QuaderniCIRD n. 13 (2016)
Rivista del Centro Interdipartimentale per la Ricerca Didattica dell'Università di Trieste.
Direttore responsabile: Luciana Zuccheri. Comitato editoriale: Furio Finocchiaro, Helena Lozano Miralles, Tiziana Piras, Paolo Sorzio, Michele Stoppa, Verena Zudini. Revisione sunti in inglese: Monica Randaccio. Numero a cura di: Luciana Zuccheri, Michele Stoppa e Verena Zudini.
Drawing on error analysis, this paper investigates the idea that every process of student or teacher (self)evaluation can be considered a useful formative experience. The (self)evaluation approach shown in this paper has been applied to a course of E/LE for Italian university students. Students, who identify and correct their classmates’ mistakes, are thus encouraged to reflect more carefully on their own ones. This activity constitutes a valuable tool to gather information on the learning process: today in fact many tools, such as the Portfolio, are available to evaluate teaching quality and student achievement. According to self-assessment and reflective practices, the teacher can thus reflect on his own classroom activities in order to reconsider her/his professional skills and develop new teaching strategies.
In the Andine culture of the Aymara, as well as in ancient Greek culture, the past, not the future is in front of us. Today our viewpoint is opposite, but the ancient Greek vision is still present in the languages we speak.
The logical structures of natural languages, as English or Italian, are the foundation of our reasoning and understanding. These logical structures, however, are far from clear but they allow us to behave very efficiently. There are in fact formal tools such as fuzzy logic and fuzzy control, which reproduce what happens in natural languages. This paper deals with ‘consecutio temporum’, i.e. the sequence of tenses, which has always been considered as an example of “good logic” derived from Latin. The concept of Ockham's razor helped us to analyse the ‘consecutio temporum’ , which best illustrates the relationship between formal logic and the logic of natural languages.