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Insegnare Latino: un Oriented Primary sulle diverse metodologie

by Andrea Barabino

This contribution was created by the need to provide a brief review of the literature, selective and annotated, of books and manuals, both on the scientific studies, both in field of teaching, can provide information, ideas or simply important insights for teachers who wish to innovate the teaching of Latin and update it to current needs.

is difficult to define precisely the scope of the various methodological guidelines in the current teaching, which - apart from the so-called "natural method", which deals with Latin as a living language - ranging between the following two extremes: a principle that goes by the rule text (grammar rules) and another involving an interaction between text and rule, according to a report that the rule comes from the description of a phenomenon which can be observed within the same text (descriptive grammar). In this perspective, are born, in schools, manual increasingly blunt side of a harsh and rigid regulatory approach, leaving more room for texts, no more translation, and not just gym, or worse, "guinea pig" to test the rules sent to memory, but a means to meditate on the fundamental and essential aspects or, at least, important classical culture. The language, therefore, as a mirror of a civilization, not only as obsessive research and confirmation of rules of grammar.

attempt to innovate the methodology of the study Latin, born in the wake of the boost received from linguistic studies in the last century from Course in General Linguistics of de Saussure (1916), its roots - now we can say - in the relatively distant. The first trials, in fact, the so-called "dependency grammar" of Tesna (verbs or talented avalenti with actants and surrounding) date back to the '50s and '60s and will be developed by reflections Happ (' 76-'79), who, always in close dependence on the verb identifying complements required (max. 7) and optional accessories, such impletivi, chosen on the paradigmatic axis and lined up on the syntagmatic axis. Another major contribution, which comes directly from studies of general linguistics, is due to Martinet (1987), who brought with her functionalism, a reading of linguistic phenomena based on a "double articulation": on the one hand, distinctive units, the "phonemes" significant other units , ie bearer of meaning, "monemes" which are divided into "lexemes" (within lexicon) and "morpheme" (in grammar). The monemes are divided functionally into "phrases" by creating the "expansion", ie building the sentence in the following format:

verb + rest of the verb (subject) + expansions

Since the mid-sixties, other perspectives have been opened, also from general linguistics, by the reflection on transformational-generative grammar of Chomsky and his school. deserves a mention even attempting to approach the Latin as a living language, according to the so-called "natural method", promoted and developed the world especially in Northern Europe, but today present, albeit in a still very limited, even in Italian school. The student moves the study of language through a learning curve similar to that of modern languages, according to teaching units of progressive difficulty that facilitate learning and thereby to reduce the risk of discouragement and demotivation in the first steps study. The reference textbook, published in 1985, the Danish Hans H. Ørberg (Lingua Latina per se shown).

To investigate the methodological and teaching positions in summary above, it is proposed here a brief review that far from feed intended to be exhaustive, is intended only to provide a guiding framework first.

Brief bibliography

• L. Tesna, Eléments de SyntaxE structural, Klincksieck, Paris, 198210; H. Happ, Grundfragen einer Grammatik des-Dipendenz Lateinischen, Vandenhoeck & Ruprecht, Göttingen , 1976; Dependenz-Möglichkeiten einer Grammatik des Lateinischen in "Gymnasium" 83, 1976, pp. 35-58 hours trad. com. in G. Proverbio (ed.), The challenge language Rosenberg & Sellier, Torino, 1979, pp. 186-214; possibilities and limitations in the classroom are using a dependency grammar of Latin, in "Gymnasium" 8, 1977, pp. 35-87; Syntaxe latine et théorie de la valence. Essai d'adaptation au latin of théories de Lucien Tesnière, in "Les Etudes Classiques" 45, 1977, pp. 337-366 e in "Language" 50, 1978, pp. 51-70.

Per la grammatica della dipendenza Tues Tesnière e Happ, G. cfr Proverbio, Prospettive by l'delle lingue Classiche Live support staff in 'Orientations educational "25 (3), 1976, pp. 461-475, language model and teaching of Latin, "educational policies", 25 (3), 1978, pp. 445-459; classical languages \u200b\u200bto the test. Notes for a historical and theoretical teaching, Pitagora, Bologna, 1981; lessons of foreign language teaching, Giappichelli, Torino, 1984; F. Sabatini, Language and languages. And Italian language teaching in middle school, Loescher, Torino, 1980, Communication and the uses of language, Loescher, Torino, 1984; E. Andreoni Fontecedro, model Tesna - Sabatini and its application to the Latin, "Athens & Roma "31, 1997, pp. 81-88; sequential projects for teaching morphology and syntax of Latin America in the years following the model Tesna - Sabatini, in "Aufidus; 5, 1988, pp. 83-99.

• A. Martinet, The functional view of language, trans. com. Il Mulino, Bologna, 1984, Elements of General Linguistics, trans. com. Laterza, Bari, 1987.

For functionalism Martinet, A. Ghiselli, Grammar of Contemporary Latin Laterza, Bari, 1987; New teaching methods for learning morphosyntactic structures core Latin, I. Lana, The Latin in secondary school, The School, Brescia, 1990, pp. 55-74; The new book of Latin, Laterza, Bari, 1995.

• N. Chomsky, the syntax structures, trans. com. Laterza, Bari, 1970; aspects of the theory of syntax in language tests II, Basic Books, Torino, 1970.

For the transformational-generative grammar, cf. G. Calboli, Modern linguistics and Latin. The cases, Patron, Bologna, 1975; R. Oniga, compounds nominally Roman. A generative morphology, Patron, Bologna, 1988; generative grammar and teaching the Latin, "Aufidus" 14, 1991, pp. 83-108. Important considerations in A. Traina, Latin Syntax and modern linguistics: I. The grammar of history, in "School and teaching" 9 (3), 1963, pp. 132-134; The Latin syntax and modern linguistics: II. The psychological grammar and exegesis, in "School and education" 9 (5), 1963, pp. 245-247; The Latin syntax and modern linguistics: III. Structuralism, in "School and education; 9 (7), 1964, pp. 361-363; more recently G. Garbugino, logical analysis, linguistic modern teaching of Latin, "Bulletin of Latin Studies", 25, 1995, pp. 585-603; Latino language and education, United Press, Padova, 1995.

• general studies on the problems of the teaching of Latin: S. Rocca, Starting the teaching of Latin, Bozzi, Genova, 1979; N. Flocchini, Latin Teaching, The New Italy, Florence, 1999; A. Jordan rampion, Manual for the teaching of Latin in school 2000. From teaching to didassi, Patron Editore, Bologna 19992.

• Per la Didattica Breve, cfr. F. Ciampolini, La didattica breve, Il Mulino, Bologna, 1993.

Per le sue applicazioni al latino: F. Piazzi (a cura di), La didattica breve del latino, Cappelli, Bologna, 1993.
fonte: http://www.loescher.it/mediaclassica/latino/sperimentazione/insegnareLatino.pdf