--- Forwarded Message from "Waid, Alexander Ph.D." <[log in to unmask]> ---
>Disposition-Notification-To: "Waid, Alexander Ph.D." <[log in to unmask]>
>Subject: RE: #7845Evaluating a Second Language acquisition
>Date: Wed, 16 Mar 2005 12:04:57 -0500
>Thread-Topic: #7845Evaluating a Second Language acquisition
>Thread-Index: AcUqKjEuKsWGhb66Rbu7XZhSEWE3rgAH0Vqw
>From: "Waid, Alexander Ph.D." <[log in to unmask]>
>To: "Language Learning and Technology International Information Forum"
<[log in to unmask]>
Emma,
Also, I recently sent this to a student who asked about how interviews were
graded. Hope it is of some help. I use a similar scale for the comp's. ACTFL
guidelines are very helpful to me in establishing the grade formulas.
chao,
Alex
---Original message---
(Barring times when it can interfere with comprehension, accent/pronunciation
does not figure into the grade)
H: you basically sound fluent (again, regardless of accent): you're producing
language that a native speaker would produce with the tools you currently have.
A: very few mistakes, the few mistakes there are would almost be unnoticeable
(?sp?) by a native speaker, "think time" is about normal, or just slightly more
than a normal native speaker. No English.
B: some mistakes, noticeable, though none serious enough to impede
communication, think time is noticeably higher than that of a native speaker.
Any English is quickly caught and replaced by Spanish equivalents or
circumlocution.
C: many mistakes one or two cause a communication breakdown, "tarzan speak"
("Me hungry. Want food") at times, think time is fairly high to the point of
limiting how much of a conversation can actually take place at times. English
use sporadic but noticeable: it would limit interaction with a native speaker.
D: many mistakes, three or more cause communication breakdown, think time is
well-beyond acceptable at this level. Regular reliance on English.
F: more non-communication than communication is occurring, think time might
severely limit the number of questions that can be asked. Regular reliance on
English.
Those are for the production-side of things (what you do with Spanish), and
represent the bulk of the grade. The passive-receptive skills (in the
interviews, that would be the listening comprehension, understanding the
questions) can bring a grade up or down too; though it should be noted that this
will hurt more often than it will help in the sense that I'm asking things that
ought to be comprehensible by someone at this point in the semester. In other
words, not understanding a question or two at all will bring a grade down more
than understanding them all will help. Having a question repeated once or
twice, if it's understood in the end, usually won't affect the grade.
On the following page, I use intermediate-mid (you'll have to scroll down) as
the rough starting point of "B". How much higher or lower than this students go
also influences the grade.
http://www.actfl.org/files/public/Guidelinesspeak.pdf
---End of original message---
Alexander Waid, Ph.D.
Professor of Spanish
Department of Humanities
United States Coast Guard Academy (dh)
Department of Humanities
27 Mohegan Avenue
New London, CT 06320-4195
860-701-6866
-----Original Message-----
From: Language Learning and Technology International Information Forum
[mailto:[log in to unmask]]On Behalf Of LLTI-Editor
Sent: Wednesday, March 16, 2005 8:15 AM
To: [log in to unmask]
Subject: #7845Evaluating a Second Language acquisition
--- Forwarded Message from "Emma Fernandez" <[log in to unmask]> ---
>Reply-To: [log in to unmask]
>Date: Tue, 15 Mar 2005 09:15:12 -0600
>From: "Emma Fernandez" <[log in to unmask]>
>To: [log in to unmask]
>Subject: Evaluating a Second Language acquisition
For first time in my life I am teaching Spanish as a Second
Language at the Southern Illinois University. My students are
beginners although some of them already studied Spanish at High
School. My question is about how to evaluate them. Although I
consider grammar important, I consider more important the fact
that they are able to understand and to communicate in another
language no matter if they commit grammar mistakes. Could anyone
on LLTI list help me with any orientation or suggestions in this
sense?, am I right in evaluating other factors apart from
grammar?
Emma Fern$E1ndez
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