Undergraduate Programs
Learning Goals for 100-200 level courses
To download pdf chart with proficiency standards click here >
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Listening |
Students will
be able to understand familiar words and basic sentences concerning
themselves and a variety of familiar topics (e.g. family, travel,
food, some current events, technology, professions, etc.) when
people speak slowly and clearly.
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| Reading |
Students will
be able to read short, simple texts. They will be able to utilize
reading strategies to find specific, predictable information in
simple everyday materials such as advertisements, menus and brief
personal communications.
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| Speaking |
Students will
be able to use the target language with a basic level of conversational
fluency and precision on familiar topics using limited vocabulary,
grammar, and memorized phrases. They will be able to ask and answer
a limited number of simple questions in areas of immediate need
or on familiar topics. They will be able to use simple phrases
and sentences to describe where they live and people they know.
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| Writing |
Students will
be able to write short, simple messages dealing with everyday
issues. They will be able to describe, in basic sentences, themselves,
their friends and family, their immediate surroundings, and their
daily routines.
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| Cultural
awareness |
Students will
be able to give examples of the relationship between language
and culture. They will be able to identify some characteristics
of the target culture and distinguish patterns from stereotypes.
They will be able to note similarities and differences between
home and target cultures.
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| Reflectivity |
Students will
be able to reflect, in English and, to a limited extent, in the
target language, on personal experiences while learning a new
language. They will begin to identify their personal learning
style. |
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| Listening |
Students will
be able to understand phrases and high frequency vocabulary related
to areas of immediate personal relevance (e.g. basic personal
and family information, shopping, local area, employment) and
identify the main points of simple descriptions, narrations, messages,
and announcements.
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| Reading |
Students will
be able to read texts that consist mainly of high frequency everyday
language; understand the description of events, feelings, and
wishes in personal communications; and understand, with some guidance,
selected poems and shorter literary prose.
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| Speaking |
Students will
be able to communicate in routine situations requiring a simple
and direct exchange of information on familiar topics and activities.
They will be able to engage in short social exchanges; and describe,
in simple terms, their family and other people, living conditions,
educational background, present and past experiences as well as
future plans.
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| Writing |
Students will
be able to write notes, messages and letters describing their
surroundings and daily routines. They will be able to narrate
simple stories and personal experiences using the present, past
and future tenses, and begin to formulate basic predictions and
hypotheses.
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| Cultural
awareness |
Students will
further develop their understanding of the relationship between
language and culture. They will be able to identify characteristics,
events and places of importance in the target language culture.
They will be able to identify similarities and differences between
home and target cultures, and give examples of one culture influencing
another.
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| Reflectivity |
Students will
be able to reflect, in English and, to a limited extent, in the
target language, on personal experiences while learning a new
language. They will be able to identify their personal learning
style and recognize how this can be used to enhance their language-learning
experience.
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| Listening |
Students
will be able to understand the main points of clear standard speech
on familiar matters regularly encountered in school and leisure
and understand the main points of selected clips from a variety
of media (e.g. radio, film, and TV programs) on topics of personal
interest when the delivery is relatively slow and clear.
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| Reading |
Students will
be able to read and understand the main points of texts from a
variety of sources (articles, reports, literary excerpts, advertisements,
song lyrics, etc.) that deal with familiar subjects and cultural
topics. They will begin to understand longer literary excerpts
from authentic texts of different genres.
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| Speaking |
Students will
be able to converse on topics that are familiar, of personal interest,
or pertinent to everyday life. They will be able to connect phrases
and sentences in order to describe experiences and to express
hopes and ambitions. They will be able to give reasons and explanations
for their opinions and plans. They will be able to narrate a story
in the present, past, and future.
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| Writing |
Students will
be able to write a variety of texts on topics that are familiar
or of personal interest with increasing attention to accuracy
and coherence. They will be able to describe experiences, express
hopes and ambitions, and state and support basic arguments and
opinions. They will begin to combine and link sentences into connected,
paragraph-length discourse.
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| Cultural
awareness |
Students will
have gained good insights into many aspects of values, patterns,
and institutions of the target language culture(s). They will
be able to demonstrate a basic understanding of the impact of
historical events, how cultures change over time, how they are
transmitted, and how they influence each other. They will be able
to recognize the depth and complexity of cultural differences.
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| Reflectivity |
Students will
be able to reflect, in English and, progressively, in the target
language, on their progress and language-learning goals and objectives.
They will understand the correlation between their personal learning
style and the development of successful learning strategies. They
will be able to document progress and articulate goals.
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| Listening |
Students will
be able to understand the main points of extended speech and lectures
and follow the general lines of more complex arguments, provided
the topic is reasonably familiar. They will be able to understand
standard speech from a variety of media (e.g. TV commercials,
news segments, interviews, programs, and films).
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| Reading |
Students will
be able to read and understand texts from a variety of sources
and begin to discern writers' attitudes and viewpoints. They will
be able to understand texts written in varying literary styles
(colloquial, lyric, dramatic, comic, etc.) of greater length and/or
complexity.
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| Speaking |
Students will
be able to interact with a greater degree of fluency and spontaneity
in most informal and some formal discussions on topics that are
familiar, of personal interest, or pertinent to everyday life.
They will be able to combine and link sentences to describe experiences
and express hopes and ambitions, and to give reasons and explanations
for their opinions and plans.
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| Writing |
Students will
be able to write summaries and short compositions on a range of
topics related to the target language culture and of general interest.
They will improve their ability to combine and link sentences
into connected, paragraph-length discourse, using a variety of
verb tenses and moods. They will further develop the accuracy
and organizational coherence of their writing.
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| Cultural
awareness |
Students will
be able to demonstrate knowledge of cultural topics introduced
in class, including aspects of history, geography, literature,
and popular culture. They will develop a better understanding
of the target language and culture through authentic materials,
and will gain more profound insight into the relationship between
the two.
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Reflectivity |
Students will
be able to reflect in the target language on their progress and
language-learning goals and objectives. They will be able to define
and refine their personal learning style and develop successful
learning strategies. They will be more confident in their ability
to document progress and articulate goals.
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Romance Language Learning goals are based on the Common European Framework.
