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42 results on '"Nocchi, Susanna"'

1. Embedding OERs for the Development of Information Literacy in the Foreign Language Classroom

Author

Gabauda, Odette and Nocchi, Susanna

Abstract

Despite a rapid growth of Open Educational Resource (OER) availability, Thoms and Thoms (2014) note that few empirical studies examine the impact of OERs on foreign language learning and teaching. This paper presents an action research study investigating the embedding of selected components of DigiLanguages, an OER for Digital Literacies (DLs) for Foreign Languages (FL) within a Bachelor of Arts (BA) in International Business and Languages at the Technological University Dublin. Digilanguages.ie is an open portal developed collaboratively by six tertiary education institutions in Ireland. Digital literacies for FL learning and teaching is a key strand in this resource. The study involved two groups of students, one majoring in French and one in Italian. One of the aims of the study was to pilot the portal and identify affordances and constraints of introducing and adapting this OER to the individual FL classroom. Of equal importance was to analyse the potential of the OER to introduce and/or change pedagogical practices in an area that remains largely under investigated, namely DLs for foreign language learning. The study informs future steps in how to use a particular OER to embed units of DLs into FL courses. It also provides insights on developing a new set of professional practices among language teachers. [For the complete volume, "New Case Studies of Openness in and beyond the Language Classroom," see ED596829.]

Published
2019

2. Ideas, power and agency: policy actors and the formulation of language-in-education policy for multilingualism.

Author

Erdocia, Iker, Nocchi, Susanna, and Ruane, Mary

Subjects
*MULTILINGUALISM, *LANGUAGE policy, *EDUCATION policy, *BILINGUALISM
Abstract

The processes of formulation of language policies have not been researched thoroughly. This paper aims to explore the relationship between ideas, power and agency in language policy-making and specifically with reference to the formulation of language-in-education policy for multilingualism in Ireland. Through an argumentative approach to language policy and using a discursive institutionalist framework, the paper examines data from policy documents and interviews with policy actors in the Department of Education and Skills. The paper reports on the ways in which agentive discourses are constrained and enabled by institutional structures. The analysis shows how power resulting from asymmetric internal forces and the hierarchical architecture of institutions prevailed over the capacity of some actors to promote their ideas through discourse. Moreover, it shows how static ideational elements are powerful structural constraints on agency. The paper argues for a conceptualisation of actors in policy-making as agentive individuals who engage in a dynamic struggle over ideas to realise complex and changing policy goals. It concludes by claiming that a focus on discursive forms of power in the policy analysis at the so-called macro level would be beneficial for language policy scholarship. [ABSTRACT FROM AUTHOR]

Published
2024
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4. Language Learning in Virtual Worlds: Designing for Languaging, the Role of Affordances

Author

Nocchi, Susanna

Abstract

This article will utilise data collected during SLItaliano, an Italian language course run in the Virtual World (VW) of Second Life® (SL®) in 2012. The course was offered to third level students of Italian as a Foreign Language (FL) in an Irish college, the Dublin Institute of Technology (DIT). It was designed and coordinated by the researcher and is at the core of a research on FL teaching in VWs. The focus of the paper is on identifying affordances for language learning in VWs, particularly languaging as a communicative practice (Swain, 2006). The concept of affordance is approached from an Activity Theory (AT) standpoint (Kaptelinin & Nardi, 2012) as an "action possibility" present in the environment, which may or may not emerge. In the case of VWs as learning environments, such possibilities are not only provided by the characteristics of the hardware and of the software, but they are also shaped by the users and their history and by the context they find themselves in and may be "sequential and nested in time" (Hammond, 2010, p. 216). The possibility to engage in languaging was one of the affordances that emerged during SLItaliano. Languaging is defined as that practice when language is used in order to work at solving a problem or clarifying an issue (Swain & Lapkin, 2011). The data showed how certain tasks had a higher occurrence of "languaging episodes" and how particular situations prompted the recourse to languaging. The data will also show that when affordances which were expected to emerge failed to be noticed by the participants, the results were sometimes surprising and provided further insight into the potential of VWs for FL teaching. [For full proceedings, see ED565087.]

