Led On Line
Presentazione - About us
Novita' - What's new
E-Journals
E-books
Lededizioni Home Page Ricerca - Search
Catalogo - Catalogue
Per contattarci - Contacts
Per gli Autori - For the Authors
Statistiche - Statistics
Cookie Policy
Privacy Policy

“Self-regulation” in prospettiva CLIL: uno studio di caso

Giovanna Carloni

Abstract


This paper aims to investigate self-regulation enhancement within a CLIL course targeted to teach academic listening and reading skills. Explicit learning strategies instruction was implemented to promote learners’ skills to autonomously manage academic studies in Italian as a second language in a university setting. Students’ cognitive styles were also catered for while carrying out learning strategies instruction. Findings show that learners reached a high degree of self-regulation in terms of reading skills while tackling academic materials in Italian as a second language; on the other hand, a slightly lower degree of autonomy was detected in learners in terms of academic listening skills.

Full Text:

PDF

References


Angelino, M., Ballarin E. (2006), L’italiano attraverso la storia dell’arte, Perugia, Guerra.

Balboni, P. (2002), Le sfide di Babele, Torino, UTET.

Barnhardt, S. (1997), “Self-efficacy and second language learning”, The NCLRC Language Resources, vol. i, n. 5, June 1997, The Learning Strategies Instructional Resource, NCLRC, National Capital Language Resource Center, George Washington University, Georgetown University, The Center for Applied Linguistics, http://nclrc.org/teaching_materials/assessment/assessment_tools/ls_instructional_resource.pdf [consultato il 15 gennaio 2007].

Benson, P. (2001), Autonomy in Language Learning, Harlow, Pearson Education.

Brown, D. (1994), Principles of Language Learning and Teaching, Englewood Cliffs, NJ, Prentice Hall Regents.

Brown, D. (2002), Strategies for Success, White Plains, NY, Longman.

Carter, R. and D. Nunan (eds, 2001), Teaching English to Speakers of Other Languages, Cambridge, CUP.

Chamot, A. U., O’Malley, J. M. (1990), Learning Strategies in Second Language Acquisition, Cambridge, CUP.

Chamot A. U., O’Malley J. M. (1994), The CALLA Handbook. Implementing the Cognitive Academic Language Learning Approach, White Plains, NY, Longman.

Chamot, A. et al. (1999), The Learning Strategies Handbook, New York, Longman.

Chamot, A. U. (2006), CALLA Content and Language Learning Strategies, http://www.jillrobbins.com/strategies/strategylist.pdf [consultato il 20 gennaio 2007].

Chen, Y. (2005), “Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications”, TESL-EL (Teachng English as a Second or Foreign Language), vol. viii, 4, March 2005, http://tesl-ej.org/ej32/a2.html [consultato il 7 settembre 2007].

Clement, J. (2007), The Impact of Teaching Explicit Listening Strategies to Adult Intermediate- and Advanced Level ESL University Students, [consultato il 10 settembre 2007] http://etd1.library.duq.edu/theses/available/etd-03282007222301/unrestricted/ClementDissertation.pdf

Cohen, A. and E. Macaro (eds, 2007), Language Learner Strategies, Oxford, OUP.

Coonan, C. M. (2002), La lingua straniera veicolare, Torino, UTET.

Coonan, C. M. (2006), “Focus su CLIL”, in Ricci Garotti (a cura di, 2006): 23-37.

Cummins J. (1979), “Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters”, Working Papers on Bilingualism, 19, 121-9.

Dörnyei, Z. (2001), Teaching and Researching Motivation, London, Longman.

Dörnyei, Z. (2005), The Psychology of the Language Learner. Individual Differences in Second Language Acquisition, Mahwah NJ, Lawrence Erlbaum Associates.

Echevarria, J., Vogt, M., Short, D. J. (2004), Making Content Comprehensible for English Learners The SIOP Model, Boston, Pearson.

Ehrman, M., Leaver, B. L., Shekhtman, B. (2002), E & L Learning Style Questionnaire v. 2.0, [consultato il 2 febbraio 2007] http://www.cup.cam.ac.uk/uk/catalogue/catalogue.asp?isbn=9780521546638&ss=res.

Ellis, R., Barkhuizen, G. (2005), Analysing Learner Language, Oxford, OUP.

Freeman, D., Richards, J. (1996), Teacher Learning in Language Teaching, Cambridge, CUP.

Kramsch, C. (1993), Context and Culture in Language Teaching, Oxford, OUP.

Larsen-Freeman, D., Long. M . H. (1991), An Introduction to Second Language Acquisition Research, New York, Longman.

