Мультикультурні аспекти викладання італійської мови та культури

Abstract

The article highlights the main methodological techniques for teaching Italian Language, the efficacy of the background knowledge and variety of tasks. The research has demonstrated that students do not intuitively «pick up» on how to accomplish various speech tasks in a pragmatically appropriate way. This paper reports on a project. Students learned pragmatically appropriate ways of carrying out various speech acts (e.g., extending invitations and making requests). Outcomes are presented in terms of student success, student self-efficacy, and instructor satisfaction. The paper concludes by examining the feasibility and effectiveness of teaching multicultural aspects of Italian language and culture, and by providing practical steps for instructors wishing to incorporate more instruction into their curriculum. The teaching of cultural aspects is relevant, essential, and possible even at the beginning levels of language instruction. The importance of developing pragmatic competence as part of our students' communicative competence should not be overlooked. This paper has provided one example of an attempt to incorporate a more intentional focus on pragmatic instruction and assessment in a first-year Italian language course curriculum. The outcomes were presented in terms of increased instructor self-efficacy as well as, generally positive student reactions. Finally, some indications were suggested for instructors wishing to develop their own students' pragmatic competence in the future. The materials development landscape is marked now by its range and diversity. The reasons are many, but two key factors most certainly arise: (a) the increasing number of generic technologies available which can be used to facilitate and encourage interaction between the teacher and students and among students themselves across the in-class/out-of-class divide and (b) students' and teachers' increased proficiency in the use of the technologies. These two factors have meant that we now have the means and the skills to enhance and perhaps intensify the in-class/out-of-class relationship. However, in spite of all this, we are still seeking the optimal in-class/out-of-class mix. This still is, and perhaps always will be, a work in progress because, as Jim Pusack and his colleagues pointed out many years ago (Hope, Taylor & Pusack, 1984), ultimately it all depends upon the teacher. Without the pivotal role played by the language teacher in developing CALL materials and orchestrating their implementation, the potential of an engaging, powerful language-learning environment breaks down. The demands on the teacher are becoming even more intensive compared with the early days of CALL, partly because the expectations of the student body are now much more sophisticated and demanding.