Didactics of Modern Languages B LM
Module "Tools and methods in didactics for plurilingualism" The teaching of Didactics of modern languages B LM (Module "Tools and methods in didactics for plurilingualism") falls within the scope of related and integrative training activities of the Magistral Study Course in Modern Languages for International Communication, and specifically among the related activities aimed at deepening the skills in the field of language teaching. The course provides: In-depth knowledge of the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time. Deepening of knowledge related to the teaching of Italian L2 and current language teaching trends, with particular reference to linguistic education in a plurilingual perspective and to intercomprehension Knowledge of the main results obtained from research in the field of assessment, verification and certification of skills language. Knowledge and skills in the design and development of language teaching activities.
Critical analysis of the potential and use of technological and digital tools for language teaching and learning. Expected learning outcomes: students will know the main theoretical hypotheses related to language learning and the different approaches and methods they inspired over time; they will know the main aspects of teaching Italian as L2 and the processes of verification and certification of skills; will include the processes related to the development of receptive skills and the intercomprehension of the Romance languages; they will be able to propose teaching activities and critically evaluate teaching materials and digital educational technologies.
Module "Tools and methods in didactics for plurilingualism" The teaching of Didactics of modern languages B LM (Module "Tools and methods in didactics for plurilingualism") falls within the scope of related and integrative training activities of the Magistral Study Course in Modern Languages for International Communication, and specifically among the related activities aimed at deepening the skills in the field of language teaching. The course provides: In-depth knowledge of the main theoretical hypotheses related to language learning and the different approaches and methods inspired by them over time. Deepening of knowledge related to the teaching of Italian L2 and current language teaching trends, with particular reference to linguistic education in a plurilingual perspective and to intercomprehension Knowledge of the main results obtained from research in the field of assessment, verification and certification of skills language. Knowledge and skills in the design and development of language teaching activities.
Critical analysis of the potential and use of technological and digital tools for language teaching and learning. Expected learning outcomes: students will know the main theoretical hypotheses related to language learning and the different approaches and methods they inspired over time; they will know the main aspects of teaching Italian as L2 and the processes of verification and certification of skills; will include the processes related to the development of receptive skills and the intercomprehension of the Romance languages; they will be able to propose teaching activities and critically evaluate teaching materials and digital educational technologies.
teacher profile teaching materials
1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.
4 Artiles on listening comprehension in L2 :
1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.
2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108
3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com
4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210
Mutuazione: 20710495 DIDATTICA DELLE LINGUE MODERNE B LM in Lingue moderne per la comunicazione internazionale LM-38 BONVINO ELISABETTA
Programme
The course focuses on listening skills in L2, teaching listening in L2 and the relationship between listening and intercomprehension.Core Documentation
One volume:1) Cortés Velásquez, Diego (2015). Intercomprensione orale: ricerca e pratiche didattiche. Firenze: Le Lettere.
4 Artiles on listening comprehension in L2 :
1) Coskun, A. (2010). The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. Novitas Royal: Research on youth and language, 4(1), 35–50.
2) Rost, M. (2011). Commentary: i’m only trying to help: a role for interventions in teaching listening. Language Learning & Technology http://llt.msu.edu/vol11num1/rost February 2007, Volume 11, Number 1 pp. 102-108
3) Goh, Ch. (2008) Metacognitive Instruction for Second Language Listening Development: Theory, Practice and Research Implications http://RELC.sagepub.com
4) Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research . Cambridge Journals Cambridge University Press 191-210
Type of delivery of the course
LezioneType of evaluation
Online oral exams; video conference on Microsoft Teams.