Proficiency Scales

Abstract The comprehension of second language (L2) learners' grasp of the target language (TL) has been a prominent concern in the realm of L2 acquisition, assessment, and instruction. L2 researchers and educators must possess a method for defining and elucidating the notion of language knowledge and its application in communication. Consequently, the concept of proficiency and the creation of proficiency scales have been subjects of continual and intense debate over an extended period. This article presents diverse perspectives on conceptualizing and measuring L2 proficiency scales and three significant language proficiency standards. It also explores the drawbacks of current proficiency scales and offers suggestions for potential future advancements in their development and implementation.