CHINESE
OUTCOMES/EXIT REQUIREMENTS
Listening - Intermediate-High (2.3)
Able to understand main ideas and facts in
everyday language, simple directions, and some
connected discourse
Shows understanding, of main ideas and facts in
simple discourse (e.g., introductions, descriptions
of personal interest, simple announcements,
telephone messages); able to understand some
complex constructions such as ba-disposal,
bei-passive, resultatives, etc.; shows awareness of
focal changes in sentences (Ta zuotian zoule / Ta
shi zuotian zou de), narrative strategies, and use
of discourse markers such as sentence connectors;
shows emerging awareness of socio-linguistic
features of speech, differences in meaning by
intonational variation, and cultural nuances
Speaking - Intermediate-High (2.3)
Able to use the language by combining and
recombining learned elements; able to initiate and
minimally sustain, and close in a simple way basic
communicative tasks; able to ask and answer
questions
Shows emerging ability to sustain longer
stretches of speech and to use connectors in
discourse; shows increasing ability to indicate
focal points in a description or narration by using
syntactic constructions (e.g., shi ... de-focus,
ba-disposal, bei-passive, resultatives, etc.);
shows emerging awareness of cultural nuances
Reading - Intermediate-Mid (2.2)
Able to understand main ideas and facts from
simple connected texts of high-frequency
characters
Shows sufficient comprehension of specially
prepared discourse for informative purposes; able
to understand, with the use of a dictionary, main
ideas and facts in authentic material written in
the conversational style; able to understand
printed or clearly hand-written edited prose such
as a simple letter from a friend or a simple
message
Writing - Intermediate-Mid (2.2)
Able to meet practical writing needs by
communicating simple facts and ideas in a loose
collection of sentences in conversational style
Able to write short stories, diary entries, and
simple letters to friends; shows increasing ability
to write about past events and future plans; able
to fill out simple forms on personal data and
history.
FRENCH OUTCOMES/EXIT
REQUIREMENTS
Listening – Intermediate-High
Able to sustain understanding over longer
stretches of connected discourse on a number of
topics pertaining to different times and places;
however, understanding is inconsistent due to
failure to grasp main ideas and/or details. Thus,
while topics do not differ significantly from those
of an Advanced level listener, comprehension is
less in quantity and poorer in quality.
Speaking - Intermediate-High
Able to handle successfully most uncomplicated
communicative tasks and social situations. Can
initiate, sustain, and close a general conversation
with a number of strategies appropriate to a range
of circumstances and topics, but errors are
evident. Limited vocabulary still necessitates
hesitation and may bring, about slightly unexpected
circumlocution. There is emerging evidence of
connected discourse, particularly for simple
narration and/or description. The Intermediate-High
speaker can generally be understood even by
interlocutors not accustomed to dealing with
speakers at this level, but repetition may still be
required.
Reading - Intermediate-High
Able to read consistently with full
understanding simple connected texts dealing with
basic personal and social needs about which the
reader has personal interest and/or knowledge. Can
get some main ideas and information from texts at
the next higher level featuring description and
narration. Structural complexity may interfere with
comprehension; for example, basic grammatical
relations may be misinterpreted and temporal
references may rely primarily on lexical items. Has
some difficulty with the cohesive factors in
discourse, such as matching pronouns with
referents. While texts do not differ significantly
from those at the Advanced level, comprehension is
less consistent. May have to read material several
times for understanding.
Writing – Intermediate-High
Able to meet most practical writing needs and
limited social demands. Can take notes in some
detail on familiar topics and respond in writing to
personal questions. Can write simple letters, brief
synopses and paraphrases, summaries of biographical
data, work and school experience. In those
languages relying primarily on content words and
time expressions to express time, tense, or aspect,
some precision is displayed; where tense and/or
aspect is expressed through verbal inflection,
forms are produced rather consistently, but not
always accurately. An ability to describe and
narrate I paragraphs is emerging. Rarely uses basic
cohesive elements such as pronominal substitutions
or synonyms in written discourse. Writing, though
faulty, is generally comprehensible to natives used
to the writing of non-natives
GERMAN OUTCOMES/EXIT
REQUIREMENTS
Competencies expected of students are based upon
the guidelines established by the American Council
on the Teaching of Foreign Languages and are
pinpointed at the Intermediate Level of Competency.
Each expectation of competency at the Intermediate
Level assumes competency in the given skill at the
Novice Level, or first three semesters of German
language instruction at CSUS.
Listening
Demonstrates the ability to understand high
frequency, learned material; to follow basic oral
instructions requiring non-verbal response; and
understand short spoken dialogs or related
incidents.
Shows increasing understanding of high frequency
situations in simple discourse, e.g.,
introductions, directions, personal interests;.
shows growing ability to recognize cultural
features of the language, such as the
informal/formal dichotomy, politeness factors, and
the sequence of daily routine.
Speaking
Demonstrates the ability to create with the
target language by combining and recombining
learned elements; to initiate, sustain, and close
basic communicative tasks; to ask and answer
questions.
