Purpose
This paper will present the results of an experiment investigating the hypothesis
that the breaking down of the disparate linguistic elements (syntax, accuracy,
text type, cohesive devices) in an advanced-level speaking class, can raise
the students’ consciousness level, leading to the ability to handle tasks
associated with advanced-level oral proficiency. The case studies describe the
integration of tasks in a proficiency-oriented syllabus (as defined by Omaggio-Hadley
2001), as well as self-critiques during the basic course of instruction (1440
contact hours). The case studies focus on adult learners of Russian and conversion
students from Russian to Serbian/Croatian.
Background
Studies by Leont’ev (1991) and Rubinstein (1991) have focused on the development
of oral discourse in spontaneous Russian usage. The study by Thompson (1996)
has demonstrated that the majority of college graduates in Russian achieve only
intermediate-level oral proficiency after four years of foreign language instruction.
Recent SLA research into output-focused instruction by Rifkin (1998) and the
use of authentic materials (Sokolova, 1998; Rifkin, 2000) have demonstrated
preliminary success in raising the students’ abilities to narrate and
describe in at least minimally-cohesive, paragraph-length discourse in all time
frames on a consistent basis. American students converting from Russian to Serbian/Croatian
face some proficiency-related challenges similar to those experienced by learners
converting from Czech to Serbian/Croatian, as documented by Corin (1997). The
purpose of this paper is to suggest alternative approaches – including
the use of computer technology – that might help improve advanced-level
speaking proficiency.
Research Design
The authors of this paper propose to describe briefly an experiment in digital
speaking portfolios. P-O-R-T (Portfolio of Oral
Russian Tasks) was written to familiarize
the student with the ILR proficiency guidelines. (Franke, 2002) It includes
examples of tasks that elicit narrations in three tenses (past, present, and
future), descriptions, reports of current events, giving directions, and role
plays – the seven elements required of ILR level 2 speaking proficiency.
(Interagency Language Roundtable, 1999) In addition, cohesive devices
play an integral role in the speaking portfolio. The students record themselves
throughout the year in a computer laboratory and evaluate their own recordings.
In the speaking portfolio, the student reflects on his/her learning. Examples
of successful OPI probes are shown to the students as speech patterns. The presenters
will then compare the experimental group with a control group (students unfamiliar
with the framework of an OPI). Finally, the presenters will conclude with brief
comments on the data and consider suggestions for further research on questions
related to proficiency-based conversation classes.
References
Corin, A. (1997). A course to convert Czech proficiency to proficiency in Croatian and Serbian. In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign-language education: Models and methods (pp. 78-106). Washington, D.C.: Georgetown University Press.
Franke, J. (2002). P-O-R-T: Portfolio of Oral Russian Tasks. Student Booklet. Monterey, CA: Defense Language Institute.
Interagency language roundtable (ILR) OPI 2000 tester certification workshop training manual. (1999). Monterey, CA: Defense Language Institute.
Leont’ev, A. A. (1991). K opredeleniiu rechevoi situatsii. In Obshchaia metodika obucheniia innostrannym iazykam (pp. 161-162). Moscow. Russkii iazyk.
Omaggio-Hadley, A. (2001). Teaching language in context: Proficiency-oriented instruction. Boston: Heinle & Heinle Publishers.
Rifkin, B. (1998). Output-focused instruction and the acquisition of relativization in Russian. AATSEEL 1998 Annual Meeting, San Francisco, CA.
Rifkin, B. (2000). Video in the proficiency-based class: An example from the Russian-language curriculum. Foreign Language Annals 33: 63-68.
Rubinstein, G. A. (1991). Rechevye situatsii kak sredstvo razvitiia nepodgotovlennoi rechi (pp. 154-161). In Obshchaia metodika obucheniia innostrannym iazykam. Moscow. Russkii iazyk.
Sokolova, T. (1998). Gazeta i “Novosti” rossiiskogo televideniia na uroke russkogo iazyka. AATSEEL 1998 Annual Meeting, San Francisco, CA.
Thompson, I. (1996). Assessing foreign language skills: Data from Russian.
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