their boundaries are blurred, the names and number of levels differ in different sources, but, of course, there are common features in all types of classifications.

In this article, we will present the levels of English on the international scale, comparing it with the British version of the classification.

English Proficiency Levels

There are two main classifications of English proficiency levels.

The first belongs British Council is an international organization that provides assistance in learning the language and in establishing intercultural communication. This distribution of competencies in language could be found most often in textbooks produced at Cambridge and Oxford.

The second and main one is called CEFR or The Common European Framework of Reference for Languages. It is translated into Russian as "The Common European Scale of Language Competence". It was created by the Council of Europe in the second half of the 90s.

Below is CEFR:

The gradation of English levels in the table differs from the British version in the following:

• the British Council does not have a designation for Pre-Intermediate as such, it is at the A2/B1 junction;
• there is everything here 6 levels of English: A1, A2, B1, B2, C1, C2;
• the first two levels are elementary, the second two are sufficient, the last two are considered levels of fluency in the language.

Correspondence table of levels for different assessment systems

International exams

To obtain a place in a foreign university, to work abroad or to successfully find employment in Russia, certain certificates are required. Consider two of the most popular and well-known of them.

TOEFL exam

Upon successful completion, you can enroll in educational institutions in the United States and Canada. The certificate of completion is valid in 150 countries for 2 years. There are several versions of the test - paper, computer, Internet version. All types of skills are tested - writing and speaking, reading and listening.

The main feature is that it is impossible not to pass it, the student who completed the tasks still receives some score that corresponds to a certain level:

1. 0-39 in the Internet version and 310-434 in the paper version shows the degree of knowledge of English on the bar A1 or "Beginner".
2. When getting a result in the range 40-56 (433-486) you can be sure - you have Elementary (A2), that is, basic English.
3. Intermediate (translated as "intermediate, transitional") - these are TOEFL scores in the region of 57-86 (487-566). Do you want to know what level it is, "Intermediate"? It corresponds to B1. You can talk on familiar topics and catch the essence of the monologue / dialogue, you can even watch films in the original, but the material is not always completely captured (sometimes the meaning is guessed from the plot and from individual phrases). You are already able to write short letters and essays in the language.
4. Upper, pre-intermediate would require the following scores: 87-109 (567-636). It means "medium-advanced" in translation. What level is this, Upper intermediate? For the owner, a relaxed, detailed conversation on a specific or abstract topic is available, including with a native speaker. Movies are watched in the original, talk shows and news are also well received.
5. An order of magnitude higher, namely 110-120 for the Internet version and 637-677 for the paper version, required if Advanced English is required.

IELTS exam

The certificate for its passage is quite popular in the UK, Australia, New Zealand and Canada. Also relevant in case of professional migration to these countries. The test is valid for 2 years. The range of grades that can be obtained for the test is from 0.0 to 9.0. AT A1 scores from 2.0 to 2.5 are included. AT A2- from 3.0 to 3.5. step B assumes scores from 4.0 to 6.5, and for the level C1- 7.0 - 8.0. Language in perfection - these are marks 8.5 - 9.0.

What level of proficiency should be indicated in the resume?

When writing a resume, you must correctly indicate at what stage in learning the language you are now. The main thing is to choose the correct designation of the level of English (english level). The following are usually used: Basic(basic knowledge), intermediate(middle stage), Advanced(proficiency at an advanced level), Fluent (fluency).

If there was an exam, be sure to indicate its name and the number of points received.

Tip: No need to overestimate your level, because any inaccuracy can be revealed quickly enough.

Why is it important to determine your level of language proficiency?

Why does a non-specialist need information about the level of language proficiency, and is it needed at all? If you are planning to start or resume learning a foreign language, then it is simply necessary to determine your level of knowledge, of course, if you are not an absolute beginner and have previously studied English. Only in this way will you be able to understand at what stage you stopped and where to move on.

Choosing a course of study, you will need to focus on your level. So, for example, on the site you can take various courses: from a course for beginners - Beginner, to a course for students with an Intermediate level.

In order to navigate which course to choose for training, the site provides. The system will accurately determine your level of language proficiency and suggest the appropriate course to make learning as effective as possible.