Published
2014

5. Understanding Presence, Affordance and the Time/Space Dimensions for Language Learning in Virtual Worlds

Author

Nocchi, Susanna and Blin, Françoise

Abstract

Notwithstanding their potential for novel approaches to language teaching and learning, Virtual Worlds (VWs) present numerous technological and pedagogical challenges that require new paradigms if the language learning experience and outcomes are to be successful. In this presentation, we argue that the notions of presence and affordance, together with the time/space dimensions of interactions in virtual worlds (e.g. Bakhtin's (1981) chronotope, Foucault's (1984) heteropia, and Lemke's (2000) heterochrony), provide new insights into language learners' trajectories as they attempt to carry out tasks that are designed to make use of virtual worlds' characteristics and potentialities. We explore and analyse a critical incident that occurred during the realisation of a language learning task by university learners of Italian in Second Life©. Recordings of the session, teacher observations, learner reflections and interviews have provided large amounts of data highlighting a number of critical incidents that emerged during their execution. Analysing these critical incidents through the lenses of presence, affordance, and time/space inseparability allows us to highlight the non-linearity of temporal and spatial aspects of interactions in virtual worlds, and to reveal the emergence of affordances and learning chronotopes linked to such interactions. In turn, the analysis of these emerging learning chronotopes helps us refine the design and implementation of language learning tasks in virtual worlds. [For full proceedings, see ED565044.]

Published
2013

6. Come si fa? Can Virtual Worlds Help Us Promote Intercultural Awareness?

Author

Nocchi, Susanna

Abstract

This paper describes the author's experience with a pilot course of Italian in SL®[superscript 2]. The course is part of a PhD research on "Exploring the potential of virtual worlds to promote Intercultural Awareness in students learning Italian as a Foreign Language." In the paper the author will justify her choice of virtual worlds for the development of language competence and Intercultural Awareness and will present some results of her activity theoretical analysis of the data. Problematic areas and potential moments for the development of Intercultural Awareness were highlighted during the analysis. [Paper presented at the European Association for Computer-Assisted Language Learning (EUROCALL) Annual Conference (Nottingham, United Kingdom, Aug 31-Sep 3, 2011).]

Published
2012

10. Affare fatto 2!

Author

Nocchi, Susanna and Bertoni, Silvia

Subjects
Italian for specific purposes, Other Italian Language and Literature, textbook, Arts and Humanities, Italian as FL
Abstract

Taster. List of contents and first unit of a book for students of Italian as a foreign language. Affare fatto! 2 is the second volume of a course aimed at learners of Italian who want to reach an intermediate level of competence in the language (B1/B1+ of the CEFR). The book offers material that can be used to attain competences in Italian for Business and for Professional Communication. Affare fatto! 2 can be used as a textbook in a university course, as a book for professionals who work in Italy or with Italian partners, and as a textbook for those who work in the foreign office of an Italian company. The material in the book can also be used in Italian for Specific Purposes language tasks in a variety of Italian courses.

Published
2023

12. Ideas, power and agency: policy actors and the formulation of language-in-education policy for multilingualism

Author

Erdocia, Iker, Nocchi, Susanna, Ruane, Mary, Erdocia, Iker, Nocchi, Susanna, and Ruane, Mary

Abstract

The processes of formulation of language policies have not been researched thoroughly. This paper aims to explore the relationship between ideas, power and agency in language policy-making and specifically with reference to the formulation of language-in-education policy for multilingualism in Ireland. Through an argumentative approach to language policy and using a discursive institutionalist framework, the paper examines data from policy documents and interviews with policy actors in the Department of Education and Skills. The paper reports on the ways in which agentive discourses are constrained and enabled by institutional structures. The analysis shows how power resulting from asymmetric internal forces and the hierarchical architecture of institutions prevailed over the capacity of some actors to promote their ideas through discourse. Moreover, it shows how static ideational elements are powerful structural constraints on agency. The paper argues for a conceptualisation of actors in policy-making as agentive individuals who engage in a dynamic struggle over ideas to realise complex and changing policy goals. It concludes by claiming that a focus on discursive forms of power in the policy analysis at the so-called macro level would be beneficial for language policy scholarship.

Published
2022

13. Designing for Inclusiveness in EdTech Projects: the Case of the European University of Technology’s XR VR Team

Author

McQuillan, Deirdre, Nocchi, Susanna, Gabaudan, Odette, Schalk, Ana, Nicolaou, Anna, Parmaxi, Antigoni, Hernandez, Esther, and Eramus+ European Commission for the European University of Technology Alliance

Subjects
EdTech, Inclusion, EUt+, XR, Educational Technology, Extended Reality, European University of Technology, Higher Education, European Universities
Abstract

This paper will present the case of the XR VR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion and documentary analysis connected to the project. The findings from the study show how the understanding of ‘inclusiveness’ is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature.

