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HOME > ½ÃÇè¾È³»> ICAO Language Proficiency rating scale |
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Level |
ICAO
6 (Expert) |
¹ßÀ½ |
¹ßÀ½, °¼¼, ¸®µë°ú ¾ï¾çÀÌ ¸ð±¹¾î ¶Ç´Â Áö¿ª¿¡ ÀÇÇØ ¿µÇâÀ» ¹ÞÁö¸¸ ÀÌÇØÇϴ°Ϳ¡´Â °ÅÀÇ ¹®Á¦ ¾øÀ½. |
¹®¹ý |
°£´ÜÇÏ°í º¹ÀâÇÑ ¹®¹ý±¸Á¶, ¹®ÀåÇüŸ¦ Áö¼ÓÀûÀÌ°í ÀÏ°ü¼º ÀÖ°Ô Àß ±¸»çÇÔ. |
¾îÈÖ |
dzºÎÇÑ ¾îÈַ°ú Á¤È®ÇÑ ±¸»ç·ÂÀ¸·Î ´Ù¾çÇÑ ÁÖÁ¦¸¦ È¿°úÀûÀ¸·Î ±¸»çÇÏ¸ç °ü¿ëÀû Ç¥ÇöÀ» ÀÚÀ¯ÀÚÀç·Î »ç¿ëÇÔ. |
À¯Ã¢¼º |
ÀûÀýÇÑ ¾ð¾îÀû Ç¥Áö¿Í Á¢¼Ó»ç¸¦ »ç¿ëÇÏ¿© ÀÚ¿¬½º·¯¿î È帧À» À§ÇØ ´Ù¾çÇÑ ¹®Ã¼¸¦ »ç¿ëÇÔ. |
ÀÌÇØ·Â |
¾ð¾î¿Í ¹®ÈÀÇ ¼¼¹ÐÇÑ ºÎºÐÀ» Æ÷ÇÔÇÑ °ÅÀÇ ¸ðµç ¹®¸ÆÀ» ÀÏ°ýµÇ°Ô ÀÌÇØÇÔ. |
ÀÀ´ë |
°ÅÀÇ ¸ðµç »óȲ¿¡¼ ½±°Ô ´ëÈÇÒ ¼ö ÀÖ°í ¾ð¾îÀû ºñ¾ð¾îÀû ½ÅÈ£¿¡ ¹Î°¨ÇÏ¿© ¹ÝÀÀÀÌ ÀûÀýÇÔ. |
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Level |
ICAO 5 (Extended) |
¹ßÀ½ |
¹ßÀ½, °¼¼, ¸®µë°ú ¾ï¾çÀÌ ¸ð±¹¾î ¶Ç´Â Áö¿ª¿¡ ÀÇÇØ ¿µÇâÀ» ¹ÞÁö¸¸ ÀÌÇØÇϴµ¥ ¹æÇعÞÁö ¾ÊÀ½. |
¹®¹ý |
±âº»ÀûÀÎ ¹®¹ý±¸Á¶¿Í ¹®ÀåÇüŸ¦ Áö¼ÓÀûÀ¸·Î Àß ±¸»çÇÔ. º¹ÀâÇÑ ¹®¹ý±¸Á¶¸¦ »ç¿ëÇÏ·Á°í Çϳª °¡²û ÀǹÌÀü´ÞÀÌ ÀÚ¿¬½º·´Áö ¾ÊÀ½. |
¾îÈÖ |
¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ´ëȸ¦ È¿°úÀûÀ¸·Î ³ôÀº ¾îÈַ°ú Á¤È®¼ºÀ¸·Î ±¸»çÇÏ°í °ü¿ëÀûÀÎ ¾îÈÖ¸¦ ¶§¶§·Î »ç¿ëÇÔ |
À¯Ã¢¼º |
Àͼ÷ÇÑ ÁÖÁ¦¿¡ ´ëÇÏ¿© »ó´ëÀûÀ¸·Î ¹®ÀåÀ» ÀûÀýÇÑ ¾ð¾îÀû Ç¥Áö¿Í Á¢¼Ó»ç¸¦ »ç¿ëÇÏ¿© Àß ±¸»çÇÏÁö¸¸ ¹®Ã¼ÀÇ º¯È´À ¸¹Áö ¾ÊÀ½. |
ÀÌÇØ·Â |
¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ÁÖÁ¦»Ó¸¸ÀÌ ¾Æ´Ï¶ó ¾ð¾î»ó, »óȲ»ó º¹ÀâÇÑ °æ¿ì³ª ¿¹»óÄ¡ ¸øÇÑ »óȲ¿¡ ´ëÇؼµµ °ÅÀÇ Á¤È®ÇÏ°Ô ÀÌÇØÇÔ. ¹æ¾ðÀ̳ª ´Ù¾çÇÑ ¾ï¾ç µîÀ» ÀÌÇØÇÔ. |
ÀÀ´ë |
