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Article

English, Italian

ID: <

oai:doaj.org/article:3570066a0b0646e4b9f225c389e49573

>

·

DOI: <

10.13130/2037-3597/441

>

Where these data come from
Increasing lexical competence, with particular reference to scientific languages.

Abstract

The first part of the article demonstrates, through the results of field research, the lack of lexical skills of young graduates and, even more so, of young graduates, with reference to words of common usage; the lack of precision and the widespread uncertainty of the definitions requested is highlighted and the causes, both contingent and long-term, are discussed. In the second part, when looking for causes for which the school is responsible, attention is drawn to teaching and learning lexicons in primary schools, in particular technical and scientific lexicons, and documenting the very little attention paid to the progression of lexical learning in the textbook for the fourth most common class. We conclude by drawing the attention of teachers to the time when the textbook is chosen, which is important if not decisive precisely for increasing lexical competence. The first part of the article developed, through the results of field research, the poor lexical competences of young teachers and to an even Greek extensions of young school leavers, in terms of commonly used words; the inaccuracy and general Vagueness of the definitions asked for is filled and contingent and long-term causes, are discussed. In the second part, in search of causes that might evidence to be the responsibility of schools, the limitation shifts to the teaching/learning of Lexis in primary schools, in particular, of technical-scientific Lexis, and proof is given of the lack of attention paid to the progressive learning of terminology in the most commonly used Textbook for the fourth year. In the conclusion of the teachers’ expectations is drawn to the choice of Textbook, important if not decisive for the specific improvement of lexical competence.

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