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explain the meaning of new idioms or analyze the linguistic indicators of a text that presents an

unusual mixture of styles or genres. Examples of this type of exercises are given below.

  • Explain the meaning of the given components of SCC and SLC.

  • Interpret the difference in meanings of synonymous components of SCC and SLC.

  • Analyze the difference between the meaning of a component in a target language and its equivalent in your native language.

  • Create a competency component with the indicated meaning. These types of exercises can be used for developing of all four basic communicative skills:

speaking, reading, writing, and listening. Depending on which skills the students are working on,

assignments can be modified. Materials can be presented to students in the form of a written text or

an oral utterance or dialogue (taped or role-played by native-speakers). The completion of the

exercise can involve listening, speaking or writing and the outcome of the learning activities can

belong to oral or written communication.

Respondents acknowledged the efficiency of the proposed types of exercises for developing

SCC and SLC. Survey results allow us to conclude that despite the fact that further research is

needed to fine-tune the possible tools and techniques for teaching SCC and SLC, the current

project has outlined a general approach that is relevant for different languages and can serve as a

template for developing future courses.

III. Conclusion

The purpose of this template is to provide guidance in creating workbooks for learners

working towards ILR S: Level 4 of foreign/second language proficiency. The recommendations

given here are developed by experienced Level 4 teachers and course developers, who have used this

approach in preparing the Russian Socio-cultural and Sociolinguistic Workbooks. The input from


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