Published
2022

15. Designing for inclusiveness in education projects: the case of the European University of Technology’s XR Team

Author

McQuillan, Deirdre, Nocchi, Susanna, Gabaudan, Odette, Schalk, Ana, Nicolaou, Anna, Parmaxi, Antigoni, and Hernandez, Esther

Subjects
Humanities, Extended reality, Language barriers, Educational Sciences, Cultural barriers, Virtual reality
Abstract

This paper will present the case of the XR project team within the European University of Technology (EUt+). The team is tasked with developing an extended reality (XR) virtual reality (VR) approach to help students and staff overcome language and cultural barriers in international mobility. The aim of the project ultimately is to enhance the experience of physical student mobility and to ensure international opportunities for students are more inclusive. As research on the problem is still in progress, the team found themselves constructing their own understanding of designing for inclusiveness in the project. This paper presents the case through a qualitative case study methodology involving reflective journals of project participants, a focus group discussion and documentary analysis connected to the project. The findings from the study show how the understanding of ‘inclusiveness’ is constructed through social interactions and consequently how designing for inclusiveness in digital projects in education is a journey influenced by evolving meanings. Our study makes important contributions to the students with disability literature and technology in education literature.

Published
2021

16. Language policy-making in Ireland: a preliminary study of the consultation process of Languages Connect

Author

Erdocia, Iker, Nocchi, Susanna, Ruane, Mary, Erdocia, Iker, Nocchi, Susanna, and Ruane, Mary

Abstract

This study aims to explore the policy-making process of Languages Connect - Ireland’s Strategy for Foreign Languages in Education 2017-2026. For that purpose, we concentrate on the consultation process adopted by the Department of Education and Skills. Drawing on a concept of foreign language competence as human capital, the aim of this study is twofold. Firstly, we investigate the extent to which the submissions to the consultation process form a sequence with the final document, Languages Connect; secondly, we examine the Irish government documents and compare the submissions reflecting the government approach to language with those problematising such discourse. The former analysis reveals how a market-led valuing of languages is embedded in the government discourse. The latter analysis further shows that linguistic diversity did not receive as much attention as language competence. Bearing in mind that participatory and deliberative procedures are meant to provide legitimacy for policy decisions, the paper concludes by discussing some of the positioning taken in Languages Connect and the role of the procedural mechanisms employed in the consultation.

Published
2020

21. The affordances of virtual worlds for language learning

Author

Nocchi, Susanna, Blin, Françoise, and Sheridan, Vera

Subjects
Educational technology, Education, Language
Abstract

The attraction towards immersive virtuality is rooted in human history and is deeply connected to our imaginative world. Recent technology has added a further dimension to this human trait, giving us access to immersive three-dimensional computer-based environments, Virtual Worlds that have opened a new space, rich in potential for interaction and socialisation. In the past decade Virtual Worlds (VWs) have become more commonly used for socialising, gaming, commercial ventures and for educational purposes. Language educators and researchers have also begun exploring and studying these environments and their unique set of features for foreign language (FL) learning. This study aims to provide a contribution to the field of research on the potential of VWs for education, with a particular interest on the affordances that these environments can offer for FL teaching and learning. The study is the result of an analysis of the transcripts of the in-world video recordings of SLitaliano, an Italian language and culture course designed and held by the researcher/teacher in the VW of Second Life®. The course was attended by the researcher’s students of Italian as a FL, who took part in nine in-world sessions and performed a number of language tasks. Drawing on an activity theory framework and on the construct of affordance, each language task was chosen as a unit of analysis and instances of disruption to the task were identified. An in-depth analysis of the cause of the disruptions in each episode and of the actions taken by the participants to resolve the disruption, provide an insight into the participants’ role, their use of the medium at their disposal and its technical and social affordances. Finally, the research highlights the emergence of social and technical affordances of the medium as affordances that may support FL learning.

