RESEARCH 1.Systematic 2.Logical 3.Tangible 4.Replicable 5.Reductive

Systematic: well structured, the “rules” Logical: progression from step to step Tangible: data is quantifiable Replicable: test of all research is can the results be replicated Reductive: conclusions of research establish patterns and relation s

VARIABLES Characteristics or abilities that differ over time or among individuals (gender, age, economic status, educational background, etc.) FIVE TYPES 1.Dependent 2.Independent 3.Moderator 4.Control 5.Intervening

PROFICIENCY Key term in language learning and teaching Skills and knowledge needed for real-world use Competence influences performance Linguistic grammatical competence and Communicative competence

Communication is dependent on individual’s willingness to take risks. Resourcefulness to use knowledge to make one’s self understood Linguistic accuracy: only one of the major parts of communication Success varies depending on situation Competences: RELATIVE and depends on the cooperation of participants

2L learning is more effective when grammar is in a meaningful context Therefore: integration of competencies is important Four main areas of competence: Grammatical Sociolinguistic Discourse Strategic

Grammatical: master code Sociolinguistic: use of “registers”—sensitivity to cross- cultural differences Discourse: combine ideas, cohesion of thought, use of logical connectors Strategic: compensate for gaps in knowledge— negotiating meaning, using circumlocutions

Proficiency: functional ability ACTFL: need for a nationally approved procedure for assessing language Standards: 1978 recommendations MLA / ACTFL

WWII: 11 ranges of proficiency ACTFL assessment: Global tasks and functions Context and content Accuracy Text type Characteristics of each level

Speaking proficiency table (Ommagio, 14) Accuracy: Fluency Grammar Pronunciation Vocabulary Pragmatics Sociolinguistic As proficiency increases, less participation of interlocutor Text type: from isolated to extended discourse

Four Macrostages of Linguistic Development 1.Interlanguage forms, resembling pidgin 2.Begin to use syntax of TL, parts of speech 3.Grammatical morphemes more systematic 4.Complex sentences, more precision