Áï°¢ÀûÀÌ°í ÀûÀýÇϸç À¯¿ëÇϸç ÈÀÚ¿Í Ã»ÀÚÀÇ °ü°è¸¦ È¿°úÀûÀ¸·Î À¯ÁöÇÔ. |
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Level |
ICAO 4 (Operational) |
¹ßÀ½ |
¹ßÀ½, °¼¼, ¸®µë, ¾ï¾çÀÌ ¸ð±¹¾î ¶Ç´Â Áö¿ªÀû
º¯È¿¡ ¿µÇâÀ» ¹ÞÁö¸¸ °£È¤ ÀÌÇØÇϴµ¥ ¹æÇظ¦ ¹ÞÀ½. |
¹®¹ý |
±âº»ÀûÀÎ ¹®¹ý±¸Á¶¿Í ¹®ÀåÇüŸ¦ µ¶Ã¢ÀûÀ¸·Î »ç¿ëÇϸç ÀüüÀûÀ¸·Î Àß ±¸»çÇÔ. ÇÏÁö¸¸ ÀÏ»óÀûÀÌÁö ¸øÇÑ »óȲ¿¡¼±´À ¿À·ù°¡ ÀÖ¾î µå¹°°Ô ÀÇ¹Ì Àü´ÞÀ» ¹æÇØÇÔ. |
¾îÈÖ |
ÀϹÝÀûÀ¸·Î ¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ´ëÈ¿¡¼´Â ¾îÈÖ¸¦ Á¤È®ÇÏ°Ô ±¸»çÇÏÁö¸¸ ±×·¸Áö ¸øÇÑ »óȲ¿¡¼´Â ¸»À» ÀÚÁÖ ÀÇ¿ªÇÔ. |
À¯Ã¢¼º |
Á¦ÇÑÀûÀÎ ¾ð¾îÇ¥½Ã¿Í Á¢¼Ó»ç¸¦ »ç¿ëÇÏ¿© ¼÷´ÞµÈ ¹®ÀåÀº Àû´çÈ÷ ÀåȲÇÏ°Ô ±¸»çÇÒ ¼ö ÀÖÀ¸³ª °¡²û Áï°¢ÀûÀÎ ÀÀ´ä ½Ã À¯Ã¢¼ºÀÌ ¶³¾îÁü. È¿°úÀûÀÎ ´ëÈ¿¡ ¹æÇØµÉ Á¤µµ´Â ¾Æ´Ô. »ðÀԾ ÀûÀýÈ÷ »ç¿ëÇÔ. |
ÀÌÇØ·Â |
±¹Á¦»çȸ¿¡¼ »ç¿ëµÇ´Â ¾ï¾çÀ̳ª ¾ð¾î¹øÇüÀ» »ç¿ëÇÏ´Â °æ¿ì, ¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ÁÖÁ¦´Â °ÅÀÇ Á¤È®ÇÏ°Ô ÀÌÇØÇÏÁö¸¸ ÀÌ¿ÜÀÇ º¹ÀâÇÑ °æ¿ì³ª ¿¹»óÄ¡ ¸øÇÑ »óȲ¿¡¼´Â ºÎ¿¬¼³¸í ÇÊ¿äÇÔ. |
ÀÀ´ë |
´ëüÀûÀ¸·Î Áï°¢ÀûÀ¸·Î ÀûÀýÇÏ°í À¯ÀÍÇÔ. ¿¹»óÄ¡ ¸øÇÑ °æ¿ìÀÇ ´ëȵµ ½ÃÀÛÇϰųª À¯ÁöÇÒ ¼ö ÀÖ°í ÀçÂ÷ ´ëȸ¦ È®ÀÎÇÔÀ¸·Î½á À߸øµÈ ÀÇ»ç¼ÒÅëÀ» ¹æÁöÇÔ. |
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Level |
ICAO 3 (Pre-Operational) |
¹ßÀ½ |
¹ßÀ½, °¼¼, ¸®µë°ú ¾ï¾çÀÌ ¸ð±¹¾î ¶Ç´Â Áö¿ª¿¡ ÀÇÇØ ¿µÇâÀ» ¹Þ¾Æ ÀÌÇØÇϴµ¥ ÀÚÁÖ ¹æÇظ¦ ¹ÞÀ½. |
¹®¹ý |
¿¹»ó °¡´ÉÇÑ »óȲ¿¡ ´ëÇÏ¿© ±âº»Àû ¹®¹ý ±¸Á¶¿Í ¹®ÀåÀÇ ÇüŸ¦ Àß Á¶ÀýÇÏÁö ¸øÇÔ. ÀÌ·¯ÇÑ ½Ç¼ö·Î ÀÎÇÏ¿© ÀÇ¹Ì Àü´ÞÀ» ¹æÇØÇÔ. |
¾îÈÖ |
´ëüÀûÀ¸·Î ¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ´ëÈ¿¡¼´Â ¾îÈÖ¸¦ Á¤È®ÇÏ°Ô ±¸»çÇÏÁö¸¸ ¾îÈÖ°¡ ÇÑÁ¤µÇ°í °¡²û¾¿ ÀÚ¿¬½º·´Áö ¸øÇÔ. |
