Oral comprehension in teaching Softwares in italian FL: Evaluation and Activity Design
DOI:
https://doi.org/10.11606/issn.2238-8281.v0i30p32-60Keywords:
Listening skill, Italian language, Teaching software, Evaluation, DesignAbstract
This paper presents partial results of a research which has evaluated self-learning software programs of Italian as a foreign language, focusing on the evaluation of the techniques available for teaching listening skills (LS). It analyzes whether the programs which comprise the corpus provide learners with effective means to learn the Italian language for face-to-face interactions. The LS skill was chosen because it is a sine qua non condition for success in such interactions. The ad hoc evaluation tool was a checklist whose items address characteristics considered essential for didactic materials developed for teaching LS. The results presented entail the issue of the organization of the listening instructional pathways during the phases of pre-listening, listening and post-listening. It concludes that only one out of the programs that comprise the corpus organizes its instructional pathways of teaching of LS based on activities of pre-listening, listening and post-listening.
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