1、Designation: F 1562 95 (Reapproved 2005)Standard Guide forUse-Oriented Foreign Language Instruction1This standard is issued under the fixed designation F 1562; the number immediately following the designation indicates the year oforiginal adoption or, in the case of revision, the year of last revisi
2、on. A number in parentheses indicates the year of last reapproval. Asuperscript epsilon (e) indicates an editorial change since the last revision or reapproval.1. Scope1.1 This guide covers identification of the components of aquality language instructional program and establishes criteriafor each c
3、omponent. This guide is meant to provide criteria forthe minimum standard for a program designed to attainspecified language proficiency goals.2. Terminology2.1 Definitions of Terms Specific to This Standard:2.1.1 authentic language materialmaterial produced bynative speakers for native speakers for
4、 nonlanguage trainingpurposes.2.1.2 class(room) hour50 min of instruction plus a 10-min break.2.1.3 clientthe individual or organization that engages theservices of a language training institution.2.1.4 institutionthe organization that provides languagetraining.2.1.5 intensiveat least 4 h per day, 5
5、 days per week.2.1.6 proficiencyability to use language skill(s).2.1.7 programa system of instruction.2.1.8 progresschange in language skill(s) over time.2.1.9 qualityconsistent in meeting or exceeding clientexpectations.2.1.10 studentthe one who studies the language.2.1.11 use-oriented instructionl
6、anguage instruction di-rected at satisfying the communication needs of the students.3. Significance and Use3.1 This guide is intended to serve institutions for thedevelopment of instructional programs as well as to servepotential clients and students in the selection of a trainingprogram to meet the
7、ir needs.3.2 It may not be possible for a specific program to meet allof the components of the standard for every language. If thestandard cannot be met for a given language, the institutionwill clearly inform the client and the student of that fact.3.3 The following components are addressed:3.3.1 N
8、eeds AnalysisAssists clients and training institu-tions in determining language needs, setting reasonable objec-tives and expectations, and selecting appropriate trainingprograms.3.3.2 Describing Levels of Language ProficiencyAssistsstudents, clients, instructors, and institutions in assessingneeds,
9、 setting realistic goals, and charting progress towardthose goals.3.3.3 Explicitness and Reasonableness of Language Out-come ExpectationsAssists in determining an individualsneed for training to increase proficiency. Determines theestimated number of classroom hours required to meet anidentified pro
10、ficiency objective. Assists in determining thesuitability of an institution to provide appropriate instruction.3.3.3.1 These guidelines are not intended to be absolute.Individual cases may be influenced by a number of factors,including: individual language learning ability, prior languageexperience,
11、 native language, attendance, motivation, home-work, exposure and reinforcement outside the classroom, andindividual learning style.3.3.4 Training Program CriteriaAssists students, clients,and institutions in identifying and establishing a use-orientedtraining program.3.3.5 Establishing Criteria for
12、 Language InstructorsAssists in recruiting, selecting, and retaining instructors.3.3.6 Supervision of InstructorsEmphasizes the impor-tance of the supervisory role that may be performed by one ormore individuals. Assists institutions in establishing supervi-sory procedures and gives guidelines to cl
13、ients for evaluating atraining program to meet their needs.3.3.7 Evaluating Student Progress in Language ProficiencyTermsEstablishes minimum requirements for evaluating anddocumenting student progress in terms of language proficiencyfor the benefit of clients, students, institutions, and instructors
14、.3.3.8 Guides for Institutional Stability Provides clientswith criteria by which to determine the stability of an institu-tion.3.3.9 Advertising and Promotional ActivitiesAssists insti-tutions in preparing advertising and promotional materials andassists clients in interpreting and understanding suc
15、h advertis-ing and materials.3.3.9.1 These guidelines shall apply to advertising, such asprint, broadcasting, and electronic media, as well as oralpresentations.1This guide is under the jurisdiction of ASTM Committee F15 on ConsumerProducts and is the direct responsibility of Subcommittee F15.35 on
16、Use-OrientedForeign Language Instructions.Current edition approved Aug. 15, 2005. Published August 2005. Originallyapproved in 1995. Last previous edition approved in 1999 as F 1562 95 (1999).1Copyright ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959, United
17、States.4. Needs Analysis4.1 Procedure:4.1.1 Determine how the prospective student will use thetarget language by conducting a language audit that addressesthe following:4.1.1.1 Language skills needed (listening, speaking, read-ing, and writing),4.1.1.2 Communicative tasks to be accomplished (for ex-
18、ample, closing a deal, ordering a meal, or asking for direc-tions),4.1.1.3 Conditions under which language is to be used (withwhom, where, how, and why), and4.1.1.4 Kind of language needed (standard, academic, tech-nical, regional, or street slang).4.2 Determine the students current level of profici
19、ency inany relevant language skills by such means as an oral profi-ciency interview, a writing sample, or a self-evaluation checklist.4.3 Determine the proficiency level(s) and time frame thatare needed to meet the students language needs. Refer tosections on Describing Levels of Language Proficienc
20、y andLanguage Outcome Expectations.4.4 Describe appropriate training options (for example, inthe areas of scheduling, class size, curriculum, methodology,and cost).4.5 Agree on objectives and training program.5. Describing Levels of Language Proficiency5.1 Skills:5.1.1 Listening SkillsSee Table 1.5.
