Page 63 - Studia Universitatis Hereditati, vol. 4(1) (2016)
P. 63
ia universitatisthe semantic competence in the Italian language ipants answered as follows: 55.6% of the middle
during the activities in the classroom, with the school students met elements regarding the life-
lear ners of italian as l2 and the awar eness of the cultur al connotation of wor ds 63 intention to discover the degree of intercultur- style of other cultures through listening to music
al immersion of the subjects. The first activity and through the material world items, represent-
included the detection of lexems that broaden ed by various objects of current usage (46.7%).
the centers of interest contained in the sociolin- A minor percentage met the elements of other
guistic test. The teachers stimulated the research cultures in the rituals described in history texts
with the following questions: If I tell you “Italian and in the study of religions (37,5% and 35,5%).
history”, what do you tell me? Or: What can you Only 23,2% of the students met elements of cul-
tell me about Italian history and religion, about ture in different kinds of food, 17,4% of them in
music, food and Italian material items? What games and 15,4% in fairy tales. A non neglecta-
do you recall? The second activity performed in ble number of students affirmed to have met the
the classes requested an analysis of lexems de- elements of lifestyle of other cultures on the In-
tected, focusing on the capacity to identify the ternet, in the sports and videogame spheres. The
connotative meanings of the concepts and the data are shown in Figure 1.
pragmalinguistic discoursive functions. They Figure 1. Intercultural contents in middle schools
were mainly mental activities developing in the
field of open and informal learning, not closely
linked to school and taxonomic teachings, care-
ful about linguistic code grammaticality. There-
fore, the possible connotations, hyponyms/hy-
peronyms, metaphors, idiomatic expressions and
proverbs were identified, obviously, in the cas-
es where the lexems offered that possibility. The
two lexical – semantic activities included few-
er students, which were sampled in the middle
schools (four grades) and the secondary schools
(four grades) indicated above.
Data analysis Figure 2. Intercultural contents in secondary schools
Answering the same question, a notable
Sociolinguistic analysis
First of all, we tried to clarify to the students the percentage of secondary school students bears in
meaning of the concept intercultural education, the first place the possibility for a manifestation
which recognizes cultural differences as a posi- of cultures through material world of common
tive value and a resource for a learning character- and everyday usage and through music, with the
ized by the capacity of decentralization of one’s percentage being 55.4 % and 53.6%. Not distant
own point of view, aiming to stregthen the for-
mation of a more dynamic identity, able to con-
verse with any form of otherness. The cultural
entries like writing, music, fairy tales, and games
are surely the starting points for the intercul-
tural learning paths of a great impact and effec-
tiveness. In addition, the following question was
asked: “During the regular activities performed
in the classroom, where have you met elements re-
garding the lifestyle of other cultures?” The partic-
during the activities in the classroom, with the school students met elements regarding the life-
lear ners of italian as l2 and the awar eness of the cultur al connotation of wor ds 63 intention to discover the degree of intercultur- style of other cultures through listening to music
al immersion of the subjects. The first activity and through the material world items, represent-
included the detection of lexems that broaden ed by various objects of current usage (46.7%).
the centers of interest contained in the sociolin- A minor percentage met the elements of other
guistic test. The teachers stimulated the research cultures in the rituals described in history texts
with the following questions: If I tell you “Italian and in the study of religions (37,5% and 35,5%).
history”, what do you tell me? Or: What can you Only 23,2% of the students met elements of cul-
tell me about Italian history and religion, about ture in different kinds of food, 17,4% of them in
music, food and Italian material items? What games and 15,4% in fairy tales. A non neglecta-
do you recall? The second activity performed in ble number of students affirmed to have met the
the classes requested an analysis of lexems de- elements of lifestyle of other cultures on the In-
tected, focusing on the capacity to identify the ternet, in the sports and videogame spheres. The
connotative meanings of the concepts and the data are shown in Figure 1.
pragmalinguistic discoursive functions. They Figure 1. Intercultural contents in middle schools
were mainly mental activities developing in the
field of open and informal learning, not closely
linked to school and taxonomic teachings, care-
ful about linguistic code grammaticality. There-
fore, the possible connotations, hyponyms/hy-
peronyms, metaphors, idiomatic expressions and
proverbs were identified, obviously, in the cas-
es where the lexems offered that possibility. The
two lexical – semantic activities included few-
er students, which were sampled in the middle
schools (four grades) and the secondary schools
(four grades) indicated above.
Data analysis Figure 2. Intercultural contents in secondary schools
Answering the same question, a notable
Sociolinguistic analysis
First of all, we tried to clarify to the students the percentage of secondary school students bears in
meaning of the concept intercultural education, the first place the possibility for a manifestation
which recognizes cultural differences as a posi- of cultures through material world of common
tive value and a resource for a learning character- and everyday usage and through music, with the
ized by the capacity of decentralization of one’s percentage being 55.4 % and 53.6%. Not distant
own point of view, aiming to stregthen the for-
mation of a more dynamic identity, able to con-
verse with any form of otherness. The cultural
entries like writing, music, fairy tales, and games
are surely the starting points for the intercul-
tural learning paths of a great impact and effec-
tiveness. In addition, the following question was
asked: “During the regular activities performed
in the classroom, where have you met elements re-
garding the lifestyle of other cultures?” The partic-
