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 STRUCTURAL KNOWLEDGE.
Coverage of material in this goal domain is intended to be understood
somewhat more normatively than in the other domains. There should be little
problem in this, however, since this type of knowledge is the one that is best
supported by standard textbooks. Nevertheless, the intent remains that in
making placement decisions, it is better to err on the side of higher placement
and to provide any necessary compensation outside of class than to insist that
absolutely every item be in place in order to be placed at the intermediate
stage.
While we are urging that coverage of these goals be more uniforms that
in the preceding three domains, it is important to recall that the goals are still to
be interpreted relative to the level of proficiency. Perhaps it is useful here again
to think in terms of production and reception. A Novice-level learner is not
generally able to produce grammatically correct utterances, so we should
expect production to be very inaccurate. We envision, however, that a learner
who has completed the elementary stage will have been exposed in a relatively
systematic fashion to the knowledge listed below. Their receptive abilities
should, therefore, be somewhat more sophisticate: we would expect a learner at
the beginning of the intermediate stage not to panic at the mention of the
instrumental case, for example; or, upon reading, e.g.,jn yfib[ lheptq, might
recognize that jnrequires the genitive case and then be able to figure out that
this must be the plural form--even though this might require several "mental"
steps.
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--Recognize and use all cases, singular and plural, of nouns, adjectives,
pronouns, and ordinal numbers with accuracy appropriate for the level of
proficiency
--Forms of basic verbs (regular and high-frequency irregular): three tense
forms, imperative, infinitive; notparticiples, gerunds
--Numbers from zero to one thousand
--Knowledge of unprefixed "verbs of motion" as lexical items: e.g.,Relf ds
bl=nt#tltnt*Z k/,k/ [jlbnm yf ks;f[. Z yt gkfdf/.
--Verbal prefixes: gj-> d-> ds-> ghb-> e-
--Simple and basic complex sentences:yj> f> bkb> tckb> rjulf> xnj> rjnjhsq>
xnj,s> kb
--Tense, mood and aspect (forms and basic meanings; only minimal
competence expected, especially with aspect)
--Modality:vj;yj> yflj> ytkmpz> ljk;ty
--Elementary knowledge of comparative forms and syntax
--Familiarity with a system of telling time
--Discourse management particles: xnj> b> ;t> ye
--Terminology (in English orRussian): know what is meant by case names,
verb forms names, parts of speech and sentence components
The aim of section 2.3.1. has been to describe a knowledge state that
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would be desirable for learners ready to move on to the intermediate stage in
their Russian language learning career. This knowledge state will be imperfect
and will be highly idiosyncratic.
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