English » Aviation English/Luftfahrt Englisch » Language Proficiency/Sprachprüfung

"If you think education is expensive, try ignorance!" - Andy McIntyre




Mit der "Verordnung zur Einführung von Nachweisen von Sprachkenntnissen für Luftfahrer" vom 12. September 2008 wurden die ICAO-Standards am 24. September 2008 in deutsches Recht umgesetzt.

Die Paragrafen 125 und 125a der LuftPersV regeln den Nachweis über Sprachkenntnisse und die Anerkennung einer Stelle für die Abnahme von Sprachprüfungen.

Seit dem 01.01.2011 muss jeder Luftfahrer, welcher im Besitz eines AZF oder BZF1 ist, eine sogenannte Sprachprüfung nachweisen, wenn der Sprechfunk in englischer Sprache ausgeführt werden soll.

  • Vorbereitungskurse:

- Fit for Level 4, 5 or 6 -

    Anerkennung als Stelle für die Abnahme von Verlängerungsprüfung - Level 4 - für Luftfahrer nach ICAO-Maßstäben (durch LBA-zertifizierte Prüferin - Anerkennungsnummer D-LT-0216):


1. Teil – Hörverständnis:

Es werden 8  Audiofiles aus der allgemeinen Luftfahrt vorgespielt. Zu jedem Audiofile bekommt man eine Frage mit drei schriftlichen Antwortmöglichkeiten, anhand derer geprüft wird, ob man den vorgespielten Text sachlich verstanden hat.

2. Teil – Sprechfertigkeit: In einem persönlichen Gespräch wird dem Prüfling ein Foto aus der Luftfahrt vorgelegt, das er auf Englisch zu kommentieren bzw. zu beschreiben hat. Danach werden ihm mehrere Fragen gestellt, die er, so gut er kann, beantworten soll. Dieses ca. 10 – 15-minütige Interview wird nach nachfolgenden Kriterien bewertet: Aussprache, Struktur, Vokabular, Sprachgewandtheit, Verständnis und Interaktion im Gespräch.


  • online


ICAO - Assessment Guidelines


This criterion refers to the ability to produce intelligible utterances and comprehensible speech to fulfill the test and task requirements and includes stress and intonation as well as the production of individual sounds. The key indicators in this rating will be the degree of strain caused to the listener, the amount of the speech which is unintelligible and the extent of L1 influence.


This criterion refers to the range and accurate use of the candidate’s grammatical resource as manifested in the candidate’s speech at the level of phrase and discourse and as considered relevant by language functions appropriate to the task. The key indicators of grammatical range are the length and complexity of the spoken sentences, the appropriate use of subordinate clauses, the range of sentence structures and the flexibility to move elements around for information focus. The key indicators of grammatical accuracy are the control of the grammatical resource, both basic and complex, the number of grammatical errors in a given amount of speech and the effect of error on communication. 


This criterion refers to the range of vocabulary the candidate uses and the accuracy and appropriateness of that use in terms of the specified task, including the precision with which meanings and attitudes can be expressed. The key indicators are the variety of words used, the adequacy and appropriateness of the words used and the ability to paraphrase (get round a vocabulary gap by using other words) with or without noticeable hesitation. Performance is viewed in terms of the sufficiency of the candidate’s lexical resource in communicating effectively on common, concrete and work-related topics and a range of less familiar topics, the extent to which vocabulary is idiomatic, nuanced and sensitive to register and the extent to which the candidate’s lexical resource impacts upon effective communication.


This criterion is concerned with the clarity of the message and refers to the ability to talk with appropriate levels of continuity, rate and effort and to link ideas and language together to form coherent, cohesive connected speech. The criterion assesses the candidate’s ability to link utterances together to form coherent monologue and contributions to dialogue, to produce utterances relevant to preceding utterances in the discourse, and to arrange utterances logically to develop the themes or output required by the tasks. The key indicators of fluency are an appropriate speech rate (c. 100 words per minute) and speech continuity without general or undue hesitation or hesitation specifically on transition from rehearsed or formulaic speech to spontaneous interaction. Performance is viewed in terms of the extent to which the candidate’s speech rate and continuity, coherence and cohesion impacts upon effective communication.


This criterion refers to the candidate’s ability to accurately process the spoken language presented in face-to-face and voice only contexts with or without the use of clarification strategies. The key indicators of comprehension are the response time of the listener, the accuracy and appropriateness of the listener’s response and the need for the speaker to repeat, moderate or adapt the spoken language input as a response to the requirement of the listener for clarification. Performance is viewed in terms of the extent to which the candidate’s comprehension of any given spoken language input impacts upon effective communication.


This criterion refers to the candidate’s ability to take an active part in the development of the discourse and to provide input that is immediate, appropriate and informative, showing due sensitivity to turn-taking. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled. The criterion therefore requires an ability to participate in the range of interactive situations in the test and to develop discourse in the range of tasks by initiating and responding appropriately, dealing adequately with apparent misunderstandings by checking, confirming or clarifying as required. Performance is viewed in terms of the candidate’s overall effectiveness in dealing with the tasks set and how appropriately, accurately and relevantly the candidate’s contributions fulfill the requirements of the task.