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Journal articles on the topic 'ACTFL Proficiency Guidelines'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Breiner-Sanders, Karen E., Pardee Lowe, John Miles, and Elvira Swender. "ACTFL Proficiency Guidelines-Speaking:Revised1999." Foreign Language Annals 33, no. 1 (January 2000): 13–18. http://dx.doi.org/10.1111/j.1944-9720.2000.tb00885.x.

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2

Martin, Cynthia, Elvira Swender, and Mildred Rivera-Martinez. "Assessing the Oral Proficiency of Heritage Speakers According to the ACTFL Proficiency Guidelines 2012 – Speaking." Heritage Language Journal 10, no. 2 (September 30, 2013): 211–25. http://dx.doi.org/10.46538/hlj.10.2.5.

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The article discusses the preliminary findings of a joint National Heritage Language Resource Center (NHLRC)/American Council on the Teaching of Foreign Languages (ACTFL) project conducted in 2010-11, Exploring Linguistic Profiles of Heritage Speakers of Spanish and Russian, that used the ACTFL Proficiency Guidelines 2012 –Speaking (American Council on the Teaching of Foreign Languages, 2012b) to assess and analyze the oral proficiency of heritage speakers. The discussion of these findings follows a general discussion of what a rating based on an official ACTFL Oral Proficiency Interview (OPI) actually does and does not tell us about speakers, including heritage or native speakers, who fall into various ACTFL rating ranges. The joint NHLRC/ACTFL research project analyzed which features typically characteristic of heritage speakers of Spanish and Russian prevent them from receiving higher ratings on an official ACTFL OPI, and these findings are the focus of this article. Finally, some general recommendations related to instructional implications of these findings are discussed.

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3

Turner, Jean. "Assessing Speaking." Annual Review of Applied Linguistics 18 (March 1998): 192–207. http://dx.doi.org/10.1017/s0267190500003548.

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The publication of the ACTFL (American Council on the Teaching of Foreign Languages) Guidelines (1986) and the creation and popularization of the ACTFL Oral Proficiency Interview (ACTFL-OPI) have had a profound effect on foreign and second language instruction and assessment, drawing attention to language students' abilities to use language in performing particular functions and tasks rather than to what they have learned about language. The growing interest in communicative language teaching, with its emphasis on meaningful interaction in the language as opposed to knowledge of linguistic rules, has complemented interest in the ACTFL Guidelines' descriptions of functional language ability and the interview-format oral proficiency interview.

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4

Huhn, Christina. "Computer Assisted Instruction & the ACTFL Proficiency Guidelines." IALLT Journal of Language Learning Technologies 41, no. 2 (October 15, 2011): 1–27. http://dx.doi.org/10.17161/iallt.v41i2.8491.

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The current study presents the results of one mixed-method analysis of theimplementation of communicative online activities into beginning Spanishclasses, their effects on class performance, and evaluation of the studentgeneratedwork from the online module. Results show that althoughstatistically there may be some doubt as to the effectiveness of an additionof a WebCT/Blackboard ® component into a beginning Spanish program,the environment did provide opportunities for students to demonstratelanguage proficiency. It is the analysis of student writing samplesgathered from the hybrid course, using a rubric based on the ACTFLWriting Proficiency Guidelines, that adds depth and breadth to the study.The article also addresses common issues that arise in traditionalanalyses of technology implementations, and suggests ways that theACTFL Writing Proficiency Guidelines can be useful in the evaluation ofstudent work in qualitative research.

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5

Savignon, Sandra J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Canadian Modern Language Review 41, no. 6 (May 1985): 1000–1007. http://dx.doi.org/10.3138/cmlr.41.6.1000.

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6

SAVIGNON, SANDRA J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Modern Language Journal 69, no. 2 (June 1985): 129–34. http://dx.doi.org/10.1111/j.1540-4781.1985.tb01928.x.

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7

Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.

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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.

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8

VanPatten, Bill. "The ACTFL Proficiency Guidelines: Implications for Grammatical Accuracy in the Classroom?" Studies in Second Language Acquisition 8, no. 1 (February 1986): 56–67. http://dx.doi.org/10.1017/s0272263100005830.

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This paper discusses current literature dealing with the pedagogical implications of the ACTFL Provisional Proficiency Guidelines. In Higgs and Clifford (1982) and Omaggio (1984), for example, it is argued that grammatical accuracy needs to be stressed from the beginning of instruction. In this paper those arguments are reviewed in the light of second language acquisition research, and it is suggested that such emphasis on grammatical correctness is unwarranted.

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9

Douglas, Dan. "Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines." Studies in Second Language Acquisition 10, no. 2 (June 1988): 245–61. http://dx.doi.org/10.1017/s0272263100007336.

