[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-428051-105":59,"doc-detail-428051-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","faq-for-foreign-language-learning-outcomes-answering-how-learning-outcomes-and-culture-are-addressed","FAQ for Foreign Language Learning Outcomes - Answering how learning outcomes and culture are addressed","","FAQ for Foreign Language Learning Outcomes explains how learning outcomes guide program identification of grammar, structures, and vocabulary while clarifying that specific lists depend on contexts, tasks, and topics chosen by individual programs. It outlines instructor responsibilities for drawing attention to linguistic features and practicing them in meaningful ways, supported by examples of language samples and beginner communication functions. It also describes how rubrics assess culturally appropriate use and how culture is interwoven across communication modes through products, practices, and perspectives, including guided practice and cultural comparisons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/faq-for-foreign-language-learning-outcomes-answering-how-learning-outcomes-and-culture-are-addressed/428051/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/faq-for-foreign-language-learning-outcomes-answering-how-learning-outcomes-and-culture-are-addressed/428051.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-07","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do the Learning Outcomes help programs identify grammar, structures, and vocabulary?","Question",{"text":112,"@type":113},"They function to guide programs, but listing specific grammar, structures, or vocabulary is beyond the project scope. Students need linguistic and cultural knowledge, and specific content is determined by each program’s contexts, tasks, and topics.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does the instructor play in using grammar, structures, and vocabulary?",{"text":117,"@type":113},"Instructors are responsible for drawing students’ attention to linguistic features of the target language and having them practice using structures, grammar, and vocabulary in meaningful ways. The text provides an example pathway for achieving a learning outcome through practical language use.",{"name":119,"@type":110,"acceptedAnswer":120},"How is culture addressed in the Learning Outcomes?",{"text":121,"@type":113},"Culture is interwoven across the Modes of Communication by examining the relationship among products, practices, and perspectives. Students make cultural comparisons and gain insights, learning to communicate in ways appropriate to authentic cultural contexts, with language always occurring in a cultural context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},428051,1790884674,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","FAQ for Foreign Language Learning Outcomes  \nHow do the Learning Outcomes help programs identify specific grammar, structures, and vocabulary?  \n􀁸 It is beyond the scope of this project to list specific grammar, structures, or vocabulary. That said, in order to perform the functions of the Learning Outcomes, students will certainly need to know and be able to use linguistic and cultural content. Specific content will be predicatedon the contexts, tasks, and topics chosen by individual programs as suggested in the Alignment Guides.  \n􀁸 It is the instructor’s responsibility to draw students’ attention to linguistic features of the target language and to have them practice using structures, grammar, and vocabulary in meaningful ways. For example, in meeting the Learning Outcome “State what people, places, and things are like with a few/some details,” students, by the end of the first beginning course, might tell what their German instructor is like and learn about their counterparts’English instructor in Germany. To do so, they would need:  \no Verbs, such as to be, to live, to like, and to have;  \no Grammar, such as adjective agreement, definite/indefinite articles (e.g., the, a) and prepositions (e.g., from, in); and  \no Vocabulary, such as a few/some nationalities, countries, and place names; physical characteristics (e.g., tall, short, blond, blue-eyed, pretty, athletic); personality traits (e.g., funny, intelligent, serious); relatives and pets (e.g., nuclear family members, dog, cat), and leisure time-activities (e.g., walk, play soccer, watch sports, read, go to the movies) .  \no The resultant language sample might be: “My instructor is Helena Sauer. She’s German. She’s from Stuttgart. She’s tall and athletic. Helena has blond hair and blue eyes. She is serious. Helena lives in Cincinnati with her husband and two sons. She has a dog. She likes to play soccer and watch VfB Stuttgart.”  \n􀁸 The ability to perform the functions outlined in the Learning Outcomes grows more sophisticated as students add more structures, grammar, and vocabulary to their linguistic repertoires. That said, even beginning students can give a simple reason why someone should do or say something, offer a simple apology or excuse, make a simple request, or predict the outcome of a familiar situation. For example, beginners might say:  \nB1: I need a book. Come with me/Do you want to come with me?  \nB2: When?  \nB1: 2:00?  \nB2: Sorry, I’m working/I have to work.  \nB1: Let’s go tomorrow. You need a break/rest.  \nB2: Ok. See you then.  \n􀁸 Rubrics help instructors measure if students know and can use grammar, structures, and vocabulary to express meaning in a culturally appropriate manner.  \n􀁸 Although research supports the notion of a critical period for accurate sound production, students can indeed approximate the sounds of the target language and be comprehensible to native speakers. From the first beginning course, students need to listen to a variety of speakers and be given many opportunities to imitate and practice sounds in a meaningful context. Linkages with target language peers through videoconferencing create compelling contexts to sound as good as possible.  \n􀁸 Most children intuitively know the syntax of their first language by the time they enter first grade. Students continue to acquire vocabulary and hone spelling, grammar, capitalization, and punctuation skills throughout their studies and into adulthood. Similar to second language abilities, first language functioning becomes more sophisticated as students are exposed to a greater variety of texts and practice applying extracted “ways with words” in their own communications. Consequently, it is unrealistic to assume that students will use their mother tongue perfectly and control all the nuances of their native language as they enter our courses. The beauty of learning another language, however, is captured in Goethe’s famous quote: “Who does not know another language does not know his own","cbCainSmhiq4MoCJ","https://ap.wps.com/l/cbCainSmhiq4MoCJ","pdf",190243,"English","# Learning Outcomes and required linguistic knowledge\n## Instructor roles and meaningful practice\n# Rubrics and assessment of culturally appropriate meaning\n# Sound production and comprehensible approximation\n# Culture integration in Learning Outcomes\n## Modes of Communication and cultural comparisons\n# Useful resources","[{\"question\":\"How do the Learning Outcomes help programs identify grammar, structures, and vocabulary?\",\"answer\":\"They function to guide programs, but listing specific grammar, structures, or vocabulary is beyond the project scope. Students need linguistic and cultural knowledge, and specific content is determined by each program’s contexts, tasks, and topics.\"},{\"question\":\"What role does the instructor play in using grammar, structures, and vocabulary?\",\"answer\":\"Instructors are responsible for drawing students’ attention to linguistic features of the target language and having them practice using structures, grammar, and vocabulary in meaningful ways. The text provides an example pathway for achieving a learning outcome through practical language use.\"},{\"question\":\"How is culture addressed in the Learning Outcomes?\",\"answer\":\"Culture is interwoven across the Modes of Communication by examining the relationship among products, practices, and perspectives. Students make cultural comparisons and gain insights, learning to communicate in ways appropriate to authentic cultural contexts, with language always occurring in a cultural context.\"}]","FAQ for Foreign Language Learning Outcomes - Answering how learning outcomes and culture are addressed | PDF",1790645636,13]