English level A2 is the second level of language proficiency in the Common European CEFR system, a system for determining different language levels, compiled by the Council of Europe. In everyday speech, this level can be called basic (for example, "I speak basic English"). The term elementary is the official description of the level in CEFR - this is the main level. A student who has mastered a basic level of English can satisfy their basic communication needs.

How to determine that you know English at level A2

The best way to determine if your English language skills are at A2 level is to take a quality standardized test. Below is a list of the main internationally recognized tests and their respective A2 scores:

What can you do with an A2 level of English

The level of English A2 is sufficient for tourist travel in an English-speaking country and communication with native English speakers. However, to establish deeper friendships, the A2 level is considered insufficient. The A2 level of English also allows you to collaborate with English-speaking colleagues, but working communication in English is limited to familiar topics at the A2 level. An A2 level of English is not sufficient to conduct scientific research or to understand English-language media (television, film, radio, magazines, etc.).

According to the official CEFR guidelines, a student who speaks English at A2 level:

1. Can understand sentences and frequently used expressions related to the main areas of life to which he is directly involved (eg, basic information and family, shopping, geography, employment).
2. Can communicate within simple and daily tasks requiring a simple and direct exchange of information on familiar or everyday topics.
3. Can describe in simple terms certain aspects of his past, present, as well as issues related to areas with which, he, she directly interacts.

More about knowledge of English at Level A2

The formal conclusions about the student's knowledge are broken down into smaller sub-points for educational purposes. Such a detailed classification will help you evaluate your own level of English proficiency or help the teacher assess the level of students. For example, a student with an A2 English level can:

• evaluate the work of a colleague at work.
• talk about events in your life.
• describe your past, giving details of the most important milestones.
• entertain guests at home or visit a friend or colleague at his/her home.
• discuss your holiday plans and tell friends and colleagues about your holiday afterwards.
• talk about nature and travel.
• talk about your favorite movies and choose a movie to watch with your friends.
• discuss clothes and what kind of clothes he/she would like to wear.
• Participate in key discussions at work, including speaking at meetings about familiar topics.
• describe an accident or injury, get medical attention from a doctor, and fill out a prescription for medicines.
• participate in simple business negotiations, welcoming guests and attending general events.
• understand and express the main business proposals in their area of ​​expertise.
• Discuss and explain the rules of the games.

Of course, progress will depend on the type of course and the individual student, but it can be predicted that the student will achieve an A2 English proficiency level in 200 hours of study (total).

Level C1 on the European Framework of Reference for Languages ​​(CEFR) corresponds to such a concept as an “experienced user”. Level B2 is "independent user".

Since CEFR is a scale of competencies, that is, skills, the criteria for it are formulated based on what a person should be able to do.

Let's look at these skills by aspect and try to understand how C1 differs from B2:

Listening comprehension

B2:

I can understand long stretches of spoken language and lectures, and even follow complex developments in arguments, provided I am sufficiently familiar with the topic of the message. I can understand most television news and op-eds. I understand most films with standard pronunciation.

C1:

I can understand long stretches of speech even when it is not explicitly structured, and when the relationship between parts of a text or utterance is only implied, not expressed. I can understand movies and TV shows without undue effort.

Hooray! When moving from levels B to levels C, we can not only understand, but also creatively transform speech in real time - the key thing is that on C1 a person can understand the speech of another even if that other one himself does not speak well.

We can already understand what our interlocutor wants to say, even if he himself did not take care of it. And of course, films and TV shows are no longer difficult for us, although sometimes we still have to work hard.

USEFUL ARTICLE

Reading

B2:

C1:

I understand long and complex fictional or factual texts and can distinguish them by style. I understand articles on professional topics or lengthy technical instructions, even if they are not related to my field of activity.

In reading, the main breakthrough is the ability to read specialized professional literature not in one's specialty and understand it.

Speaking skills, dialogue

B2:

I can engage in dialogue with native speakers, and I communicate quite fluently, without noticeable pauses, and spontaneously, that is, without prior preparation, to the extent that communication is possible. I can take an active part in the discussion of familiar topics, expressing and justifying my views.

