Speech analysis technology and Italian L2 literacy. The case of adult Senegalese immigrants
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Published
Apr 1, 2017
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Abstract
A training experience that takes advantage of technologies for acoustic analysis in order to taylor the learning experience on learners abilities and learning style.
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Column "Field experiences"
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References
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Bigelow, M., & Tarone, E. (2004). The role of literacy level in SLA: Doesn’t who we study determine what we know?. TESOL Quarterly, 38(4), 689-700.
Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M. & Cronen, S. (2003). What works study for adult ESL literacy students. Washington, DC: US Department of Education.
Consiglio d’Europa (2002). Quadro comune europeo di riferimento per le lingue: apprendimento, insegnamento, valutazione. Milano, Italy: R. C. S. Scuola, La Nuova Italia.
Kurvers, J. J. H,. & Stockmann, W. (2009). Wat werkt in Alfabetisering NT2. Leerlast en succesfactoren [Focus on L2 literacy: Study load and success factors]. Tilburg, The Netherlands: Universiteit van Tilburg.
Maffia, M. (2015). Intonazione, ritmo e atti linguistici. L’italiano L2 di apprendenti senegalesi con diversi modelli di literacy. In M. Chini (Eds.), Il parlato in [italiano] L2: aspetti pragmatici e prosodici (pp. 38-58). Milano, Italy: FrancoAngeli.
Maffia, M., Pettorino, M., & De Meo, A. (2015). To mumble or not to mumble. Articulatory accuracy and syllable duration in L2 Italian of Senegalese learners. In D. Russo (Ed.), The Notion of Syllable across History, Theories and Analysis (pp. 354-371). Newcastle Upon Tyne, United Kingdom: Cambridge Scholar Publishing.
Rocca, L., Grego Bolli, G., Minuz, F., Borri, A., & Sola, C. (2014). Italiano L2 in contesti migratori. Sillabo e descrittori dall’alfabetizzazione all’A1. I Quaderni della Ricerca, 17. Torino, Italy: Loescher.
Bigelow, M., & Tarone, E. (2004). The role of literacy level in SLA: Doesn’t who we study determine what we know?. TESOL Quarterly, 38(4), 689-700.
Condelli, L., Wrigley, H. S., Yoon, K., Seburn, M. & Cronen, S. (2003). What works study for adult ESL literacy students. Washington, DC: US Department of Education.
Consiglio d’Europa (2002). Quadro comune europeo di riferimento per le lingue: apprendimento, insegnamento, valutazione. Milano, Italy: R. C. S. Scuola, La Nuova Italia.
Kurvers, J. J. H,. & Stockmann, W. (2009). Wat werkt in Alfabetisering NT2. Leerlast en succesfactoren [Focus on L2 literacy: Study load and success factors]. Tilburg, The Netherlands: Universiteit van Tilburg.
Maffia, M. (2015). Intonazione, ritmo e atti linguistici. L’italiano L2 di apprendenti senegalesi con diversi modelli di literacy. In M. Chini (Eds.), Il parlato in [italiano] L2: aspetti pragmatici e prosodici (pp. 38-58). Milano, Italy: FrancoAngeli.
Maffia, M., Pettorino, M., & De Meo, A. (2015). To mumble or not to mumble. Articulatory accuracy and syllable duration in L2 Italian of Senegalese learners. In D. Russo (Ed.), The Notion of Syllable across History, Theories and Analysis (pp. 354-371). Newcastle Upon Tyne, United Kingdom: Cambridge Scholar Publishing.
Rocca, L., Grego Bolli, G., Minuz, F., Borri, A., & Sola, C. (2014). Italiano L2 in contesti migratori. Sillabo e descrittori dall’alfabetizzazione all’A1. I Quaderni della Ricerca, 17. Torino, Italy: Loescher.