À¯Ã¢¼º |
ÀåȲÇÏ°Ô ¹®ÀåÀº ±¸»çÇϳª ÀÇ¿ªÀ̳ª ¹®ÀåÀÇ ½¬´Â °÷ÀÌ ÀÚ¿¬½º·´Áö ¸øÇÔ. ¸»ÇÏ´Â ¼Óµµ°¡ ´À¸®°í ÁÖÀúÇϱ⸦ ¹Ýº¹ÇÏ¿© È¿°úÀûÀÎ ´ëÈ°¡ ¾î·Æ°í »ðÀÔ¾îÀÇ »ç¿ëÀÌ ¶§¶§·Î ÀÚ¿¬½º·´Áö ¸øÇÔ. |
ÀÌÇØ·Â |
±¹Á¦»çȸ¿¡¼ »ç¿ëµÇ´Â ¾ï¾çÀ̳ª ¾ð¾îº¯ÇüÀ» »ç¿ëÇÏ´Â °æ¿ì, ¾÷¹«¿¡ °ü·ÃµÈ ÀÏ»óÀûÀÌ°í ½ÇÁ¦ÀûÀÎ ÁÖÁ¦´Â ´ëºÎºÐ Á¤È®ÇÏ°Ô ÀÌÇØÇÏÁö¸¸ ÀÌ¿ÜÀÇ º¹ÀâÇÑ °æ¿ì³ª ¿¹»óÄ¡ ¸øÇÑ »óȲ¿¡¼´Â ÀÌÇظ¦ ¸øÇÔ. |
ÀÀ´ë |
Ä£¼÷ÇÑ ÁÖÁ¦¿Í ¿¹»óµÈ »óȲ¿¡¼´Â ¶§¶§·Î Áï°¢ÀûÀÌ°í ÀûÀýÇÏ°Ô ¹ÝÀÀÀ» º¸À̳ª ¿¹»óÄ¡ ¸øÇÑ »óȲ¿¡¼´Â ÀÚ¿¬½º·´Áö ¸øÇÔ. |
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Level |
ICAO
2 (Elementary) |
¹ßÀ½ |
¹ßÀ½, °¼¼, ¸®µë°ú ¾ï¾çÀÌ ¸ð±¹¾î ¶Ç´Â Áö¿ª¿¡ ½ÉÇÏ°Ô ¿µÇâÀ» ¹Þ¾Æ ÀÌÇØÇϱ⠾î·Á¿ò. |
¹®¹ý |
´Ü¼ø ¾Ï±âµÈ ¹®¹ý±¸Á¶¿Í ¹®ÀåÇüŸ¦ Á¦ÇÑÀûÀ¸·Î ±¸»çÇÔ. |
¾îÈÖ |
Á¦ÇÑµÈ ¾îÈÖ¸¦ »ç¿ëÇÏ¸ç ´ÜÁö ´Ü¾î ÀÚü³ª ¾Ï±âµÈ ¾î±¸·Î ±¸»çÇÔ. |
À¯Ã¢¼º |
ÀÚÁÖ ´ëȸ¦ ¸ØÃß°í Àǹ̰¡ ºÎÀûÀýÇÏ°í ¾Ï±âµÈ Ç¥ÇöÀ» »ç¿ëÇÔ. |
ÀÌÇØ·Â |
»ó´ë¹æÀÌ ÃµÃµÈ÷ ºÐ¸íÇÏ°Ô ¸»ÇÒ¶§ ´ëȸ¦ ÀÌÇØÇÒ ¼ö ÀÖÀ½. |
ÀÀ´ë |
´Ü¼øÈ÷ ÀÏ»óÀûÀÎ ´ëȸ¦ Á¦¿ÜÇÏ°í´Â ´À¸®°í ÀûÀýÇÏÁö ¸øÇÔ. |
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Level |
ICAO 1(Pre-Elementary) |
¹ßÀ½ |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
¹®¹ý |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
¾îÈÖ |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
À¯Ã¢¼º |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
ÀÌÇØ·Â |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
ÀÀ´ë |
±âÃʺ¸´Ù ³·Àº ·¹º§ |
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LEVEL |
EXPERT LEVEL
6 |
PRONUNCIATION |
Pronunciation, stress, rhythm,
and intonation, though possibly influenced by the
first language or regional variation, almost never
interfere with understanding. |
STRUCTURE |
Both basic and complex grammatical
structures and sentence patterns are consistently
well controlled. |
VOCABULARY |
Vocabulary range and accuracy
are sufficient to communicate effectively on a wide
variety of familiar and unfamiliar topics. Vocabulary
is idimatic, nuanced, and sensitive to register. |
FLUENCY |
Able to speak at length with
a natural, effortless flow.
Varies speech flow for stylistic effect, e.g.to emphasize
a point. Uses appropriate discourse markers and connectors
spontaneously. |
COMPREHENSION |
Comprehension is consistently
accurate in nearly all contexts and included comprehension
of linguistic and cultural subtleties. |
INTERACTIONS |
Interacts with ease in nearly
all situations. Is sensitive to verbal and non-verbal
cues, and responds to them appropriately. |
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LEVEL |
EXTENDED
LEVEL 5 |
PRONUNCIATION |
Pronunciation, stress, rhythm,
and intonation, though influenced by the first language
or regional variation, rarely interfere with understanding. |
STRUCTURE |
Basic grammatical structures
and sentence patterns are consistently well controlled,
Complex structures are attempted but with errors which
sometimes interfere with meaning. |
VOCABULARY |
Vocabulary range and accuracy
are sufficient to communicate effecively on common,
concrete and work related topics.