C1:

I can express my thoughts in fluent speech without preparation, and I do not have to pause in search of the right words. I can use the language flexibly and effectively in my personal, daily life and work.
I can formulate my thoughts and express my opinion accurately and in such a way that other participants in the conversation can easily understand how my words relate to their remarks.

The key difference is how much you can fit in during the dialogue. In C1, it is important not only to speak clearly, but also to speak in such a way that it is clear to everyone else that you understood them, how you understood them, and how everything you say now follows from this.

Speaking skills, monologue

B2:

I can speak clearly and in detail on a fairly wide range of topics that interest me. I can give a point of view on a particular topic, explaining the advantages and disadvantages of different options.

C1:

I can speak clearly and at length on complex topics, dividing them into subtopics, developing certain aspects, and ending my discourses with a suitable conclusion.

As in the previous aspect, on C1 it becomes important how much you can control how you will be understood. Instead of just expressing your point of view, as in B2, in C1 it is important to be able to convince the interlocutor. In general, the transition from B2 to C1 is determined by how much you can go from your own independence to caring about how your listener understands you.

Letter:

B2:

I can write clear and detailed text on a fairly large number of topics related to my area of ​​interest. I can write an essay or report that provides information or argues for or against a particular point of view. I can write a letter emphasizing the personal significance of events or reflecting on my life experience.

C1:

I can express my thoughts in clear, well-structured text, giving some text to other points of view. I can write an essay, a report, or a letter on a complex topic, and in doing so, indicate which issues I consider the most important. I can choose the style that is acceptable to the recipient of my message.

In writing, when moving from level B2 to C1, it is important that we can write a text not only about what we are interested in, but also on abstract topics, and not only speak out, but also structure the text, think about the reader, take care of to make him comfortable.

Thus, it can be imagined that instead of one speech personality, we develop several at once, and choose between them depending on the context.

In general, the transition to level C1 means that a person gets out of the shell of his personal interests and begins to focus on the world around him and partly on the interlocutor. Therefore, in the classroom, you need to reinforce this transition.

How to study to move from B2 to C1

Perception of oral speech:

Listen to thematic popular science or journalistic programs, write down their transcript and draw up a plan of expression based on the results of this transcript. Paraphrase and write synopses, short summaries of what you heard, highlighting the main points and emphasis.

Reading

Read popular science and non-fiction articles, while consciously choosing those that are the furthest from your area of ​​​​interest. Maintain a glossary of terms and expressions that appear in these articles.

Catalogs and descriptions of special-purpose devices are the best material for this. Learn about the world around you and write non-fiction style notes for yourself about what you've learned.

Dialog

To develop dialogue skills, you will definitely need a trained interlocutor. A professional teacher is the best. Organize discussions with him, write polemics, or prepare short presentations with a question and answer session.

A conversation club is only suitable if it is organized as part of a course with a group that has studied the same topics as you and is at the same level as you. Otherwise, it is useless, unless the teacher has organized an ingenious scheme of mutual learning, but no one does that.

Letter

In writing, it is important that you know how to choose the genre in which you will write. Therefore, take the topic that you touched upon when you practiced listening or reading and write three texts on it -

presentation report, article or essay and official letter. So you will learn how to choose a style and implement different communicative intentions in a letter.

What to use?

It is best to use the literature for preparing for the Cambridge CAE or CPE exams - there the texts are selected for the most popular topics, and the writing tasks are well formulated to force you to practice different styles.

If you don't like textbooks, take authentic materials: TED, BBC. Discovery, Bloomberg thematic sites on economics, politics, medicine - everything will help.

Group, yourself, tutor, carrier?

At this level, there is something that you can do on your own - listening practice, reading, vocabulary building, but there are also things for which you need a qualified partner, a teacher: to make a presentation for yourself or write an article that you yourself will read - occupation is strange.

Host or our person?

