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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The paper presents an explorative study regarding the relation between multilingual pedagogies and language aptitude, a complex construct associated with metalinguistic awareness and cognitive processes, which predict the capacity of learning a foreign language. We administered the LLAMA test to 67 lower secondary school students in Italy, divided into two groups: the target group had been regularly exposed to éveil aux langues (awakening to languages) and translanguaging practices, with explicit focuses on crosslinguistic reflection, for the prior four years; the control group has been exposed to regular monolingual instruction. Results show that the target group achieved a better score in two LLAMA sub-tests (sound-symbol correspondence task and grammatical inferencing task). A composite pattern of correlations and predictors regarding the influence of Italian competence and English competence are also analysed and disentangled. Finally, the paper discusses the implications of these results in terms of research and educational perspectives.

Phraseology constitutes an indisputably important area of language proficiency. Among the methods devised to explore this domain, semiautomated analysis of learner corpora has yielded important findings, especially in the case of intermediate and advanced levels. This paper investigates phraseological competence in Italian as a Foreign Language between the A2 and B1 levels of the CEFR. We collected 160 texts based on different combinations of task difficulty and learner level and we compared, through two-way Anova tests, the different groups. Results show that A2 leaners produce more non-collocational bigrams with respect to other groups, but when they attempt a B1 task they experience difficulty in producing high frequency bigrams. Implications for instruction and further research are discussed.

Traditionally, music can be divided into musical theory, composition and musical performance. For an in-depth understanding, appropriate terminology is required, also in the Slovene language. Like all European nations, Slovenes based their musical terminology mainly and directly on the Greek and Latin languages, or otherwise indirectly, primarily through the German and Italian languages. The development of a relatively young Slovenian terminology is closely linked to music education. In his paper, the author briefly mentions some facts about musical terminology in general and some facts about Slovenian musical terminology. Today, it is quite comparable to foreign ones, but we face a number of translation and terminological challenges. Some of these challenges, found in the instruction of composition, musical theory and counterpoint, are also presented in the article. The success of musical theory and terminology is, after all, featured in musical practice.

RESUMO: Este artigo tem por objetivo apresentar uma experiência de intervenção em situação de trabalho docente baseada no método de instrução ao sósia, elaborado por Ivar Oddone – médico, psicólogo e militante político italiano que figurou como um dos líderes do Modelo Operário Italiano (MOI) de luta para a saúde do trabalhador nos locais de trabalho – e seu grupo (1981, 1986) no contexto de formação continuada dos trabalhadores da Fiat nos anos 1970, tendo inspirado empreendimentos no campo da saúde do trabalhador no Brasil a partir da década de 1980. Esse método foi reinterpretado por Clot na Clínica da Atividade (1999, 2001, 2006, 2017) com o intento de produzir conhecimentos para a ação e promover transformações em outros contextos laborais. A intervenção foi realizada com duas docentes de língua italiana do Circolo Italiano San Paolo e, posteriormente, transformada em uma pesquisa exploratória (GIL, 2008). Nossa proposta é comentar os referenciais teóricos, descrever o contexto de intervenção e as etapas a partir das quais os dados coletados foram analisados à luz das teorias que fundamentam a pesquisa derivada da intervenção e, por fim, apresentar as conclusões acerca da importância da instrução ao sósia, no referido contexto, para a formação de um coletivo e a ampliação do poder de agir (CLOT, 2010) das docentes.Palavras-chave: Instrução ao sósia. Intervenção. Trabalho docente. Formação de professores. Italiano como língua estrangeira. ABSTRACT: Questo articolo si propone di presentare un’esperienza di intervento in una situazione lavorativa didattica basata sul metodo di istruzioni al sosia, elaborata da Ivar Oddone – medico, psicologo e attivista politico italiano che figurava come uno dei leader del Modello Operativo Italiano (MOI) di lotta per la salute dei lavoratori sul luogo di lavoro – e il suo gruppo (1981, 1986) nell’ambito della formazione continua per i lavoratori Fiat negli anni '70, avendo ispirato iniziative nel campo della salute dei lavoratori in Brasile sin dagli anni '80. Questo metodo è stato reinterpretato da Clot presso la Clinica dell’Attività (1999, 2001, 2006, 2017) con l’intenzione di produrre conoscenza per l'azione e promuovere cambiamenti in altri contesti di lavoro. L’intervento è stato realizzato con due insegnanti di lingua italiana del Circolo Italiano San Paolo e, successivamente, si è trasformato in una ricerca esplorativa (GIL, 2008). La nostra proposta è di commentare il quadro teorico, descrivere il contesto dell’intervento e le fasi a partire dalle quali sono stati analizzati i dati raccolti alla luce delle teorie che stanno alla base della ricerca derivata dall’intervento e, infine, presentare le conclusioni sull’importanza delle istruzioni al sosia, nel contesto della ricerca, per la formazione di un collettivo e l’espansione del potere di azione (CLOT, 2010) delle docenti.Parole chiavi: Istruzioni al sosia. Intervento. Lavoro docente. Formazione di insegnanti. Italiano lingua straniera. ABSTRACT: This article aims to present an intervention experience in a teaching work situation based on the method of instruction to the double, elaborated by Ivar Oddone – doctor, psychologist and Italian political activist who figured as one of the leaders of the Italian Operative Model (IOM) of struggle for worker's health in the workplace – and his group (1981, 1986) in the context of continuing training for Fiat workers in the 1970s, having inspired ventures in the field of worker health in Brazil since the 1980s. This method was reinterpreted by Clot at Clinic of Activity (1999, 2001, 2006, 2017) with the intention of producing knowledge for action and promoting changes in other work contexts. The intervention was carried out with two Italian language Italian teachers from the Circolo Italiano San Paolo and, later, transformed into an exploratory research (GIL, 2008). Our proposal is to comment on the theoretical frameworks, describe the context of intervention and the steps from which the data collected were analyzed in the light of the theories that underlie the research derived from the intervention and, finally, present the conclusions about the importance of instruction to the double, in that context, for the formation of a collective and the expansion of the power of action (CLOT, 2010) of teachers.Keywords: Instruction to the double. Intervention. Teaching work. Teacher training. Italian as a foreign language.

This paper aims at sharing with different constituencies involvedwith the use of the multimedia language lab the experiences of a foreignlanguage instructor who found this setting to have significantapplications well beyond her expectations. In addition to its manybenefits often cited in the literature, she found the lab an effectivemeans for investigating the learning of her own students. Based onthe practical example of a study on the learning of the Italian subjunctivemood conducted by the author in an Intermediate-! levelclass, the paper stresses how multimedia labs can also be an effectivemeans for teacher-led inquiry and self-reflection, two areas whichhave become increasingly important in foreign language teaching,yet are insufficiently researched in our field.

This study intends the validation of an instructional design on intercultural communicative competence (ICC) in the beginning levels of German, French, Italian, Portuguese, and English in the Modern Languages program at EAN University in Colombia. The design constituents: language integration, oral production, fieldwork activities, and a product/project gravitated around thematic units. The faculty application of the design is evidenced through annotated lesson plans together with the rationale for their classroom decision-making. The results indicate that an instructional design on intercultural communicative competence offers teachers and students a framework whose components acknowledge the participants’ diverse views and promote an intercultural learning environment in both relational and interpersonal terms.

International student mobility and graduate employability are interdependently related as two key objectives of the Bologna Process. Although studies widely acknowledge that student mobility enhances the employability of international graduates, in particular cases there remain factors that may pose challenges that will be difficult to overcome. In this article, the authors consider the case of foreign (Italian) physiotherapy graduates who cannot acquire a professional qualification in the Republic of Slovenia which they can take back to their own country because of the legislative stipulation regarding a knowledge of the Slovene language for professional examination purposes. The authors begin by discussing student mobility policies and practices in Slovenian higher education. They then first address the (improper) implementation of Directive 55/2013/EU (concerning the recognition of professional qualifications in European Union Member States) in the national legislation and subsequently discuss the broader and related issue of the language of instruction in Slovenian higher education. In this context, they reflect on a present reality of the European Higher Education Area which stems from inconsistent national legislative efforts. Methodologically, the research is based primarily on the analysis of various documentary sources supported by quantitative and qualitative evidence.

Buenos Aires a fines del siglo XIX y principios del XX se modelizó como una “Babel”; en respuesta a este modelo surgieron los sistemas de reglas de la estética nacionalista. El análisis de los topics de las letras de canciones compuestas por inmigrantes italianos muestra que vehiculizaron estructuras de sensibilidad asociadas a la italianidad. Entonces, el nacionalismo consideró estos textos como ajenos ―no creolizables―. Por ello, para comprender los efectos de este plexo textual de creación inmigrante no habría que indagar en las condiciones intrínsecas del texto artístico sino en su inadecuación al metatexto instructivo hegemónico nacionalista de la cultura.In the late 19th and early 20th Century Buenos Aires was modeled as “Babel”; in response to this model arose the systems of rules of nationalist aesthetics. The analysis of the topics of the lyrics of songs composed by Italian immigrants shows that they conveyed structures of sensitivity associated with Italianity. Consequently, the nationalism considered these texts as foreign ―not syncretizable―. Therefore, in order to understand the effects of this textual plexus of immigrant creation, one should not inquire into the intrinsic conditions of the artistic text, but rather in its inadequacy to the nationalist hegemonic instructive metatext of culture.