Published
2017

22. BRYN OH : un’Artista del Metaverso

Author

Nocchi, Susanna

Subjects
Arts and Humanities
Abstract

In quest’ultimo decennio i mondi virtuali sono entrati a far parte in maniera sempre più rilevante della nostra esperienza professionale, ludica, lavorativa ed educativa (Gorini et al, 2007, Calongne e Hiles, 2007, Alessandri et al., 2011; Olle e Zsolt, 2013; Smith, 2014; Swicegood e Haque, 2015), e continuano ad attrarre l’interesse di professionisti, ricercatori, educatori e artisti. La contaminazione fra reale e virtuale, fra tecnologia e vita quotidiana è stata teorizzata da filosofi (un esempio ne è la teoria sulla condizione postumana1 di Rosi Braidotti) e dalla comunità artistica (l’edizione 2017 del festival di arte contemporanea Transmediale: Ever elusive a Berlino ruota intorno alla tecnologia, interpretata come fattore che ridisegna i ruoli e i confini tra natura e cultura, riplasmando la nostra vita).

Published
2017

23. Preface

Author

Pivec, Maja, Gründler, Josef, Admiraal, Wilfried, Alemi, Minoo, All, Anissa, Almeida, Ana, Amresh, Ashish, Arnab, Sylvester, Ask, Kristine, Avouris, Nikolaos, Awwal, Nafisa, Hauge, Jannicke Baalsrud, Badau, Dana, Barata, Ana, Barendregt, Wolmet, Basaiawmoit, Rajiv, Bellotti, Francesco, Blanchfield, Peter, Borit, Melania, Boskic, Natasha, Boyle, Liz, Brady, Mairead, Bratitsis, Tharrenos, Brinch, Sara, Brom, Cyril, Brooks, Anthony, Brown, David, Brox, Ellen, Busch, Carsten, Caldeira, Carlos, Callies, Sophie, Cardoso, Tiago, Carron, Thibault, Casimir, Rommert, De Castro, António Vieira, Chang, Maiga, Charalambis, Dimitris, Charles, Darryl, Charlier, Nathalie, Chee, Yam San, Chen, Ming-Puu, Chiarello, Fabio, Connolly, Thomas, Crockett, Larry, Darwish, Tamer, Sigurdardottir, Helga, Deliyannis, Ioannis, Demirbilek, Muhammet, Sigurdardottir, Helga Dis, Duin, Heiko, Dyer, Ronald, Edgar, David, Ejsing-Duun, Stine, Escudeiro, Paula, Felicia, Patrick, Fesakis, Georgios, Figueira, Ana Paula, Fotaris, Panagiotis, Fujimoto, Toru, George, Sebastien, Georgiadis, Panagiotis, Gerodetti, Natalia, Giannakoulopoulos, Andreas, Gjedde, Lisa, Goebel, Stefan, Gomez-Martin, Pedro Pablo, Gouscos, Dimitris, Grigoriadou, Maria, Guralnick, David, Guttormsgaard, Vibeke, Habgood, Jacob, Hainey, O., Hanghoj, Thorkild, Hawlitschek, Anja, Hemben, Terseer, Hlavacs, Helmut, Hommedal, Silje Hole, Hollins, Paul, Idrus, Rozhan, Wang, Alf Inge, Ismail, Marina, Jans, Ruben, Juzeleniene, Saule, Kalavassis, Fragiskos, Kalogiannakis, Michail, Karakostas, Anastasios, Katzlinger-Felhofer, Elisabeth, Ketamo, Harri, Ketelhut, Diane Jass, Kickmeier-Rust, Michael, Kiili, Kristian, Koeppen, Veit, Kolås, Line, Kordaki, Maria, Korkut, Safak, Kourti, Evangelia, Ken, Li, Lukosch, Heide, Macleod, Hamish, Magnussen, Rikke, Majgaard, Gunver, Marchetti, Emanuela, Marques, Bertil, Marty, Jean-Charles, Marzantowicz, Lukasz, Mehm, Florian, Meimaris, Michail, Michel, Christine, Moffat, David, Montero-Fleta, Begoña, Moseley, Alexander, Mota, Dulce, Mozelius, Peter, Nadolski, Rob, Nelson, Brian, Neville, Karen, Annie W. Y., Ng, Nixon, Darren, Nocchi, Susanna, Broin, Daire O., O'Mullane, John, Skevik, Trond Olav, Øygardslia, Kristine, Panagouli, Dimitra, Papagiannakis, George, Papakonstantinou, George, Papastergiou, Marina, Peachey, Paul, Peirce, Neil, Perez-Sabater, Carmen, Pfeiffer, Alexander, Pimenidis, Elias, Piramuthu, Selwyn, Plohn, Trygve, Popescu, Maria-Magdalena, Poskiene, Audrone, Poylymenakou, Angeliki, Reis, Rosa, Retalis, Simos, Rito, Pedro, Rogers, Gregory, Rossiou, Eleni, Roussou, Maria, Rugelj, Joze, Salajan, Florin, Santorineos, Manthos, Sardone, Nancy, Schneider, Etienne, Shabalina, Olga, Shah, Samir, Siepermann, Markus, Sillaots, Martin, Silseth, Kennet, Sim, Gavin, Sime, Julie-Ann, Skoumpourdi, Chrysanthi, Soebke, Heinrich, Stansfield, Mark, Steinicke, Martin, Stewart, Ian, Tang, Stephen, Thomas, Andre, Tomos, Florica, Trivedi, Uday, Tsiatsos, Thrasyvoulos, Tunstall, Richard, Vahed, Anisa, Vallance, Michael, Van Eck, Richard, Van Oostendorp, Herre, Van Rosmalen, Peter, Vaz De Carvalho, Carlos, Verhagen, Harko, Voulgari, Iro, Weitz, Charlotte Lærke, Wendel, Viktor, Westera, Wim, Westin, Thomas, Whitton, Nicola, Williams, Dorothy, Wilson, Amanda, Wilson, Andrew, Wong, Yoke Seng, Zaharias, Panagiotis, and Zorina, Aljona

