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ADI I B lL I r r rN , 18 No 1 , S IPTE JETR L9S6 : 18

learn ing and pracr ice inLo the a l l too.eal wo. ld o l le le-. i o r . l r . n . d ' a r c p b . - c J b - . . r d e , , o r : q r ea raDge of maiters frolr sltnational autherricily to non-lerba1 conmuDicalion to rocabulary and, central 10 Ihewholc shebaDg, Io grdnmar lhe skeleton thal holds evertthine together. The plxase i,srr.liordl aids aho inchdesthe nse ofcomputers and interaclive video, and ma.y ofourcollcagues with tninire in oralproficieDcy tesling aredryisinc proficiency based !rograms for their studenl|'

Havins addfe$ed six of Thotnas Coopefs .on.efrs,lct mc norv turn to testiDg and s alualio!, language l."anrn t r t , r r . p o g J r . J - , c l o p r r - . , . d , i " ) , p r o 1 ' o . Cand maintailiDg iDtefen in fofeign latretrage studlr In a\c.y rcalscnse, icsting and cvaluarion arcthc mon vitalpan oithc proficicnq molemcDi. Olcoursc. thc.cal tcsrslie i. on'sire pe. fornance. but we can say that o.allesrsin school or collegc providc studcnts aD cxcellcni reasonto st!dtr assuming rhar grades ar assigned accordingly.As \ !e observeoler ando!r , sLudenL5 nudy shat* i l lbetested and tend nor to srudy shaL sill not be Fsted. Ian$\rr lo lheelernalqueslion "\vhar sillbe on ihe tesi?"Iheyshould hear, "EveryLhine" forlheproli.ienc! rar'hgs are elobal, ard every aspect of ar examinee's lane , r . s e . o r r j b ' r e , o : . o F r E i g . B . e e . . ^ r .sludenrs aho qui.kly see rl'aL every biL o I thcjr classvork" . T p r o . p r h p i r e , n - - b r n . . e . w r . ' , e . r i r ' , o 1

. o . n b i r e q i l ' 1 1 " . r - _ o J i n q L d ' . J ^ . o - 1 -tegrative, prcisely delined, and inre.naiionally recosDized s.ale. they irloh themselvs eagerlyin cla!!roonrvork but only if!. do ouf job.

The cxtcnsivc use of sirnational teachiDe ir theproiicicncy based cla$room should not be undefstoodto mear rhar grammar isar allneelecLed. I rienrio. thisbecause objedions Io Ieaching funcrions and notions, orIea.hinc comnunicarive conpeLence, roo often call !omind sratnrlara.eni. clasfoons in which srudentsIearn a quick iix me&rzarr you Jane sorl of languaeethat srccrs them toqard a dead end, a temiDal prolile rlialvirtuaily guanntees that they will nevef rpass the ln. c r m , J j " r c l e ' d ( o . i r K 1 2 . p e r ' d p e . e n " \ o . i , eHigh). Proiiciency nrnres lake irno account not oDlllunctronandconlcntbutahoaccuracy. thegEmmat icalthjrd leg *ilhout which Ihc syslem simply caDnor stand.Each level ofihe proilcicDc,! rca1c is rhus flrmlys'ppoledby an a.ri!e, function al know ledge oferamhar riLhout{hich no furrher real pro-qress in languase larnins takes

Here, ofcouse, $r are approaching rheory: Do {e sd-ply llood th classroom wirh real llngxase, rrtrstinsdratthcstudcntss i l l ib l lorvthewaysof thesrructuMl l t r ightous (Krashen)? Or, rcalizine with Theodofc Hiegs ald' 1 . d i B 1 p . I d d r t J c t e r c l o . l r ( . n d o h e e -nior year! have ben exposed in the classroom to lhce q l : \ c l e 1 t o r ' . r e , d i o ) d a \ ' : b r o c J . l o \ , n b i ntain rigo.ous grarnnar irainins rvilhin a highly contex-lual ized and pesonal ized e.v i ronmenl? Whatever