21、1.2 Speaking SkillsSee Table 2.5.1.3 Reading SkillsSee Table 3.5.1.4 Writing SkillsSee Table 4.6. Explicitness and Reasonableness of OutcomeExpectations6.1 See Table 5 for explicitness and reasonableness ofoutcome expectations guidelines.7. Training Program Criteria7.1 Every use-oriented language tr
22、aining program shouldinclude the following:7.1.1 A curriculum plan that:7.1.1.1 Is designed to meet the needs of the client,7.1.1.2 Is made clear to the student,7.1.1.3 Is responsive to feedback from the client or student,or both, and7.1.1.4 Includes frequent and ongoing formative evaluation.7.1.2 I
23、nstructional materials that:7.1.2.1 Are professionally developed,7.1.2.2 Are user-friendly,7.1.2.3 Are determined by the institution to be appropriateto the students skill level in the language,TABLE 1 Levels of Listening ProficiencyALevel Description0 No Proficiency0+ Survival ProficiencyAble to un
24、derstand short phrases based on memorized material.Slightly longer phrases must be repeated and include frequentpauses to be understood.1 Minimal Functional ProficiencyAble to understand very simple statements, questions, and face-to-face conversations concerning some familiar situations and manybas
25、ic needs. Repetition and slower speech are necessary forunderstanding.2 Limited Functional ProficiencyAble to understand most routine conversations spoken at a normalpace relating to social and occupational situations. Some difficultyunderstanding common structures and vocabulary remains;occasional
26、repetition is still needed.3 General Functional ProficiencyAble to understand almost all conversations spoken at a normalpace without repetitions, including discussions within the individualsoccupation; readily understands phone conversations andbroadcasts, but still experiences some difficulty with
27、 very fastspeech, slang, and cultural references.4 Full Functional ProficiencyAble to understand all discussions, no matter how complex, withinthe listeners experience; able to understand most culturalreferences as well as manipulations of the language includingpersuasion, negotiation, conjecture, a
28、nd humor.5 Educated Native ProficiencyAA plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates theability to handle successfully all of the functions of that level and, inconsistently,some of those of the next.TABLE 2 Levels of Speaking ProficiencyALevel Description0 No Proficie
29、ncy0+ Survival ProficiencyAble to satisfy immediate needs such as for lodging, meals, andtransportation, using memorized or rehearsed speech only. Nofluency.1 Minimal Functional ProficiencyAble to satisfy minimum courtesy requirements and maintain verysimple conversations on familiar or rehearsed to
30、pics. Experiencesfrequent misunderstandings. ExamplesCan exchange greetings,elicit predictable information, and explain routine procedures in arestricted way.2 Limited Functional ProficiencyAble to handle routine daily interactions that are limited in scope.Able to handle confidently, but not fluent
31、ly, most social conversationson such topics as current events, work, family, etc. ExamplesCantypically ask and answer predictable questions in the workplace andreceive and provide straightforward direction.3 General Functional ProficiencyAble to speak the language with sufficient fluency and accurac
32、y toparticipate effectively in most formal and informal conversations onpractical, social, and professional topics. However, there arenoticeable linguistic and cultural imperfections that limit theindividuals ability to participate in more sophisticated interactionssuch as high-level negotiation. Ca
33、n typically discuss particularinterests and special fields of competence with ease. ExamplesCan use the language as part of normal professional duties such asanswering objections, clarifying points, justifying decisions,understanding the essence of challenges, stating and defendingpolicy, conducting
34、 meetings, delivering briefings, etc. Can reliablyelicit information and informed opinion from native speakers.4 Full Functional ProficiencyAble to use language fluently and accurately on all levels pertinentto professional needs. ExamplesUnderstands the details andramifications of concepts that are
35、 culturally or conceptually differentfrom ones own. Can set the tone of interpersonal, official, semi-official, professional, and nonprofessional verbal exchanges with arepresentative range of native speakers (for all audiences, purposes,tasks, and settings). Can play an effective role among natives
