RESEARCH1. Systematic2. Logical3. Tangible4. Replicable5. Reductive

Systematic: well structured, the “rules”

Logical: progression from step to step

Tangible: data is quantifiable

Replicable: test of all research is can the results be replicated

Reductive: conclusions of research establish patterns and relations

VARIABLESCharacteristics or abilities that differ over time or among individuals(gender, age, economic status, educational background, etc.)

FIVE TYPES

1. Dependent2. Independent3. Moderator4. Control5. Intervening

PROFICIENCY

Key term in language learning and teachingSkills and knowledge needed for real-world use

Competence influences performance

• Linguistic grammatical competence and• Communicative competence

Communication is dependent on individual’s willingness to take risks.

Resourcefulness to use knowledge to make one’s self understood

Linguistic accuracy: only one of the major parts of communication

Success varies depending on situation

Competences: RELATIVE and depends on the cooperation of participants

2L learning is more effective when grammar is in a meaningful contextTherefore: integration of competencies is important

Four main areas of competence:• Grammatical• Sociolinguistic• Discourse• Strategic

• Grammatical: master code

• Sociolinguistic: use of “registers”—sensitivity to cross-cultural differences

• Discourse: combine ideas, cohesion of thought, use of logical connectors

• Strategic: compensate for gaps in knowledge—negotiating meaning, using circumlocutions

Proficiency: functional ability

ACTFL: need for a nationally approved procedure for assessing language

Standards: 1978 recommendations

MLA / ACTFL

WWII: 11 ranges of proficiency

ACTFL assessment: • Global tasks and functions• Context and content• Accuracy• Text type

Characteristics of each level

Speaking proficiency table (Ommagio, 14)

Accuracy:• Fluency• Grammar• Pronunciation• Vocabulary • Pragmatics• Sociolinguistic

As proficiency increases, less participation of interlocutorText type: from isolated to extended discourse

Four Macrostages of Linguistic Development

1. Interlanguage forms, resembling pidgin

2. Begin to use syntax of TL, parts of speech

3. Grammatical morphemes more systematic

4. Complex sentences, more precision