Paraphrasers consistently and successfully. |
FLUENCY |
Able to speak at length with
relative ease on familiar topics, but may not vary
speech flow as a stylistic device. Can make use of
appropriate discourse markers or connectors |
COMPREHENSION |
Comprehension is accurate
on common, concrete and work related topics and mostly
accurate when the speaker is confronted with all linguistic
or situational complication or an unexpected tour of
events. Is able to comprehend a range of speech varieties(dialect
and/or accent)or registers. |
INTERACTIONS |
Responses are immediate, appropriate,
and informative. Manages the speaker/listener relationship
effectively. |
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LEVEL |
OPERATIONAL
LEVEL 4 |
PRONUNCIATION |
Pronunciation, stress, rhythm,
and intonation are influenced by the first language
or regional variation but only sometimes interfere
with understanding |
STRUCTURE |
Basic grammatical structures
and sentence patterns are used creatively and are
usually well controlled, Errors may occur, particularly
in unusual or unexpected circumstances, but rarely
interfere with meaning. |
VOCABULARY |
Vocabulary range and accuracy
are usually sufficient to communicate effectively
on common, concrete and work related topics, Can
often paraphrase successfully when lacking vocabulary
in unusual or unexpected circumstances. |
FLUENCY |
Produces stretches of language
at an appropriate temp. There may be occasional loss
of fluency on transition form rehearsed or formulate
speech to spontaneous interaction, but this does not
prevent effective communication. Can make limit use
of discourse markers or connectors Fillers are not
distracting. |
COMPREHENSION |
Comprehension is mostly accurate
on common, concrete, and work related topics when
the accent or variety used is sufficiently intelligible
for an international community of users. When the
speaker is confronted with a linguistic or situational
complication or an unexpected turn of events, comprehension
may be slower or require clarification strategies. |
INTERACTIONS |
Responses are usually immediate,
appropriate and informative. Initiates and maintains exchanges.
even when dealing with an unexpected turn
of events.
Deals adequately with apparent misunderstandings by
checking confirming or clarifying. |
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LEVEL |
PRE-OPERATIONAL
LEVEL 3 |
PRONUNCIATION |
Pronunciation, stress, rhythm,
and intonation are influenced by the first language
or regional variation and frequently interfere with
understanding. |
STRUCTURE |
Basic grammatical structures
and sentence patterns associated with predictable
situations are not always well controlled. Errors frequently
interfere with meaning. |
VOCABULARY |
Vocabulary range and accuracy
are often sufficient to communicate on common, concrete,
or work related topics but range is limited and the
word choice often inappropriate. Is often unable to
paraphrase successfully when lacking vocabulary. |
FLUENCY |
Produces stretches of language,
but phrasing and pausing are often inappropriate.
Hesitations or slowness in language processing may
prevent effective communication. Fillers are sometimes
distracting. |
COMPREHENSION |
Comprehension is often accurate
on common, concreate, and work related topics when
the accent or variety used is sufficiently intelligible
for an international community of users. May fail to
understand a linguistic or situational complication
or an unexpected turn of events. |
INTERACTIONS |
Responses are sometimes immediate
appropriate, and informative.
Can initiate and maintain exchanges with reasonable
ease on familiar topics and predictable situations.
Generally inadequate when dealing with an unexpected
turn of events. |
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LEVEL |
ELEMENTARY
LEVEL 2 |
PRONUNCIATION |
Pronunciation, stress, rhythm,
and intonation are heavily influenced by the first
language or regional variation and usually interfere
with understanding. |
STRUCTURE |
Shows only limited control
of a few simple memorized grammatical structures and
sentence patterns. |
VOCABULARY |
Limited vocabulary range
consisting only of isolated words and memorized phrases.
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FLUENCY |
Can produces very short,
isolated, memorized utterances with frequent pausing
and a distracting use of fillers to search for expressions
and to articulateness familiar words. |
COMPREHENSION |
Comprehension is limited
to isolated, memorized phrases when they are carefully
and slowly articulated. |
INTERACTIONS |
Response times is slow,
and often inappropriate. Interaction is limited to
simple routine exchanges. |
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LEVEL |
PRE-ELEMENTARY
LEVEL 1 |
PRONUNCIATION |
Performs at
a level below the Elementary level. |
STRUCTURE |
Performs at
a level below the Elementary level. |
VOCABULARY |
Performs at
a level below the Elementary level. |
FLUENCY |
Performs at
a level below the Elementary level. |
COMPREHENSION |
Performs at
a level below the Elementary level. |
INTERACTIONS |
Performs at a
level below the Elementary level. |
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