Page 324 - Vseživljenjsko učenje kot temelj trajnostne družbe

Vesna Vojvoda Gorjan

language, the student develops the ability to imitate and the autonomy to
use the same language code. With such an approach, we detected a greater
spontaneous linguistic response in the second language in the 5th grade than
in groups where the teacher uses the classical grammar-translation method.
Data for the study were collected in Slovenian primary schools in the bilingual
area of Slovenian Istria. In order to determine differences in language abilities
in Italian, students wrote a test at the beginning and end of the school year
and participated in an interview. The actual use of the language being taught
was of key importance for data analysis. The experimental group (EG) included
classes where the teacher predominantly used Italian, and the control group
(CG)includedclasseswheretheteacherpredominantlyusedSlovenian.There-
search conducted a quantitative and qualitative analysis of the data obtained.
The findings encourage teachers of Italian as a second language to actively
use the target language in their lessons and to include students in an authen-
tic bilingual environment.
Keywords: Italian as an L2, teaching didactics, experiential teaching approach,
target language use, communicative competence

324