Rivista | EL.LE
Fascicolo | 9 | 3 | 2020
Articolo | Language Awareness in Italian Secondary Schools
Language Awareness in Italian Secondary Schools
How Do Students Approach Language Awareness Tasks and What Kind of Language Awareness Emerges from Their Reflections?
Abstract
The present paper aims to explore how students of Italian secondary schools approach linguistic tasks and what sort of knowledge about language emerges from their analyses. These questions arise from the observation of the results of the Invalsi tests. In order to examine how students construct their answers to a sample of language awareness questions, they were asked to explain how to answer them by making a tutorial video. The videos were discussed during a semi-structured interview. The data were transcribed and analysed by means of Qualitative Content Analysis. The results indicate that the principal difference between students relates to the stability of their “engagement with language” and their ability to switch their attention between different levels of linguistic analysis.
Presentato: 18 Dicembre 2019 | Accettato: 05 Luglio 2020 | Pubblicato 07 Novembre 2020 | Lingua: en
Keywords Guided-Inductive Approach to Grammar • Engagement with Language • Metalinguistic Knowledge • Cognitive Conflict • Language Awareness
Copyright © 2020 Zuzana Toth. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2020/03/003
