Oral Proficiency Learning Outcomes and Curricular Design  

Oleh:

Rifkin, Benjamin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 36 no. 4 (2003), page 582-588.
Fulltext: 36_04_Rifkin.pdf (678.73KB)

Isi artikel

In this article, the author describes the place of the oral proficiency guidelines as the only nationally recognized criteria for the assessment of communicative competence in speaking across languages and discusses learning outcomes studies based on the proficiency guidelines. The guidelines are now 20 years old, but learning outcomes are not signiJicantly better than they were before the guidelines were published-suggesting that two decades of guideline-influenced instruction have failed to have an impact on student learning. Howevel; data suggest that students need more hours of language exposure and instruction than a college curriculum can provide in order to attain advanced-level oral proficiency. Nonetheless, the guidelines are a cuwicularframework that helps teachers prepare students to break through to advanced level performance, even iJ this occurs after completing the college-level curriculum.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali