http://elea.unisa.it/xmlui/handle/10556/4080 2026-04-20T10:25:21Z 2026-04-20T10:25:21Z De Giovanni, Flora Pellegrino, Rosario Rosi, Fabiana http://elea.unisa.it/xmlui/handle/10556/4173 2025-04-30T15:15:51Z 2019-01-01T00:00:00Z

L'insegnamento e l'apprendimento della lingua, della cultura e della letteratura: riflessioni e prospettive De Giovanni, Flora; Pellegrino, Rosario; Rosi, Fabiana

2019-01-01T00:00:00Z Bevilacqua, Michele http://elea.unisa.it/xmlui/handle/10556/4172 2025-04-30T15:16:22Z 2019-01-01T00:00:00Z

Le site : une richesse perdue Analyse du matériel didactique pour l enseignement de la diversité linguistico-culturelle de la francophonie maghrébine Bevilacqua, Michele Learning linguistic and cultural Francophonie is very useful for Italian students, because the diatopic varieties of French and French-speaking cultures make it possible to study the diversity of French-speaking countries, to understand the socio-cultural and historical aspects, the behaviour and attitudes of people from different countries. Within the framework of French as a foreign language in Italian higher education, our paper aims to address the educational question of the study of certain French-speaking civilizations through a website, by specifying the place of linguistic variation in the teaching of French as a foreign language. Our work will be conducted the analysis of LIMAG website, an online documentary programme created in 1998 by Charles Bonn, containing several resources related to French-speaking Maghrebi cultures. The use of these resources in French as a Foreign Language classrooms through electronic media such as interactive whiteboards, tablets and laptops allows a new didactic approach to the French language where learners can use very useful didactic material for the study of languages such as the web, while also learning the lexicon of a diatopic variety of the French language.

2019-01-01T00:00:00Z Lo Nostro, Mariadomenica http://elea.unisa.it/xmlui/handle/10556/4171 2025-04-30T15:16:20Z 2019-01-01T00:00:00Z

Des mots en situation à l’accès au sens: le FLE qui bouge Lo Nostro, Mariadomenica The issue of learning one or more cultures that might coexist within a foreign language and culture as complementing the process of acquisition of a foreign language has received considerable critical attention. This is true especially within the framework of a wide range of academic courses centred on sharing cultures, mutual integration and enriching diversity, including the Degree in Political Sciences and International Relations. Therefore, idioms and proverbs teaching consist of a relevant corpus to be analysed in terms of contrastive approach and diachronic/synchronic linguistics. However, they both overlook all learning strategies aimed at facilitating logical and linguistic connection, or at consolidating grammar, lexical and cultural knowledge. Thus, the aim of this paper is to examine the idioms, the sayings containing the lexis from specific domains connected to political studies, such as cultural affiliations, borders and territories, through a deductive teaching approach.

2019-01-01T00:00:00Z Pellegrino, Rosario http://elea.unisa.it/xmlui/handle/10556/4170 2025-04-30T15:16:19Z 2019-01-01T00:00:00Z

Des mots en situation à l’accès au sens: le FLE qui bouge Pellegrino, Rosario This study starts from the “mise en situation” approach in the teaching/learning FLE (Français Langue Étrangère) process and the difficult balance between implicit and explicit lexicon acquisition. It focuses on organised construction of a teaching unit/course for a target of beginners through several steps: categorization, vocabulary organization, regular contextual resources, de-contextualization and re-construction of lexicon. All this facilitates memorization of words in specific situations created and proposed by teachers. It is clear that associations of words and situations only apparently depend on preparation of specific tasks and on different stimuli for learners who are asked to participate actively and to work as if the context was natural and real. This article demonstrates as learning words does do not consist of proposing/accumulating a lot of them, because they are soon forgotten though in a specific situation, but of a particular network where every single term is connected to another/others in order to create an association of ideas. Meaning, content, form and etymology represent constant points of strength where the module/lesson can stimulate memory and let words take part of students’ lexicon. Grammar represents a sort of glue, which guarantees continuity and relationship to words. This study tries to demonstrate that learning lexicon is not sufficient to expose students to words, though in situation. It is necessary to help them create a network where anchored concepts as processes are essentially a menu of functions where words are parts of a whole: the language. In fact as Jean Abraham says: «La communication consiste à comprendre celui qui écoute». And words can facilitate communication considerably.

2019-01-01T00:00:00Z