ERIC Number: ED240833
Record Type: RIE
Publication Date: 1983-Dec
Reference Count: 0
Proficiency-Based German Language Programs.
The proficiency-based German program in the School of Foreign Service at Georgetown University occupies an essential and integral but not central role in the overall foreign service program. It includes three years' instruction, in addition to the two years required for admission. Three levels are offered, and although students may take the proficiency examination at the advanced level, most choose either to study abroad or enroll in post-advanced courses first. Six categories of linguistic goals are specified (reading comprehension, listening comprehension, grammar and word order, vocabulary, pronunciation, and fluency) with five competence levels established. The foreign service content component is less specifically articulated by levels. The proficiency examination is separate from the final course examination and is recorded separately in each student's official transcript. The proficiency examination consists of a reading comprehension component and a free oral examination, and each student is evaluated by two faculty. The proficiency-based approach has increased awareness of goals and appropriate instructional materials. Students have strongly supported the approach, and both student and faculty morale and goal-orientation have been enhanced by it. Although the testing method is cumbersome and of limited application, it has served as a good reflection of faculty, students, program structure, materials, and methodology. (MSE)
Descriptors: College Second Language Programs, Competency Based Education, Curriculum Development, Enrollment, Evaluation Criteria, German, Graduation Requirements, Higher Education, International Relations, Language Proficiency, Language Tests, Oral Language, Private Colleges, Program Descriptions, Student Attitudes, Teacher Attitudes, Test Construction, Test Results
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Georgetown University DC
Note: Paper presented at the Annual Meeting of the Modern Language Association (100th, New York, NY, December 1983).