Дисертації з теми "Irish Italian language learning"
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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.
Повний текст джерелаThis 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.
Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.
Повний текст джерелаLawrence, Jason. "'Who the Devil taught thee so much Italian?' : Italian language learning and literary imitation in early modern England /." Manchester : Manchester university press, 2005. http://catalogue.bnf.fr/ark:/12148/cb40049006j.
Повний текст джерелаBerardi-Wiltshire, Arianna. "Italian identity and heritage language motivation : five stories of heritage language learning in traditional foreign language courses in Wellington, New Zealand : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics and Second Language Teaching at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1170.
Повний текст джерелаDamiani, Kim Maria. "Analysis of COVID-related symptoms from a database of Italian tweets." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/24671/.
Повний текст джерелаBettinelli, Barbara. "An analysis of the training needs of Italian secondary school teachers of English as a foreign language." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/6866.
Повний текст джерелаGambarotta, Patrizia. "Errors in the learning of Italian as a foreign language : a contribution to the debate on the difference between acquiring a language in natural circumstances and learning a language in a classroom." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020280/.
Повний текст джерелаSolly, Martin Philip James. "Identifying and appraising teachers' and learners' perceptions of second language learning in an Italian faculty of political science." Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275152.
Повний текст джерелаLa, Tegola Antonella. "L'Italiano a Miami: An Investigation of the Current Status of the Teaching and Learning of the Italian Language in Miami and of Students' Motivational Factors." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2226.
Повний текст джерелаRobinson, Isabel Alice Walbaum. "Exploring students' and teachers' perceptions about engaging in a new law programme taught in English in an Italian university." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/22029.
Повний текст джерелаGhilardi, Marta. "Italiano e italiani a Berlino. Varietà e generazioni a confronto." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19189.
Повний текст джерелаThe present dissertation investigates the varieties of spoken Italian used by members of the Italian community in Berlin from a sociolinguistic perspective. The aim is to determine whether there are different Italian linguistic communities in Berlin and how they differentiate from one another. The sample consists of 64 participants, 32 from the first generation and 32 from the second, further divided according to their educational degree. The study takes into account the relationship between linguistic codes and domains of language use, whilst exploring the language shift phenomenon. The qualitative analysis of the data reveals that two linguistic communities with two specific repertoires have gradually taken shape. This is confirmed by the linguistic analysis of the Italian varieties spoken by the participants. The educational degree and the different use of the heritage Italo-Romance dialect of the informants emerged as sociolinguistic variable. The variety of the first generation with low educational degree and extensive use of the dialect shares linguistic features both of the “italiano popolare“ (i.e. the variety of Italian spoken by those individuals who learned as their native language an Italo-Romance dialect) and of the colloquial variety of Italian. On the contrary, the variety of the first generation with a high educational degree and a restricted use of the dialect shares linguistic traits both of the neo-standard and of the colloquial variety. Findings of the second generation groups indicate that the parent's background seems to have a marginal effect on the linguistic variety. This could be due to the second generation participants being exposed to the German society for a longer period of time, causing a decline in their competency of the Italian language.
Savietto, Maria Eugenia. "O humor na sala de aula de língua estrangeira - italiano: contribuições para o desenvolvimento da oralidade com foco nos marcadores conversacionais." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-04082016-153929/.
