Imparare a leggere e scrivere le parole-obiettivo in arabo. Una proposta d’impiego di Quizlet.com nella didattica
DOI:
https://doi.org/10.21814/h2d.234Keywords:
Language technologies, Quizlet.com, Arabic as a Foreign Language, Vocabulary, Reading and writing, Language learningAbstract
The present contribution places itself in the branch field of technologies applied to the Teaching of Arabic as a Foreign Language (TAFL). In specific the field test develops from the bimodality theory, espousing the principles of directionality and cerebral hemisphericity, which have led to a series of expedients in the field of language teaching, e.g. the use of inductive strategies. The contribution focuses on reading and writing skills in TAFL: first the entire word is presented, then it is broken up into single phono-graphemic units, which are finally combined again to build new words. Throughout the study a didactic project is briefly presented. By means of language technologies (namely running vocabulary lists creation on Quizlet.com virtual classes), the project stimulates receptive and productive activities development: global reading, analytic reading, and word processing, since the early phases of language learning. Particular attention is drawn to the use of language technologies in the aforementioned project, namely through the use of the website Quizlet.com. This last offers technological tools in the service of language learning, besides allowing the creation of flashcards, accessible through different electronic devices (i.e. computers, smartphones, and tablets) and facilitating vocabulary retention through transformation exercises, words copying, and playful activities.
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References
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Abboud, V. (1978). Barnāmaǧ al-mufradāt wa-fahm al-nuṣūṣ li-l-ʿarabiyya al-muʿāṣira: al-marḥala al-mutawassiṭa, māynfrāym.
Alhawary, M. T. (2001). Computer-Assisted Language Learning as a Reinforced and Remedial Tool for Proficiency-Oriented Syllabi. Al-‘Arabiyya, 33, 55-100.
Al-Qadi, W. (1984). The Use of Video Cassette in Teaching Italian and Arabic. In A. Francisi (Ed.), Atti del II Convegno su la presenza culturale italiana nei paesi arabi: storia e prospettive (pp. 247-251). Roma: Istituto per l’Oriente.
Bākallā, M. H. (Ed.) (1980). al-Siǧill al-ʿilmī li-l-nadwa al-ʿālamiyya al-ūlà li-taʿlīm al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. al-Ǧuzʾ al-awwal. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, Ǧāmiʿat al-Riyāḍ.
Balboni, P. E. (2002). Le sfide di Babele: insegnare le lingue nelle società complesse. Torino: UTET.
Balboni, P. E. (2008). Fare educazione linguistica. Attività didattiche per italiano L1 e L2, lingue straniere e classiche. Torino: UTET.
Balboni, P. E. (2015). Le sfide di Babele. Insegnare le lingue nelle società complesse., Torino: UTET.
al-Batal, M. (Ed.) (1995). The Teaching of Arabic as a Foreign Language. Provo, UT: American Association of Teachers of Arabic.
Boon, D. A. B. (2014). Adult literacy education in a multilingual context Teaching, learning and using written language in Timor-Leste. Tilburg: Tilburg University. url: https://pure.uvt.nl/ws/files/4866018/Boon_adult_17_12_2014.pdf
Caon, F. (Ed.) (2016). Educazione linguistica nella Classe ad Abilità Differenziate. Torino: Loescher.
Condelli, L., Wrigley, H., & Yoon, K.S. (2008). “What works” for adult literacy students of English as a second language. In S. Reder & J. Bynner (Eds), Tracking adult literacy and numeracy skills: Findings from longitudinal research, (pp. 132-159). New York-London: Routledge. doi: https://doi.org/10.4324/9780203888889
Danesi, M. (1988a). Neurological Bimodality and Theories of Language Teaching. Studies in Second Language Acquisition, 10, 13-35. doi: https://doi.org/10.1017/s0272263100006938
Danesi, M. (1988b). Neurolinguistica e glottodidattica. Padova: Liviana.
