training requirements and job language performance … · 2014. 9. 27. · dot 92 training...

7~-A12i 192 TRAINING REQUIREMENTS AND JOB LANGUAGE PERFORMANCE 1/3 "REQUIREMENTS FOR NOS ±±B INFRNTRYMAN(U) DEFENSELANGUAGE INST LACKLAND AFB TX ENGLISH LANGUAGE CENTER

UNCLASSIFIED OCT 82 F/G 5/9 N

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NATIONAL. BUREAU OF STANARDS -963 -A

MICROCOPY REOUTO TEST. CHAR

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Training Requirements

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Job Language Performance Requireierti

for

NOS 11B

Infantryman/

ixJ FILE COPY o e eprodcon DTICINOVB3 19820

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S82 11 01 146

SDIMTIBUTflON TATEMENT A.Approved for public releose) ,

Distribution Unlimited I

PREFACE

Ito;,%; f tcv:kc-w .f Job I laguac,- Fcrfori-.-.-. e Req~ul rL:-

Pa'elo(.1. c...er Seoti ons 1, 11 and II. Th_- first Sectiondasvr;!' c thc-i w~jy ta.sks and English Lanrguag-c Shili-Reductioas

and 61- were prioritized. Sections 11 and III state the JobLanw~g' Prfo~r~c~Requiirements for !',01. 11B.

Pay carefu. at tenfti on to the Apu(:rr&ces one through ee:..These appcndices co.-taiii the formr for' the information gathcrinig.They also contain all, the information used to deternine the .bLanguage Performance Requirements and important tasks. Theimport.,;t tasks, or first priority tasks, are tasks that have beententati-..ly. selected for trainin.

The tasks spec~ified as second priority 4n Appendix five of tHsdocument are tasks that mrihL be removed if --here isn't enough timeto incude them in *the training course.

You as a reviewer have first hand experience with the tasks .Pndtraining. Your review will help add much needed input to thede~ign anc' developm~ent of the course. Please write any changesor suggestion:s on the document.

As you look over the document,.please keep the following que-stionsin mind:

1. D'o i-he- Y-.. r"~t dri1"t. .g:~Shills inccessar.'i-.- AIT unthe Unit?

2.Do th.- rtq-i~rem-ents cicarly s,.ate -;!,~at the soldier ~ztdc?

3. Are there an terms that need to b. or removedcompletely?

4. on what language skills is the most emphasis placed in AITanid Unit?

5. How much carry-over is there between AIT and Unit requirement.; inlanguage skills, structures and vocabulary?

6. is the analysis correct? Tn other words, can we say these arefirst priority tasks because of the difficulty for non-nativesin the Unit and AZT? Can we say these are first priority tasiksbecause they are most important to 11B?

Thank you for your cooperation. It is. greatly appreciated.

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Job Language Performance Requirements (JLPR) forPre-BT Extended Course Final

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Defense Language Institute-English Language

S. PERFORMING ORGANIZATION NAME AND ADDRESS 10. PROGRAM ELEMENT. PROJECT. TASKAREA a WORK U NIT NUMBERS

Defense Language Institute-English Language CenterATTN: DLIELC-LEACALackland Air Force Base. TX 78236

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18. SUPPLEMENTARY NOTES *.ii =doSIIC ist Special

2

Job Language Performance Requirements (JLPR) Task InventoryLexical Analysis Colmmon TasksStructural Analysis ListeningEnglish Language Skills Speaking

data thaotineatedn thecklPis Reentdied

M WVDc Owc w powo 103r EIONFNSIOOLE UNsom dnb lcLASSIFIE-Te obLagugePefomaceReuiemnsECULR) CLsSFCAd O OFs cnted toC (3,dt.e-

An', ex,2 tion, of Appeldices oiae throu-1h eleven fo1lows.

Appeiidix one is the Task Prioritizaticr Checklist for Pcducton cl;; .It wtas to):(.c, to thc. field to collcct the ra;: Cntu ,.ecc_,&ary for' 1hdu't"one and for part of Reducticn two. This fornm wir, runrovcd for un-, ,L-Department of the Ariy.

Apendix two is the Task Inventory/Compiled Data Form. it was usedto record the point values of the variables nceded in the task prioritizitior,proccss. The compiled data received fren, AIT and Unit informants areinc],ied on a task-by-task basis.

Arppendix three is the Pecord of Task Weighting. It is included as arecord of the Task Criticality Value as.igned to cach of the task of theMOS from the first redcctions to prioritize according to task Crit. cality.

Appendix four is all of the tasks identified as critical by Reducticnone. These tasks were assigncd a Priority I status. All other .,OS liBtasks were assigned a Priority II status.

Appendix five is a co.iplete list of all MOS tasks in Skill Levels o',cand two of 11B. The tasks are clustered by the con.on skill level taskcatagorics and the duty position task categories oF the -Soldier's 7.anual.The Priorit:" I or Priority I1 status of.each task within each clusteris also in~icated.

Appendix six is the Obser-,'atio Form used in the analysis of ty.sof listening and speaking skills required in the learning and perfor-mnjof a task. The variety of enviromertal situations in. which those skillsare required is also a part of this form.

Appendix seven is the standard form use' to list the language struc-tures which appear in the Soldier's manual. The analysis was perfor,:.edon a task-by-task basis.

Appendix eight is a list of lexical and structural items which arerequi.3itc to a 60 ECL. The itemns were determined through coordinationwith the Tests and Measurements Section,'" the Defense Language Coursecmaterials.. A 60 ECL was agreed upon since it wa. necessary to establisha minimum English language proficiency level as'a starting point for asoldier entering MOS training. The choice cf a 60 ECL score was basedon past experience at DLI with the success rate of foreign militarytrainees in occupational specialty courses in CONUS, where an ECL scoreof 60 or higher has been required.

Appendix ten is the list of structures which were found in Reductiontwo. These were from the analysis of the Soldier's Manual and observations.

Arpendix elev-2 -A is the I -~~ tt

K Ji1B prc;ared by TIMQ tircn& t Jtiv'eV=:. Ivof each term~ frcr, mocst 1-cr~n In4~'t..-~t~~A ~T- ~:'of tasks3. ApDpendix cleven B is an ir-!cue toa:.1- ~.t

atash-by-task listin - ofvcblr brtc3i ac~.tr~:~~tions as well as foi.nd in the Soldier's imi

In order to explain any red-ardarcies %.'ich may be not.,d witt~.,spect to the learguoge stmuct )~s and vccp~r~ ite;;t cited the 1iguage performance 3requirements 'for tih? flzsi3 c ,-aininr;,3,- Z rF. :i tshould be pointed out that at pr3eSent 4 t is tilainni tr-,t the b%:ic.str1tures and general English voaabulaxy neceE~sax-i fc . attainrznt of

60 ECL will be developed in the materials designied -or u~e ixr nthe Basic Training ESL cct.irae or the Re-enlistment course. The baen.soldiering vocabulary will also be developed in tl'.c K' materiels. Itis planned that any lartuae etructurcs~ identifted. in the analysiz ofthe* 133 Soldier' i~a and the Observation Form"s thrthan thossnecessary for a 0O Z-01 will be developed in the MOS course. Alco to

be include in theI!OS cour~se as pr'at of the li-nguuc p- fo=nner-quirements'is the MOS specifie vocabulary.

'Y~AUL,. .- :2 =iL:T5

SECTIO, I

Reduction 1 - t'Lorit.zation of Tas.s Acc,,rding toCriticality 1-1

Reduction 2 - Prioritization of English Language Skills

Reduction 3 - Compiled Vocabulary

SECTION II

Job Language Perfcrmance Requiren-ants (Clustered) 2-;

SECTION r1I

Job Language Performance Requirements (Entire MOS) 3-1

APPENDICES

1) Task Prioritization Checklist A 1-1

2) Task Inventory/Compiled Data Form A 2-]

3) Record of Task Weighting A 3-1

4) Critical Tosk List A 4-1

5) Task Cu.srp-.. - Pri-."ri7 A 5-

6) Ob&:ervat!on flor- A 5-

7) Structural Analysis (Task-by-Task frora Soicier'sManual - Example) A 7-1

8) Structural Items for a 60 ECL A 8-1

9) Overall Structural Analysis of Soldier's Manualand Observation Forms A 9-1

10) List of Linguistic Elements as Determined by Panel A 10-1

11) A) Computer Generated Vocabulary List , A 1A-1B) In-house Vocabulary List A 1IB-I

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REDUCTIONS TO ESTABLISH LANGUAGE PERFORMANCE OBJECTIVES FOR MOS 11B

1. ]nTROJCTIO1S

In order to establish iglish language performance objectives for MOS 11B, asurvey of all tasks included In the July 1978 edition of F1N-7-11B, "Soldier's Manual'",was first accomplished. In this survey a task prioritization checklist approved foruse by the Department of Army was distributed. to both the AIT cadre at Fort BenningGA and the Unit cadre for completion. The raw data collected on the checklist wasconverted to meaningful informatidn in two basic reductions: (a) a prioritizationof tasks according to criticality and (b) a prioritization of the four language skills(reading comprehension, listening comprehension, speaking and writing) involved inall tasks.

2. REDUCTIONI 1: PRIORITIZATION OF TASKS ACCORDING TO CRITICALITT

a. Overview

The first reduction before establishing language training objectives forMS 11B was prioritization of the 182 tasks included in the Soldier's Manual in termsof their criticality in both the learning and performance of the KOS by non-nativespeakers at AIT and in the Units. The list of 182 tasks was taken from the July1978 edition of 11-1-7-11B. At Appendix I in the DA approved form which wasutilized to collect data relevant to task prioritization, (TASK PRIORITIZATION CECKLIST)-For the _ oe cf the process a critical task was deemed to be one which met certainminimum requirements. In AIT if the task was identified by the uifor nts as beizgboth taught and tested as well as more difficult for non-native trainees to learn thanfor natives, it was then weighted as to criticality. The weight it received was ini .ccordance with the inforcants' evaluation of the degree of importance to learning

"tEUhe MOS and danger resulting from poor performance. In the Units where the tasksare not formally taught, if the infor--.ants identified a task as being tested andmore difficult for non-natives than natives, it was then weighted, as in AIT, inaccordaznce with the overall importance .to the NOS and the danger resulting frompoor -erformance.

The input for this task prioritization is based on the responses from AITinstructors at Ft Benning, Georgia and the response thus for received from the Unitcadre. All cf the data utilized for this prioritization was quantified. An ex-planation of the procedures for quantifying the data appears below.*

b. Procedurps: Quantification.

Below is an explanation of the procedures followed in quantifying each ofthe variables vhich are relevant to the prioritization of t.sks according to criticality.

(1) Variable # 1: IS TASK TAUaHT?

This was considered one of three basic variables with respect to AIT responses.Since at AIT tasks ore formally tau.ht, all tasks u:hich were identified in the responsesas being taught were given a CO/10 GO (G/NG) value of 1. Those which wer e not identifiedas being tautt were given a G/1;G value of 0. At Appendix 2 is the TASK =710RY/CO!FILED DATA FORI which was used to tally the quanl.i'ying of both AIT and Unit responses.Thin varia,le did net apply to the Unit responses, since the tasks are not formally

--taus.t in iho units.