36、peakers in such contexts as negotiations, conferences, lectures,and debates on matters of disagreement. Can advocate a position atlength, both formally and in chance encounters, using sophisticatedverbal strategies.5 Educated Native ProficiencyAA plus sign after Levels 1 through 4 (that is, 1+, 2+,
37、3+, and 4+) indicates theability to handle successfully all of the functions of that level and, inconsistently,some of those of the next.F 1562 95 (2005)27.1.2.4 Include authentic language materials from countrieswhere the target language is spoken, and7.1.2.5 Include materials for study outside of
38、class.7.1.3 Learning resources that include at least:7.1.3.1 Audio and video capabilities,7.1.3.2 Basic reference materials, such as dictionaries, and7.1.3.3 Authentic materials, including current and relevantperiodicals.7.1.4 An instructional methodology that:7.1.4.1 Is appropriate to individual st
39、udent needs as deter-mined by the needs analysis and ongoing evaluation, and7.1.4.2 Can be articulated to the client or student, or both.7.1.5 Procedures for program evaluation during the trainingprogram and at the conclusion of the training program.7.2 Training Program Options:7.2.1 Quality program
40、s may include one or more of thefollowing:7.2.1.1 Immersion opportunities,7.2.1.2 Computer-assisted instruction capabilities, includingmultimedia,7.2.1.3 Training to use language for specific purposes,7.2.1.4 In-country training opportunities,7.2.1.5 Field work,7.2.1.6 Enrichment from outside source
41、s,7.2.1.7 Continuity of training at other locations, and7.2.1.8 Procedures for program evaluation after the studenthas taken up responsibilities in the field.8. Establishing Criteria for Language Instructors8.1 Criteria for Employment:8.1.1 Instructors should meet the following establishedcriteria:8
42、.1.1.1 Authentic linguistic and cultural characteristics (na-tive or near-native proficiency),8.1.1.2 A bachelors degree or equivalent,8.1.1.3 The equivalent of two years teaching experience (aminimum of 200 classroom hours),8.1.1.4 Recent exposure to the target language and culture,and8.1.1.5 Pedag
43、ogical knowledge and skills to teach the targetlanguage as a foreign language.TABLE 3 Levels of Reading ProficiencyALevel Description0 No Proficiency0+ Survival ProficiencyAble to understand some isolated words and phrases such aspersonal or place names and street or store signs but not connectedpro
44、se.1 Minimal Functional ProficiencyAble to understand very simple connected printed material. Able toget the main idea of short, frequently encountered materials such asinvoices, forms, and charts.2 Limited Functional ProficiencyAble to read with some misunderstandings straightforward familiarfactua
45、l material. ExamplesDescriptive or narrative writings such asroutine reports, simple biographical information, standard businessletters, and simple technical material written for the general reader.3 General Functional ProficiencyAble to read with almost complete comprehension a variety of prosemate
46、rial on familiar and unfamiliar topics. Can typically understandnews stories similar to wire service reports, routine correspondence,general reports, and technical material in the readers professionalfield. Can get the main idea of more sophisticated texts but may notperceive subtlety and nuance.4 F
47、ull Functional ProficiencyAble to read fluently and accurately all styles and forms of languagepertinent to professional needs.5 Educated Native ProficiencyAA plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates theability to handle successfully all of the functions of that lev
48、el and, inconsistently,some of those of the next.TABLE 4 Levels of Writing ProficiencyALevel Description0 No Proficiency0+ Survival ProficiencyAble to note down intelligibly, if not perfectly, bits of information suchas a name, an address or location, a date or a simple list of items.1 Minimal Funct
49、ional ProficiencyAble to note down information to meet simple needs, statements,and questions on familiar topics. Ideas may not flow smoothly.Writing is generally comprehensible to natives accustomed todealing with non-natives.2 Limited Functional ProficiencyAble to write with some accuracy and in some detail about routinematters as well as about most common or familiar topics. Writing isgenerally comprehensible to natives.3 General Functional ProficiencyAble to organize and express ideas in writing well enough to satisfypersonal, social, professio
