Temat: Italian as a FL - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Il dettato e il dictocloze sono prove valide e affidabili per valutare la comprensione orale?
Autorzy:: Torresan, Paolo
Powiązania:: https://bibliotekanauki.pl/articles/638227.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:: Teaching Italian as a FL, Listening Assessment, Dictation, Gap-filling Exercises
Opis:: Dictation and the gap-filling listening test are tests used by one of the major certifications in Italian as a foreign language, CILS (Università per Stranieri, Siena). They are intended to assess listening ability at lower levels for a specific audience (cf. Appendix 1). We believe that the validity and reliability of both types of test are questionable: it is unclear precisely what they measure and it is by no means certain that different markers’ assessment of errors made by candidates will coincide.
Źródło:: Romanica Cracoviensia; 2014, 14, 2
2084-3917
Pojawia się w:: Romanica Cracoviensia
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Skocz do pozycji: 2.

Tytuł:: INDIVIDUAZIONE DI INFORMAZIONI DELLA CERTIFICAZIONE CILS: UNA NUOVA INDAGINE
Autorzy:: Torresan, Paolo
Powiązania:: https://bibliotekanauki.pl/articles/638408.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:: language assessment, validity, reading, teaching Italian as a FL, proficiency tests, item writing
Opis:: In this article, we consider a reading test developed by the CILS Certification Centre of the Università per Stranieri di Siena, designed for students of Italian as a Foreign Language. The so-called “information detection test” is a variant of a true/false test. We have studied the design of the test (level B1, summer 2009), examined its goals, collected data based on samples tested on foreigners and natives. Numerous critical issues are identified making the tests poorly suited to the certifying body’s purposes, as we demonstrated in a previous research (Torresan 2014).
Źródło:: Romanica Cracoviensia; 2015, 15, 2
2084-3917
Pojawia się w:: Romanica Cracoviensia
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Skocz do pozycji: 3.

Tytuł:: Didattica della grammatica italiana in prospettiva LS: una risorsa didattica
Teaching Italian Grammar as a Foreign Language: a Didactic Resource
Autorzy:: Spaliviero, Camilla
Powiązania:: https://bibliotekanauki.pl/articles/446412.pdf
Data publikacji:: 2018-11-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: language education
grammar
Italian as a FL
didactic resource
song
educazione linguistica
grammatica
italiano LS
risorsa didattica
canzone
Opis:: Teaching Italian grammar involves several critical aspects, amongst which is a recurring lack of motivation in students. Therefore, combining the teaching of grammar with the use of potentially appealing resources for students is a challenge for the teacher of Italian as a foreign language (FL). With regards to this, songs represent an important didactic resource; in fact, they can motivate students’ learning, are texts full of linguistic and cultural references (such as the variety of sociolinguistic registers or rhetorical figures), and foster the memorisation of lexical and grammatical structures thanks to their intrinsic characteristics (like rhythm and melody). In order to take advantage of the potentialities of songs, the teacher of Italian as a FL should acquire both appropriate methodological competences and a broad collection of didactic techniques to present the various grammatical topics. The essay is divided into four sections: the first attempts to explore the teaching of Italian grammar from a humanistic perspective; the second is devoted to the presentation of the critical aspects that characterise it, together with the introduction of some possible solutions, such as the use of songs, which is debated in the third section. Finally, the fourth and last part is concerned with some didactic considerations about how and when to use songs for grammatical purposes.
L’insegnamento della grammatica italiana pone diverse criticità, tra cui la frequente demotivazione degli studenti. Unire le esigenze di insegnamento grammaticale con delle risorse attrattive per i discenti, dunque, si pone come una sfida per il docente di italiano LS. La canzone può rappresentare un’importante risorsa didattica. Essa, infatti, è molto motivante per gli studenti, è un testo di lingua e cultura estremamente ricco (si pensi alla varietà di registri sociolinguistici o alle figure retoriche presenti) e, grazie alle sue caratteristiche intrinseche (come il ritmo e la melodia), può favorire la memorizzazione efficace del lessico e delle strutture grammaticali. Per poter sfruttare al meglio le potenzialità della canzone, allora, occorre che il docente di lingua possieda le adeguate conoscenze metodologiche e si doti di un repertorio di tecniche didattiche ampio per presentare i diversi aspetti grammaticali. Il saggio è diviso in quattro sezioni: nella prima parte si tratta la didattica della grammatica nella prospettiva di una glottodidattica di natura umanistica; nella seconda si considerano gli aspetti critici che la caratterizzano l’insegnamento delle strutture morfosintattiche e si avanzano delle possibili soluzioni, come l’uso didattico della canzone, esplorato nella terza parte; nella quarta e ultima sezione si presentano delle considerazioni metodologiche relative alle modalità e ai tempi di utilizzo della canzone a fini grammaticali.
Źródło:: Italica Wratislaviensia; 2018, 9.2; 255-275
2084-4514
Pojawia się w:: Italica Wratislaviensia
Dostawca treści:: Biblioteka Nauki

Artykuł

Zmień widok

na półce

Informacja

Wyszukujesz frazę "Italian as a FL" wg kryterium: Temat

Źródło danych

Dostawca treści

Kolekcja

Rok wydania

Wydawca

Temat

Autor

Typ dokumentu

Język