ASTM F1562-95(1999)

Standard Guide for Use-Oriented Foreign Language Instruction

SCOPE
1.1 This guide covers identification of the components of a quality language instructional program and establishes criteria for each component. This guide is meant to provide criteria for the minimum standard for a program designed to attain specified language proficiency goals.

General Information

• Status: Historical
• Publication Date: 09-Jul-1999
• ICS: 03.180 - Education
• Technical Committee: F43 - Language Services and Products
• Drafting Committee: F43.02 - Foreign Language Instruction

Relations

• Replaced By: ASTM F1562-95(2005) - Standard Guide for Use-Oriented Foreign Language Instruction
• Effective Date: 15-Aug-2005
• Referred By: ASTM F2889-11(2020) - Standard Practice for Assessing Language Proficiency
• Effective Date: 10-Jul-1999
• Referred By: ASTM F3130-18 - Standard Practice for Language Service Companies
• Effective Date: 10-Jul-1999

Standards Content (Sample)

NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.
Contact ASTM International (www.astm.org) for the latest information
Designation: F 1562 – 95 (Reapproved 1999)
Standard Guide for
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Use-Oriented Foreign Language Instruction
This standard is issued under the fixed designation F 1562; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
1. Scope 3.3 The following components are addressed:
3.3.1 Needs Analysis—Assists clients and training institu-
1.1 This guide covers identification of the components of a
tions in determining language needs, setting reasonable objec-
quality language instructional program and establishes criteria
tives and expectations, and selecting appropriate training
for each component. This guide is meant to provide criteria for
programs.
the minimum standard for a program designed to attain
3.3.2 Describing Levels of Language Proficiency—Assists
specified language proficiency goals.
students, clients, instructors, and institutions in assessing
2. Terminology needs, setting realistic goals, and charting progress towards
those goals.
2.1 Definitions of Terms Specific to This Standard:
3.3.3 Explicitness and Reasonableness of Language Out-
2.1.1 authentic language material—material produced by
come Expectations—Assists in determining an individual’s
native speakers for native speakers for nonlanguage training
need for training to increase proficiency. Determines the
purposes.
estimated number of classroom hours required to meet an
2.1.2 class(room) hour—fifty minutes of instruction plus a
identified proficiency objective. Assists in determining the
10-min break.
suitability of an institution to provide appropriate instruction.
2.1.3 client—the individual or organization that engages the
3.3.3.1 These guidelines are not intended to be absolute.
services of a language training institution.
Individual cases may be influenced by a number of factors,
2.1.4 institution—the organization that provides language
including: individual language learning ability, prior language
training.
experience, native language, attendance, motivation, home-
2.1.5 intensive—at least 4 h per day, 5 days per week.
work, exposure and reinforcement outside the classroom, and
2.1.6 proficiency—ability to use language skill(s).
individual learning style.
2.1.7 program—a system of instruction.
3.3.4 Training Program Criteria—Assists students, clients,
2.1.8 progress—change in language skill(s) over time.
and institutions in identifying and establishing a use-oriented
2.1.9 quality—consistent in meeting or exceeding client
training program.
expectations.
3.3.5 Establishing Criteria for Language Instructors—
2.1.10 student—the one who studies the language.
Assists in recruiting, selecting, and retaining instructors.
2.1.11 use-oriented instruction—language instruction di-
3.3.6 Supervision of Instructors—Emphasizes the impor-
rected at satisfying the communication needs of the students.
tance of the supervisory role that may be performed by one or
3. Significance and Use
more individuals. Assists institutions in establishing supervi-
sory procedures and gives guidelines to clients for evaluating a
3.1 This guide is intended to serve institutions for the
training program to meet their needs.
development of instructional programs as well as to serve
3.3.7 Evaluating Student Progress in Language Proficiency
potential clients and students in the selection of a training
Terms—Establishes minimum requirements for evaluating and
program to meet their needs.
documenting student progress in terms of language proficiency
3.2 It may not be possible for a specific program to meet all
for the benefit of clients, students, institutions, and instructors.
of the components of the standard for every language. If the
3.3.8 Guides for Institutional Stability— Provides clients
standard cannot be met for a given language, the institution
with criteria by which to determine the stability of an institu-
will clearly inform the client and the student of that fact.
tion.
3.3.9 Advertising and Promotional Activities—Assists insti-
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This guide is under the jurisdiction of ASTM Committee F15 on Consumer
tutions in preparing advertising and promotional materials and
Products and is the direct responsibility of Subcommittee F15.35 on Use-Oriented
assists clients in interpreting and understanding such advertis-
Foreign Language Instructions.
ing and materials.
Current edition approved March 15, 1995. Published May 1995.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959, United States.
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F 1562
A
TABLE 1 Levels of Listening Proficiency
3.3.9.1 These guidelines shall apply to a
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