With sufficient qualifications of a Russian teacher, if he is well erudite and interested in understanding the intricacies of new topics together with you, this is the best choice.
A native speaker will do well if he has a deep knowledge of the complex areas that you will have to study, and if he is well versed in the psychological and structural aspects of speech. In other words, if it is a highly qualified teacher with extensive experience. Find one - your happiness. I've seen a couple of these in 18 years.

The article was prepared on the basis of the monograph "Common European Competences in Foreign Language Proficiency: Learning, Teaching, Assessment", the Russian translation of which was published by the Moscow State Linguistic University (http://www.linguanet.ru/) in 2003.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment

The document of the Council of Europe entitled "Common European Framework of Reference: Learning, Teaching, Assessment" reflects the result of the work begun in 1971 by experts from the countries of the Council of Europe, including representatives of Russia, on the systematization of approaches to teaching a foreign language and the standardization of assessments of language proficiency levels. "Competencies" in an understandable form define what a language learner needs to master in order to use it for communication purposes, as well as what knowledge and skills he needs to master in order for communication to be successful.

What is the main content of this project carried out within the framework of the Council of Europe? The participants of this project tried to create a standard terminology, a system of units, or a common language to describe what constitutes the subject of study, as well as to describe the levels of language proficiency, regardless of what language is being studied, in what educational context - which country, institute, school , in courses, or privately, and what methods are used. As a result, it was developed a system of language proficiency levels and a system for describing these levels using standard categories. These two complexes create a single network of concepts that can be used to describe any certification system, and, consequently, any training program, in the standard language, starting with setting goals - learning goals and ending with the competencies achieved as a result of training.

The system of language proficiency levels

When developing the European system of levels, extensive research was carried out in different countries, assessment methods were tested in practice. As a result, an agreement was reached on the issue of the number of levels allocated for organizing the process of learning the language and assessing the degree of proficiency in it. There are 6 major levels, which represent lower and higher sub-levels in the classic three-level system, which includes basic, intermediate and advanced levels. The level scheme is built on the principle of sequential branching. It begins with the division of the level system into three major levels - A, B and C:

The introduction of a pan-European system of language proficiency levels does not limit the ability of various pedagogical teams to develop and describe their own system of levels and modules of education. However, the use of standardized categories in the description of one's own programs contributes to the transparency of courses, and the development of objective criteria for assessing the level of language proficiency will ensure recognition of the qualifications obtained by students in examinations. It can also be expected that over time the system of levels and the wording of the descriptors will change as experience accumulates in the countries participating in the project.

In a generalized form, the levels of language proficiency are presented in the following table:

Table 1

When interpreting the level scale, one must keep in mind that the divisions on such a scale are not the same. Even if the levels appear to be equidistant on the scale, they take different times to reach. So, even if Waystage is halfway to Threshold Level, and Threshold is on the level scale halfway to Vantage Level, experience with this scale shows that that it takes twice as long to progress from "Threshold" to "Threshold Advanced" as it takes to reach "Threshold". This is due to the fact that at higher levels the range of activities is expanding and an increasing amount of knowledge, skills and abilities are required.

A more detailed description may be required to select specific learning objectives. It can be presented as a separate table showing the main aspects of language proficiency at six levels. For example, table 2 is designed as a self-assessment tool to identify your knowledge and skills in terms of:

table 2

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold Advanced):

C2 (Proficiency Level):

In practice, one can focus on a certain set of levels and a certain set of categories, depending on specific goals. Such detailing makes it possible to compare training modules with each other and with the system of common European competencies.

Instead of identifying the categories that underlie speech activity, it may be necessary to evaluate language behavior on the basis of individual aspects of communicative competence. For example, table 3 is designed to assess speaking, so it focuses on qualitatively different aspects of language use:

Table 3

A1 (Survival Level):

A2 (Pre-threshold level):

B1 (Threshold level):

B2 (Threshold Advanced):

C1 (Professional Level):

C2 (Proficiency Level):

The tables for assessing the levels discussed above are based on the bank "illustrative descriptors", developed and tested in practice, and subsequently graduated by levels during the research project. Descriptor scales are based on a detailed category system to describe what language proficiency/use means and who can be called a language proficient/user.