Повний текст джерелаThis research aims to study text markers present in humorous texts for the development of the Speaking skill in Italian language. Therefore, the most used text markers in Italian were selected, especially the ones which are present in jokes and short stories, in order to elaborate the activities developed for the workshop Learning Italian with Humor, which was attended by twelve volunteer students from pre-intermediate level at the Language Center Antônio Houaiss, in Jundiaí, São Paulo state. For the selection of humorous activities, we rely on the macrostrategies proposed by Kumaravadivelu (2003), as guiding principles for practice in the classroom; on the Postmethod condition and the communicative approach. Based on studies of Margonari (2001 and 2006), who has already proved that humor is an educational resource which facilitates the process of teaching and learning a foreign language, favors the development of creativity, is a motivating agent and reduces the affective filter of students (KRASHEN, 1982), we formulated the hypothesis underlying this work, that is, humor can help in the development of communicative competence in Italian language, contributing to the improvement of language skills, especially the oral ones. As research methodology, we used the analysis of qualitative data obtained through recording video lessons, photographs, field notes with observations and reflections of the researcher, comments on the lessons made orally or in writing by the students and on the initial and final questionnaires, according to the perspective of qualitative research proposed by Bogdan and Biklen (1994). Among the contributions of our study, we highlight the need to reflect on and teach conversational and text markers in a systematic and explicit way, so that students can understand their functions and use them in their oral speeches and written texts. In addition, we emphasize the importance of working with contents which are considered as difficult ones by the learners, using humor as a resource, which makes the lessons more dynamic and \"lighter\". The advantage over its use for the stimulation and improvement of studentsoral abilities is, therefore, the factor of the relaxed atmosphere created in the classroom, providing students an educational environment more tolerant to errors, inspiring them with self confidence, lowering anxiety, reducing the affective filter, allowing them to express themselves more often and with freedom.
Di, Sano Concetta. "L'installation de l'enseignement d'une langue vivante au primaire en France : le cas de l’enseignement de l’italien dans une classe de CE2 assuré par un intervenant extérieur." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2166/document.
Повний текст джерелаThis research will focus on the teaching of Italian in primary schools. Italian was among the languages offered as E. L.C.O (language teaching and culture of origin). It is also proposed as a foreign language in primary education, but is in competition with English. The position, objectives and conditions of this teaching / learning have resulted in developments in the official instructions.Chronologically, several schemes have succeeded: the teaching of languages and cultures of origin - ELCO - (originally intended for the children of migrants and still governed by interstate agreements), language awareness projects (supported by the policy of the European Union to develop representations and positive attitudes towards languages), the introduction of foreign language teaching-learning in primary schools (depending on the academic decision in-line with the language map). In 2016, it appears that the state education system is unable to implement a policy that does not systematically lead to the teaching of English.The aim of our research is to describe the setting up of Italian language teaching by highlighting the experience of each of the players involved; two parallel investigation procedures will be examined during this work: the researcher’s point of view and his culture (ethical approach) and the thought concepts specific to the social actors studied (emic approach).The first part of the research will focus on the request and implementation of foreign language teaching / learning in the primary education setting. We then describe the variety of situations of this teaching and summarize the phases of its introduction in the French education system.In the second part, we will trace the history of Italian teaching in primary schools in the Rhône department.We will devote the third part to the presentation of our school observation survey encompassing all the players involved in this teaching: students learning in programs seemingly incompatible with each other, willingness of families, the teachers and school heads’ reticent attitudes, the language policy of the school Inspectorate, foreign teachers’ working conditions .To complete our research, we relied on teachers’ discourse and a specific case analysis. This research does not claim to generalize its findings. However, when significant changes took / take place in primary education, it may be useful for all players to have access to qualitative study. This analysis can clarify the particular situation of Italian teaching / learning for children when it is provided by foreign teachers and more especially as no earlier research on this unknown reality has come to light
LO, PRESTI MARIA VITTORIA. "L'AUTONOMIA NELL'APPRENDIMENTO DELLE LINGUE. UN'INDAGINE SULL'ITALIANO L2 IN CONTESTO UNIVERSITARIO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/87855.