L -':.1'.

(2) Variable # 2: IS TASK TESTED?

This was considered the second of the three basic variables withrespect to AIT responses. Those tasks identified by the AIT cadre as beingtested were given a G/NG value .of 1. With respect to the Units, this variableis considered to be one of two basic variables, since the Unit cadre was aszedto respond to this question with reference to the SQT. Those tasks identifiedby the Unit cadre as being tested were given a G/NG value of 2, and those whichwere not identified as being tested were given no GING value.

(3) Variable # 3: HOW DIFFICULT IS TASK FOR NON-NATIVES?

With respect to AIT responses, this was considered the third of thethree basic variables. AIT instructors and the Unit cadre were asked to rateeach task on a scale of 1 to 5 according to the difficulty for non-natives tolearn or perform which results from a lack of English language skills. A ratingof 1 indicated non-native difficulty of highest priority; a rating of 5 indicatednon-native difficulty of lowest priority. Because of the significance of thevariable in assessing task criticality for the target non-native group, any taskreceiving a rating of 1, 2. :: " assigned a G/NG multiple of 2 in both the.T. a-. Unit cc;; ftions. A -r 5v s eS -zi cO/N multiple of 0

* in both compilat'tAs.

(L) Variable # 4: A r.- S ... --,-, - , TO .. I"

Both the AIT cadre and L cadre were asked to r~te each task on ascale of 1 (highest priority) to 5 (lowest priority) with respect to its degreeof importance to either learning (AIT) or performing (Units) the overall MOS.In the quantifying of responses, a response of 1 or 2 was given a Task CriticalityValue (TCV) of 5; a response of 3 was given a TCV of 3; a response of 4 or 5 wasEiven a TCV of 1. This quantification was used in both the compilation of AITresponses and the compilation of the Unit responses.

(5) Variable # 5: FESULTS OF POOR P:MFOANCE: DA1'GM TO PERSON?D.-T TO EQUI=',.T?

Both AIT instructors and the Unit cadre were asked to identify thosetasks for which poor performance would result in damage to either pereo.inel or,:)u ... :ent. In the compilations of both AMT and Unit data, an aff ra.* e responsetj the question of damage whether to personnel or equipment was given a TCV of5 and a negative response was given a TCV of 0.5.

c. Procedures: Prioritization

The G/IG values and TVCs for each task included in the Soldier's Manualwere tabulated and co::piled on the 1iB TASI1 L7E0RY/COi1.1l-- flATA for: by AlITresponse and Unit response. For the AIT response the G/1 values for v-.:iables#1 and #2 were added and the G/NG multiple for variable # 3 was applied !n a taskby task basis. At the end of this step a maxium cumulati-,o, G/17i value of 4 and arinimm cum tive G/NG value of 0 were possible. Those t -: "' . a G/::G valueof 4 are those tasks identified by the AlT cadre as bein t,:w' test.'d and ofmedium to high priority in difficulty for non-nafive train.: a.

-tre r rr s o rse s th i s W ae f t ' a e ,,:- , = . ,, t zl , -- th e G / !cG¢ ','e f~r v :" *. , . and &pi.!-,,ing tht GNG _i-lt. cle for v ~r, -' 3. Againtne ma : imu: lative value of 4 and '..u. .... ulative viilue o-' C'

. '.u.uu a iey ls

The next step in the prioritization process was to add the weightinge of* -iables # 4 and # 5 as previously quantified in order to assess a cumulative

;k Criticality Value for each task. Since variable # 4 had a possible TCV ofr, 3, or 5, a task meeting all criteria in the GINO GO step could have a possiblecumulative of 5, 7, or 9. At-this stage each task's relative importance to theoverall MOS can be seen as the informants in the field rated it.

Variable # 5 had a possible TCV of 5 or 6.5. As above, a task meetingall the criteria in the GO/NO GO step could have a possible cumulative total atthis stage of 5.5, 7.5, 9.5, 10, 12, or 14. 1oth the task's relative importanceto the overall MOS and the damage resulting from poor performance (as evaluated bythe informants in the field) can be discerned.

A cumulative TCV of 9.F was established as a rinlmur,. value for rziticality.* since this TCV would indicate a task meeting all the criteria for the GO/NO GO

step and one having been identified as a high priority importance to the overallMOS. Any task with a TCV pTeatfr than 9.5 meets the criteria and has been identi-fied as resulting in danger to either personnel or equipment if poorly performed.

The final step in this reduction involved five sub-steps. The firstsub-step was to calculate an Averaged .Total (AT ) of the T.Vs, task by task, fromall EIT informants. Next, another Averaged Totl (AT 2) of the TCVes task by taskfrom all Unit informants was calculated. The third sub-step was to add the AT1and AT for each task. This resulted in a Combined Averae Total (CAT). Next,the CA for each task, which is a function of two inputs - an AIT input and a Unitintut - was averared to find a Cumulative Average (CA). See Appendix 2, 11BTASK I71MTORY/COILED DATA and Appendix 3, RORD OF TASK WEIGHTING. The

i 'ifth sub-step was to apply a Consensus Nultirle (CMx;) to the CA for each task."Each task was assigned a CM of 2 if there was a consensus between the AIT andUnit infornants with respect to high priority difficulty for non-native soldiers.Where there was no consensus between AIT and Unit informants, the task was assigneda CM of 1. The final product was an Adjusted Cumulative Total (ACT). (See Appendix 3).

The Task Criticality Value of 9.5 was used as a minirmu cut-off value asbefore. At Appendix 4 is the Critical Task List of 51 tasks which have beenidentified through this reduction.

d. Conclusion

The tasks '.Sre clustered according to the Infantryman Common Taskcategories and the r.ty Position Tnsk categories. In each cluster those tasksidentified by the reduction as critical tasks were placed in a Priority I statusand all other tasks were placed in a Priority II status.' (See Appendix 5).

3. RtJCTI0N 2: PRIORITIZATION OF THE F0uR L011 tUAGE SKILLS

a. Overview -

The four generic skills - listening, reading ccmprehension, speaking andwriting - were prioritized. They we-e prioritized by analyzing responses on the Task.Prioritizaton Checkist and a standardized Observation Form.

Because a prioriti-Lation (nirnerical rank) did not give information atoutt%'n s'kill, a structur.l analysis wa aler done. liese rtcordtd strucur.s wereidentifie by enalycis of the Scldirs Manual an-I real lan-age as se-i. by ob-rcvvors in t,,e field. The l-nSuag, st vctures identified were specific,otr .,t-res, written o'nd ora], St O . , an- ncr.-st-dard, that .he soldl-," woult.ely ,.'.d to.

_mmmmmlmm I~kmmmmmmmm'mm mmm mm ..- , * .. .

The forms used to obtain data on the skills are attached. (Appendices 1and 5) Explanation of the prioritization and analysis follow:

b. Procedures: Quantification.

(1) TASK PRIORITTZATION CHECKLIST (Appendix 1)

Three fields on this form were used to numerically rank the four generics.ills.

The first field was that of respondents' subjective ratings of the import-once of a language skill to the learning of a task. Each of these fouj ratings was?veraged and each skill's importance to the overall MOS, as rated by respondents inthe Unit and A!T, was recorded.

The second and third fields considered were respondents' answers to howthe task was tested. A subjective analysis as to what skills were involved in theanswers to these questions was made and tabulated. However in the area of testing,respondents' answers that indicated performance as the method used required additionalCu Lysis throuil use of the Soldier's Manual. This analysis indicated the type ofo~er-' - rance required and the language skill required in th; rerformance.

7-e skills indicated by answers in fields two and three were recorded.:.d averaged, giving the percentage of each skill used in the instruction areaof the MOS.

(2) OBSERVATION FORM (Appendix 6)

A form was made to standardize data obtained frcm actual observation of th-language used in AIT and the Units. Because general ranking did not show competencier.required in the skills of listening and speaking, a structural analysis of the actuallan,7uage used was made. The analysis throujh use of the observation form allowedwritten recording (standard and non-standard) of structural items. The informationwas not recorded in numerical form. Instead, the inforz2.tion from this form wasapplied to each task to further specify type and degree of listening and speakingskills required for the learning and performance of a task as seen by observers.

A lis-t of linguistic structures was msde and a-reed upon by a paxrel and,.as used to identify language structurcs. (The ratio"U-l for this list was thenecessity to standardize the terminology used to 6es-:.'ib, linguistic featores.)This list was also used when analyzing the Soldier's ?1u--. ( See Appendix 10for street Sri.

To specify lentage skill coz-,etencie.2 ri". .th reapect to readingand wruiting skills, a structural analysis of thie . n ual was :rn Ae. The

an.lyaiF was donB by task. She aniysis of all ta:.... :en ccu:pied and Maoverall structural break-dcvi. of tho entire MOS wa-; - :ee ApDperdix 7)

c. Conclusion

Given three groups of infori:at-on, coi.bincd co'.cl;slons of eac', ..... ". to the learning a: prfor-anc.:, of the : L0. !,nL c :petenoies r-. .±'. eac .':! vill were mide. Ti:e.e corc.Lucions were ;:a by cCz.ptriscn cf t. .. .:,:kno ar il th'e st:'ictuaal en;.1y- is done in both isLnng, spe2-a_ n,,. wnr. . '

ani 'wTit'nt,.

,.-It:

On an overall basis, each generic skill's percentage of use and a rankingin accordance to the importance of the skill and competencies necessary in dif-ferent situations was determnned.

-Prcentages and ranks:

(1) Listening 100% use in Unit -rated I -.very important1000 use in AIT -rated 1 - very important

(2) Speaking 100% use in Unit -rated 1 - --ery important51% use in AT -rated 5 - ieast important

(3) Reading 100% use in AIT -rated 1 - very important99.9% use in Unit -rated 1 - very important

(4) Writing 50.2% use in AIT -rated 5 - least important100% use in Unit -rated 3 - average importance

* Performance - after analysis of this type response, it was decidedt-1 5 e_"oroance involves mechanical motor skills rather than language skills.-:--.cre. n-:t all res.,ond.d to this question, so it was not a determinant:' rctnta.z- of skill used.

The second reduction prioritized English language skills according to thetask and ultimately the MOS. Standa-d.and non-standard structures that are skillspecific are also identified. The structures are all languare structures nec-essa:: in liB. A 60 ECL was used to identify structures already known by a soldier.ntering I0S training. A 60 ECL was chosen because experience at DLI hl.s shown a

) E.L to be a good indicator of success in subsequent training. Structures knoemry a stulent with a 60 DEL were identified by e.nalysis of the American language

course materials. A 60 EC, warrants comletion of Ali vot'"- 2400. A panel ofexperts analyzed AI volumes 110r to 2400 to identify and list all structure3taught.

RDUCTION 3: VOCABULARY

Reduction three was made by the United States Army Traininm and. DoctrineCo.-2 and at Fort Monroe, Virginia.

