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. 1 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 2 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. 3 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 4 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 5 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. 6 7 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. 8 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 9 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. _____________________ ________________________________________________________________________ 10