Relevant bibliographies by topics / Foreign language instruction, italian

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Academic literature on the topic 'Foreign language instruction, italian'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Foreign language instruction, italian"

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Djorovic, Danijela, and Natasa Lalic-Vucetic. "Some peculiarities of Italian language instruction at primary school age." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 150–64. http://dx.doi.org/10.2298/zipi1001150d.

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Instruction of Italian language at primary school level has not been studied more comprehensively in our expert and scientific literature so far, since Italian has been studied as a compulsory foreign language in Serbian schools since the school year 2001/2002. This paper discusses some peculiarities of learning and teaching a foreign language, with emphasis on the socio-cultural aspect and functional usage of the language as the primary task of instruction. The paper presents the results of one part of a larger empirical research that studies the attitude of primary school students towards learning Italian as a foreign language. The goal of the research refers to identifying the competences that students acquire by learning this language and the possibility of applying the linguistic knowledge and skills in real-life situations of students' interaction with the members of other culture, as well as identifying learning difficulties. The sample comprised 185 fifth grade students and 110 seventh grade students from three primary schools where the Italian language has been studied the longest. Research findings indicate that there is an initial positive attitude towards learning Italian and the sensitivity for extralinguistic and cultural elements of instruction of foreign language. Students pointed out to the need for a more active participation in instruction and selection of teaching contents, for more modern approaches to learning, and for a larger degree of applicability of linguistic knowledge and skills in real-life situations.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.

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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
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Matteucci, Paolo. "La didattica dell’italiano a distanza: un case study." Revista Italiano UERJ 12, no. 1 (September 5, 2021): 19. http://dx.doi.org/10.12957/italianouerj.2021.62148.

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ABSTRACT: Questo saggio si propone il fine di misurare l’impatto della transizione dalla didattica in aula a quella a distanza nel contesto dei corsi di italiano per principianti offerti, nel semestre autunnale 2020, dal Programma di Italiano dell’università canadese Dalhousie. Prendendo simultaneamente in considerazione i risultati del feedback formale e informale fornito dagli allievi, i dati raccolti tramite la ricerca-azione e l’osservazione dei corsi da parte di specialisti esterni, e una molteplicità di parametri valutativi, il presente intervento mira a delineare alcuni vantaggi e svantaggi dell’insegnamento a distanza dell’italiano come lingua straniera.Parole-chiave: Didattica dell’italiano. Glottotecnologie. Ricerca-azione. RESUMO: Este artigo analisa o impacto da transição das aulas presenciais ao formato virtual, especificamente no contexto das três seções do curso “Italiano para Iniciantes” oferecido no segundo semestre de 2020 pelo Programa de Italiano da Universidade de Dalhousie, Canadá. Justapondo os feedbacks formais e informais dos alunos, os dados recebidos da observação de terceiros através de pesquisa-ação e as avaliações de diversos indicadores de sucesso, este artigo visa delinear algumas vantagens, bem como os principais desafios, do ensino a distância do italiano enquanto idioma estrangeiro.Palavras-chave: Didática do italiano. Glototecnologias. Pesquisa-ação. ABSTRACT: This paper scrutinizes the impact of the transition from face-to-face teaching to online instruction, in the context of the Italian for Beginners courses offered in the fall semester 2020 by the Italian Program at Dalhousie University, Canada. By juxtaposing the student’s formal and informal feedback, the input received from third-party observation via action-research, and the assessment of a variety of indicators of success, this paper aims at outlining some advantages, as well as the main challenges, inscribed into at-distance teaching of Italian as a foreign language.Key words: Teaching Italian as a foreign language. At-distance instruction. Action-research.
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Artoni, Daniele, Valentina Benigni, and Elena Nuzzo. "Pragmatic instruction in L2-Russian." Instructed Second Language Acquisition 4, no. 1 (April 1, 2020): 62–95. http://dx.doi.org/10.1558/isla.39864.

