L’INSEGNAMENTO DELLA PRONUNCIA NELLA FORMAZIONE, NELLA PRATICA E NELLE ATTITUDINI DEI DOCENTI DI ITALIANO L2
DOI:
https://doi.org/10.54103/2037-3597/29127Abstract
Questa indagine si propone di fornire un’istantanea sulla formazione che i docenti ricevono in didattica della pronuncia e su quanto, come e con quali materiali viene insegnata la pronuncia nei corsi di italiano L2. A tal fine, è stato elaborato un questionario e sono state raccolte 55 risposte da docenti di italiano L2 e LS. Ale partecipanti è stato chiesto di fornire informazioni sulle opportunità di formazione in didattica della pronuncia, sulle risorse e sugli approcci glottodidattici comunemente utilizzati per insegnare la pronuncia italiana in contesti L2; inoltre, i rispondenti sono stati invitati a esprimere le proprie convinzioni personali in merito all’importanza e al ruolo della competenza fonetico-fonologica nell’insegnamento dell’italiano L2. Sono state raccolte anche informazioni riguardanti il percorso formativo e l’esperienza didattica delle rispondenti. I risultati del questionario evidenziano da un lato le scarse opportunità di formazione in didattica della pronuncia disponibili per i docenti, dall’altro una generale tendenza a integrare l’insegnamento della pronuncia nei corsi di italiano L2, soprattutto nei corsi di livello principiante (Pre-A1, A1 e A2), e a considerarla come indispensabile nell’apprendimento delle lingue moderne. Per quanto riguarda le risorse disponibili, i rispondenti hanno evidenziato la necessità di integrare gli esercizi offerti dai manuali con attività ludiche e interattive che supportino gli apprendenti nell’acquisizione della pronuncia. Infine, vengono offerti suggerimenti per integrare in modo più strutturato la didattica della pronuncia nei corsi di italiano L2 e per offrire ai docenti corsi di formazione adeguati e materiali didattici aggiornati.
Pronunciation teaching in Italian as a foreign language teacher education programs: a survey on teachers’ training, attitudes and classroom practices
The study aims to provide a snapshot of the pronunciation training opportunities available to teachers and instructors, as well as how much, how, and with which materials phonology is taught in L2 Italian courses. To achieve this, a survey was developed, and 55 responses were collected from Italian instructors working in Italy and abroad. Participants were asked to provide information on training opportunities for pronunciation teaching, resources, and approaches commonly used to teach Italian pronunciation in L2 contexts. Additionally, respondents shared their personal beliefs and opinions about the importance and role of phonological competence in L2 Italian programs. Background information regarding the instructors' formal education and experience in teaching pronunciation was also collected. The results of the questionnaire suggest, on the one hand, that very limited training opportunities are available to teachers and instructors, while on the other hand, there is a general tendency to integrate pronunciation teaching in Italian FL classes and to consider it as equally important as other communicative skills in learning foreign languages. In terms of available resources, respondents emphasized the need to complement the exercises offered by textbooks with more engaging and interactive activities that support learners in acquiring both segmental and suprasegmental features. Finally, we offer several suggestions to better integrate pronunciation teaching into Italian L2 courses and to provide teachers with adequate training programs and teaching materials.
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