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
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