Rivista | EL.LE
Journal Issue | 3 | 1 | 2014
Articolo | Developing Lexical Awareness with ICT
Developing Lexical Awareness with ICT
An Experience in Fostering Learner Autonomy at University
Abstract
Ampliare il patrimonio lessicale degli apprendenti di una lingua straniera è uno degli obiettivi fondamentali delle più recenti teorie e pratiche glottodidattiche, così come lo sviluppo della capacità degli studenti di apprendere il lessico autonomamente mediante strategie adeguate. Per il raggiungimento di tali obiettivi l’impiego delle tecnologie dell’informazione e della comunicazione consente di avvalersi di efficaci paradigmi di apprendimento quali il costruzionismo, l’apprendimento per compiti e l’apprendimento esperienziale. Questo articolo presenta uno studio per la creazione di un percorso guidato, in modalità laboratoriale online, nel contesto degli studi universitari di secondo livello, ed è articolato in tre parti: la presentazione dei principi teorici ispiratori; gli aspetti progettuali, inclusi gli obiettivi specifici, il contesto didattico, gli strumenti; la descrizione della progressione delle varie tipologie di attività e delle loro funzioni. Expanding the L2 learners’ mental lexicon is a core issue in much recent language teaching theory and practice, as well as developing the learners’ ability to learn autonomously by applying vocabulary learning strategies. The introduction of ICT in language teaching opens up the opportunity of implementing efficacious learning paradigms such as constructionism, task-based learning and experiential learning to achieve these goals. This study illustrates how university students of English as a foreign language may be guided towards increasing lexical awareness by means of deep processing, as advocated by cognitive linguistic approaches, in the collaborative creation of a specialist glossary in a Moodle environment. After introducing the main pedagogical principles informing the methodology, namely the lexical approach, cognitive linguistic motivation, task-based learning and experiential learning, the paper presents the design features of a blended learning English Language course leading up to the creation of the glossary as a final task, with reference to objectives, learning context, tools and materials, and graded activities.
Pubblicato 01 Marzo 2014 | Lingua: it
Copyright © 2014 Luisa Bozzo. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/2280-6792/90p
