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Preface | |
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Acknowledgments | |
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On Knowing a Language: Communicative Competence, Proficiency, and the Standards for Foreign Language Learning | |
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Introduction | |
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Defining Language Proficiency | |
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Proficiency and Language Acquisition Theory | |
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Some Research Findings about Oral Proficiency | |
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Issues in Language Proficiency Assessment: Caveats, Clarifications, and New Directions | |
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Defining the Content of Instruction: Standards for Foreign Language Learning | |
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Summary: On Knowing a Language | |
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Activities for Review and Discussion | |
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References | |
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On Learning a Language: Some Theoretical Perspectives | |
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Introduction | |
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Exploring Theories of Language Learning | |
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The Role of Individual Learner Factors in Second-Language Learning | |
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Relating Theory to Practice: Some Considerations | |
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Summary: On Learning a Language | |
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Activities for Review and Discussion | |
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References | |
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On Teaching a Language: Principles and Priorities in Methodology | |
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Orienting Instruction toward Proficiency | |
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The Proficiency Orientation of Existing Methodologies: A Preliminary Appraisal | |
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Three "Traditional" Methods | |
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Reactions to Audiolingualism: Two Mentalist Perspectives | |
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A Functional Approach: Communicative Language Teaching | |
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Modern Adaptations of the Direct Method | |
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Humanistic Approaches to Language Teaching | |
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Summary: On Teaching a Language | |
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Activities for Review and Discussion | |
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References | |
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The Role of Context in Comprehension and Learning | |
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The Importance of Context and Background Knowledge in the Comprehension Process: Some Theoretical Considerations | |
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Research on the Role of Context in Comprehension | |
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The Role of Computers in Providing Richer Contexts for Language Learning | |
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Integrating Language and Content: Immersion and Content-Based Instruction | |
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Summary: The Role of Context in Comprehension and Learning | |
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Activities for Review and Discussion | |
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References | |
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A Proficiency-Oriented Approach to Listening and Reading | |
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A Rationale for Teaching Listening and Reading | |
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Similarities in Listening and Reading | |
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Differences between Spoken and Written Discourse | |
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Integrating Listening, Reading, and the Productive Skills: The Vision of the Standards for Foreign Language Learning | |
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Teaching Listening Comprehension | |
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Sample Formats for Listening Comprehension | |
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Teaching Reading Comprehension | |
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Sample Formats for Reading Comprehension | |
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Summary: A Proficiency-Oriented Approach to Listening and Reading | |
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Activities for Review and Discussion | |
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References | |
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Developing Oral Proficiency | |
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The Nature of Interlanguage | |
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Planning Instruction for the Development of Oral Proficiency | |
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Responding to the Learner | |
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Summary: Developing Oral Proficiency | |
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Activities for Review and Discussion | |
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References | |
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Becoming Proficient in Writing | |
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Approaches to Teaching Writing at the Lower Levels of Proficiency | |
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Expressive Writing at the Intermediate and Advanced Levels: Approaches to Teaching the Composing Process | |
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Summary: Becoming Proficient in Writing | |
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Activities for Review and Discussion | |
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References | |
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Teaching for Cultural Understanding | |
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Introduction | |
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Problems in the Teaching of Culture | |
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Definitions, Models, Inventories, and Frameworks: Capturing the Essence of "Culture" | |
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Strategies for Teaching Culture | |
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Summary: Teaching for Cultural Understanding | |
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Activities for Review and Discussion | |
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References | |
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Classroom Testing | |
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Introduction | |
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The Case for Hybrid Classroom Tests | |
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Characteristics of Test Items and Item Types | |
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Listening Comprehension Formats | |
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Reading Comprehension Formats | |
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Writing and Mixed-Skills Formats | |
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Guidelines for Creating Contextualized Paper-and-Pencil Tests | |
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Testing Oral Skills | |
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Summary: Classroom Testing | |
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Appendix | |
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Activities for Review and Discussion | |
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References | |
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Epilogue: Planning Instruction for the Proficiency-Oriented Classroom: Some Practical Guidelines | |
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Setting Goals for a Proficiency-Oriented Program | |
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Guidelines for Planning Lessons | |
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Increasing Focus on Students' Interests | |
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In Conclusion | |
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Activities for review and Discussion | |
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References | |
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ACTFL Proficiency Guidelines | |
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Sample Foreign Language Media Evaluation Criteria | |
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Samples of Error Coding Procedures for Written Work | |
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Index | |