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ACTFL Guidelines > ACTFL - FACT > Flashcards

ACTFL - FACT Flashcards

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1
Q
A
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2
Q

What are the ACTFL Performance Descriptors for Language Learners designed to describe?

A

Language performance resulting from explicit instruction in an instructional setting

They provide detailed information about language learners compared to the ACTFL Proficiency Guidelines.

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3
Q

What factors impact language acquisition according to the ACTFL Performance Descriptors?

A
  • Where one learns the language
  • How one learns the language
  • When one learns the language
  • Why one learns the language
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4
Q

Name the three ranges of performance defined by the ACTFL Performance Descriptors.

A
  • Novice
  • Intermediate
  • Advanced
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5
Q

What is the difference between performance and proficiency in language learning?

A

Performance refers to language learned in an instructional setting, while proficiency indicates the ability to use language in spontaneous, real-world situations.

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6
Q

True or False: Performance assessments are based on spontaneous, unrehearsed situations.

A

False

Performance assessments are based on what has been learned and practiced in familiar contexts.

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7
Q

What do the Standards for Foreign Language Learning describe?

A

What students need to know and be able to do as they learn another language.

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8
Q

Fill in the blank: The ACTFL Performance Descriptors are an update to the 1998 ACTFL Performance __________.

A

[Guidelines for K–12 Learners]

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9
Q

What is the purpose of the ACTFL Performance Descriptors in educational settings?

A

To help teachers create performance tasks targeted to the appropriate performance range.

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10
Q

According to the ACTFL Performance Descriptors, what influences a learner’s ability to perform language tasks?

A

Cognitive development and age appropriateness.

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11
Q

What is the role of assessment in evaluating language performance?

A

To evaluate learners against the features of the domains of a given range within learned contexts.

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12
Q

List the three modes of communication described in the ACTFL Performance Descriptors.

A
  • Interpersonal
  • Interpretive
  • Presentational
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13
Q

What does the Novice range of performance generally involve?

A

Use of highly practiced and memorized sentences and questions within supportive learning environments.

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14
Q

What is required for a language user to be rated at a particular proficiency level?

A

Demonstrate sustained performance across all tasks and contexts for the level.

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15
Q

What is the significance of the ACTFL Proficiency Guidelines in relation to performance?

A

They describe broad language proficiency regardless of how the language is acquired.

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16
Q

According to the ACTFL Performance Descriptors, how do learners’ performances change over time?

A

Learners gradually take on the characteristics of the next higher range of performance.

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17
Q

What does the term ‘functions’ refer to in the context of language performance?

A

The global tasks the learner can perform in the language.

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18
Q

Fill in the blank: In the Intermediate range, a hallmark function for Interpersonal communication is the ability to __________.

A

[ask, understand, and answer questions]

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19
Q

What is the relationship between performance assessments and real-world language use?

A

Performance assessments should reflect authentic, real-world use of language.

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20
Q

What are the five functions a language learner can perform?

A
  • Ask formulaic questions
  • Initiate, maintain, and end a conversation
  • Create with language
  • Narrate and describe
  • Make inferences

Functions are the global tasks the learner can perform in the language.

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21
Q

What do ‘contexts’ and ‘content’ refer to in language learning?

A
  • Oneself
  • One’s immediate environment
  • General interest
  • Work-related

Contexts are situations within which the learner can function; Content refers to the topics the learner can understand and discuss.

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22
Q

List the types of text controlled by the learner.

A
  • Words
  • Phrases
  • Sentences
  • Questions
  • Strings of sentences
  • Connected sentences
  • Paragraphs

Text type controlled by the learner is what they can understand and produce to perform the functions of their level.

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23
Q

What are the four domains that describe a language learner’s performance?

Study These Flashcards
A
  • Language Control
  • Vocabulary
  • Communication Strategies
  • Cultural Awareness

These domains answer how and how well the language learner is able to be understood and to understand.

24
Q

What does ‘Language Control’ describe?

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A

The level of control the learner has over certain language features or strategies to produce or understand language.

