ASTM F1562-2014 Standard Guide for Use-Oriented Foreign Language Instruction《面向用户的外语说明书标准指南》.pdf

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1、Designation: F1562 14Standard Guide forUse-Oriented Foreign Language Instruction1This standard is issued under the fixed designation F1562; the number immediately following the designation indicates the year oforiginal adoption or, in the case of revision, the year of last revision. A number in pare

2、ntheses indicates the year of last reapproval. Asuperscript epsilon () 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 component. This guide

3、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 asynchronous learninglearning in which communi-cation exchanges between instructors or learners, or both,oc

4、cur with a short or long time delay. Learners can access theinformation transmitted from one person to another at anytime. Exchanges may occur via email, blogs, message boards,podcasts, etc.2.1.2 authentic language materialmaterial produced bynative speakers for native speakers for nonlanguage train

5、ingpurposes.2.1.3 blended learningan instructional approach designedto optimize learning outcomes. It is an integrated approach thatcombines to varying degrees face-to-face instructor-facilitatedlearning with e-learning activities and resources that allowsome level of student control over time, plac

6、e, path, or pace, ora combination thereof, of learning.2.1.4 class(room) hour50 min of instruction plus a 10-minbreak.2.1.5 clientthe individual or organization that engages theservices of a language training institution.2.1.6 computer-adaptive softwaresoftware that presentsmaterials on the base of

7、demonstrated mastery of previousmaterial.2.1.7 corpus (plural corpora)a collection of naturallyoccurring language samples compiled as written texts or as atranscription of recorded speech stored electronically.2.1.8 concordancea listing of each occurrence of a word,phrase, expression or pattern in c

8、orpus, presented with thecontexts in which they appear.2.1.9 curriculum plana plan that serves as a frameworkfor the design and implementation of instruction.2.1.10 e-learning (electronic learning)a learning platformthat includes all forms of electronically supported, computer-and network-enabled le

9、arning and teaching. E-learning appli-cations and processes include Web-based learning, computer-based learning, virtual education opportunities and digitalcollaboration. Content is delivered via the Internet, intranet/extranet, audio or video, satellite TV, and CD-ROM. It can beself-paced or instru

10、ctor-led and includes media in the form oftext, image, animation, streaming video and audio.22.1.11 formative assessmenta range of formal and infor-mal assessment procedures employed during the learningprocess in order to modify teaching and learning activities toimprove student attainment.32.1.12 i

11、nstitutionthe organization that provides languagetraining.2.1.13 intensiveat least 4 h per day, 5 days per week.2.1.14 Learning Management System (LMS)a technologyplatform through which students access online learning mate-rials and courses. An LMS generally includes software forcreating and editing

12、 course content, communication tools,assessment tools, and other features for managing the courseand tracking student progress.42.1.15 learning resourcesthose materials and othersources of learning that are used in a language program, suchas books, software, Web content, etc.2.1.16 proficiencyabilit

13、y to use language skill(s).2.1.17 programa system of instruction.2.1.18 progresschange in language skill(s) over time.2.1.19 qualityconsistent in meeting or exceeding clientexpectations.1This guide is under the jurisdiction of ASTM Committee F43 on LanguageServices and Products and is the direct res

14、ponsibility of Subcommittee F43.02 onForeign Language Instruction.Current edition approved Jan. 15, 2014. Published March 2014. Originallyapproved in 1995. Last previous edition approved in 2005 as F1562 95 (2005).DOI: 10.1520/F1562-14.2See http:/en.wikipedia.org/wiki/E-learning.3Huhta, Ari, “Diagno

15、stic and Formative Assessment,” in Spolsky, Bernard, andHult, F. M., The Handbook of Educational Linguistics, Oxford, UK: Blackwell,2010, pp. 469482.4Northwest Educational Technology Consortium, in iNACOL at http:/www.inacol.org/research/docs/iNACOL_DefinitionsProject.pdf, 2005.Copyright ASTM Intern

16、ational, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States12.1.20 skill modalitiesthe four receptive and productivelanguage use skills: speaking, listening, reading, and writing.2.1.21 social mediaweb- and mobile-based technologiesthat facilitate communication withi

17、n and among networks ofindividuals.2.1.22 syllabus (also curriculum)a description of the con-tent of the course of instruction and the order in whichelements of the course are to be taught.2.1.23 use-oriented instructionlanguage instruction thatprepares learners to use the language to carry out real

18、-worldcommunicative tasks.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 their needs.3.2 It may not be possible for a specific program

19、 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 Needs AnalysisAssists clients and training institu-tions in

20、 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, setting realistic goals, and charting progress towardthos

21、e 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 proficiency objective. Assists in determining thesuitability

22、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, native language, attendance, motivation,homework, exposur