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Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.
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Makhkamova, Gulnara, and Akram Amirkulov. "Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context." International Journal of Education 12, no. 1 (February 14, 2020): 1. http://dx.doi.org/10.5296/ije.v12i1.16463.

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Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.
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Fazzi, Fabiana. "Teachers’ Perceived Impact of an Online Professional Development Course on Content and Language Integration and Pedagogical Translanguaging." International Journal of Linguistics 14, no. 3 (June 24, 2022): 32. http://dx.doi.org/10.5296/ijl.v14i3.19793.

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Research has already shown that designing instruction that simultaneously develops students’ content and language competences is fundamental especially, but not only, when students are educated in a second, foreign or additional language. Unfortunately, content teachers working in different types of bilingual education programmes hold varying beliefs about the role of language for and in learning and often struggle to successfully integrate language and content objectives. This is particularly the case of content teachers working in the Italian network of educational institutions in the world who struggle to support students to learn content through Italian as the language of instruction, but also tend to fail to recognize the importance of validating their linguistic and cultural background. In this context, the dearth of training is accompanied by a dearth of research on the effects of professional development courses.This paper aims to fill this gap by reporting on the effectiveness of a short online teacher professional development (OTPD) course aimed at supporting both primary and secondary subject teachers working in Italian international schools abroad to integrate content and language learning from a plurilingual and pluricultural perspective. Specifically, it explores teachers’ perceptions in relation to the design and implementation features of the course and to its effects on their beliefs, teaching practice, and professional identity.
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Leigh, Steven A. "The Seven Point Circle and the Twelve Principles: An evidence-based approach to Italian Lyric Diction Instruction." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 187–201. http://dx.doi.org/10.33178/scenario.13.2.12.

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Despite the ubiquitousness of Lyric Diction Instructors (LDIrs) in both the academic and professional opera world, there remains a dearth of research examining the approaches and methods used for Lyric Diction Instruction (LDIn) as well the nonexistence of university programmes through which LDIrs gain profession-specific qualifications and/or certifications. Owing to this paucity of LDIn educational background accreditation and accountability, LDIrs in both educational institutions and opera houses are typically comprised of opera coaches, present or former opera singers, or "native speakers" of the target language. Using the qualitative framework of action research, the study empirically tested my five session, Italian Lyric Diction Course for Opera Singers by examining the validity and efficaciousness of its design, materials, course content, and pedagogical approach of explicit articulatory instruction. Rather than focusing on the empirical testing itself, this article focuses on the underlying pedagogical framework, i.e., The Seven Point Circle (7PC) and the ethical code of conduct, i.e., The Twelve Point Circle (12PC) derived from my M.A. thesis study. Data collection instruments included: semi-structured participant interviews, audio recording, transcribing of the classes, and an invited panel of eight observer-feedback experts from the fields of foreign language pedagogy, pronunciation instruction, and Italian language instruction.
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Nowacka, Marta. "Questionnaire-Based Pronunciation Studies: Italian, Spanish and Polish Students’ Views on their English Pronunciation." Research in Language 10, no. 1 (March 30, 2012): 43–61. http://dx.doi.org/10.2478/v10015-011-0048-3.

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This article is an attempt to review the most recent phonetic literature on the application of questionnaires in phonetic studies. In detail, we review the scope of pronunciation questionnaire-based surveys with respect to Polish and non-Polish students of English. In addition, this paper aims to examine European students’ beliefs and attitudes towards their own English pronunciation and is also intended to provide some arguments for or against the use of foreign-accented rather than native models of pronunciation in phonetic instruction. The data come from three groups of informants, namely: Italian, Spanish and Polish students of English. With respect to foreign, non-Polish respondents, the study was conducted at the University of Salento in Italy and the University in Vigo, Spain within the framework of the Erasmus Teacher Mobility Programme in two consecutive academic years: i.e. 2010/2011 and 2011/2012. As regards Polish respondents, our research involved subjects from six different tertiary schools, i.e. five universities and one college, located in various parts of Poland. On balance, the results of our study give an insight into the phonetic preferences of adult European advanced students of English with reference to the importance of good native-like pronunciation, the aims of pronunciation study, factors contributing to phonetic progress and their self-study pronunciation learning strategies. Our findings point to the fact that students of English wish to speak with good pronunciation, set a high native-like standard for themselves, report having benefited from their phonetic instruction and exposure to native English and that they work on their pronunciation by means of various, mostly cognitive, strategies. Rather than casting new light on teaching pronunciation, the outcome of this study is consistent with the findings of other research on foreign students’ choice of preferred pronunciation model, which is undeniably native rather than foreign-accented.
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Fernández, Loretta, and Richard Donato. "Interacting with SCOBAs in a Genre-based Approach to Italian as a FL." Language and Sociocultural Theory 7, no. 1 (February 24, 2021): 33–59. http://dx.doi.org/10.1558/lst.31180.

