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Full-Text Articles in Arts and Humanities
Piloting A Dynamic Assessment Model: Russian Nominal Morphology As A Building Block For L2 Listening Development, Rimma Ableeva, Olga Thomason
Piloting A Dynamic Assessment Model: Russian Nominal Morphology As A Building Block For L2 Listening Development, Rimma Ableeva, Olga Thomason
Russian Language Journal
Second language (L2) Russian research identifies listening comprehension as the least developed language ability among university students and points to the importance of listening instruction in Russian programs (e.g., Rifkin 2005; Comer 2012a; Isurin 2013). For example, Rifkin (2005, 11) states that students typically exhibit an “intermediate-low level of L2 listening proficiency” after completion of a 4-year Russian program. According to Isurin (2013, 39), the survey conducted among L2 Russian learners and instructors acknowledged “listening comprehension as the most problematic area in students’ language proficiency in general.” Comer (2012a) attributes poor listening ability to insufficient teaching materials and activities as …
Review: Panorama: Intermediate Russian Language And Culture, Jim Sweigert, Irina Six
Review: Panorama: Intermediate Russian Language And Culture, Jim Sweigert, Irina Six
Russian Language Journal
Every time a new Russian textbook is released, it raises similar expectations among both experienced and new teachers: Would this textbook make my teaching life easier? The hope is even more anxious when the textbook is designed to help students move from intermediate to advanced proficiency, a challenging task that needs more published teaching materials. Panorama is a textbook meant to respond to this market need.
Review: Exploring The Us Language Flagship Program: Professional Competence In A Second Language By Graduations; Poetry Reader For Russian Learners, Grant H. Lundberg, Richard Robin
Review: Exploring The Us Language Flagship Program: Professional Competence In A Second Language By Graduations; Poetry Reader For Russian Learners, Grant H. Lundberg, Richard Robin
Russian Language Journal
Concepts of the Prague Linguistic Circle on the American Continent and the Theory of Emotive Language,” discusses the structuralist ideas of the PLC in her publications on the semiotics of language and literary analysis. Steven Franks and Catherine Rudin’s contribution, “Invariant -to in Bulgarian,” investigates the connection of invariant -to, found in relative clauses and wh-constructions, to inflectional -to, found in the neuter definite article. They use syntactic theory as well as comparative Macedonian data to examine the issue. Finally, Donald Reindl, “The Fate of German (Post)Velars in Slovenian Loanwords,” tries to impose some order on a seemingly chaotic situation. …
Constructing A Russian Elicited Imitation Exam, Troy Cox, Jennifer Bown, Jacob Burdis
Constructing A Russian Elicited Imitation Exam, Troy Cox, Jennifer Bown, Jacob Burdis
Russian Language Journal
A Russian student wants to know if it is worth the expense to pay for an official ACTFL Oral Proficiency Interview (OPI). The director of a flagship program wants to measure the improvement of the oral proficiency of students returning from their in-country experience. A university department needs to provide evidence that their students are meeting learning objectives as part of accreditation. In each of these cases, a cost-effective, scalable solution to measuring oral proficiency would be helpful.
Review: Russian From Intermediate To Advanced, Cori Anderson
Review: Russian From Intermediate To Advanced, Cori Anderson
Russian Language Journal
Russian from Intermediate to Advanced is a new and innovative textbook designed for students who wish to reach an advanced level of proficiency in all modalities (speaking, listening, reading and writing), according to the ACTFL scale. The book is designed to reflect the ACTFL proficiency guidelines for all four skills, as well as the skills tested in the TORFL. The authors have also produced a companion website, which features audio and video components, as well as grammar exercises. These materials can be used in a traditional one-year course, an intensive summer- or academic-year course, or over multiple years of study, …
Thoughts On High Level Proficiency In Arabic, Russian And English With A Platitudinous Postlude, James Bernhardt
Thoughts On High Level Proficiency In Arabic, Russian And English With A Platitudinous Postlude, James Bernhardt
Russian Language Journal
In the present paper, I look at the top of the Interagency Language Roundtable (ILR) Skill Level Descriptions and critique several of their assumptions. As I do this, I speak for myself and not for the Government in general or the U.S. Department of State in particular. I also do not pretend that my conclusions are not uncontroversial. I also discuss the 2012 ACTFL proficiency standards, but note that we do not train to those standards at the Foreign Service Institute.
Heritage Language Learners Of Russian And L2 Learners In The Flagship Program: A Comparison, Olga Kagan, Anna Kudyma
Heritage Language Learners Of Russian And L2 Learners In The Flagship Program: A Comparison, Olga Kagan, Anna Kudyma
Russian Language Journal
The paper will compare heritage language learners (HLL) with traditional learners of Russian as a foreign language (L2 learners). We will focus on the Intermediate-High and higher levels of proficiency in order to determine whether these two groups of students can profitably share the classroom and use a common curriculum. The findings of a new study as well as UCLA Flagship experience over several years confirm that these two groups are compatible at higher levels of oral proficiency as measured by oral proficiency tests.
A Case Study Of The Acquisition Of Narration In Russian: At The Intersection Of Foreign Language Education, Applied Linguistics, And Second Language Acquisition, Benjamin Rifkin
Russian Language Journal
Studies of students’ foreign language proficiency—including Carroll (1967), Magnan (1986), and Thompson (1996)—have shown that students in their fourth year of language study typically demonstrate oral proficiency in the intermediate range. Thompson’s study found the median score of students’ oral proficiency in the fourth year to be at the intermediate high/advanced threshold, but her subjects at this level of instruction were students at Middlebury’s summer language program and were tested in the last week of the program. In my own teaching practice, I have found that most of the students majoring in Russian at the University of Wisconsin-‐‑Madison graduate with …
Lexical Complexity Of Learner Discourse: Interpersonal And Presentational Mode Descriptions In Russian, Julia Mikhailova
Lexical Complexity Of Learner Discourse: Interpersonal And Presentational Mode Descriptions In Russian, Julia Mikhailova
Russian Language Journal
In this case study I will analyze the lexical complexity of oral descriptions produced by learners of Russian in two different but related kinds of oral proficiency interviews, the Oral Proficiency Interview (OPI) and the Simulated Oral Proficiency Interview (SOPI). The OPI is a face-to-face or telephone interview of a speaker of a foreign language conducted by a tester certified by the American Council on the Teaching of Foreign Languages (ACTFL). In the OPI, description is elicited by the examiner in the context of live interaction. The description is thus in interpersonal mode, as defined by the National Standards for …