Shows increasing ability to handle
socio-linguistic features of the language, e.g.,
the formal/informal dichotomy, politeness factors;
shows growing ability to respond to general
personal questions requiring concrete information
and to material presented visually; shows growing
ability to respond to content questions on printed
materials, from newspaper and magazine
advertisements to edited literary and cultural
texts.
Reading
Demonstrates the ability to understand main
ideas and facts both in connected texts dealing
with immediate needs and in edited literary and
cultural texts.
Shows increasing ability to comprehend learned
material which includes standardized messages,
phrases, and expressions; shows emerging ability to
derive meaning from high frequency material
presented in situational contexts, such as
newspaper and magazine articles and advertisements;
shows increasing ability to understand main ideas
in edited descriptive and narrative literary and
cultural texts.
Writing
Demonstrates the ability to meet practical
writing needs by communicating simple information
in basic conversational style, to fill out forms on
personal data and history and to compose a simple
guided narrative.
Shows increasing ability to write short messages
and simple letters; shows increasing ability to
record in writing personal questions and to respond
in writing to those questions; shows emerging
ability to write an account based on familiar
material dealing with everyday routines and
familiar events.
ITALIAN
OUTCOMES/EXIT REQUIREMENTS
Listening - Intermediate-High
Able to sustain understanding over longer
stretches of connected discourse on a number of
topics pertaining to different times and places
Student's understanding may be erratic due to
failure to grasp all of the main ideas and/or
details. The lack of knowledge of key vocabulary
words, or the speed of the speaker's speech can be
a hindrance to the Intermediate level listener.
Thus, while an intermediate listener may be able to
listen to, and understand some of the same topics
as an Advanced level listener, comprehension is
less in quantity and poorer in quality.
Speaking - Intermediate-High
Able to handle successfully most uncomplicated
communicative tasks and social situations.
Can initiate, sustain, and close a general
conversation with a number of strategies
appropriate to a range of circumstances and topics.
The students demonstrate understanding of the
difference between formal and informal modes of
address and grasp the importance of the tu/Lei
distinction is part of the associated cultural.
Nonetheless, errors are evident. Limited vocabulary
still necessitates hesitation and may bring about
slightly unexpected circumlocution. There is
emerging evidence of connected discourse,
particularly for simple narration and/or
description. The Intermediate-High speaker can
generally be understood even by interlocutors not
accustomed to dealing with speakers at this level,
but repetition may still be required.
Reading - Intermediate-High
Able to read consistently with full
understanding simple connected texts dealing with
basic personal and social needs about which the
reader has personal interest and/or knowledge.
Can get some main ideas and information from
texts at the next higher level featuring
description and narration. Structural complexity
may interfere with comprehension; for example,
basic grammatical relations may be misinterpreted
and temporal references may rely primarily on
lexical items. At this level, students confuse
future and conditional endings, ex: comprero (I
will buy) comprerei (I would buy). Has some
difficulty with the cohesive factors in discourse,
such as matching pronouns with referents. May have
to read material several times for
understanding.
Writing -Intermediate-High
Able to meet most practical writing needs and
limited social demands.
Can take notes in some detail on familiar topics
and respond in writing to personal questions. Can
write simple letters, brief synopses and
paraphrases, summaries of biographical data, work
and school experience. Tense are produced rather
consistently, but not always accurately. For
example, students mix up verbs which use essere and
those which use avere to construct the past tense.
An ability to describe and narrate in paragraphs is
emerging. Rarely uses basic cohesive elements such
as pronominal substitutions or synonyms in written
discourse. Writing, though faulty, is generally
comprehensible to natives used to the writing of
non-natives
JAPANESE
OUTCOMES/EXIT REQUIREMENTS
Listening: - Intermediate-High (2.3)
Able to understand main ideas and facts in
everyday conversation; able to follow simple
directions; able to comprehend some ideas in simple
discourse
Shows increasing understanding of facts and
ideas in simple discourse (e.g., introductions,
simple announcements, descriptions of familiar
topics and personal interest); shows emerging
ability to recognize different socio-linguistic
features, such as honorifics, in-group/out-group,
male/female, and formal/informal
differentiation
Speaking - Intermediate-High (2.3)
Able to use the language by combining and
recombining learned elements; able to initiate and
minimally sustain, and close in a simple way basic
communicative tasks; able to ask and answer
questions
Shows emerging ability to use appropriate
socio-linguistic features of the language such as
honorifics, in-group/out- group, male/female, and
formal/informal differentiations and to sustain
narration and description
Reading - Intermediate-Mid (2.2)
Able to understand main ideas and facts from
simple connected texts
Able to glean sufficient information to meet
survival needs from such things as simple printed
advertisements, signs, simple forms, etc.; shows
sufficient comprehension of most ideas in specially
prepared or edited prose containing a limited
number of kanji compounds (e.g., letters from
friends, simple messages); able to recognize
200-400 kanji
Writing - Intermediate-Mid (2.2)
Able to write simple letters and messages,
simple statements and descriptions on topics of
personal interest; shows increasing use of
kanji
Shows ability: to write short letters to friends
and acquaintances; to write messages, notes, and
descriptions using increasingly wide range of
vocabulary and structures with fewer errors; to
write descriptions of past events and future plans;
and to fill out simple forms.