Danesi, M. (1998). Il cervello in aula, neurolinguistica e didattica delle lingue. Perugia: Guerra.
Dechanciaux, S. (2006). Intégrer un film dans un dossier thématique. Midad, 29, 11-12.
Dechanciaux, S., Messaoudi, F., & Moussali, D. (2006). Utiliser le cinéma en classe d’arabe. Midad, 28, 5-11.
Dichy, J. (1980). Remarques sur l’enseignement audio-visuel de l’arabe écrit. Analyses - Théories : Études Arabes, 2, 26-67.
Ditters, E. (2006). Technologies for Arabic Language Teaching and Learning. In K. M. Wahba, Z. A. Taha & L. England (Eds), Handbook for Arabic Language Teaching Professionals in the 21st Century (pp. 239-252). Mahwah: Lawrence Erlbaum Associates. doi: https://doi.org/10.4324/9780203824757
El Essawi, R. (2018). Importance of Collaborative Tech-based learning Model for Teacher Education. In K.M. Wahba, L. England & Z.A. Taha (Eds), Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II (pp. 385-398). London: Routledge. doi: https://doi.org/10.4324/9781315676111
Facchin, A. (2016). Studenti registi: realizzazione di un videoclip per stimolare il progresso linguistico nella classe di arabo LS di livello intermedio. In E. Ghia, G. Marcucci & F. Di Stefano (Eds), Dallo schermo alla didattica di lingua e traduzione: otto lingue a confronto (pp. 207-224). Pisa: Edizioni ETS.
Ferhadi, A. (1995). Incorporating Video in Teaching Arabic. In M. al-Batal (Ed.), The Teaching of Arabic as a Foreign Language (pp. 319-220). Provo, UT: American Association of Teachers of Arabic.
Fratter, I. (2004). Tecnologie per l’insegnamento delle lingue. Roma: Carocci editore.
Freddi, G. (1970). Metodologia e didattica delle lingue straniere. Bergamo: Minerva Italica.
Freddi, G. (1979). Didattica delle lingue moderne. Bergamo: Minerva Italica.
Freddi, G. (1994). Glottodidattica. Fondamenti, metodi e tecniche. Torino: UTET.
Giolfo, M., & Salvaggio, F. (2018). A Digitally Assisted Model of Integration of Standard and Colloquial Arabic Based on the Common European Framework. In M. al-Batal (Ed.). Arabic as One Language. Integrating Dialect in the Arabic Language Curriculum (pp. 93-113). Washington: Georgetown University Press.
Goodman, K. (1967). Reading: a Psycholinguistic Guessing Game. Journal of the Reading Specialist, 6, 126-135. doi: https://doi.org/10.1080/19388076709556976
Goodman, K. (1996). On Reading. Portsmouth: Heinemann.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.
al-Ḥadīdī, A. (1967). Muškilat taʿlīm al-luġa al-ʿarabiyya li-ġayr al-ʿarab. al-Qāhira: Dār al-kitāb al-ʿarabī.
Ibn ʿAbd al-Ḥamīd, A.N. (2005). Qāʿida baġdādiyya. al-Šāriqa: Maktabat al-ṣaḥāba.
Makkī, T. A. (1966). Taysīr al-luġa al-ʿarabiyya li-l-aǧānib. al-Maǧalla, 114, 78-85.
Messaoudi, F. (2006). Travailler sur une séquence filmée. Midad, 29, 5-9.
Mezzadri, M. (2015). I nuovi ferri del mestiere. Torino: Bonacci.
Minuz, F. (2005). Italiano L2 e alfabetizzazione in età adulta. Roma: Carocci.
al-Munaẓẓama (al-Munaẓẓama al-ʿarabiyya li-l-tarbiya wa-l-taqāfa wa-l-ʿulūm) (1992). Taʿlīm al-luġa al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. Qaḍāyā wa-taǧārib. Tūnis: al-Munaẓẓama al-ʿarabiyya li-l-tarbiya wa-l-taqāfa wa-l-ʿulūm.
