CONCEPT AND SPECIFIC FEATURES OF LEVEL A1 IN THE SYSTEM OF THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR)

Abstract

The article examines Level A1 within the Common European Framework of Reference for Languages as the minimum threshold of communicative readiness that enables learners to participate in elementary oral interaction. The descriptors of Level A1 are analyzed in relation to the school context of the Republic of Karakalpakstan, where Russian is primarily used in educational communication. Particular attention is paid to listening and speaking skills as the core components of minimal communicative independence. The boundaries of Level A1 are defined through communicative conditions, the scope of tasks learners are able to accomplish, and the limited linguistic repertoire available at this stage. The paper substantiates the selection of lexical and grammatical minima based on frequency and communicative relevance. It is concluded that Level A1 should be interpreted not as the accumulation of isolated linguistic knowledge, but as the ability to perform simple socially meaningful speech acts in typical school interaction..