EL.LE

Vol. 6, n. 2 – Luglio 2017

SOMMARIO: L’INSEGNAMENTO DELL’ITALIANO LS CON LA DIDATTICA ORIENTATA ALL’AZIONE Presentazione Marilisa Birello, Enrico Odelli e Albert Vilagrasa LA DIMENSIONE TEORICA A lezione con i task: fra teoria e operatività Marilisa Birello, Enrico Odelli e Albert Vilagrasa Il task-based approach nella classe ad abilità differenziate Fabio Caon, Claudia Meneghetti LA DIMENSIONE OPERATIVA Sport e lingua italiana nella manualistica LS/L2 Analisi di modelli operativi Maria Carmela D’Angelo Analisi del parlato faccia a faccia in un manuale di italiano lingua straniera orientato all’azione: verso nuove sfide? Roberta Ferroni Creando si impara L’uso del fumetto con apprendenti adulti francesi Giovanna Sciuti Russi Analisi conversazionale e approccio orientato all’azione Studio delle forme di riparazione in una lezione di italiano LS Ilaria Bada ISTITUZIONI DI EDUCAZIONE LINGUISTICA Escola d’Idiomes Moderns de la Universitat de Barcelona Marilisa Birello

With the aim of responding to the increasing interest in Task Based Language Teaching (TBLT) among teachers of Italian as a Foreign Language (IFL) and of bridging the gap between theory and practice, the present issue brings together current theory, research and practice. This edition examines the basics of the approach, analyses pedagogical materials which follow it and tries to shed light on what happens in the classroom when teaching using a TBLT approach. The individual articles focus on the following areas: presenting the approach offering a theoretical and an operating framework, an exploration of the task as a strategic tool to manage multi-level and multi-cultural classes, an analysis of pedagogical materials in order to find out how this approach differs when presenting topics for specific purposes and an insight into oral input using tools from conversation analyses. Furthermore, this issue also includes an example of teaching experience conducted with students of IFL with the aim of engaging them in authentic communication and an article which analyses forms of repair and corrections while students are working in group in a task-based or action-oriented course.

EL.LE

6 (2017)

2

Venezia

Edizioni Ca' Foscari - Digital Publishing