Razor
1 October 2000, 21:46
Scout,
If you have a DLPT score, it weighs quite a bit on your Group assignment. Think about it--if Uncle Sam can save money by not having to spend six months teaching you a language, he will. As an example, I had peers with German and French ratings get sent to 1 SFG and 5 SFG, with no language training enroute. No Arabic or asian language ability at all, but they could speak a foreign language, so off they went.
If you have the skill, but no DLPT, then the Army doesn't recognize your skill at all.
As far as 10th Group, there are some guys with a rated ability in more than one foreign language, but not many, and unless you have a knack for it, maintaining any worthwhile ability in even one language can become difficult when you throw in the OPTEMPO those guys are living. My first year in Group, Bn language training consisted of a total of 13 days for the entire year. Now, take a guess how good you'll become if you're trying to learn a new language in that amount of time.
If you're a shit hot spanish speaker, but don't want to go to 7th, and you don't have a DLPT score in it, don't worry. You'll be just as likely to get 7th as any other schmuck. If you do have a DLPT score in spanish above a 1/1, start studying a target language for your desired SFG now, and take a DLPT for it before going to the Q.
WS-G
7 October 2000, 19:08
First, please accept my apology in advance for the long-windedness of this particular post. The question of DLPT scores came up, and it so happened that I recalled having downloaded the information WRT what exactly these scores are supposed to mean from the Defense Language Institute's official website a couple of years back.
I found the info filed away in my disc collection, but didn't have a current URL for DLI's website. So (donning PASGT and Level IV body armor as I try to remember where I left the keys to the bunker!), rather than providing a link, here's the whole kielbasa. Listening Skill Level:
Definition: the assessed proficiency of the individual in understanding a given spoken language.
0 (No Proficiency) : No practical understanding of the spoken language. Understanding is limited to occasional isolated words with essentially no ability to comprehend communication.
0+ (Memorized Proficiency): Sufficient comprehension to understand a number of memorized utterances in areas of immediate needs. Can understand slightly longer utterances than at Level 0, but requires frequent long pauses between understood phrases and repeated requests on the listener’s part for repetition. Understands with reasonable accuracy only when short memorized utterances or formulae are involved. Misunderstandings arise due to ignoring or inaccurately hearing sounds or word endings (both inflectional and non-inflectional), thus distorting the original meaning. Can understand only with difficulty even persons (such as teachers) who are used to speaking with non-native speakers. Can best understand those statements in which context strongly supports the utterance meaning. Gets some main ideas.
1 (Elementary Proficiency): Sufficient comprehension to understand utterances about basic survival needs and minimum courtesy and travel requirements. In areas of immediate need or on very familiar topics, can understand simple questions and answers, simple statements, and very simple face-to-face conversations in a standard dialect. These must often be delivered more clearly than normal and at a rate slower than normal, with frequent repetitions or paraphrases (that is, by a native used to dealing with foreigners). Once learned, these sentences can be varied for similar level vocabulary and grammar and still be understood. In the majority of utterances, misunderstandings arise due to overlooked or misunderstood syntax and other grammatical clues. Comprehension vocabulary is inadequate to understand anything but the most elementary needs. Strong interference from the candidate’s native language occurs. The tentative state of passive grammar and the lack of vocabulary prevent precise understanding of information. Comprehension areas include basic needs such as meals, lodging, transportation, time, and simple directions (including both route instructions and orders from officials such as customs agents and police). Understands main ideas.
1+ (Elementary Proficiency, Plus): Sufficient comprehension to understand short conversations about all survival needs and limited social demands. Developing flexibility evident in understanding expanded to a range of circumstances beyond immediate survival needs. Shows spontaneity by speed of understanding, although consistency of understanding is uneven. Limited vocabulary range necessitates repetition for understanding. Understands more common time forms and most question forms, as well as some word order patterns, but miscommunication still occurs with more complex patterns. Cannot sustain understanding of coherent structures in longer utterances or in unfamiliar situations. Understanding of descriptions and the giving of precise information are limited. Aware of basic cohesive features such as pronouns and verb inflections, but many are unreliably understood, especially if less immediate in reference. Understanding is largely limited to a series of short, discrete utterances. Still has to ask for utterances to be repeated. Some ability to understand facts.