Выбор просодического оформления высказывания на неродном языке является нетривиальной задачей для обучающихся, в особенности в тех случаях, когда предложение прагматически нагружено или содержит особые единицы, накладывающие ограничения на выбор тональной конфигурации. Одним из примеров такого типа фраз в русском языке являются общие вопросы, содержащие неопределенные местоимения. В статье представлены результаты экспериментального исследования произношения этого типа высказываний итальянцами, изучающими РКИ. В рамках эксперимента испытуемым предлагалось выбрать предпочитаемый порядок слов в коротких предложениях из трех слов и зачитать вслух с интонацией, соответствующей заданному контексту. Данные эксперимента позволили выделить основные стратегии, используемые италоговорящими для просодического оформления этого типа фраз в отсутствие эксплицитных инструкций. Большинство участников продемонстрировали склонность к трансферу на уровне просодии, но не при выборе порядка слов. Полученные результаты также демонстрируют необходимость учитывать эффект диалектных характеристик речи обучающихся при изучении закономерностей просодического трансфера. The choice of prosodic structure for an utterance in a foreign language is a non-trivial task for learners, especially when the produced phrase is pragmatically loaded or contains the units that impose restrictions on the choice of tonal configuration. One example of such an utterance in Russian are polar questions with indefinite pronouns. The article presents the results of an experiment aimed to investigate the production of such phrases by Italian learners of Russian. The subjects were instructed to choose the word order in short polar questions and read them aloud with the intonation appropriate for the proposed context. The experimental data allowed to identify some common strategies used by Italian learners of Russian for prosodic marking in the lack of explicit instruction concerning this type of utterances. Most subjects demonstrated the tendency to transfer from their native language the prosody, but not the word order. In addition, the data highlight the necessity to consider dialectal differences when studying prosodic transfer phenomena.

Abstract The University of Florence’s Language Center (CLA) and the Florence seat of an American university renowned for its language programs, Middlebury College, twice intertwined their English and Italian B2/C1 foreign language courses to produce an English/Italian reciprocal learning space. In addition to disparate organizational constructs, the two institutions had slightly differing goals. Both institutions sought multiple, peer-speaking opportunities; however, in addition, Middlebury aimed for intercultural exchange with local peers. To achieve these multiple objectives, our joint courses included elements of group work, collaborative learning, and the latter’s language-acquisition offspring, task-based learning. Research drawn from the fields of management, psychology, pedagogy, sociology, and translation studies, in addition to second language acquisition, guided our instructional design choices. Students worked together outside the classroom, co-constructing knowledge in increasingly complex tasks, to produce tangible outcomes. These joint activities provided students with a space to confront their interpretations and expectations of the L2 culture with an insider’s view. Students experimented with simultaneous, sequential and reciprocal bilingualism. In the second edition of the course, Spanish L1 speakers were present in both universities, co-constructing their knowledge multilingually. The article describes the courses’ format, activities and hurdles, for those interested in setting up bilingual lessons, as well as citing germane studies from a variety of academic disciplines which guided course design.

