Le reti sociali come contesto informale nell’apprendimento della lingua straniera

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Campo DC	Valore
dc.identifier	ECF_article_5114
dc.title	Le reti sociali come contesto informale nell’apprendimento della lingua straniera
dc.contributor.author	Torsani Simone
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2021/1numero-monografico/le-reti-sociali-come-contesto-informale-nellappren/
dc.description.abstract	This article focuses on online informal learning contexts, namely social networks to which learners may resort for their linguistic needs. The distinguishing feature of such platforms is that content is neither provided by an educational institution, nor is it necessarily presented in a formal fashion. While research has extensively focused on the connection between technology and autonomy, the social aspect behind 2.0 tools has been partly neglected. Therefore, we argue that learner training, i.e. preparing language learners for autonomous language study through technology, should be partly rethought and include such skills as communicating in didactic interactions and evaluating information.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 10 \| Num. 1 \| Marzo 2021
dc.issued	2021-03-31
dc.dateAccepted	2020-07-16
dc.dateSubmitted	2019-11-14
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	10.30687/ELLE/2280-6792/2021/01/001
dc.peer-review	yes
dc.subject	Informal learning
dc.subject	Informal learning
dc.subject	Learner autonomy
dc.subject	Learner autonomy
dc.subject	Learner training
dc.subject	Learner training
dc.subject	Social media
dc.subject	Social media

Articolo
open access peer reviewed

Simone Torsani Università degli Studi di Genova, Italia

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abstract

This article focuses on online informal learning contexts, namely social networks to which learners may resort for their linguistic needs. The distinguishing feature of such platforms is that content is neither provided by an educational institution, nor is it necessarily presented in a formal fashion. While research has extensively focused on the connection between technology and autonomy, the social aspect behind 2.0 tools has been partly neglected. Therefore, we argue that learner training, i.e. preparing language learners for autonomous language study through technology, should be partly rethought and include such skills as communicating in didactic interactions and evaluating information.

Pubblicato

31 Marzo 2021

Accettato

16 Luglio 2020

Presentato

14 Novembre 2019

Lingua

Keywords: Learner autonomy • Informal learning • Social media • Learner training

permalink http://doi.org/10.30687/ELLE/2280-6792/2021/01/001

Copyright: © 2021 Simone Torsani. 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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