@article {539,
	title = {SELF ASSESSMENT CRITERIA OF INTEGRATED FOREIGN LANGUAGE ACQUISITION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {89-101},
	abstract = {Tendencies in the labour market are indicative of the fact that foreign language mastery and its professional usage are indispensable, which manifests itself in different levels of particular language skills (listening, reading, taking part in conversations, monologue, and writing). 
 Aim of the study - to provide criteria, levels and indicators of the self-assessment of foreign language proficiency. In the study, the author analyses theoretical sources and research data. Using statistical methods the results were analyzed on the basis of the examination of the interplay of data by means of the quantitative statistical program SPSS 17, 0 (Statistical package for Social Sciences). In the present research a personalized approach to the assessment of language proficiency level has been adopted. The language proficiency level of each language learner is assessed separately without the juxtaposition of different language learners. To broaden students{\textquoteright} experience the self-assessment criteria of language learners{\textquoteright} language proficiency established pursuant to the language proficiency levels of European Framework of Reference can be applied. It can be concluded that majority of language learners admit the necessity to perfect the level of language because they encounter difficulties to use oral and written communication in their professional field. },
	keywords = {higher education, integrated foreign language acquisition, self assessment},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178794.pdf},
	author = {Diana   Liepa}
}
