917 research outputs found
I perché dell'italiano
No full textUna rubrica bimestrale, curata da Roberta Grassi ed Enrico Serena, che si rivolge in primo luogo ad insegnanti di italiano come lingua seconda, straniera o materna, ma che può essere interessante anche per studenti, curiosi e appassionati della nostra lingua. La rubrica, che contiene di volta in volta interventi di specialisti diversi, si propone di offrire chiarimenti scientificamente fondati su peculiarità dell’uso e delle strutture dell’italiano. Perché nessuna curiosità è troppo piccola da meritare di essere trascurata, e anzi a volte sono proprio le piccole eccezioni, le anomalie, le particolarità del sistema a illuminare forze profonde o risvolti trasversali a più lingue
La costruzione dell’intersoggettività nella comunicazione aumentata e alternativa (CAA)
No full textIn this paper we investigate communication which includes the use of computer-based speech aids by people with severe cerebral palsy (Augmented and Alternative Communication, AAC).The electronic speech aid not only produces a disembodied language (synthetic speech), but also has a massive impact on the mutual corporeal attunement of the participants. It slows down the production of turns to such a degree that sequential structure – and hence also mutual understanding – are in danger of being destroyed, and it brings about the Aug-mented/Alternative Communicator's withdrawal from the ongoing focused interaction. It will be shown that these detrimental effects of AAC can lead to a breakdown in temporal, sequen-tial and topical structure, and to interactional failure and lack of understanding. However, we will also be shown that there are ways to overcome these risks when the user reduces the time needed to output speech by refraining from putting together complex utterances; this strategy requires co-participants' willingness and competence to integrate the machine-produced se-mantic hint into a sequence of 'post-processing'
Sviluppare la Competenza Interazionale di Classe
No full textThis article offers a preliminary conceptualisation of Classroom Interactional Competence
(CIC, Walsh, 2011). Placing interaction at the centre of language learning, the paper considers
the various practices available to both teachers and learners to enhance CIC and to
produce classrooms which are more dialogic, more engaged and more focused on participation.
Using a conversation analytic informed methodology, data extracts are presented to
highlight specific features of CIC, relating to the ways in which space for learning is created
and learner contributions ‘shaped’. I suggest that better understandings of these practices
offer an alternative approach to enhancing learning and learning opportunity and highlight
the need for a movement away from classroom decisions which are essentially materials –
and methodology – based towards ones which are centred on spoken interaction
Sviluppare la Competenza Interazionale di Classe
No full textThis article offers a preliminary conceptualisation of Classroom Interactional Competence (CIC, Walsh, 2011). Placing interaction at the centre of language learning, the paper considers the various practices available to both teachers and learners to enhance CIC and to produce classrooms which are more dialogic, more engaged and more focused on participation. Using a conversation analytic informed methodology, data extracts are presented to highlight specific features of CIC, relating to the ways in which space for learning is created and learner contributions ‘shaped’. I suggest that better understandings of these practices offer an alternative approach to enhancing learning and learning opportunity and highlight the need for a movement away from classroom decisions which are essentially materials – and methodology – based towards ones which are centred on spoken interaction
La costruzione dell’intersoggettività nella comunicazione aumentata e alternativa (CAA)
No full textIn this paper we investigate communication which includes the use of computer-based speech aids by people with severe cerebral palsy (Augmented and Alternative Communication, AAC).The electronic speech aid not only produces a disembodied language (synthetic speech), but also has a massive impact on the mutual corporeal attunement of the participants. It slows down the production of turns to such a degree that sequential structure – and hence also mutual understanding – are in danger of being destroyed, and it brings about the Aug-mented/Alternative Communicator's withdrawal from the ongoing focused interaction. It will be shown that these detrimental effects of AAC can lead to a breakdown in temporal, sequen-tial and topical structure, and to interactional failure and lack of understanding. However, we will also be shown that there are ways to overcome these risks when the user reduces the time needed to output speech by refraining from putting together complex utterances; this strategy requires co-participants' willingness and competence to integrate the machine-produced se-mantic hint into a sequence of 'post-processing'
Trattare il trattamento dell’errore: i come, quando e perché della correzione orale
No full textThe essay is devoted to discussing the main types of corrective oral feedback, their significance, scope, and effectiveness. The discourse is organised around the issues of "how", "when" and "why" of corrective interactional feedback with an eye to the relevance of this matter for teachers of L2 Italian
Trattare il trattamento dell'errore
No full textThe notions of "error" and "error treatment" are presented and discussed in view of the contents of the rest of the book
Dalla linguistica acquisizionale alla Didattica acquisizionale: una strada percorribile?
No full textvolume di raccolta dei contributi del convegno "Dagli studi sulle sequenze di acquisizione alla classe di italiano L2", tenutosi a Bergamo il 19-21 giugno 2006
Trattare il trattamento dell’errore: i come, quando e perché della correzione orale
No full textThe essay is devoted to discussing the main types of corrective oral feedback, their significance, scope, and effectiveness. The discourse is organised around the issues of "how", "when" and "why" of corrective interactional feedback with an eye to the relevance of this matter for teachers of L2 Italian
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