Sentence examples for intermediate proficiency from inspiring English sources
Following Halliday (1993: 109), at the intermediate proficiency level English L1 learners are able to 'generalize [and] to construe "common" terms' through congruent, 'common sense' structures.
This would be a predictable outcome, as it has been well documented that once students have attained an intermediate proficiency level, their command of the target language increases in a monolingual setting.
In this respect, this research was considerably narrowed down to study the effect of a long-term explicit SBI at a university reading course with the participants who were above the average (intermediate) proficiency level.
For many researchers, reaching this goal involves two intersecting aspects: developing very specific skills in English as an additional language, often from an initial intermediate proficiency level; and learning to meet the discipline-specific expectations of English-speaking journal referees and editors.
Following Systemic Functional Linguistics, once language learners have surpassed the intermediate proficiency plateau, they seem to follow parallel learning paths in subsequent acquisition stages regardless of the native language or languages involved (Halliday 1985; 1993; Colombi 2000, 2002, 2006; Colombi and Schleppegrell 2002; Christie 2002; Schleppegrell 2004; Achugar and Colombi 2008).
Then, the mean score and standard deviation of the performance of language learners in each level of language proficiency (low intermediate, intermediate, high intermediate) and in each instruction group ('focus on form' group and 'focus on forms' group) on each test (pre-test, post-test, follow-up test) was calculated.
Participants of the study were 42 Japanese learners of English as a foreign language at three different levels of language proficiency (low intermediate, intermediate, and high intermediate) at the intensive English program of a university in Japan.
Results based on Pearson product-moment correlation coefficient indicated that at the intermediate level of proficiency, learners did not feel anxious during reading test performance and no correlation existed between test anxiety and performance on reading comprehension tests.
120 participants were tested in a 2 (method: traditional v. cognitive) × 2 (English proficiency: intermediate v. high) between-subjects design in which the control group was presented English polysemous phrasal verbs in the traditional method and to the experimental group there were presented in a cognitive method.
In this respect, as strategies could be either explicitly or implicitly embedded into language tasks (Chamot & Rubin, 1994), the researchers decided to narrow down to implement the three higher order thinking strategies in implicit fashion of practice at university level with volunteer participants attending reading course who possessed intermediate level of proficiency.
