Didaktički materijali za italijanski kao L2: (ne)eksplicitni fokus na diskursnim markerima
DOI:
https://doi.org/10.18485/analiff.2018.30.1.7Keywords:
diskursni markeri, italijanski L2, didaktički materijaliAbstract
Analizom 110 udžbenika za italijanski kao L2 i priručnika iz glotodidaktike, publikovanih u nešto više od pola veka, otkrili smo da se svega 10% udžbenika, nastalih u proteklih desetak godina i namenjenih isključivo srednjim i naprednim nivoima kompetencije, eksplicitno fokusira na diskursne markere (DM). Mišljenja smo da je Zajednički evropski okvir načinio prekretnicu u prodoru DM u udžbenike: tek u onima datiranim nakon 2001. godine, kada je Okvir objavljen, ovi razgovorni elementi postaju predmet eksplicitne pažnje. Izuzetak od rasprostranjene prakse pružanja malobrojnih i sporadičnih aktivnosti sa DM, najčešće u samo jednog didaktičkoj jedinici, čini 5 udžbenika opisanih u radu u kojima se sledi tradicionalni obrazac Prezentacija – Praksa – Produkcija i to kroz različite prezentacione, analitičke i pro- duktivne aktivnosti uglavnom usmerene na povezivanje formi i funkcija markera, s tim da se kao pogodne za realizaciju sistematskog pristupa ispoljavaju i druge (refleksija, role-play, dramatizacija). Nalazeći da je reč o primerima uravnotežene frekventnosti i cikličnosti u tretiranju DM, ipak zaključujemo da je i dalje premalo takvih udžbenika i njihovih autora, kao i da je količina pažnje usmerene na markere u ovim materijalima nedovoljna, u smislu ograničenog broja i obima predloženih aktivnosti, odnosno izostanka eksplicitnijeg fokusa.
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