ACTFL Proficiency Guidelines 2024 Quiz

At which level can an individual participate in short conversations on predictable topics and handle simple transactions using sentence-level communication?

• Novice

• Intermediate

• Advanced

• Superior

An individual’s level of proficiency in speaking is defined by four criteria: Functions, Accuracy, Context and Content, and Text Type. What does the "Text type" criterion refer to in the Guidelines?

• The length and complexity of oral or written text that the individual can understand and produce

• The types of speaking activities that the individual can carry out

• The degree to which the individual can use grammar and vocabulary to convey spoken messages.

• The cultural context in which an individual can communicate

The ACTFL Proficiency Guidelines describe speaking proficiency as a continuum with five major levels: Novice, Intermediate, Advanced, Superior, and Distinguished. Each major level has three sublevels. A "mid" level is ...

• Learners demonstrate some hesitation when carrying out communication tasks.

• Learners can carry out the functions of the major level in all communication situations.

• Learners may demonstrate some ability to perform communication tasks characteristic of the next higher level.

• Learners can function much of the time at the next higher major level, but they are unable to sustain language at that level.

The Guidelines define three modes of communication. ​ (a)   is one-way communication in which a listener cannot interact with the speaker. ​ ​ (b)   is a two-way communication in which participants can interact. ​ (c)   is one-way communication in which a speaker cannot check for comprehension on the part of the listener.

• Interpretive
• Interpersonal
• Presentational

Proficiency pertains to an individual’s ability to use the language in various situations, while performance refers to the ability to utilize language for practical communication tasks learned and practiced in an instructional setting. How do you assess performance and proficiency?

Groups:

(a) Assessing Performance

,

(b) Assessing Proficiency

• Test what students can do by the end of the class.

• Ask students to perform a rehearsed role-play activity from the previous class.

• Test whether students can use the target language in both familiar and unfamiliar topics.

• Ask students to read a storybook that contains most of the vocabulary learned in class.

• Instruct students to listen to a dilemma and suggest a solution in the target language.

• Request students to deliver an impromptu speech on a topic without prior preparation.

The following criteria define learners' level of proficiency in speaking: ​ (a)   ​ (b)   ​ (c)   and ​ (d)   .

• functions and tasks
• accuracy
• context and content
• text type
• grammar and vocabulary
• fluency
• pronunciation

Learners in Novice Level can communicate in conversations using ​ (a)   , ​ (b)   , ​ (c)   , ​ (d)   , and ​ (e)   .

• words
• phrases
• simple sentences
• questions
• series of sentences
• a broad range of vocabulary
• lists

An intermediate level speaker can ...

• use language creatively to manage survival situations.

• speak in sentences and sentence strings.

• ask questions to initiate and sustain conversations.

• use culturally appropriate vocabulary when participating in everyday interactions.

• can use basic high-frequency structures consistently with organized communication of ideas.

An advanced level speaker can ...

• request clarification, restate, and rephrase

• talk about some topics related to community, national, and international events.

• resolve unexpected situations and discuss the implications of societal issues

• use a range of strategies to communicate and maintain audience interest.

• communicate in paragraph-length conversation

Organize the following tasks into interpersonal and presentational modes of communication.

Groups:

(a) Interpersonal

,

(b) Presentational

• attend a speech contest

• group assignments in target language

• singing in the target language

• participate in a musical performance in a target language

• peer feedback sessions

• creating a poster in the target language

• debates in the target language

• role-playing scenarios

• simulated real-life conversations

• giving a presentation in the target language

• interviewing a classmate

• designing a brochure in the target language

• pair work discussions

• information gap activities