Il processo di scrittura nell’insegnamento dell’italiano come LS

Abstract

This dissertation shows that process writing is an essential element in teaching the writing skills to students learning Italian as a foreign language. The research method which helped me in reaching the objective of my study was action research since besides gaining a better understanding of the problems which arise in everyday practice, this dissertation sought to alter practices. The students’ voice was important throughout this research. They became an integral part of the writing process through their direct dialogue, the feedback they gave to their peers’ writing and also through a questionnaire which they were given at the end of these cycles. The students were asked to keep a writing portfolio where they kept all their drafts and feedback received. The writing portfolio of three students were analysed to note the changes in their writing. I teach a mixed ability class, hence I analysed the portfolios of a low ability student, an average ability student and of a high ability student. This allowed me to compare and contrast the differences and nuances in learning levels. From this action research it was found that process writing is indeed fruitful and that the students enjoyed writing whilst improving formally their writing skills. This method of teaching writing is effective and this research showed that a change in the curriculum is needed, especially where writing is concerned, since teachers should give more importance to the process than to the end result.