American Council on the Teaching of Foreign Languages. Preface. The ACTFL Proficiency Guidelines 2. Speaking describe five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The description of each major level is representative of a specific range of abilities. Together these levels form a hierarchy in which each level subsumes all lower levels. The major levels Advanced, Intermediate, and Novice are divided into High, Mid, and Low sublevels. The Guidelines describe the tasks that speakers can handle at each level, as well as the content, context, accuracy, and discourse types associated with tasks at each level. Extension publications including fact sheets, GardenNotes, and publications for sale. Topics include: agriculture crops, agriculture and farm management, agriculture and livestock; energy; Family, Home & Consumer including. They also present the limits that speakers encounter when attempting to function at the next higher major level. These Guidelines can be used to evaluate speech that is either Interpersonal (interactive, two- way communication) or Presentational (one- way, non- interactive). The written descriptions of speaking proficiency are accompanied online by speech samples illustrating the features of each major level. The ACTFL Proficiency Guidelines 2. Speaking may be used for non- profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL. Please enter a new search query below, browse our trending stories, or visit our homepage. Download Two-Page Summary of the World-Readiness Standards for Learning Languages. A Collaborative Project of AATA, AATF, AATG, AATI, AATJ, AATK, AATMG, AATSP, ACL, ACTFL, ACTR, ASLTA, CLASS, CLTA, MLA. The Purdue University Online Writing Lab serves writers from around the world and the Purdue University Writing Lab helps writers on Purdue's campus. 13 best-practice tips for creating effective presentation handouts. The handout is the lasting manifestation of your presentation. Speakers at the Distinguished level are able to use language skillfully, and with accuracy, efficiency, and effectiveness. They are educated and articulate users of the language. They can reflect on a wide range of global issues and highly abstract concepts in a culturally appropriate manner. Distinguished- level speakers can use persuasive and hypothetical discourse for representational purposes, allowing them to advocate a point of view that is not necessarily their own. They can tailor language to a variety of audiences by adapting their speech and register in ways that are culturally authentic. Speakers at the Distinguished level produce highly sophisticated and tightly organized extended discourse. At the same time, they can speak succinctly, often using cultural and historical references to allow them to say less and mean more. At this level, oral discourse typically resembles written discourse. A non- native accent, a lack of a native- like economy of expression, a limited control of deeply embedded cultural references, and/or an occasional isolated language error may still be present at this level. View sample. Speaking » Distinguished. The following excerpt from an Oral Proficiency Interview is an example of speech at the Distinguished level. As is typical of speech at this level, there is highly specialized vocabulary (melding, emotionality, humanoid,) and highly specific cultural references (Borg- like). The speaker essentially invents a term (man- machine) and thereby exploits language’s potential in order to enrich the development of his argument. While this speaker may lack a native- like economy of expression, his speech confirms that at the Distinguished Level native and nonnative profiles are similar. Speakers at the Superior level are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, such as social and political issues, and provide structured arguments to support these opinions. They are able to construct and develop hypotheses to explore alternative possibilities. When appropriate, these speakers use extended discourse without unnaturally lengthy hesitation to make their point, even when engaged in abstract elaborations. Such discourse, while coherent, may still be influenced by language patterns other than those of the target language. Superior- level speakers employ a variety of interactive and discourse strategies, such as turn- taking and separating main ideas from supporting information through the use of syntactic, lexical, and phonetic devices. Speakers at the Superior level demonstrate no pattern of error in the use of basic structures, although they may make sporadic errors, particularly in low- frequency structures and in complex high- frequency structures. Such errors, if they do occur, do not distract the native interlocutor or interfere with communication. View samples. Speaking » Superior. The following excerpts from an Oral Proficiency Interview are examples of speech at the Superior Level. The speaker provides structured arguments to support his opinions (education should be holistic) and construct his hypotheses (To reinvent the economy by education it would mean that we would look at our present social and economic circumstances and reality and prepare courses that will meet, you know, those challenges.) The speaker uses extended discourse to make his points even when engaged in abstract elaborations (education should be wholly encompassing.. As is typical of speakers of the Superior Level, there is no pattern of errors in basic structures and the occasional structural and phonetic errors do not interfere with the communication or distract the listener. The speaker uses extended discourse, interweaving concrete examples to illustrate her points. This clip shows the speakers ability to remain at the level of the issue, to support her opinion about why Americans do not avail themselves more of mass transportation, and to hypothesize about what we might do to encourage more use of mass transportation. The speaker shows the ability to communicate with accuracy and fluency to participate fully in the conversation about this social issue, without any evidence of unnatural hesitation, even when engaged in abstract elaborations. The speaker shows the ability to separate main ideas from supporting information through the use of syntactic and especially phonetic devices (intonation, for example). The speaker also shows familiarity with the target- language culture that is typical of Superior- level speakers (for example, culture of individuality, mystique around having a car, benefits of living in suburbia). There is no pattern of errors in basic structures, and occasional errors do not interfere with communication or distract the listener. Speakers at the Advanced level engage in conversation in a clearly participatory manner in order to communicate information on autobiographical topics, as well as topics of community, national, or international interest. The topics are handled concretely by means of narration and description in the major time frames of past, present, and future. These speakers can also deal with a social situation with an unexpected complication. The language of Advanced- level speakers is abundant, the oral paragraph being the measure of Advanced- level length and discourse. Advanced- level speakers have sufficient control of basic structures and generic vocabulary to be understood by native speakers of the language, including those unaccustomed to non- native speech. View samples. Speaking » Advanced. The following excerpts from an Oral Proficiency Interview are examples of speech at the Advanced Level. The speaker tends to use general or generic vocabulary and possesses strategies to compensate for lexical and syntactic limitations (housing uh, jump, uh, jumping high, and there’s.. And because he’s very withdrawn). He has sufficient control of basic structures and a broad, generic vocabulary so as to be understood readily by listeners, even those unaccustomed to non- native speech. The speaker appears to handle this task with ease and confidence, giving a full account. As is typical of Advanced- level speakers, narration and description are combined and interwoven to relate relevant and supporting facts in connected, paragraph- length discourse (Let me speak about difference first..). Advanced High. Speakers at the Advanced High sublevel perform all Advanced- level tasks with linguistic ease, confidence, and competence. They are consistently able to explain in detail and narrate fully and accurately in all time frames. In addition, Advanced High speakers handle the tasks pertaining to the Superior level but cannot sustain performance at that level across a variety of topics. They may provide a structured argument to support their opinions, and they may construct hypotheses, but patterns of error appear. They can discuss some topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of topics concretely. Advanced High speakers may demonstrate a well- developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However, when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance. Advanced Mid speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future by providing a full account, with good control of aspect.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
January 2017
Categories |