Note sullʼapprendimento implicito nella didattica del latino con il metodo Ørberg

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Ricucci, M. (2017). Note sullʼapprendimento implicito nella didattica del latino con il metodo Ørberg: (più) problemi ma con (qualche) certezza, (46), 160-174. Retrieved from http://emu.f.bg.ac.rs/lucidaintervalla/issues/46(2017).pdf
Details
Title

Note sullʼapprendimento implicito nella didattica del latino con il metodo Ørberg

Subtitle

(più) problemi ma con (qualche) certezza

Author

Marco, Ricucci

Journal

Lucida intervalla

Volume
Issue

46

Start page

160

End page

174

ISSN

1450-6645

ISBN
DOI
URL

http://emu.f.bg.ac.rs/lucidaintervalla/issues/46(2017).pdf

Date

2017

Abstract

The inductive-contexual methodology, envisaged by Hans Ørberg, emphasizes the “natural” learning of a language as it was a L1 and, exspecially, the acquisition of grammatical rules, through discovery-approach. Cognitive psycologists of Second Language Acquistion (SLA) usually speak about implicit learning/knowledge and explixit learning/knowledge. In this contribution, according standpoint of SLA, conscious learning of grammar by traditional methodology will be put in comparison with the tacit (“natural”) learning which should somehow occur by inductive-contexual methodology. Needless to say, it is not possible to draw ultimate conclusions due to the complexity of the issue.

Keywords

Implicit/explicit Learning, Pedagogy of the Classical Languages, Second Language Acquisition