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DC Field	Value
dc.identifier	ECF_article_921
dc.title	«Bonde come si dice in italiano?». Sequences of Natural Pedagogy among Learners of Italian as a Foreign Language during the Development of Group Activities
dc.contributor.author	Ferroni Roberta
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	pt
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/rassegna-iberistica/2015/103/bonde-come-si-dice-in-italiano/
dc.description.abstract	This article examines the negotiation strategies used by Brazilian, Portuguese-speaking learners of Italian when performing tasks in pairs, in the presence of a series of «transcoding markers» that include the insertion of rules and terms from the first language into the foreign language. Observations indicate that the natural pedagogical sequences do not result in abrupt interruptions in the continuity of the activity that is being undertaken and that, depending on the level of the students’ foreign language knowledge, the sequences tend to increase along with the use of code switching.
dc.relation.ispartof	Rassegna iberistica
dc.relation.ispartof	Vol. 38 \| Issue 103 \| June 2015
dc.issued	2015-06-25
dc.identifier.issn
dc.identifier.eissn	2037-6588
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2037-6588/42p
dc.peer-review	yes

Research Article
open access peer reviewed

«Bonde come si dice in italiano?»

Sequences of Natural Pedagogy among Learners of Italian as a Foreign Language during the Development of Group Activities

Roberta Ferroni Universidade de São Paulo, Brasil

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abstract

This article examines the negotiation strategies used by Brazilian, Portuguese-speaking learners of Italian when performing tasks in pairs, in the presence of a series of «transcoding markers» that include the insertion of rules and terms from the first language into the foreign language. Observations indicate that the natural pedagogical sequences do not result in abrupt interruptions in the continuity of the activity that is being undertaken and that, depending on the level of the students’ foreign language knowledge, the sequences tend to increase along with the use of code switching.

Published

June 25, 2015

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permalink http://doi.org/10.14277/2037-6588/42p

Copyright: © 2015 Roberta Ferroni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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