The chapter (included in a volume on teaching and learning Italian in adult education) illustrates the framework of reference of a research hypothesis on the language used by Italian teachers to communicate with their foreign students. This kind of research is preferably developed on a corpus-based analysis of spontaneous teacher-talk, through a qualitative and quantitative approach inspired by the theories of Conversational Analysis. Various issues are discussed in this chapter, related to the oral input produced by teacher of Italian. Interactional asymmetry between teacher and students, intercultural differences, language model vs language facilitation, natural speech vs different language competence of the students, interaction patterns vs language teaching approach: these are only some of the issues presented by the Author as a preliminary research on this theme. The aim of a corpus-based research on teacher-talk should be the investigation of the Italian oral language used by teachers as a language model and as a metalinguistic tool in various teaching contexts. The results could be crucial in raising teaching awareness and in developing teaching materials for teacher training.
Il capitolo (compreso in un volume sull’insegnamento9 e l’apprendimento dell’italiano L2 in età adulta) illustra il quadro di riferimento di una ipotesi di ricerca sulla lingua usata dai docenti di italiano per comunicare con i loro allievi stranieri. Sarebbe preferibile sviluppare quedto tipo di ricerca a partire da un’analisi di un corpus di parlato spontaneo, mediante un approccio sia qualitativo che quantitativo, secondo le teorie dell’analisi conversazionale. Il capitolo affronta varie questioni relative all’input orale prodotto dai docenti di italiano. L’asimmetria interazionale fra docenti e allievi, le differenze interculturali, il modello di lingua vs la facilitazione linguistica, la naturalezza del discorso vs le diverse competenze linguistiche degli studenti, i modelli interazionali vs l’approccio glottodidattico: queste sono solo alcune delle problematiche presentate dall’Autrice come ricerca preliminare sul tema. Lo scopo di una ricerca corpus-based sul teacher-talk sarebbe lo studio della lingua orale usata dai docenti come modello linguistico e come strumento metalinguistico in vari contesti didattici. I risultati potrebbero essere cruciali nel favorire lo sviluppo della consapevolezza didattica e nello sviluppo di materiali didattici per la formazione dei docenti.
Teacher-talk / foreigner-talk nell'insegnamento dell'italiano L2: un'ipotesi di ricerca
DIADORI P
2004-01-01
Abstract
The chapter (included in a volume on teaching and learning Italian in adult education) illustrates the framework of reference of a research hypothesis on the language used by Italian teachers to communicate with their foreign students. This kind of research is preferably developed on a corpus-based analysis of spontaneous teacher-talk, through a qualitative and quantitative approach inspired by the theories of Conversational Analysis. Various issues are discussed in this chapter, related to the oral input produced by teacher of Italian. Interactional asymmetry between teacher and students, intercultural differences, language model vs language facilitation, natural speech vs different language competence of the students, interaction patterns vs language teaching approach: these are only some of the issues presented by the Author as a preliminary research on this theme. The aim of a corpus-based research on teacher-talk should be the investigation of the Italian oral language used by teachers as a language model and as a metalinguistic tool in various teaching contexts. The results could be crucial in raising teaching awareness and in developing teaching materials for teacher training.File | Dimensione | Formato | |
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