Effective Integration of Reading in the Communicative Italian (FL) Classroom

Aski, Janice M.

doi:10.2307/480285

Cited by 4 publications

(3 citation statements)

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“…Les lecteurs en L1 s'appuient quant à eux davantage sur la connaissance tacite de leur langue maternelle. Ces derniers peuvent ainsi ne pas avoir conscience, par exemple, des stratégies de compréhension qu'ils emploient lors de lecture en L1 (Aski, 2000).…”

Section: Consciences Métalinguistique Et Métacognitive Plus Grandes En Leunclassified

“…Le fait que les apprenants en LE sont emmenés à traiter dès le début des matériaux fortement décontextualisés (Aski, 2000) constitue un désavantage pour eux. Malgré tout, une grande partie des différences entre les connaissances linguistiques des lecteurs de L1 et de LE correspond au fait que les lecteurs en LE étaient moins exposés à la lecture de cette langue que les lecteurs en L1 (Grabe et Stoler, 2002), ce qui affecte leur fluidité et automaticité.…”

Section: Quantités Différentes D'exposition à La Lecture En Leunclassified

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Compréhension de Texte en Langue Maternelle et en Langue Étrangère: Élaboration d’un Modèle de Différences entre Processus, Lecteurs et Contextes

Vakilifard

2021

LRR

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Section: Consciences Métalinguistique Et Métacognitive Plus Grandes En Leunclassified

Section: Quantités Différentes D'exposition à La Lecture En Leunclassified

Compréhension de Texte en Langue Maternelle et en Langue Étrangère: Élaboration d’un Modèle de Différences entre Processus, Lecteurs et Contextes

Vakilifard

2021

LRR

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“…For decades, Communicative Language Teaching (CLT) has been a popular teaching method that rivals other methods such as grammar translation and audio-lingual methods for second language (L2) teaching. Despite obstacles and weaknesses (Li, 1998;Bock, 2000;Tan, 2005), CLT has been found to be effective in both Western countries (Kaufman, 1987;Aski, 2000;Magedanz, 2004) and in Thailand (Inthapat, 2011;Chanwijit & Duangwilai, 2018;Techathammawong, 2018;Hongwaingjan, Sujaree & Janghan, 2019). Studies which report successful implementations of CLT in Thailand tend to apply a few specific CLT ideas out of the pool of core CLT ideas while others rely on related communicative ideas in developing lessons and instructional procedures.…”

Section: Introductionmentioning

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When Beautiful Thai Smiles do not Count: CLT for Receiving Compliments in English

Pongsirijan,

Wongrak,

Kookiattikoon

et al. 2019

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Differences in how one says the same thing in two distinct languages often give rise to challenges for second language learners, which when addressed, allow them to become more competent language users. The present study investigates the use of communicative language teaching (CLT) on compliment responses in Standard American English for English major students at a university in Northeast Thailand. Results from analysis of the data from the pretest, posttest and questionnaires indicate that not only do the CLT lessons designed with blended mechanical, meaningful, and communicative activities help students improve skills in responding to compliments in Standard American English, but these activities together with peer teaching also provide them with plenty of opportunities to practice other skills in English which they previously acquired. The discussion of these findings offers practical suggestions for optimal use of CLT in Thai EFL teaching contexts.

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Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian

Macaro

2010

Lang. Teach.

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L'apprendimento della lingua italiana come lingua straniera (L2), probabilmente per motivazioni storico-culturali, è di carattere specialistico. Di conseguenza, l'impronta globale della lingua italiana, rispetto ad altre lingue straniere come l'inglese, lo spagnolo ed il francese, risulta essere abbastanza limitata. Sorprende quindi il fatto che in diversi progetti di ricerca, nel campo della linguistica applicata e dell'apprendimento delle L2, l'italiano sia la lingua studiata dai partecipanti oggetto di studio. Questa rassegna di studi verte ad identificare gli approfondimenti della ricerca nel campo dell'apprendimento della lingua italiana come seconda lingua piuttosto che il contributo dell'italiano alla teoria della SLA in genere. Inoltre, ha l'obbiettivo di valutare lo stato attuale della lingua italiana nell'ambito dell'istruzione formale. L'autore suggerisce la presenza di un rapporto tra la comprensione del processo di apprendimento della lingua italiana e la richiesta dell'italiano come L2. Questa rassegna riassume e categorizza quasi settanta studi condotti in una varietà di contesti educativi e offre proposte e stimoli per futuri progetti di ricerca.Italian has for many years been considered somewhat of a specialist language when studied as a second language (L2) and this is perhaps due to historical and cultural factors. Its footprint worldwide compared to such languages as English, Spanish and French is therefore somewhat limited. Surprisingly, however, there is a considerable body of research in applied linguistics and second language acquisition (SLA) in which Italian features as the language being studied. This review sought to identify the extent to which the research provided specific insights into how Italian as a second or foreign language (L2 Italian) is learnt as opposed to the ways in which it has contributed to SLA theory-building more generally. In addition, it sought to assess how well Italian is holding up as a language being learnt in formal instructed contexts. The author suggests that insights into the learning of Italian and uptake by Italian students may be inter-related. The present review summarises and categorises nearly seventy empirical studies conducted in a variety of educational contexts and offers suggestions for future avenues of research.

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Effective Integration of Reading in the Communicative Italian (FL) Classroom

Cited by 4 publications

References 0 publications

Compréhension de Texte en Langue Maternelle et en Langue Étrangère: Élaboration d’un Modèle de Différences entre Processus, Lecteurs et Contextes

Compréhension de Texte en Langue Maternelle et en Langue Étrangère: Élaboration d’un Modèle de Différences entre Processus, Lecteurs et Contextes

When Beautiful Thai Smiles do not Count: CLT for Receiving Compliments in English

Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian

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