Through a review of the current P0I and liB Skill Level I and Soldier'sM-=,al a subjective evaluation was made on each tesk to dctermine the 5 vocabalary

* reductions. (Appendix 11) The five categories were:

[1 (1) motimportant(2) substantial impo_ t.noe

S(3) im.portantLi limited importance5 least impcrtance

For our usei, a language oriented reducticn $s alec neeied. To address thelanguag4 aspect, the words were catc'orized. (Appondix lB)

T1,*ma,_-..h ne generated vocaula, .il-lt mrntio:ned Ptove d:es not facilita.te$-! t:.e cf txcak do-'; therc->_^r, w-:rd lists rnde by curric..lum writers were- -'d. 'The =.chine ger:-tcd vccabula- li.nt doer not deal with actual voc-:,ulary

n? cbIb-?:v.?d it: th3 fie -d anl , cox',.:red with ili-h6uso li-'s, man.; words are

'1.

TASK OBSERVATION SOLDIER'SSFORM M-INUAL

PRIORITIZATION FM ACHECKLIST

SKIL SRUCTURAL STRUCTURAUSEDANALSISA::ALYSIS

RATING/ SKILL

IINIORTANCE

SI

RATIG/AS I SKLL " N i

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JOB LANGUAGE PERFORMANCEREQUIREMENTS

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~ LA1~QUAG~ P FO NC~ REQUTh~~T~ (cLusT~)

4

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nTRODUCTION

After analysis of lIB, specific job language performance re-quirements were identified. These were clustered accordingto th3 common skill level task categories and the duty posi-tion task categories of the Soldiers Manual and according totheir priority status as determined in Reduction one. Theyare actually duty language performance requirements.

!'

FIRST AID

Priority I

TASK

Read for information.

CO .ITONS

r Given MOS printed training materials in the form of guides,174 21-11, pictures with captions, outlines, procedures, signs,and explanations.

STANDARDS

100% understanding of written content.

NUCT c PR. FTOLOGICAL AND CHEMICAL

FTori2v ! 4 II

TAC-K

Listen to oral informtioi. to learn.

CO!ThITIONS

Given warnings, oral or written, scenarios, and described symptoms.

STA fDAYDS

1000 understanding of oral content.

TASK

Produce oral utterances to elicit specific behaviors.

*q C0NDITIONS

Given NBC situations requiring alarms.

STAIDARDS

100' understandable oral cornmnications.

NUCLEAR, BIOLOGICAL AND C1M.UCAL (COT'D)

Priority I

TASK1-


CONDITIONS

Given MOS printed training materials in the form of SOPs, pictureswith captions, procedures, references, and training manuals.

STANDARDS


Prcduct oial utteran.c -.cs ... ix - xpiair..

COMI.DT'SON

Given procedures L-d i,-,f!.d:.t'on.

STEWARDS

1001% understandable oral utterances.

INDIVIDUAL FIT1TESS

Priority II

TASK

Read to learn.

COUDITIONS

Given printed MOS training materials in the form of proced.res.

STANTDARDQ

IOC0 understanding of printed content.

F,i"

K - ' t, " dm mwm .a

BASIC M IVIDUAL TECHNIQUES

Priority I

TASK

Produce oral utterances to interact.

COTITIOI;S

Given a situation requiring radio communication.

STANDARDS

100'% understandable oral utterances,

TASK

Produce oral utterances via RADIO SETS.

CO:DITIONS

Given a situation requiring radio communication and a radio.

ST.41NARDS


TASK

Read to learn.

CONIDITIONS

Given MOS training materials in the form of prose and definitions.

STAIDAR S

100%' understanding of printed content.

Priority II

TASK


CON'DITIO'S

Given MOS training materials In the foJ. of definitions, pictureswith captions, reforrices, axAd .descriptions.

1001/ undeisan,=iinr of printed content.

&SIC INDIVIJAL TECM;IQUES (C01T')

Priority I

Produce oral responses and spontaneous utterances to elicit"'eSpongs*o

CONDITIONS

Given a teamn si.tuation.

STAMlARDS

100% understandable oral communication.

TASK

Listen to oral information to learn.

COrDITIONS

Given warnings.

STAYThARDS

100% understanding of oral content.

CAM:OUFLAGE, COVER AfD CONCEAL T

Priority I

TASK


C0OTITI0NS

Given MOS printed training materials in the form of definitions,gulides, pictures with captions, explanations ana procodures.

STAi T!DS

1001% understanding of printed content.

TACI

Listen to learn.

Given requiremcnt a.

,TAL'*).12IN

1---- ------

SECURITY & INTELLIGENCE

Priority I

TASK


CONDITIONS

Given MOS printed training materials in the form of warnings,procedures, information, tables, tags, and identification papers.

STANDARDS


TASK

Listen to oral language to communicate and interact.

Ct_ D TIONS

Given challenges, passwords, and assignments.

STAINDARDS

10016 understanding of oral communication.

TASK

Write to record and report.

CONDITIONS

Given tags and reports.

STAIMARDS

100% legible written communication.

Priority I & II

TASK

Produce oral utterances in order to infort, .a in, --act.

CONDITIONS

Given information, questiono, cahnlus an5 do~tai>;' reports.

STANDARDS

100% unders'tandable orJl coriat.ici,.

S URMT" & INTELLIG=1CE (CONT'D)

* Priority nI

TAMK

Read for informaticn.

CONDITIONS

Given printed MOS training materials in the form of lists.

STATMARDS


COI ,MtNICATI01TS

Priority II

TASK

Read fo- irformatior-.

COThITIONS

Given printed MOS training materials in the form of forms, manuals,and procedures.

STA!"MARMS

100/ understanding of printed content.

TASK

Write to record.

CONDITIONS

Given DA forms and log book.

STARJM.,S

100% legibility of written con,-unication.

'I-

1-* 51

0LN

Priori.ty 1

TASK


COITDITIONS

Given printed MOCS training material in the form of Ma-"ked n~aps,definitions, references, probl~ems, pictures with explanqations,procedures and caxtoons.

STLNDARDS


TASK

Listen 'to oral languaga to learn.

CONTDITIONTS

Given instructions.

STANIDARDS

100016 understanding of oral language.

Priority II

TASK

Write to record and communicate.

CONDITIONS

Given .6 digit grid coordinates, problemst and azimuths.

STAIMARDS

100%~ legibility of written commuication.

2-8

LAD NAVIGATION (CONTD)

Priority II

TASK

Produce oral uttex-nces to respond.

COMITIONS

Given problems requiring deductive reasoning.

STANDARDS

100% understandable oral comunication.

NiGHT VISION DEVICES

Priority I & II

TAST

Read to learn.

CO31TDITIONS

Given printed MOS materials in the form of procedures and references.

STA-DARDS

100% understanding of printed .content.

M16A1

Priority II

TASK

Read to learn.

C TDi rIONS

Given IOS printed materials in the form of procedures, warnings,.prose, charts, tables, references and inatru,-tions.

STAPMARDS


"P.-)

M16A1 (cor'D)

Priority II

TASK

Listen to oral language to learn.

CONOITIONS

Given information In the form of requirements and instructions.

STANDARDS

100% understanding of oral communication.

TASK

Produce oral utterances in order to respond and inform.

CO2iT0::S

Given enemy positions.

ST;-k.i.AS

100/6 understandable oral comication.

Y203 GREMNADE LAUNCHM

Priority II

TASK

Read to learn.

CO'MITIONS

Given 140S printed materials in the form of warnings, proceduris,definitions, cartoons, and references.

STAI 0~S

0C% understanding of printed content.

TA-7

Listen for information.

C 01,ITI0I'S

Given tzk-specific arigra.ents.

-C.' .. ,., !.. di,- c.rl infc-a ior . jI/

] -I.

LIGHT AITI-TAIM WEAPON

Priority 27

TASK

*Read for information.

CONDITEORS

Given MOS printed training materials in the form of procedures,descripti2ns, tables and SOPs.

STAVDAPDS


M60 MACHINMG

Priority II

TASIK


CO.DIT ONS

Given MOS printed training materials in the form of requirements,pictures and labels.

STAflDARDS

1000,1 understanding of printed content.

TASK

Write to record.

CONlDITIONS

Given range card and requirements for completion.

STAMARDS

1000 legible written communication.

TASXK


C0YD17T10:3

Civer ,._-..e ted ran.c card.

S ! " ',....',

DRAGON

Priority I

TASK


CONDITIONS

Given printed MOS materials in forms of procedures, descriptions,warnings and pictures with captions.

STANDARlDS


TASK

Write to record and describe.

CV")ITTIONS

Given range card.

STAU ARDS


HAND GRENADES

Priority II

TASK


CO'DITIOIAS

Given printed MOS materials in the form of procedures, explanations,pictured with captions and markings.

10'' understandin.g of printed content.

Priority I

~TASK

Listen to lear..-

CONDhITIONS

Given instructions.

STANDARDS

100% understanding of oral language.

TASK

Write to inform.

CONDITIONS

Given requirements for mine field markings.

4 STAITDARDS


TOW CREWUN/SQUAD LEDER II

Priority I

TASK


CO'DITIONS

Given -3S printed mater'als in the for- of procedures, pictureswith captions, explanations, references and lists.

e -,.S T fi_\%r A RD S

1C% understanding of printed content.

- ?

TOW C~r W~A/QUAD MUMDE U (CONT'D)

Priority I.

TASK

Produce oral utterances to report.

CONDITTONS

Given information.

STANDARDS

100%/ understandable oral communication.

TASK

Write to report.

Given clrle:

STANDARS

100%/ legible written communication.

Priority II

TASK

Read for inforzration.

CO"TDITIONS

Given procedures and diagr-ans with labels.

STANflARl~nS

10Oco understanding of printed content.

106M~ 1RCLR CRLWWI (RAW) (RC)

Priority I

TASK

Write to record.

COMMITONS

Given DA form 2404 .

STAMARADS

100% legibility of writteh comnimication.

Priority II

TASK


COIDITIONS

Given printed MOS training materials in the form of pictures with

labels, procedures and references.

STANDARDS


TASK

Produce oral utterances to inform.

CO-M-ITIONS

Given requirements for a fire command.

STA17hARDS


TASK

Produce oril utterances to interact.

co.zrrio ls

Given requirem.ents and a team.

STAud ad o ttRDS

100% understand a'r,1-? oral] utterances,

_L

M60 MACHINEGUNNERPriority II

TASK


CONDITIONS

Given printed MOS training matecials in the form of pictures with labels,procedures and references.

STANDARDS

100% understanding of rinted content.

SQUAD GUNNER

PRIORITY II

TASK

Read to understand.

"* CONDITIONS

Given printed MOS training materials in the. form of lists, explanations, proceduresand pictures with captions.

STANDARDS


TASK

Produce spontaneous oral utterances to interact.

CONDITIONS

uiven a crew.

STANDARDS


TASK

Listen to interact.

CONDITIONS

Given a crew.

STA";D A' ?JS

90% u r~rtad dng of or~al liiiuagc.

SCOUT (LIGHT INFANTRY ONLY)PRIORITY I

TASK


CONDITIONS

Given printed MOS training materials in the form of scenarios, procedures, pictureswith captions, labels, warnings, diagrams, markings, and codes.

STANDARDS


%SK

Speak to inform via RADIO SET.

CONDITIONS

G",en standards and radio messages.

S.DARDS

100% understanble oral communication.

PRIORITY II

TASK

peak to transmit information via RADIO SET.