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The purpose of this study is to examine how four adult beginners of Italian as a foreign language used the Schema of a Complete Basis of Action (SCOBA) based on Gal’perin’s pedagogical model during a course of six one-hour lessons. The SCOBA for this course was designed using the Systemic Functional Linguistic concepts of genre and register (field, tenor, and mode) for the typified situation of requesting goods and services during a service encounter in a restaurant. The study investigated students’ perceptions regarding the usefulness of SCOBAs for navigating this context of language use. Data from the students’ talk-in-interaction, interviews, and in class use of the SCOBA were analyzed. It was found that during the course of instruction students used the SCOBA according to their own communicative needs. For example, students used the SCOBA to orient themselves to contextual differences and language choices when register variations of the typified situation were introduced during classroom tasks. Finally, students were able to modify the SCOBA based on classroom instruction and their own insights into the typified situation.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Journal of the Cameroon Academy of Sciences 18, no. 1 (August 16, 2022): 361–88. http://dx.doi.org/10.4314/jcas.v18i1.6.

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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western model of LIEP giving primacy to ex-colonial languages as official languages and as languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, and have added more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between the teaching of foreign languages and the transnational aspirations of Cameroonians. The data were collected from discussions on two Facebook threads questioning the topic, discussions with lecturers of foreign languages at universities, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that there inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return. Le débat en cours sur la décolonisation de l’Afrique devrait mettre l’éducation au centre. En effet, les idéologies sur les langues sont reflétées, mises en oeuvre et reproduites dans la politique linguistique de l’éducation (LIEP) d’un pays. La plupart des pays africains ont hérité des politiques linguistiques donnant la primauté aux langues ex-coloniales comme langues officielles et comme langues de l’éducation, des médias et de l’administration. Certains pays, comme le Cameroun (regorgeant plus de 270 langues), sont allés au-delà. Préférant le français et l’anglais comme langue d’enseignement, le Cameroun a ajouté des langues étrangères (allemand, espagnol, chinois, italien et arabe) dans les établissements secondaires et les universités, au détriment des langues nationales. La plupart des études sur les politiques linguistiques abordent la question de la langue comme moyen d’enseignement et négligent d’évaluer de manière critique la pertinence de l’enseignement/apprentissage généralisé des langues étrangères dans les écoles et les universités au Cameroun. Cette étude s’intéresse au lien entre l’enseignement des langues étrangères et les aspirations transnationales des Camerounais. Les données ont été recueillies à partir de discussions sur deux fils de commentaires Facebook portant sur le sujet, des échanges avec des enseignants de langues étrangères dans des universités et d’une analyse méta-synthétique des statistiques existantes sur la migration internationale à des fins éducatives. Les résultats révèlent que le flux migratoire international entrant est associé à la langue mais la langue n’est pas le facteur le plus déterminant. En conséquence, l’étude suggère une réforme des curricula conduisant à la suppression de l’enseignement généralisé des langues étrangères dans le sous-système éducatif francophone. En revanche si cette option extrême n’est pas envisagée, il faut supprimer les langues espagnole et italienne dont la connaissance n’a apporté aucun bénéfice direct à la majorité des apprenants.
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Dissertations / Theses on the topic "Foreign language instruction, italian"

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Dean, Brittany L. "A Comparison of Vocabulary Banks and Scripts on Native English-speaking Students’ Acquisition of Italian." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115066/.