23、e and reinforcement outside the classroom,and individual 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 Language InstructorsAssists in recruiting, selecting, and r

24、etaining 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 clients for evaluating atraining program to meet their needs.3

25、.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.3.3.8 Guides for Institutional Stability Provides clientswi

26、th 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 such advertis-ing and materials.3.3.9.1 These guidelines shall

27、apply to advertising, such asprint, broadcasting, and electronic media, as well as oralpresentations.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 skill modalities nee

28、ded (listening,speaking, reading, and writing),4.1.1.2 Communicative tasks to be accomplished (forexample, asking for directions, closing a deal, or ordering ameal),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, ac

29、ademic,technical, regional, street slang, colloquial, dialect, and regis-ter).4.2 Consider individual learning style, aptitude, and poten-tial disabilities of a learner.4.3 Determine the students current level of proficiency inany relevant language skills by such means as an oral profi-ciency interv

30、iew, a writing sample, or a self-evaluation checklist.4.4 Determine the proficiency level(s) that are needed tomeet the students language needs. Refer to sections onDescribing Levels of Language Proficiency and LanguageOutcome Expectations.4.5 Describe appropriate training options (for example, inth

31、e areas of scheduling, class size, curriculum, methodology,modes of delivery, and cost).4.6 Agree on objectives and training program.5. Describing Levels of Language Proficiency5.1 Skills:5.1.1 Listening SkillsSee Table 1.5.1.2 Speaking SkillsSee Table 2.5.1.3 Reading SkillsSee Table 3.5.1.4 Writing

32、 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 training program shouldinclude:F1562 1427.1.1 A curriculum plan that:7.1.1.1 I

33、s clearly written, consistent with and adapted to theresults of the clients Needs Analysis (See Component 4),7.1.1.2 Contains clearly defined and measurable learningobjectives,7.1.1.3 Includes a syllabus that is consistent with learningoutcomes and specifies a time frame for the program,7.1.1.4 Incl

34、udes a Statement of Student Responsibilitieswhich:(1) Is delivered to and discussed with learners at thebeginning of the program,(2) Outlines learners expected commitment andresponsibilities, such as:(a) Active participation in his/her learning andassessment,(b) Completion of required tasks, within

35、class and outsideof class, to meet his/her learning objectives,(c) Timely feedback to the teacher and program of anydifficulties the learner is experiencing or questions or concernss/he may have so that the program may adapt the course asnecessary to meet the learning needs and objectives,7.1.1.5 In

36、cludes continuous formative assessment of studentprogress (See Component 10),7.1.1.6 Is flexible, comprehensible, and accessible to allstakeholders,7.1.1.7 Is reviewed and assessed regularly by the languageprogram management, the requesting agency and thelearner(s), and revised as necessary,7.1.1.8

37、Includes a summative evaluation that meets therequirements for evaluation, see, Component 10.1 to be admin-istered at the end of the training program and at any other timesrequested by the client.7.1.2 Learning materials that:7.1.2.1 Are professionally developed and reflect currentknowledge about in

38、structional practices for foreign languagelearning,7.1.2.2 Are user-friendly for both learner and instructor,7.1.2.3 Are appropriate to the learners proficiency in thelanguage,7.1.2.4 Are appropriate to the learners learning objectives(See Component 4),7.1.2.5 Reflect current authentic language use

39、in culturalcontexts, and7.1.2.6 Include materials for independent study and groupwork outside of class.7.1.3 Learning resources that are, to the extent possible,accessible digitally (for example, the internet) and from anyplace and at any time, and include the following:7.1.3.1 Audio and video recor

40、dings of examples of languageuse,7.1.3.2 Basic reference materials, such as bilingual andmonolingual dictionaries,TABLE 1 Levels of Listening ProficiencyALevel Description0 No Proficiency0+ Survival ProficiencyAble to understand short phrases based on memorized material.Slightly longer phrases must

41、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 manybasic needs. Repetition and slower speech are necessary forunderstanding.2 Limited

42、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 repetition is still needed.3 General Functional ProficiencyAble to understand al

43、most all conversations spoken at a normalpace without repetitions, including discussions within the individualsoccupation; readily understands phone conversations andbroadcasts, but still experiences some difficulty with very fastspeech, slang, and cultural references.4 Full Functional ProficiencyAb

44、le 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, and humor.5 Educated Native ProficiencyAA plus sign after Levels 1 through 4 (tha

45、t 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 Proficiency0+ Survival ProficiencyAble to satisfy immediate needs such as for lodging, m

46、eals, 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 topics. Experiencesfrequent misunderstandings. ExamplesCan exchange greetings,elic

47、it 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 fluently, most social conversationson such topics as current events, work, family, etc

48、. Examples Cantypically 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 accuracy toparticipate effectively in most formal and informal conversations onpractic

49、al, 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. Can 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 meetings, deliver