Speaking Type and
Classroom discussions are extended and can sustain in-depth analysis of a complex topic for 20-30 minutes or more.
Have awareness of culturally implied meanings beyond the surface meanings of the text but may not understand the social nuances of the message.
Usually able to comprehend reduced speech.
Take accurate notes while listening to complex discourse.
to narrate and describe in detail.
Be easily understood.
Communicate facts and talk casually about topics of current public and personal interest and academic relevance.
Have control over most basic and complex grammatical structures.
Use situational and culturally appropriate language.
Communicate effectively in many social, professional and academic situations.
Handle with confidence and some facility such complicated tasks and social situations as those calling for elaboration, complaint or apology.
Exhibit control over basic stress and intonation patterns as they relate to situations and contexts.
2 levels below Freshman Composition or English 1A
2 levels below Freshman
Give speeches and participate in classroom discussions on a range of topics, which include informative and argumentative presentations.
For at least one speech, presentation or discussion, incorporate research and/or secondary sources to support one’s own opinion.
Often understand new information in sustained personal interactions.
Sometimes understand speech on abstract or academic topics, especially if there is support.
Demonstrates understanding that is often affected by length, topic familiarity and cultural knowledge.
Sometimes understand implications beyond the surface meaning.
Usually identify subjects and details when listening to extended speech and rarely misunderstand the central
Successfully handle most uncomplicated communicative tasks in social situations.
Initiate, sustain and close a general conversation with a number of strategies appropriate to the circumstances and topic.
Use some non-native speaker phrasing.
Be able to connect discourse for a variety of purposes such as simple narration, description and reports.
Generally be understood by attentive
Be usually intelligible with frequent errors in pronunciation.
Exhibit some errors in phonemic and non-native stress and intonation patterns.
Use some non-native pauses but with a near-native flow so that the pauses do
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