The description is based activity approach. It establishes the relationship between language use and language learning. Users and language learners are seen as subjects social activities , that is, members of society who decide tasks, (not necessarily language related) in certain conditions , in a certain situations , in a certain field of activity . Speech activity is carried out in a wider social context, which determines the true meaning of the statement. The activity approach makes it possible to take into account the entire range of personal characteristics of a person as a subject of social activity, primarily cognitive, emotional and volitional resources. In this way, any form of language use and its study can be described in the following terms:

• Competencies represent the sum of knowledge, skills and personal qualities that allow a person to perform various actions.
• General competencies are not linguistic, they provide any activity, including communicative.
• Communicative language competencies allow to carry out activities using language tools.
• Context- this is a spectrum of events and situational factors against which communicative actions are carried out.
• Speech activity- this is the practical application of communicative competence in a certain area of ​​communication in the process of perception and / or generation of oral and written texts, aimed at performing a specific communicative task.
• Types of communication activities involve the implementation of communicative competence in the process of semantic processing / creation (perception or generation) of one or more texts in order to solve the communicative task of communication in a certain field of activity.
• Text - it is a coherent sequence of oral and / or written statements (discourse), the generation and understanding of which occurs in a specific area of ​​communication and is aimed at solving a specific problem.
• Under sphere of communication refers to the broad spectrum of social life in which social interaction takes place. In relation to language learning, educational, professional, social and personal spheres are distinguished here.
• Strategy is a course of action chosen by a person to solve a problem.
• A task- this is a purposeful action necessary to obtain a specific result (solution of a problem, fulfillment of obligations or achievement of a goal).

Multilingualism concept

The concept of multilingualism is decisive in the approach of the Council of Europe to the problem of language learning. Multilingualism occurs as a person's linguistic experience expands in the cultural aspect from the language used in the family to mastering the languages ​​of other peoples (learned at school, college or directly in the language environment). A person “does not store” these languages ​​separately from each other, but forms communicative competence on the basis of all knowledge and all language experience, where languages ​​are interconnected and interact. According to the situation, the individual freely uses any part of this competence to ensure successful communication with a particular interlocutor. For example, partners can move freely from one language or dialect to another, demonstrating the ability of each to express an idea in one language and understand in another. A person can use multilingualism to understand text, written or spoken, in a language they did not previously know, recognizing words that sound and are spelled similarly in multiple languages ​​in a "new form".

From this point of view, the purpose of language education is changing. Now the perfect (at the level of a native speaker) mastery of one or two, or even three languages, taken separately from each other, is not the goal. The goal is to develop such a linguistic repertoire, where there is a place for all linguistic skills. The latest developments in the language program of the Council of Europe are aimed at developing a tool with which language teachers will contribute to the development of a multilingual personality. In particular, the European Language Portfolio is a document in which the most diverse experiences of language learning and intercultural communication can be recorded and formally recognized.

LINKS

Full text of the monograph in English on the website of the Council of Europe

Gemeinsamer europaischer Referenzrahmen fur Sprachen: Lernen, lehren, beurteilen
German text of the monograph on the website of the Goethe German Cultural Center

English proficiency levels. A1 to C2

Preparation for English language exams

There are two options for determining the level of language proficiency. The first one was developed by British Council linguists and concerns only English. The second (CEFR) was developed as part of the "Learning Languages ​​for European Citizenship" project and is the same for determining the level of proficiency in any of the European languages.

Common European Framework of Reference for Languages ​​(Common European Framework of Reference, CEFR) is a system of levels of foreign language proficiency used in the European Union. The main goal of the CEFR system is to provide an assessment and teaching method applicable to all European languages.

• A Elementary possession
• B Self-sufficient ownership
• C Fluency

Compared to the olympiads, the USE is a simple exam, for which it is more than enough to pass, for example, the Gateway series textbooks. To win the Olympiad and to enter foreign universities, the level of English is significantly higher than for the successful passing of the Unified State Examination, however, textbooks for preparation are also available (see below), so everything is in your hands.

