Title Format Sponsor
Annotated Bibliography: Oral Proficiency Testing
Web

Description

This annotated bibliography presents pertinent and useful research in the field of Oral Proficiency Testing, ranging from foundational publications to the latest innovations and studies, from 1988 to the present. It is divided into several categories by topic and common theme for ease of use: (1) Overviews and background; (2) Validity and validation studies; (3) Test and task design; (4) Oral proficiency assessment development; (5) Interlocutor and examinee characteristics; (6) Raters and interviewers; (7) Implementation and use; (8) Oral proficiency testing and curriculum; and (9) Technology. Throughout the bibliography, the American Council of Teachers of Foreign Languages will be referred to by the acronym ACTFL, and the Oral Proficiency Interview will be referred to as the OPI.

Resource Link
Performed Culture Approach: ACT Class
Audio-Visual

Description

This video demonstrates how to conduct an ACT class. The students are expected to give a spontaneous performance in delivery, accuracy, pronunciation, listening comprehension, and sociocultural appropriateness. Students should actively engage in conversations with previously rehearsed target expressions. ACT class regards classroom as a Chinese environment, and thus is Chinese language only. Students know what to expect in each class by reading weekly schedules.

Resource Link
Performed Culture Approach: ACT Class
Audio-Visual

Description

This video demonstrates a full 55-minute ACT class. In this class, students are expected to give a higher level of spontaneous performance in delivery, accuracy, pronunciation, listening comprehension, and sociocultural appropriateness. Students should actively engage in conversations with previously rehearsed target expressions. ACT class regards classroom as a Chinese environment, and thus is Chinese language only. Students know what to expect in each class by reading weekly schedules.

Resource Link
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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

LRCs create language learning and teaching materials, offer professional development opportunities for language instructors, and conduct and disseminate research on foreign language learning. All LRCs engage in efforts that enable U.S. citizens to better work, serve, and lead.

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Each LRC has a unique story and mission, but all LRC work is organized around eight basic areas:
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The U.S. Department of Education Title VI provides funding for Language Resource Centers. The contents of this website do not necessarily represent the policy of the U.S. Department of Education nor imply endorsement by the federal government.
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