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Teaching languages ab initio SOAS London 12 November 2009 Enza Siciliano Verruccio

Progressing with(out) grammar Ab initio students on the Italian degree programme at the University of Reading. Teaching languages ab initio SOAS London 12 November 2009 Enza Siciliano Verruccio. Ab initio students at the Department of Italian Studies at Reading. 80% student intake …

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Teaching languages ab initio SOAS London 12 November 2009 Enza Siciliano Verruccio

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  1. Progressing with(out) grammarAb initio students on the Italian degree programme at the University of Reading Teaching languages ab initio SOAS London 12 November 2009 Enza Siciliano Verruccio

  2. Ab initio students at the Department of Italian Studies at Reading 80% student intake… the remaining 20% … GCSE/O level in another MFL or Latin No previous experience of language learning A level in another MFL or Latin ab initio student Italian GCSE/O level “Limited working knowledge” Native speakers Italian background Italian A level

  3. Before 2002: the big picture 3 hours per week over three terms 1 textbook 1 final examination 3 hours per week over three terms 1 textbook 3 hours per week over two terms 1 final examination Elementary Post- elementary Year Abroad Year 4 3 hours per week over three 1 textbook 1 final examination 3 hours per week over three terms 1 textbook Advanced I Advanced II

  4. Before 2002: the small print ab initio Post-Beginners Post- Elementary Post-intermediate Extra Italian grammar classes Intensive course in term 3: 4 hours per week; the “Italian novel” Beginners Elementary Intermediate post-Italian GCSE/ “limited working knowledge”

  5. In 2002 … Introduction of modular system • Reduction of teaching time from 3 to 2 terms • Compression of contact hours Problem: Ab initio students entry behaviour in relation to explicit grammar knowledge

  6. After 2002: compression of contact hours over two terms 4 to 5 hours per week over two terms 4 to 5 hours per week over two terms Oral and written language exams on return from YA Elementary Post- elementary 4 to 5 hours per week over two terms Year Abroad Year 4 3 hours per week over two terms 3 hours per week over two terms Advanced I Advanced II

  7. Response to ab initio studentsentry behaviour: the 2 groups Discriminating element: grammar awareness Which method? Elementary (1) No previous LL experience (2) Other MFL GCSE (3) Other MFL A level (below C) Intermediate Post -E Lower-Intermediate Other MFL A level (C and above) (2) Italian GCSE Post -LI

  8. Response to ab initio studentsentry behaviour: remedial intervention Language Skills classes Elementary Language Skills classes Extra conversation classes Online material Revision classes Intensive summer term course Intermediate Lower-Intermediate Language Skills classes

  9. Language Skills … alias, the language of grammar to learn (the grammar of) a language • Focus on common errors (English <> Italian => Italian only) • Metalinguistic knowledge • Transferable knowledge • Capitalize on A level students’ competence • 1 hour per fortnight!

  10. Language Skills: Year 1 Concordanza (agreement) What parts of the sentence are affected in English by changing the noun ‘shoe’ from singular into plural? What happens when in Italian you go from scarpa to scarpe?

  11. Language Skills: Year 2 Analisi logica Task: Identifica nel testo soggetto e oggetto: che tipo di oggetti sono presenti?

  12. Language Skills: Year 2 oggetto indiretto Mi piace tantissimo il mio libriccino (mi piace) Lavar… … mi i dentini col mio spazzolino predicato verbale complemento soggetto predicato verbale oggetto indiretto oggetto diretto complemento

  13. Progression?Language Skills, alias … 2004 2009 2010 Elementary Intermediate Lower- Intermediate Year Abroad Year 4 Advanced I Advanced II

  14. Progression?CEFR levels Elementary A1/A2 Intermediate B1/B2 Lower- Intermediate Year Abroad ? A2 Year 4 C1/C2 Advanced I Advanced II B2 B2/C1

  15. A work in progress • Adequate? Effective? Which ab initio student does it target? • Bridging the gap between the two ab initio groups; • Inclusion of ‘advanced’ students; • Integration into ‘main’ language classes; • Progression in grammatical competence (both metalinguistic and language specific) equates to progression in language learning? • (More) research questions?

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