Vol. 6 | Issue 2 | July 2017
Insegnamento dell’italiano LS con la didattica orientata all’azione
Published: July 1, 2017
With the aim of responding to the increasing interest in Task Based Language Teaching (TBLT) among teachers of Italian as a Foreign Language (IFL) and of bridging the gap between theory and practice, the present issue brings together current theory, research and practice. This edition examines the basics of the approach, analyses pedagogical materials which follow it and tries to shed light on what happens in the classroom when teaching using a TBLT approach. The individual articles focus on the following areas: presenting the approach offering a theoretical and an operating framework, an exploration of the task as a strategic tool to manage multi-level and multi-cultural classes, an analysis of pedagogical materials in order to find out how this approach differs when presenting topics for specific purposes and an insight into oral input using tools from conversation analyses. Furthermore, this issue also includes an example of teaching experience conducted with students of IFL with the aim of engaging them in authentic communication and an article which analyses forms of repair and corrections while students are working in group in a task-based or action-oriented course.
Task • Input • Foreign language learning • Spoken interaction • Task-Based Language Teaching • Practical Proposal • Authentic material • Comics • Mixed-Ability Classes • Italian Textbooks Italian LS/L2 • Action-oriented approach • Different Approaches • Error correction • Textbook • Face-to-face conversation • CAD • Conversation analysis • Sport • Tasks • Italian • Italian FL • French Adult Learners • Forms of repair • Task-based approach