For children, we also recommend Oxford Better Spelling (on 7-9 years old, on the 9-11 years old). See photo review of these benefits. This is an easy-to-use course for daily based, neat book that contains 3000 words for each year, from 7 to 9 years old (or 9 to 11 years old). 5 words per day plus additional material to reinforce (about 8-9 words per day in total): this is a guide easily puts the spelling of difficult words. Here are the Oxford Children's Corpus target words that children most often misspell, along with the primary words of any curriculum. Children will learn all the words they need to be able to spell correctly. These manuals do not replace textbooks ( you also need to know grammar and be able to build phrases, speak, listen), but help greatly expand vocabulary and learn how to write words correctly: from childhood and for life. This is an excellent base that will give a great advantage in the future.

• English textbook, level C1
• English in focus. spotlight. Grade 11. Textbook
• English in focus. spotlight. Grade 10. Textbook
• 2000 test items in English
• Lomonosov school: how to prepare
• spotlight. Workbook and textbook. 6th grade
• Olympiads in English. 5-8 grades, with audio application
• Series of books Vocational education (Urayt)
• Human anatomy. Complete compact atlas
• Tasks of school Olympiads in social studies
• Biology textbooks and how to supplement them
• Chemistry textbooks and how to supplement them
• OGE-2016. English language
• Vseros in biology: what to read to win?
• Cribs in the palm of your hand. English language
• Cribs in the palm of your hand on various subjects, photo review

And what about the textbooks that we use in schools?.. Are there any normal ones among them?

Let's just say that really good textbooks are from reputable British publishers: Oxford, Cambridge, Macmillan, Pearson.
Our teacher can choose a textbook from the federal list and work on it. Usually this is Vereshchagin, Biboletova, Spotlight.
Spotlight is bad because it has very bad initial textbooks, it does not teach you to read, it does not provide a normal base. It simply won’t work to learn from it alone: ​​you need a tutor or additional textbooks.
Vereshchagin, Biboletov - also nothing good, unfortunately.
I really like Ter-Minasova (read more), but they don’t let her teachers take it. It could be combined with Spotlight.
Today the situation is such that if the parents do not know the language and cannot study with the children themselves, in an ordinary school, rest assured, the child will not be given the language, that is for sure. Need a tutor right away, and a good one.
The trouble with tutors is that many can somehow teach, but they speak very badly. Correcting the pronunciation later is a darkness. When children say "Z" to the sound "th" (with many sounds a problem) - quiet horror. They cannot recognize words in the speech of native speakers, i.e. they simply do not understand the language. They will definitely not pass the listening exam, and speaking too.
Oh, and they don’t teach you to write capital letters !! I don't understand this at all either. There is an essay at the OGE and the USE - and how are the children supposed to write it if they were not taught letters, except for printed ones?

And one more thing - none of our textbooks could find what level they give? B2? It would be nice. But I strongly doubt this, especially since there is no mention of the level of preparation in our textbooks anywhere.
If anyone knows what level Spotlight gives (if, theoretically, imagine that the child was able to take the entire Spotlight program up to grade 11, which is unlikely without a well-speaking assistant), write!
That is, it turns out that they don’t really teach the language in our schools.

Often teachers write that Vereshchagin and Biboletov are better than Spotlight. At the end of Spotlight Grade 2, kids usually can't read, unfortunately. You can learn to read from Biboletova's textbook. Spotlight only comes with a good tutor, it's not at school.

The USE compared to the 9th-10th grade Olympiad is just complete nonsense, for example! But in the Olympiad - such words and idioms that I can’t imagine what kind of teenager can know. At the level of C1-C2, such a feeling. It is clear that the Olympiads themselves prepare according to additional textbooks, but it is still prohibitive. Some of the tasks are adequate, and some are simply "lethal".

Thank you so much for this clear explanation!
We are in the 8th grade, we were at the English Olympiad that year, the level was very surprising, after school education we did not quite expect this. Now it is clear how to prepare.

The school does not prepare not only for the Olympiad, but in general, such a feeling, does not give the language. Probably, only in special schools it can be learned, with extra. Textbooks and materials, and a good teacher. Today, if the parents do not know the language and the child is not in a special language school, English remains at a level below the average - and this is by the end of the school.