1,721,033 research outputs found
Developing (language) learner autonomy through CLIL
No full textAbstract\ud
This paper analyses the points of contact between Content and Language Integrated Learning (CLIL) and learner autonomy, starting from Wolff (2003)’s assertion that CLIL is an excellent learning environment where achieving the principles of autonomy and that autonomy, in turn, sets the stage for an effective implementation of CLIL. By taking into account the key aspects characterising teaching and learning in CLIL (learning content, objectives, activities, etc.) and in an autonomous classroom, this paper is going to highlight the reasons why CLIL-based instruction would promote more responsibility and learning awareness in students
A study on knowledge transfer between in and out-of-school language learning
No full textThe aim of this paper is to discuss the necessity of creating favourable conditions so that learners may recognize and make use of the existing learning opportunities at their disposal. Such a process of awareness is directed at becoming more conscious of learning strategy use and, in particular, of the way one personally applies language knowledge transfer. After briefly examining the literature on out-of-class learning including linguistic landscape and ICT, as well as considering the ever challenging issue of language transfer, this paper will present some research findings that are worth mentioning and debating for at least two reasons. Firstly, they showed a consistent lack of awareness in students’ ways of considering how (when, where, how often) they use foreign language(s): for instance, they seem unable (or unprepared) to grasp the learning opportunities that environment naturally provides – the kind of learning that, according to van Lier (1998: 157), continuously occurs in a learner’s everyday social world. Secondly, a rather large discrepancy has been registered between students’ and teachers’ perceptions of the nature and quantity of foreign language use by pupils outside school, thus putting into question teaching practices implemented with the scope of helping students transfer language knowledge
Il concetto di benessere nell’insegnamento delle lingue: nuove linee di ricerca
Full text linkIn view of the recent transformations occurred in language learning environments, much interest has raised on positive psychology and issues connected to the well-being of learners and teachers. Acknowledging that teacher well-being needs to be taken into great consideration as students’ learning achievements largely depend on it, in this article we will try to reflect on what this concept implies, especially in relation to the field of educational linguistics. By drawing on the literature on well-being in language teaching, we will try to present some of the new lines of research opened by the latest changes in language learning environments, which seem to be urgently in need of further investigation
A study on learner autonomy in content and language integrated learning classrooms
No full textLo studio di caso descritto in questo articolo si inserisce nel recente campo di ricerca in cui letteratura sul CLIL e letteratura sull’autonomia di apprendimento convergono. Partendo dalla convinzione che uno dei valori aggiunti dell’apprendimento che avviene in contesti CLIL sia dato dallo sviluppo dell’autonomia del discente (che in larga parte dipende da fattori affettivi quali la motivazione, la consapevolezza cognitiva e metacognitiva, le attribuzioni del proprio successo nell’apprendimento e il senso di auto-efficacia), lo studio mirava a capire se gli studenti investigati avessero maturato un maggior grado di autonomia di apprendimento grazie al programma CLIL che stavano affrontando. Dalla discussione dei dati raccolti, da un lato si evincono aspetti incoraggianti circa lo sviluppo di strategie di apprendimento e l’innalzamento del senso di auto-efficacia, ma dall’altro si evidenziano alcune criticità che ancora limitano la volontà degli studenti di essere maggiormente attivi nel processo di apprendimento
Review of the Book Drama and CLIL: a new challenge to the teaching approaches in bilingual education by Nicolás Román, S. and J.J. Torres Núñez. (Eds.) (2015)
No full textLogbook o Diario di bordo: uno strumento per l’apprendimento dentro e fuori la classe di lingua
Full text linkOne of the aims of language learning is that learners can apply outside the classroom what they learn at school and, vice versa, can use in classroom what comes from their experience in ‘real’ life, that is, outside school walls. However, as nearly a century of experimental research on the field has proved, knowledge transfer does not occur spontaneously, on the contrary, this capacity seems to be particularly complicated and difficult to encourage. It is therefore crucial to help learners gain awareness and make use of existing language learning opportunities as well as the learning strategies they can employ so to increase their capacity to make connections. Among the different tools that can be used to enhance both language competence and metacognitive awareness, logbook is considered one of the most handy and purposeful. This paper will try to explain what a logbook is and how it can be used with students with the intention to promote their language learning both in and out of the classroom
