This study investigates second language (L2) interactional competence in Mandarin Chinese, with a specific focus on dispreference organization in refusals. Twenty-eight L2 Chinese learners at 3 proficiency levels (A2, B1, and B2) and 10 native speakers each participated in 3 role plays. We found that learners at different levels clearly differed…

Based on qualitative analysis of conversational interactions collected over the course of a Spanish language learner's academic year abroad, this article explores the development of interactional resources related to alignment activity in the learner's conversational participation. Alignment activity refers to the means interlocutors use…

In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…

This article considers whether the use of specific communication strategies can improve learners' English proficiency in communicative tasks. Japanese college students (n= 62) participated in a 12-week course of English lessons using a communicative approach with strategy training. To investigate the influence of specific strategy use, their…

An examination of concerns about and suggestions for revising the ACTFL (American Council on the Teaching of Foreign Languages) Oral Proficiency Guidelines indicates that confirmatory empirical research and determination of the relative absence or presence of components are needed. (CB)

Discusses the theoretical foundations of discourse analysis and intonation and emphasizes that intonation has received little attention in the communicative competence or proficiency movements, despite the fact that intonation is a powerful tool for negotiating meaning, managing interaction, and achieving discourse coherence. (CB)

Reaffirms the view of language represented by the term "communicative competence" as it is used in linguistic research. Criticizes the view of language use reflected in the Provisional Proficiency Guidelines of the American Council on the Teaching of Foreign Languages. (SED)

Current ACTFL (American Council on the Teaching of Foreign Languages) Oral Language Proficiency Guidelines are based on an overly narrow view of communicative language proficiency. However, the guidelines do provide a basis for the development of effective teaching and testing methods. (CB)

A case is made for preventing the fossilization of proficiency levels for second-language students through the development of better instructional models, decreased acceptance and increased correction of inaccurate speech production, increased development of instructors as native speakers, and more research into the fossilization problem and its…

Describes an experiment designed to determine which language errors interfere to the greatest degree with comprehension by native speakers of the language. For this purpose, an instructor prepared a list of most serious Spanish language errors which was submitted to native speakers for evaluation in terms of comprehension and acceptability. (MES)

Reviews key issues in the debate over the role of grammar in the American Council of Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview and in corresponding proficiency guidelines as well as the debate's potential impact on foreign language curricula. Data describing the grammatical accuracy of 40 interviews at various proficiency…

The American Council on the Teaching of Foreign Languages' guidelines for foreign language teaching and learning focus on the linear acquisition of grammatical structures, but this proficiency will not automatically lead to interactional competence. Enthusiasm generated by the proficiency movement should be redirected toward a push for…

Describes goals, participants, legal considerations, costs, community support, and results of the work exchange program between the University of Louisville (Kentucky) and Montpellier, France, designed to promote maximum language skill development and cultural understanding at the least possible cost to participants. (CB)

Identifies some underlying assumptions about language, testing and its use, and second language acquisition (SLA) for those current on the issue of oral proficiency assessment. Suggests that even with its limitations, the assessment procedure can become a source of data for future SLA research. (Author/LMO)

Studied the impact of exposure to authentic video--a Spanish-language telenovela--on the second-language acquisition process of students studying Spanish at the university level. Measured the increase in listening comprehension that exposure to the soap opera would afford and tested the validity of the hypothesis that an increase in the quality…