The development of extended turns and storytelling in the Japanese oral proficiency interview
The development of extended turns and storytelling in the Japanese oral proficiency interview
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DOI：
10.1057/9781137003522_9
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
W. Tominaga
中科院分区：
文献类型：
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作者：
W. Tominaga
ACTFL的《口语能力指南》和口语能力面试（OPI）对美国的外语教学产生了长期的影响。该指南已被广泛采用作为大学和中学外语课程的课程基准，ACTFL OPI根据指南中描述的标准衡量外语口语能力，已用于各种评估目的，如课程评估和认证，入学和退出要求，分班考试和教师认证（Chambless，2012; Houston，2005; Kagan & Friedman，2003; Kondo-Brown，2012; Rifkin，2003; Wetzel & Watanabe，1998）。如今，该指南和OPI不仅对教师和专业人士如何评估二语口语水平产生了相当大的影响，而且对外语课程的开发、实施、评估和修订也产生了相当大的影响。因此，ACTFL和指南用户有责任检查并确保指南中的水平描述的充分性和OPI的质量。
TheACTFL Proficiency Guidelines — Speakingand the oral proficiency interview (OPI) have had a long-standing impact on foreign language pedagogies in the United States. TheGuidelineshave been widely adopted as a curriculum benchmark in foreign language programs in colleges and secondary schools, and the ACTFL OPI, which measures foreign language speaking proficiency based on the criteria described in theGuidelines, has been used for various assessment purposes, such as program evaluation and accreditation, entrance and exit requirement, placement test, and teacher certification (Chambless, 2012; Houston, 2005; Kagan & Friedman, 2003; Kondo-Brown, 2012; Rifkin, 2003; Wetzel & Watanabe, 1998). Today, theGuidelinesand the OPI have considerable influence not only on how teachers and professionals evaluate L2 speakers’ oral proficiency, but also on how foreign language programs are developed, implemented, evaluated, and revised. As such, it is the responsibility of ACTFL and the users of theGuidelinesto examine and assure the adequacy of level descriptions in theGuidelinesand the quality of the OPI.