. CONDITIONS

Given a radio, call signs, and radio messages.

STVMARDS

100% understandablce oral communication.

!ASK

h ritt to record and transmit information.

i T I aNS

c:iron 2ncisagcs to rnod aid ducode, anid forms.

U!

?-1 7I.

SCOUT (LIGHT INFANTRY ONLY) CONT'DPRIORITY II

STANDARDS


TASK

Listen for information.

CONDITIONS

Given requirements.

STANDARDS

", understandin, cf oral coirj,,u:.-:.

TASK

Read for information/ Read to-learn.

CONDITIONS

Given printed MOS training materials in the form of procedures, pictures withcaptions, labels, warnings, diagrams and markings.

.4TANDARDS

100 % understanding of printed content.

DRAGON GUNNERPRIORITY I

TASK

Read to learn.

CONDITIONS

GJ\'en printed MOS ti'aining matcrials in the Corm of a !." -:ith

7AN7oARDi

100% und(-rstandi'.,- .•f printed L(,ILnt.

0

90-MM RECOILLERS RIFLE CREWMANPRIORITY I


CONDITIONS

Given MOS printed materials in the form of procedures, definitions, and pictureswith labels.

STANDARDS


PRIORITY II

.: for information.

C);:DITIONS

Given MOS printed materials in the form of procedures, definitions and pictures. labels.

STANDARDS


RADIOTELEPHONE OPERA rORPRIORITY I

fASK

Read for inforwation:

CONDITIONS

Given printed MOS training materials in the form of procedures :nd pictur-.with captions.

STANDARDS

.0t understanaing of printed content.

Rt;id tq rvspond.

7 ; , ..

RADIOTELEPHONE OPERATOR CONT'DPRIORITY II

STANDARDS


WHEELED VEHICLE DRIVERPRIORITY II

TASK


* CONDITIONS

ven MOS printed training materials in thle form of labels, signs, procedures,

and definitions.ISTANDARDS


TASK

Write to record.

C0":DITIONS

Given DA Form 2404 and vehicle logbook.

', (.:T )NDAR) S

* 100% legible written communication.

TRACKED VENICLE DRIVERPRIORITY I & II

TASK

Write to record.

-c:DITIONS

JIven logbc-. A-id DA Form 2404.

.STA:D-t. M.

1]1W.' lecible wr--tte,3r cor,unication.

2 -

TRASHED VEHICLE DRIVER CONT'DPRIORITY I & II

TASK

Read to learn.

CONDITIONS

Given printed MOS training material in the form of procedures.

STANDARDS


LADERSHIP

* :roduce oral utterances to interact.

CO:'DITIONS

g'a situations requiring inspections, supervision and couseling.

STAN'X;.DS


TASK

.'. te to inforn and rgcord.

CONDITIONS

Given deficiencies, DA Form 2166, and assignments.

STANDARDS

100. legible written cormunication.

TASK

Listen to spontaneous oral language.

"":TI a sOi':S

G.,: a cIass gi:.', in a classrcor:.

LEADERSHIP CONT'{)PRIORITY Il

S STAN DARDS

100% understanding of oral communication.

FIRE TEAM LEADERK PRIORITY IIS TASK

Produce oral utterances to elicit response.

CONDI TIONS

Ssit: -tionr ft : " )ten fire" o-.a

;CJ, understandin- of oral comra-uricz.ti7:-..

4

'4

S" LANGUAGE TASK

Read for information/Read to learn

Printed and written materials are used throughout l1B. Thesoldier reads technical manuals, field manuals, soldier manuals,written communication and audio-visual aids. Content of these mat-erials is presented in simple factual words or sentences to complexpassages containing highly technical vocabulary and ellipsis. Thepurpose is to teach the student, so the student reads them to learn.From the analysis of llB, the task of reading supplements the lecturesand demonstrations or it precedes the tests. Reading to learn in-volves reading names, attributes, information, procedures, explanationsof how systems work, concepts, vocabulary terms, and definitions whichare committed to long or short term memory and for immediate or laterrecognition.

Basically the soldier will use these reading materials tosupplement what is stated in lecture by integrating the informationfrom the different texts or written communiques.

Reading material such as this requires the ability to acquiremeaning from the word (we can assume he can already decode in the MOS).He must develop the ability to understand the words in context. T.enhe must read in thought units, and finally select and understand themain ideas. He must retain these ideas and apply them and integratethem with past experience to use in the present.

Reading to learn then is the afore mentioned synthesis orfor lation. Retaining what is read in long term memory for integra-tion in experiences.

Reading for information does not involve such a thought synthesis.The read material is retained in short term memory and processed asnecessary clarification of what had been read in the process of learning.The soldier reads for information to commit to short term memory whatis necessary at the present. (It's similar to a real time computer.The soldier needs the data now so it is accessed from a storage devicefor immediate use and then returned whereas reading to learn is accessingthe information to be held in primary storage for all processing.)

I"

K "9

The soldier reads sequential, concreteprocedures and applies them to the immediatesituation. First Aid

(081-831) 1004, 1005, 1006, 1007,1008, 1010, 1011

NBC

(092-503) 1001, 1002, 1007, 1008,1009, 1014, 1015

The soldier reads concrete requirements.There is no inference, processing, or con-ceptualization required. Individual Fitness

(071-327) 0201

The soldier reads concrete procedures whichare presented sequentially. He applies theseprocedures immediately. The soldier .reads def-initions which are committed to long term memory. ?aSic !rAividuA!. Techniques

(071-32) 0501, 0502, 0503, 0510,0511, 0512, 0513, 0600, 5703

The soldier reads to supplement informationlearned from the trainin.g lecture. Camouflage, Cover and Concealmr

051-202) 1001, 1002, 1003071-331) 0852

The soldier reads definitions and commitsthem to memory. He reads for rote recognitionof a description with a shape. Security & Intelligence

(071-331) OS1;" 0802, 0803, 0804,0805, 0306, 0808

He must understand the writer's organizationto learn methods of problem solving. Hemust use contextual clues in various forms.The vocabular ran'e3 from simple to technicalto non-standrd. He reads cai-toon captionsand must infer the writer's reanings. Land I!avi ation

(071-329) 1001, 1003, 1018

Night Vision Devices

(071-311) 2301

Ci4

The soldier reads very brief explanations anddefinitions accompanied by pictures requiringno in depth processing, only memorizing andrecognition. ?f6Al

(071-311) 2001, 2003, 3006, 2303,2304, 2305

The soldier reads simple requirements. Hereads warnings to be committed to memory.No processing is required. ?16Al

(071-311) 2007

The soldier reads a lengthy explanationof procedures. He must apply the new infor-mation to previously acquired information. M16A

(071-311) 2004

The soldier reads simple concrete statementsdescribing procedures. The soldier ietainsthe pertinent data in order to successfullyperform the task. ,1203 Crenade Laincher

(071-311) 2102

S60 ;.chinegan

(071-312) 3001, 3002

Dragon

(071-317) 3301, 3302, 3304, 3308

The soldier reads simple concrete explanationsin simple sentence lengths with illustrations.The procedures are to be comitted to memory insequential order. Liht Pnti-tank V'.eon

(071-318) 2201, 2202, 2203

The soldier reads lengthy paragraphs elaboratingon the main subject through pictures. The explicitfacts require minimal reasoning skills. Harxd Grenade

(071-325) b2401, 41.02, 4405

Toi Creva=n/Squad Lead!r II

(071-316) 2500, 2501, 2r02, 250-,f2504, 2506

0C:',: PCI, Crewnmar II

071-317) COCo

- - - - - - • •

The soldier reads a check list which normallyrequires minimal reasoningskills. Because ofthe elliptical form of the checklist, the soldiermust infer ideas and relations. Tow Creu3n,/Squad Leader II

(071-316) 2505

The soldier reads lengthy explanations fromwhich he must extract the relevant data whichwould enable him to perform. He must alsoread a written description which requires himto decode written communication. 106TNr RCL Crewman I1

(071-319) 3601

The soldier reads lengthy procedures and mustapply these to his performance. There is im-mediate res-onse to the wri-- .ri 1 . He isg.vc. the tro~ezr and is t.n .. . .

( %T- h 3, 3

The soldier reads lengthy prose and m-ust

apply meanings and ideas t9 problem solving. 90 . Recoilloss Rifle

(071-319) 3155

The soldier reads a list requiring immediatememory. The ellipsis requires deducing meaningsof author's intent. Radiotelephone Oterator I

113-600) 3001, 1001113-587) 3005, 2001, 2002, 103,

1001113-594) 2005113-609) 1001, 1002113-622) 1001, 1002

The soldier reads longer paragraphs withtopics embedded In the par- .... "- .We rust

c-' -. z p"e e,,::d reading ,--: ... . _ ,, .zit to relate to the task. .:c,. ,ic': -river

(t 7 .- 6 co: " ) 6 0 , .O " 2 , 6 oC o ,: , c ;.4

The soldier reads simple concrete. --tatementsdescribing procedures. The soldier retainsthe pertinent data in order to successfullyperform the task. Whealed Vehicle Driver

(071-333) 6005, 6006, .6007

The soldier reads lengthy paragraphs organizedby information presented in the paragraphs.He must extract pertinent data and organize itto use in the performance of the task. He mustassociate the data obtained to situationsrequiring the specific type of data. W:heeled Vehicle Driver

(071-333) 6008

The soldier reads lengthy warnings and mrstinfer as to what aspect of the duty thewarnings refer to. Trac>?.--d Vehicl.:- D-ver

(071-333) 65, EK501, 6502, 65C3,4 65c4, (505, , 6'507

The soldier reads lengthy paragraphs which referto each other. The soldier must infer main ideasand orbanizaticn of the pertinent data. Tr& : , Driver

L (07..-3:?) E.c

- |- - I....

LANGUAGE TASK

Listen to oral information to learn or report

Analysis of 11B indicated lecture ap a main method of instruc-tion. The lecture- is often supplemented by a demonstration.The soldier listens to the lecture to learn data pertinent tothe task. In the presentation of the lecture, analysis indi-cated many variables. The soldier hears sub-standard usages,various registers, colloquialisms, or profanity in a situationranging from a barracks to a field. The soldier must differ-entiate between the types of language operations. Is it ex-pression, exchange, description, explanation, argumentation,persuasion, designation, statement, request or order. Theoral information may be directly from the speaker, over atelephone, radio, TV, or tape. He must formulate all to leir.He must organize and gain meaning from what is heard. He mustidentify or infer the main ideas or major points.

Spontaneous oral information, that other tbsn cont-olled speechinvolves more inference, more integration and more reasoning.He m st deduce actions, attitudes and opinions and finally themeaning of what is being conveyed.

Because the types of listening are so vast and the presentationsof oral language are so varied exactly how a non-native studenthas to listen cannot be specified. You can test listening coun 0prchension but not the actual listening required, Usually abilingual person will think in his or her language. This sup-poses that some bilingual persons may translate the heard lan-guage into their language to understand and learn.

The soldier first needs the ability to comprehend the spokenword. We can assume he can do this because he is in MOS train-ing.

As in reading, the soldier must understand the words in context.Then he must understand the thought units and finally select andun e stpnd the rain idea. He must retain these ideas ,Ld inte-grate them.