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This article discusses issues related to the testing of listening comprehension in the context of the 1986 ACTFL proficiency guidelines (American Council on the Teaching of Foreign Languages, 1987). After a review of current research on listening comprehension and development of listening tests, four issues are singled out for more detailed consideration: the meaning ofcontextin listening testing, the concept of criterion-referenced tests, the notion of specific purposes in testing, and the use of technology in listening tests. A number of research issues are also discussed.

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10

Porter, Lewis P. "Using The ACTFL Proficiency Guidelines To Achieve Goals of Exploratory Language Courses." Foreign Language Annals 20, no. 4 (September 1987): 323–28. http://dx.doi.org/10.1111/j.1944-9720.1987.tb02965.x.

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11

Liskin-Gasparro, Judith E. "The ACTFL Proficiency Guidelines and the Oral Proficiency Interview: A Brief History and Analysis of Their Survival." Foreign Language Annals 36, no. 4 (December 2003): 483–90. http://dx.doi.org/10.1111/j.1944-9720.2003.tb02137.x.

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12

Liskin-Gasparro, Judith E. "Circumlocution, Communication Strategies, and The ACTFL Proficiency Guidelines: An Analysis of Student Discourse." Foreign Language Annals 29, no. 3 (October 1996): 317–30. http://dx.doi.org/10.1111/j.1944-9720.1996.tb01245.x.

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13

Dandonoli, Patricia, and Grant Henning. "An Investigation of the Construct Validity of the ACTFL Proficiency Guidelines and Oral Interview Procedure." Foreign Language Annals 23, no. 1 (February 1990): 11–22. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00330.x.

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14

Tsuchiya, Shinsuke. "Finding a Balance between Diversity and Target Language: A Case of a Japanese Language Program in a Private University." Japanese Language and Literature 54, no. 2 (September 25, 2020): 327–36. http://dx.doi.org/10.5195/jll.2020.130.

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One of the challenges that language professionals face in our increasingly diverse communities is establishing a balance between diversity and language standards. While Standard Japanese can be considered a common language to interact with the majority of Japanese speakers who may not be accustomed to nonnative speech (ACTFL Proficiency Guidelines, 2012), the strict requirement to follow the monolingual standard may disregard the legitimacy of multilingual speakers, including nonstandard dialect speakers. This article discusses pros and cons of setting standards in language programs and relevant findings concerning the native speaker fallacy (Author, 2019). Then the author will share his shifting perspectives on errors, interlanguage, dialectal differences, and certain “nonstandard” practices (e.g. translanguaging) in his experience of training, hiring, and supervising teaching assistants at Brigham Young University.

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15

Lange, Dale L. "Some Implications for Curriculum and Instruction for Foreign Language Education as Derived from the ACTFL Proficiency Guidelines." Die Unterrichtspraxis / Teaching German 21, no. 1 (1988): 41. http://dx.doi.org/10.2307/3530743.

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16

Kissling, Elizabeth M., and Mary E. O'Donnell. "Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines." Language Awareness 24, no. 4 (October 2, 2015): 283–302. http://dx.doi.org/10.1080/09658416.2015.1099659.

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17

Papageorgiou, Spiros. "Book review: Aligning Frameworks of Reference in Language Testing: The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages." Language Testing 31, no. 2 (April 2014): 261–64. http://dx.doi.org/10.1177/0265532213514009.

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18

Jung, Udo O. H. "Tschirner, Erwin (Hrsg.): Aligning Frameworks of Reference in Language Testing. The ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages." Informationen Deutsch als Fremdsprache 41, no. 2-3 (June 1, 2014): 392–95. http://dx.doi.org/10.1515/infodaf-2014-2-388.

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19

"ACTFL Japanese Proficiency Guidelines." Foreign Language Annals 20, no. 6 (December 1987): 589–603. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03065.x.

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20

"ACTFL Chinese Proficiency Guidelines*." Foreign Language Annals 20, no. 5 (October 1987): 471–87. http://dx.doi.org/10.1111/j.1944-9720.1987.tb03269.x.

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21

"ACTFL Hindi Proficiency Guidelines." Foreign Language Annals 23, no. 3 (May 1990): 235. http://dx.doi.org/10.1111/j.1944-9720.1990.tb00364.x.

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22

"ACTFL Russian Proficiency Guidelines." Foreign Language Annals 21, no. 2 (April 1988): 177–97. http://dx.doi.org/10.1111/j.1944-9720.1988.tb03133.x.

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23

"ACTFL ARABIC PROFICIENCY GUIDELINES." Foreign Language Annals 22, no. 4 (September 1989): 373–92. http://dx.doi.org/10.1111/j.1944-9720.1989.tb02760.x.

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24

Chastain, Kenneth. "The ACTFL Proficiency Guidelines: A Selected Sample of Opinions." adfl, January 1989, 47–51. http://dx.doi.org/10.1632/adfl.20.2.47.

