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This paper explores the representation of speech development and particularly perceptive skills in theCEFR level descriptions. The speech-related CEFR sections and related level descriptions are vague andnone of the assumptions made therein (such as the supposed linear progression between levels) have beensufficiently tested yet. This paper presents an exploratory study on speech perception in language learnersat different levels of proficiency and from different first language (L1) backgrounds (Spanish andGerman). The study is based on transcriptions in response to short narratives, and investigates what kindof influence listeners’ levels of proficiency in the second language (in this case English) and their L1backgrounds have on how intelligibility is perceived. The results suggest that proficiency levels and L1background do indeed influence intelligibility (though not always as anticipated) and partially confirm theidea of a linear progression as proposed in the CEFR

The Common European Framework of Reference for Languages: a European framework for foreign language speech development?