STUDENTS’ PROFICIENCY LEVELS

STUDENTS’ PROFICIENCY LEVELS

INTERMEDIATE

BEGINNING ADVANCED

1) STUDENTS’ COGNITIVE LEARNING PROCESS

BEGINNING INTERMIDIATE ADVANCED

CONTROL PROCESSING

FOCAL MODE

PERIPHERAL MODE

AUTOMATIC PROCESSING

MENTAL PROCESS TO AUTOMATIZE

FULL SPECTRUM OF PROCESSING TO

AUTOMATIC MODES

2) THE ROLE OF THE TEACHER

BEGINNING

TEACHER-CENTERED CLASSROOM.

STUDENTS ARE DEPENDENT.

INTERMIDIATE

THEY SHOULD BE ENCOURAGED TO

ASK QUESTION AND MAKE COMMENTS

LEARNER-CENTERED WORK IS POSSIBLE.

ADVANCED

CREAT EFFECTIVE LEARNING

OPPORTUNITIESWITHIN A LERNER-

CENTERED CLASSROOM.

3) TEACHER TALK

BEGINNING

ENGLISH NEEDS TO BE CLEARLY ARTICULATED

SLOW THE SPEECH FOR EASIER

COMPREHENSION

USE SIMPLE VOCABULARY AND

STRUCTURES

INTERMIDIATE

TEACHER TALK SHOULD NOT OCCUPY

THE MAJOR PROPORTION OF A

CLASS.

ORAL PRODUCTION SHOULD BE CLEAR.

ADVANCED

THEY SHOULD BE CHALLENGED BY

THE CHOICE OF NEW VOCABULARY,

STRUCTURES, IDIOMS AND OTHER

LANGUAGE FEATURES.

4) AUTHENTICITY OF LANGUAGE

SIMPLE GREETINGS AND INTRODUCTIONS.

INTERMIDIATE

THEY BECOME CONCERNED ABOUT

GRAMMATICAL CORRECTNESS.

ADVANCED

EVERYTHING FROM ACADEMIC, LITERATURE

AND IDIOMATIC MATERIALS BECOMES A LIGITIMATE RESOURCE.

5) FLUENCY AND ACCURACY

ACCURACY SHOULD CENTER ON THE GRAMMATICAL,

PHONOLOGICAL OR DISCOURSE ELEMENTS

TO BE SENSITIVE TO STUDENTS’ NEED TO

PRACTICE FREELY AND OPENLY.

INTERMIDIATE

THE DIFFERENCE BETWEEN FLUENCY AND ACCURACY IS A CRUCIAL CONCERN

ADVANCED

STUDENTS ARE NO LONGER THINKING

ABOUT EVERY WORD OR STRUCTURE THEY ARE PRODUCING OR COMPRENHENDING.

6) STUDENT CREATIVITY

TO BE ABLE TO PRODUCE AND COMPREHEND UNREHEARSED

SITUATIONS,

INTERMIDIATE

INTERLANGUAGE ERRORS ARE GOOD

INDICATIONS OF THE CREATIVE

APPLICATION OF A SYSTEM.

ADVANCED

STUDENTS ARE ABLE TO APPLY

CLASSROOM ACTIVITIES TO REAL CONTEXTS BEYOND

7) TECHNIQUE

MECHANICAL TECHNIQUES

ARE APRROPIATE

CHORAL REPETITIONS

TEACHER-INITIATED QUESTIONS

INTERMIDIATE

TECHNIQUES INCREASE IN COMPLEXITY:

GROUP PROBLEM SOLVING,ROLE-PLAYS, STORY TELLING

PAIRED INTERVIEWS

ADVANCED

SOCIOLINGUISTIC AND PRAGMATIC COMPETENCIES:GROUP DEBATES AND ARGUMENTATION.

COMPLEX ROLE-PLAY.SCANNING AND READING MATERIALS.

DETERMINING AND QUESTIONING AUTHOR’S INTENT.

7) TECHNIQUE

8) LISTENING AND SPEAKING GOALS

MEANINGFUL AND AUTHENTIC

COMMUNICATION TASKS

LIMITED BY GRAMMAR, VOCABULARY AND

LENGTH OF UTTERANCE

INTERMIDIATE

STUDENTS CAN PARTICIPATE IN

SHORT CONVERSATIONSASK AND ANSWER

QUESTION.

THEY ARE ABLE TO SOLICIT

INFORMATIONS FROM OTHERS.

ADVANCED

THEY FOCUS MORE CAREFULLY ON ALL

THE SOCIOLINGUISTIC

NUANCES OF LANGUAGE

9) READING AND WRITING GOALS

THEY ARE CONFINED TO BRIEF BUT REAL-LIFE

WRITTEN MATERIALS

WRITTEN WORKS MAY INVOLVE

LISTS, SIMPLE NOTES AND LETTERS

INTERMIDIATE

STUDENTS REED SHORTPARAGRAPHS AND

SIMPLE STORIES

THEY USE SKIMMING ANDSCANNING SKILLS.

ADVANCED

LEARNING MOREABOUT CRITICAL READING ANDINTERPRETING

WRITTEN TEXTSSUCH AS

LABORATORY REPORTS,

EXPERIMENTALRESEARCH .

10) GRAMMAR

AN INDUCTIVE APPROACH WITH SUITABLES EXAMPLES

WILL BE MORE EFFECTIVE

IT DEALS WITH VERY SIMPLE VERB FORMS,

PERSONAL PRONOUNS, SINGULAR AND PLURAL NOUNS

INTERMIDIATE

SHORT SIMPLE EXPLANATIONS OF POINTS

IN ENGLISH

ADVANCED

10) GRAMMAR

FUNTIONAL FORMSTO SOCIOLINGUISTIC AND PRAGMATIC PHENOMENA.

SOCIOPOLITICAL ANDINSTITUTIONAL CONTEXTS

LANGUAGE POLICY ISSUE

INSTITUTIONAL CONTEXTS