Porcelli, G., & Dolci, R. (1999). Multimedialità e insegnamenti linguistici. Torino: UTET.
al-Qāsimī, A. M. (1979). Ittiǧāhāt ḥadīta fī taʿlīm al-ʿarabiyya li-l-nāṭiqīn bi-luġāt uḫrà. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, ǧāmiʿat al-Riyāḍ.
Rammuny, R. (1979). Integration of Literary Texts and Audiovisual Materials in Teaching Advanced Arabic Composition. Al-‘Arabiyya, 12, 1, 5-19.
Rušdī, A. (1980). Taʿlīm al-luġa al-ʿarabiyya bi-l-rādyū. In M. I. Ṣīnī & A. M. al-Qāsimī (Eds), al-Siǧill al-ʿilmī li-l-nadwa al-ʿālamiyya al-ūlà li-taʿlīm al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. al-Ǧuzʾ al-tānī. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, ǧāmiʿat al-Riyāḍ.
Scalisi, T. G., Pelagaggi, D., & Fanini, S. (2003). Apprendere la lingua scritta: le abilità di base. Roma: Carocci.
Smith, F. (1971). Understanding Reading: A Phsycolinguistic Analysis of Reading and Learning to Read. New York: Holt: Rinehart and Winston.
al-Swīsī, R. (1979). al-Taʿlīm al-haykalī li-l-ʿarabiyya al-ḥayya. Tūnis: al-Šārika al-tūnisiyya li-funūn al-rasm.
Usman, A. Y. (2013). Using Information and Communication Technology (ICT) to Enhance the Teaching and Learning of Arabic and Islamic Studies in Nigeria. Journal of Teaching and Education, 2, 353-368.
Yaghi, H. M., & Yaghi, H. M. (1992). Let’s Learn Arabic: the Multimedia Way. In A. Brocket & A. Ubaydli (Eds), Proceedings of the 3rd International Conference and Exhibition on Multi-Lingual Computing (Arabic and Roman script) 1992 (pp. 10.11.11-10.11.12). Durham: Centre for Middle Eastern and Islamic Studies, University of Durham.
Yaqub, N. (1999). Turning Students into Television Stars: Teaching Arabic through Interactive Video. Intervento presentato all’Arabic Symposium 1999, Wayne State University.
Abboud, V. (1978). Barnāmaǧ al-mufradāt wa-fahm al-nuṣūṣ li-l-ʿarabiyya al-muʿāṣira: al-marḥala al-mutawassiṭa, māynfrāym.
Alhawary, M. T. (2001). Computer-Assisted Language Learning as a Reinforced and Remedial Tool for Proficiency-Oriented Syllabi. Al-‘Arabiyya, 33, 55-100.
Al-Qadi, W. (1984). The Use of Video Cassette in Teaching Italian and Arabic. In A. Francisi (Ed.), Atti del II Convegno su la presenza culturale italiana nei paesi arabi: storia e prospettive (pp. 247-251). Roma: Istituto per l’Oriente.
Bākallā, M. H. (Ed.) (1980). al-Siǧill al-ʿilmī li-l-nadwa al-ʿālamiyya al-ūlà li-taʿlīm al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. al-Ǧuzʾ al-awwal. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, Ǧāmiʿat al-Riyāḍ.
Balboni, P. E. (2002). Le sfide di Babele: insegnare le lingue nelle società complesse. Torino: UTET.
Balboni, P. E. (2008). Fare educazione linguistica. Attività didattiche per italiano L1 e L2, lingue straniere e classiche. Torino: UTET.
Balboni, P. E. (2015). Le sfide di Babele. Insegnare le lingue nelle società complesse., Torino: UTET.
al-Batal, M. (Ed.) (1995). The Teaching of Arabic as a Foreign Language. Provo, UT: American Association of Teachers of Arabic.
