ASTM F1562-95(1999)

NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.
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Designation: F 1562 – 95 (Reapproved 1999)
Standard Guide for
Use-Oriented Foreign Language Instruction
This standard is issued under the fixed designation F 1562; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
1. Scope 3.3 The following components are addressed:
3.3.1 Needs Analysis—Assists clients and training institu-
1.1 This guide covers identification of the components of a
tions in determining language needs, setting reasonable objec-
quality language instructional program and establishes criteria
tives and expectations, and selecting appropriate training
for each component. This guide is meant to provide criteria for
programs.
the minimum standard for a program designed to attain
3.3.2 Describing Levels of Language Proficiency—Assists
specified language proficiency goals.
students, clients, instructors, and institutions in assessing
2. Terminology needs, setting realistic goals, and charting progress towards
those goals.
2.1 Definitions of Terms Specific to This Standard:
3.3.3 Explicitness and Reasonableness of Language Out-
2.1.1 authentic language material—material produced by
come Expectations—Assists in determining an individual’s
native speakers for native speakers for nonlanguage training
need for training to increase proficiency. Determines the
purposes.
estimated number of classroom hours required to meet an
2.1.2 class(room) hour—fifty minutes of instruction plus a
identified proficiency objective. Assists in determining the
10-min break.
suitability of an institution to provide appropriate instruction.
2.1.3 client—the individual or organization that engages the
3.3.3.1 These guidelines are not intended to be absolute.
services of a language training institution.
Individual cases may be influenced by a number of factors,
2.1.4 institution—the organization that provides language
including: individual language learning ability, prior language
training.
experience, native language, attendance, motivation, home-
2.1.5 intensive—at least 4 h per day, 5 days per week.
work, exposure and reinforcement outside the classroom, and
2.1.6 proficiency—ability to use language skill(s).
individual learning style.
2.1.7 program—a system of instruction.
3.3.4 Training Program Criteria—Assists students, clients,
2.1.8 progress—change in language skill(s) over time.
and institutions in identifying and establishing a use-oriented
2.1.9 quality—consistent in meeting or exceeding client
training program.
expectations.
3.3.5 Establishing Criteria for Language Instructors—
2.1.10 student—the one who studies the language.
Assists in recruiting, selecting, and retaining instructors.
2.1.11 use-oriented instruction—language instruction di-
3.3.6 Supervision of Instructors—Emphasizes the impor-
rected at satisfying the communication needs of the students.
tance of the supervisory role that may be performed by one or
3. Significance and Use
more individuals. Assists institutions in establishing supervi-
sory procedures and gives guidelines to clients for evaluating a
3.1 This guide is intended to serve institutions for the
training program to meet their needs.
development of instructional programs as well as to serve
3.3.7 Evaluating Student Progress in Language Proficiency
potential clients and students in the selection of a training
Terms—Establishes minimum requirements for evaluating and
program to meet their needs.
documenting student progress in terms of language proficiency
3.2 It may not be possible for a specific program to meet all
for the benefit of clients, students, institutions, and instructors.
of the components of the standard for every language. If the
3.3.8 Guides for Institutional Stability— Provides clients
standard cannot be met for a given language, the institution
with criteria by which to determine the stability of an institu-
will clearly inform the client and the student of that fact.
tion.
3.3.9 Advertising and Promotional Activities—Assists insti-
This guide is under the jurisdiction of ASTM Committee F15 on Consumer
tutions in preparing advertising and promotional materials and
Products and is the direct responsibility of Subcommittee F15.35 on Use-Oriented
assists clients in interpreting and understanding such advertis-
Foreign Language Instructions.
ing and materials.
Current edition approved March 15, 1995. Published May 1995.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959, United States.
F 1562
A
TABLE 1 Levels of Listening Proficiency
3.3.9.1 These guidelines shall apply to advertising, such as
print, broadcasting, and electronic media, as well as oral Level Description
presentations.
0 No Proficiency
0+ Survival Proficiency
Able to understand short phrases based on memorized material.
4. Needs Analysis
Slightly longer phrases must be repeated and include frequent
4.1 Procedure:
pauses to be understood.
