25

Stanford FLOSEM (Foreign Language Oral Skills Evaluation Matrix)

Student’s name & ID Number ________________________ DATE_________________ FLOSEM PAGE 1-2
Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Learner can recognize a Learner can understand Learner can comprehend the main Learner understands most of what is Learner understands nearly Learner
limited number of high short questions and simple point(s) of a short dialogue or passage said (all main points and most details) everything at normal speed understands
frequency words in non-formulaic statements which contains some statements with in both short and longer dialogues and although occasional everything at
COMPREHENSION

isolation and short, when they are embedded in embedded structures heard at less- passages which contain abstract repetition may be necessary. normal speed
common conversational a short dialogue or than-normal speed, though it is likely information heard at almost normal like a native
formulaic expressions passage. However, the that details will be lost. Even at this speed. Some repetition may be speaker.
(e.g., “How are you?”, “My entire dialogue or passage speed, some repetition may be necessary, usually of abstract
name is…”). must be repeated at less- necessary. information
tan normal speed for the
learner to understand
Learner can participate When participating in a While participating in a conversation Learner can effortlessly express Learner is generally fluent, Learner’s
only in interactions which simple conversation on or discussion, learner can express herself, but may occasionally falter with occasional minor lapses fluency is
involve producing familiar, everyday topics, themselves using simple language, but and hesitate as they try to express while they search for the native-like.
formulaic question-answer the leaner frequently must consistently falters and hesitates as more complex ideas and/or searches correct manner of expression.
patterns and/or offering pause to formulate short, they try to express more complex for less-common words and
FLUENCY

very short responses to simple non-formulaic ideas and/or searches for less expressions. Although distracting,
simple questions. statements and questions. common words and expressions. these speech rhythms do not
These efforts noticeable impede flow noticeable impede the flow of
of communication. communication.
Learner’s vocabulary is Learner has enough Learner has an adequate working Learner clearly demonstrates Learner possesses a broad Learner
limited to: a) high vocabulary (including high vocabulary. Further, learner is at a knowledge of synonyms and enough vocabulary to possesses an
frequency words for frequency idiomatic beginning stage of showing alternative ways of expressing simple participate in more extended extensive
VOCABULARY

common everyday items expressions) to make knowledge of synonyms and a limited ideas. Learner also has enough discussions on a large vocabulary.
and actions, and 2) some simple statements and ask number of alternative ways of vocabulary to understand and number of concrete and
conversational formulaic or questions about concrete expressing simple ideas. participate in conversations which abstract topics. Learner is
idiomatic expressions. things in a simplified include abstract ideas. aware of some (but not all)
conversation word connotations and
nuances in meanings.
Even at the level of isolated Although learner is Learner is beginning to demonstrate Learner’s speech is always intelligible, Pronunciation and Learner’s
PRONUNCIATI

words and formulaic beginning to master some control over a larger number of though a definite accent and/or intonation approaches a near- pronunciation
expressions, learner sounds and sound sounds and sound patterns. Some occasional inappropriate intonation native-like ability. and intonation
exhibits difficulty in patterns, they still have repetition may be necessary to make pattern is apparent. is clearly
accurately reproducing the difficulty with many other meaning clear. native-like.
target language sounds sounds, making meaning
ON

and sound patterns unclear.

Since learner’s productive Learner can produce Learner is beginning to show a limited Learner shows an almost consistent Learner’s speech exhibits a Learner’s
skills are limited to high utterances which show an ability to utilize a few complex command over a limited range of more good command over a large speech shows a
frequency words and short understanding of basic constructions, though not always complex patterns and grammar rules. (but not complete) range of native-like
formulaic conversational sentence and question successfully. Other noticeable Although occasional errors are still more complex patterns and command of
GRAMMAR

expressions, it is difficult patterns, but other grammatical errors persist which may present, they are few in number and do grammar rules. Errors are complex
or impossible to assess grammatical errors are make meaning ambiguous. not obscure meaning. infrequent. patterns and
their knowledge of present which obscure grammatical
grammar. meaning. rules.
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FLOSEM PAGE 2-2

FLOSEM Scoring Guide

Student's Name Grade ASD ID#

Language observed Date Interviewer

The student oral language matrix has 5 categories on the left: A. Comprehension, B. Fluency, C. Vocabulary, D. Pronunciation and E. Grammar; and five
numbers across the top - 1 being the lowest mark to 5 being the highest.

Directions: According to your observation, indicate with a (X) across one square in each category which best describes the child's abilities.

Score: Each cell is worth 5 points. Add up column scores and divide by 5. The average is the score.

FLOSEM Scores:
(Circle most appropriate score)
What to look for in the Student’s language sample
0/1 – 5 Pre-production
 Sequencing: does the student put things in correct order? Do
6-10 Early Production they forget steps?
 Specific words/vocabulary: does the student use specific words
11-15 Speech Emergence when talking about objects or people or actions? Do they use
excessive pauses when they speak? Do they seem not to be able
16 – 20 Intermediate Fluency (Low Intermediate) to remember the words they want to use?
 Answering questions: Is the student able to answer questions
21-25 Advanced Fluency (High Intermediate) completely? Do they add irrelevant information?

26 – 30 Advanced (Native -like speaker)