progressing with(out) grammar ab initio students on the italian degree programme at the university...
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Progressing with(out) grammar Ab initio students on the Italian degree programme at the
University of Reading
Teaching languages ab initioSOAS
London12 November 2009
Enza Siciliano Verruccio
Ab initio students at the Department of Italian Studies at Reading
ab initio student
GCSE/O level in another
MFL or LatinNo previous
experience of language learning
Italian A level
ItalianGCSE/O level
Italian background
“Limited working
knowledge”Native speakers
80% student intake …
the remaining 20% …
A level in another
MFL or Latin
Before 2002: the big picture
Advanced I
Elementary
Advanced II
Post-elementary
Year 4Year Abroad
3 hours per week over three terms
1 textbook1 final examination
3 hours per weekover three terms
1 textbook3 hours per week over two terms
1 final examination
3 hours per weekover three1 textbook
1 final examination
3 hours per weekover three terms
1 textbook
Before 2002: the small print
Beginners
Elementary
Intermediate
Post-Beginners
Post-Elementary
Post-intermediate
ab initio
post-Italian GCSE/“limited working knowledge”
Intensive course in term 3:
4 hours per week;the “Italian novel”
Extra Italian grammar classes
In 2002 …
Introduction of modular system
1. Reduction of teaching time from 3 to 2 terms
2. Compression of contact hours
Problem: Ab initio students entrybehaviour in relation to
explicit grammar knowledge
After 2002: compression of contact hours over two terms
Advanced I
Elementary
Advanced II
Post-elementary
Year 4Year Abroad
4 to 5 hours per week
over two terms
4 to 5 hours per week
over two terms4 to 5 hours
per week over
two terms
3 hours per weekover two terms
3 hours per weekover two terms
Oral and written
language exams
on return from YA
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
Lower-Intermediate(1) Other MFL
A level (C and above)
(2) Italian GCSE
Post -E
Post -LI
Response to ab initio studentsentry behaviour: remedial intervention
Elementary
Lower-Intermediate
IntermediateExtra conversation classes Online material Revision classes Intensive summer term course
Language Skills classes
Language Skills classes
Language Skills classes
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!
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?
La grande scarpa rossa è nella scatola.
Le grandi scarpe rosse sono nella scatola.
The big red shoe is in the box.
The big red shoes are in the box.
Language Skills: Year 2
Analisi logica
Task: Identifica nel testo soggetto e oggetto: che tipo di oggetti sono presenti?
Language Skills: Year 2
Mi piace
tantissimoil miolibriccino
(mi piace)Lavar…… miidentinicolmiospazzolino
oggetto indiretto
predicato verbale
soggetto
predicato verbaleoggetto indiretto
oggetto diretto
complemento
complemento
Progression?Language Skills, alias …
Advanced I
Elementary
Advanced II
Intermediate
Year 4Year
Abroad
Lower-Intermediate
2004 2009 2010
Progression?CEFR levels
Advanced I
Elementary
Advanced II
Intermediate
Year 4Year
Abroad
Lower-Intermediate
B1/B2
A1/A2
A2
B2 B2/C1
C1/C2
?
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?