Progressing with(out) grammar
Ab initio students on the Italian degree programme at the
University of Reading
Teaching languages ab initio
SOAS
London
12 November 2009
Enza Siciliano Verruccio
Ab initio students at the Department
of Italian Studies at Reading
80% student intake …
GCSE/O level
in another
MFL or Latin
A level
in another
MFL or Latin
No previous
experience of
language
learning
ab initio student
the remaining 20% …
Italian
GCSE/O level
Native
speakers
Italian
A level
Italian
background
“Limited
working
knowledge”
Before 2002: the big picture
3 hours per week
over three terms
1 textbook
1 final examination
Elementary
3 hours per week
over three terms
1 textbook
3 hours per
week over
two terms
1 final
examination
Postelementary
3 hours per week
over three
1 textbook
1 final examination
3 hours per week
over three terms
1 textbook
Advanced I
Advanced II
Year
Abroad
Year 4
Before 2002: the small print
ab initio
Intensive course
in term 3:
Beginners
4 hours per week;
the “Italian novel”
Elementary
Intermediate
Extra Italian grammar
Post-Beginners
classes
PostElementary
Post-intermediate
post-Italian GCSE/
“limited working knowledge”
In 2002 …
Introduction of modular system
1.
2.
Reduction of teaching time from 3 to 2 terms
Compression of contact hours
Problem: Ab initio students entry
behaviour in relation to
explicit grammar knowledge
After 2002: compression
of contact hours over two terms
4 to 5 hours
per week
over two terms
Elementary
4 to 5 hours
per week
over two terms
Postelementary
Oral and
written
language
exams
on return
from YA
Year
Abroad
3 hours per week
over two terms
3 hours per week
over two terms
Advanced I
Advanced II
4 to 5 hours
per week
over
two terms
Year 4
Response to ab initio students
entry behaviour: the 2 groups
Discriminating element: grammar awareness
Elementary
(1) No previous LL
experience
(2) Other MFL GCSE
(3) Other MFL
A level (below C)
Post -E
Intermediate
Lower-Intermediate
(1)
Other MFL
A level (C and
above)
(2) Italian GCSE
Which method?
Post -LI
Response to ab initio students
entry behaviour: remedial intervention
Language Skills classes
Elementary
Language Skills classes
Extra conversation classes
Online material Revision classes
Intensive summer term course
Lower-Intermediate
Language Skills classes
Intermediate
Language Skills
… alias, the language of grammar
to learn (the grammar of) a language
• Focus on common errors
(English <> Italian => Italian only)
• Metalinguistic knowledge
• Transferable knowledge
• Capitalize on A level students’ competence
• 1 hour per fortnight!
Language Skills: Year 1
Concordanza (agreement)
La grande scarpa
rossa è nella scatola.
Le grandi scarpe rosse
sono nella scatola.
The big red shoe is in
the box.
The big red shoes are in
the box.
What parts of the sentence are affected in English by changing the
noun ‘shoe’ from singular into plural? What happens when in Italian you
go from scarpa to scarpe?
Language Skills: Year 2
Analisi logica
Task: Identifica nel testo soggetto e oggetto: che tipo di oggetti
sono presenti?
Language Skills: Year 2
Mi
piace
tantissimo
il
mio
libriccino
(mi piace)
Lavar…
… mi
i
dentini
col
mio
spazzolino
oggetto indiretto
predicato verbale
complemento
soggetto
predicato verbale
oggetto indiretto
oggetto diretto
complemento
Progression?
Language Skills, alias …
2004
2009
2010
Elementary
Intermediate
LowerIntermediate
Year
Abroad
Advanced I
Advanced II
Year 4
Progression?
CEFR levels
Elementary
A1/A2
Intermediate
B1/B2
LowerA2
Intermediate
Year
?
Abroad
B2 I
Advanced
Advanced
B2/C1II
C1/
C2
Year 4
A work in progress
• Adequate? Effective? Which ab initio student does it
target?
• Bridging the gap between the two ab initio groups;
• Inclusion of ‘advanced’ students;
• Integration into ‘main’ language classes;
• Progression in grammatical competence (both
metalinguistic and language specific) equates to
progression in language learning?
• (More) research questions?