Background. Ukrainian vocal pedagogy represents almost all types of instructive vocalises, which take into account both the specifi c features of the national vocal school and the individual style of authors and originators (both composers and performers). The aspect of national stylistic extends to such a component of vocal style as pedagogy. The national-specifi c features manifest themselves, fi rst of all, in the tone of material used to teach singers. The aspect of the musical Ukrainian “linguistics” in the modern language situation is associated with a certain type and the national form of language/speech. Dialogue of languages in the form of traditions and national musical lexicon is represented in Ukrainian vocalise, even in its instructional variants. After all, vocalization, which lays in the beginning of an academic singer teaching, plays one of the leading roles in understanding the art of solo singing. Such a teaching is based on the corresponding vocal exercises and more or less completed samples that came to vocal pedagogy from the traditions of academic and folklore practice, both world and the national one. It is obvious that there is no need to draw a direct parallel between the artistic samples of the national vocal music and training in their performance based exclusively on Ukrainian vocalises. It is only about the fact that the variety of methods for the voice training and development also includes a mandatory national-specifi c component, which is developed through the national vocal school practice and is based primarily on the embodiment of folk tones in vocalization interpreted in the curriculum. Therefore, the creators of Ukrainian instructive vocalises, focusing on substantial intonation, combine it with the singing techniques arising out of Italian bel canto. At the same time, a number of methodological and methodical issues related to Ukrainian vocalises require further coverage. The question of Ukrainian vocalise in two of its varieties – instructive and artistic – has not been almost studied which is an important aspect of the relevance of the paper. Thus, the relevance of the paper is determined by the following reasons: - the signifi cant value of vocalise in the practice of vocal art; - the need to fi ll a gap in studying the genre of vocalise based on samples created by Ukrainian authors. The aim of the study is to determine the specifi city of vocalise in Ukrainian vocal art, as well as related vocal-intonational exercises in the practice of Ukrainian vocal schools. The object of research is vocalise in Ukrainian vocal art. The subject of the study is its varieties and stylistic features in the Ukrainian vocal school. The material of the study consisted of samples of various types of vocalises and related vocal-intonational exercises in Ukrainian vocal literature: collections by M. Zavalyshina, S. Pavlyuchenko, О. Voronin and R. Voronina. One can distinguish another characteristic feature common to Italian and Ukrainian vocal stylistics, which is spoken by many Ukrainian vocal pedagogues, including representatives of the Kharkov Vocal School: P. Golubev, M. Mykhailov, L. Tsurcan, N. Grebenyuk, T. Madysheva. The matter is that in their genre specifi city, vocalises always refl ect the peculiarities of vocal music with the text, where the national language imposes its imprint on melody and rhythm, as well as on harmony (Harmony of Solo Singing by B. Filts). The Ukrainian “nightingale language”, characterized by the fl uidity of the transitions from word to word, the special role of vowels being singed, emotionality in the intonational rise of words, is close in many respects to the Italian, in which the same features are presented. Therefore, the presence of these two linguistic principles, which, although presented in non-verbal forms, through vocalization, is always felt in Ukrainian vocalises, refer both to instructional and artistic samples. The multidimensional nature of the tasks facing pedagogues and students in instructive vocalises is refl ected in certain specializations on which certain collections and selections are being created. Vocalises are an international genre, in which for several centuries of its exis tence, various musical and linguistic sources and techniques of singing, coming from them, were assimilated. In the vocalises, referring to different national schools, not only “our own” musical and mental features, coming from national folklore and professional creativity, but also “strangers”, come from the sources of foreign style (far, near, own; “theywe- you”, if you recall the triads of Е. Nazaikinsky). Relevant material is needed to develop multi-ethnic stylistics in the genre of vocalise. Teachers of vocalise widely use folk songs arrangements. The practice of such arrangements forms the basis for the creation of a national musical language, and the interest of composers-arrangers in other peoples’ songs helps extend such a language base. It is known that the national vocal school style acts as a general aesthetic phenomenon and is refl ected in all spheres of vocal art. This is about the vocal style of national authors, which is closely related to the peculiarities of verbal language (“music” and “word” as a key problem of vocal tone), as well as the refl ection of such a style in performing art, where syntheses of foreign national traditions and indigenous aspects of singing related to the national culture. The national specifi c features of instructive vocalises should be considered. One should not forget that this genre is traditional in nature and dates back to classical singing schools, especially to the Italian ones.

EN The study investigates the use of codes of ethics in teaching English as a Foreign Language (EFL) to students enrolled in a first-level master’s course in Marketing Management in an Italian public university. According to Bhatia (2002), genre-specific documents such as codes of ethics have the potential to “sensitise and prepare students to meet the communicative demands of disciplinary communication” (p. 13). Within the theoretical framework of genre analysis and its possible implications for language teaching, this paper focuses on learners’ perceptions and achievements in EFL learning using corporate codes of ethics, presented to students both theoretically and on a practical level. A pre-questionnaire, pre- and post-test, and abridged post-treatment questionnaire were used to collect data. The goal of the five-week study was to demonstrate that genre pedagogy caters to learners’ needs, raises rhetorical and genre awareness, and fosters language awareness at a micro-textual, lexico-syntactical level. Key words: CODES OF ETHICS, LANGUAGE TEACHING, ENGLISH FOR SPECIFIC PURPOSES, GENRE-BASED INSTRUCTION ES Este estudio es investiga el uso de los códigos de ética en la enseñanza del inglés como lengua extranjera (LE) a los alumnos de un Máster en mercadotecnia en una universidad pública italiana. Se espera que los códigos revelen su potencial de “sensibilizar y preparar a los alumnos a fin de poder estar a las alturas de las exigencias comunicativas en comunicación disciplinaria” (Bhatia, 2002, p.13 [traducción nuestra]). Dentro del marco teórico del análisis de género y sus posibles implicaciones para la enseñanza de idiomas, este trabajo se enfoca en las percepciones y resultados de los estudiantes de inglés LE, a quienes se les han presentado códigos de ética empresarial desde un punto de vista tanto teórico como práctico. Para obtener los datos, se han utilizado una encuesta antes del tratamiento, una prueba tanto antes como después y una versión reducida de la encuesta post tratamiento. El objetivo de este estudio de cinco semanas es demostrar que la pedagogía de los géneros se vincula con las necesidades de los principiantes, porque, por un lado, solicita su conocimiento retórico y de género, y, por otro, favorece, a nivel microtextual, su conocimiento del léxico y de la sintaxis de la lengua extranjera. Palabras claves: CÓDIGOS DE ÉTICA, DIDÁCTICA DE IDIOMAS, INGLÉS ESPECIALÍSTICO, ENSEÑANZA BASADA EN EL GÉNERO IT Questo studio indaga l’uso dei codici etici nell’insegnamento dell’inglese come lingua straniera (LS) a studenti di un master in marketing management di un’università pubblica italiana. Ci si aspetta che i codici rivelino la loro potenzialità nel “sensibilizzare e preparare gli studenti a soddisfare i bisogni comunicativi della comunicazione di una data disciplina” (Bhatia, 2002, p. 13 [traduzione nostra]). Avendo come quadro teorico di riferimento l’analisi del genere e le sue possibili implicazioni nella didattica delle lingue, il presente studio si focalizza sulle percezioni e i risultati di studenti di inglese LS, ai quali vengono presentati i codici etici aziendali da un punto di vista sia teorico sia pratico. Per raccogliere i dati sono stati impiegati un questionario preliminare, un pre-test, un post-test e un questionario ridotto finale. Questo studio, durato cinque settimane, si è proposto di dimostrare che la pedagogia dei generi testuali va incontro ai bisogni dei discenti, perché, da una parte, sollecita la loro consapevolezza retorica e dei generi testuali, dall’altra favorisce, a livello microtestuale, la loro consapevolezza del lessico e della sintassi della lingua straniera. Parole chiave: CODICI ETICI, DIDATTICA DELLE LINGUE, INGLESE PER SCOPI SPECIFICI, INSEGNAMENTO BASATO SUI GENERI TESTUALI

1) Congreso/Congress: University of Rome "Roma Tre" (Department of Foreign Languages, Literatures and Cultures). International Conference: Terms and Terminology in the European Context, 23-24 October 2014 (Department of Foreign Languages, Literatures and Cultures, Via del Valco San Paolo, 19, Rome – ITALY). For queries regarding the congress please contact: ttec.roma3@gmail.com 2) Congreso/Congress: “XI Congreso Traducción, Texto e Interferencias” (UNIA, Baeza) Call for papers until 30 June 2014: http://www.uco.es/congresotraduccion/index.php?sec=home 3) Taller/Workshop: 4th International Workshop on Computational Terminology, CompuTerm 2014, COLING 2014 Workshop, 23rd or 24th August 2014, Dublin, Ireland, http://perso.limsi.fr/hamon/Computerm2014/ Submissions should follow the COLING 2014 instruction for authors (http://www.coling-2014.org/call-for-papers.php) and be formatted using the COLING 2014 stylefiles for latex, MS Word or LibreOffice (http://www.coling-2014.org/doc/coling2014.zip), with blind review and not exceeding 8 pages plus two extra pages for references. The PDF files will be submitted electronically at https://www.softconf.com/coling2014/WS-9/ 4) Congreso/Congress: 34th TRANSLATOR’S WEEK, 1st INTERNATIONAL TRANSLATION SYMPOSIUM (SIT), São Paulo State University (Unesp), September 22-26, 2014, São José do Rio Preto (Brazil). The official languages of the event are Portuguese, Spanish, English, Italian and French. Contact: Angélica (Comisión Organizadora), angelica@ibilce.unesp.br 5) Congreso/Congress: Cardiff University Postgraduate Conference, 27 May 14: “The Translator: Competence, Credentials, Creativity”. Keynote speaker: Professor Theo Hermans (UCL).The event is kindly supported by the University Graduate College and the European School of Languages, Politics and Translation. For queries, please contact the.translator.pg.conference@gmail.com. 6) Congreso/Congress: International Conference, 3rd T&R (Theories & Realities in Translation & wRiting) Forum. Organized by the University of Western Brittany, Brest (FRANCE), in collaboration with KU Leuven/Thomas More (Campus Antwerpen, BELGIUM), with the support of AFFUMT (Association française des formations universitaires aux métiers de la traduction) and the participation of Università Suor Orsola Benincasa (Naples, ITALY): “Traduire/écrire la science aujourd’hui - Translating/Writing Science Today” Please submit an abstract of approximately 300 words by 15 June 2014 to Jean-Yves Le Disez (jean-yves.ledisez@univ-brest.fr, Joanna Thornborrow joanna.thornborrow@univ-brest.fr and Winibert Segers (Winibert.Segers@kuleuven.be). For more information on previous events and the forthcoming conference : http://www.univ-brest.fr/TR, http://www.lessius.eu/TNR 7) Congreso/Congress: “The International Conference of Journals and Translation”, Jinan University, Guangzhou, CHINA, on 28-29 June 2014. The conference is hosted by the School of Foreign Studies, Jinan University, Guangzhou, CHINA. The official languages of the conference are English and Chinese. Contact information: Yan, Fangming（颜方明86-13751750040; Li, Zhiyu（李知宇86-13824451625. 8) Congreso/Conference: PACTE Group is organising two events on the subject of the didactics of translation. These events will be held at the Universitat Autònoma de Barcelona (SPAIN) in July 2014. SECOND INTERNATIONAL CONFERENCE ON RESEARCH INTO THE DIDACTICS OF TRANSLATION (8-9 July 2014). SECOND SPECIALIST SEMINAR ON THE DIDACTICS OF TRANSLATION (7 July 2014). Further information about the conference and the seminar: http://grupsderecerca.uab.cat/pacte/en/content/didtrad-2014 9) Simposio/Symposium: “Translation in Music” Symposium, held on 25-26 May 2014, and co-organized by the European School of Languages, Politics and Translation (Cardiff University). Please see the following website for details: www.cardiff.ac.uk/music/translationinmusic 10) Revistas/Journals: “The Journal of Intercultural Communication and Mediation”, “CULTUS Journal” www.cultusjournal.com Next Issue: Cultus7 : “Transcreation and the Professions” Call for papers (Issue 7, 2014): 9th June. Submission info at: www.cultusjournal.com Contact: David Katan, Interlinguistic Mediation/Translation and Interpretation Department of Humanities, University of the Salento (Lecce), via Taranto 35 - 73100 Lecce (ITALY), tel.+39 0832/294111. 11) Revistas/Journals: Invitation for Submissions (Vol. 3, 2014): Translation Spaces: A multidisciplinary, multimedia, and multilingual journal of translation, published annually by John Benjamins Publishing Company. Please consult our guidelines, and submit all manuscripts through the online submission and manuscript tracking site, indicating for which track and Board member the manuscript is to be addressed: (1) Translation, Globalization, and Communication Technology (Frank Austermühl); (2) Translation, Information, Culture, and Society (Gregory M. Shreve); (3) Translation, Government, Law and Policy (Michael Geist); (4) Translation, Computation, and Information (Sharon O’Brien); (5) Translation and Entertainment (Minako O’Hagan); (6) Translation, Commerce, and Economy (Keiran J. Dunne); and (7) Translation as an Object of Study (Ricardo Muñoz Martín). 12) Revistas/Journals: PR for Linguistica The editorial board of the peer reviewed journal Linguistica Antverpiensia NS-Themes in Translation Studies is happy to announce the launch of its new Open Journal format. LANS-TTS published 11 annual issues devoted to current themes in Translation Studies between 2002 and 2012, and will continue to publish annually on selected TS themes, but in open access, and can be downloaded from: ‪https://lans-tts.uantwerpen.be Its first digital issue is entitled “Research models and methods in legal translation”. It has been guest edited by Łucja Biel (University of Warsaw, POLAND) & Jan Engberg (Aarhus University, DENMARK). 