LATIN OUTCOMES/EXIT
REQUIREMENTS
Since Latin is not generally used as a spoken
language, Latin teachers emphasize reading and
writing, which includes the development of a large
passive vocabulary and the reading of culturally
significant texts. Listening and speaking are
secondary. In the following description "familiar
situations" means situations like those described
in the textbooks; these are descriptions of Roman
life and culture and passages from Roman history.
They are not situations of everyday modern
life.
Reading - Intermediate-High
Able to read lengthy passages of adapted Latin
prose which exhibits most of the more difficult
parts of Latin syntax: indirect statement,
subjunctive clauses, passive voice. Able to read
the simpler Latin historians, including Eutropius
and Valerius Maximus, with the use of a dictionary.
Knows the primary features of Greco-Roman culture
and history from readings in Latin. Possesses a
passive vocabulary of about 1000 words.
Writing - Intermediate-Mid
Able to write connected sentences in the past,
present, and future tenses about matters discussed
and described in the textbook. Able to respond with
short answers in Latin (not necessarily complete
sentences) to questions about Roman history and
Mediterranean geography.
Listening - Intermediate-Low
Able to understand the main facts of a passage
spoken in Latin, including past, present, and
future tenses. Recognizes and understands reported
speech. Can follow simple narratives dealing with
familiar subjects.
Speaking - Novice-High
Can respond to simple questions about familiar
topics using the present tense. Can describe
familiar situations in simple language.
RUSSIAN
OUTCOMES/EXIT REQUIREMENTS
Russian Exit Requirement
Listening
Able to understand main ideas and facts in
everyday conversations based on learned vocabulary,
grammatical structures and idioms; able to follow
simple directions given in familiar situations;
able to comprehend some ideas in simple
discourse
Shows increasing understanding of high frequency
lexical and grammatical elements in simple
discourse, e.g. introductions, directions, personal
interests; shows growing ability to recognize
cultural features of the language, such as the
informal/formal dichotomy, politeness factors, and
the sequence of daily routine. Shows increasing
ability to recognize the distinction between the
perfective and imperfective aspect. Shows
increasing ability to recognize and understand the
meaning conveyed by the complex case system of
Russian.
Speaking
Demonstrates the ability: to create with the
target language by combining and recombining
learned elements; to initiate, sustain, and close
basic communicative tasks; to ask and answer
questions related to everyday situations and to
edited literary and cultural texts
Shows increasing ability to handle
socio-linguistic features of the language, e.g.,
the formal/informal dichotomy, politeness factors;
shows growing ability to respond to general
personal questions requiring concrete information
and to material presented visually; shows growing
ability to respond to content questions on edited
cultural texts.
Reading
Demonstrates the ability to understand main
ideas and facts from connected texts dealing, with
immediate needs and in edited literary and cultural
texts.
Shows increasing ability to comprehend material
which includes standardized messages, phrases, and
expressions; shows emerging ability to meet
personal needs from advertisements, newspapers,
signs, etc.; Able to sufficiently comprehend facts
and ideas from texts containing familiar lexical,
grammatical and idiomatic elements
Writing
Demonstrates the ability to write simple
messages, simple letters, simple prose paragraphs
related to familiar topics and themes using learned
vocabulary and grammatical elements; able, to fill
out forms requesting personal information
Shows increasing ability: to recognize and to
self-correct errors while writing; to write short
messages and simple letters; to write short
compositions based on familiar material dealing
with everyday routines and familiar events; to
write answers to simple questions based on edited
literary and cultural readings.
SPANISH
OUTCOMES/EXIT REQUIREMENTS
Listening comprehension:
Students demonstrate the ability to understand
high frequency situations, understand routine
speech such as telephone conversations, simple
announcements, radio and television reports and
limited connected discourse. This comprehension is
demonstrated by the ability to distill information
from connected discourse such as a weather report,
follow direction to a destination, follow a
broadcast, take down basic information from a phone
message, and the like.
Reading comprehension:
Students demonstrate the ability to understand
main ideas and facts in connected texts dealing
with their needs and lives, understand basic
information in material intended for a Spanish
speaking audience, understand the main ideas in
description and narration. This comprehension is
demonstrated by answering question on reading
matter including such a wide range of types as
advertisements, a TV program guide, a theater
program, newspaper articles, short stories or
excerpts, and the like.
Speaking proficiency:
Students demonstrate the ability to initiate,
sustain and close a basic conversation, give basic
personal information, provide basic instructions,
give directions from one place to another, ask and
answer questions. This proficiency is demonstrated
by ability to survive in basic situations such as
ordering a meal, telling how to go to a well-known
spot, asking interview questions of a well-known
figure, telling how to complete a simple procedure,
leaving a telephone message and the like. Students'
use of the language should be understandable to
Spanish speakers used to dealing with
foreigners.
Writing proficiency:
Students demonstrate the ability to meet
practical writing needs, take notes and describe
personal experiences in writing. This skill is
demonstrated by writing a short note, filling out a
form, completing a description of an event depicted
in drawings, design a series of interview
questions, and composing a longer letter which
describes a situation experienced by the
student.
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