Повний текст джерелаThe aim of the thesis is to investigate the development of autonomy in language learning at university. The work consists of two parts. The first deals with the concept of learning autonomy from a theoretical, historical and methodological point of view. After a review of the main reference models and an excursus on how the same subject has been addressed in the documents and projects of the Council of Europe, the study focuses on the function and organization of self-access learning centers, on the transformation they are undergoing from physical spaces to virtual environments and on the role of language advisors. The second part of the work concerns two case studies, carried out at the Centro per l’Autoapprendimento (CAP) of Università Cattolica del Sacro Cuore, with international students of Italian L2. The first case study examines how the students make use of the Center and of the language advising activities. The second describes a didactic experiment on the collaboration between language advisor and language teacher, aimed at bringing a selected group of international students closer to autonomous learning of Italian. The results of the two case studies are analysed and commented to reflect on the activities of the CAP in order to improve them and to propose good teaching practices useful for the development of autonomy in Italian L2 learning.
SOFFIANTINI, CARLOTTA. "LA DIDATTICA DELL'ITALIANO AD APPRENDENTI STATUNITENSI. PROGETTARE UN SILLABO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2013. http://hdl.handle.net/10280/1794.
Повний текст джерелаThe research explores didactic aspects of teaching the Italian language to American undergraduate students. In considering the tradition of foreign language education and the contents of the official existing frameworks for the teaching of languages in the United States, the research underlines the diverse educational backgrounds of American foreign language students who come to Italy in a study abroad program. The study abroad experience is discussed through data on students’ motivation to choose a study abroad program, and students’ perceptions about their language learning process while they’re in a foreign context. The survey conducted among Italian language students of an American Institute in Milan demonstrates the different academic and linguistic reality students encounter when they come to study in Italy, and their expectations on the course and on the teacher. The dissertation moves on the analysis of the format of the foreign language syllabus and discuss the differences between the American syllabus and the Italian syllabi: designing a culture-based syllabus is the key to improve students’ intercultural competence, in line with the purposes of the United States and European foreign language education program.
Mauro, Luciana Rita. "Material autêntico e tarefas no ensino-aprendizagem do italiano como língua estrangeira: entre teoria e prática didática." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-29042014-123941/.
Повний текст джерелаThis research appeared in order to bring to the classroom the \"reality\" of the Italian language, thereby providing to brazilian learners an instrument to interact through both oral and written communication. The concern that is part of the proposed reflection was based on two key points in the teaching/learning of foreign languages: what to teach and how to teach. For the first point, we started from the questioning of authentic material, authenticity and of the concept of task, and for the second one, we took as reference the studies about task based learning and teaching. Based on these theoretical reflections, it was designed an experimental italian course for beginners, with a duration of 45 hours, whose teaching units were created entirely starting from authentic materials and tasks. Together with this experimental course, an italian course level 1 was also realized. In this course the Italian language was studied with a teaching book. The participants of both courses constituted an experimental and a control group. The main objective was to investigate, comparing the two groups, if the utilization of teaching material and meaningful activities produces differences not only in the linguistic performance of the two groups, but also in their attitude related to the foreign language learning.
Vieira, Daniela Aparecida. "A didatização de materiais autênticos para o ensino do italiano língua estrangeira." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-10122012-095442/.
Повний текст джерелаThe main purpose of this thesis is to investigate, from the theoretical and practical point of view, the process of didactization of authentic texts in the teaching of Italian as foreign language (FL). Regarding the theoretical aspects, we have attempted to present the definition of the terms didactic material, authentic material and didactization. We also have sought to emphasize the importance of authentic texts in the process of teaching-learning Italian as a foreign language. In order to establish a foundation for our work, we have based it on David Ausubels Theory of Meaningful Learning, on Stephen Krashens Theory of Second Language Acquisition, and on Textual Linguistics. The first consists of a theory of the scope of education in general and explains the importance of the students previous knowledge in the teaching-learning process. The second is a theory in acquisition/learning of languages and interests us especially because of the concept of comprehensible input. The latter consists of a branch in Linguistics whose purpose is the study of the text, which is considered an instrument that results from cognitive processes and social interactions. These three theories have cognitivist bases and provide us with tools for the development of this work. We have tried to show, based on such theories, that the didactization of authentic materials can be a way to provide comprehensible input to the students and to favor the meaningful learning of the target-language by them. Regarding the practical aspects, we have conducted a research with the students and teachers of Italian in the campus, the cultural dissemination course at the Faculty of Philosophy, Languages and Human Sciences at the University of São Paulo, in which we have taught from 2009 to 2011. Also, we have described some activities we developed that were based on authentic materials, which we used in an elementary level class (A1 from the Common European Framework of Reference for Languages). This research comprises of two questionnaires: the one with the students includes nineteen questions and the one conducted with the teachers includes four questions. The analysis of the students answers and the analysis of the teachers answers show that the materials that most interest the students are the ones used the most by the teachers in classes. The apprentices comments corroborate what is postulated by many theoreticians in language teaching, i.e., it is important for the FL teacher not to be restricted to the textbook, and for the student, the variety of materials and activities might render the classes more captivating. The analysis of the teachers answers seems to show that in their opinion it is necessary to use other materials apart from the teaching manual, which still occupies a central position in the process of teaching-learning Italian as foreign language. Based on the analyzed data, it seems to us that this centrality has three reasons: the obligation to use the textbook; the fact that the textbook is a reference for the apprentices; and the practical aspect of this tool connected to the teachers lack of time to choose other materials and create their own activities.
Boughim, Amel. "L'acquisition d'une langue étrangère par la télévision : apprendre l'italien par la Rai Uno à Tunis." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030028.
Повний текст джерелаThis thesis aims to shed light on the fact to acquire a foreign language autonomously by watching television. It comes according to two fields of research that are “the didactic of languages” and the “cognitive psychology”. This thesis is based on a survey of Tunisian spectators who have acquired the Italian language by watching the Italian channel Rai Uno and also experimentation conducted with young children. Indeed, the acquisitions of language by the spectators are real despite the absence of education and interaction. They were evaluated by tests [CELI1] which have shown that these viewers have an intermediate level in Italian language. Qualitative analysis of interviews showed that exposure to a foreign language television is accompanied by an implicit learning of the language. The acquisition of the latter is the result of a long exposure and it is further developing the understanding skills than the production skills. Together, these data also showed the validity of Krashen hypothesis regarding the primacy of the acquisition to the learning, the importance of understandable inputs and the impact of the emotional filter
Vieira, Daniela Aparecida. "Dos estilos e estratégias de aprendizagem à didatização de materiais para o ensino do italiano língua estrangeira na pedagogia pós-método." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-02042018-113648/.
Повний текст джерелаThe purpose of this thesis is to investigate in what way(s) the didactization of materials for teaching Italian as a foreign language (FL) can take into account the learners individualities and, most importantly, their learning styles and strategies. We consider that the didactization of materials based on these particularities consists of didactic-pedagogical work grounded on the postmethod pedagogy and it postulates not only the teachers authorship but also the students active co-participation in the process of selection and/or production of materials. Regarding the theoretical approach, we based our investigation on two cognitive theories: Situated Cognition, proposed by John Brown, Allan Collins and Paul Duguid (1989), and Theory of Meaningful Learning, constructed by David Ausubel (1968). In addition, we also focused on Paulo Freires postulates, the main Brazilian exponent of Social-historical-cultural Theory. The use of two distinct theoretical frameworks in the same research, even though it may seem to be inconsistent at first sight, in fact, it is not. According to King and Mackey (2016), within the framework of teaching languages, it is possible to join distinctive theories in order that the studies on this area may benefit from multiple epistemological perspectives. The other theoretical background that supports this thesis is the postmethod pedagogy, proposed by Kumaravadivelu (2006), which emphasizes the importance of the particularities in each teaching and learning context and points out the language teachers authorship, who is seen as a professional able to elaborate his/her own theories and practices what he/she theorizes. With reference to the methodological approach, we carried on a case study that took place during the first semester of 2015 with a group of ten beginners in the study of Italian language at Italian on Campus, a university extension course offered by the Faculty of Philosophy, Languages and Human Sciences of the University of São Paulo. We sought to know learners particularities and to select and elaborate materials to meet, whenever possible, their interests and needs as well as their learning styles and strategies. In order to treat teaching materials, we reported how the didactization of these foreign language teaching and learning tools took place, by describing their selection and production, their use in the classroom and their evaluation, which was performed by both the teacher and the students. The analysis of the data collected indicates that the didactization of materials for teaching Italian as a FL based on learners individualities enabled us to become authors of our own teaching materials and to rely on the learners active participation in the process of selection/production of these FL teaching and learning tools. However, the analysis also suggests that, although we have chosen and prepared teaching materials in order to meet, in a large extent, the students particularities, it was not always possible to meet them.
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/.
Повний текст джерелаStudies 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.
Markey, Michael. "Déployer sa compétence bilingue lors de l'apprentissage scolaire d'une troisième langue : le cas du français en Irlande." Thesis, Lille 3, 2012. http://www.theses.fr/2012LIL30002.
Повний текст джерелаThis thesis explores various ways in which prior language learning experience is harnessed when acquiring and using a new foreign language. We specifically study how pupils in Ireland exploit their experience of the Irish language in the course of learning and using French at secondary school. After outlining a sociolinguistic analysis of the Irish language in Ireland, we focus on learning Irish as a second language, both through formal instruction and immersion programmes. Our theoretical framework is constructed around the notion of bilingual competence and its deployment in subsequent language learning. We then present the methodology used to ascertain how the pupils being studied report their representations of languages and language learning when acquiring a new language as well as the links between the deployment of competency in second and third language learning. We focus on the links between language and language-learning representations, and the deployment of different language competences, before concluding by reflecting upon ways in which the ‘bilingual advantage’ can be transformed into a ‘pluri-’ or ‘multi’-lingual advantage
Carrel-Bisagni, Lise Catherine. "Les représentations sociolinguistiques de l'irlandais et de son apprentissage : enquêtes dans des établissements secondaires de Galway (République d'Irlande)." Phd thesis, Université Paul Valéry - Montpellier III, 2013. http://tel.archives-ouvertes.fr/tel-00958050.
Повний текст джерелаPinheiro, Adalberto Vitor Raiol. "Contribuições dos jogos teatrais para o ensino de língua estrangeira (italiano)." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06112014-161616/.
Повний текст джерелаThe present study intends to propose a reflection about the contributions the practice of theater games may bring to the learning of a foreign language (Italian). The hypothesis of our research is that the theater games achievement from action models (KOUDELA, 1991, 1996), fairly common practice to the pedagogy of theater, can create new opportunities/learning situations and potentiate the teaching-learning of language process in the communicative approach perspective. To this purpose, we use the records of games proposed by Spolin (2001) as basis, which were extended and contextualized to the context of languages related to the language teaching. Regarding theoretical aspects, we try to present the game concept, the game system of the North American Viola Spolin, reflections about protocol and action model. We also seek to relate these concepts inherent to the theater pedagogy, the hierarchy of approaches, methods and tecniques (ANTHONY, 1963; RICHARDS & RODGERS, 1986), the collaborative language learning (FIGUEIREDO, 2003), the communicative teaching (ALMEIDA FILHO 1993, 2012; RICHARDS, 2006) and the Post-Method pedagogy (KUMARAVADIVELU, 1994, 2003). The experience which grounded our study was conducted with students and teachers of the Italian language, in July of 2012, in a course called Cultural Diffusion ministered by the own researcher performed by University of Philosophy, Letters and Human Sciences of São Paulo. As a research methodology, we serve of the qualitative data analysis obtained by the viewing of recorded lectures and implementing of initial and final questionnaire and protocols production performed by participants (KOUDELA, 1996, 2001). The data analysis points to the following theater games contributions to the communicative room, such as: development of students and teachers autonomy in relation the teaching-learning process, integrated use of communication skills, facilitation of interaction / negotiation and construction of authentic environments of oral interaction during the teaching-learning process of languages
Gazzoni, Sandra. "A competência intercultural no ensino do italiano como língua estrangeira: da teoria à sala de aula." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-19052015-162738/.
Повний текст джерелаThe concepts of \"difference\" and \"identity\" are now a leitmotif in social and political debates in many countries worldwide. In this context, the intercultural competence is considered to be a desirable feature for those who, more and more frequently, are crossing borders between cultures. From my personal both in terms of language and self-identity and from the professional experience, as teacher of Italian as a Foreign Language, I understand that the explicit reflection on intercultural communication deserves a place in the foreign language classroom. Based on such assumptions, the main goal of this research is to highlight the intercultural dimension of teaching and learning in the Italian language classes, and more specificically to verify if a teaching activity, inspired by the Developmental Model of Intercultural Sensitivity DMIS (BENNETT, 1993), and other intercultural models, can indeed stimulate the sensitivity and the intercultural competence, not only at a cognitive level, but also at a perceptual level. In addition, we would like to check whether the exercise called the Description, Interpretation, and Evaluation Exercise - DIE (BENNETT, BENNETT, 1988), which aims at fostering the understanding and the differentiation the three concepts mentioned, encourages awareness of the judgments of value in the subjects in this research, highlighting their personal and cultural identity. More generally, we aim at registering the effects and reactions of the learners in contact with such an activity. At a methodological level, we chose the qualitative method that according to Donna Mertens (1998) belongs to the interpretive/constructivist research paradigm and, therefore, refers to the same epistemological theory behind DMIS. The teaching activity developed during this research was applied to the two different groups of students of Italian as a Foreign Language in the Faculty of Philosophy, Letters and Human Sciences of the University of São Paulo. The data collected in the trial seems to show that the exercise DIE allowed us to achieve the purposes of the research, once the students, in general, had success in: (a) understanding and being able to distinguish the descriptive, interpretive and evaluative elements in the proposed texts during the teaching activities; (b) understanding their own nature as being \"personal\" and \"cultural\" at the same time; (c) in part, to applying and interpreting in a personal and creative way the DIE exercise, which was proposed as an activity designed to carry out the empirical part of this research. On a broader sense, the students were also able to understand that the main focus of the activity (which was not explicit beforehand) was to attempt to grasp elements of the Italian subjective culture. It is noteworthy that the procedures by which this occurred (the DIE and \"the empathy\") are tools that can be used in different cultural contexts.
Cornaz, Sandra. "L'apport de la voix chantée pour l'intégration phonético-phonologique d'une langue étrangère : application auprès d'italophones apprenants de FLE." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL019/document.
Повний текст джерелаSpecialists in didactics aim to create an efficient method, whose teaching / learning content and tools improve phonetic skills in foreign languages. As for the educational content, research studies have proved that sounds and phonemes of a foreign language are processed according to the structure of the phonetic and phonological space of the native language. Other works point out that it is particularly relevant to compare linguistic systems in order to predict future difficulties and abilities language learners will be confronted with. As for transmission tools, studies have shown the beneficial effects of interdisciplinarity and the pertinent role music plays on cognitive and learning development. Our research objective falls within this scientific context. Our purpose has been two-fold. First, we tried to identify which parameter, related to the production of the singing voice whilst separate from the speaking voice, may facilitate the perception of non-native vowels. Secondly, we aimed at comparing the effects on the ability to produce non-native vowels of two corrective phonetic methods, one of which used the “singing voice” tool. Through the results of