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Principi del «flipped learning» per lo sviluppo dell’interazione orale a livello B1 in italiano come lingua straniera

100%
Mertelj D.
Studia Romanica Posnaniensia
|
2020
|
vol. 47
|
issue 2
67-79
PL
The paper first brings an overview of spoken interaction in FL and flipped learning principles. This overview is followed by a thorough didactic report on how these two processes can be merged, how teaching materials can be prepared, and how the teaching and learning process can be systematically developed in order to extensively support learners’ efforts to speak at level B1 in Italian as a FL. Both positive and less positive aspects of a one-semester project are discussed. Finally, some conclusive glotodidactic implications stemming from the experience are proposed.
2
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Polish-Italian virtual exchange. Learners as teachers of their native languages

63%
Pieczka A.
e-mentor
|
2020
|
issue 4 (86)
4-12
EN
The article presents the benefits of virtual exchanges/telecollaboration in higher education. Telecollaboration is a form of virtual mobility which can complement or substitute physical mobility. Taking part in virtual exchanges brings benefits which are in line with the recent European recommendations on education. Importantly, telecollaboration requires lower financial outlays and less time comparing to participation in physical exchanges. Thus, its implementation allows the development of various competences (linguistic, digital, intercultural, etc.) despite students’ economic and personal situation. The second part of the study presents a Polish-Italian virtual exchange conducted in the 2018/2019 academic year between the Marie Curie-Skłodowska University and the University of Turin. During the exchange learners of Polish and learners of Italian played the role of their mother tongue teachers. The research aimed to determine whether such a structure of virtual exchange is possible to be successfully implemented among students at the bachelor level. Three factors were analysed during the project: the students’ choice of online tools, forms of presenting language content to partners, and acts of code switching. The data were collected from the students’ production in telecollaborative tasks. It was found that giving students the possibility to choose the language code autonomously did not affect the exchange negatively. However, the students were not sufficiently prepared to act as teachers. Despite being familiar with various online tools, they chose those not adapted to the digital environment, and they found the language issues too complex to be successfully explained to their exchange partners.
3
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Gli studi contrastivi dell’italianistica macedone: sviluppi recenti e prospettive

63%
Ivanovska-Naskova R.
Italica Wratislaviensia
|
2019
|
issue 10.1
59-76
EN
The paper aims to present contrastive Italian-Macedonian studies, giving a general overview of the development of these studies, with particular attention to the context in which the first studies between these two languages appeared. A corpus of 60 studies published in the last two decades is analysed in the second part of the paper. The classification of the studies based on the topics covered reveals a prevalence of morphosyntactic, semantic, and translation studies. Contrastive studies related to teaching Italian as a foreign language and studies that introduce other topics are also present in the corpus. The final part of the paper reflects upon the future of this type of contrastive study, especially in light of the recent changes related to the interest in studying Italian in Macedonia.
IT
Lo studio mira a presentare il quadro delle ricerche contrastive italiano-macedone. Si presenta una breve panoramica della storia dell’italianistica macedone, con attenzione particolare al contesto in cui nascono i primi studi di ordine contrastivo tra l’italiano e il macedone. Nella parte centrale del contributo viene analizzato il corpus composto da circa sessanta studi pubblicati negli ultimi due decenni. La classificazione degli studi esaminati in base all’argomento trattato rivela la prevalenza di studi che vertono su argomenti morfosintattici, semantici e traduttologici. Negli ultimi anni si attesta inoltre una notevole crescita degli studi didatticamente motivati e ricerche che aprono argomenti nuovi. Nella parte finale dello studio si riflette sulle possibili direzioni future degli studi contrastivi tra queste due lingue tenendo in conto anche i cambiamenti recenti che riguardano l’interesse per l’italiano in Macedonia.
4
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L’insegnamento della grammatica dell’italiano LS attraverso corpora

63%
Ivanovska-Naskova R.
Italica Wratislaviensia
|
2018
|
issue 9.1
71-87
IT
L’obiettivo del presente contributo è esaminare la possibilità di utilizzare i corpora nell’insegnamento di argomenti di ordine grammaticale ad apprendenti di italiano LS. Il contributo presenta una proposta didattica basata su corpora e sperimentata con studenti di italiano dell’Università “Ss. Cirillo e Metodio” di Skopje nell’anno accademico 2016/2017. L’ipotesi alla base della proposta didattica è che l’uso diretto e guidato di corpora possa sensibilizzare gli studenti alla problematicità dell’argomento grammaticale trattato, ma anche fornire loro degli strumenti e percorsi per esplorare la lingua in modo autonomo. La prima parte del contributo esamina l’uso dei corpora nell’insegnamento delle lingue straniere con riferimento particolare all’uso dei corpora nell’contesto dell’italiano LS. La parte centrale presenta le attività didattiche proposte sulle frasi concessive e il contesto in cui sono state sperimentate. L’ultima parte verte sulle considerazioni degli studenti riportate in un questionario da una parte e sulle potenzialità e i limiti di questo approccio didattico dall’altra.
EN
The aim of the paper is to explore the possibility of using corpora in teaching grammar to learners of Italian as a foreign language. The paper presents corpus-based activities used with students of Italian at the Saints Cyril and Methodius University in Skopje in 2016/2017. The hypothesis underlying this teaching approach is that direct and guided use of corpora can raise students’ awareness of the complexity of the phenomena observed as well as present them with resources and methods to explore the language more autonomously. The first part of the paper investigates the use of corpora in language teaching, with particular attention to the use of these resources in teaching Italian as a foreign language. The main section describes the activities on concessives and the context in which they have been used. The final part reports on the observations of the students and addresses the advantages and disadvantages of this teaching approach.
5
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Wymiany wirtualne jako forma kształcenia wspierająca rozwój umiejętności interakcji online

51%
Pieczka A.
Neofilolog
|
2021
|
issue 57/1
151-166
EN
In today’s world interactions between language learners take place not only in a direct form but also online. Online communication requires adequate forms of teaching, one of which can be learning through virtual exchanges. This paper shows how this form of learning allows to use the skills characteristic of online interactions defined in the CEFR Companion Volume. The research presented herein is based on data collected during a Polish-Italian virtual exchange. The quantitative and qualitative analysis of level A1 Italian students’ statements gathered during the project showed that participation in the virtual exchange was an opportunity for learners to use various skills related to online conversation and discussion defined in the CERF Companion Volume. The results also show that the number of statements created by the learners was significantly higher than the minimum necessary to complete the assigned tasks. Furthermore, the students demonstrated many online interaction skills ascribed to level A2, thus exceeding the level of their Italian language proficiency. For this reason, it can be concluded that virtual exchanges are an engaging form of learning for students, even at the beginner level, which allows them to unlock their potential for communicating in the target language with the use of online interaction skills.
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