Learning Strategies Questionnaires, NCLRC, National Capital Language Resource Center, George Washington University, Georgetown University, The Center for Applied Linguistics, [consultato il 1 febbraio 2007] http://nclrc.org/teaching_materials/assessment/assessment_tools/learning_strat_questionnaires/french_lsq.pdf.

Leaver, B. L., Ehrman, M., Shekhtman, B. (2005), Achieving Success in Second Language Acquisition, Cambridge, CUP.

Littlewood, W. (1999), “Defining and developing autonomy in East Asian contexts”, Applied Linguistics XX, 1: 71-94.

Lockhart, C., Richards, J. C. (1994), Reflective Teaching in Second Language Classrooms, Cambridge, CUP.

Lyster, R. (2007), Learning and Teaching Languages Through Content. A Counterbalanced Approach, Amsterdam, John Benjamins Publishing Company.

Macaro, E., Graham, S., Vanderplank, R. (2007), “A review of listening strategies: focus on sources of knowledge and on success”, in Cohen and Macaro (eds, 2007): 165-185.

Mariani, L. (2006), La motivazione a scuola. Prospettive teoriche e interventi strategici, Roma, Carocci.

Nunan, D. (1989), Designing Tasks for the Communicative Classroom, Cambridge, CUP.

Oxford, R. (1990), Language Learning Strategies: What Every Teacher Should Know, Boston, Heinle & Heinle.

Oxford, R. (1994), “Language learning strategies: An update”, ERIC Educational Resources Information Center – Digest, October, 1994, CAL Center for Applied Linguistics, Washington, DC, [consultato il 3 febbraio 2007] http://www.cal.org/resources/digest/oxford01.html.

Oxford, R. (2001a), “Integrated skills in the ESL/EFL classroom”, ERIC Educational Resources Information Center – Digest, ERIC Clearinghouse on Languages and Linguistics Washington DC, September, 2001, http://www.ericdigests.org/2002-2/esl.htm [consultato il 2 settembre 2007].

Oxford, R. (2001b), “Language Learning Strategies”, in Carter and Nunan (eds, 2001): 166-172.

Oxford, R. (2003), “Language learning styles and strategies: an overview”, http://web.ntpu.edu.tw/~language/workshop/read2.pdf [consultato il 5 febbraio 2007].

Ricci Garotti, F. (a cura di, 2006), Il futuro si chiama CLIL, Trento, IPRASE del Trentino.

Richards, J. C., Rodgers, T. S. (2001), Approaches and Methods in Language Teaching, Cambridge, CUP.

Reid, J. M. (ed., 1995), Learning Styles in the ESL/EFL Classroom, Boston, Heinle & Heinle.

Reid, J. M. (1995), “Preface”, in Reid (ed., 1995): viii-xvi.

Rost, M. (2001), “Listening”, in Carter and Nunan (eds, 2001): 7-13.

Saville-Troike, M. (2006), Introducing Second Language Acquisition, Cambridge, CUP.

Scharle, A., Szabò, A. (2000), Learner Autonomy, Cambridge, CUP.

Serragiotto, G. (2003), CLIL Apprendere insieme una lingua e contenuti non linguistici, Perugia, Guerra Soleil.

The Learning Strategies Instructional Resource, NCLRC, National Capital Language Resource Center, George Washington University, Georgetown University, The Center for Applied Linguistics, [consultato il 2 febbraio 2007] http://nclrc.org/teaching_materials/assessment/assessment_tools/ls_instructional_resource.pdf.

Vincenzi, A. B. (2007), “Strategie e percorso di riflessione”, Form@re, Newsletter per la formazione in rete, Erickson, [consultato il 5 marzo 2007] http://www.formare.erickson.it/archivio/dicembre_06/1_VINCENZI_a.html.

Williams, M., Burden, R. (1997), Psychology for Language Teachers, Cambridge, CUP.





Linguæ & - Rivista di lingue e culture moderne
Registered by Tribunale di Milano (06/04/2012 n. 185)
Online ISSN 1724-8698 - Print ISSN 2281-8952


Dipartimento di Scienze della Comunicazione, Studi Umanistici e Internazionali: Storia, Culture, Lingue, Letterature, Arti, Media
Università degli Studi di Urbino Carlo Bo


Editor-in-Chief: Roberta Mullini
Editorial Board: Maurizio Ascari - Stefano Beretta - Antonio Bertacca - Chiara Elefante - Richard Hillman - Stephen Knight - Sonia Massai - Aurélie Moioli - Maria de Fátima Silva - Bart Van Den Bossche
Editorial Staff: 
Margaret Amatulli - Alessandra Calanchi - Riccardo Donati - Ivo Klaver  - Massimiliano Morini - Antonella Negri - Luca Renzi


Referee List