these studies, we tried to understand how Italian as a native language interacts with the perception and the production of French as a target language. Our studies have shown that vowel pitch and duration do not impact the discrimination of /y/ and /ø/, and that the consonant sharpness plays a role on the discrimination of /y/ in a CV type syllable. We found a positive effect of the method, which uses singing-voice as a tool, on the production of the sound spectrum of French closed vowels, but not on the evolution of the sounds and phonemes into the acoustic space. Our results support the theory that phonetic teaching and learning is relevant in language classes and suggest that singing-voice may be a useful tool to ease the perception and the production of non-native vowels
L’obiettivo dell’esperto di didattica è di elaborare un metodo efficace, il cui contenuto e gli strumenti d’insegnamento-apprendimento migliorino le competenze fonetiche in lingua straniera. Riguardo al contenuto pedagogico, le nostre ricerche hanno dimostrato che i suoni e i fonemi di una lingua sconosciuta sono trattati secondo l’organizzazione dello spazio fonetico e fonologico della lingua materna. Queste ricerche evidenziano l’utilità di confrontare sistemi linguistici differenti al fine di predire le difficoltà e le agevolazioni a cui sono esposti gli studenti di lingua straniera come lingua seconda (L2). Per quanto concerne gli strumenti d’insegnamento e apprendimento, le nostre ricerche dimostrano gli effetti benefici dell’interdisciplinarità ma anche del ruolo pertinente della musica sullo sviluppo cognitivo e sul piano degli studenti. Il nostro interesse di ricerca è doppio. In primo luogo, abbiamo tentato d’identificare quale parametro, inerente alla produzione in voce cantata e che la distingue della produzione del parlato, potesse agevolare la percezione di vocali assenti dalla lingua materna. In seguito, abbiamo voluto confrontare gli effetti di due metodi di correzione fonetica, uno dei quali sfrutta lo strumento “voce cantata”, sulla competenza di produzione delle vocali del francese /y ø/ non presenti nel sistema vocalico dei locutori di italiano madrelingua. I risultati di questi studi contribuiscono ad individuare l’impatto dell’italiano madrelingua sulla produzione e sulla percezione del francese lingua d’apprendimento. I nostri lavori non hanno evvidenziato un effetto delle modalità pitch e durata d’emissione della vocale /y/ e della vocale /ø/ sulla loro discriminazione, ma suggeriscono un ruolo del contesto pre-vocalico sulla percezione della vocale /y/ in contrasto /u/. Abbiamo scoperto un effetto favorevole del metodo di correzione fonetica includendo la voce cantata sulla produzione dello spettro sonoro delle vocali chiuse del francese, ma non sull’evoluzione delle categorie fonologiche all’interno dello spazio acustico. I risultati di questi studi sostengono la teoria secondo la quale l’insegnamento-apprendimento fonetico ha pienamente ragione di essere in classe di lingua, e suggeriscono che la voce cantata sarebbe, sottommessa ad alcune condizioni, uno strumento che facilita la percezione e la produzione di vocali assenti dalla madrelingua
Sanders, Colclough Allison. "Differences in strategy use among learners of Italian with various amounts of previous language experience." Thesis, 2004. http://wwwlib.umi.com/cr/utexas/fullcit?p3126149.
Повний текст джерелаNatale, Rukholm Vanessa. "Facilitating Lexical Acquisition in Beginner Learners of Italian through Popular Song." Thesis, 2011. http://hdl.handle.net/1807/29825.
Повний текст джерелаAgonács, Nikoletta. "Heutagogical characteristics and applied strategies for Italian language acquisition of learners in Language Massive Open Online Courses." Doctoral thesis, 2019. http://hdl.handle.net/10451/45617.
Повний текст джерелаDemont, Brandi Leanne. "Finding the third space : a case study of developing multiple literacies in a foreign language conversation class." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-748.
Повний текст джерелаtext
Di, Biase Bruno. "A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications." Phd thesis, 2007. http://hdl.handle.net/1885/6982.
Повний текст джерелаMontpetit, Amélie. "La racine des mots : héritage, langue et identité chez les apprenants du gaélique irlandais au Canada." Thèse, 2018. http://hdl.handle.net/1866/21908.