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The study applied behavior analytic principles to foreign language instruction in a college classroom. Two study methods, vocabulary banks and scripts, were compared by assessing the effects on Italian language acquisition, retention, and generalization. Results indicate that students without prior exposure to Italian engaged in more exchanges and emitted more words in script tests compared to vocabulary bank tests. Participants with at least two classes in Italian prior to the study engaged in more exchanges and emitted more words during vocabulary bank tests. Data suggest that different teaching strategies may work for different learners. More research is needed to determine efficient teaching methods and how to ascertain which approaches work best for learners with different histories.
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Frangiotti, Graziele Altino. "As variedades linguísticas no ensino de línguas: análise de dois livros didáticos de italiano para estrangeiros." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-27062014-111639/.

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Estudos na área de Sociolinguística têm mostrado a complexidade da arquitetura do italiano contemporâneo, composta tanto de variedades linguísticas comuns a todas as línguas naturais, relacionadas às dimensões diamésica, diastrática, diafásica e diatópica, quanto de dialetos e interlínguas. Essa intricada realidade, no entanto, parece não chegar até os aprendizes de italiano, sobretudo, fora da Itália, que, frequentemente, têm a impressão de que essa língua é monolítica e estável. Isso, em geral, se reflete em seu desempenho enquanto falantes, pois, uma vez que acreditam que a língua italiana é imutável e única, não serão capazes de reconhecer as variedades e registros linguísticos produzidos por falantes nativos. Tendo em vista a importância do livro didático como fonte de input linguístico em sala de aula e como norteador da atividade docente e discente, selecionamos os dois livros didáticos mais usados no estado de São Paulo para o ensino do italiano no momento em que se iniciou a pesquisa, e analisamos como e em que medida tais obras expõem o aprendiz às variedades linguísticas do italiano para que desenvolvam competência sociolinguística e, portanto, sensibilidade sobretudo receptiva quanto à realidade linguística italiana. Para isso, analisamos os diálogos, os livros do aluno e os guias do professor das coleções didáticas Linea Diretta e Rete! com base em 67 critérios escolhidos por poderem identificar diferentes variedades do italiano. Os resultados relacionados ao livro Linea diretta permitem dizer que essa coleção aborda implicitamente alguns dos fenômenos considerados, mas que não os explora explicitamente. Por outro lado, Rete! praticamente não insere fenômenos marcados sociolinguisticamente em seus diálogos, mas trata as questões fonológicas das variedades regionais. Desse modo, foi possível constatar que o tratamento das variedades sociolinguísticas mostrou-se insuficiente e, em alguns casos, inexistente em ambos os livros didáticos, fazendo-nos concluir que o aprendiz, cujo input linguístico derive de seus conteúdos, dificilmente desenvolverá uma competência sociolinguística que lhe propicie reconhecer e compreender adequadamente enunciados produzidos em diferentes contextos comunicativos.
Studies in Sociolinguistics have shown the complexity of contemporary Italian arquitecture, composed of both linguistic varieties, common to all natural languages and related to diamesic, diastratic, diaphasic and diatopic dimension, and the dialects and interlanguages. Nonetheless, this intricate reality doesn\'t seem to reach learners of Italian, especially outside Italy, which often have the impression that this language is monolithic and that it doesn\'t change. In general, this reflect on their performance as speakers of the language they learn, therefore, since they believe that the Italian language is unique and unchangeable, they will not be able to recognize linguistic varieties produced by native speakers. Considering the importance of the textbook as a source of linguistic input in the classroom and as a guide for teacher\'s and learner\'s activity, we selected, in the period in which our research began, the two most used textbooks for Italian teaching in the State of São Paulo, and analyzed how and to what extent these works expose the learner to linguistic varieties of Italian, in order to develop sociolinguistic competence and mainly receptive sensibility to Italian linguistic reality. We analyzed the dialogues, the student books and teacher\'s guides of the teaching collections Linea Diretta and Rete! based on 67 criteria chosen by selecting phenomena that could identify different varieties of Italian. The results related to the textbook Linea diretta let say that this collection implicitly addresses some of the considered phenomena, but doesn\'t explore them explicitly. On the other side, Rete! practically doesn\'t insert in its dialogues sociolinguistically marked phenomena, but treats phonological issues of regional varieties. So, it was found that the treatment of sociolinguistic varieties proved to be scanty and, in some cases, not existent in both textbooks. This caused the conclusion that learners, whose linguistic input derives from its content, can hardly develop a sociolinguistic competence that can allow them to recognize and understand properly utterances produced in different communicative contexts.
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Rocha, Vitoria Garcia. "Estratégias de ensino nas salas multisseriadas de italiano dos Centros de Estudos de Línguas (CELs) da capital e da grande São Paulo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06122016-120945/.

