Most language educators and learners often lack familiarity with the concept of speaking proficiency levels. I once encountered a student who expressed considerable dissatisfaction when I assessed his speaking ability at the mid-intermediate level. Many of his previous language instructors had classified his speaking skills as advanced. This situation left me feeling guilty and sympathetic towards the student, who appeared profoundly disappointed.
I find it perplexing how educators determine speaking proficiency levels. It seems that some language teachers or tutors may not be fully aware of the standardized definitions of proficiency levels. During my studies in English Language Teaching, I came across the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Level Guidelines, which have been continuously studied, researched, reevaluated, and improved since 1986.
Below are the generic speaking descriptions as outlined by ACTFL. Thus, if students inquire about their speaking level, educators can reference these guidelines to determine the appropriate classification.
Low Beginners: Unable to produce a complete sentence. However, with guidance through questions, they can provide common words, state their name, or exchange greetings.
Mid Beginners: These learners require time to construct simple sentences. They often struggle with vocabulary and frequently make grammatical errors. Additionally, they may struggle to respond accurately to questions.
High Beginners: Students at this level can discuss familiar topics but typically produce short and erroneous sentences.
Lower Intermediates: They can ask and answer questions about activities and family matters. They also possess the language skills necessary for ordering food and making purchases.
Mid Intermediates: Learners can engage in conversations about basic topics and extend discussions beyond their immediate needs. They are capable of forming longer sentences; however, these sentences often contain errors. There are still noticeable pauses between sentences, and their pronunciation is influenced by their first language.
High Intermediates: At this stage, students can initiate simple conversations, and their interlocutors can comprehend them more effectively. Nevertheless, their vocabulary remains limited.
Advanced: Advanced learners can participate meaningfully in conversations, producing paragraph-length utterances. They are able to narrate and describe events in a manner that is easily understood by native speakers.
I hope that all language institutions will adopt a universal speaking proficiency guideline to assess language learners more accurately. Furthermore, implementing a standardized speaking proficiency description could aid learners in gauging their progress in language acquisition.
