ACTFLsee American Council on the Teaching of Foreign Languages; Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt
Advanced Language Performance Proficiency System (Ohio State University)32
Advancedness and instructional practice, future research
10–11, 489–502
see also Fluency; Proficiency assessment
advanced learner profile
493–494
defining advanced language use and advanced language users
490–493
formal vs. informal assessment
495–497
instructional institutional limitations498
research methodology
499–500
social inequity
498–499
Age of speakerssee also individual topics related to studies
age of onset (AO) and pronunciation
469–470
; (see also Language aptitude)
sophisticated language use and
223, 225, 230
Alderson, J. C.
23–24, 28–29
Alvord, S. M.
223–224
American Council on the Teaching of Foreign Languages (ACTFL)see also Oral Proficiency Interview – Computer (OPIc, ACTFL) question prompt; Proficiency and relationships among modalities (speaking, listening, reading)
achievement on(see Cluster analysis)
oral proficiency interview (OPI) and late-acquired structures97
pragmatic competence339
Proficiency Guidelines
17–18, 20–21,
27
, 27–28
proficiency levels
65–66, 368–371
Provisional Proficiency Guidelines66
sophisticated language abilities measured by220n1
Speaking Proficiency Guidelines
20, 23
Andersen, R.
101, 399, 400, 409
Anxietysee Language anxiety
Appraisal Theory247
Approximants
146n1, 152n9–10, 159,
160
, 161, 164
; see also Pronunciation
Aptitudesee Language aptitude
Arabic language
correlation of modalities
67–68,
68
pragmatic competence327
Articulation ratesee Temporal fluency
Aspect
99–100, 104
Attitude markers
247, 248, 252, 254–257,
255
,
256
,
257
, 261–262, 271
; see also Stance in writing
Auditory-form priming experiment
197, 199–202,
202
,
204
–
206
, 204–207, 212–213
; see also Dialect processing
B
Bardovi-Harlig, K.
335, 391
Barnwell, D. P.28
Bartning, I.23
Basic Interpersonal Communication Skills (BICS)
19–20, 30
Basic Language Cognition (BLC)
19–20, 25–26, 30
Bastos, M.335
Bataller, R.333
Bayley, R.422
Benati, A. G.
41–42, 104–105, 489
Biber, D.
248, 249, 254, 262
Blake, R. J.391
Boero, P.340
Bongaerts, T.470
Boosters
248–250, 252, 254–256,
255
,
256
,
259
, 259–262, 264, 270
; see also Stance in writing
Indirect meaning, pragmatic competence and
327–332
Indirect object pronouns
101–104,
102
,
103
lexical noun phrases
233–235
Individual characteristics
9–10
see also Cluster analysis; Copulas; Direct object pronouns; Language anxiety; Language aptitude; Working memory capacity
advancedness in shared features among learners vs. individual differences
188–189
proficiency and relationships among modalities (speaking, listening, reading)
77–82,
78
–
81
sophisticated language use and
228–229, 275, 288–289
verbal moods
185–187,
186
,
187
Instituto Cervantes329
Interagency Language Roundtable (ILR) scales
20–21,
27
, 27–29
Intercultural competence
8–9, 273–298
defined
275–276
Developmental Intercultural Competence Model
276, 277, 279, 280–287, 289–290,
290
as measure of sophisticated language use in context
273–275
stance towards cultural difference
276–277
Interlanguage (IL) pragmatics323see also Pragmatic competence
International Second Language Proficiency Ratings18