Subjects
Human-Computer Interaction, Computer Networks and Communications, Artificial Intelligence, Control and Systems Engineering, Software, Computer Graphics and Computer-Aided Design, 3304
Published
2017

25. Virtual world anonymity and foreign language oral interaction.

Author

Melchor-Couto, Sabela, Wigham, Ciara R., Panichi, Luisa, Nocchi, Susanna, and Sadler, Randall

Subjects
VIRTUAL reality, LANGUAGE & languages, LANGUAGE acquisition, ANONYMITY, UNDERGRADUATES
Abstract

In recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW. [ABSTRACT FROM PUBLISHER]

Published
2018
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26. Managing multimodal data in virtual world research for language learning.

Author

Palomeque, Cristina, Pujolà, Joan-Tomàs, Wigham, Ciara R., Panichi, Luisa, Nocchi, Susanna, and Sadler, Randall

Subjects
VIRTUAL reality in education, LANGUAGE acquisition, SHARED virtual environments, COMPUTER assisted language instruction, MULTIMODAL user interfaces, COMMUNICATION models, TRANSCRIPTION (Linguistics), SECOND Life (Game), COMPUTER network resources
Abstract

The study of multimodality in communication has attracted the attention of researchers studying online multimodal environments such as virtual worlds. Specifically, 3D virtual worlds have especially attracted the interest of educators and academics due to the multiplicity of verbal channels, which are often comprised of text and voice channels, as well as their 3D graphical interface, allowing for the study of non-verbal modes. This study offers a multilayered transcription method called the Multi-Modal MUVE Method or 3M Method (Palomeque, 2016; Pujolà & Palomeque, 2010) to account for the different modes present in the 3D virtual world of Second Life. This method works at two levels: the macro and the micro level. The macro level is a bird’s-eye view representation of the whole session as it fits into one page. This enables the researcher to grasp the essence of the class and to identify interesting sequences for analysis. The micro level consists of three transcripts to account for the different communication modes as well as the interface activity that occurs in the virtual world of Second Life. This paper will review the challenges when dealing with multimodal analysis in virtual worlds and how the multimodal data were analyzed and interpreted by using a multilayered multimodal method of analysis (3M transcription). Examples will be provided in the study to show how different modes of communication were used by participants in the virtual world of Second Life to create meaning or to avoid communication breakdowns. [ABSTRACT FROM PUBLISHER]

Published
2018
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27. Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts.

Author

Hartwick, Peggy, Wigham, Ciara R., Panichi, Luisa, Nocchi, Susanna, and Sadler, Randall

Subjects
CLASSROOMS, COURSEWARE, LANGUAGE acquisition, TEACHER-student relationships, DATA types (Computer science)
Abstract

This article investigates research approaches used in traditional classroom-based interaction studies for identifying a suitable research method for studies in three-dimensional virtual learning environments (3DVLEs). As opportunities for language learning and teaching in virtual worlds emerge, so too do new research questions. An understanding of research design benefits and limitations is timely for those exploring how interaction occurs between users, and users and the virtual space, and how these interactions make sense within a broader theoretical framework. As a first step, the article describes the types of interaction that are significant to classroom-based research studies, such as learner–learner. This is followed by a historical overview of research approaches and methods used in interaction studies, from early quantitative, to descriptive and qualitative, to mixed-method approaches. Following this overview, the author critically surveys research approaches, methods, analytical tools, and data collection techniques used in physical and virtual second language classroom interaction studies. The article concludes by highlighting the implications and research considerations for the design of new research studies in 3DVLEs. [ABSTRACT FROM PUBLISHER]

Published
2018
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28. Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world.

