Fraseodidattica digitale: lo studio delle locuciones per apprendenti italofoni. Un progresso innovativo dalla didattica tradizionale alla Flipped Classroom.

The research project stems from the intention to deepen the study of phraseology as a discipline and to make the most of the potential of Phraseodidactics, today in continuous evolution, to promote the teaching of Spanish idioms that can contribute to improving the communicative competences of the foreign learner, in particular the Italian-speaker. The main objective is to elaborate two didactic proposals on the teaching of Spanish idioms for Italian-speaking learners, with a B1 level of the MCERL (Marco Común Europeo de Referencia de las Lenguas), presenting two different and opposite didactic methodologies, the traditional and the Flipped Classroom, in order to offer a reference support for teachers of Spanish as a foreign language (ELE). The teaching proposals were designed and tested with university students at the University of Turin; however, the design and structure allow them to be applied to other types of students. Several aspects have been taken into consideration to achieve the set objectives; in fact, the research, in its final phase, offers products that are adapted to different teaching methods; it adopts teaching strategies that are able to monitor students during their learning process; in this regard, two types of teaching strategies were used, one for each proposal on the one hand, the presentation of locutions belonging to a semantic field (I experimentation) and, on the other hand, generic locutions (II experimentation) that leave "carte blanche" on the possibility of working on several aspects in addition to monitoring the actual learning process; considers "special" or difficult cases that allow the activities to be modelled according to the type of learner; considers examples of incorrectly used idioms that allowed the activities to be adapted to the ELE class; designs didactic activities of a different nature so as to make learners active and participate; creates an organisational structure in didactic sequences to constantly monitor all the phases of study; selects idiomatic expressions suited to both the type of learners and their mother tongue; finally, envisages the constitution of a corpus and the proposal of nivelación capable of leading the teacher in the choice of contents to be dealt with in the ELE classroom for Italian speakers.