Global Language Portfolio (July 2008)

COMMUNICATION SELF ASSESSMENT AND GOAL SETTING

Date of Self-Assessment _________________________

Provisional Checklist for: Listening

Self-assessment:

Work through the checklist and note in the first of the two right-hand columns what you believe you can already do 80% of the time or more. Placing a checkmark in the first of the two columns indicates mastery of the task performed rather than occasional success. After you check off over 80% of the items for a given ACTFL level, you should progress to the next level in that same skill. Each skill is assessed separately with different levels possible in each of 5 skills. Keep going through this checklist until you reach the highest level where you checked off at least 4 of the 5 tasks. Record that level (NM, NH, IL, IM, IH, AL, AM, AH, S, or D) on your GLP Language Passport.

Goal setting:

Place a checkmark in the second column to identify the next set of goals you wish to reach in the future.

Language: _______________________________________	(1) I can do this easily and well.	(2) This is one of my goals.
INTERPRETIVE
Listening
Novice Low (NL)
I can understand a few familiar words, such as numbers, colors, days of the week.
I can understand some words similar to those used in my dominant language, such as scientific names or technical terms used in my fields of expertise.
I can recognize a few short, familiar phrases, such as those meaning hello, good-bye, or thank you.
I can follow simple directions, especially when people point to where I should go or explain what they mean with gestures.
I can distinguish between questions, statements, and commands.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Novice Mid (NM)
I can understand memorized words, some short phrases, and some expressions related to tasks I routinely perform at school or work.
I can understand some sentence-length or very short conversations on familiar topics in a social setting, such as the routine phrases I hear at a cocktail party or a break room at work.
I can understand simple questions when I am familiar with the content, as in greetings, questions about where I live, how I am doing, what is my major or the department where I work, and what is my name.
I can sometimes recognize cognates, prefixes, and thematic vocabulary on predictable topics in my fields of expertise.
I can follow simple directions at school or at the office, especially if I can clarify my understanding and have someone repeat more slowly as needed.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Novice High (NH)
I can understand some short conversations or some recorded materials consisting of slowly spoken phrases on familiar topics and situations.
I can understand the essential information of simple conversations about my areas of expertise in a work setting, as long as I may ask for clarification as needed.
I can understand the main point of short, clear, and simple messages and announcements, like those I am used to hearing at the train station or bus terminal.
I can consistently recognize cognates, prefixes, and thematic vocabulary to help me understand live or recorded spoken language related to my areas of expertise.
I can understand simple questions about family members, my daily activities, and some personal interests, provided I may ask for occasional clarification.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Intermediate Low (IL)
I can understand both the gist of what I hear and some detail in conversations and narratives of several sentences in length, even on some unfamiliar topics.
I can sometimes use background knowledge to understand simple stories, and other contextualized spoken messages.
I can identify main ideas within a limited range of vocabulary on a number of topics presented on TV, radio, film, and computer-generated presentations.
I can sometimes understand the gist of live presentations or newscasts using contextual clues and relying on background knowledge to help me.
I can understand the main elements and some detail when I am provided information I may need as a tourist – on meals, lodging, transportation, time, and where to go, what something costs.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Intermediate Mid (IM)
I can understand both simple and even some complex sentences when people narrate or describe a series of events at school, at work, or during leisure activities.
I can frequently use background knowledge to understand simple stories, discussions of leisure activities, or other contextualized spoken messages.
I can frequently identify main ideas and specific information on new topics presented on TV, radio, film, and computer–generated presentations, especially if I can get help when needed.
I can understand both basic information and some detail in oral presentations by using contextual clues to help me.
I can understand when people talk about events in different time frames (past, present, future) and recognize adverbs or prepositions related to time, such as soon, tomorrow, yesterday, before, or since.)
(Added specific descriptors for languages with tones, or for specific language attributes:)
Intermediate High (IH)
I can understand conversations about most everyday needs.
I can consistently use my vocabulary and familiarity with target language structures to follow paragraph-length dialogues and conversations.
I can identify main ideas and specific factual information on a wide variety of topics presented on TV, radio, film and computer-generated presentations, although my understanding may vary.
I can often understand both the main elements of a lecture and many details, depending on how close the topic is to my areas of expertise.
I can often understand factual information of general interest, as in newscasts that report on natural disasters, recent elections, or the economy.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Advanced Low (AL)
I can understand familiar topics presented live or on TV, radio, film, and computer-generated presentations even when they contain certain idiomatic expressions and slang.
I can generally understand a native speaker who is not tailoring language for foreigners, without relying solely on formally learned vocabulary and structures.
I can sometimes detect the tone, style, and the speaker’s perspective involving everyday topics and routine professional matters.
I can understand simple technical information about products, including operating instructions.
I can understand face-to-face speech in standard spoken language, delivered at a normal rate of speed, with occasional need for repetition and rewording.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Advanced Mid (AM)
I can understand a wide variety of familiar topics and some unfamiliar topics presented live or on TV, radio, film and computer-generated presentations, even when they contain occasional idioms and slang.
I can generally understand what I hear even when there are vocabulary and structures that I have not formally learned, including certain technical information or operating instructions.
I can understand descriptions and narrations about current, past, and future events, as well as essential points of a discussion or speech in my special fields of interest.
I can detect tone, style, and the speaker’s perspective on general topics like current events, or on work-related issues being presented in a meeting.
I can understand much of what is said by a native speaking lecturer to other native speakers in a course or other professional setting in my discipline, provided I can ask for occasional clarification.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Advanced High (AH)
I can understand most routine social conventions and most discussions on concrete topics related to my particular interests or areas of competence at work.
I can understand most of what I hear easily when I am not under pressure or when listening conditions are favorable.
I can often understand a conversation in which native speakers are involved in a heated discussion, even if they use occasional slang.
I can sometimes detect emotional overtones, make limited inferences, and read between the lines.
I can follow much of what I hear in radio and TV broadcasts, although there are occasional gaps in understanding according to my knowledge of the topics and the complexity of the concepts presented.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Superior (S)
I can understand the essentials of all speech in standard dialects, including technical discussions within my special fields and virtually any social setting.
I can understand face-to-face speech, delivered with normal clarity and speed in standard language, on general topics and areas of special interest.
I can understand hypotheses and supported opinions in both conversations and presentations.
I can understand the essentials of conversations between native speakers, as well as reasonably clear telephone calls, radio broadcasts, news items, oral reports on general or technical topics.
I can often make inferences and read between the lines.
(Added specific descriptors for languages with tones, or for specific language attributes:)
Distinguished (D)
I can understand all forms and styles of speech pertinent to personal, social, and professional needs.
I can recognize social and cultural references or aesthetic norms within a target language cultural framework.
I can understand, follow, and appreciate the wide variety of speech heard in plays, movies, academic debates, editorial statements, and symposia, even including most jokes and puns.
I can understand native speakers using a variety of registers, including when they speak quickly or use an accent or possibly even a dialect that is not standard.
I can understand shades of meaning, detailed hypotheses, and both stated and unstated implications, much as would be expected of an educated native speaker.
(Added specific descriptors for languages with tones, or for specific language attributes:)