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25

"ACTFL Proficiency Guidelines - Writing Introduced at Annual Meeting in DC." Foreign Language Annals 35, no. 1 (January 2002): 103. http://dx.doi.org/10.1111/j.1944-9720.2002.tb01839.x.

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26

Trammell, Robert L. "Can the ACTFL Proficiency Guidelines Be Used for Reading-For-Research Courses?" adfl, 1991, 14–21. http://dx.doi.org/10.1632/adfl.23.1.14.

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27

Stansfield, Charles W., and Dorry Mann Kenyon. "Development and Validation of the Hausa Speaking Test with the ACTFL Proficiency Guidelines." Issues in Applied Linguistics 4, no. 1 (1993). http://dx.doi.org/10.5070/l441030714.

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28

Harrison, Lucia Guzzi. "Foreign Films In The Classroom: Gateway To Language And Culture." Journal of College Teaching & Learning (TLC) 6, no. 8 (January 10, 2011). http://dx.doi.org/10.19030/tlc.v6i8.1118.

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The teaching of culture has become gradually more significant for all teachers involved in language education; it has been referred as the “hidden curriculum” of foreign language teaching. Because of limited time available in the classroom and curriculum constraints, the inclusion of cultural lessons often comes second to the teaching of the language at all levels of education. This paper will discuss the inclusion of foreign films to develop culture-based contexts for language in the classroom. While the description of the course focuses on Italian-language students who have achieved intermediate-mid or intermediate-high oral proficiency, according to the ACTFL oral proficiency guidelines, the article describes how the principles illustrated can be adapted for use with other languages and at other levels of instruction.

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29

Gates, Gwyneth, Troy L. Cox, Teresa Reber Bell, and William Eggington. "Line, please? An analysis of the rehearsed speech characteristics of native Korean speakers on the English Oral Proficiency Interview—Computer (OPIc)." Language Testing in Asia 10, no. 1 (November 12, 2020). http://dx.doi.org/10.1186/s40468-020-00110-5.

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Abstract Two assumptions of speaking proficiency tests are that the speech produced is spontaneous and the the scores on those tests predict what examinees can do in real-world communicative situations. Therefore, when examinees memorize scripts for their oral responses, the validity of the score interpretation is threatened. While the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines identify rehearsed content as a major hindrance to interviewees being rated above Novice High, many examinees still prepare for speaking tests by memorizing and rehearsing scripts hoping these "performances" are awarded higher scores. To investigate this phenomenon, researchers screened 300 previously rated Oral Proficiency Interview-computer (OPIc) tests and found 39 examinees who had at least one response that had been tagged as rehearsed. Each examinee’s responses were then transcribed, and the spontaneous and rehearsed tasks were compared. Temporal fluency articulation rates differed significantly between the spontaneous and rehearsed segments; however, the strongest evidence of memorization lay in the transcriptions and the patterns that emerged within and across interviews. Test developers, therefore, need to be vigilant in creating scoring guidelines for rehearsed content.

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30

"Errata." Studies in Second Language Acquisition 10, no. 1 (February 1988): 114. http://dx.doi.org/10.1017/s0272263100007166.

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In Volume 8:3, page 391, the review of Lüdi, Georges (Ed.), Devenir Bilingue/Parler Bilingue; Zweisprachig Werden/Zweispraching Sprechen; Getting Bilingual/Speaking Bilingual listed the wrong publisher. The correct publisher is Max Niemeyer, Tübingen.SSLA 9:3 contained an error in the review article by Claire Kramsch. The omission of a sentence resulted in two citations being erroneously attributed to Galloway. On page 360, paragraph 5, line 4, before “The dilemma…”, the reader should insert the following sentence: “Dandonoli in the next chapter tries unconvincingly to show how the ACTFL Guidelines can bridge the gap between eveluating academic achievement and assessing real-life proficiency.” The reviewer wished to offer her most sincere apologies to both authors and readers.

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31

Reisinger, Deborah S. "Marketing French through a French for the Professions Course." Global Business Languages 21 (2021). http://dx.doi.org/10.4079/gbl.v21.7.

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This article details a team-based marketing capstone project in a French for the Professions course at the low-advanced level based on ACTFL proficiency guidelines. The capstone project focuses on marketing and branding strategies, advertising campaigns, teamwork skills, and presentational communication skills. Rather than marketing a traditional product or service, however, students in this fifth-semester course were tasked with developing a marketing campaign specifically for the French language. By capturing and applying market data about attitudes toward language learning, students applied their coursework to real-world issues and then learned to become advocates for the study of the French language. Overall, students and faculty members rated this project positively: Students noted its real-world applications and faculty members reported the utility of the project in assessing content knowledge. What we have learned from the implementation of the capstone project has ultimately informed departmental marketing strategies that may be useful for attracting students to language programs.

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