The Relationship between Proficiency-Based Instruction and Student Oral Proficiency

Autor/inn/en	Hancock, Charlotte R.; Adams, Mary J.; Kissau, Scott
Titel	The Relationship between Proficiency-Based Instruction and Student Oral Proficiency
Quelle	In: Foreign Language Annals, 56 (2023) 2, S.280-298 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hancock, Charlotte R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12667
Schlagwörter	Competency Based Education; Language Proficiency; Oral Language; Outcomes of Education; Second Language Learning; High School Students; Spanish; French; Chinese + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Lernleistung; Schulerfolg; Zweitsprachenerwerb; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Französisch; China; Chinesen
Abstract	Over past decades, there has been a paradigm shift in WL instruction, moving away from traditional, grammar-based programs and toward instruction that promotes student proficiency in the target language. Despite this growing attention to proficiency-based instruction, few studies have investigated the relationship between proficiency-based programs and student outcomes. Thus, in the present study, the researchers used a mixed methods approach, involving the collection and analysis of assessment and interview data, to investigate the relationship between approach to language teaching and oral proficiency outcomes of high school students enrolled in Level III Spanish, French, and Chinese classrooms. More specifically, the study explored how a proficiency-based approach enhanced the oral proficiency outcomes of students in comparison to a traditional grammar-based approach, and how teachers and students perceived the different learning environments. Quantitative data revealed varied oral proficiency development, based on language of study, and that students in the proficiency-based program had greater oral proficiency than their counterparts who completed the traditional grammar-based program. Qualitative data suggested that when compared with the grammar-based program, instruction in the proficiency-based program was perceived by students to be more relevant and led to more motivated and confident students. Recommendations are provided based upon these critical findings. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01