1. komponenta

Lecture type	Total
Lectures	15
Seminar	15

* Load is given in academic hour (1 academic hour = 45 minutes)

Lectures
(Poljička cesta 35)
Summer semester
15 lectures (one lecture per week)
lectures, bibliography and exam are in Italian

Seminars
(Poljička cesta 35)
Summer semester
15 seminars (one seminar per week)
The main objective of the course is to enable students to understand relevant findings and fundamental theories and concepts related to glottodidactics as an interdisciplinary science. The aim of the course is also to provide insight into approaches, methods and techniques related to foreign language teaching. The course serves as a preparation for the courses Italian Language Teaching Methodology and Practicum and Teaching Practice.
Having attended the course, completed the obligations and passed the exam, the student will be able to: - define the key concepts and features of language teaching theory; - describe and perceive the advantages and disadvantages of different methods of teaching foreign languages throughout the history; - understand the switch in the role and position of contemporary language teachers and students of a foreign language; - choose appropriate techniques for developing and evaluating essential receptive and productive language skills; - notice and recognize different factors and variables that affect the process of language acquisition (age, motivation, etc.). - evaluate and choose suitable teaching materials and teaching aids; - recognize the role and benefit of modern technologies in teaching foreign languages; - recognize the purpose of introducing elements of culture and civilization in the language teaching and choose the appropriate cultural contents appropriate for different profiles and different age of students; - understand the importance and application of various authentic materials in teaching the Italian language; - recognize and utilize different methods of evaluation of students' knowledge and skills; - identify various errors in students' interlanguage and interpret them on the basis of cause and level of occurrence; - recognize the need for additional training in order to be able to work with students with special needs;
-use indipendently the required theoretical knowledge in his/her own research
Student participation is encouraged through various tasks and activities. Organization of seminars: students work in groups, pairs or individually. Students will also present their seminar papers.

Students actively participate by presenting and discussing their seminar papers during each seminar session. Seminar papers are based on the course bibliography and additional materials provided by the lecturer. Seminar papers must be sent to the lecturer before taking the final exam. The final exam is in the written form. Instead of the final exam, the students may take two preliminary exams.

The final evaluation is based on class attendance, participation and activity (15%), seminar essay (15%) and written exam (70%).
The assessment of student knowledge/performance will be based on the following: continuous assessment and written examination. The final exam is in the written form. Instead of the final exam, students may take two preliminary exams provided during semester.
Evaluation and grading criteria of individual elements are described in the document uploaded in the course repository.

1. , Balboni, P. (1999). Dizionario di glottodidattica. Perugia: Guerra Edizioni, , , .
2. , De Marco, A. (a cura di) (2000) . Manuale di glottodidattica. Insegnare una lingua straniera. Roma: Carocci, , , .
3. , Freddi, G. (1994). Glottodidattica - Fondamenti, metodi e tecniche. Torino: UTET, , , .
4. , Diadori, P.A. (2001). Insegnare italiano a stranieri. Firenze: Le Monnier, , , .
5. , Dolci, R. & Celentin, P. (a cura di) (2000). La formazione di base del docente. Roma: Bonacci, , , .
6. , Balboni, P.E. (1994). Didattica dell'italiano a stranieri. Roma: Bonacci, , , .
7. , Bornetto, S. (1998). C'era una volta il metodo ? Tendenze attuali nella didattica delle lingue straniere. Roma: Carocci, , , .

1. , Benucci, A. (a cura di) (2008). Contenuti, metodi e approcci per insegnare italiano a stranieri. Perugia: Guerra Edizioni, , , .
2. , Balboni, P.E. (2002). Le sfide di Babele. Torino: UTET, , , .
3. , Mezzadri, M. (2004). Il Quadro comune europeo a disposizione della classe. Un percorso verso l'eccellenza. Perugia: Guerra Edizioni, , , .
4. , Di Raimondo Giani, G. (1991). Introduzione alla didattica dell'italiano. Roma: Armando, , , .

Mandatory course - Regular studij - Italian Studies; Teacher Education