Unlike reaeinp, listening to learn is not as structured and th?sldier is - to sift through much more irielevant stinu, lito f.rally extra-t tl:h pertinent data.

car~_ b ini tvo rasin types in 11. Licteningto !tlrn ipor:.ti-: pree ntcd sonta;ne.xisly anu listaning tol-r nfo::: t Ic- in *a ccn.;Li'ain-d sense.

Analysis of 11B did not and could not specify all types of spon-taneous language the soldier would be exposed to. The POI thoughdoes show the general form of the constrained oral language thesoldier must listen to in order to learn the task.

Listening to leari as indicated refers to specific data relatedto the MOS. Listening in this cae being a critical listening.The soldier must 'isolate, conceptualize, and retain that oralcommunication that is pertinent to successful task completion.Oral communication that will teach him to lead, supervise orserve as a member of an infantry activity employing individualweapons and machineguns in offensive and defensive combat opera-tions.

|..

LA,CUACE TASK

Produces oral utterances tb rcvort inform/explain/interact/elicit response/respond

Analysis of 11B indicates verbal reports entailing those ac-tivities directly related to MOS 11B. (Tactical information)

The speaking act to respond or elicit response is in 11B, anoral response to a command or visual signal involving closingwith or destroying enemy personnel weapons and equipment.

Speaking to elicit response in reference to 11B involvesimplementing combat orders and requesting fire.

Speaking to explain involves situations of adjusting support--ing fire and actua-!, 'rshing particular tasks.

Steacir- .to iifo i '/,oulvz. re.- t , infor..--" auc s --tion, L'Length and Of, Cce~ni cf r cr frise"Ir:, troops.

--

JOB.LO1GUAGE PEFORNACE REQ-UlnM.TS (ENTIRE rOS)

4I

INTRODUCTION

The product of the entire analysis is the job language per-formance requirements. These are relevant to all duty tasksand coxzon tasks contained in 11B.

There are two discrete tasks per GENERIC SKILL and listed be-low each task are the types of receptive or productive behav-iors involved each task.

LI

TASKFormulate and produce appropriate oral responses spontaneously or upon request.

C011DITIONSGiven any verbal stimulus in the form of questions, scenerios, instructions, orcues in any training situation. (Appendix 6 and 9 )

STANDARDS100% understandable oral response using correct lexicon, syntax, registers andstyles for the training situation

*ExplanationsStatementsRepetitionsCountingCorrectionsAssignmentsNotificationsOral reportsAnswersClarificationsInformation

TASKProduce oral utterances to interact and communicate spontaneously or via-a technical medium.

CONDITIONSGiven a commnmicative .situation (Appendix 9, 6 and 11B, Soldier's Manual) inany training situation.

STA:IDARDS1001 understandable co=n!nication using correct lexicon, syntax, registers, andstyles for the communication act.

*Recuesting inforzation Requests for fireRequesting permission ]Report cn the recults of fireTransmitting messages Challenges/PasswordsCallsigns Phonetic lettersVocal sin.als CounselingShouting warnings Training sessionsFire corrnAnds InteractionRadio co-zuricationsMiessagesP.honetic messages_

" ProwordsTarget lc.i--.tionsD'~recti.:ne (%,9S,E,W)

BD'rections, gen~r=_l

2 if

TASK.-on instruction, write in conventional orthography letters, numbers, words or::-ntences appropriate to the training situation.

-1"!TITIONSC'.ven standardized forms, paper or answer sheets and the instructions to list,

i.swer, describe or recall.S-1ANDARDS

'00% syntactical and lexical correctness of writing which is also appropriatein style and usage to the training situation and is legible.

*RatingsSignaturesRange cardsData symbolsi.nswers

.:'TesReports

TAVSWrite in conventional orthography letters, or specialized code, numbers, wordsor sentences in order to transmit or record information.

CCDITIONSGiven standardized forms or paper and oral communication.

STA4;TnRDS1OO sntactical and lexical correctness of writing which can be read by anotherspeaker of Ehglish.

*Technical forms (2408-14,2402, 2408-1,-5,-14, DA form 2166-5)CodesGrid coordinatesDecoded messagesEncoded messagepLogbooksPlottirgs

reports

PaZn6ee Cards

3-3

~~ASKUnderstand oral language intended to inform or instruct

CMflITONSGiven explanations, procedures, rules, instructions or definitions in simpleto oomplex lexicon and syntax, (Appendix 9 ), formal or informal registers,casual or colloquial speeco, military jargon, slang or dialectical speech in

,. any training situation. (Appendix 6 )

STANDARDS100% understanding and assimilation of presented oral language.*

*"WarningsDescribed symptomsDirectionsLecturesSceneriosCommands, Orders

tap

Ste.rd/1on-s:--a~E~Eglish-Ynszsu-tionsSQ questions

TASKUnderstand spontaneous oral language or language via a technical medium intended

14 to inform and elicit response.

CONDITIONSGiven scenerios, questions, commands or requests in simple to complex lexicon ands ntax, formal or informal registers, casual or colloquial speech, military jargon,slang or dialectical speech in any training situation. (Aipendix 6)

STM DARDS10O1 understanding and assimilation of oral language in order to appl-: and respond.

* ShoutingRadio communicationsMessagesCallaignsCo inandsPacswordsCoded messagesClear textProword&:SpellinCsCon ; S n OIRequests

TASKRead MOS training material -in the form of printed prose or graphic representationsin order to learn processes, concepts, vocabulary, definitions and identifications,"0 calculate problems, interpret codes and complete forms.

7ONDITIONS.iven technical, non-technical, lexical and structural features, (Appendix 9)in simple to complex printed form in any training situation.(Appendix 6)

STANDARDS100% understanding of printed content.

+'Captions with illustrations EbctractsLists ColumnsProcedures IndicesInformation ChartsDefinitions MethodsOutlines Technical vocabularySigns Standara Operating Procedures;_',rs Cat:toonsRz-ferences ProblemsFiles Manuals, ps Graphic Training AidsFlagsilitary documentsI.D. papersRegulations

TASJKIdentify, understand, interpret written utterances pertinent to MOS trahiing intechnical or non-technical language.

CO:, IDITIONSGiven technical, non-technical, lexical and structural features (Appendix 9)in simple to complex written form in any training situation. (Appendix 6)

100%/' understanding of ritten content.

*Lists Range cardsInformt on NotesDascri-tions MessagesRadiation readings off dosimeterCcordinate scalesCallpi'n..s-cuffixesThree-letter: codesI .Examples

Calculations.kin-sRadio cor.municationo

3-5

REDUCTIOIN'

ONE

(TASK PRIORITIZATION ACCORDING TO TASK CRITICALITY)

PRDUCTION

(;GLMs LANGUAGE SKILLS AS FOIPT IN ?RI-NTED%.S ATERIAL, OBSERVA IOS A:,TS TIR

.TIZATION CH{ECKLIST.- -

(VOCABULAY/E-vC~iK:' -Alu AlND' RZAL-WORLD)

CilTJSTERED TA sK JOBLA.JgLJAGE FIRFORX.4NCE

P3IORITY ONE AND TWO

OJRl OB LANG"UAG

PERMINC1; UI3.-7#11"

I! T,2-- ,,On sr,-Lt*S ACCORDING TO! POI FOR 11B

APPMTDIX 14

listen- oral info. - pg. 14.1listen - oral info. - pg. 14.1.speak - pg. 14.2listen - oral info. - pg. 14.2listen - oral info. - pg. 14.3read - pg. 14.3speak - pg. 14.4speak - pg. 14.5speak - pg. 14.6speak - pg. 14.7speak - pg. 14.7speak - pg. 14.9speak - pg. 14.9listen to instructions - pg. 14.10speak - pg. 14.12listen to instructions - pg. 14.13speak - pg. 14.15speak - pg. 1.16

/ P.-/IX15

!oeak - pg. 15.2speak - pg. 15.3speak - pg. 15.4speak - pg. 15.5

APP-rDIX 16

speak - pg. 16.2speak - pg. 16.3speak - pg. 16.4speak - pg. 16.5

APPEDIX 17

Epeak - pg. 17.1speak - pg. 17.2

APPEDIX 18

speak - pg. 18.3

speak - pg. 18.4

APPEZiFIX 19

speak - pt. 19,2speak - pg. 19.3

A

APPE ,DIX 20

speak - pg. 20.3* ',ak - pg. 20.4

ak - pg. 20.5speak - pg. 20.6speak - pg. 20.7speak - pg. 20.8speak - pg. 20.9

APPEIDIX 21

speak - pg. 21.1speak - pg. 21.2speak - pg. 21.3

APPMdIX 22

speak - pg. 22.2speak - pg. 22.4

APPDIX 23

speak. - pg. 23.2speak - pg. 23.3

APPENDIX 24

-ak - pg. 24.3iq ilak - pg. 24.4speak - pg. 24.5

APPEZX! 25

speak - pg. 25.1speak - pg. 25.2seplk - pg. 25.2speak - pg. 25.2speak - pg. 25.2speak - pg. 25.3speak - pg. 25.3speak - pg. 25.3speak - pg. 25.3spealk - pg. 25.3speak - pg. 25.3

APPl,'AIX 26

speak - pjg. 26.2speak - pg. 26.2speak - pg. 2S.2sp-ak - pg. 2 .2S pea% - pS. 26.2

' 27.2, .: - 1N. 21.2

a- 7- 27.3

APPENDIX 28

listen - receiving a briefing - pg. 28.2

APPENDIX 30

- pg. 30.1..nk - pg. 30.2

- pg. 30.3

cak - pg. 30.4- pg. 30.5

,Ez,k - pg. 30.6

APPENDIX 31

sneak - pg. 31.2speak - pg. 31.3speak - pg. 31.4

APPENDIX 32

- pg. 32.5

APPENDIX 33

speak- pg. 33.4speak - pg. 33.5

APPENDIX 35

speak - pg. 35.2speak - pg. 35.3speak - pg. 35.4speak- pg. 35.10speak - pg. 35.11

APPENDIX 36

speak - pg. 36.5speak - pg. 36.6speak - pg. 36.7speak - pg. 36.8speak - pg. 36.10speak - pg. 36.11

APPENDIX 37

speak - pg. 37.6listen - will be read - pg. 37.7-37.8sneak - pg. 37.11speak pg. 37.12s!oak - pg. 37.13t.",o;- pg. 37.16

APPENDIX 2 -ANNEX D

tad instructions - pg. A-2-1-1A-2-4-2

pg. A-2-2-.1 Station 2A-2-2-2 Station 2

pg. A-2-3-1 Station 3A-274-2 Station 4

listen to verbal command pg. A-2-4-2 Station 4read instructions pg. A-2-4-3

pg. A-2-5-1 Station 5A-2-5-2 Station 5A-2-5-4 Station 5

pg. A-2-6-1 Station 6

speak pg. A-2-7-1 Station 7read instructions pg. A-2-7-1 Station 7

A-2-7-2 . Station 7A-2-7-3 Station 7

read instructions pg. A-2-8-1 Station 8A-2-8-2 Station 8


A-2-9-2 Stati6n 9A-2-9-3 Station 9

pg. A-2-10-1 Station 10A-2-1Z-1 Station 11A-2-10-2 Station 10A-2-11-3 Station 11


ANNEX F

Army Regulations

07

" C)

