1,720,981 research outputs found
Insegnare (lessico del)le microlingue: specificità nell’insegnamento e nelle strategie didattiche
No full textIn the teaching of micro-languages, vocabulary teaching constitutes the main challenge for teachers. The ideal micro-language teacher should be a competent professional both in the discipline of specialization and in the corresponding micro-language. This type of teacher should be a graduate in languages with specialized training also in a different disciplinary sector, or a specialist with language and teacher training. In the Italian educational reality the micro-language teacher is (it is hoped) a graduate in languages - but not necessarily specialized in language teaching. The teacher-learner relationship is vitiated by a sense of imperfection due to the teacher's lack of training in the discipline concerned and the learner's lack of training in the language. This limit can be overcome in the teaching of scientific-professional micro-languages by means of a collaborative teaching model. The challenge becomes more difficult, when teaching disciplinary micro-languages, because learners do not have full mastery of the non-language discipline they are acquiring. This contribution aims to explore the specificities that arise when different didactic realities manifest critical aspects
Competenze lessicali in italiano L2: gli eventi di moto in testi narrativi
Full text linkIl presente contributo è dedicato alle competenze lessicali in italiano lingua seconda (L2) con particolare riferimento al ruolo che la lingua materna (L1) gioca a questo specifico livello linguistico. Il contributo è organizzato come segue: nel paragrafo 2 si illustrano i diversi esiti in cui si manifesta l’influenza della L1 a livello di lessico, compreso il transfer concettuale riconducibile all’ipotesi del Thinking for Speaking (par. 2.1); il paragrafo 3 è dedicato al fenomeno specifico discusso nel presente contributo, ossia la lessicalizzazione degli eventi di moto, mettendolo in relazione con l’ipotesi del Thinking for Speaking; nel paragrafo 4 si presentano e si discutono i relativi dati in italiano L2 e, infine, nel paragrafo 5 si traggono alcune conclusioni.This paper deals with a case of lexical cross-linguistic influence from a source language, known as conceptual transfer. In particular, narratives in Italian L2 produced by different L1 learners are examined. The theoretical framework adopted is lexical typology as developed by L. Talmy, according to which languages fall into two types as to how they encode motion events: The so-called verb-framed languages would tend to lexicalize the semantic component of the Path (eg the movement from inside to outside or vice versa) in the verb (eg It. uscire "to go out"); the satellite-framed languages preferentially encode the Path component outside the verb (eg in Eng. in the satellite out, as in "The boy ran out"). The preferences adopted in each L1 are supposed to influence production in L2.
The presentation of the data in Italian L2 allows us to observe the subtle role that the L1s play in this lexical domain and to recommend giving attention to typological differences between L2 and L1 in the classroom
Chapter L’uso dell’Unità Didattica Digitale per lo sviluppo della competenza lessicale
No full textThis paper presents the main features of the UDD (Unità Didattica Digitale), a new operational model developed specifically for language teaching in e-learning. In particular, we will focus on how this model can be used to develop lexical competence, the features of which will be briefly defined, mainly by referring to the different phases envisaged in the teaching plan. The paper will then illustrate the possibilities that the UDD model offers for activating and supporting the development of lexical competence, the types of activities that can be carried out and in which ways the model can be used, highlighting the positive aspects and the critical issues still to be resolved
Un modello operativo per la didattica delle lingue online: l’Unità Didattica Digitale
No full textReferring to teaching Italian language online, the general tendency has been to use the same patterns for both face-to-face and e-learning courses. Moreover, teaching Italian online has been considered mainly as scaffolding for teaching Italian in classroom (e.g. in several blended courses). Although many e-learning activities can also be successfully exploited in face-to-face lessons, currently a process of ‘separation’ between the two different teaching/learning contexts is ongoing: these two educational channels have today different status and are bounded by a ‘non-competitive’ correlation. In this framework the need arises to elaborate new operational models suitable for e-learning. This article will present the main characteristics of a model, specifically elaborated to be used in technological learning environment, that we called Digital Didactic Unit
Scienze pedagogiche e didattica delle lingue online: lineamenti di un rapporto complesso
Full text linkThe article focuses on the relationship between online language teaching and Educational Sciences. Starting from the identification of the themes that the main learning theories have suggested to Language Education, the article reflects on the appropriateness of fully adopting these principles also in online language teaching. On the basis of the data gathered from some experiences carried out in different contexts, the article suggests some general indications for a virtuous relationship between language teaching and Educational Sciences
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Competenza lessicale e apprendimento dell’Italiano L2
No full textThis volume addresses the teaching and learning of vocabulary in Italian L2 from different points of view, defining an updated and heterogeneous framework. The articles focus on wide-ranging topics: advances in acquisitional linguistics research, studies on interlanguage, results of psycholinguistic research, the role of teaching technologies, the use of multimedia lexicographic tools, new attention to languages for specific purposes, analysis of interactions on social networks. Each of these topics is treated specifically referring to the lexical dimension and to the possible applicative effects on the teaching of Italian L2
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