Chapter published in:
Advancedness in Second Language Spanish: Definitions, challenges, and possibilities
Edited by Mandy R. Menke and Paul A. Malovrh
[Issues in Hispanic and Lusophone Linguistics 31] 2021
► pp. 6691
References

References

ACTFL
(1982) ACTFL provisional proficiency guidelines. Hastings- on-Hudson, NY: American Council on the Teaching of Foreign Languages.Google Scholar
(2019a) ACTFL listening proficiency test (LPT). Familiarization manual and ACTFL proficiency guidelines 2012 – listening. Retrieved from https://​www​.languagetesting​.com​/pub​/media​/wysiwyg​/manuals​/ACTFL​_FamManual​_Listening​_2019​.pdf (6 July, 2020).
(2019b) ACTFL reading proficiency test (RPT). Familiarization manual and ACTFL proficiency guidelines 2012 – reading. Retrieved from https://​www​.languagetesting​.com​/pub​/media​/wysiwyg​/manuals​/ACTFL​_FamManual​_Reading​_2019​.pdf (6 July, 2020).
Bozorgian, H.
(2012) The relationship between listening and other language skills in International English Language Testing System. Theory and Practice in Language Studies, 2, 657–663. CrossrefGoogle Scholar
Carrillo Cabello, A., Paesani, K., & Soneson, D.
(Eds.) (2019) Developing advanced speaking proficiency: Instructional and curricular models for post-secondary language programs (CARLA Working Paper Series). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.Google Scholar
Chambless, K. S.
(2012) Teachers’ oral proficiency in the target language: Research on its role in language teaching and learning. Foreign Language Annals, 45, 141–162. CrossrefGoogle Scholar
Darhower, M.
(2014) Literary discussions and Advanced-Superior speaking functions in the undergraduate language program. Hispania, 97, 396–412. CrossrefGoogle Scholar
Davidson, D.
(2010) Study abroad: When, how long, and with what results? New data from the Russian front. Foreign Language Annals, 43, 6–26. CrossrefGoogle Scholar
Donato, R., & Brooks, F. C.
(2004) Literary discussion and advanced speaking functions: Researching the (dis)connection. Foreign Language Annals, 37, 183–199. CrossrefGoogle Scholar
Gass, S., van Gorp, K., & Winke, P.
(2019) Using different carrots: How incentivization affects proficiency testing outcomes. Foreign Language Annals, 52, 216–236. CrossrefGoogle Scholar
Glisan, E. W., Swender, E., & Surface, E. A.
(2013) Oral proficiency standards and foreign language teacher candidates: Current findings and future research directions. Foreign Language Annals, 46, 264–289. CrossrefGoogle Scholar
Hacking, J., & Tschirner, E.
(2017) Reading proficiency, vocabulary development and curricular design: The case of college Russian. Foreign Language Annals, 50, 1–19. CrossrefGoogle Scholar
Hacking, J., Heidrich, E., Paesani, K., Rubio, F., Soneson, D., & Winke, P.
(2018, June). Foreign language outcomes. Plenary panel at the ADFL Summer Seminar North, East Lansing, MI.
Hirai, A.
(1999) The relationship between listening and reading rates of Japanese EFL learners. Modern Language Journal, 83, 367–384. CrossrefGoogle Scholar
In’nami, Y., & Koizumi, R.
(2012) Factor structure of the revised TOEIC(R) test: A multiple-sample analysis. Language Testing, 29, 131–152. CrossrefGoogle Scholar
Isbell, D. R., Winke, P. M., & Gass, S. M.
(2019) Using the ACTFL OPIc to assess and monitor progress in a tertiary foreign languages program. Language Testing, 36, 439–465. CrossrefGoogle Scholar
Liao, C., Qu, Y., & Morgan, R.
(2010) The relationships of test scores measured by the TOEIC listening and reading test and TOEIC speaking and writing tests. Retrieved from http://​www​.ets​.org​/Media​/Research​/pdf​/TC​-10​-13​.pdf (6 July, 2020).
