In the realm of research on the didactics of intercomprehension (IC), a limited number of studies focus on specific training courses designed for non-specialist audiences within a university setting. This study aims to compare and analyze three introductory courses in intercomprehension, with different specific objectives and teaching methods, provided as part of the UNITA project. The content of the syllabus and the learners will be evaluated using the reference frameworks for intercomprehension. The REFIC (Référentiel de compétences en Intercompréhension) will be used for the evaluation of syllabuses, and EVAL-IC for the evaluation of learners. The first introductory chapter will situate the research in the disciplinary field to which it belongs, present the reference context, that of the UNITA project, outline the research questions that this thesis sets out to develop, and finally discuss the methodology with which the corpus of data was processed. The second chapter will present the framework that constituted this analysis. Starting from the definition of intercomprehension, the studies and considerations of the scholars on which this study is based will be proposed, focusing on the functioning of intercomprehension and the dimensions that it is composed of. Reference will be made to the projects from which UNITA took its cue for the creation of the IC courses, and finally, the issue of evaluation will be addressed. The analysis will be developed in chapters three and four as follows. The first part of the analysis (chapter three) focuses on the evaluation of the courses by means of the REFIC descriptors and the preliminary evaluation of the learners based on the activities carried out asynchronously on the MOODLE platform (support platform for all courses in the project). The second part consists of an analysis of the synchronous sessions of the courses examined and focuses on the interaction between the tutor and the learner in order to verify the data obtained in the previous chapter. The fifth and final chapter presents a general summary of the research with the consequent answer to the research questions and the presentation of all the critical points found during the data analysis. Finally, guidelines will be proposed for overcoming the obstacles encountered during both pathway and learner evaluation.
Nel vasto campo di studi sulla didattica dell’intercomprensione (IC) sono pochi quelli che si focalizzano sulle formazioni specifiche per pubblici non specialisti in contesto universitario. Questo studio ha lo scopo di analizzare e comparare tre formazioni di introduzione all’IC, con obiettivi specifici e modalità di insegnamento differenti, erogate all’interno del progetto UNITA La valutazione dei percorsi e degli apprendenti verrà svolta attraverso i quadri di riferimento per l’IC e verrà utilizzato il REFIC (Référentiel de compétences en Intercompréhension) per la valutazione dei percorsi, ed EVAL-IC per la valutazione degli apprendenti. Nel primo capitolo introduttivo verrà collocata la ricerca nell’ambito disciplinare in cui si ascrive, verrà presentato il contesto di riferimento, ovvero quello del progetto UNITA, si declineranno le domande di ricerca che questa tesi intende sviluppare e infine, si tratterà della metodologia con cui il corpus dei dati è stato trattato. Nel secondo capitolo verrà presentato il quadro di riferimento che ha costituito questa analisi. Partendo dalla definizione di IC verranno proposti gli studi e le considerazioni degli studiosi su cui si basa questo studio che si incentrano sul funzionamento dell’IC e sulle dimensioni che la compongono. Verrà fatto riferimento ai progetti da cui UNITA ha preso spunto per la creazione dei corsi di IC e infine, si tratterà la questione della valutazione. L’analisi verrà sviluppata nei capitoli tre e quattro che si articoleranno come segue. La prima parte di analisi (capitolo tre) si incentra sulla valutazione dei percorsi attraverso i descrittori del REFIC e sulla valutazione preliminare degli apprendenti basata sulle attività svolte in modalità asincrona sulla piattaforma MOODLE (piattaforma di supporto per tutti i corsi del progetto). La seconda parte è costituita dall’analisi delle sessioni in sincrono dei corsi presi in esame e si focalizza sull’interazione tra il tutor e lo studente per verificare i dati ottenuti nel capitolo precedente. Il quinto e ultimo capitolo presenta una sintesi generale della ricerca con la conseguente risposta alle domande di ricerca e la presentazione di tutte le criticità riscontrate durante l’analisi dei dati. Infine, verranno proposte delle linee guida per il superamento degli ostacoli riscontrati durante sia durante la valutazione dei percorsi sia durante la valutazione degli apprendenti.
L’intercompréhension pour les étudiants non spécialistes de langues à l’université : l’expérience d’UNITA
MANTEGNA, SARAH
2023-12-20
Abstract
In the realm of research on the didactics of intercomprehension (IC), a limited number of studies focus on specific training courses designed for non-specialist audiences within a university setting. This study aims to compare and analyze three introductory courses in intercomprehension, with different specific objectives and teaching methods, provided as part of the UNITA project. The content of the syllabus and the learners will be evaluated using the reference frameworks for intercomprehension. The REFIC (Référentiel de compétences en Intercompréhension) will be used for the evaluation of syllabuses, and EVAL-IC for the evaluation of learners. The first introductory chapter will situate the research in the disciplinary field to which it belongs, present the reference context, that of the UNITA project, outline the research questions that this thesis sets out to develop, and finally discuss the methodology with which the corpus of data was processed. The second chapter will present the framework that constituted this analysis. Starting from the definition of intercomprehension, the studies and considerations of the scholars on which this study is based will be proposed, focusing on the functioning of intercomprehension and the dimensions that it is composed of. Reference will be made to the projects from which UNITA took its cue for the creation of the IC courses, and finally, the issue of evaluation will be addressed. The analysis will be developed in chapters three and four as follows. The first part of the analysis (chapter three) focuses on the evaluation of the courses by means of the REFIC descriptors and the preliminary evaluation of the learners based on the activities carried out asynchronously on the MOODLE platform (support platform for all courses in the project). The second part consists of an analysis of the synchronous sessions of the courses examined and focuses on the interaction between the tutor and the learner in order to verify the data obtained in the previous chapter. The fifth and final chapter presents a general summary of the research with the consequent answer to the research questions and the presentation of all the critical points found during the data analysis. Finally, guidelines will be proposed for overcoming the obstacles encountered during both pathway and learner evaluation.File | Dimensione | Formato | |
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