Boon, D. A. B. (2014). Adult literacy education in a multilingual context Teaching, learning and using written language in Timor-Leste. Tilburg: Tilburg University. url: https://pure.uvt.nl/ws/files/4866018/Boon_adult_17_12_2014.pdf
Caon, F. (Ed.) (2016). Educazione linguistica nella Classe ad Abilità Differenziate. Torino: Loescher.
Condelli, L., Wrigley, H., & Yoon, K.S. (2008). “What works” for adult literacy students of English as a second language. In S. Reder & J. Bynner (Eds), Tracking adult literacy and numeracy skills: Findings from longitudinal research, (pp. 132-159). New York-London: Routledge. doi: https://doi.org/10.4324/9780203888889
Danesi, M. (1988a). Neurological Bimodality and Theories of Language Teaching. Studies in Second Language Acquisition, 10, 13-35. doi: https://doi.org/10.1017/s0272263100006938
Danesi, M. (1988b). Neurolinguistica e glottodidattica. Padova: Liviana.
Danesi, M. (1998). Il cervello in aula, neurolinguistica e didattica delle lingue. Perugia: Guerra.
Dechanciaux, S. (2006). Intégrer un film dans un dossier thématique. Midad, 29, 11-12.
Dechanciaux, S., Messaoudi, F., & Moussali, D. (2006). Utiliser le cinéma en classe d’arabe. Midad, 28, 5-11.
Dichy, J. (1980). Remarques sur l’enseignement audio-visuel de l’arabe écrit. Analyses - Théories : Études Arabes, 2, 26-67.
Ditters, E. (2006). Technologies for Arabic Language Teaching and Learning. In K. M. Wahba, Z. A. Taha & L. England (Eds), Handbook for Arabic Language Teaching Professionals in the 21st Century (pp. 239-252). Mahwah: Lawrence Erlbaum Associates. doi: https://doi.org/10.4324/9780203824757
El Essawi, R. (2018). Importance of Collaborative Tech-based learning Model for Teacher Education. In K.M. Wahba, L. England & Z.A. Taha (Eds), Handbook for Arabic Language Teaching Professionals in the 21st Century, Volume II (pp. 385-398). London: Routledge. doi: https://doi.org/10.4324/9781315676111
Facchin, A. (2016). Studenti registi: realizzazione di un videoclip per stimolare il progresso linguistico nella classe di arabo LS di livello intermedio. In E. Ghia, G. Marcucci & F. Di Stefano (Eds), Dallo schermo alla didattica di lingua e traduzione: otto lingue a confronto (pp. 207-224). Pisa: Edizioni ETS.
Ferhadi, A. (1995). Incorporating Video in Teaching Arabic. In M. al-Batal (Ed.), The Teaching of Arabic as a Foreign Language (pp. 319-220). Provo, UT: American Association of Teachers of Arabic.
Fratter, I. (2004). Tecnologie per l’insegnamento delle lingue. Roma: Carocci editore.
Freddi, G. (1970). Metodologia e didattica delle lingue straniere. Bergamo: Minerva Italica.
Freddi, G. (1979). Didattica delle lingue moderne. Bergamo: Minerva Italica.
Freddi, G. (1994). Glottodidattica. Fondamenti, metodi e tecniche. Torino: UTET.
Giolfo, M., & Salvaggio, F. (2018). A Digitally Assisted Model of Integration of Standard and Colloquial Arabic Based on the Common European Framework. In M. al-Batal (Ed.). Arabic as One Language. Integrating Dialect in the Arabic Language Curriculum (pp. 93-113). Washington: Georgetown University Press.
Goodman, K. (1967). Reading: a Psycholinguistic Guessing Game. Journal of the Reading Specialist, 6, 126-135. doi: https://doi.org/10.1080/19388076709556976
Goodman, K. (1996). On Reading. Portsmouth: Heinemann.
Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books.
al-Ḥadīdī, A. (1967). Muškilat taʿlīm al-luġa al-ʿarabiyya li-ġayr al-ʿarab. al-Qāhira: Dār al-kitāb al-ʿarabī.
Ibn ʿAbd al-Ḥamīd, A.N. (2005). Qāʿida baġdādiyya. al-Šāriqa: Maktabat al-ṣaḥāba.
Makkī, T. A. (1966). Taysīr al-luġa al-ʿarabiyya li-l-aǧānib. al-Maǧalla, 114, 78-85.
Messaoudi, F. (2006). Travailler sur une séquence filmée. Midad, 29, 5-9.
Mezzadri, M. (2015). I nuovi ferri del mestiere. Torino: Bonacci.
Minuz, F. (2005). Italiano L2 e alfabetizzazione in età adulta. Roma: Carocci.
al-Munaẓẓama (al-Munaẓẓama al-ʿarabiyya li-l-tarbiya wa-l-taqāfa wa-l-ʿulūm) (1992). Taʿlīm al-luġa al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. Qaḍāyā wa-taǧārib. Tūnis: al-Munaẓẓama al-ʿarabiyya li-l-tarbiya wa-l-taqāfa wa-l-ʿulūm.
Porcelli, G., & Dolci, R. (1999). Multimedialità e insegnamenti linguistici. Torino: UTET.
al-Qāsimī, A. M. (1979). Ittiǧāhāt ḥadīta fī taʿlīm al-ʿarabiyya li-l-nāṭiqīn bi-luġāt uḫrà. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, ǧāmiʿat al-Riyāḍ.
Rammuny, R. (1979). Integration of Literary Texts and Audiovisual Materials in Teaching Advanced Arabic Composition. Al-‘Arabiyya, 12, 1, 5-19.
Rušdī, A. (1980). Taʿlīm al-luġa al-ʿarabiyya bi-l-rādyū. In M. I. Ṣīnī & A. M. al-Qāsimī (Eds), al-Siǧill al-ʿilmī li-l-nadwa al-ʿālamiyya al-ūlà li-taʿlīm al-ʿarabiyya li-ġayr al-nāṭiqīn bi-hā. al-Ǧuzʾ al-tānī. al-Riyāḍ: ʿImādat šuʾūn al-maktabāt, ǧāmiʿat al-Riyāḍ.
Scalisi, T. G., Pelagaggi, D., & Fanini, S. (2003). Apprendere la lingua scritta: le abilità di base. Roma: Carocci.
Smith, F. (1971). Understanding Reading: A Phsycolinguistic Analysis of Reading and Learning to Read. New York: Holt: Rinehart and Winston.
al-Swīsī, R. (1979). al-Taʿlīm al-haykalī li-l-ʿarabiyya al-ḥayya. Tūnis: al-Šārika al-tūnisiyya li-funūn al-rasm.
Usman, A. Y. (2013). Using Information and Communication Technology (ICT) to Enhance the Teaching and Learning of Arabic and Islamic Studies in Nigeria. Journal of Teaching and Education, 2, 353-368.
Yaghi, H. M., & Yaghi, H. M. (1992). Let’s Learn Arabic: the Multimedia Way. In A. Brocket & A. Ubaydli (Eds), Proceedings of the 3rd International Conference and Exhibition on Multi-Lingual Computing (Arabic and Roman script) 1992 (pp. 10.11.11-10.11.12). Durham: Centre for Middle Eastern and Islamic Studies, University of Durham.
Yaqub, N. (1999). Turning Students into Television Stars: Teaching Arabic through Interactive Video. Intervento presentato all’Arabic Symposium 1999, Wayne State University.
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Published
2019-05-27
How to Cite
Brichese, A., & Facchin, A. (2019). Imparare a leggere e scrivere le parole-obiettivo in arabo. Una proposta d’impiego di Quizlet.com nella didattica. H2D|Digital Humanities Journal, 1(1). https://doi.org/10.21814/h2d.234
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