Exploring the Uses and Usefulness of ACTFL Oral Proficiency Ratings and Standards in College Foreign Language Departments
Bibliographic Data
| ID | 8938898 |
|---|---|
| Authors | John M Norris (0000-0002-0313-1263, Northern Arizona University, corresponding author), Péter Pfeiffer (0000-0002-0224-4450, Georgetown University), Peter C Pfeiffer |
| Year | 2003 |
| Volume | 36 |
| Issue | 4 |
| Pages | 572-581 |
| Publication date | 2003-12-01 |
| 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.1944-9720.2003.tb02147.x |
| OpenAlex | W2026409772 |
| Language | EN |
| Citations received | 17 |
| References cited | 29 |
Oral proficiency ratings, based on the ACTFL Guidelines and derived from live or simulated oral proficiency interviews (SOPIs), enjoy widespread use in the United States. In particular, college foreign language departments have increasingly adopted oral proficiency ratings as a way of establishing standards for language or graduation requirements. In the study reported here, the authors explored the intended uses of proficiency‐based standards in foreign language departments and reviewed the research on which specific ACTFL‐level standards are based. They then examined the results of more than 100 SOPIs administered across all levels of instruction within one German foreign language department. The findings suggest that recommended proficiency standards may underestimate the potential and actual achievements of German language learners and miss other valued learning outcomes. The implications of these findings for the valid use of oral proficiency ratings in collegiate settings are discussed
Foreign language · German · Graduation (instrument · Language assessment · Language proficiency · Linguistics · Mathematics education · Medical education · Pedagogy · Study abroad · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Medicine · Psychology · Second Language Learning and Teaching
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| Unique citing works | 17 |
|---|---|
| Citations per year | 0,77 |
| Citation span | 2004 - 2025 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 17 |