1,721,091 research outputs found
Riflessioni sul raggio d’azione della glottodidattica speciale
Get PDFThe present essay focuses on the use of the term ‘Special Educational Needs’ (SEN) in language teaching research. In the first part some issues about the definition of SEN are discussed, particularly the fact that this ‘umbrella-term’ seems to be applied to a (too) wide range of students with different difficulties and conditions. The author then discusses a number of theoretical issues arising from the use of the concept of SEN in language teaching research. In fact, while pedagogy is entitled to elaborate methodologies to answer ‘educational needs’, language teaching research has a more specific scope, namely ‘language (and (inter)cultural) needs’. Thus, research on the teaching of languages to SEN students is useful, and even necessary, only if they have a specific language need. In the light of these considerations the second part of the essay introduces the notion of ‘Specific Language Needs’. A classification of this category of students is proposed which integrates current knowledge in clinical research within the model of ‘communicative competence’
Educazione linguistica e bisogni speciali: principi teorico-metodologici per l'accessibilità glottodidattica
No full textVerso la Glottodidattica Speciale: condizioni teoriche e spazio epistemologico
Get PDFThis paper outlines the proposal for a new language teaching research area specifically devoted to the study of (native, foreign and second) language learning within the context of special needs. Particularly, the first part of the paper discusses the epistemological background and the theoretical necessity for such a branch of language teaching theory and methodology, whereas the second part sets the epistemological framework of reference for studies in this research field. For this reason, the paper also outlines the theoretical framework for all the papers collected in this special issue of EL.LE journal
La rilevazione sistematica della competenza comunicativa dei bambini esposti alla lingua straniera
Get PDFThe present paper discusses the result of a research study involving a group of five-year-olds who had been informally exposed to a foreign language (English or German) for the previous three years in some nursery schools in the Autonomous Province of Trento, Italy. The study investigates the benefits of early sensitization to foreign languages in pupils’ abilities in terms of listening comprehension, communicative strategies and speech acts by introducing a systematic task-based procedure for data collection. The results suggest that after prolonged exposure to a new language almost all the participants were able to understand a story and physically respond to common commands. Moreover, some pupils were already trying to speak the language and showed interesting trends in the development of communicative strategies and speech acts. The study has important implications not only for preschool teaching practice but also for language teaching research in this field, as it highlights the importance of systematic data collection on preschoolers’ competence in foreign languages for elaborating data-driven methodologies
«Tra di noi non è mai scorso buon sangue». Un’analisi corpus-based delle autobiografie linguistiche di un campione di studenti universitari con DSA
No full textRecent years have seen a growing interest in the study of foreign language teaching and learning in presence of Specific Learning Differences (SpLDs), such as dyslexia. However, current linguistic and ethnographic data are mostly referred to young learners, while there is almost no research on how SpLDs affect language learning in young adults. The present study contributes to fill this gap by analysing the linguistic autobiographies of 122 undergraduate and graduate English language learners with SpLDs at the University of Parma. The collected narratives were then organized in the form of a linguistic corpus and analysed both manually and digitally. Results show that the majority of these learners has developed a negative attitude towards language learning, which partly correlates with a negative relationship with teachers and a family environment characterized by monolingualism and/or unsuccessful experiences of foreign language learning. The study also shows that a wider range of terms and more original expressions are used by informants whose learning experience is negatively connoted
La glottodidattica per l'infanzia: un quadro teorico-metodologico per la lingua straniera nel ciclo prescolare
No full textLingue straniere e dislessia evolutiva. Teoria e metodologia per una glottodidattica accessibile
No full textPromuovere l’inclusione nella classe di lingua: dalle procedure didattiche tradizionali al Ciclo Glottodidattico
No full textWithin the long-standing educational linguistic research tradition on the so-called ‘operational models’, little attention has been devoted to inclusive practices, particularly when learners with specific language needs are present in mainstream classes. This paper aims to fill this gap by presenting a new teaching procedure (Language Teaching Cycle) which brings together some key-principles derived from traditional models with new insights into the psycholinguistic processes that characterize language learning and should be supported in order to promote inclusion. The first part of the paper proposes a critical literature review of two major teaching procedures (the PPP sequence and the Teaching/Learning Unit), while the second part presents the theoretical bases of the Language Teaching Cycle, as well as its potential future developments and applications
INTORNO ALLA PERIFRASI PROGRESSIVA NELLE GRAMMATICHE D’ITALIANO PER STRANIERI: ANALISI DELL’APPARATO ESERCITATIVO E PROPOSTE GLOTTODIDATTICHE BASATE SULLA PROCESSING INSTRUCTION
Get PDFIl presente lavoro si concentra sui tipi di esercizi usati nelle grammatiche pedagogiche per gli studenti di italiano di livello 2 per produrre la perifrasi progressiva stare + geundio. Le sezioni 1 e 2 forniscono una panoramica teorica sul ruolo della spiegazione grammaticale esplicita nel campo della linguistica educativa e mettono in evidenza la rilevanza della Processing Instruction. Le sezioni 3 e 4 discutono i risultati di un’analisi delle spiegazioni e degli esercizi previsti per la perifrasi progressiva in un campione di sei recenti grammatiche dell'italiano per stranieri. L’analisi mostra che questi manuali offrono materiale teorico e pratico che non tiene conto dei principi della Processing Instruction. In particolare, la maggior parte degli esercizi si focalizza solo sul polo strutturale della perifrasi (cioè la sua forma), mentre trascurano il suo significato grammaticale. Sulla base di questi risultati, la Sezione 5 introduce un modello di Focus on Construction e discute alcuni esempi di esercizi sulla perifrasi progressiva in italiano che mostrano come il modello possa essere reso operativo in termini di principi e tecniche di insegnamento.
