Abstract
The aim of this article is to describe students’ individual patterns of thinking, evaluate their usefulness and possibility to utilize them in teaching and learning foreign languages with an emphasis on Italian. At the outset it should be considered that practical units included in the curricula of philological departments at most higher education institutions in Poland are designed in such a way so as to enable students to develop their receptive and productive skills. Such division of classes matches students’ needs perceived globally but it fails to cater for their individual requirements. The theory of individual patterns of thinking is an attempt to define and answer individual needs of students. As such it is also the starting point in the endeavor to design individual teaching models. The article shows how to utilize individual patterns of thinking and how to elaborate individual teaching models during classes in practical knowledge of Italian.
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