la riflessione metalinguistica nei manuali d’italiano l2: case study
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Abstract
Gli “attori” di un corso di lingua sono gli apprendenti, il docente facilitatore e… il manuale. La scelta di quest’ultimo, e quindi la metodologia didattica che lo sottende, contribuiscono in maniera decisiva a delineare il percorso d’apprendimento esplicitando finalità e priorità didattiche. In un panorama editoriale ormai ricco e variegato non è sempre agevole districarsi fra le numerose proposte di libri di testo. Oltre alla centralità del discente e al metodo comunicativo, requisiti in linea con i dettami dell’European Common Framework presenti, seppur in dosi differenti, nella quasi totalità dei manuali, altri elementi meritano la dovuta considerazione. La riflessione metalinguistica, per esempio, si è affacciata solo recentemente sulla “scena” glottodidattica assumendo un ruolo tutt’altro che secondario.
METALINGUISTIC REFLECTION IN ITALIAN L2 TEXT BOOKS: A CASE STUDY
The “actors” in a language course are the learners, the teacher/facilitator and… the textbook. Choosing a textbook, and the didactic methodology underlying it, contribute in a decisive way to the learning process by directing the learning objectives and choices. With a varied choice of textbooks available, it is not always easy to evaluate them. Student-centered courses using the communicative method, indications in line with the European Common Framework, are aspects which vary in quantity from text to text but which characterize them all. There are, however, also other elements to consider. Metalinguistic reflection, for example, has only recently taken on a primary role in the glottodidactic scenario.
| Reference Key |
matthiae2012italianola
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| Authors | ;Claudia Matthiae |
| Journal | journal of social and clinical psychology |
| Year | 2012 |
| DOI |
10.13130/2037-3597/2287
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