Proficiency Requirement‐Based and Nonproficiency Requirement‐Based Second Language Programs
How Do Students Rate
Bibliographic Data
| ID | 8938341 |
|---|---|
| Authors | Susan McMillen Villar (University of Minnesota System, corresponding author), Frances Meuser‐Blincow (University of Minnesota System) |
| Year | 1993 |
| Volume | 26 |
| Issue | 1 |
| Pages | 49-62 |
| Publication date | 1993-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1993.tb01150.x |
| OpenAlex | W2026994428 |
| Language | EN |
| Citations received | 5 |
| References cited | 12 |
This status study endeavors to answer the research questions: (1a) Are there differences between the performance of CLA students at the University of Minnesota and students of nonproficiency requirement‐based programs at other institutions on the CLA Spanish Graduation Examination of all four modalities? Further, (1b) Are there differences between the performance of students from private institutions and those from public institutions? Because a random sample was not feasible at the time the tests were given it seemed necessary to ask (1c) Are there differences between the performance of volunteer groups and entire population groups? This article also deals with a reasonable extension to the original question, which is: (2) What might account for differentialevels of performance that the test scorn show? Although this study only includes Spanish students, the results should be applicable to other language programs. The testing instrument, the CLA Spanish Graduation Examination, which consists of four separate tests, one for each of the four modalities, was administered during Spring 1990. The results from these tests provide data which compare quantitative results on reading, listening, writing, and speaking proficiency of students from the proficiency requirement program at the University of Minnesota with those from six nonproficiency requirement programs at six other randomly selected postsecondary institutions within the state of Minnesota
Active listening · Graduation (instrument · Language assessment · Language proficiency · Linguistics · Mathematics education · Medical education · Modalities · Population · Reading (process · Sample (material · Sociology · Test (biology · Demography · EFL/ESL Teaching and Learning · Engineering · Medicine · Multilingual Education and Policy · Psychology
Evaluating Intermediate Spanish Students' Speaking Skills through a Taped Test
Revising the revised format of the ACTFL Oral Proficiency Interview
Effects of the ACTFLOPI‐Type Training on Student Performance, Instructional Methods, and Classroom Materials in the Secondary Foreign Language Classroom
Building a classroom discourse community in university Spanish courses
The relationship between proficiency‐based instruction and student oral proficiency
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,19 |
| Citation span | 1999 - 2022 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |