Insegnare e apprendere in modo metacognitivo attraverso attività task-based: Uno studio di caso con studenti cinesi di italiano
DOI:
https://doi.org/10.7346/-fei-XXIII-03-25_11Parole chiave:
Studenti universitari cinesi, Insegnamento e apprendimento dell'italiano, Metacognizione nella classe di lingua, Apprendimento task-based, Competenza orale in seconda lingua, Programmi Marco Polo e TurandotAbstract
Il contributo presenta uno studio di caso che analizza l’efficacia dell’integrazione di strategie metacognitive con il Task-Based Language Teaching (TBLT) nel miglioramento della competenza orale di studenti cinesi iscritti ai Programmi Marco Polo e Turandot, impegnati nell’apprendimento dell’italiano come seconda lingua. La ricerca adotta il Teaching Speaking Cycle Pedagogical Model (Goh & Burns, 2012) e coinvolge apprendenti di L2 in una sequenza di tre compiti orali distinti. Un elemento centrale della metodologia è la restituzione sistematica di feedback individuali, seguita dalla ripetizione dei compiti. In particolare, dopo il secondo compito è stata introdotta un’attività metacognitiva dedicata, finalizzata a sollecitare esplicitamente la riflessione degli studenti sulla propria produzione linguistica e sui comportamenti di apprendimento. La raccolta dei dati ha incluso registrazioni audio dei compiti e un questionario finale sulle percezioni degli studenti. I risultati mostrano un incremento significativo dell’autocorrezione e una riduzione dell’ansia da prestazione, suggerendo un miglioramento nella qualità e nell’organizzazione della produzione orale. Lo studio sostiene che l’insegnamento esplicito della consapevolezza metacognitiva sia fondamentale per promuovere autonomia e autoregolazione nell’apprendimento linguistico.
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