Language Learning Framework

Russian Language Programs in the United States

| Title Page | | Authors | | Table of Contents |
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55

Elementary stage

The portion of figure 3.2 relevant to the elementary stage is repeated
here for convenience.

IMAGE imgs/Printing82.jpg

In presentations to colleagues, we have found it necessarily to return
repeatedly to the question of what is meant by "exposure to all major structures"
in the domain of structural knowledge. First, recall that in proficiency terms, the
expectation is only that learners be at the Novice-High level. That means that
when learners are speaking, for example, the notion of grammatical mistakes is
almost irrelevant, since they will largely be reciting, and the expectation is that
learners at this stage cannot both recite and analyze, and while a certain
amount of self-monitoring can go, to expect very much self-correcting is to fail to
understand the cognitive complexities of language production.

Rather than being production oriented, the specification of knowledge in
the structural domain is intended to help high school and college programs
understand what sort of analytic tools will be presented to learners. Thus, it
cannot be expected that a college freshman hoping to be placed into a course
representing the equivalent of the intermediate stage of this framework will use
the instrumental case correctly with great regularity. However, this framework is
stating that such a student will need to have been exposedto it and, by
implication, have begun the process of assimilating it into his or her analytic
and, maybe, productive repertoire.


	Elementary stage The portion of figure 3.2 relevant to the elementary stage is repeated here for convenience.

		In presentations to colleagues, we have found it necessarily to return repeatedly to the question of what is meant by "exposure to all major structures" in the domain of structural knowledge. First, recall that in proficiency terms, the expectation is only that learners be at the Novice-High level. That means that when learners are speaking, for example, the notion of grammatical mistakes is almost irrelevant, since they will largely be reciting, and the expectation is that learners at this stage cannot both recite and analyze, and while a certain amount of self-monitoring can go, to expect very much self-correcting is to fail to understand the cognitive complexities of language production. Rather than being production oriented, the specification of knowledge in the structural domain is intended to help high school and college programs understand what sort of analytic tools will be presented to learners. Thus, it cannot be expected that a college freshman hoping to be placed into a course representing the equivalent of the intermediate stage of this framework will use the instrumental case correctly with great regularity. However, this framework is stating that such a student will need to have been exposedto it and, by implication, have begun the process of assimilating it into his or her analytic and, maybe, productive repertoire.