Forecasting Italian Language Proficiency of Culturally Immersed Students*

Abstract

foreign study programs a review of the literature reveals very little data bearing on the evaluation of such programs. The paucity of research can, in part, be attributed to a lack of appropriate instruments, or at least a lag in the application of already available devices. One of the more formidable problems is involved with securing reliable criterion data. Only recently have appropriate level standardized measures of foreign language proficiency become available.' This resolves one aspect of the evaluation problem, namely the assessment of the cognitive outcomes of language training. The area of attitudes and values has yet to be explored. The purpose of this paper is to present data bearing on the ability of selected standardized educational and psychological tests to predict both objective and subjective evaluations of the language and general academic performance of students in the Syracuse Semester in Italy Program.