La dimensione fisica dell’apprendimento

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Campo DC	Valore
dc.identifier	ECF_article_901
dc.title	La dimensione fisica dell’apprendimento. Implicazioni glottodidattiche
dc.contributor.author	Maugeri Giuseppe
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2013/2/la-dimensione-fisica-dellapprendimento/
dc.description.abstract	Phenomenology and practice of teaching a foreign language are reflected in the physical dimension of learning. This definition includes learning environments and techniques as agents of specific criteria and forms of thought directed to the language acquisition. If spaces suggest the social aptitudes of the pupils, technique expresses the philosophical approach below and fulfils, at an operational level, the methodology of language teaching. Logical and conceptual elements like environment and technique not only have a pedagogical validity as they refer to a person and to a conscious cognitive act.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 2 \| Num. 2 \| Luglio 2013
dc.issued	2013-07-01
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/211
dc.peer-review	yes

Articolo
open access peer reviewed

Implicazioni glottodidattiche

Giuseppe Maugeri Università degli Studi di Urbino Carlo Bo'

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abstract

Phenomenology and practice of teaching a foreign language are reflected in the physical dimension of learning. This definition includes learning environments and techniques as agents of specific criteria and forms of thought directed to the language acquisition. If spaces suggest the social aptitudes of the pupils, technique expresses the philosophical approach below and fulfils, at an operational level, the methodology of language teaching. Logical and conceptual elements like environment and technique not only have a pedagogical validity as they refer to a person and to a conscious cognitive act.

Pubblicato

01 Luglio 2013

Lingua

permalink http://doi.org/10.14277/2280-6792/211

Copyright: © 2013 Giuseppe Maugeri. 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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