LE METODOLOGIE DIDATTICHE PER L'APPRENDIMENTO ATTIVO DELLA LINGUA ITALIANA: IL CASE STUDY BULGARIA. (Italian)

THE DIDACTIC METHODOLOGIES FOR ACTIVE LEARNING OF THE ITALIAN LANGUAGE: THE BULGARIA CASE. (English)

The methodologies for learning a foreign language, including Italian, are strategies. In recent years, active learning, which places the learner at the center of the process, has become very important. The main objective of this article is to provide an overview of teaching methodologies, with a focus on the Bulgarian situation. In the research, teaching methodologies such as interdisciplinarity, role-play, circle time, cooperative learning, flipped classroom, and peer education will be analyzed. [ABSTRACT FROM AUTHOR]

Le metodologie per l'apprendimento delle lingue straniere, anche dell'italiano, sono strategie. Negli ultimi anni l'apprendimento attivo mette al centro del processo il discente. L'obiettivo principale del presente articolo è quello di fare una panoramica delle metodologie didattiche, evidenziando la situazione in Bulgaria. L'analisi presenta alcune metodologie didattiche come l'interdisciplinarità, il role-play, il circle time, il cooperative learning, la flipped classroom, il peer education. [ABSTRACT FROM AUTHOR]

Copyright of Kwartalnik Neofilologiczny is the property of Polish Academy of Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)