'I~ I

1*7*

F- Toa

I _____ ______

I Ij707,

7- d

DATA 'oMADID m8C!:I*Aa TRA!N1. qmWIALT__

* - , - Sm -4-

" *lim Ling ~ *,I

Iresdifi 4 W %f l'e r r a4 d1 f)tVA

ton~

raNb

*~~ ;..W.~~- ..~ ra

*4 e4 4ezitr N_ C4 CAt4_Vtoi_____-4_4_

*t T4- t4.minwd.J V4

R -W~a. OF --1LUE~ A

DWA~ OBLET'Tr M w M M P!iT -ulwow

Ml~

IAr Ac;

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i--I

4C i t- - 1to 4i. .t

Is. ie. .r.

reading Z pfi- -% V-~~Siw

pi xfteing

!3Icral

aca

Ieifficuat*' t% Qv; (%4 C-% %I

MA OF40

readngI's PO I In

!liznlng

- 4

dt Z

ZATA 03!AIN&D FRO~a.. M ?UAI3 SWIALIST

I~ItR. W It~ lk t4

vs I -

* ral I~ hands-on--

idif.4id.t 4 __hQtP'4V4 Cb IV4

_________________ ~ TAMM OF UESPONSZ-Sm ____

j DATA OE'TAI FRO~i &SA 4*yje.4 TPAh.a5 SPLCIALIS-1

ea tIra tc.1Lai=z

U- 4D %A% N:b Nb )Qq%)N

40_____- - 1- -ft 0. b . Af

_ _ _

-DATA OBTAINY. TPOI:~ TRAINING SFiO;ALIST Ad ,-

IretingT%, k.i fd%. WI v -ft Im -z?'-aI I .h

F writtenl

-~ ~ foor~; I~r4L%

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~ ~16

IDATA jJ~l= M,._ TRA!31E SVI1ALIST

1% -jb: 4* *.I

6 . 4 x C

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I,5 L NUMB OF' RCM~iSSi_;rZI IDkTA OBUDW' FROMU*~mE!t__ oo Tp.aINjih mCvALIsT.,

w -itir ~II L3at b

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SAOBTANE iFROs t &A&5~ if TRANIN. S, IM441M

c -'44 -i --A- -,

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-MI

per mml N 1.1

self-waed 'bsands-on, *b 1b -Y~ IV ~ _ Tv- AI eronsrat Mi N % It ~ blehcture

_ __ei _ _ _ _ _ _ _ __4

rz~n 1% &. qA go 4 *

t. Itstd? S CBAI FRm i &Ma --.--. 17-r. FPECIALI

toIs;~t..

lid w.gi c ~P~;I A i~ & 114-1

LA fi

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MOS. 16 kue~if U!)q OF PJPO I, .E IDATA OIIAIM IZE T RAIIN-11 SP'M. ALISTd

- "

b 44-j i n 7 U

making

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AC % C iV4CC4 9

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DAT 02ANE t. .(W R.N MSEIAE&1 ~

*- L% toDII UE IL .'-.

tir__ .~t,. ngreacii0

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00

bwS OF IE?'.s

110 C4 8'...

I ;ix. tira ____Lreakr _________________ ____

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IDATA O1?AIMK M~OS .t!~..~... TRAIXM SPEMVLIST

*64

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- 1hands-on 46o deiuons~~~___~~Iletr 16

tested? lljJC t.8 N(R mnR OFDATA OB'trM~ Ff014 T!aramN SPEZIALIST~j

'4

reading __ -

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731

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~and s-on ___~i ~ ~ W W~

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DATA OBTALND FRON FIAIT

I I

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wi t:itter.

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!'Z~: its N UME OF REPCrSEStI DATIA OEIAINLD FflOs " %d1fmAI ~ iIfNTG SEC:ALISTi

rap.ding

I ora

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NOSI NUMBER Cr 3ESPOI4.-Ss - W m

DPATA OBTAINED FRO: ?ltA1'UIc SPE1A1.IST Ad

I I.5

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q p oiaic

sLf-pced1

o o r~ptt -.I difficult?~~4 q!- Tgtd O F

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read ng

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NMI IIQ mI OF RMPO1 WI __________'DATA W1AXI5WD 77M. :..t~ t( TRAVOOIC SPEZALIST______

4 --r .6 CEis, 9. ic 4

* p a~ ng L f -d~lobH3 ( % % j . 4 w 4 m . G

9j orrA ________ -

* mmi-men__ ___difficult?~ 14$ g 4j ~4

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Il

I~.VI

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4 m AI I. 4 4I

-t- 4W dL- *e 49 or

reading ___ __

self-paed N -~';- ~ N1 hande-on r1 Ik

- I ctrel a

ifficult? IQ J:r 9 4 ~

I DJI~TA DMra T"f1 FCILT

-s

I

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reading 94-

Z. Ivir.

4

IDATA MUAWFt RMGSPMLS

15 vj~ d'c I4t 4 %f b.9 4c-

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u ~ m q ~ m .. w iKmui .. _ _ _ _ _ _ _ _ _ bl J K B O F ) a P ON S m s

DATA OPBZI FRO~Ms.'A~N SPCIALISa A

*4 *1L k~**r; *:IKA-

.. and: I

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T ATA O11A12W 110!'& SIN& TRAIING SKCZALIST A 4%0-

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-FO 1~s 11/6 NUMBR OF RESPOZISF.LCA Duo-tim~ FM IwzL mm *T.TB.h.. SPECIALIST.4AVX"

,reading __ __1

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I_ _ _ a 2

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~ficult? CA 4% " I C%__;noteted?

DATA O3!I1D FR1 iJT~rI SPECIALI &~fr

Ic A

f 4

SONOMA

li ATA OXTNED rR. TRA1IhI' SPE-4IALIsT

I- br I .

4m ~ ~ it 0.C 0qij -

;: jerng V -\

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I IL'04 C4

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* -. 0 .n5 . .wm ......&W ~ S AW ~ .. .

Ql X . - -- L .1a .-. n n. ... -.t *-* -________

or O'm.o

~! 4Z)40 A

C V1 all

IDATA OIAINOm FRo_ TRAIINC s~n-uLS'

9..rz IL

lift AA

loft03 0'0- pKL~ ~__________ZQ".'A ;

_'n I%

1w.tttek ah

l\ \

jOSflOU Uc 4 Se

jdifficut?j _ _ __ _ _ _ _ _

DPTA OB'ZAt!D FRW RI A N SPECIALISTo

to f. v .t

spoaldnglistening

written 4

- I--- I.--Iv

1$40

t~g~g ~ C%

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tA - v

I~, ~ - -I l-. - !- --s~j~ ! , . . ;r -" *T - --- K; l 'l .. .! " dt . .. . l. .. .-4 - .pS"* • . ... .. l - w- - IoU

7. .. I * $ - ! > - -

__,_ -o * - C t* '-i C - i" • • ; " * * id -Irri .',. . 4C/ dc 4r 444 IC -eading •" " .. ..

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Sperformanc U 1)

* ® o .a ' bllii I

*~self-paced 5

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'M eons tI % *bI...

1.! " ' - .- "',~~~~~A LIU . .. .... - ,

S .. . l 11r 6%"- VA %-E --- .

a f L %

equipment

*nnrac %Ag4~ I* I

ZI..;_ IftJ,co $I! IC W

wrl ting A4 9j~J ~ '' _reading % --Epealcing gI-_ _

,- - - I I* ~ V'4A-. 1r

s~rat~.~q\

c'~3xo4*

MAA SAMW 73O.:....*LAt&j .H AIIND 5EILALST

I ~4r

a ng"A !A

s ielf-paced ftv

Siand-or !Ni

tested?

?S if 3 J. OF ESNSs_________IDATA OBTAIN E S FAON N SPECIALISsreaing _ _ __ _

list~nr.±g2:iezl"77 7741, anpe* r a 1 _

Ot.W

SAT jrn P7I T m sins *w'~ IE ~ *%*j % 1 t~ IAT'-

j M 4' 4

4ng %AS

qL -t-

Pa~inds-on -~ NU~ X~1deinonstyibl I. .,ecture _ _ _ _ _ _

I a I. t

tested? c1 j

DATA O3ZINED FRON S AkL.. .lTk.lGSAI

listening'* - ,

-7-7~~4 pl 40101n ~W~ M

-4I 95____ _____________

SAACAM - TUtA1N1I, SPE-ZALIST 4&V

24 .-...F3-q ter *-C

0 EemnI-a. n-5S--'

idiefoict CA q' W b % w 14 0 "WI te*t-d?

41-p 05e IIA NMRO PL.S

DATAn OBALE FRVI 2"nIGSE tA

3Ol5Th A ;VaLi aZ=

-3 , - m I I

IA__1 1 ____ ____ ____ ____ ____ ___Ila_

t3tr

DATA OBTATME MY: ~ UUM m Snu 5IIAIST

ni I___ __ __ __ ,V o Ni .

readi ,4~ 4 Z~Z76L

I I

.4ft'~i 4z~- -___ ______ ___ __ ___ __ ~ q *Am(

jd nig?~C4V ~~# O 4 j~

-i 5

write7 ___ I$sefa' ;.ed

af nd I._!__ i n_

*1:monstralttA n* I A* 'etu're lit

r . it NUMEL OF - a .. r . .- * *...

ng I ~

e d 4ad!,~

( ).gI

=a~do-on__~4

ic S

i -- 4

1!OSs NUMBR OF RESNSESi u"

DATA OBTAIN FROM: %*-goo k RAI=l SPECILIST&&-

Imiting

IradS rg

-oitter.