2 (Limited Working Proficiency): Sufficient comprehension to understand conversations on routine social demands and limited job requirements. Able to understand face-to-face speech in a standard dialect, delivered at a normal speaking rate with some repetition and rewording, by a native speaker not used to dealing with foreigners, about everyday topics, common personal and family news, well-known current events, and routine office matters through descriptions and narration about current, past, and future events; can follow essential points of discussion or speech at an elementary level on topics in his special professional field. Only understands occasional words and phrases of statements made in unfavorable conditions, for example through loudspeakers outdoors. Understands factual content. Native language causes less interference in listening comprehension. Able to understand facts, i.e., the lines, but not between or beyond the lines.
2+ (Limited Working Proficiency, Plus): Sufficient comprehension to understand most routine social demands and most conversations on work requirements, as well as some discussions on concrete topics related to particular interest and special fields of competence. Often shows remarkable ability and ease of understanding but may break down under tension or pressure. Candidate may display weakness or deficiency due to inadequate vocabulary base or less than secure knowledge of grammar and syntax. Normally understands general vocabulary, but some hesitant understanding of everyday vocabulary is still evident. Can sometimes detect emotional overtones. Some ability to understand implications.
3 (General Professional Proficiency): Able to understand the essentials of all speech in a standard dialect, including technical discussions within a special field. Has effective understanding of face-to-face speech, delivered with normal clarity and speed in a standard dialect, on general topics and areas of special interest; understands hypothesizing and supported opinions. Has broad enough vocabulary that asking for paraphrasing or explanation is rarely necessary. Can follow accurately the essentials in conversations between educated native speakers, reasonably clear telephone calls, radio broadcasts, news stories similar to wire service reports, oral reports, some oral technical reports, and public addresses on nontechnical subjects; can understand without difficulty all forms of standard speech concerning a special professional field. Does not understand native speakers if they speak very quickly or use slang or dialect. Can often detect emotional overtones. Can understand implications.
3+ (General Professional Proficiency, Plus): Comprehends most of the content and intent of a variety of forms and styles of speech pertinent to professional needs, as well as general topics and social conversation. Ability to comprehend many sociolinguistic and cultural references. However, may miss some subtleties and nuances. Increased ability to comprehend unusually complex structures in lengthy utterances and to comprehend many distinctions in language tailored for different audiences. Increased ability to understand native speakers talking quickly, using nonstandard dialect or slang; however, comprehension not complete. Can discern some relationships among sophisticated listening materials in the context of broad experience. Can follow some unpredictable turns of thought readily, for example, in informal and formal speeches covering editorial, conjectural, and literary materials in subject matter areas directed to the general listener.
4 (Advanced Professional Proficiency): Able to understand all forms and styles of speech pertinent to professional needs. Able to understand fully all of speech with extensive and precise vocabulary, subtleties, and nuances in all standard dialects on any subject relevant to professional needs within the range of his experience, including social conversations; all intelligible broadcasts and telephone calls; and many kinds of technical discussions and discourse. Understands language specifically tailored (including persuasion, representation, counseling, and negotiating) to different audiences. Able to understand the essentials of speech in some nonstandard dialects. Has difficulty in understanding extreme dialect and slang, also in understanding speech in unfavorable conditions, for example through bad loudspeakers outdoors. Can discern relationships among sophisticated listening materials in the context of broad experience. Can follow unpredictable turns of thought readily, for example, in informal and formal speeches covering editorial, conjectural, and literary materials in any subject matter directed to the general listener.
4+ (Advanced Professional Proficiency, Plus): Increased ability to understand extremely difficult and abstract speech, as well as ability to understand all forms and styles of speech pertinent to professional needs, including social conversations. Increased ability to comprehend native speakers using extreme nonstandard dialects and slang, as well as to understand speech in unfavorable conditions. Strong sensitivity to sociolinguistic and cultural references. Accuracy is close to that of the well-educated native listener, but still not equivalent.
5 (Functionally Native Proficiency): Comprehension equivalent to that of the well-educated native listener. Able to understand fully all forms and styles of speech intelligible to the well-educated native listener, including a number of regional and illiterate dialects, highly colloquial speech and conversations, and discourse distorted by marked interference from other noise. Able to understand how natives think as they create discourse. Able to understand extremely difficult and abstract speech.
