It’s the question on everyone’s mind. What is the role of accuracy in foreign language as students grow in proficiency? Do we tend to accuracy? Do we just focus on proficiency and assume that the language will become more accurate with time and practice?
The ACTFL performance descriptors are an effective tool to determine precisely what students can do at each proficiency level (and sub level). The descriptors go on to state what the language output of students looks like at each level. Take a look:
While these are very useful, we are often met with the issue of inaccuracy in language. To be clear, proficiency is about communicating a message and is not so focused on polished and accurate language forms. Essentially the language structures need to be accurate enough for the message to be understood. It is generally understood in second language acquisition research that continued exposure (input) to language structures in context will lead to internalization and acquisition of the native-like language structures.
The issue here is that it is often challenging to focus specifically on a particular language element or structure when providing students with contextualized input. Is there are a way to provide this focused input to students? Is there a way for students to be actively engaged in the content, which will peak their interest?
I have been faced with this challenge of students moving up to the intermediate proficiency level and speaking and writing in complete, discrete sentences, but the verb forms are often not correct. Students communicate their message, but I want to provide contextualized input of a particular structure so that students move toward more accurate language as well. I’m assuming you have been here?
In an effort to make input compelling and interesting to students I try to have them create the content as much as possible. The more they choose the topic the more they will be interested and will pay attention to the themes and language structure being highlighted. Combining student-generated content and a focus on a particular language structure I developed these activities.
Students begin by writing the correct form of the verb when given the subject and the infinitive. To reiterate the correct form students them locate the subject, infinitive and verb form in the grid. It works like a word search. Until this point, it’s a very mechanical exercise that is devoid of context. So, the next step is to write a sentence with each subject and verb form. This is where the student-generated content comes in. Some students choose to write personal sentences, other prefer to write about topics that interest them and some prefer to be humorous. Regardless of the sentences, in the end the correct verb forms in a contextualized sentence provide very focused input for students.
I have seen a marked increase in accurate verb forms when students use this type of writing activity. The word-search element provides an interesting way to focus on the correct verb form and the sentences that are student-generated highlight correct usage in context. You can take a it a step further and use the student sentences to create a task such as collating sentences into different categories and graphing results. The important thing to keep in mind is that all the while students are seeing and using the sentences that contain the accurate verb forms in context. Increased exposure to these language forms is what is needed to move toward acquisition.
If you would like to help your students polish their language structures, take a look at these activities. There are many topics in both French and Spanish. Click on the links below to access these resources and watch the accuracy of your students’ language rise with their proficiency.
Spanish:
French:
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This foreign language speaking activity is based on proficiency levels and will get your students using the target language confidently. Click through the SlideShare below to see how to set it up.
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