Piloting a Dynamic Assessment Model: Russian Nominal Morphology as a Building Block for L2 Listening Development

Authors

Rimma Ableeva
Olga Thomason

Keywords

language, comprehension, Russia, proficiency

Abstract

Second language (L2) Russian research identifies listening comprehension as the least developed language ability among university students and points to the importance of listening instruction in Russian programs (e.g., Rifkin 2005; Comer 2012a; Isurin 2013). For example, Rifkin (2005, 11) states that students typically exhibit an “intermediate-low level of L2 listening proficiency” after completion of a 4-year Russian program. According to Isurin (2013, 39), the survey conducted among L2 Russian learners and instructors acknowledged “listening comprehension as the most problematic area in students’ language proficiency in general.” Comer (2012a) attributes poor listening ability to insufficient teaching materials and activities as well as inadequate exposure to authentic Russian listening input.

Recommended Citation

Ableeva, Rimma and Thomason, Olga (2019) "Piloting a Dynamic Assessment Model: Russian Nominal Morphology as a Building Block for L2 Listening Development," Russian Language Journal: Vol. 69: Iss. 1.
DOI: https://doi.org/10.70163/0036-0252.1043
Available at: https://scholarsarchive.byu.edu/rlj/vol69/iss1/7