Speaking Skill Level
Definition: the assessed proficiency of the individual in speaking a given language.
0 (No Proficiency): Unable to function in the spoken language. Oral production is limited to occasional isolated words. Has essentially no communicative ability.
0+ (Memorized Proficiency): Able to satisfy immediate needs using rehearsed utterances. Shows little real autonomy of expression, flexibility, or spontaneity. Can ask questions or make statements with reasonable accuracy only with memorized utterances or formulas. Attempts at creating speech are unsuccessful.
1 (Elementary Proficiency): Able to satisfy minimum courtesy requirements and maintain very simple face-to-face conversations on familiar topics. A native speaker must often use slowed speech, repetition, paraphrase, or a combination of these to be understood by this individual. Similarly, the native speaker must strain and employ real-world knowledge to understand even simple statements and questions from this individual. This speaker has a functional, but limited proficiency. Misunderstandings are frequent, but the individual is able to ask for help and to verify comprehension of native speech in face-to-face interaction. The person is unable to produce continuous discourse except with rehearsed material.
1+ (Elementary Proficiency, Plus): Can initiate and maintain predictable face-to-face conversations and satisfy limited social demands. He may, however, have little understanding of the social conventions of conversation. The interlocutor is generally required to strain and employ real-world knowledge to understand even some simple speech. The speaker at this level may hesitate and may have to change subjects due to lack of language resources. Range and control of the language are limited. Speech largely consists of a series of short, discrete utterances.
2 (Limited Working Proficiency): Able to satisfy routine social demands and limited work requirements. Can handle routine work-related interactions that are limited in scope. In more complex and sophisticated work-related tasks, language usage generally disturbs the native speaker. Can handle with confidence, but not facility, most normal high-frequency social conversational situations, including extensive but casual conversations about current events, as well as work, family, and autobiographical information. The individual can get the gist of most everyday conversations but has some difficulty understanding native speakers in situations that require specialized or sophisticated knowledge. The individual’s utterances are minimally cohesive. Linguistic structure is usually not very elaborate and not thoroughly controlled; errors are frequent. Vocabulary use is appropriate for high-frequency utterances, but unusual or imprecise elsewhere.
2+ (Limited Working Proficiency, Plus): Able to satisfy most work requirements with language usage that is often, but not always, acceptable and effective. The individual shows considerable ability to communicate effectively on topics relating to particular interests and special fields of competence. Often shows a high degree of fluency and ease of speech, yet when under tension or pressure, the ability to use the language effectively may deteriorate. Comprehension of normal native speech is typically nearly complete. The individual may miss cultural and local references and may require a native speaker to adjust to his limitations in some ways. Native speakers often perceive the individual’s speech to contain awkward or inaccurate phrasing of ideas, mistaken time, space, and person references, or to be inappropriate in some way, if not strictly incorrect.
3 (General Professional Proficiency): Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics. Nevertheless, the individuals limitations generally restrict the professional contexts of language use to matters of shared knowledge and/or international convention. Discourse is cohesive. The individual uses the language acceptably, but with some noticeable imperfections; yet, errors virtually never interfere with understanding and rarely disturb the native speaker. The individual can effectively combine structure and vocabulary to convey his meaning accurately. The individual speaks readily and fills pauses suitably. In face-to-face conversations with natives speaking the standard dialect at a normal rate of speech, comprehension is quite complete. Although cultural references, proverbs, and the implications of nuances and idioms may not be fully understood, the individual can easily repair the conversation. Pronunciation may be obviously foreign. Individual sounds are accurate; but stress, intonation, and pitch control may be faulty.
3+ (General Professional Proficiency, Plus): Is often able to use the language to satisfy professional needs in a wide range of sophisticated and demanding tasks.
4 (Advanced Professional Proficiency): Able to use the language fluently and accurately on all levels normally pertinent to professional needs. The individual’s language usage and ability to function are fully successful. Organizes discourse well, using appropriate rhetorical speech devices, native cultural references, and understanding. Language ability only rarely hinders him in performing any task requiring language; yet, the individual would seldom be perceived as a native. Speaks effortlessly and smoothly and is able to use the language with a high degree of effectiveness, reliability, and precision for all representational purposes within the range of personal and professional experience and scope of responsibilities. Can serve as an informal interpreter in a range of unpredictable circumstances. Can perform extensive, sophisticated language tasks, encompassing most matters of interest to well-educated native speakers, including tasks which do not bear directly on a professional specialty.
