ical one.
Ciao! and L 'itulianoper tutti, which do not address the imperfect indicative until chapters 12 and 13 respectively.
pronoms in the frst half of the text.
since its frst edition.
This appears with Ciao!, Prego!, and Oggi in ItaIia.
tive pronouns are reserved for chapter 18, the bridge chapter.
chapters, after the informal forms have been strengthened. The present f o m of the conditiond mood is also presented in the first hatfof In italiano.
do not address verbal sequences at dl.
textbook whose foundation in L2 pedagogy is based in semiotic theory.
tified by Colussi Arthur (1995:461-62).
grammatical forrns and explanations in the Studi di parole.
choice and feedback.
present an overview of curent tendencies of L2 pedagogy in Canadian universities.
changes implemented in their vo1umes.
the same orange is used.
This is noted in the practice of the forms of the past absolute, as piacere is irregular.
Means" in Damen 1987:279-298.
re-presents R. Titone's appeal for an interdisciplinary method.
In a continuai search for an appropriate d e f ~ t i o n R.
distinction be maintained in order to more readily assess the textbooks.
the exclusion of ll manuale italimo, as justified above.
therefore be understood as universals because they are rooted in biology. The manifestation of these PMS, however, is particular to each culture (1959:60-61).
must enmesh in other PMS to accunitely represent culture as a whole.
2.6 relies on both the text and the opening dialogue.
L 'itulianoper tutti - 56%; and In Italiano - 54%.
areas: General or Conventionalities; The Family; Education; The Government; Geography; and Aris and Sciences. In General or Conventionalities, Tursi Uicludes Hall's Pnmary Messages Systems of Interaction, Subsistence, Temporality, and Play. The remainh g areas are rather apparent.
the panorama of both the foreign Ianguage teacher and learner.
Oggi in Italia WorkbooWtabMattual. 5th ed. Merlonghi F., F. Celli Merlonghi, J.
Cho! WorkbooWLaboratory Manual. 3rd ed. Federici, C. and C. Larese Riga.
this discussion follows the W e w o r k deheated below.
frequency. Once more accompanying tables for each cornparison are provided.
look at novel and miscellaneous elements contained within the workbooks.
edition, we have in many ways complied with the new techniques in the teaching of foreign Ianguages and the new orientation in the field" (Speroni and Goluio 1965:~).
form of language skills.
Purposes, Uses and Contents of Workbooks and Some Guidelines for Publishers" succinctly provides the objectives and roles of the workbook within any basal program?
each student can do;' 2) it allows M e r to provide individualized instruction (1983:48).
parts of a task, and, ultimately, iii) hidher instructional abilities.
(Osborn 1981, Johnsen 1993), as well as provides an opportunity to practice on the readh g comprehension skill. The activities within the workbook cannot be successfully completed unless both skills are adequately practiced.I0 Thus, the role of the workbook"
practice in writing, an often neglected area in the elementary cinricutum.
book in the five Italian L2 programs identxed above.
to actntity types.
of contemporary Italy.
those given in the textbook.
pears to be bdamentally similar within these Itaiian L2 programs, as evidenced by Table 3.1.
English and Italian as indicated above.
Itcrlm prefers to iist the gramma points of the chapter.
The Iab manual, except with Prego!, is published as a single volume with the workbook.'' The location of the correspondhg laboratory chapters varies, with Adesso!
for approximately 80% of the exercises, then adopts Italian for the h a 1 four chapters.
the first hdf,Itdian in the second. Both Ciao! and Basic Itaiian use English exclusiveiy.
with an English translation, for the convenience of the leamer.
8. Other appendices provided by Basic ItaIian include an h s w e r Key to selected exercises of the Iaboratory manual. Ciao! also offen an Answer Key to the workbook activities.
accurately that of the textbook lesson. Table 3.2 identifies the intemal stnictural organization of these exercise books.
chapter titldtheme is also reproduced, but in the case of Basic Italian, this is ornitted.
cation process of the lexicon includes, on average, between two to three exercises.
tain numerous grammatical exercises, fiom as few as four to as many as eieven.
that fulnll a goal of more than just grammar review, as wiil be discussed below (sections 32.2 e and 3.3).
e. In every program, an attempt is made to recycle -chue.
not exceed two per chapter.
cabulary, concept level and language used in these exercises must relate to the rest of the lessodprogram).
and cumulative review of what has already been taught.
Workbooks should contain, in a form that is readily accessible to students and teachers, extra tasks for students who need extra practice.
At least some workbook tasks should be fun and have an obvious payoff to them.
comprehension, (iv) creative writing, and (v) problem solving.
mar drills similar to those found in the main text are ais0 reproduced in the workbook.
with the writing abilities.
that the student use another piece of paper to complete the task at hand.
considered in many prograrns.
is emerging in more independent learning aids.
authentic materials in their workbooks to b ~ theg learner true examples of everyday Iife.
and the student is given a means of additionai, independent practice in the second language.
laboratory exercises. Basic Italian offers verb appendices for easy student reference.
textbook, and each chapter provides exercises for both new lexical items and grarnmar.
and their heterogeneity adhere to the guidelines presented by Osborn.
of cartoons, advertisements, etc.
as was demonstrated by the analysis of the textbooks within the nine Italian L2 programs.
programs, little consideration is given when compared to the synthesis of the textbook.
iary materials (e.g., video and CALL) predominate. E.B. Johnsen attributes this underrepresentation to the presentation and perception of teaching aids and workbooks (199354).
than reprints of old examination papes, to workbooks or theoreticai andlor practical introduction to the art of writingt*(199354).
zation for this occurrence is "the shift in emphasis caused by the advent of Audiolingualism *th its stress on oral production" (1993:9).
of allusions to the culture of the people who speak that Ianguage.
earlier citation of Colussi Arthur and Nuessel (see note 2 above), the objective of supplements is to provide an opporhinity to develop mastery of the target language and provide practice to develop underrepresented skills.
the instnictor to check the student's performance and progress" (19653).
In some workbook tasks, students write words, sentences and paragmphs.
'pure reading' and those of 'pure writing' (198350).
coostnicted tasks. Only those pertinent to the discussion herein have been reproduced.
position within the larger organization of the program.
and its supplement will be considered.
erafe,ais0 descncbed above.
transferred to the leamer's head" (1967:72).
back cover). In the collection of data, the combined cost of the workbook/lab manual averaged at $50.00 CAD, while the separate volumes of Prego! were each $35.00 CAD.
charts, rather than, or in addition to, the opening page.
the bad points of forgotten children is to attend to the details of their existence"
presented by Osborn.
defend these principles, section 3.2.7.
section 1.2.1.
preceding chapters has chronicfed the actual statu of the teaching of Italian in Canada.
The intention of this chapter is to draw conclusions on these primary sources of L2 pedagogy by addressing the implications therein and identieing some future directions.
plied, and every mode1 that is developed contains overlapping, cyclic elernents.
Standards in Italian curriculum development.
importance if one wishes to consider the funire of a language program and strive to provide suggestions for prosperity.
instruction in Amencan education."
longer-tem teachhg studies in which regular circumstances of foreign laquage instruction are tested in different contexts and settings.
al1 intents and purposes, somewhat expressly by the instructor or curriculum developer.
thereof), which, in tum, has broadened the field's knowledge of L2 pedagogy and continues to develop new theories, approaches and techniques.
hernispheres in assessiog new hput, This advances "instructional-design p~ciples,"
the bim