Valutazione e autovalutazione nei percorsi didattici per apprendenti bassamente scolarizzati: problemi e prospettive
| Autoři | |
|---|---|
| Rok publikování | 2017 |
| Druh | Článek ve sborníku |
| Konference | International Conference Proceedings “Assessment in Foreign Language & Literature Teaching”, 12th September 2016, Skopje |
| Fakulta / Pracoviště MU | |
| Citace | |
| Klíčová slova | L2 Italian; Second Language Acquisition; Migrant minors |
| Přiložené soubory | |
| Popis | This paper deals with the problem of assessment and self-assessment in the learning process of Italian L2 for users with little or no schooling. The issue of acquisition in cases of low schooling is the subject of increasing theoretical attention: the question is whether writing skills affect the development of orality in L2, in terms of strategies, forms, speed of learning (difficulty in segmenting phonic chains, marking morphological boundaries etc.); moreover, the slower acquisition pathway would seem to be connected to the reduced aptitude for input analysis, also in the context of metalinguistic reflection (experience that matures in the school context). This circumstance is crucial in the didactic planning and in the phases of verification of learning progress: how to manage the work of reflection on linguistic error? What evaluation procedures should be adopted that provide guidance to the teacher (analysis of the interlanguage) and to the learner (constructive reception of the evaluation intervention and self-assessment of their own learning process)? |