User:Kmbaich/Language Proficiency
Second Language Proficiency
Developing L2 Proficiency - Katie
Defining and Measuring L2 Proficiency - Jolie
Defining L2 Proficiency
Over the last half century, there has been much debate as to how to define L2 proficiency. An early theory by Lado focused on the four "skills" of language--reading, writing, speaking, and listening[1]. These skills are still emphasized today in many instructional materials. [2] While early theories by Chomsky and Lado, among others, focused almost exclusively on grammatical knowledge, in the 1970s, Hymes popularized the idea of pragmatic communicative competence, with competence defined as encompassing both knowledge of and use of language.[2][3] In 1980, Canale and Swain published their own framework for communicative competence, based on 3 sub-competencies: grammatical, sociolinguistic, and strategic.[4] There has also been much debate as to the difference between competence and performance, and whether proficiency encompasses, or is encompassed by, one or both of these concepts. In the 1980s, Ingram, followed by Taylor, argued that proficiency should not only consider knowledge, but how that knowledge is put to use in a given context.[5][6][7] Still today, there is some consensus on the idea that proficiency can be defined largely as communicative competence, but the finer details are not well agreed upon, and these differing definitions of proficiency can greatly affect how proficiency is measured.
Measuring L2 Proficiency
Because proficiency encompasses many different modalities and types of competencies, it can be difficult for educators to measure. Some measures of proficiency assess multiple modalities or competencies for an overall proficiency evaluation, whereas others evaluate only one specific facet of proficiency.[2] The criteria for different scores or levels of proficiency can also vary between systems of measurement. One of the most widely used measures is the Common European Framework of Reference for Languages. It serves as a standard for proficiency measurement across Europe and in many other countries outside of Europe.
[Brenna's Topic Here]
References
- ^ Lado, Robert (1964). Language testing: The construction and use of foreign language tests: A teacher's book. New York: McGraw-Hill. OCLC 395065271.
- ^ a b c Leclerq, Pascale; Edmonds, Amanda; Hilton, Heather (2014). Measuring L2 proficiency : perspectives from SLA. Bristol: Multilingual Matters. ISBN 978-1-78309-228-4. OCLC 870699275.
- ^ Hymes, Dell (1972). "On communicative competence". In Pride, J. B.; Holmes, Janet (eds.). Sociolinguistics: selected readings. Harmondsworth: Penguin. ISBN 0-14-080665-2. OCLC 651225.
- ^ Canale, M.; Swain, M (1980-03-01). "Theoretical bases of communicative approaches to second language teaching and testing". Applied Linguistics. 1 (1): 1–47. doi:10.1093/applin/1.1.1. ISSN 0142-6001.
- ^ Iyldyz, Leila B. (2007). "Rethinking Validity of the L2 Proficiency Concept: Lessons for EIL" (PDF). Asian EFL Journal. 9 (1): 65–85. ISSN 1738-1460.
- ^ Taylor, D (1988). "The meaning and use of the term 'competence' in linguistics and applied linguistics". Applied Linguistics. 9(2): 146–168.
- ^ Ingram, D. (1985). "Assessing proficiency: An overview of some aspects of testing". In Hyltenstam, K.; Pienemann, M. (eds.). Modelling and assessing second language development. Clevedon: Multilingual Matters. pp. 216–276. ISBN 0905028414.