1 Minimal Functional Proficiency
4.1.1 Determine how the prospective student will use the
Able to understand very simple statements, questions, and face-to-
target language by conducting a language audit that addresses
face conversations concerning some familiar situations and many
the following:
basic needs. Repetition and slower speech are necessary for
understanding.
4.1.1.1 Language skills needed (listening, speaking, read-
2 Limited Functional Proficiency
ing, and writing),
Able to understand most routine conversations spoken at a normal
4.1.1.2 Communicative tasks to be accomplished (for ex-
pace relating to social and occupational situations. Some difficulty
understanding common structures and vocabulary remains;
ample, closing a deal, ordering a meal, or asking for direc-
occasional repetition is still needed.
tions),
3 General Functional Proficiency
4.1.1.3 Conditions under which language is to be used (with Able to understand almost all conversations spoken at a normal
pace without repetitions, including discussions within the individual’s
whom, where, how, and why), and
occupation; readily understands phone conversations and
4.1.1.4 Kind of language needed (standard, academic, tech-
broadcasts, but still experiences some difficulty with very fast
nical, regional, or street slang). speech, slang, and cultural references.
4 Full Functional Proficiency
4.2 Determine the student’s current level of proficiency in
Able to understand all discussions, no matter how complex, within
any relevant language skills by such means as an oral profi-
the listener’s experience; able to understand most cultural
references as well as manipulations of the language including
ciency interview, a writing sample, or a self-evaluation check
persuasion, negotiation, conjecture, and humor.
list.
5 Educated Native Proficiency
4.3 Determine the proficiency level(s) and time frame that
A
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
are needed to meet the student’s language needs. Refer to
ability to handle successfully all of the functions of that level and, inconsistently,
sections on Describing Levels of Language Proficiency and some of those of the next.
Language Outcome Expectations.
4.4 Describe appropriate training options (for example, in
7.1.2.5 Include materials for study outside of class.
the areas of scheduling, class size, curriculum, methodology,
7.1.3 Learning resources that include at least:
and cost).
7.1.3.1 Audio and video capabilities,
4.5 Agree on objectives and training program.
7.1.3.2 Basic reference materials, such as dictionaries, and
5. Describing Levels of Language Proficiency 7.1.3.3 Authentic materials, including current and relevant
periodicals.
5.1 Skills:
7.1.4 An instructional methodology that:
5.1.1 Listening Skills—See Table 1.
7.1.4.1 Is appropriate to individual student needs asdeter-
5.1.2 Speaking Skills—See Table 2.
mined by the needs analysis and on-going evaluation, and
5.1.3 Reading Skills—See Table 3.
7.1.4.2 Can be articulated to the client or student, or both.
5.1.4 Writing Skills—See Table 4.
7.1.5 Procedures for program evaluation during the training
6. Explicitness and Reasonableness of Outcome program and at the conclusion of the training program.
7.2 Training Program Options:
Expectations
7.2.1 Quality programs may include one or more of the
6.1 See Table 5 for explicitness and reasonableness of
following:
outcome expectations guidelines.
7.2.1.1 Immersion opportunities,
7. Training Program Criteria
7.2.1.2 Computer-assisted instruction capabilities, including
multimedia,
7.1 Every use-oriented language training program should
7.2.1.3 Training to use language for specific purposes,
include the following:
7.2.1.4 In-country training opportunities,
7.1.1 A curriculum plan that:
7.2.1.5 Field work,
7.1.1.1 Is designed to meet the needs of the client,
7.2.1.6 Enrichment from outside sources,
7.1.1.2 Is made clear to the student,
7.2.1.7 Continuity of training at other locations, and
7.1.1.3 Is responsive to feedback from the client or student,
7.2.1.8 Procedures for program evaluation after the student
or both, and
has taken up responsibilities in the field.
