Distinguishing intermediate and advanced students is in itself a challenge, but I would propose the following criterion: advanced students are autonomous language learners, which means they can progress on their own without a teacher or structured method, through sheer immersion, while intermediate learners still require scaffolding from a teacher, a book, or any structured learning system.
2) Intermediate students need very strong internal motivation. On the one hand, their level is still too low for them to enjoy a film, a book or even a conversation in the target language, unlike advanced students. On the other hand, their progress is less perceptible than beginner students; and since perceived progress is one of the strongest motivators for further studies, their risk of dropping out is very high.
I ran across this while looking for whatever about advanced learning.Regarding language learning, I always believe in motivation. The self-motivated learners are different from those passively learning in classrooms.
I found that composition is the best way to move on and enjoy language learning. The trap is that the conventional teaching of composition demands the perfection writing from the learners and become very frustrating.
This course provides students with intensive practice in listening and spoken French at the intermediate level. Students will acquire the skills and vocabulary necessary for daily conversations and understanding of Francophone culture through exposure to various media and authentic documents such as songs, storytelling, videos, games, and interviews and other media. Particular attention is paid to spontaneous speech, formal and informal interactions, as well as presentation skills. All students are REQUIRED to complete the French Placement Test ( /) before enrolling in ANY FSL or FRE language course for the FIRST time.
Common Intermediate Language (CIL, pronounced either \"sil\" or \"kil\") (formerly called Microsoft Intermediate Language or MSIL) is the lowest-level human-readable programming language defined by the Common Language Infrastructure (CLI) specification and is used by the .NET Framework and Mono. [...]
An intermediate language, in compiler design, is a low-level language that typically resembles an idealized assembly language, often a textual representation of bytecode for a virtual machine. For .NET's CIL, use the [cil] tag.
While CIL is the proper technical term, it doesn't get much actual usage in practice. Certainly not in answers, most everybody uses IL. At least partly inspired by the tools that work with IL, their names start with il (like ilasm and ildasm).
Introduction to the basic structure of the Japanese language. Practice in speaking, listening, reading and writing, with a focus on an accurate command of grammar and culturally appropriate communication skills.
Continued study of the basic structure of the Japanese language. Practice in speaking, listening, reading and writing, with a focus on an accurate command of grammar and culturally appropriate communication skills.
Introduction to the basic structure of the Japanese language. Practice in speaking, listening, reading and writing, with a focus on an accurate command of grammar and culturally appropriate communication skills. This course is equivalent to JAPN 111 on campus.
Continued study of the basic structure of the Japanese language. Practice in speaking, listening, reading and writing, with a focus on an accurate command of grammar and culturally appropriate communication skills. This course is equivalent to JAPN 112 on campus.
Selected readings deal with world languages and cultures. Texts read may be classics in a national literature, works by writers who recently won a high literary prize, or texts dealing with current topics critical to the history or politics of a particular country. Texts may be tied to on-campus lectures on world literature by invited speakers. This course can be repeated once for credit with the permission of the chair. Offered for S/U grading only
Review and continued study of grammar together with additional training in speaking, listening, reading and writing. Satisfactory completion of JAPN 211 fulfills the global language proficiency requirement.
This course gives a broad overview of Japanese film and visual culture from the 1940s to the present. Cinema in Japan has a rich history, from samurai sword-fight films to tokusatsu monster movies, horror, New Wave, films on the family unit, long-running drama series, documentary, anime, and beyond. We will explore the genres of Japanese film and their historical, political, and cultural contexts while gaining a critical language for discussing and writing about film. We will screen (subtitled) films by directors such as Mizoguchi Kenji, Kurosawa Akira, Masumura Yasuzo, Koreeda Hirokazu, Kawase Naomi, and many more.
Business Japanese reviews polite language (keigo) from the advanced Japanese language classes (311, 312) and expands its application for practical use in business settings. This includes proper workplace interactions, email correspondences, and culturally appropriate gestures and practices (such as the exchange of business cards). This course may be offered as a standalone, or crosslisted with other advanced Japanese courses, in which case learning material beyond the regular course textbooks will serve as supplement.
Course DescriptionSpanish 120 is a second-semester language course designed for students who have some prior experience in Spanish. As in other Spanish courses, Spanish 120 emphasizes the development of foundational listening, speaking, reading, and writing skills while exploring the rich cultural mosaic of the Spanish-speaking world. Through listening activities and videotaped interviews with native speakers, your aural and oral abilities will improve at the same time that you will become familiarized with different varieties of standard spoken Spanish. You will be given ample opportunities to practice orally and in writing so that you can reinforce newly acquired vocabulary and linguistic structures. Reading strategies will facilitate your comprehension of the texts included in the course syllabus. Readings focused on a specific country or region, visual items (such as maps, photos, films) and a class project will advance your knowledge of Hispanic cultural practices and products while increasing your intercultural competence. Conducted entirely in Spanish, this class will provide you with guided practice before moving to more independent and spontaneous language production. You will participate in paired, small-group and whole-class activities that simulate real-life situations that will help you gain confidence communicating in Spanish.
Course DescriptionSpanish 125 is a second-semester elementary Medical Spanish Language that continues to develop the fundamentals of practical Spanish, with a special focus on medical situations and basic medical terminology. In this course, particular attention will be given to developing speaking and listening skills, as well as cultural awareness. Students will be expected to participate in classroom activities such as role-plays based on typical office and emergency procedures in order to develop meaningful and accurate communication skills in the target language. Students who have already taken Spanish 120/121 will not receive credit for Spanish 125. Although these courses have different numbers, they are at the same level. Students who have already fulfilled the language requirement (AP, SAT II, etc.) or have taken courses at the 200- and 300-level may not take basic level language courses (100-level courses) in the same language. They will not receive credit for this course (Spanish 125).
Course DescriptionDuring the spring semester, Spanish 134 is limited to those students who have satisfied the language requirement in another language. During the summer (at the Penn campus and the Penn-in-Buenos Aires Summer Abroad Program), Spanish 134 is open to all students. Spanish 134 is an intensive intermediate-level language course that covers the material presented in Spanish 130 and Spanish 140. The course emphasizes the development of the four canonical skills (reading, writing, listening, and speaking) within a culturally based context. Class time will focus on communicative activities that combine grammatical concepts, relevant vocabulary, and cultural themes. Students will participate in pair, small-group and whole-class activities to practice linguistics skills in a meaningful context. Major course goals include: the acquisition of intermediate-level vocabulary, the controlled use of the past tense and major uses of the subjunctive, and the development of writing skills. Students who have previously studied Spanish must take the online placement examination. Students who have already fulfilled the language requirement in Spanish may not take basic level language courses (110-145) in the same language. Any questions about placement should be addressed to the directors of the Spanish language program.
Course Description Spanish 140 is a fourth-semester language course that both reinforces and enhances the communicative skills (listening, speaking, reading, and writing) previously acquired while exploring the rich cultural mosaic of the Spanish-speaking world. Class activities are designed so that students can build up these four skills in order to function at an intermediate language level. Readings focused on contemporary social and political issues of the Hispanic world will advance your knowledge of Hispanic cultural practices while increasing your intercultural competence. Unique to this course is the preparation of an oral presentation on a topic related to the Hispanic world throughout the semester and presented during the last days of classes. The purpose of this task is to help students develop their presentational competence in Spanish. 59ce067264