In order to plan a language course, it is necessary to know the level at which the program will start and the level learners may be expected to reach at the end of the course. Language programs and commercial materials typically distinguish between elementary, intermediate and advanced levels, but these categories are too broad for the kind of detailed planning that programs and materials development involves. For these purposes, more detailed descriptions are needed of student’s proficiency levels. Some of these proficiency tests are the TOEFL or IELTS. Information from proficiency tests will enable the target label of the program to be assessed, and may require adjustment of the program objectives if they appear to be aimed at too high or too low a level.
The Australian Second Language Proficiency (ASLPR) defines levels of second language proficiency as nine points along the path from zero to native- like proficiency.
Similarly, in 1982 the American Council on the Teaching of Foreign Language, published proficiency guidelines in the form of series of descriptions of proficiency levels for the four skills, speaking, listening, reading and writing, and culture in a foreign language.