7.1.1.4 Includes frequent and ongoing formative evaluation.
7.1.2 Instructional materials that:
8. Establishing Criteria for Language Instructors
7.1.2.1 Are professionally developed,
7.1.2.2 Are user-friendly, 8.1 Criteria for Employment:
7.1.2.3 Are determined by the institution to be appropriate 8.1.1 Instructors should meet the following established
to the student’s skill level in the language, criteria:
7.1.2.4 Include authentic language materials from countries 8.1.1.1 Authentic linguistic and cultural characteristics (na-
where the target language is spoken, and tive or near-native proficiency),
F 1562
A A
TABLE 2 Levels of Speaking Proficiency TABLE 3 Levels of Reading Proficiency
Level Description Level Description
0 No Proficiency 0 No Proficiency
0+ Survival Proficiency 0+ Survival Proficiency
Able to satisfy immediate needs such as for lodging, meals, and Able to understand some isolated words and phrases such as
transportation, using memorized or rehearsed speech only. No personal or place names and street or store signs but not connected
fluency. prose.
1 Minimal Functional Proficiency 1 Minimal Functional Proficiency
Able to satisfy minimum courtesy requirements and maintain very Able to understand very simple connected printed material. Able to
simple conversations on familiar or rehearsed topics. Experiences get the main idea of short, frequently encountered materials such as
frequent misunderstandings. Examples—Can exchange greetings, invoices, forms, and charts.
elicit predictable information, and explain routine procedures in a 2 Limited Functional Proficiency
restricted way. Able to read with some misunderstandings straightforward familiar
2 Limited Functional Proficiency factual material. Examples—Descriptive or narrative writings such as
Able to handle routine daily interactions that are limited in scope. routine reports, simple biographic information, standard business
Able to handle confidently, but not fluently, most social conversations letters, and simple technical material written for the general reader.
on such topics as current events, work, family, etc. Examples—Can 3 General Functional Proficiency
typically ask and answer predictable questions in the workplace and Able to read with almost complete comprehension a variety of prose
receive and provide straightforward direction. material on familiar and unfamiliar topics. Can typically understand
3 General Functional Proficiency news stories similar to wire service reports, routine correspondence,
Able to speak the language with sufficient fluency and accuracy to general reports, and technical material in the reader’s professional
participate effectively in most formal and informal conversations on field. Can get the main idea of more sophisticated texts but may not
practical, social, and professional topics. However, there are perceive subtlety and nuance.
noticeable linguistic and cultural imperfections that limit the 4 Full Functional Proficiency
individual’s ability to participate in more sophisticated interactions Able to read fluently and accurately all styles and forms of language
such as high-level negotiation. Can typically discuss particular pertinent to professional needs.
interests and special fields of competence with ease. Examples— 5 Educated Native Proficiency
Can use the language as part of normal professional duties such as
A
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
answering objections, clarifying points, justifying decisions,
ability to handle successfully all of the functions of that level and, inconsistently,
understanding the essence of challenges, stating and defending
some of those of the next.
policy, conducting meetings, delivering briefings, etc. Can reliably
elicit information and informed opinion from native speakers.
A
4 Full Functional Proficiency
TABLE 4 Levels of Writing Proficiency
Able to use language fluently and accurately on all levels pertinent
Level Description
to professional needs. Examples—Understands the details and
ramifications of concepts that are culturally or conceptually different
0 No Proficiency
from one’s own. Can set the tone of interpersonal, official, semi-
0+ Survival Proficiency
official, professional, and nonprofessional verbal exchanges with a
Able to note down intelligibly, if not perfectly, bits of information such
representative range of native speakers (for all audiences, purposes,
as a name, an address or location, a date or a simple list of items.
tasks, and settings). Can play an effective role among native
1 Minimal Functional Proficiency
speakers in such contexts as negotiations, conferences, lectures,
Able to note down information to meet simple needs, statements,
and debates on matters of disagreement. Can advocate a position at
and questions on familiar topics. Ideas may not flow smoothly.
length, both formally and in chance encounters, using sophisticated
Writing is generally comprehensible to natives accustomed to
verbal strategies.
dealing with non-natives.
5 Educated Native Proficiency
2 Limited Functional Proficiency
A
Able to write with some accuracy and in some detail about routine
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
matters as well as about most common or familiar topics. Writing is
ability to handle successfully all of the functions of that level and, inconsistently,
generally comprehensible to natives.
some o
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