ABSTRACT

This study addresses the role of the body in the pedagogy of Italian as a second language. Given that the understanding of meanings and functions of body movements in combination with speech can enrich language pedagogy, we organized a study to investigate whether context of learning determines more or less awareness of the body in Italian language pedagogy. We invited 224 students of Italian, in three levels of proficiency, and their 16 instructors, at a Canadian and an Italian educational setting to answer a series of questions. Our survey asked participants to interpret body language as a pedagogical tool and as a linguistic and cultural component as well. The results suggest that, in terms of awareness of the body, the pedagogy of Italian in Canada is similar to the pedagogy of Italian in Italy, where both contexts would benefit from a systematic integration of the body to aid in the teaching and learning of the target language.

摘要

这项研究探讨了身体在意大利语作为第二语言的教学法中的作用。鉴于对身体动作与语音结合的意义和功能的理解可以丰富语言教学法，因此我们组织了一项研究，以研究学习环境是否决定了意大利语言教学法对身体的认识或多或少。我们邀请了加拿大和意大利的教育环境中的224名具有三种水平的意大利语学生以及16名教师来回答一系列问题。我们的调查要求参与者将肢体语言解释为一种教学工具，以及语言和文化成分。结果表明，在身体意识方面，加拿大的意大利语教学法与意大利的意大利语教学法相似，