13) Revistas/Journals: CALL FOR PAPERS The Yearbook of Phraseology would like to invite you to submit papers on the relationship between phraseology and translation. The Yearbook of Phraseology is published by Mouton de Gruyter (Berlin, Boston) and has already been indexed by many scientific databases. It has recently been added to the MLA International Bibliography. Our editorial board includes reknown linguists such as Dmitrij Dobrovol’kij (Moscow), Christiane Fellbaum (Princeton), Sylviane Granger (Louvain), Wolfgang Mieder (Vermont), Alison Wray (Cardiff) and others. We have also been able to rely on international experts for reviewing our submissions: Igor Mel’cuk, Doug Biber, Uli Heid, Barbara Wotjak, etc. The web page of the journal is: http://www.degruyter.com/view/serial/42771 For more information, please contact: Dr. Jean-Pierre Colson (Institut Marie Haps / Université catholique de Louvain), Yearbook of Phraseology / Editor. 14) Libros/Books: Peter Lang Oxford invites proposals for the book series: New Trends in Translation Studies (www.peterlang.com?newtrans). Series Editor: Jorge Díaz-Cintas (Director), Centre for Translation Studies (CenTraS), University College London (UK). Advisory Board: Susan Bassnett, University of Warwick, UK Lynne Bowker, University of Ottawa, Canada Frederic Chaume, Universitat Jaume I, Castellón, Spain Aline Remael, Artesis University College Antwerp, Belgium This series is based at the Centre for Translation Studies (CenTraS), University College London (www.ucl.ac.uk/centras). For more information, please contact Dr. Laurel Plapp, Commissioning Editor, Peter Lang Oxford, 52 St Giles, Oxford OX1 3LU (UK). Email: l.plapp@peterlang.com. Tel: 01865 514160. 15) Libros/Books: New book: Transfiction. Research into the realities of translation fiction, edited by Klaus Kaindl & Karlhienz Spitzl, Series: Benjamins Translation Library (BTL 110), ISSN: 0929-7316 16) Libros/Books: New book on classical Chinese literature and translation: CHAN, KELLY K.Y.: Ambivalence in poetry: Zhu Shuzhen, a classical Chinese poetess? http://www.amazon.com/Ambivalence-poetry-Shuzhen-classical-Chinese/dp/3639700791 17) Libros/Books: Nueva publicación de TRAMA: MARTÍ FERRIOL, JOSÉ LUIS: El método de traducción: doblaje y subtitulación frente a frente www.tenda.uji.es/pls/www/!GCPPA00.GCPPR0002?lg=CA&isbn=978-84-8021-940-2 18) Libros/Books: Piotr de Bończa Bukowski & Magda Heydel (Eds.), Anthology of Polish Translation Studies, published in Kraków (POLAND). For further details : http://www.wuj.pl/page,produkt,prodid,2184,strona,Polska_mysl_przekladoznawcza,katid,126.html. 19) Libros/Books: Nuevo libro: Nicolas Froeliger: Les noces de l’analogique et du numérique, París: Les Belles Lettres, 2014. 20) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Traducción y recepción de la literatura italiana en España. Barcelona: Edicions UB. 21) Libros/Books: New book on the reception of Italian Literature in Spain: CAMPS, Assumpta (2014). Italia en la prensa periódica durante el franquismo. Barcelona: Edicions UB. 22) Cursos de verano/Summer Courses: EMUNI Ibn Tibbon Translation Studies Summer School, June 2014. Application is now open for the Ibn Tibbon Translation Studies Doctoral and Teacher Training Summer School, organized by University of Ljubljana (Slovenia), Boğaziçi University (Turkey), University of Turku and University of East Finland (Finland), University of Granada (Spain), and to be held at the University of Granada (Spain) in June 2014. The School is open to doctoral students, teachers of translation at the MA level, and other academics and professionals who are involved in research in Translation Studies. For more information, please visit: http://www.prevajalstvo.net/emuni-doctoral-summer-school http://tradinter.ugr.es/pages/emuni Or contact: emuni_summerschool@ugr.es 23) Cursos de verano/Summer Courses: Intensive Summer Course in Translation Technology, held by the Centre for Translation Studies at UCL, London (UK), in August 2014. This is open to professionals and teachers as well as students. Application deadline: 23rd May 2014 For more information, visit : www.ucl.ac.uk/centras/prof-courses/summer-translation/translation-tech-intensive To apply for a place, email Lindsay Bywood: lindsay.bywood.13@ucl.ac.uk 24) Cursos de verano/Summer Courses: The Nida School of Translation Studies 2014 Call for participants: The Nida School of Translation Studies ,2014 May 26 – June 6, 2014 San Pellegrino University Foundation Campus Misano Adriatico (Rimini), Italy “Translation as Interpretation” This year marks the Nida School’s eighth year of advancing research and providing specialized training in translation studies through a transdisciplinary approach that incorporates a focus on religious discourse. NSTS is seeking engaged scholars and qualified professionals looking to expand their skills, engage with peers, and explore the interface of practice and cutting edge theory. The NSTS 2014 Associate Application form may be found here: https://secure.jotform.us/mhemenway/nsts2014app. For more information on the 2014 session or to apply, go to http://nsts.fusp.it/nida-schools/nsts-2014, or contact Dr. Roy E. Ciampa at roy.ciampa@fusp.it. 25) Cursos de verano/Summer Courses: POSTCOLONIAL TRANSLATION STUDIES AND BEYOND: RESEARCHING TRANSLATION IN AFRICA - SUMMER SCHOOL FOR TRANSLATION STUDIES IN AFRICA The Departments of Linguistics and Language Practice at the University of the Free State, Afrikaans and Dutch at the University of Stellenbosch and Literature and Language at the University of Zambia, in cooperation with IATIS, are presenting the Third Summer School for Translation Studies (SSTSA) in Africa from 18 to 22 August 2014. The hosts are the University of Zambia in Lusaka. SSTSA 2014 will be followed by a regional conference hosted by IATIS at the same venue on 23 and 24 August 2014. For participants to SSTSA 2014, entry to the conference is free, provided they read a paper. For detailed information and registration forms, visit the website of the Summer School at: http://www.ufs.ac.za/SSTSA.

