Language Learning Framework

Russian Language Programs in the United States

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Intermediate stage³⁵

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

IMAGE imgs/Printing91.jpg

Intermediate-level courses in foreign languages, and perhaps in any
discipline, tend to replicate the problems of adolescence. In the case of
language learning, much of that has to do with one of the theoretical
underpinnings of this framework: the move towards independence. At the
elementary stage leaners often revel in the wonderful generality and
accompanying sense of power that comes when they are seeing the
grammatical system for the first time At the intermediate level, students often
finding out that, like the rule systems of their parents and society, there are lots
of irregularities. Where good learners felt that they could accomplish a lot of
learning quickly at the elementary stage, they now discover that much of what
lies ahead of them is word-by-word, context-by-context learning.

The intermediate stage, then, is about transitions. Learners need to
solidify their learning from the elementary stage, but also move beyond that in
ways that require that they take on much more responsibility for their own
learning. This process of deepening knowledge is challenging because on a
day-to-day basis it is very easy for even conscientious learners to fall back on
older, safer knowledge. Aside from the overt goals for this stage, spelled out
below, there is also a covert operation which teachers much undertake to help
students move through this challenging transition.

35_{We have received much less feedback from teachers regarding the feasibility of the}goals that we suggest for the intermediate. We would be especially grateful, therefore, for
comments concerning the goals for this stage.


Intermediate stage³⁵ The portion of figure 3.2 relevant to the elementary stage is repeated here for convenience.

	Intermediate-level courses in foreign languages, and perhaps in any discipline, tend to replicate the problems of adolescence. In the case of language learning, much of that has to do with one of the theoretical underpinnings of this framework: the move towards independence. At the elementary stage leaners often revel in the wonderful generality and accompanying sense of power that comes when they are seeing the grammatical system for the first time At the intermediate level, students often finding out that, like the rule systems of their parents and society, there are lots of irregularities. Where good learners felt that they could accomplish a lot of learning quickly at the elementary stage, they now discover that much of what lies ahead of them is word-by-word, context-by-context learning. The intermediate stage, then, is about transitions. Learners need to solidify their learning from the elementary stage, but also move beyond that in ways that require that they take on much more responsibility for their own learning. This process of deepening knowledge is challenging because on a day-to-day basis it is very easy for even conscientious learners to fall back on older, safer knowledge. Aside from the overt goals for this stage, spelled out below, there is also a covert operation which teachers much undertake to help students move through this challenging transition. 35_{We have received much less feedback from teachers regarding the feasibility of the}goals that we suggest for the intermediate. We would be especially grateful, therefore, for comments concerning the goals for this stage.