Teaching for Proficiency: Are We Ready?

Bragger, Jeannette D.

doi:10.1632/adfl.18.1.11

ADFL

1986

DOI: 10.1632/adfl.18.1.11

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Teaching for Proficiency: Are We Ready?

Jeannette D. Bragger¹

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“…Elsewhere she expresses a striking confidence in the guidelines, stating that 'although problems still remain, they are logistical rather than theoretical ' (1984a:39). Another advocate of a proficiency orientation (Bragger, 1986) shares the conviction that, independent of their validity in testing, the guidelines have produced beneficial change in 'curriculum design, teacher behavior, classroom strategies and materials'. Buck and Hiple (1984:528) assert that 'proficiency-based instruction leads to a more efficient, structured curriculum, as well as to increased understanding of and participation in the learning process' .…”

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confidence: 99%

'Naive' native speakers and judgements of oral proficiency in Spanish

Barnwell

1989

Language Testing

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The notion of the 'native speaker' occupies an important place in any theory of foreign language proficiency. In the case of the ACTFL oral interview, on several occasions the 'native speaker' is invoked as a hypothetical interlocutor for candidates. However, no body of research evidence exists as a foundation for such a use of the concept of 'native speaker'. In an effort to discover whether native speakers do really react to differing levels of proficiency in the way predicted for them in the ACTFL scale, a study was carried out in Barcelona, Spain. A group of linguistically 'naive' native speakers evaluated American students' performances on taped ACTFL oral interviews in Spanish. Apart from the fact that there was a considerable divergence in how they viewed particular candidates' exhibited proficiency, it was striking that the native speakers were consistently more strict in their evaluations than was an ACTFL-trained rater.

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confidence: 99%

'Naive' native speakers and judgements of oral proficiency in Spanish

Barnwell

1989

Language Testing

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Grammar and the ACTFL Oral Proficiency Interview: Discussion and Data

Magnan¹

1988

The Modern Language Journal

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Using Proficiency as the Organizing Principle in an Advanced Speaking Course for Majors

Dodds

1992

Foreign Language Annals

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While the proficiency movement has spawned numerous first and second year textbooks, very few proficiency‐based materials are available for advanced students and majors. This article describes an advanced speaking course designed using the ACTFL Proficiency Guidelines as the organizing principle. Students prepared and performed a wide variety of communicative tasks at the Advanced and Superior levels, including narrating and describing, hypothesizing, supporting an opinion, debating and being interviewed for a job. Assignments involved students in pairs and small group work as well as in the class as a whole. Audio and video taping provided feedback. Oral Proficiency Interviews administered at the beginning and the end of the course indicated an improvement in OPI rating for some students.

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Teaching for Proficiency: Are We Ready?

Cited by 4 publications

References 1 publication

'Naive' native speakers and judgements of oral proficiency in Spanish

'Naive' native speakers and judgements of oral proficiency in Spanish

Grammar and the ACTFL Oral Proficiency Interview: Discussion and Data

Using Proficiency as the Organizing Principle in an Advanced Speaking Course for Majors

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