Figuring out the Italian education system has been a feat in itself. I can say with confidence that nothing has been straight forward within the sphere of university, I suspect my level of linguistic competence (or lack there-of) is in no small way a contributor to this. Despite each adversary along the way, I have successfully enrolled into classes!
I understand nothing.
Well, that's untrue. I understand basic language, non-topic-specific lexis that I have come into contact with before. I'm sure this will ease with the diligent study of core texts. For the meantime I attend lectures, with my trusty dictaphone and a plethora of multicolored materials and attempt to glean as much as humanly possible of what the lecturer is saying. I rarely come away particularly confident with my understanding.
Its clear that the way I use language currently is social, so far my current language use exists between friends and in contexts of transaction. Within the social strategy of language learning (as described by Rubin, 1981) I often ask questions and seek clarification, imitate the speaker and rely heavily on contextual cues (or guessing), these are just an example of some of the strategies that Rubin identifies as social which I notice that I routinely use (along with exposure to Italian media such as Radio and TV).
Another way in which I am attempting to further my linguistic understanding is through the attendance of a language class (CLI) which is provided by the university. It's a relatively intimate group in which I have the opportunity to revise concepts that I am familiar with and engage, under the supervision of the professor, those aspects of language which I haven't quite grasped yet. ( I am so sorry Enza, Grammar continues to befuddle me).
Throughout this course I have been able to employ alternative strategies of language learning, these diverge from the social strategies and focus more on my individual learning process. I am employing ''meta-cognitive'' strategies of language learning, which is described by O’Malley and Chamot’s (1990) as;
“knowing about learning and controlling learning through
planning (including advance organizers, directed attention, functional planning, selective attention and self-management), monitoring (checking, verifying, or correcting one’s comprehension or performance in the course of language task) and evaluating the learning activity (checking the outcomes of one’s own language learning against a standard after it has been completed)”
In the coming months I hope to secure a language tandem partner, in order to somewhat desensitize myself from my speech-anxiety, and to enrich my social group. I would also enjoy to build upon my written Italian through the writing tasks which required for Reading and begin subscribing to newspapers and journals in order to advance my reading skills. Wish me luck!