Since cultural aspects of language learning are not incorporated in some EFL materials and textbooks, this study can be important to investigate the impacts of using cultural-based instruction on developing the speaking skill of Indonesian EFL learners. In addition, this research tried to examine the effects of using cultural-based instruction on foreign language anxiety of Indonesian EFL learners. To reach these aims, the Oxford Quick Placement Test (OQPT) was given to 83 EFL learners, and 50 of them were selected for the target sample of the current investigation. The selected respondents were then randomly divided into two equal experimental and control groups. Afterward, the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was given to both groups. After providing the stated questionnaire, both groups were pretested by a speaking test. After that, the experimental group was instructed by applying a cultural-based instruction, while the control group received a noncultural-based education. After the instruction ended, the FLCAS questionnaire and the posttest of speaking were given to the respondents to determine the effects of the cultural-based instruction on their speaking skills and foreign language anxiety. The collected data were analyzed by using independent samples and paired sample t -tests. The results revealed that the experimental group had better performances than the control group on the speaking and anxiety posttests. Finally, based on the results, some conclusions and implications were suggested.

Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features was measured on the basis of a written test prior to a three week period of intensive instructional treatment, followed by immediate and delayed written posttests. Similar monitoring was carried out with a control group of 40 comparable learners, who had not received direct instruction. The results of the study support the hypothesis that explicit and intensive form-focused instruction, when combined with continuous meaning-focused practice of instructed features, encourages an increased and more accurate use of other features that are closely related to the targeted ones.

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

This paper describes a system for the use of digital audio in foreign language instruction. The system consists of networked personal computers with digital audio adapters. The use of a digital audio adapter allows for the flexible manipulation of audio materials: natural sounding audio may be played, recorded, replayed, paused, and ordered under computer control with no distracting delays or distortion. In addition, audio can be coordinated with the display of text or graphics on the computer screen. Finally, the network allows for the central storage of the digital audio materials and computer programs. Only a single copy of any audio material needs to be produced and stored on a network file server. This material is then available for selection at any time for independent use by any number of students.

This is a report on a videoconference conducted by a Japanese university seminar, the topic of which is language learning with online language exchange partners. The Japanese students are studying English and their partners are English speakers studying Japanese at American universities. While the technology used in the videoconference was limited to on-hand hardware and free software, it was staged as an interactive television show informed by the author’s past experience in distance learning programming. The reactions to the videoconference, from seminar and remote students, are discussed and suggestions for further exploration are offered. これは、日本の大学のゼミで行われた「オンラインによる言語交換パートナーとの言語学習」をテーマにしたビデオ会議のレポートである。日本の大学生は英語を学んでおり、言語交換相手はアメリカの大学で日本語を学ぶ大学生たちだ。ビデオ会議に使用された技術は、手持ちのハードウェアと無料のソフトというごく限られたものだったが、筆者が過去に経験した遠隔教育番組の経験を生かし、インタラクティブなテレビ番組のように演出がされている。日本のゼミ生や相手側の学生によるビデオ会議への反応を考察し、さらなる調査のための提案が薦められる。

In early 1982 the Defense Language Institute Foreign Language Center set a course toward making interactive video an integral part of foreign language instruction. This effort is being carried on with the help of severalorganizations, both civilian and military. The outcome should improve the quality of language instruction for national security and also bring interactive video technology within the grasp of many school systems, colleges, and universities throughout the nation.

Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.

The paper analyses the effects of reciting various poetic texts in a foreign language instruction at the advanced level, in order to improve linguistic, cultural, and personal competences of English language students. Contemporary foreign language teaching methodology is reviewed briefly, and the possibilities and consequences of using different poetic styles are considered, in the ways that successfully integrate foreign and native language, literature and culture, intensive and extensive reading in a foreign language. Final year students of English language and literature at the Faculty of Philology in Banja Luka participate in a project of reciting world poetry in English in front of an audience, within the compulsory subject Contemporary English Language 7. In this case study from the academic 2016/2017, the perceptions of 25 students of English language and literature and the observation notes of their professor, project leader, are critically analysed, after their participation in the recitation project. The aim of the study is to gain a better insight into the effectiveness of reciting poetry in a foreign language by university students, and in other contexts in which a foreign language is learned. İn this qualitative research, the method of data interpretation is content analysis, and the data collection methods are observation and survey. The research instrument is a questionnaire with open-ended questions. The results show that by practicing reciting in a foreign language for a public appearance in front of colleagues and an audience, students can significantly improve their personal, linguistic, cultural, and professional competencies.