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O Centro de Estudos de Línguas (CEL) é um projeto da Secretaria da Educação do governo do estado de São Paulo que oferece aos alunos da rede estadual e, em alguns casos da rede municipal, cursos gratuitos de línguas estrangeiras. Devido à evasão de alunos e ao baixo número de matrículas em alguns idiomas, a cada estágio as turmas ficam menores, exigindo a formação de salas multisseriadas para garantir ao estudante a continuação e a conclusão do curso. As classes multisseriadas dos CEL são compostas por discentes de várias idades e que possuem diferentes níveis de conhecimento da língua estrangeira. Nossa pesquisa tem como objetivo analisar as estratégias de ensino que os professores de língua italiana dos CEL utilizam para ensinar nas turmas multisseriadas. Fomos orientados pela hipótese de que os professores do CEL empregariam estratégias de ensino iguais ou parecidas às aplicadas pelos docentes que lecionam no ensino multisseriado da zona rural. Para a realização desta pesquisa, fizemos uma revisão sobre o funcionamento dos CEL, sobre as salas multisseriadas do campo e sobre as estratégias de ensino adotadas no contexto multisseriado e em aulas de línguas estrangeiras. Com o propósito de alcançar o nosso objetivo, adotamos a metodologia qualitativa e escolhemos o questionário on-line e a entrevista individual, semiestruturada como técnicas de coleta de dados. As participantes do estudo são professoras de italiano de grupos multisseriados de Centros de Estudos de Línguas da capital e da Grande São Paulo. Cruzamos os dados obtidos pelas duas técnicas e analisamos as três estratégias de ensino mais presentes no discurso das professoras. Comprovamos que as docentes usam estratégias que também podem ser verificadas na zona rural, ou seja, organização dos espaços físico e social, administração do tempo e emprego dos materiais didáticos. O espaço social é mais valorizado que o físico, o que conta é o aprimoramento da aprendizagem e a interação entre os estudantes de estágios diferentes. O tempo é administrado muitas vezes de forma inconsciente, mas está sempre presente na organização do atendimento dos diferentes estágios. O livro didático é essencial, todavia há um empenho em criar outras atividades empregando vários tipos de materiais. A análise nos mostrou que a maioria das professoras decidiu ensinar com os grupos organizados de maneira multisseriada. Na ausência de uma orientação pedagógica específica e do reconhecimento do Estado, as docentes, por meio da prática, criam a forma própria de lecionar, esforçam-se em adequar estratégias de ensino para cada turma.
The Language Study Center (LSC) is a governmental project of the Education Secretariat of the São Paulo State that offers for the students from state and, in some cases from the municipal, free courses in foreign languages. Due to the evasion students and low number of enrollments in some languages, each stage classes are smaller, requiring the formation of multigrade classrooms to ensure students the continuation and completion of the course. The multigrade classes of LSC are composed of students of different ages and have different levels of knowledge of a foreign language. Our research aims to analyze the use of instructional strategies to teach by the italian teachers in multigrade classes of LSC. We were guided by the assumption that LSC teachers employ teaching strategies in the same way or similar to those applied by the teachers who teach in multigrade teaching the countryside. For this research, we have made a review of the functioning of multigrade classrooms and the teaching strategies adopted for foreign language classes in multigrade context. In order to achieve our goal, we adopted a qualitative methodology choosing the online questionnaire and individual interviews, semi-structured as data collection techniques and well. Study participants are italian teachers of multigrade classes from São Paulo Language Study Centers. We crossed the data obtained by the two techniques and analyze the three instructional strategies more present in the discourse of teachers. We have proved that the teachers use strategies that can also be checked in the countryside, that is, related to physical and social space, time and materials. The social space is more valued than the physical, what counts is the improvement of learning and interaction among students of different stages. Time is administered often unconsciously, but is always present in the organization of care of the different stages. The textbook is essential, but there is a commitment to create other activities using various materials. The analysis has shown that most teachers decided to teach in organized groups multisseriate way. In the absence of a specific tutoring and state recognition, the teachers, through practice, create their own way of teaching, strive to adapt instructional strategies for each class.
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Pino, Daniela. "Learning Italian as a Second Language in an Italian/English Dual Language Program| Evidence from First to Fifth Grade." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751886.

