Blueprint: Objective: Standards - Help - The University of Tennessee

45 Pages·2008·2.92 MB·English

by  Paul Garcia

From Intermediate to Advanced:
Opening the Mind to Extended Discourse

Handout available at: https://web.utk.edu/~wiley/

Paul A. García, Ph.D.
University of Kansas (Retired)
Visiting Associate Professor, Foreign Language Education
Director (int.), Second Language Acquisition/Instructional Technology Ph.D. Program
University of South Florida (Tampa)
[email protected]

Todd A. Hernández, Ph.D.
Assistant Professor of Spanish
Department of Foreign Languages & Literatures
Marquette University (Milwaukee)
[email protected]

Patricia Davis-Wiley, Ph.D.
Professor, World Language/English as a Second Language Education
The University of Tennessee (Knoxville)
College of Education, Health & Human Sciences
[email protected]

Presented to the:
American Council on the Teaching of Foreign Languages
2008 Annual Convention & World Languages Expo
Orlando, Florida: Swan & Dolphin Hotel
Saturday, November 22, 2008
Americas Seminar Room, 10:00 a.m. - 11:15 a.m.
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Agenda

I. Introductions

II. Context + Schemata = Framework
a.k.a.: NCATE, OPI, TBI, CBI

III. Novice to Advanced: Stretch!

A. What we do for Novice instruction

1. Skills and Predisposition
a. L2 knowledge in place
b. Three Modes of Communication

2. Beszélsz magyarul?
(Model Connections to Advanced)

B. Steps to Advanced Instruction

1 Circumlocution
2 Discourse Markers
3 Information Gap
4 Interview
5 Past Narration
6 Role Play

IV. Discussion: “Steps to Superior”

V. Summary & Conclusion

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Assessment Criteria--Speaking

Proficiency Functions Context/Content Accuracy Text Type
Level
Superior -can support/defend an -most formal and informal settings -no patterns of errors in Extended
opinion basic structures discourse
-broad range of general interest topics
-can hypothesize -errors almost never
-some special fields of interest & interfere with communication
-can persuade expertise
Advanced -can narrate & describe in -most informal & some informal -understood without difficulty by Paragraphs
major time frames settings speakers unaccustomed to
interacting with non-native
-can compare & contrast -concrete topics such as personal speakers
interests, work, & current events
-some miscommunication
-can circumlocute
-elementary grammar/syntax
-can deal with an is quite accurate
unanticipated complication
-patterns of errors in more
complex structures

Intermediate -can create with language -some informal settings -understood, with some Discrete
repetition, by speakers sentences
-everyday survival topics accustomed to interacting
-can ask & answer questions with non-native speakers
-simple questions & answer situations
-routine travel needs
-can participate in brief
conversations -minimum courtesy requirements

Novice -can use limited memorized -simple facts about self or others -may be difficult to understand, Individual
material in simple even for speakers accustomed words &
statements -colors, clothing, weather, weekdays… to interacting with non-native phrases
or questions speakers

-can use formulaic
expressions

Note: A rating at any major level is arrived at by the sustained performance of the
functions of the level, within the contexts and content areas for that level, with the degree of
accuracy described for the level, and the text type of the level. The performance must be
sustained across ALL of the criteria for the level in order to be rated at that level.

Source: Adapted from Swender, 1999, p. 31.
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ACTFL OPI Characteristics

Objective: Identify the category, “Superior” or “Advanced” or “Intermediate” or
“Novice,” for each statement below. All phrases reflect OPI speaking levels.
Directions:
1. Place “S” or “A” or “I” or “N” to the left of each phrase.
2. “S” = “Superior;” “A” =“Advanced;” “I” = “Intermediate;” “N” = Novice.
3. Note that there may be more than one phrase for each of the four levels.

