In this research we aim at shaping a profile of an Italian-speaking student willing to study Russian as a foreign language (RFL) in the university of Parma, in Northern Italy. We focus on extracurricular study, self-assessment of performance, weaknesses and learning method. In addition, this article sheds light on a portion of Italian students affected by the pandemic's impact on education. Our focus lies on firstand second-year undergraduate students who experienced only distance learning, and third-year undergraduate students who spent their first year in regular classes. Similarities and differences are considered and compared to give a further insight to assess whether the distance teaching method influences students’ approach to RFL. In the field of foreign language teaching the ongoing pandemic raises questions about the effectiveness of online or blended teaching methods, at a university level, exhibiting more drawbacks than advantages compared to the traditional method with onsite classes. Lack of interpersonal communication, limited speaking opportunity in a virtual classroom and restrictions to international mobility hinder students from achieving their language target at the university.

DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE: ITALIAN STUDENTS’ ASSESSMENT / Cabassi, Nicoletta; Carluccio, Antonio. - ELETTRONICO. - 14:(2021), pp. 8147-8155. (Intervento presentato al convegno International Conference of Education, Research and Innovation tenutosi a Virtuale nel 8th-9th November 2021) [10.21125/iceri.2021].

DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE: ITALIAN STUDENTS’ ASSESSMENT

Cabassi,Nicoletta;
2021-01-01

Abstract

In this research we aim at shaping a profile of an Italian-speaking student willing to study Russian as a foreign language (RFL) in the university of Parma, in Northern Italy. We focus on extracurricular study, self-assessment of performance, weaknesses and learning method. In addition, this article sheds light on a portion of Italian students affected by the pandemic's impact on education. Our focus lies on firstand second-year undergraduate students who experienced only distance learning, and third-year undergraduate students who spent their first year in regular classes. Similarities and differences are considered and compared to give a further insight to assess whether the distance teaching method influences students’ approach to RFL. In the field of foreign language teaching the ongoing pandemic raises questions about the effectiveness of online or blended teaching methods, at a university level, exhibiting more drawbacks than advantages compared to the traditional method with onsite classes. Lack of interpersonal communication, limited speaking opportunity in a virtual classroom and restrictions to international mobility hinder students from achieving their language target at the university.
2021
978-84-09-34549-6
DISTANCE LEARNING OF RUSSIAN AS A FOREIGN LANGUAGE: ITALIAN STUDENTS’ ASSESSMENT / Cabassi, Nicoletta; Carluccio, Antonio. - ELETTRONICO. - 14:(2021), pp. 8147-8155. (Intervento presentato al convegno International Conference of Education, Research and Innovation tenutosi a Virtuale nel 8th-9th November 2021) [10.21125/iceri.2021].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11381/2906791
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