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This research study was conducted with the intention of determining the most common errors that occur in the development of Italian oral language skills among 102 students participating in a 90/10 (90% in Italian/10% in English) dual language program offered at a California public elementary school. The 90/10 program breaks down instruction as follows: Kfirst grade 90% instruction in the target language/10% in English; in second grade 80/20; in third grade, 70/30; in fourth, 60/40, and in fifth, 50/50. Although the ratios change, the program is officially known as 90/10. The students in this study, a mixed group ranging from first to fifth grade, observed a series of pictures representing a story, which they then had to orally tell in their own words. The oral presentations were recorded and then transcribed word by word, including pauses and hesitations. The productions were then analyzed in depth, with special attention given to hesitations, the insertion of phrases and/or words in English, errors with lexical choice and grammatical errors (auxiliary verb choice, as well as the usage of subjects, verbs, and pronouns). The results from this study demonstrate that the age of the student influences second language oral fluency. In general, students with more schooling tended to commit fewer errors in their oral production. However, some categories of errors did not seem to be affected by the length of time students had been enrolled in the program. It is hypothesized that some errors persist due to the decreased amount of Italian instruction that characterizes the upper years in the program.

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LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

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Amaral, Luiz Alexandre Mattos do. "Designing intelligent language tutoring systems for integration into foreign language instruction." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179979688.

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Amaral, Luiz A. "Designing intelligent language tutoring systems for integration into foreign language instruction." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1179979688.

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Onitsuka, Yukiko. "Teachers’ Language Choices and Functions in Japanese as a Foreign Language Classroom Instruction." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535704466237068.

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Jones, Francis Redvers. "Going it alone : self-instruction in adult foreign-language learning." Thesis, University of Newcastle Upon Tyne, 1996. http://hdl.handle.net/10443/189.

