ACTFL Proficiency Guidelines—Speaking: Revised 1999
ACTFL Proficiency Guidelines—Speaking: Revised 1999
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ACTFL 能力指南 — 口语：1999 年修订
DOI：
10.1111/j.1944-9720.2000.tb00885.x
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发表时间：
2000
影响因子：
2.7
通讯作者：
Elvira Swender
中科院分区：
文献类型：
--
作者：
Karen E. Breiner;Pardee Lowe;J. Miles;Elvira Swender
外文年鉴卷。33岁的没有。美国国防部约翰·迈尔斯教育测试服务中心埃尔维拉·斯温德美国外语教学委员会序言《ACTFL能力指南-口语》（1986）作为一种衡量学习者功能能力的指标得到了广泛的应用；也就是说，他们完成代表不同层次的语言任务的能力。基于多年来在政府机构进行口语测试的经验和机构间语言圆桌会议（Interagency language Roundtable， ILR）对语言能力的描述，ACTFL指南是针对美国学术界（特别是学院和大学水平）使用的一种调整。因此，《临时指南》（1982）的作者合并了最高水平（ILR 3-5），扩展了较低水平（ILR 0-1）的描述，并根据习惯了初学者的语言教师和研究人员的经验定义了能力的子水平。他们的努力在1986年出版的ACTFL熟练程度指南中得到进一步修改和完善。经过多年的口头测试和对指南的解读，以及大量的研究项目、学术文章和辩论，现在是重新评估的时候了。感谢ACTFL对1986年最初的ACTFL熟练指南项目做出贡献的以下个人：Heidi Byrnes、James Child、Nina Patrizio、Pardee Lowe、Jr、Seiichi Makino、Irene Thompson和A. Ronald Walton。他们的工作是这个修订项目的基础。我们还要感谢以下委员会成员和审稿人，他们在目前的修订过程中慷慨地付出了时间和专业知识：露西娅·卡西多·加内特；Helen Hamlyn, Judith Liskin-Gasparro, Arthur Mosher, Lizette Mujica Laughlin， Chantal Thompson和Maureen Weissenreider《ACTEFL熟练度指南》的修订得到了美国教育部国际研究项目的资助。ACTEFL水平指南-口语（1999年修订版）可用于非营利性教育目的，前提是完整复制，不作任何修改，并注明ACThFL。ACTEFL水平指南-口语（1999年修订）的其他副本可通过联系ACTEL， 6 Executive Plaza, Yonkers, NY 10701， actflhq@aol获得。com。2000年1月/ 2月13日修改指南，首先是口语，然后是其他技能。此次修订《口语水平指引》的目的，是为了让那些近期没有接受过ACTFL口语水平测试培训的人更容易理解该文件，澄清导致测试者和教师分歧的问题，并纠正委员会认为对早期版本《口语水平指引》中描述的可能存在的误解。一个重要的例子是上级的待遇。ILR描述假设了一个能力范围，从0表示没有功能能力，到5表示与受过良好教育的母语人士相当的能力。由于成人学习者通常达到的语言水平，ACTFL指南不包括最高ILR水平的描述。ACTFL高级水平大致相当于ILR 3的范围，因此被视为基线水平；……
FOREIGN LANGUAGE ANNALS-VOL. 33, NO. 1 ACTFL Proficiency Guidelines-Speaking Revised 1999 Karen E. Breiner-Sanders Georgetown University, Middlebury College Pardee Lowe, Jr. US Department of Defense John Miles Educational Testing Service Elvira Swender American Council on the Teaching of Foreign Languages Preface The ACTFL Proficiency Guidelines-Speaking (1986) have gained widespread application as a metric against which to measure learners' functional competency; that is, their ability to accomplish linguistic tasks representing a variety of levels. Based on years of experience with oral testing in governmental institutions and on the descriptions of language proficiency used by Interagency Language Roundtable (ILR), the ACTFL Guidelines were an adaptation intend-ed for use in academia (college and university levels particularly) in the United States. For this reason, the authors of the Provisional Guidelines (1982) conflated the top levels (ILR 3-5), expanded the descriptions of the lower levels (ILR 0-1), and defined sublevels of competency according to the experience of language instructors and researchers accustomed to beginning learners. Their efforts were further modified and refined in the ACTFL Proficiency Guidelines published in 1986. After additional years of oral testing and of interpretation of the Guidelines, as well as numerous research projects, scholarly articles, and debates, the time has come to reevaluate and Acknowledgments ACTFL is indebted to the following individuals who contributed to the original ACTFL Proficiency Guidelines Project of 1986: Heidi Byrnes, James Child, Nina Patrizio, Pardee Lowe, Jr, Seiichi Makino, Irene Thompson, and A. Ronald Walton. Their work was the foundation for this revision project. We would also like to thank the following committee members and reviewers who generously gave of their time and expertise during the current revision process: Lucia Caycedo Garnet; Helen Hamlyn, Judith Liskin-Gasparro, Arthur Mosher, Lizette Mujica Laughlin, Chantal Thompson, and Maureen Weissenreider The Revision of the ACTEFL Proficiency Guidelines was supported by a grant from the United States Department of Education International Research and Studies Program. The ACTEFL Proficiency Guidelines-Speaking (Revised 1999) may be used for non-profit, educa-tional purposes only provided that they are reproduced in their entirety, with no alterations, and with credit to ACThFL. Additional copies of the ACTEFL Proficiency Guidelines-Speaking (Revised 1999) may be obtained by contacting ACTEL, 6 Executive Plaza, Yonkers, NY 10701, actflhq@ aol. com. 13 JAN/FEB 2000 refine the Guidelines, initially those for Speaking, followed by those for the other skills. The purposes of this revision of the Proficiency Guidelines-Speaking are to make the document more accessible to those who have not received recent training in ACTFL oral proficiency testing, to clari-fy the issues that have divided testers and teachers, and to provide a corrective to what the committee perceived to have been possible misinterpretations of the descriptions provided in earlier versions of the Guidelines. An important example is the treatment of the Superior level. The ILR descriptions postulate a spectrum of profi-ciency abilities from 0 which signifies no functional com-petence, to 5 which is competence equivalent to that of a well-educated native speaker. Due to the language levels most often attained by adult learners, the ACTFL Guidelines do not include descriptions of the highest ILR levels. The ACTFL Superior level, roughly equivalent to the ILR 3 range, is thus to be seen as a baseline level; that …