4+ (Advanced Professional Proficiency, Plus): Speaking proficiency is regularly superior in all respects, usually equivalent to that of a well-educated, highly articulate native speaker. Language ability does not impede the performance of any language-use task. However, the individual would not necessarily be perceived as culturally native.
5 (Functionally Native Proficiency): Speaking proficiency is functionally equivalent to that of a highly articulate, well-educated native speaker and reflects the cultural standards of the country where the language is natively spoken. The individual uses the language with complete flexibility and intuition, so that speech on all levels is fully accepted by well-educated native speakers in all of its features, including breadth of vocabulary and idiom, colloquialisms, and pertinent cultural references. Pronunciation is typically consistent with that of well-educated native speakers of a nonstigmatized dialect.
Reading Skill Level
Definition: the assessed proficiency of the individual in understanding a given written language.
0 (No Proficiency): No practical ability to read the language. Consistently misunderstands or cannot comprehend the written language.
0+ (Memorized Proficiency): Can recognize all the letters in the printed version of an alphabetic system and high-frequency elements of a syllabary or character system. Able to read some or all of the following: numbers, isolated words and phrases, personal and place names, street signs, office and shop designations. The above often interpreted inaccurately.
1 (Elementary Proficiency): Sufficient comprehension to read very simple, connected, written material in a form equivalent to usual printing or typescript. Can read either representations of familiar formulaic verbal exchanges or simple language containing only the highest frequency structural patterns and vocabulary, including shared international vocabulary items and cognates (when appropriate). Able to read and understand known language elements that have been recombined in new ways to achieve different meanings at a similar level of complexity. Texts may include simple narratives of routine behavior; highly predictable descriptions of persons, places, or things; and explanations of geography and government such as those simplified for tourists. Some misunderstandings of simple texts possible. Can get some main ideas and locate prominent items of professional significance in more complex texts. Can identify general subject matter in some authentic texts.
1+ (Elementary Proficiency, Plus): Sufficient comprehension to understand simple discourse in printed form for informative social purposes. Can read material such as announcements of public events, simple prose containing biographical information or narration of events, and straightforward newspaper headlines. Can guess at unfamiliar vocabulary if highly contextualized, but with difficulty in unfamiliar contexts. Can get some main ideas and locate routine information of professional significance in more complex texts. Can follow essential points of written discussion at an elementary level in topics in his special professional field. In commonly taught languages, the individual may not control the structure well. For example, basic grammatical relations are often misinterpreted, and temporal reference may rely primarily on lexical items as time indicators. Has some difficulty with the cohesive factors in the discourse, such as matching pronouns with referents. May have to read materials several times for understanding.
2 (Limited Working Proficiency): Sufficient comprehension to read simple, authentic written material in a form equivalent to usual printing or typescript on subjects within a familiar context. Able to read straightforward, familiar, factual material with some misunderstandings, but in general insufficiently experienced with the language to draw inferences directly from the linguistic aspects of the text. Can locate and understand the main ideas and details in material written for the general reader. However, persons who have professional knowledge of a subject may be able to summarize or perform sorting and locating tasks with written texts that are well beyond their general proficiency level. The individual can read uncomplicated, but authentic prose on familiar subjects that are normally presented in a predictable sequence that aids the reader in understanding. Texts may include descriptions and narrations in contexts such as news items describing frequently occurring events, simple biographical information, social notices, formulaic business letters, and simple technical materials written for the general reader. Generally, the prose that can be read by the individual is predominantly in straightforward/high-frequency sentence patterns. The individual does not have a broad active vocabulary (that is, vocabulary he recognizes immediately on sight), but is able to use contextual and real-world cues to understand the text. Characteristically, however, the individual is quite slow in performing such a process. He is typically able to answer factual questions about authentic texts of the types described above.