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This project looks at foreign-language self-instruction by adult native speakers of English. A literature review surveys the self-instruction field, plus more general literature on second language acquisition, learner characteristics and strategies, and course design. An initial pre-study presents a taxonomy of published teach-yourself package features, based on a survey of over 40 courses. The second pre-study presents a learner-diary study of 11 months' self-instruction of Hungarian from post-beginner level by the researcher. Lexis and listening are revealed as the main challenges, and the importance of real-message practice is highlighted. A threshold is identified - corresponding to the ability to cope with authentic language - at which strategies change from coursebook-centred to real text- and interaction-centred. In the main study, telephone interviews of 70 learners with self-instructed experience supplied reported-achievement profiles for all their languages, plus open-ended reports on their self-instructed learning processes. Multivariate statistics plus qualitative analysis of the interview protocols were used to identify patterns in the data. Mixedmeans outperforms both self-instruction alone and classwork alone in terms of command, dropout and sense of success, with classworkself-instruction as the best sequence. Higher proficiency in mixed/self-instruction-only mode is linked to better listening and speaking experiences, and to good management of learning. Learners with more self-instructed experience worry about initial listening and speaking problems less, and are more aware of writing. Learning style is the chief process factor seen as affecting self-instructed learning; others are general strategic skill, ability to tackle the lexico-grammar through writing, full-speed listening, "package-wiseness", exploitation of external motivational/affective factors, intensive reading/cassette-work skills, aptitude/discipline, and the ability to combine different learning resources. The conclusion presents implications for second language acquisition, followed by recommendations for materials designers, self-instructed learners, language centres and learner training programmes.
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Abdu, Hussein Ramadan. "Italian loanwords in colloquial Libyan Arabic as spoken in the Tripoli region." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184333.

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Italian loadwords in Libyan Arabic have not received the attention and concern they deserve despite their number, high frequency, and wide use by all Libyans at all levels for more than one and a half centuries. This study attempts to record as many Italian loanwords in Libyan Arabic as possible as reported by the Libyan students and their spouses in the United States, to establish a linguistic criterion for the identification of these loanwords in Libyan Arabic, to determine the semantic adaptations they have undergone, and to verify their recognition and use by the students and their spouses. A list of 1000 words suspected to be Italian loanwords were collected through direct observation of Libyan speech, including my own as a native speaker of the dialect, by use of informants and intensive reading. The words were then checked against their possible native models in Italian through the use of Italian dictionaries and consultation with native Italian speakers, most of whom are linguists or language teachers. The list was reduced to 682 words, which were used in the questionnaire sent to 290 Libyan students and their spouses in the United States. From the 148 replies to the questionnaire, it is found that on the average 75% of the respondents know all the 684 words and 58% of them use them. About 82% of the loanwords have literary or colloquial Arabic equivalents. About 55% had presumably entered Libyan Arabic or Libyan Arabic speakers were exposed to them during the 1911-1970 period, which marks the Italian occupation of Libya, 5% between 1832-1910, and 5% between 1970-1985. About 93% of the Italian loanwords are nouns, 7% adjectives, 1% verbs, 0.8% adverbs, and 0.5% interjections. Meanings of most of the loanwords are more pervasive in Italian than in Libyan Arabic. It was also found that most of the loanwords had adopted Arabic grammatical rules for tense formation and inflection for number or gender.
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Books on the topic "Foreign language instruction, italian"

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Beginner's Italian. London: Teach Yourself, 2008.

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Protej, Vittoria Bowles. Beginner's Italian. Edited by Coggle Paul. Blacklick, Ohio: McGraw-Hill, 2008.

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Italian verbs. Lincolnwood (Chicago), Ill., U.S.A: NTC Publishing, 1994.

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(Firm), Encore Education. Foreign language advantage, 2001. [Venice, Calif.]: Encore Software, 2000.

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Protej, Vittoria Bowles. Beginner's Italian. London: Teach Yourself, 2003.

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Protej, Vittoria Bowles. Beginner's Italian. Lincolnwood, Ill: NTC/Contemporary Pub., 2001.

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Colloquial Italian. London: Taylor & Francis Inc, 2003.

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Danesi, Marcel. Italian Demystified. New York: McGraw-Hill, 2007.

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Nonas, Barbara. Living Language Plus: Italian. New York: Crown Publishers, 1990.

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Maurice, Elston, ed. Italian. London: Hodder Headline, 2003.

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Book chapters on the topic "Foreign language instruction, italian"

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Pawlak, Mirosław. "Cultural Differences in Perceptions of Form-Focused Instruction: The Case of Advanced Polish and Italian Learners." In Aspects of Culture in Second Language Acquisition and Foreign Language Learning, 77–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20201-8_7.