Author

Yamazaki, Kasumi, Wigham, Ciara R., Panichi, Luisa, Nocchi, Susanna, and Sadler, Randall

Subjects
COMPUTER assisted instruction, FOREIGN language education, COLLEGE curriculum, VOCABULARY, QUALITATIVE research
Abstract

This study investigates an instantiation of a 3D virtual world–based Japanese learning curriculum within the context of a Japanese as a foreign language (JFL) classroom. Through a mixed-method case study approach, participants’ natural acquisition of Japanese in a 3D virtual environment was examined. In the present study, four sources of data from 11 university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from a new instructional approach called computer-assisted learning of communication (CALC). Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants’ acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants’ acquisition of various communicative competencies specific to the context, including persuasive talk, awareness of audience, and collaborative communication. [ABSTRACT FROM PUBLISHER]

Published
2018
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29. Innovative assessment of aviation English in a virtual world: Windows into cognitive and metacognitive strategies.

Author

Park, Moonyoung, Wigham, Ciara R., Panichi, Luisa, Nocchi, Susanna, and Sadler, Randall

Subjects
VIRTUAL reality, AIR traffic controllers, LANGUAGE & languages, AIRLINE industry, COGNITIVE Strategy Instruction
Abstract

Aviation English proficiency is a core competency in the global air traffic controller profession. There is, however, growing concern about the current ineffective paper-based assessment methods and the severe lack of interactive online testing for such a critical profession, one that should be ideally assessed in an authentic task and situation (Alderson, 2010; Douglas, 2013). The tests, which lack validity and authenticity, cannot capture how knowledge of aviation English communication and strategic competence are used through valid means and, therefore, inevitably fail to predict how test takers actually perform in the target language use situations (Douglas, 2000). In the present study, the researcher examines the potential use of verbal report data produced by test takers interacting in a virtual testing environment. The research seeks to answer two specific questions: (a) What types of strategies are used in the virtual aviation English task performance? and (b) How can the assessed strategies be interpreted in relation to test takers’ performance? The analysis of the test takers’ verbal reports from stimulated recalls indicates that various cognitive, metacognitive, and communication strategies were used while performing the Virtual Interactive Tasks for Aviation English Assessment, and that there is a positive relationship between the total number of cognitive and metacognitive strategies adopted and the test scores. The findings suggest that the use of an immersive interface and simulated tasks in a virtual world could provide language learners with more authentic opportunities to perform the target tasks and promote strategic, as well as linguistic, competence. [ABSTRACT FROM PUBLISHER]

Published
2018
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30. Nuova Grammatica Pratica della Lingua Italiana: Chapter One

Author

Nocchi, Susanna

Subjects
learning, Italian, languate, grammar, Arts and Humanities, teaching
Abstract

La “Grammatica della Nocchi” si è affermata nel panorama dell’insegnamento dell’italiano per stranieri come uno degli strumenti più apprezzati da insegnanti e studenti per esercitare la grammatica italiana in modo completo ed efficace. Il suo successo si deve: alla presentazione chiara e sintetica delle regole attraverso schede grammaticali essenziali ed immediatamente comprensibili; ad esercizi agili e graduati, che permettono di verificare subito e con efficacia le conoscenze acquisite; all’attenzione riservata alle forme più utili e frequenti, in contatto diretto con una lingua pratica, autentica, di immediata utilizzazione. Per andare incontro alle esigenze di insegnanti e studenti, questa edizione aggiornata è stata arricchita con nuovi esercizi, schemi grammaticali, test a punti e riquadri con curiosità linguistiche e suggerimenti per l’autoapprendimento. Infine, si presenta più nuova che mai, con una veste grafica rinnovata e totalmente a colori.