2+ (Limited Working Proficiency, Plus): Sufficient comprehension to understand most factual material in nontechnical prose, as well as some discussions on concrete topics related to special professional interests. Is markedly more proficient at reading materials on familiar topics. Is able to separate the main ideas and details from lesser ones and uses that distinction to advance comprehension. The individual is able to use linguistic context and real-world knowledge to make sensible guesses about unfamiliar material. Has a broad active reading vocabulary. The individual is able to get the gist of main and subsidiary ideas in texts which could be read thoroughly only by persons with much higher proficiencies. Weaknesses include slowness, uncertainty, and inability to discern nuances and/or intentionally disguised meaning.
3 (General Professional Proficiency): Able to read within range of speed and with almost complete comprehension a variety of authentic prose material on unfamiliar subjects. Reading ability is not dependent on subject matter knowledge, although it is not expected that the individual be able to comprehend thoroughly subject matter that is highly dependent on cultural knowledge or is outside his general experience and not accompanied by explanation. Text-types include news stories similar to wire service reports or internal news items in major periodicals, routine correspondence, general reports, and technical material in his professional field; all of these may include hypothesis, argumentation, and supported opinions. Misreading rare. Almost always able to interpret material correctly, relate ideas, and “read between the lines” (that is, understand the writers’ implicit intents in texts of the above types). Can get the gist of more sophisticated texts but may be unable to detect or understand subtlety and nuance. Rarely has to pause over or reread general vocabulary. However, may experience some difficulty with unusually complex structure and low-frequency idioms.
3+ (General Professional Proficiency, Plus): Can comprehend a variety of styles and forms pertinent to professional needs. Rarely misinterprets such texts or experiences difficulty relating ideas or making inferences. Able to comprehend many sociolinguistic and cultural references. However, may miss some nuances and subtleties. Able to comprehend a considerable range of intentionally complex structures, low-frequency idioms, and uncommon connotative intentions; however, accuracy is not complete. The individual is typically able to read with facility, understand, and appreciate contemporary expository, technical, or literary texts which do not rely heavily on slang and unusual idioms.
4 (Advanced Professional Proficiency): Able to read fluently and accurately all styles and forms of the language pertinent to professional needs. The individual’s experience with the written language is extensive enough that he is able to relate inferences in the text to real-world knowledge and understand almost all sociolinguistic and cultural references. Able to “read beyond the lines” (that is, understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment). Able to read and understand the intent of writers’ employment of nuance and subtlety. The individual can discern relationships among sophisticated written materials in the context of broad experience. Can follow unpredictable turns of thought readily, for example, in editorial, conjectural, and literary texts in any subject matter area directed to the general reader. Can read essentially all materials in his special field, including official and professional documents and correspondence. Recognizes all professionally relevant vocabulary known to the educated nonprofessional native, although may have some difficulty with slang. Can read reasonably legible handwriting without difficulty. Accuracy is often nearly that of a well-educated native reader.
4+ (Advanced Professional Proficiency, Plus): Near-native ability to read and understand extremely difficult or abstract prose, plus a very wide variety of vocabulary, idioms, colloquialisms, and slang. Strong sensitivity to and understanding of sociolinguistic and cultural references. Little difficulty in reading less than fully legible handwriting. Broad ability to “read beyond the lines” (that is, understand the full ramifications of texts as they are situated in the wider cultural, political, or social environment) is nearly that of a well-read or well-educated native reader. Accuracy is close to that of the well-educated native reader, but not equivalent.
5 (Functionally Native Proficiency): Reading proficiency is functionally equivalent to that of the well-educated native reader. Can read extremely difficult and abstract prose; for example, general legal and technical as well as highly colloquial writings. Able to read literary texts, typically including contemporary avant-garde prose, poetry, and theatrical writing. Can read classical/archaic forms of literature with the same degree of facility as the well-educated, but nonspecialist native. Reads and understands a wide variety of vocabulary and idioms, colloquialisms, slang, and pertinent cultural references. With varying degrees of difficulty, can read all kinds of handwritten documents.
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Co. G (-)(Abn/Rgr), 143d INF (LRRP), TXARNG — 1981-1985
433MAW (AFRES) — 1985-1991
Co. G, 143d Inf (LRS), TXARNG — 2000-present
State of Texas certified Peace Officer
FAA-certificated pilot and Advanced Ground Instructor
[This message has been edited by William M Salter (edited 10-07-2000).]
[This message has been edited by William M Salter (edited 10-07-2000).]
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