o6it -2theoretical sinds we rel ou. sails to. \re fird ihai rhe.riteria for sludenl pe.forma.ce are the lame and a.erhose detailed in the ACTFL Ptoritic,ha! Ptolicicnc!G delir.r. (l\'1r remarks deal nainly with oral proliciencr because iI has so far been rhe nosr exrensilelytaught and tesred. The guidelines include performancdileria lor readine, $riting, and cuhural knosledge a!*ell, skillareas that areby no means being neglecied ulthe nalional push toward speaki.g conperence.)

It willbe apparent by noN rhai proficiency slandardsafe innneDsely inipoftant to progrm dselopnrnr, ro rheestablish'neni of.easonable soals at each slase in an eDtirc curriculuDr. \Ve can dcsiencoufses 1o lil lhe performance exidelin$, and ile should lel students kro$cxactly what wc aEdoing at ail times. Thus ve miehr tellsecond-year students oiF.nch or lhird ycar studcnrs ofRussjan: "Raihcr ihan jun covering chaprers ? l2 thstcrm, you'll bc practicing expressine facts, eiving in(ructions, .lescribine. reportins. and rcllinc about past,p.csent. and fuiurc aclivities. You'll lcarn to talk about) o . r ' a m r ' ) , o . r . n r e . e . . . o r ( . r . \ e l d n l . o " 1 . 1such a {ay thrt you are understood by a nalive speakernoL used to dealing wilh foreisners. Thafs ievcl 2,-A.CTFL ETS Advanced, nol far from {hat dre average5enio. lansuase major aitains in this couniry aftcr four

I t r ' r " " c d r . u r d l e h u l o u , l ' e e l ' a \ e b e e l i - -p.essive resulrs. ln the tall oi I984 Earl Rickersondescribed a curiculum tor M andarin Chinese dvelopdin 1974accordingto loreis. se i.e proficiency guidelinesand i'rtended for use by all US sovernnrerr agencies. Irwas. he says, "an attempt Io use the proficiencl definiliors a! a ser of behavioral objectilcs, a ser of spccific.

" r " C a \ \ . o e d ' u r e ' ' e . . . . . " o ' ( a h . n lo I p .n,p in . L20 r . i i ke, . .n ream de. iJed ro i -r rodu.e a l l ne* na!r ia l -g.anna. , vocabular t ,syntd by tapes ard workbook! in order to allow llL-teacher more ffeedom Io stimulate communication andto morilor srudent oulpul Figure I shoNs hos Rickerson\ team strtrctued the course. Note that drecourse.ofemodules are araneed nol according to grammaticaltopics but accordinsto silualions and luncrio.s. Gram-mar is introduced as it is relevanl Iolhese funclions, notr ice !esa. The cou6eaims ar aprof ic iency lere lo lAd-ranced (lLR 2). Nos, Ihis was done already in 1974.whe.e w.e the.es! ol us in 1974?

Another excitine qample of the creative use of tlieproliciencyguidelines is Isabelle Krplant Irnch conve.salion pro8rani at Northwestern. Kaplar stresses theprimacy ollhe order in which languaee skills are lausht,noting that ropicsof eqtral liDgtristic difficultycan be ds-c- . .cdJ d ' j e ' .cr i rne. tor e\drp le, , ' r i l i /a io ' , br , 'ns5 French, art hislory, We ned rot progress from shortsto.ies !o culture to plays !o noleh, bul we must ahvaysp.osless fronr d*ribin-q, inquirirs,and naratjne topcfsuading, hypothesizing, and negotiating. Programs thniJcmand -b ' rJcr ho .e l brr leg ie. r ' . to lnda ion. i

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STAIIDARD CHINESE; A MODUI"AR AIPRoACH

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TFAVELING lN CHINA

SOCIETY

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AREANGING A MEEIING

OIAECTIONSASPECTANO VEAS TYPES

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