Published
2012

31. Come Si Fa?: Can Virtual Worlds Help Us Promote Intercultural Awareness

Author

Nocchi, Susanna

Subjects
language, learning, second life, Italian, virtual tools, Educational Methods, teaching, Italian Language and Literature, Modern Languages
Abstract

This paper describes the author’s experience with a pilot course of Italian in SL®2 . The course is part of a PhD research on Exploring the potential of virtual worlds to promote Intercultural Awareness in students learning Italian as a Foreign Language. In the paper the author will justify her choice of virtual worlds for the development of language competence and Intercultural Awareness and will present some results of her activity theoretical analysis of the data. Problematic areas and potential moments for the development of Intercultural Awareness were highlighted during the analysis.

Published
2011
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32. Will Second Life Help Me Survive in Italy?

Author

Dell'Aria, Carmela, Nocchi, Susanna, Dell'Aria, C, and Nocchi, S

Subjects
language, learning, second life, Italian, ComputingMilieux_COMPUTERSANDEDUCATION, virtual tools, Educational Methods, Second Life, ICT, Italian Foreign Language, teaching, Italian Language and Literature
Abstract

This paper aims at sharing the experience we had in the design and implementation of a short pilot course of Italian in Second Life® (SL). The paper will provide a description of the course mentioning preliminary findings, discussed in relation to the theories adopted by the two researchers. The paper is the result of the course, La Lingua in gioco: dire, fare e giocare in SL, that had a strong focus on the development of Intercultural Communicative Competence (ICC) and Oral Language Proficiency and was aimed at a group of third-level Irish students of Italian in the Dublin Institute of Technology (DIT), who will spend the third year of their degree in Italy (Erasmus programme). SL was used as a virtual platform for foreign language education and learners’ engagement and as a support to face-to-face classes. This course is a part of a main project, Café Italia, an experiment about teaching and learning Italian in SL carried out by the University of Palermo.

Published
2010

34. Italian: AS/A2 Digital Listening Practice Tests 2009

Author

Bertoni, Silvia and Nocchi, Susanna

Subjects
language, learning, Italian, Other Education, ComputingMilieux_COMPUTERSANDEDUCATION, Arts and Humanities, teaching
Abstract

AS/A2 Digital Listening Comprehension Practice Tests 2009 consists of a book and audio files with authentic listening material and test questions. This book is ideal for practising, improving and building up students’ confidence in listening skills in preparation for the AS Level,A2 Level, the Irish Leaving Certificate and other advanced level exams.

Published
2009

35. Italian: AS/A2 Digital Reading Practice Tests 2009

Author

Bertoni, Silvia and Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, teaching, Modern Languages
Abstract

AS/A2 Digital Reading Practice Tests 2009 consists of authentic reading material and practice test questions. This resource is ideal for practising, improving and building up students’ reading skills in preparation for the AS/A2 Level exams in the UK.The tests are also suitable practice materials for students preparing for other advanced level exams, such as Irish Leaving Certificate, International Baccalaureate or Advance Placement.

Published
2009

36. Grammatica Avanzata della Lingua Italiana: Chapter Seven

Author

Tartaglione, Roberto and Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, teaching, Modern Languages
Abstract

Tutto quello che uno studente straniero dovrebbe sapere sulla lingua italiana e non ha mai osato chiedere! Grammatica avanzata della lingua italiana si rivolge infatti a studenti già in possesso di una buona conoscenza dell'italiano che vogliano perfezionare la loro competenza della lingua (dal livello B1 al livello C1 del Quadro Comune Europeo). Presenta forme, costrutti sintattici, stilemi di livello medio e avanzato, anche della lingua parlata, molto diffusi ma generalmente poco trattati nei testi d'italiano per stranieri: quando e come usare l'articolo, la posizione dell'aggettivo, l'uso di parole particolari (anzi, magari, mica, addirittura, macché), l'alterazione dei nomi, la concordanza dei tempi e dei modi per rendere il passato, il presente e il futuro, costruzioni atipiche ("far fare"), ecc. Il tutto attraverso schede chiare ed esaustive, esercizi stimolanti e ricchi di informazioni sulla vita, la società, la cultura italiana e piccoli box con "dritte", trucchi e segreti per parlar bene. Sono incluse le soluzioni.

