Publication Date
3-1-2004
Abstract
Framing the present investigation within activity theory, this research analyzes the speaking guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) and places the role of cognition and co-construction of meaning at the forefront of determining oral proficiency in a foreign language. Eight Spanish Oral Proficiency Interviews (OPIs) were analyzed in an effort to understand the overall role of cognition in developing and assessing oral proficiency. The findings are that although the ACTFL Proficiency Guidelines–Speaking provide for an understanding of the various linguistic functions involved in speaking, they do not completely reflect the level of cognition evident during the OPI. Lastly, this article offers suggestions as to how to include the element of cognition within the construct of oral proficiency assessment as supported by instructional conversations and the concept of authentic assessment.
Recommended Citation
Mantero, Miguel
(2004)
"Accounting for Activity: Cognition and Oral Proficiency Assessment,"
Dimensions: Vol. 39, Article 7.
Available at:
https://digitalcommons.kennesaw.edu/dimensions/vol39/iss1/7