Developing Language Proficiency

Abstract

"Skill-using" in second-language learning is often given less priority than "skill-getting" activities. The first and second year of language instruction should concentrate on longer and more varied sequences of tasks in which the learner is communicating and using "real" language. In addition, the learner's focus should be shifted from his errors to his correct choices in producing an utterance. Many activities lend themselves to language proficiency goals. These include "interviewing" the instructor or other students, vocabulary games, riddles, games based on television programs, and other role-playing situations which provide opportunities for interaction in the target language and which emphasize communication. (AM)