Повний текст джерелаCorreia, Bruna Sofia Anciães Lourenço Fernandes. "Problemas associados ao conhecimento e uso dos pronomes e determinantes demonstrativos por alunos italofalantes de Português Língua Estrangeira." Master's thesis, 2021. http://hdl.handle.net/1822/76884.
Повний текст джерелаO presente relatório foi elaborado como requisito para a avaliação do segundo ano do Mestrado em Português Língua Não Materna – Português Língua Estrangeira/Português Língua Segunda da Universidade do Minho e visa a obtenção do grau de Mestre. Dá conta do trabalho desenvolvido durante o período de estágio na Università degli Studi Internazionali di Roma (UNINT), em Roma, supervisionado pela Professora Doutora Mariagrazia Russo e pela Professora Doutora Maria Serena Felici, e orientado pela Professora Doutora Micaela Ramon. Para este efeito, foi elaborado um estudo intitulado “Problemas associados ao conhecimento e uso dos pronomes e determinantes demonstrativos por alunos italofalantes de Português Língua Estrangeira”. Este relatório está organizado em duas partes. A primeira parte aborda a caracterização do contexto e faz o relato da prática de estágio. Na segunda parte, é feito o enquadramento do tema do relatório, o qual incidiu sobre o conhecimento e usos dos pronomes/determinantes demonstrativos nas línguas portuguesa e italiana. A análise dos dados recolhidos e a experiência prática realizada permitiram identificar as principais dificuldades e lacunas dos estudantes em relação a este tópico e propor estratégias facilitadoras da sua aquisição por parte de italofalantes.
This internship report was prepared as a requirement for the assessment of the second year of the Master's Degree in Portuguese as a Non Mother Language – Portuguese as a Foreign Language/Portuguese as a Second Language at the University of Minho, with the aim to obtain a Master's degree. It reports on the work developed during the internship period at the Università degli studi Internazionali di Roma (UNINT), in Rome, supervised by Professor Mariagrazia Russo and Professor Maria Serena Felici, and orientedd by Professor Micaela Ramon. For this purpose, a study entitled “Problems associated with the knowledge and use of pronouns and demonstrative determinants by Italian students speaking Portuguese as a Foreign Language” was elaborated. This report is organised into two parts. The first addresses the characterisation of the context and report of the internship practice. In the second part, the theme of the report is framed, which revolves around the description of what the demonstrative pronouns/determinants are in Portuguese and Italian. The analysis of collected data and a practical experience carried out allowed to identify the main difficulties and gaps of students in relation to this topic and to propose strategies that gacilitate its acquisition by Italian speakers.
Questo rapporto di tirocinio è stato preparato come requisito per la valutazione del secondo anno del Mestrado (Laurea Magistrale) in Portoghese come Lingua non Materna – Portoghese come Lingua Straniera/Portoghese come Seconda Lingua della Universidade do Minho. Il rapporto descrive il lavoro svolto durante il periodo di tirocinio all'Università degli Studi Internazionali di Roma (UNINT), a Roma, sotto la supervisione della Professoressa Mariagrazia Russo e della Professoressa Maria Serena Felici, e orientato dalla Professoressa Micaela Ramon. A tal fine è stato elaborato uno studio dal titolo “Problemi connessi alla conoscenza e all'uso di pronomi e determinanti dimostrativi da parte di studenti italiani che parlano il portoghese come lingua straniera”. Questo rapporto è organizzato in due parti. Il primo riguarda la caratterizzazione del contesto e il resoconto della pratica del tirocinio. Nella seconda parte viene inquadrato il tema della relazione, che ruota attorno alla descrizione di cosa sono i pronomi/determinanti dimostrativi in portoghese e italiano. L'analisi dei dati raccolti e l'esperienza pratica hanno permesso di individuare le principali difficoltà e lacune degli studenti in relazione a questo argomento e di proporre strategie per facilitarne l'acquisizione da parte di italofoni.