_____ Participates in brief conversations

_____ Uses formulaic and rote utterances

_____ Asks and answers simple questions

_____ Compares and contrasts

_____ Narrates and describes in major time frames

_____ Hypothesizes

_____ Speaks in words and phrases

_____ Speaks in extended discourse length

_____ Creates with language

_____ Handles a situation that presents an unanticipated complication

_____ Speaks in paragraph-length discourse

_____ Persuades

_____ Speaks in discrete sentences unconnected to one another

_____ Circumlocutes

_____ Supports and defends an opinion

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Oral Proficiency Guidelines
American Council on the Teaching of Foreign Languages (Revised, 1999)
ADVANCED LOW
Speakers at the Advanced-Low level are able to handle a variety of communicative tasks,
although somewhat haltingly at times. They participate actively in most informal and a limited
number of formal conversations on activities related to school, home, and leisure activities and,
to a lesser degree, those related to events of work, current, public, and personal interest or
individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in
all major time frames (past, present and future) in paragraph length discourse, but control of
aspect may be lacking at times. They can handle appropriately the linguistic challenges presented
by a complication or unexpected turn of events that occurs within the context of a routine
situation or communicative task with which they are otherwise familiar, though at times their
discourse may be minimal for the level and strained. Communicative strategies such as
rephrasing and circumlocution may be employed in such instances. In their narrations and
descriptions, they combine and link sentences into connected discourse of paragraph length.
When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their
utterances are typically not longer than a single paragraph. Structure of the dominant language is
still evident in the use of false cognates, literal translations, or the oral paragraph structure of the
speaker's own language rather than that of the target language. While the language of
Advanced-Low speakers may be marked by substantial albeit irregular flow, it is typically
somewhat strained and tentative, with noticeable self-correction and a certain grammatical
roughness. The vocabulary of Advanced-Low speakers is primarily generic in nature.
Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and
precision to convey their intended message without misrepresentation or confusion. They are
understood by native speakers unaccustomed to dealing with non-natives, even though this may
be achieved through repetition and restatement. When attempting to perform functions or handle
topics associated with the Superior level, the linguistic quality and quantity of their speech will
deteriorate significantly.
INTERMEDIATE HIGH
Intermediate-High speakers are able to converse with ease and confidence when dealing with
most routine tasks and social situations of the Intermediate level. They are able to handle
successfully many uncomplicated tasks and social situations requiring an exchange of basic
information related to work, school, recreation, particular interests and areas of competence,
though hesitation and errors may be evident. Intermediate-High speakers handle the tasks
pertaining to the Advanced level, but they are unable to sustain performance at that level over a
variety of topics. With some consistency, speakers at the Intermediate High level narrate and
describe in major time frames using connected discourse of paragraph length. However, their
performance of these Advanced-level tasks will exhibit one or more features of breakdown, such
as the failure to maintain the narration or description semantically or syntactically in the
appropriate major time frame, the disintegration of connected discourse, the
misuse of cohesive devises, a reduction in breadth and appropriateness of vocabulary, the failure
to successfully circumlocute, or a significant amount of hesitation. Intermediate-High speakers
can generally be understood by native speakers unaccustomed to dealing with non-natives,
although the dominant language is still evident (e.g. use of code-switching, false cognates, literal
translations, etc.), and gaps in communication may occur.
ACTFL. Proficiency Guidelines Speaking. Retrieved July 4, 2008, from http://www.actfl.org/files/public/Guidelinesspeak.pdf

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Structure of the Simulated Oral Proficiency Interview

Language Function Level

Ask questions Intermediate

Describe a place / activities Intermediate

Give directions Intermediate

Narrate in present time Advanced

Narrate in past time Advanced

Discuss personal activities Intermediate

Explain a process Advanced

State advantages and disadvantages Advanced

Support an opinion Superior

Hypothesize Superior

Speak with tact Advanced

Speak to persuade someone Superior

Propose and defend a course of action Superior

Give a talk Superior

Give advice Advanced

Center for Applied Linguistics (1995). Spanish speaking test rater training kit. Washington, DC: Author, p. 16.
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Developing Advanced-Level Language

Language function Structures
Describe -Ser and estar
Compare and contrast -Tan…como
-Tanto/a/os/as...como
-Más/menos…que
Narrate in the present -Present indicative
Narrate in the past -Preterite
-Imperfect
Narrate in the future -Future time
-Subjunctive in adverbial clauses
React and recommend -Subjunctive in noun clauses
-Commands
Hypothesize -Conditional
Support an opinion -Past subjunctive

Source: Foerster, S.W., & Lambright, A. (2007). Punto y aparte. (3rd ed.). New York: McGraw-Hill, p. 8.

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Circumlocution (1 of 2)

estudiante 1

¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe
tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo
que…es la persona que…es la acción de…es cuando…

modelo: (rebelarse) es la acción de oponerse a una autoridad…

1. animado/a

2. la peluca

3. rectificar

4. sumiso/a

estudiante 2

¿Cuál es la palabra? Describe las siguientes palabras a tu compañero/a. Tu compañero/a debe
tratar de adivinar cada palabra que tú describes. Usa expresiones como: es una cosa para…es lo
que…es la persona que…es la acción de…es cuando…

modelo: (rebelarse) es la acción de oponerse a una autoridad…

5. el poder

6. el malhumor

7. risueño/a

8. la tijera

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Circumlocution (2 of 2)

español 83 nombre _____________________
examen 1 sección ______________________

1. ¿Qué quiere decir la palabra…? Tu amigo te pregunta el significado de unas palabras en
español. Define cinco (5) de las siguientes palabras. No escribas más de dos oraciones por cada
palabra. (10 puntos)

el pasamontañas arrepentirse el acontecimiento el encuentro tutear desanimarse
rectificar entristecerse la meta risueño/a enterarse
indeciso/a la peluca arriesgarse sumiso/a

1. ____________________

________________________________________________________________________

________________________________________________________________________

2. ____________________

________________________________________________________________________

________________________________________________________________________

3. ____________________

________________________________________________________________________

________________________________________________________________________

4. ____________________

________________________________________________________________________

________________________________________________________________________

5. _____________________

________________________________________________________________________

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