Dictionaries are classified into four basic categories: Vocabulary used in speech, writing The first two belong to the active or productive vocabulary, and the other two to the passive or receptive vocabulary. relative lexical development or lexical readiness-active vocabular y. The fund of words can be determined by using pictures and lexical readiness by examining words-concepts using associative methods. the child is encouraged to talk (3-4 years), descriptive), and speaking (5-6 years). Then the speech therapist counts the total number of words that the child used in verbalization, looking at the picture and sorts them by types: nouns, pronouns, verbs, numbers, adjectives, adverbs, prepositions, conjunctions, exclamations, particles. count the total number of words by meanings, finally count the total number of repeated redundancy words. Finally, the percentage between used and repeated words is calculated. A child who has a smaller number of repeated words has a richer-more developed vocabulary. and speaking (5-6 years). Then the speech therapist counts the total number of words that the child used in verbalization, looking at the picture and sorts them by types: nouns, pronouns, verbs, numbers, adjectives, adverbs, prepositions, conjunctions, exclamations, particles. count the total number of words by meanings, finally count the total number of repeated redundancy words. Finally, the percentage between used and repeated words is calculated. A child who has a smaller number of repeated words has a richer-more developed vocabulary.and speaking (5-6 years). Then the speech therapist counts the total number of words that the child used in verbalization, looking at the picture and sorts them by types: nouns, pronouns, verbs, numbers, adjectives, adverbs, prepositions, conjunctions, exclamations, particles. count the total number of words by meanings, finally count the total number of repeated redundancy words. Finally, the percentage between used and repeated words is calculated. A child who has a smaller number of repeated words has a richer-more developed vocabulary. dina)

The first language develops and the second learns. The first acquisition of a language can be monolingual, or bilingual and even multilingual. Learning a second language is discussed after the basis of the first has been developed (after 3-4 years).Bilingualism is the ability of an individual to use two languages ​​without a visible greater tendency for one of them. Symmetrical bilingualism means equal knowledge of both languages, while asymmetric means weaker knowledge of another language.Written speech is an important tool in the thought process, so it serves to specify and thoroughly process the thought process. Means of coding thoughts in speech expression that are used unconsciously in oral speech, become the subject of conscious activity in written speech.

Writing is written speech, so here are the answers.

Established proficiency scales are great means to assess L2 competence. In this regard, the American Council on the Teaching of Foreign Languages (ACTFL) renders a collection of proficiency tests in several current languages. For instance, the ACTFL Test of English Proficiency is deemed a valid and reliable measure of English language proficiency, blending the four skills: Listening, reading, speaking, and writing. The following could provide insightful inputs.

ACTFL. (n.d.). Test of English proficiency. https://www.actfl.org/center-assessment-research-and-development/actfl-assessments/actfl-postsecondary-assessments/test-english-proficiency

Cox, T. L., & Malone, M. E. (2018). A validity argument to support the ACTFL assessment of performance toward proficiency in languages(AAPPL). Foreign Language Annals, 51(3), 548–574. https://doi.org/10.1111/flan.12353

Good luck,

Here is a theory-based rubric my colleagues and I developed for evaluating oral proficiency.

Method Oral Proficiency Rubric for EFL/ESL

I think you need to begin by specifying "proficient for what purpose"? For example, I am proficient in speaking Thai for everyday interactions but not proficient in lecturing in Thai. I am proficient in reading street signage but not proficient in reading anything else.

I think that the easiest way to measure language proficiency can be done by making the person talk.

Regarding the ways of measuring language proficiency...

There is something classed a C-test (Klein-Bradley, Raatz 1982) where the participant is given a text in which the second half of every second word is missing. The task is to complete the missing parts. The test is based on the reduced redundancy principle. It assumes that advanced learners can cope with such omissions. Previous studies have shown the results of this test to correlate with standardised tests (like TOEFL).The advantage of this test in comparison with the widely acknowledged tests, like IELTS, TOEFL or Cambridge tests, is that they are quite economical in administering (around 30 minutes or so). I wouldn't use it as the main focus of the study because of the simplicity of the test, but I have used it as a control measure.

The CEFR for Modern Languages offers a whole system for detecting and describing all aspects of language proficiency.