Published
2006

37. GrammaMia!: Esercizi e Giochi per Imparare il Lessico: Chapter Eight

Author

Chiappelli, Tiziana and Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, teaching, Italian Language and Literature, Modern Languages
Abstract

GrammaMia! è una grammatica italiana con esercizi rivolta a studenti stranieri dagli 11 ai 14 anni. Il testo costituisce un primo contatto con la grammatica italiana. Attraverso schede chiare ed essenziali, vengono spiegate tutte le principali regole della lingua. A ciò vanno aggiunti moltissimi esercizi, quiz, giochi, che consentono di esercitarsi nell’italiano e di ricavare al contempo informazioni sulla vita, la società, la cultura, la geografia e la storia italiana. Particolare attenzione è stata rivolta agli ambiti lessicali più frequentati dai giovani, fornendo quindi agli studenti strumenti non solo linguistici ma anche comunicativi. Il libro è adatto per studenti di livello elementare, intermedio e avanzato, e può essere utilizzato sia in classi di soli stranieri, sia in classi miste con alunni stranieri e italiani, sia in classi di italiani con un solo studente straniero.

Published
2005

38. Le Parole Italiane: Introduction

Author

Bertoni, Silvia and Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, teaching, Modern Languages
Abstract

Le parole italiane presenta una vasta gamma di esercizi e giochi per l’apprendimento, la memorizzazione e l’ampliamento del lessico italiano.Una prima sezione si occupa di studiare le parole dal punto di vista delle aree lessicali, concentrandosi anche su espressioni idiomatiche, modi di dire e cambiamento di significato dei vocaboli nei diversi contesti.Una seconda sezione è dedicata alla “grammatica del lessico”. Attraverso schede chiare ed essenziali e ad esercizi originali e stimolanti, viene affrontato lo studio di argomenti di solito poco trattati nei manuali di lingua, come ad esempio la formazione delle parole, la collocazione, la derivazione, l’alterazione, i nomi irregolari, i sinonimi e i contrari, i prefissi e i suffissi, gli avverbi, le parole composte. Il testo è fornito di chiavi e può essere usato sia in classe con l’insegnante che in autoapprendimento. Si indirizza a studenti di livello elementare, intermedio e avanzato.

Published
2003

40. Grammatica Pratica per Studenti Cinesi: Chapter 1

Author

Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, teaching, Modern Languages
Abstract

Esercizi e schede grammaticali chiare ed essenziali con istruzioni e grammatica in cinese. Questo libro permette agli studenti cinesi di esercitare la grammatica italiana in modo completo ed efficace. Attraverso schede grammaticali chiare ed essenziali, vengono spiegate tutte le principali regole della lingua italiana. A ciò vanno aggiunti moltissimi esercizi, quiz, giochi, che oltre ad “allenare” lo studente nell’uso della lingua, consentono di ricavare anche informazioni sulla vita, la società, la cultura e la storia italiana. Sia nella presentazione delle regole che negli esercizi, particolare attenzione è riservata alle forme più utili e frequenti, nell’intento di fornire una lingua pratica, autentica, di immediata utilizzazione. Sempre a questo scopo, non vengono trascurate le espressioni idiomatiche e gergali e le forme tipiche del parlato. Degli utili test a punti aiutano lo studente a verificare il livello di conoscenza della lingua. Il volume è fornito di chiavi.Le istruzioni sono in cinese.

Published
2002

41. Italian Grammar in Practice: Exercises,Theory and Grammar: Unit 1

Author

Nocchi, Susanna

Subjects
language, learning, Italian, Arts and Humanities, Modern Literature, teaching
Abstract

Esercizi e schede grammaticali chiare ed essenziali con istruzioni e grammatica in inglese. Questo libro permette agli studenti anglofoni di esercitare la grammatica italiana in modo completo ed efficace. Attraverso schede grammaticali chiare ed essenziali, vengono spiegate tutte le principali regole della lingua italiana. A ciò vanno aggiunti moltissimi esercizi, quiz, giochi, che oltre ad “allenare” lo studente nell’uso della lingua, consentono di ricavare anche informazioni sulla vita, la società, la cultura e la storia italiana. Sia nella presentazione delle regole che negli esercizi, particolare attenzione è riservata alle forme più utili e frequenti, nell’intento di fornire una lingua pratica, autentica, di immediata utilizzazione. Sempre a questo scopo, non vengono trascurate le espressioni idiomatiche e gergali e le forme tipiche del parlato.Degli utili test a punti aiutano lo studente a verificare il livello di conoscenza della lingua. Il volume è fornito di chiavi. Le istruzioni sono in inglese.

Published
2002

42. Foreword.

Author

Nocchi, Susanna

Published
2019

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