The diagram shows a language user, whose developing competence reflects various kinds of cognitive processes, strategies and knowledge. Depending on the contexts in which the learner needs to use the language, he/she is faced with tasks to perform. The user engages in language activities to complete the tasks. These engage his/her cognitive processes, which also leads to learning.

The diagram highlights the centrality of language activity in this model. Language activity is the observable performance on a speaking, writing, reading or listening task (a real-world task, or a classroom task). Observing this activity allows teachers to give useful formative feedback to their students, which in turn leads to learning.

我们向大家简单介绍了下关于欧洲语言对口语不同级别的要求，大家可以根据以下表格的描述参考自己目前的口语水平。

The table below differentiates the levels with respect to qualitative aspects of spoken language use (range, accuracy, fluency, interaction and coherence).