ACTFL Chinese Reading Proficiency Guidelines: Verifying the Difficulty Hierarchy

Autor/in	Lin, Jia
Titel	ACTFL Chinese Reading Proficiency Guidelines: Verifying the Difficulty Hierarchy
Quelle	In: Foreign Language Annals, 56 (2023) 3, S.667-689 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12680
Schlagwörter	Second Language Instruction; Guidelines; Language Proficiency; Reading Ability; Reading Skills; Difficulty Level + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Richtlinien; Language skill; Language skills; Sprachkompetenz; Reading competence; Lesekompetenz; Reading skill; Lesefertigkeit; Schwierigkeitsgrad
Abstract	The "ACTFL Proficiency Guidelines" serve as a roadmap for foreign/second language (L2) instruction, assessment, curriculum development, and textbook writing. However, very little research has investigated the validity claims of the "ACTFL Guidelines." This study empirically verifies the difficulty hierarchy suggested by descriptors in the "ACTFL Chinese Proficiency Guidelines--Reading" by scaling teacher-perceived descriptor difficulty. Seventeen ACTFL descriptors that represent essential components of L2 Chinese reading ability were selected and compiled as a Likert-scale questionnaire. Ninety-five experienced Chinese language teachers evaluated L2 Chinese learners' reading proficiency using this questionnaire. Data collected were subject to Rasch analysis and analysis of variance test. Data analysis results revealed that the mean difficulties of descriptors on three major ACTFL proficiency levels (Intermediate, Advanced, and Superior) were significantly different. The difficulty of individual descriptors ascended from Intermediate, Advanced, to Superior level, with few exceptions. These findings confirmed the difficulty hierarchy suggested by the "ACTFL Chinese Proficiency Guidelines--Reading." (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