25
What does 'Vocabulary' assess in a language learner?
The extent and applicability of the language learner’s vocabulary.
26
What do 'Communication Strategies' entail?
Strategies used to negotiate meaning, understand text and messages, and express oneself.
27
How is 'Cultural Awareness' defined in language learning?
Cultural products, practices, or perspectives the language learner may employ to communicate more successfully in the cultural setting.
28
What is the primary use of the Performance Descriptors?
To inform classroom instruction and assessment.
29
What is meant by 'scaffolding' in language instruction?
Support provided by the instructor to help language learners perform at the next range by learning to use language at that next level.
30
True or False: Novice students should only focus on improving their performance within the Novice level.
False ## Footnote Novice students also need to target the functions and contexts of the Intermediate range.
31
What are the three modes of communication in classical language instruction?
* Reading * Understanding * Interpreting ## Footnote These modes reflect the communication standards from the Standards for Classical Languages.
32
In ASL, what does 'interpretive' denote?
Receptive language or understanding, not the act of serving as an ASL interpreter.
33
What is a critical factor in developing language performance?
Time on task.
34
What is the goal of ACTFL’s position statement regarding target language use?
90% or more of target language use by the teacher and learners.
35
What can influence language performance outcomes?
The similarity of the native language to the target language.
36
Fill in the blank: Students whose native language is English find many similarities between English and languages using a _______ alphabet.
[familiar]
37
What is the challenge for students learning languages with minimal similarity to their native language?
Unfamiliar sounds, different writing systems, and new grammars.
38
What do heritage speakers often learn through?
Family and community interactions or more formal instructional settings.
39
What should educators consider when assessing student performance?
Whether students are performing at a level consistent with the time and effort spent.
40
How can language learners benefit from understanding Performance Descriptors?
By tracking progress, identifying areas needing practice, and understanding how to move into the next performance range.
41
What does the Intermediate Range describe in language learning?
Understands straightforward language, communicates using high frequency vocabulary, and uses some strategies to maintain communication ## Footnote Strategies include asking questions, self-correcting, and using circumlocution.
42
What are the communication strategies used by learners in the Novice Range?
Imitate modeled words, use facial expressions, repeat words, resort to first language, ask for repetition, indicate lack of understanding ## Footnote These strategies help maintain communication despite limited vocabulary.
43
In the Advanced Range, what types of texts do learners comprehend?
Familiar and new concrete topics from complex texts with clear structure, narrative, descriptive, and persuasive texts ## Footnote They can derive meaning from context and linguistic features.
44
What is a key characteristic of the Novice Range in terms of comprehension?
Understands words, phrases, and formulaic language that are practiced and memorized ## Footnote Comprehension is aided by visual or contextual clues.
45
What does the Advanced Range indicate about language control?
Sufficient control of vocabulary, structures, and conventions to understand complex texts easily ## Footnote Learners can derive meaning through understanding sequencing and context.
46
Fill in the blank: Learners in the _______ Range may show emerging evidence of the ability to tell or retell a story.
[Intermediate]
47
True or False: The Novice Range learner can control language to be appropriate to the context.
True ## Footnote However, they may experience difficulty at times.
48
What are the domains assessed in the ACTFL Performance Descriptors?
Language Control, Vocabulary, Communication Strategies, Cultural Awareness ## Footnote These domains help evaluate language proficiency.
49
What strategies are used by Advanced Range learners for comprehension?
Skim and scan, use visual support, predict meaning based on context, use context clues, create inferences ## Footnote These strategies enhance understanding of complex texts.
50
What does the Novice Range learner primarily rely on to derive meaning?
Vocabulary and recognition of structural patterns ## Footnote They may use familiar contexts to aid comprehension.
51
In the Intermediate Range, what types of texts can learners generally comprehend?
Simple stories, routine correspondence, short descriptive texts ## Footnote They can identify main ideas and some supporting details.
52
Fill in the blank: Advanced Range learners produce _______ that are organized and detailed.
[paragraphs]
53
What is a characteristic of the communication strategies used by Intermediate Range learners?
May derive meaning by comparing target language structures with native language ## Footnote They utilize familiar structures to aid comprehension.
54
What does the Novice Range indicate about cultural awareness?
May show awareness of obvious cultural differences, but often misses cues indicating miscommunication ## Footnote Cultural gestures and formulaic expressions may be used in practiced contexts.
55
What types of vocabulary do Advanced Range learners comprehend?
Generic and specific vocabulary, specialized vocabulary, and idiomatic expressions ## Footnote This includes vocabulary related to personal and work-related topics.
56
What kind of messages can Intermediate Range learners create?
Messages about familiar topics using sentences and series of sentences ## Footnote They express personal preferences and thoughts.

ACTFL Guidelines (3 decks)

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