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Kunitz, Silvia. "Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective." In Educational Linguistics, 133–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52193-6_7.

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Villarini, Andrea. "Lo sviluppo della competenza lessicale: incursioni tra le ipotesi teoriche e le applicazioni glottodidattiche." In Competenza lessicale e apprendimento dell’Italiano L2, 51–63. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.05.

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The paper analyses the issue of the development of lexical competence in Italian as L2 learners. The notion of lexicon is considered from three different points of view: the point of view of the speaker/learner, the point of view of the researcher interested in language issues and the point of view of the foreign language teacher. The question of what to intend and how to manage the lexicon within a second language courses is an apparently trivial one that might be solved with a simple: "teaching Italian words"; while, it is one of the most rich of theoretical implications and methodological choices. This contribution aims at investigating the complex relationship between teaching language and lexicon, providing also a small list of instructions on how to teach the words of a new language for teachers of Italian language as L2.
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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 71–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_7.

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Stoller, Fredricka L., and Shannon Fitzsimmons-Doolan. "Content-Based Instruction." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_7-1.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 425–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_34.

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Brandl, Klaus. "Task-Based Instruction and Teacher Training." In Second and Foreign Language Education, 1–14. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_34-1.

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Lambert, Richard D. "The Winds of Change in Foreign Language Instruction." In Language Policy and Pedagogy, 81. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/z.96.05lam.

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Minutella, Vincenza. "Non-native Varieties of English in Italian Dubbing: Does Foreign-Accented English Become Foreign-Accented Italian?" In (Re)Creating Language Identities in Animated Films, 303–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56638-8_7.

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Rousse-Malpat, Audrey, and Marjolijn Verspoor. "Chapter 3. Foreign language instruction from a dynamic usage-based (DUB) perspective." In Language Learning & Language Teaching, 55–73. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.03rou.

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Conference papers on the topic "Foreign language instruction, italian"

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Unterrainer, Eva Maria. "Mobile Learning in Foreign Language Learning: Podcasts and Lexicon Acquisition in the Elementary Instruction of Italian." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000070.

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Simonova, Ivana. "Learning styles in foreign language instruction." In 2011 14th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2011. http://dx.doi.org/10.1109/icl.2011.6059656.

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Zhang, Chunying, and Weihong Zhang. "Human-Computer Interaction-Based Foreign Language Instruction." In International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.68.

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Simonova, Ivana, and Petra Poulova. "Students' learning preferences in foreign language instruction: Comparative research." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201040.

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Borgia, Carola. "Language contacts and deonyms in contemporary journalistic Italian language." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/47.

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This paper focuses its attention on the presence of deonyms – in this case, new words derived from the surnames of foreign heads of state – in presentday journalistic Italian language. The research was conducted by analyzing the historical archive of two of the most relevant newspapers in Italy: la Repubblica and La Stampa. The purpose is to emphasize the main different semantic nuances of the words consisting of politicians’ surnames and Italian suffixes and to demonstrate the language contacts between Italian and other languages. As it can easily be guessed, most of the words investigated in this study were derived from names of American presidents as a result of the influence of American politics on the Italian system.
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Carluccio, Antonio, and Nicoletta Cabassi. "DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE: ITALIAN STUDENTS' ASSESSMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1842.

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Vissirini, Barbara Avila, Franziska Morlok, and Marian Dörk. "A Visual System for Grammar Instruction in Foreign Language Learning." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.4.

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Simonova, Ivana. "Learning styles in foreign language instruction two-year comparative study." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644566.

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Bobyreva, Natalia, Nadezhda Pomortseva, and Farida Shigapova. "NURTURING STUDENTS’ CREATIVITY IN FOREIGN LANGUAGE INSTRUCTION IN LINGUISTICS MAJOR." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0385.

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Stroblova, Katerina. "ITALIAN LYRICAL TEXTS IN FOREIGN LANGUAGE: FACE-TO-FACE AND REMOTE CLASSES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0935.

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Reports on the topic "Foreign language instruction, italian"

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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