The aim of this chapter is to compare the types of interaction that take place in two different contexts of L2 Italian learning. In the first context learners attend a task-based language learning (TBLL) course, in the second they attend a course based on a more generic communicative approach. Our hypothesis is that different interaction patterns may be observed in relation in different teaching contexts. Our analysis shows that this is indeed the case. These results may help to consider the importance of the method as a factor in guided learning contexts.
Paternostro, G., Pellitteri, A. (2014). Contesti di apprendimento guidato a confronto. Idee per un modello di analisi dell’interazione nel Task-Based Language Learning. In A. De Meo, M. D'Agostino, G. Iannaccaro, L. Spreafico (a cura di), Varietà dei contesti di apprendimento linguistico (pp. 133-151). Milano : Associazione Italiana di Linguistica Applicata.
Contesti di apprendimento guidato a confronto. Idee per un modello di analisi dell’interazione nel Task-Based Language Learning
PATERNOSTRO, Giuseppe;PELLITTERI, Adele
2014-01-01
Abstract
The aim of this chapter is to compare the types of interaction that take place in two different contexts of L2 Italian learning. In the first context learners attend a task-based language learning (TBLL) course, in the second they attend a course based on a more generic communicative approach. Our hypothesis is that different interaction patterns may be observed in relation in different teaching contexts. Our analysis shows that this is indeed the case. These results may help to consider the importance of the method as a factor in guided learning contexts.
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