Italian High School Students’
Metaphors of Language Learning
• Volume 1: Issue 1 • November 2017)
This paper reports the
results of a survey carried out on the beliefs and
attitudes held by Italian upper-secondary school students
about foreign language learning.
The survey used metaphors as a powerful tool to explore this
hidden dimension of language learning.
Language learning motivation: A multi-dimensional competence
If we accept the idea that motivation is neither
a natural gift nor the result of fortuitous circumstances, then we need to
consider its multiple dimensions: the influence of interpersonal and
sociocultural relationships, the impact of the learning tasks which are set in
the classroom, and the dynamic interplay of personal values, beliefs and
perceptions which shape the language learner’s identity.
and Teacher Challenge in Promoting Learner Autonomy
autonomy means helping students find their own personal
balance between dependence (on such factors
as the teacher and the textbook) and self-regulation. If we become
more aware of the degree to which we support and challenge learners in
our management of tasks and interaction, we can then
better evaluate our teaching style, the activities we
use, and our students' motivational profiles.
The place of modular
systems among Foreign Language Teaching materials
This paper introduces the concept of "learning
modules", i.e. elements that can be fitted together flexibly
according to different teaching needs and situations. The
"modular systems" thus obtained are described in terms of
ther advantages and classified according to their specific
function in implementing a language syllabus.
intermediate students of English
A new look at grammar rules: read
texts, solve problems and discover the rule! (For intermediate
students of English)
Intercultural communication strategies
A brief introduction to communication strategies
and their place in intercultural education
Available in ePub format
Learning and teaching
how to manage
a sound theoretical and
methodological basis for
anexplicit, systematic approach
to learner education on
Available in ePub, Word and
for learner autonomy
This paper argues for strategy education across the
curriculum as a whole-person engagement,
involving the activation of cognitive,
affective and social factors, and as a
descriptive, experiential and explicit
|Developing strategic competence:
towards autonomy in oral interaction
competence - solving communication problems despite
inadequate command of the linguistic/sociocultural code
- is an important feature of both L1 and L2 interaction.
Teaching approaches will have to ensure that students
consider authentic situations where strategies play
a significant role; become aware of strategies through
observation and discussion; and face problem-oriented,
open-ended interactive tasks which require strategy
use to negotiate meanings and intentions.
and new curricular demands: a critical
demands, with their emphasis on competence and performance,
prompt us to investigate the role that learning strategies
can realistically play in the learning/teaching process,
both from a cognitive and from an affective-motivational
point of view. Learners should not just be "trained"
to use strategies - rather, students and teachers should
engage in a mutual effort to negotiate their own specific
contribution to learning tasks.
The challenge of
across the language curriculum
A plurilingual curriculum is
responsible for promoting the transfer of knowledge,
beliefs/attitudes and skills across languages, so that
learners can both profit from their previous L1 and L2
experiences in learning an L3, and, conversely, feedback
their new L3 competence into their L1 and L2.
styles across cultures
Learning styles are as much affected by cultural factors as
all other areas of individual differences. Such factors,
while shaping individual identity, should not lead to undue
generalization or even stereotypes. Within multicultural
educational institutions, possible clashes between learning
and teaching styles can only be dealt with through processes
of awareness raising, mediation and negotiation.
Powerpoint presentation or
the gap between competence and process
Learning strategies have
long been recognised as a key tool to empower students and
promote learner autonomy. Recent debates on school reform,
however, invite us to clarify the place that strategy
instruction may have in a new curriculum, with special
regard to the concept of “competence” and to the interaction
between “process” and “product”.
in pdf file