Name LANGUAGE INSTRUCTIONS: The self-assessment checklists are provided to help language learners... more Name LANGUAGE INSTRUCTIONS: The self-assessment checklists are provided to help language learners evaluate what they can do with in the language that they are studying in each of the three modes of communication: interpretive, interpersonal and presentational. Language learners can also document their language background as well as set their own future goals for language learning. Use this checklist to record what you think you can do. You may realize that your progression may not be the same in each mode: interpretive, interpersonal and presentational, and that is expected. For example, you may progress more quickly in reading and listening, than in speaking and writing. You will begin to determine your proficiency level in each mode by self-assessing each one separately. In addition you will have to include evidence to support your self-assessment selections. The italicized statement at the beginning of each proficiency level is the general description from the self-assessment grid. The bold statements are the main can-do statements for that specific proficiency level. Many of the main can-do statements are followed by examples to help you understand more clearly what the expectations are. You do not have to complete each example in order to check the main can-do statement. If you have additional examples that fit the descriptions, you may also add those in the blank can-do statements provided. Once you have the majority of the items checked for a particular level, progress to the next level to see what you can do there and what you may want to set as future goals.
Name LANGUAGE INSTRUCTIONS: The self-assessment checklists are provided to help language learners... more Name LANGUAGE INSTRUCTIONS: The self-assessment checklists are provided to help language learners evaluate what they can do with in the language that they are studying in each of the three modes of communication: interpretive, interpersonal and presentational. Language learners can also document their language background as well as set their own future goals for language learning. Use this checklist to record what you think you can do. You may realize that your progression may not be the same in each mode: interpretive, interpersonal and presentational, and that is expected. For example, you may progress more quickly in reading and listening, than in speaking and writing. You will begin to determine your proficiency level in each mode by self-assessing each one separately. In addition you will have to include evidence to support your self-assessment selections. The italicized statement at the beginning of each proficiency level is the general description from the self-assessment grid. The bold statements are the main can-do statements for that specific proficiency level. Many of the main can-do statements are followed by examples to help you understand more clearly what the expectations are. You do not have to complete each example in order to check the main can-do statement. If you have additional examples that fit the descriptions, you may also add those in the blank can-do statements provided. Once you have the majority of the items checked for a particular level, progress to the next level to see what you can do there and what you may want to set as future goals.
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