The Nature of Language Profiency

The development of
second language
proficiency
Lic. María Araujo

The development of second
language proficiency
To examine educational
relevant issues concerning
the language development.
Part I Part II Part III Part IV Part V

(chapter 1 to 4) (Chapter 5 to 8) (Chapter 9 to 13) (chapter 14 and 15) (chapter 16)
Practical and policy

Theoretical framewrok of How classroom treatments Context of 35 years of
Social and individual factors implications of the DBP
the study affects research on bilingualism
studies
Observation scheme,
Grammatical, discourse and process-producto study,
sociolinguistic competences observational study of
language use pattern
Chapter 1: The nature of language proficiency
Language teaching methodology = emphasis on Recent movement = communicative language
Applied issues
teaching grammar teaching
Theoretical
background - Grammatical
- Discourse
Communicative competence  Canale and Swain
- Sociolinguistic
Theoretical Design of the
issues study - Strategic competence
Use of language in context-
Face-to-fase
embedded and context-reduced
interactions
situations
3x3 matrix to measure gramatical, discourse,

and sociolinguistic competence by oral, written
productive modes and multiple-choice written
test
Large-scale proficiency study
Primary purpose To determine if the components can be distinguished (gramar, discourse, sociolinguistic)
Secondary purpose  To develop a test
Final purpose  examine the target language proficiency of the second language learners
Grammar Discourse Sociolinguistic
Defined as the ability The ability to produce

Accuracy, morphology and syntax to produce and and recognize
understand texts languade in context
Oral: interview
Oral:
Scoring: student’s ability to produce Oral: Respond to a
Retell a story and role- request
gramatical forms and structures in
playing task
particular qustions
Multiple-choice: Multiple- choice: The

Multiple choice test: verb system,
Short written passages appropriate choice in
prepositions.
without a sentence each situation
Note: Each trait was
measure with three
methods: oral
Written production:
Written production: production, multiple
Written production: Two short foramal and informal choice, and written
narrative and request
compositions (narrative and letter) letter (requests and
letter production.
notes)
Chapter 2: Constructing measures and measuring constructs
DBP The result of this study - Measure of language

(Development contributes to advances in proficiency
of Bilingual applied linguistic theory - Performance between
Proficiency) and research methodology native and non native
peakers
Primary area was the

investigation of the nature of
language proficiency
CONSTRUCTING MEASURES: MODELS AND M E A S U R I N G C O N S T R U C T S : A N A LY S I S O F
O P E R AT I O N A L I Z AT I O N S D AT A
 Multitrait-multimethod (MTMM) –  Two methods ( exploratory and

methods of observation confirmatory)
 Cummins three methods (oral production,
 Exploratory  number of factors and
multiple-choice, written production)
method of extraction, rotation.
 Canale and Swain  three components
 Confirmatory  subjective judgement,
(grammatical, sociolinguistic, and strategic
nature of hypothesis
competence)
conclusion
Three stages of development in the history of

empirical research into the nature of language
proficiency
Background
characteristics of Interpretation of
Exploratory
language learners language
factorVerbal
and test method performance
abilities
effects influence language
test perfrormance acquisition/learning
Chapter 3: Communicative competence revisted
Chapter 4: Response by DBP Project members to the discusión papers of Lyle Bachman and Jacquelyn
Schachter
Chapter 5: Aspects of classroom treatment: toward a more comprehensive view of second language education
Chapter 6: Process-product research on second language learning in classrooms
Process-product research
The core French The immersion observation Functional gramar in

observation study study French immersion
Process/product study of Exploratory study of The use of gramar is

eight classes classroom interaction investigated
- Vocabulary instruction
How students receive - Use of vous/tu The most you use it the
instructions Frequency of speaking better you speak it
Error identificatiin
Chapter 7: Analysis and experience as variables in second language pedagogy
Chapter 8: Response by DBP Project members to the discusión papers of Patsy Lightbown andH:H: (David) Stern
Chapter 9: Social and individual factors in the development of bilingual proficiency
- Language use and attitudes

- The social context of - Relationships among proficiency variables within and across languages
bilingual development - Predictors of bilingual proficiency development
among Portuguese- - Comparison of students’ Portuguese proficiency with Azorean native
Canadian children speakers
- The transition from home to

Development of school
Bilingual
Proficiency
project
- Ethnographic study of a
Toronto French- language
school
1. Measuring conceptual skills

2. Age of arrival of immigrant children
- The age factor 3. Starting age of classroom L2 learning
4. The interaction of maturational and environmental
considerations
Chapter 10: Social and individual factors in language acquisition
Chapter 11: The role of context and age in the development of bilingual proficiency

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The Nature of Language Profiency

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The development of

Lic. María Araujo

Part I Part II Part III Part IV Part V

Practical and policy

3x3 matrix to measure gramatical, discourse,

Grammar Discourse Sociolinguistic

Defined as the ability The ability to produce

Multiple-choice: Multiple- choice: The

DBP The result of this study - Measure of language

Primary area was the

 Multitrait-multimethod (MTMM) –  Two methods ( exploratory and

Three stages of development in the history of

The core French The immersion observation Functional gramar in

Process/product study of Exploratory study of The use of gramar is

- Language use and attitudes

- The transition from home to

1. Measuring conceptual skills

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