Imparare ad essere plurilingui: Il ruolo della didattica dell’intercomprensione
No full textCon il presente articolo si vuole contribuire alla riflessione sul valore di corsi mirati allo sviluppo dell’intercomprensione tra lingue più o meno vicine. Tali corsi sono ad oggi raramente presenti nell’offerta didattica delle università e dei Centri Linguistici di Ateneo, nonostante da più di trent’anni si parli di quanto un approccio all’intercomprensione tra due o più lingue a contatto permetta al discente di acquisire in tempi molto brevi competenze linguistiche parziali ad un livello B1-B2. Per poter comprendere i vantaggi e gli eventuali limiti dei corsi di intercomprensione è necessario partire dalle esperienze fino ad ora realizzate e dai dati generati. A questo proposito, verrà qui presentata una ricerca svolta sul corso Multilingue (intercomprensione scritta tra lingue romanze) offerto dal CLA dell’Università Ca’ Foscari Venezia, prima risaltando i principali aspetti del corso e successivamente focalizzandosi in particolare su due tra gli aspetti che hanno caratterizzato tale ricerca: le caratteristiche degli studenti, ossia le loro motivazioni e aspettative, i cambiamenti nell’atteggiamento verso l’apprendimento linguistico, ecc. (Studio 1) e la possibilità di trasferire le strategie apprese con le lingue romanze a lingue non romanze (Studio 2)
Using logbooks with second and foreign language learners in higher education: learner autonomy in progress.
Full text linkThis paper reports data from a study recently carried out with university language students attending a Master’s degree programme in Language Sciences. The study aimed at exploring to what extent logbook writing could allow them to progress in their learner autonomy by engaging in more reflective, conscious, and responsible second/foreign language learning. The class was asked first to write a logbook for a week with the purpose of keeping track of their personal language learning process and then to answer some reflective questions to give an account of their perception about the logbook experience. By taking an interpretive approach to the investigation and adopting qualitative data analysis, it was found that the logbook was generally perceived as useful in improving language learning and stimulating metacognitive reflection, self-awareness and learner’s intervention. While limits were identified in the use of this tool (i.e., persistence needed to regularly keep logs, time availability and appropriate organisation skills), some students declared their intention to use the logbook in the future, after making personalised adjustments according to their learning needs and goals.This paper reports data from a study recently carried out with university language students attending a Master's degree programme in Language Sciences. The study aimed at exploring to what extent logbook writing could allow them to progress in their learner autonomy by engaging in more reflective, conscious, and responsible second/foreign language learning. The class was asked first to write a logbook for a week with the purpose of keeping track of their personal language learning process and then to answer some reflective questions to give an account of their perception about the logbook experience. By taking an interpretive approach to the investigation and adopting qualitative data analysis, it was found that the logbook was generally perceived as useful in improving language learning and stimulating meta-cognitive reflection, self-awareness and learner's intervention. While limits were identified in the use of this tool (i.e., persistence needed to regularly keep logs, time availability and appropriate organisation skills), some students declared their intention to use the logbook in the future, after making personalised adjustments according to their learning needs and goals
Qual è il grado di autonomia degli studenti nell'apprendimento delle lingue
Full text linkIl concetto di autonomia dello studente è entrato nel campo della didattica delle lingue straniere con il diffondersi dell’approccio comunicativo negli scorsi anni Settanta e Ottanta. L’idea che prende spazio nella glottodidattica di quegli anni e ancora di più negli anni successivi, fino ad arrivare ai giorni nostri, è che lo studente debba essere maggiormente responsabile del suo apprendimento, essere in grado di ampliare le proprie conoscenze linguistiche autonomamente per riuscire ad utilizzare la lingua straniera in modo appropriato nei diversi contesti sociolinguistici e culturali che gli si propongono.
Ma qual è il vero grado di autonomia degli studenti oggi, dopo anni di tentativi didattici, innovazioni metodologiche e modificazioni curriculari a sostegno di una pedagogia mirata alla centralità del discente? Il presente articolo illustrerà i dati di una recente ricerca svolta nella scuola secondaria italiana, cercando di evidenziare, alla luce dei risultati ottenuti, quali siano i punti di forza e di debolezza dei ragazzi di oggi rispetto ad un orientamento più autonomo e responsabile all’apprendimento delle lingue straniere
- …