-~WFAM -- A 'oo..m.oft ',a-4 _________

rift.

low 1

7ASN.:::~KC< 0S

AVERAGF L - .. . . ..(CA) (Cu) (-' ;)

08-331-1004 7.3 1 7.31005 7.3 J 7.31006 7.3 1 7.31007 7.3 71008 7.3 1 7.3.1010 6.5 1 6.51011 6.3 1 6.3

092-503-1001 6.4 1 6.41010 5.8 2 11.61002 7.3 1 7.31015 5.6 1 5.61007 6.3 1 6.31008 7.3 1 7..31014 5.7 1 5.71006 8.6 2 17.21009 '..3 1 6.31005 *8.6 2 17.2

081-831-1012 8.6 2 17.21017 8.6 2 17.21009 6.3 1 6.8

092-503-100. 8.6 2 17.22002 7.1 1 7.12007 6.3 . 1 6.32001 6.3 1 6.3

-/1-327-0201 8.8 1 8.8071-326-0501 8.8 1 8.8

0502 8.8 1 8.80510 8.8 1 8.80511 8.8 1 8.8

071-326-0503. 8.8 1 8.80512 7.3 1 7.30513 8.8 1 8.85703 8.8 1 8.80600 9.8 2 19.6

071-329-1021 6.3 1 6.3061-283-6002 6.3 1 6.3061-283-6003 6.3 1 6.3071-326-5704 8.3 2 16.6

051-202-1001 9.4 2 18.81002 9.4 2 18.81003 9.4 2 18.8

071-331-0852 9.4 2 18.8071--331-0801 9.4 2 18.8

0802 9.4 2 18.80803 9.4 2 18.80804 6.3 2 12.60305 8.6 1 8.60806 8.6 2 17.20808 6.3 1 6.3

A3-1

(CA) C, dL

071-331-0807 6.3 1 6.30809 6.3 1 6.30810 6.3 2 12.60811 6.3 2 '2.6

* 113-600-3001 6.3 1 6.31001 8.8 1, .8

113-587-3005 6.3 1 6.32001 7.8 1 7.88001 6.4 1 6.4

113-571-2001 6.3 1 6.3-20P2 6.3 1 6.31003 7.4 2 14.81001 8.9 2 17.8

113-594-2005 6.3 1 6.3071-329-1001 7.8 2 15.6

1002 7.6 1 7.61010 6.3 1 6.31009 7.8 1 7.81003 8.6 2 17.21018 6.6 2 13.2

071-329-1006 6.6 2 13.2071-329-1007 6.6 2 13.2

1008 6.6 2 13.21004 8.1 2 16.21011 8.1 2 16.21005 6.3 2 .12.61012 6.6 2 13.2

071-315-2301 6.6 2 13.22302 6.3 1 6.3

071-311-2001 7.9 1 7.92003 7.9 1 7.92004 7.1. 1 7.12007 7.9 1 7.92006 7.6 1 7.6

071-311-2303 7.1 1 7.1230'4 6.3 1 6.32305 6.3 1 6.32101 6.8 1 6.82102 7.9 1 7.92103 6.9 1 6.92104 7.1 1 7.121.05 7.1 1 7.1

071-318-2201 8.8 1 8.8220: 8.5 1 8.52203 8.8 1 8.8

191-376-0105 6.3 1 6.30104 6.3 -1 6.3

071-312-3001 6.9 1 6.9071-317-3002 7.6 1 * 7.6

A3-2

.I

AV L!.'C,." " Y 1 i.

(CA.) (",) .)

3004 6.8 13003 6.8 (,.

071-317-3301 9.4 2 18.63302 10.3 2 .0.63304 9.4 2 .83303 9.4 2. IC.83306 10.3 2 20.63307 9.5 2 193306 9.5 2 19

071-325-4401 7.6 1 7.6"44C2 7.6 1 7.64405 6.8 1 6.8

051-192-1502 8.8 1 8.81505 6.3 1 6.31506 6.3 1 6.31508 8.4 1 8.41018 7.4 1 7.41002 6.8 1 6.81012 .6.8 1 6.81021 7.1 1 7.11022 7.7 1 7.71501 6.3 1 6.3

071-325-4406 6.3 1 6.3051-192-2026 6.3 1 6.3071-333-6001 6.3 1 6.3

6002 6.3 1 '6.36003 6.3 1 6.36004 6.3 1 6.36005 6.3 1 6.36007 6.3 1 6.36008 6.3 1 6.36501 6.3 1 6.36502 6.3 1 6.36503 6.3 1 6.36504 6.3 1 6.36505 6.3 1 6.36516 6.3 1 6.36507 6.3 1 6.36508 6.3 2 12.66509 6.3 1 6.3

071-328-5301 7.1 1 7.15302 7.1 1 7.15304 7.1 1 7.1

121-303-2501 6.3 1 *6.3874-896-2001 6.3 1 6.3072-316-2500 9.4 2 18.8

2501 9.4 '2 18.82502 9.4 2 ' 18.82503 9.4 2 18.8

A3-3

A\ ' . '. *j:" ' t-,- .i' .;

(CA) (C:) )

2504 10.1 2 22505 9.3 2 1i. b2506 9.3 2 18.6

071-317-0000 9.3 2 -i,.6071-316-2551 7.9 2 15 8

2552 7.9 2. 15.8071-313-3451 6.3 1 6.3

3452 6.3 1 6.33453 6.3 1 6.33454 6.3 1 6.3-34,55 6.3 1 6.32314 6.3 1 6.32315 6.3 1 6.3

071-312-3005 6.3 1 6.33006 6.3 1 6.33007 6.3 1 6.32310 6.3 1 6.3

071-312-2311 6.3 1 6.3113-587-2002 .6.3 1 6.3

3004 6.3 1 6.32020 6.3 1 6.3

113-609-1001 6.3 1 6.31002 6.3 1 6.3

" 113-622-1002 6.3 "1 6.32002 6.3 1 6.3

• .071-326-5501 8.8 1 *8.85605 8.8 1 8.8 "".560o 8.8 1 8.8

051-193-1503 6.3 1 6.31003 6.3 1 6.31004 6.3 1 6.31005 6.3- 1 6.31006 6.3 1 6.31010 6.3 1 6.31501 6.3 1 6.31502 6.3 1 6.3

. 071-333-6096 6.3 1 6.3

A3-4

r.

0 -5=03-1010 5E a i -',., :-,.': - .-_ . , -,-. -.. '..

092-503-10'), 8.6092-503-1C05 8.6081-831-1012 8.6031-831-1017 8.6092-503-1004 8.6071-326-0600 9.8071-326-5704 8.3051-202-1001 9.4051-202-1002 9.4051-202-1003 9.4071-331-085 9.4

* 071-331-0801 9.4071-331-0802 9.4071-331-0803 9.4071-331-0804 6.3073-331-0805 8.6071-331-0806 8.6071-331-0810 6.3071-331-0811 6.3

* ,13-571-1003 7.4113-571-1001 8.9071-329-1001 7.8071-329-1003 8.6071-329-1018 6.6071-329-1006 6.6071-329-1007 6.6071-329-1008 6.6 -071-329-1004 8.1071-329-1011 8.1071-329-1005 6.3071-329-1012 6.6071-315-2301 6.6071-317-3301 9.4071-317-3302 10.3071-317-3304 9.4071-317-3303 9.4071-317-330' 10.3071-317-3.n7 9.5071-317-3308 9.5071-333-6508 6.3071-316-2500 9.4071-316-2501 9.4071-316-2502 9.4071-316-2503 9.4071-316-2504 10.1071-316-2505 9.3071-316-2506 9.3071-317-0000 9.3071-316-2551 7.9071-316-2552 7.9

A4-1

'O TOPIS . -YD T ... '

c.-::i- L :' , 1

BA'i'L:'IrLf SLTh'JiAL

Priority 11 C~K3-0 b

10071008

10101011

Nuclear, Bioiozical. and Chem~1ical (17C)Priority I * 092-503-1006

b92-5o- ,OO5081-831-1012081-831-1017092-503-1004

1010Priority II 092-503-1001

100210151007100810141009

081-831-1009

.±*Oiity -Ii w 0 -1-. I---'-

Basic Individual Techniques

Priority 1 071-326-0600

Priority II 071-326-05010502051005110503051205135703

Camouflage, Cover, and ConcealmentPriority 0 51-201

10021003

071-331-0852

A5-1

• riority I .,.'-::

8030?

Priority IT 07 1- 3" i- 35JSO8

Cc+,=-rn i ic3: t ion.Priority I 13. 3-64C-3-00,

1001113-587-3005

2001

Land NavlgaotonPriority I 071-329-1001

10031018

Priority II - 0.71-329-100210101009

Night Vision Device

Priority I 071-311-2301Priority II 2302

WEAPONS

M16AI RiflePriority II 071-311-2001

2003~2004?'7

23 C5

•M203 Grenade LauncherPriority I 071-311-2101

2102

Light Antitank Weapon (LAW)Priority I 071-318-2201

2202

071-318-2203

M60 MachinegunPriority I1 071-312-3001

3002

DragonOriority I 071-317-33nl

330233043308

" AS- 2

Pil.,rity I, ,-.7e. ... .. •

4!.95

Priority II 051- "2 021505150610081018

10021012102110221501

DUTY POSITION TASKS- KILI LEVEl. I

TOW Crewran (HAW)Priority I 071-316-2500

250125022503250425052506 .

071-317-0000Priority II 191-376-0105

191-376-0104

106-"M R" H Crewuan (1L"Y) CRC)Pri'- ity I f-3;-,

Prfcrittv 11?',

360436053606360836093610

191-376-01050104

M60 MachinegunnerPriorlty II 071-312-3005

3001300230043003300630073009300823102311 A5-3

191-376-0105

T-c xity i. , - - .>'315231,533 54

'314

+ i -h t infnI=r Onlv)Priority 1 113-571-1003Priority 11 071-312-3005

30043009300823102311

113-587-30042020

113-573-8Ol113-571-2001

20021005

113-609-10011002

061-283-60026003

Y203 GrenadierPriority II 071-311-2102

210221032104

Pr.ority 1 071-y "

3304 *33030000 *330633073308 *

90-MM Recoilless Rifle CrewmanPriority I 071-317-0000 *Priority I 071-319-3151

3152315331 53307

Radiotelerhone 0 ratorPriority 11 113-600-3001"i 1001

113-587-3005

A5-4

20012002

313-594-2005113-609-1(W]

1 C. 02113-622-1002

2002

Wheeled Vehicle DriverPriority II 071-333-6001

600260036004600560066007600Z

Tracked Vt-hicle Driver (:.,echanized Units Only)Priority I 071-333-6508Priority Ii 071-333-6501

6502650365046505 S650665076509

A5-5

T!.,'7 C"1JSi77 .A ' -. -

TO TOPICS A?, ', !'::..E~~~ihLL Lv2L;_,"

IA'] TI2FIEID ZL1YJVU;._L

First A- *IPriority II 0 1-63 Z'- C

~1 Gi 'i

L[Nuclear, F :ol-ri -,-1 and Che-mic-alPriority I 092-503-103 - also skil). 2evel 1

*081-831-10121017

092-503-1 0OLPriority II 092-503-1001

1010100210151007100810141009

081-831-1009

092-503-200220072001

Indivil=-! Fitness

Priority II 071-327-0201

COTMAT, TECHEIQUES

Basic individual TechniouesPriority I 071-326-0600 - also skill level 1

5704Priority II 071-326-0501

0502051005110503051205135703

071-329-1021

061-283-60026003

AD-A12i 1@2 TRAINING REQUIREMENTS AND JOB LANGUAGE PERFORMANCE-REQUIREMENTS FOR NOS 11B INFANTRYMAN(U) DEFENSELANGUAGE INST LACKLAND AR TX ENGLISH LANGUAGE CENTER

UNCLASSIFIED OCT 82 F/G 5/9 NL

ImlohllllllIEhhhhhhhhhhhhIlll llllllllllEllllllllhlllIIIIIIIIIIIIIIIESlfllfllfllflfllfllII

IlllllllllllllI*

ila

IIII~ E*13M11m L-*34 12.0

IIIII1 *_ L1.25 11.4 o.6

MICROCOPY RESOLUTION TEST CHARTNATIONAL SURAU Of STADOA*OS 1963- A

• !'..i: ~~~~...'-la ,',_ Co .. .2f~ ant: *(,1. : -.,... ..Prj,.rity I c..-C--100! also -i.l l

l002 also skill .x.viO 3 also :: 1 ....'*i

071-.3Y-052 also skill ..-, 1

Sect, '-" and Into.' tifencePriority I 071 - r.-* 'I als;o skill I Z'el 2U-3..,02a also skill lEV, ] 2

0032 also skill levt, 20803 also skill level 20806 also skill level 20806 also skill lewl 20810 also shill Icv.c,l 2

0811 also skill level 2Priority II 071-331-0805

080808070809

Communicat'[onsPriority I 113-571-1003 also skill level 1

1001Priority II 113-587-3005

20018001200120022005

Land NavgationPriority I 071-329-1001 also skill level I

1003 also skill level 19-, A also E ' . ..