Llanes, À., & Muñoz, C.
(2009) A short stay abroad: Does it make a difference? System, 37, 353–365. CrossrefGoogle Scholar
Magnan, S. S.
(1986) Assessing speaking proficiency in the undergraduate curriculum: Data from French. Foreign Language Annals, 19, 429–438. CrossrefGoogle Scholar
Moneypenny, D. B., & Aldrich, R. S.
(2018) Developing oral proficiency in Spanish across class modalities. CALICO Journal, 35, 257–273. CrossrefGoogle Scholar
Polio, C., & Zyzik, E.
(2009) Don Quixote meets ser and estar: Multiple perspectives on language learning in Spanish literature classes. The Modern Language Journal, 93, 550–569. CrossrefGoogle Scholar
Rifkin, B.
(2005) A ceiling effect in traditional classroom foreign language instruction: Data from Russian. The Modern Language Journal, 89, 3–18. CrossrefGoogle Scholar
Rubio, F., Gass, S., Winke, P., Soneson, D., Tschirner, E., & Malone, M.
(2016, November). Large-scale implementation of ACTFL computerized proficiency testing. Panel presented at the annual meeting of the American Council on the Teaching of Foreign Languages (ACTFL), Boston, MA.
Santizo, I. P.
(2017) Correlating aptitude with oral proficiency: A quantitative study of DLAB and OPI scores across four language categories. Applied Language Learning, 27, 73–96.Google Scholar
Schmitt, E.
(2016) Seat time versus proficiency: Assessment of language development in undergraduate students. In N. Mills & J. Norris (Eds.), Innovation and accountability in language program evaluation (pp. 110–130). Boston, MA: Cengage Learning.Google Scholar
Soneson, D., Gass, S., & Hacking, J.
(2017, January). The state of language proficiency in United States postsecondary education. Paper presented at the annual meeting of the Modern Language Association (MLA), Philadelphia, PA.
Soneson, D., & Tarone, E. E.
(2019) Picking up the PACE: Proficiency assessment for curricular enhancement. In P. Winke & S. Gass (Eds.), Foreign language proficiency in higher education (pp. 45–70). New York, NY: Springer. CrossrefGoogle Scholar
Strawbridge, T., Soneson, D., & Griffith, C.
(2019) Lasting effects of pre-university language exposure on undergraduate proficiency. Foreign Language Annals, 52, 776–797. CrossrefGoogle Scholar
Swender, E.
(2003) Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36, 520–526. CrossrefGoogle Scholar
The Language Flagship
(2014) Request for proposal: The Language Flagship proficiency initiative application guidelines. Retrieved from https://​www​.thelanguageflagship​.org​/sites​/default​/files​/Flagship%20Proficiency%20Initiative%20​_%202014​_0​.pdf (6 July, 2020).
Tschirner, E., & Heilenman, L. K.
(1998) Reasonable expectations: Oral proficiency goals for intermediate-level students of German. The Modern Language Journal, 82, 147–158.Google Scholar
Tschirner, E., Hacking, J., & Rubio, F.
(2015, November). Reading and listening proficiency levels of college undergraduates. Paper presented at the Annual Meeting and Convention of the American Council on the Teaching of Foreign Languages (ACTFL), San Diego, CA.
Tschirner, E.
(2016) Listening and reading proficiency levels of college students. Foreign Language Annals, 49, 201–223. CrossrefGoogle Scholar
Winke, P., & Gass, S. M.
(2018) Individual differences in advanced proficiency. In P. A. Malovrh & A. G. Benati (Eds.), The handbook of advanced proficiency in second language acquisition (pp.157–178). Hoboken, NJ: Wiley Blackwell. CrossrefGoogle Scholar
Winke, P., & Gass, S.
(Eds.) (2019) Foreign language proficiency in higher education. New York, NY: Springer. CrossrefGoogle Scholar
Zyzik, E., & Polio, C.
(2008) Incidental focus on form in university Spanish literature courses. The Modern Language Journal, 92, 53–70. CrossrefGoogle Scholar