Around progressive periphrasis in italian grammars for foreigners: analysis of exercises and language teaching proposals based on processing instructions
This paper focuses on the types of exercises used in the pedagogical grammars for L2 learners of Italian to practice the progressive periphrasis stare + gerund. Sections 1 and 2 provide a theoretical overview of the role of explicit grammar instruction within the field of Educational Linguistics and highlight the relevance of Processing Instructions. Sections 3 and 4 discuss the results of the analysis of the explanations and the exercises provided for the progressive periphrasis in a sample of six recent grammars of Italian for foreigners. The analysis shows that these textbooks offer theoretical and practical material that does not take into account the principles of Processing Instructions. Particularly, most of the exercises only focus on the structural pole of the periphrasis (i.e. its form), while they overlook its grammatical meaning. Based on these results, Section 5 introduces a model of Focus on Construction and discusses some examples of exercises on progressive periphrasis in Italian which show how the model can be made operational in terms of teaching principles and techniques
LA SPIEGAZIONE DELLA PERIFRASI PROGRESSIVA NELLE GRAMMATICHE D’ITALIANO PER STRANIERI: ANALISI DI ALCUNI TESTI E PROPOSTE GLOTTODIDATTICHE ISPIRATE ALLA LINGUISTICA COGNITIVA
Get PDFL’articolo si focalizza sull’insegnamento della perifrasi progressiva stare + gerundio agli studenti di italiano come seconda lingua. La prima parte fornisce una panoramica degli studi di linguistica italiana che mette in luce alcune caratteristiche semantiche e sintattiche specifiche di questa costruzione rispetto ad altre lingue, come ad esempio l’inglese. La seconda parte discute i risultati di un’analisi della qualità delle spiegazioni fornite per la perifrasi progressiva da sei recenti grammatiche dell’italiano per stranieri. L’analisi mostra come le caratteristiche semantiche e sintattiche specifiche di questa costruzione siano per lo più trascurate, il che potrebbe dare agli studenti l’impressione che questa perifrasi sia simile nel significato e negli usi alla forma progressiva in inglese. La terza parte fornisce alcuni spunti teorici e metodologici su come elaborare spiegazioni più accurate, significative e accessibili della perifrasi progressiva nel contesto dell’italiano come seconda lingua. I suggerimenti forniti fanno riferimento alla linguistica cognitiva, un approccio relativamente recente allo studio del linguaggio che sta ottenendo molta attenzione nel campo della linguistica dell’educazione, in quanto vi è un numero crescente di studi che ne mostrano i benefici pedagogici nell’insegnamento grammaticale in una seconda lingua.
An explanation of progressive periphrasis in italian grammars for foreigners: analysis of texts and language teaching proposals inspired by cognitive linguistics
The paper focuses on the teaching of the progressive periphrasis stare + gerund to learners of Italian as a second language. The first part provides an overview of the studies on this construction conducted in the field of Italian Linguistics, highlighting specific semantic and syntactic features of this construction with respect to other languages, such as English. The second part discusses the results of an analysis of the quality of the explanations provided for the progressive periphrasis in a sample of six recent grammars of Italian for foreigners. The analysis shows that the specific semantic and syntactic features of this construction are mostly overlooked, which might give learners the impression that this periphrasis is similar in meaning and uses to the progressive form in English. The third part provides some theoretical and methodological insights on how to elaborate more accurate, meaningful and accessible explanations of the progressive periphrasis in the context of Italian as a second language. The suggestions provided are inspired by Cognitive Linguistics, a relatively recent approach to the study of language that is getting much attention in the field of Educational Linguistics, as there is a growing number of studies showing its pedagogical benefits for grammar instruction in a second language
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