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