Negotiation, interaction, interculturality and multilingualism are the key words of therecent language teaching. Since we talk stronglyabout globalization and effectiveness of communication, one of the most important thing, from a didacticpoint of view, is the need to supportlearners towards the conquest of the so-called "negotiating skills", which develop the ability of asking for help and / or explanations andclarifications to solve any misunderstandings that may arise in the pragmatics of communication exchanges.The acquisition of this competence means the ability to manage the parallel interaction, another key element on which the foreign languageteaching focuses his attention.Considering the importance of acquiring interactional and pragmatic competence, the activities proposed by the manuals and teaching materials(in print and/ or virtual) offer dialogues, unforeseen communication and other activities aimed at the knowledge and the development of culturaldimension of the language and the ability to negotiate. Many activities also emphasize the affective-emotional charge of thelearner, since themost recent research confirms that students are more motivated to learn when they feel involved and should talk about himself. Therefore, it isevident that the most current research in cognitive and metacognitive underline the futilityof dwelling on formal and structural elements oflanguage instead of developing more practical skills to be applied in "real" communication contexts. Possible activities to be proposed, therefore,involve the use of all media. In regard to the workshopactivities, it tends increasingly to encourage learning paths CLIL.
|Titolo:||Second language. The quality of learning|
|Data di pubblicazione:||2012|
|Appare nelle tipologie:||04.01 Contributo in atti di convegno|