The students are expected to perform at the Advanced-Low, Advanced or Superior level, as they are defined by the following tasks/functions, context, content, accuracy and text type:
(for lower levels see Basic Oral Interview )
| INTERMEDIATE−HIGH (2+, one level below the acceptable one) |
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Task/Function: |
The students can initiate and maintain a simple face-to-face conversation by asking and responding to simple questions |
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Context: |
in some informal and a limited number of transactional situations. |
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Content: |
They can discuss topics primarily related to themselves and their immediate environment in spite of their still limited vocabulary. |
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Accuracy: |
They continue to make mistakes, but they can be understood with some repetition by native speakers unaccustomed to non-native speakers. |
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Text Type: |
The students speak in discrete sentences, strings of sentences and emerging connected discourse. |
| ADVANCED-LOW (3-, first acceptable level) |
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Task/Function: |
The students can describe and narrate in simple time/aspect frames, |
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Context: |
when found in settings that they have experienced before, |
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Content: |
concrete topics that affect them personally and politically. |
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Accuracy: |
Although they make some errors, they are often able to correct themselves and to clarify details that may have confused native speakers unaccustomed to non-native speakers. |
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Text Type: |
The students speak in strings of complete sentences that are generally related to each other. |
| ADVANCED (3): |
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Task/Function: |
The students can describe and narrate, in major time/aspect frames |
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Context: |
in most informal and some formal settings, |
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Content: |
concrete and factual topics of personal and public interest. |
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Accuracy: |
They can be understood without difficulty by native speakers unaccustomed to non-native speakers. |
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Text Type: |
The students are able to employ paragraph discourse. |
| SUPERIOR (4): |
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Task/Function: |
The students can discuss in detail, as they support opinions, use abstract ideas and hypothesize, |
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Context: |
in most formal and informal settings, |
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Content: |
a wide range of general interest topics and some specialized fields of interest and expertise. These may include concrete, abstract and unfamiliar topics. |
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Accuracy: |
The students' errors virtually never interfere with communication or disturb a native speaker. |
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Text Type: |
The students are able to use extended discourse. |
Previous Instrument, Replaced Fall 2007