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| Preface | |
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| Acknowledgments | |
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| On Knowing a Language: Communicative Competence, Proficiency, and the Standards for Foreign Language Learning | |
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| Introduction | |
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| Defining Language Proficiency | |
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| Proficiency and Language Acquisition Theory | |
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| Some Research Findings about Oral Proficiency | |
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| Issues in Language Proficiency Assessment: Caveats, Clarifications, and New Directions | |
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| Defining the Content of Instruction: Standards for Foreign Language Learning | |
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| Summary: On Knowing a Language | |
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| Activities for Review and Discussion | |
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| References | |
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| On Learning a Language: Some Theoretical Perspectives | |
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| Introduction | |
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| Exploring Theories of Language Learning | |
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| The Role of Individual Learner Factors in Second-Language Learning | |
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| Relating Theory to Practice: Some Considerations | |
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| Summary: On Learning a Language | |
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| Activities for Review and Discussion | |
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| References | |
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| On Teaching a Language: Principles and Priorities in Methodology | |
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| Orienting Instruction toward Proficiency | |
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| The Proficiency Orientation of Existing Methodologies: A Preliminary Appraisal | |
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| Three "Traditional" Methods | |
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| Reactions to Audiolingualism: Two Mentalist Perspectives | |
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| A Functional Approach: Communicative Language Teaching | |
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| Modern Adaptations of the Direct Method | |
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| Humanistic Approaches to Language Teaching | |
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| Summary: On Teaching a Language | |
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| Activities for Review and Discussion | |
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| References | |
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| The Role of Context in Comprehension and Learning | |
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| The Importance of Context and Background Knowledge in the Comprehension Process: Some Theoretical Considerations | |
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| Research on the Role of Context in Comprehension | |
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| The Role of Computers in Providing Richer Contexts for Language Learning | |
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| Integrating Language and Content: Immersion and Content-Based Instruction | |
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| Summary: The Role of Context in Comprehension and Learning | |
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| Activities for Review and Discussion | |
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| References | |
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| A Proficiency-Oriented Approach to Listening and Reading | |
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| A Rationale for Teaching Listening and Reading | |
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| Similarities in Listening and Reading | |
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| Differences between Spoken and Written Discourse | |
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| Integrating Listening, Reading, and the Productive Skills: The Vision of the Standards for Foreign Language Learning | |
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| Teaching Listening Comprehension | |
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| Sample Formats for Listening Comprehension | |
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| Teaching Reading Comprehension | |
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| Sample Formats for Reading Comprehension | |
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| Summary: A Proficiency-Oriented Approach to Listening and Reading | |
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| Activities for Review and Discussion | |
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| References | |
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| Developing Oral Proficiency | |
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| The Nature of Interlanguage | |
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| Planning Instruction for the Development of Oral Proficiency | |
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| Responding to the Learner | |
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| Summary: Developing Oral Proficiency | |
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| Activities for Review and Discussion | |
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| References | |
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| Becoming Proficient in Writing | |
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| Approaches to Teaching Writing at the Lower Levels of Proficiency | |
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| Expressive Writing at the Intermediate and Advanced Levels: Approaches to Teaching the Composing Process | |
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| Summary: Becoming Proficient in Writing | |
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| Activities for Review and Discussion | |
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| References | |
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| Teaching for Cultural Understanding | |
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| Introduction | |
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| Problems in the Teaching of Culture | |
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| Definitions, Models, Inventories, and Frameworks: Capturing the Essence of "Culture" | |
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| Strategies for Teaching Culture | |
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| Summary: Teaching for Cultural Understanding | |
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| Activities for Review and Discussion | |
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| References | |
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| Classroom Testing | |
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| Introduction | |
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| The Case for Hybrid Classroom Tests | |
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| Characteristics of Test Items and Item Types | |
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| Listening Comprehension Formats | |
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| Reading Comprehension Formats | |
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| Writing and Mixed-Skills Formats | |
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| Guidelines for Creating Contextualized Paper-and-Pencil Tests | |
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| Testing Oral Skills | |
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| Summary: Classroom Testing | |
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| Appendix | |
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| Activities for Review and Discussion | |
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| References | |
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| Epilogue: Planning Instruction for the Proficiency-Oriented Classroom: Some Practical Guidelines | |
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| Setting Goals for a Proficiency-Oriented Program | |
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| Guidelines for Planning Lessons | |
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| Increasing Focus on Students' Interests | |
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| In Conclusion | |
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| Activities for review and Discussion | |
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| References | |
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| ACTFL Proficiency Guidelines | |
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| Sample Foreign Language Media Evaluation Criteria | |
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| Samples of Error Coding Procedures for Written Work | |
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| Index | |