:06

1007

10051012

Priority II 071-329-100210101008

4 Night Vision DevicesPriority I 071-315-2301 also skill level 2Priority II 071-315-2302

1A5-7

Priofity II 0. ,,c3 .. 2 1

'-.:.06

230304

X203 Gren-.de Launc'- erPriority II 071-311-2102

2101210321042105

Light Antitank Weapon (LAW)Priority II 071-318-2201

22022203

Caliber .45 PistolPriority II 191-376-0105

0104

M60 Machinegun.-.riority Ii 071-312-3001

3002

30043003

9 -,' ." . R Rf1Priority I 071-31- z-.,i 1.c

32$'7 also s . ievelPriority I 071-31 n-27 5

3'5:31533155

DragonPriority I 071-317-3301 also skill level 1

3302 also skill level I3304 also skill level 13303 also skill level 10000 *also skill level 13306 also skill level 13307 *also skill level 13308 also skill level 1

A5-8

PAND LW~~~,~1TSA i2!~I1.

i~i Hand G r,:-nadt..s

Priority 11 071-325-4Z40144024405

MinesPriority it 051-192-1502

1505150610081018100210121021"10221501

071-325-4406051-192-2026

TACTICAL VEHICLES

Wheeled VehiclesPriority II 071-333-6001

6002600360046005600660076008

Tracked Vehicles (Mechanized Units Only)Priority II 071-333-6501

6502650365046505650765086509

LEADERSHIP AND TRAINING

LeadershipPriority II 071-328-5301

53025304

121-030-2501874-896-2001

A5-9

TASKS FOR SI:LECI-D

DUTY POSITIONS - SKIL LEX fL 2

TOW Souad Leader (EAW)Priority I 071-316-2500 *

2501*2502150- "

"indLcate cormon tas:s in Outy pozitions)071-316- ",

106-.4 RCLR Scuiad Leader (HA.') (RC)Priority I 071-317-0000 *Priority II 071-319-3601

3602* 3603

3604360536063608360936103611

Fire Team Leader (Mechanized Units Only)Priority 11 071-313-3451

345234533454345523142315

Fire Team Leader (Mechanized and Infantry or Assistant Scout Squad 1A:i .

(Infantry)Priority II 071-312-3006

300723102311

113-587-200230042020

113-609-1001

A5-10

Fire T~am~ai~ (Cont.)Priority 11 .113-609- 100?'

1 13-522--1002.13-622-.2C02

071-326--550156055606

051-193-15031003100410051006101015011502

~rr~rrrrrrn.

4

I

01 asrcon.Open Ar1a (ive f 1re Field- ;nark-m-d~ ecrra In)

Large enclosed 6roa (hleacit r Liti:s)*'rehc'use size)

Other -~.: v..znent s: A or~ ce

B. Inforrnal S:cech

D. B~ody LanguageE. Profenft-yF . Shop talk/slongG. Non1-st'.ncarl Engliph

ei a o' lnstructi.zri 1. Oc'h r

.Video cassettesGraphic Tra-Lnin,,, Aids (diagrn.:ns, etc ....)

KIllustrations (recouirin g rcadinr,/not rcquii-.r,. --cad ing)MarsMotk-upsNcodelc/lAirilateReal equipm~ent Moie of Response

*TransparenciesTape cassettes A. Manipulating a piece of eotiip,-cnteevicc

*Training Publ ications (required/available) B.- Answers (spoken - ~rItte-,-)*Siins/-ocices C. SignalsP.A. Systcmn D. Perfornance

*Norral Vo'ice E. Taking NotesSoldier's Manual F. -Tcarwork

Il~oard G.* Otherucner Comments:

.n=jents:

:strctinalRatio

*Instructor ,oir-to-one/classPeer/one-to-oneGroup or Co-mmittee Group (group of instructors of whom one teaches one Pnrtlon of the

0; e Atra i.-s (1 iv r - .:- .Lar-c encloed ar:: ~t:'

(ro*.ouse sizi-)*~~ _ __ * 5-iis of .- )v , I . '. -' . *,1!

D. Body Lan~azuceE. Profaity

F .Shop talk ia!~

-Comcrit S:F' ili.

~ii~cassettesGCL3n..C Tlral*.IlnMd (diagr~.rr, etc....ILlus.t rat ions (ria~reani-,/nut re-Wjirin-, read.ng)

MXod6tIs/.i,.i3 atePcnl equipnt M o'ie of PR,snqrc

T zparenciesTape cassettes A. M~anipulating a piece of equi,-:,cnr/%&;vicc.Trainins- Publicarions (required/available) .Answers (so'-ken-Signs/No ci ces S.ns%2rP.A. Stem

crfd"oice

* C . t' rt~''othel

-v!ents: - .

;t-c-Linal Ratio

Instructor,ort--one /c1DssSPeer/one-to-one

Gr-or Co-mnittce Croup (group of instructors of whom one teaches one portion of rhe whcle)- . 1 (12 or hers)

- LarTre (m~ore than 12)Other

-Questions.............

tnentgt:

.'.r . teraI la

Ik ,,. .en- I a-q, rtE -

In-tr ct*. 1..IOhe

idec crssg: . as

pz~a eyofi'mcnt lvi fRsCs

Trainirg ~ ~ ~ ~ ~ 1 Pulcton rqiedaherle .Aswr roen vit

TiG. Ot.

Trnsrcnc--t-escls

Group rnate ru gopo cassettesy of who one.pu tncae onee cfortiopnfthe wi.e

Question. s

Classroom...-*Cipcn Areas (livc flrefle'a- .:r-':tcr:raIn)

Large exacloscd ;,rva(beci:(W:rcihouse sire)Ot~her o;,iSL.~Z~zJ.fwtp:~ ;..'.i .-

A. For-:41 Sncuch

C. f-PaX eAnc

D. lBou'y LanS-u.,sgeE. Profanvitv

C. Nen-stanrard Englishif i. f tructioni 1. Otbcr

Film.sVicdco ca.nsettes .Graphic 'Irainizpg Aids (cig~,etc...)...IL] "'ctrations (xet~uiriag read-ii:g/xiot r...ouir~inp rcadng)

Node" s/Atm1late '- eel C-qui;p.ent Yciie of Response

-Transparec-ces

Tape cassi.ttes .. A. M'anpulating a piece of equnf ntp :icTriining Publi~atiuo's (requirv-31available) .. Answers (sp-.ken - ,-rittcn'iS iins!No70 Lices C. Signals

:~..Svste-I P.. Perforrmce-'n~IVoice .. ~ .~. Taking Notes

* djer's Manlial F-. Tean-workCiialkboard C~.*~ .. Other

srur'tlonal Ratio *Jh . .,

Instructor or-t'* one/classPep-line-to-ono . .

7Gr- 7 or Cor~nitLfle Group (group or instructors of whom oni teaches one -:Drti,-,n of t-(e- 0'all (12 or loss)-Large (wore tha~n 12)

-Other

Questions *4=tents:

- - -- ...

C 3 Z, r om I* .~iw11 Ar-Eas (live~ fir c! fIeli c. trt na

Trk;ce e,.clcscd Prc-a (ii cac- 2ta(Varzl'ousn size)

Wher ~ *. S.V33r-' Of C, t ~ ~ h.ruc'

11. body Lanzu-japP.41rofanil.v

JCommr~ents:

Video cassettes '...GraphJ c frainirn, Aidsd~gv. ,ec. -

* I)..u31.a r2.ons (reclurlrL? r lQdrg/ncr requiring reading)*Maps

*Nock-u/'.ri'L Le .. .. A\~N ~-~:*

Rca] ecqiJ',,iert v.o-;e of Rent~oi.seTransparenciesTape cassettes (-A.- Manipulating a piece of "I m:.:cvcTrain'i Puilicrptions (required/available) 1, _. Answers (spoken -vritten) ;s ign S/Po tices ~.C. S J :nalIsP.A. SySte ) tc.nA, ("D4 Performance

N;ormal Voice -* .i E. .Taking Notes \:diler's M'anuni (! Tea mwo rk .. ..

* r~a~ko~r ~:-'. ... ,. **. C. Other*Other Commnents:

, Ix

,tructional Ratio

Instructor~or-:-to-one/class*Pecr/one-to-one .~.. **

Cl ass , o4Cp, n Areas (1iVC -.'-rC - .r~-~tr&

(;:3rechOuse sd.Za-

i.. For...±

D. Pfait'.

zia~~~ a!f t'~rcio .O

ViecEo cassettesGriv~hi.c Iraiin AiC~s etc'~..-n tstiaLlons (requiring vezii:-g/not requiringc rteali)

'Ra equipr'ent of:Ree c on e

Tap.e CaseLtes RAj~ .'i~ ic fc~in:td~~c

Tr--';- Fu7Ii.ce ; nl.7

ts.civr s lla.iuaiChalklboard .C. OErliOther Coens

*structional Ratio

*TInstructor 6rl-to- one/classPeor/one-to-one

Gr - or Cc7-ilttce Group (group of Instructors of whom one teaches one portion of th- cJ (12 or 1PE~)

- Large (more than 12)OtherQticstions

i 1I

- .o

a . . I * " . - ." , I'

.. . . . . . . .. . ; _ ,. . . .. . - ; •

-.. . -.. . j . ." . .. . . .I .. I -

.... . .. . ' I . : -

-1: ; t! - .'' " , . •

I- - ! -. - -- 1 ... . : . . . , .- , " . ...I-,, _., ,. :. , , *-, . , , . : . .*,,-1 i, i , l i , , ; " i • ,I:

a ,'. :. I I .. ; " " ' "' ' .. 'I* I , - "j "'-' a1 ; -' . ". . I 5

. . .-- , ,, ' , ; ;. .j*..... -.. ... . * . -... . . .. -... . ... ... . . ... ... .

.'. 9, , . 1 - ,. . , -- -. ; • , 1

* . .. . . . • " 2

.. ,, .*o , ; 9 i I

," .. .. .. '- ;I • ,* . I

&I.' ! 9 i - - -~ i - " ! , I ! I . i . ., - :

• ' :.. . - • I . % . =. . . . - . • .

-. ,0 . 1 i , ; i _ I . - . •' - " . .. .+ I I ' a 1 * * I

- a • * * i 5 a . . ' *'

- i * -. . Ii -_ .,. ,v . ."--,9 * | - *i." /* -. *~***~ -

'* .~! e. . . a

* | !, * , * . . 1

* . ' *..•. . "*&

*- ". .'- I . . . .• '

,5 ,- i -- " . It I Id. : .*! i t J 4*. t ! i I i , , t . I 1 2

-' -: .

training requirements and job language performance … · 2014. 9. 27. · dot 92 training...

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