ALLA SCOPERTA DEL SÉ: IL RUOLO DEL LEARNER DIARY NELL’APPRENDIMENTO LINGUISTICO

Micòl Beseghi

doi:10.54103/2037-3597/20425

Autori

Micòl Beseghi Università di Parma https://orcid.org/0000-0003-0666-9074

DOI:

https://doi.org/10.54103/2037-3597/20425

Abstract

Questo contributo si focalizza sul learner diary come strumento che permette di esplorare le interconnessioni tra l’apprendimento linguistico, le emozioni e il Sé dell’apprendente. Attraverso l’analisi di un corpus di diari si vedrà come la scrittura riflessiva può incoraggiare gli apprendenti a indagare le proprie percezioni, convinzioni ed emozioni e a riflettere sulla propria identità, in continua evoluzione, di apprendenti e utenti di una LS. L’analisi dei diari si focalizza in particolare su quattro aspetti che emergono dalla scrittura degli apprendenti: le emozioni associate all’apprendimento linguistico, la dimensione metacognitiva dell’apprendimento, la relazione tra Sé e la LS e le metafore utilizzate dagli studenti per descrivere l’apprendimento linguistico.

On self-discovery: the role of the learner diary in language learning

The present paper focuses on learner diaries as tools to explore the interconnections between language learning, emotions and the learner’s self. Through the analysis of a corpus of diaries it will be shown how reflective writing can encourage learners to investigate their own perceptions, beliefs, and emotions and to reflect on their own evolving identity as learners and users of a foreign language. The analysis of the diaries will focus on four aspects that emerge from learners’ writing: the emotions associated with language learning, the metacognitive dimension of learning, the relationship between self and foreign language and the metaphors used by learners to describe language learning.

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