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 SKILL LEVELS & FUNCTIONAL ABILITIES.
The two columns in figure 2.4., below, reflect a possible , not a necessary
time line for the intermediate stage. The ultimate goals of the intermediate
stage are those in the rightmost column, and may, in fact, be beyond the grasp
of many high school programs. The middle column is offered as an example of
possible midpoints. Similarly, many colleges may find it impossible to reach
this stage after only two years; local conditions (fewer contact hours than is the
norm, for example) might mean that three years are required rather than two.
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Figure 4.2. Skill-level goals for the intermediate stage
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The goals stated here may generally be perceived as being too high, and
should not be taken to describe the current state of affairs either in high schools
or colleges. They are presented as goals to be striven for, and reflect the
hypothesis that a genuine four-skill, proficiency-motivated curriculum, designed
following the principles described in this document can achieve such goals.
This hypothesis may, in fact, be incorrect, but these goals are offered in the
belief that it is preferable to aim a little too high and retreat, if necessary, than
not to challenge our teachers and students.
The functional abilities listed at the elementary stage should be revisited
and broadened. As students move from the novice level to the intermediate,
much of their improved proficiency will be the result of having more options at
their disposal--both receptive and productive. A novice speaker may only be
able to express gratitude with cgfcb,j>while an intermediate will be more likely
to be able to recognize and use--if not with appropriate awareness of degrees
of formality--,jkmijt cgfcb,j> cgfcb,j pf 'nj> yt pf xnj> ,kfujlfh/ dfc>but still will
perhaps not even have heard, e.g.,yt cnjbn ,kfujlfhyjcnb.
Beyond the list of functions listed for the elementary stage are several,
below, which require more complicated grammatical constructions (e.g., the
imperative as one way to give directions).
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Express a wish !z [jntk ,s> ,skj ,s [jhjij...@
Express congratulations
Give directions
Make and respond to invitations
Express counterproposals!Lfdfqnt kexit...@
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