Cristiana Cervini

Cristiana Cervini
University of Bologna | UNIBO · Department of Interpreting and Translation DIT

Phd
Associate professor, University of Bologna

About

31
Publications
1,858
Reads
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66
Citations
Additional affiliations
June 2018 - present
University of Bologna
Position
  • Senior Researcher
January 2004 - November 2015
University of Bologna; University Stendhal
Position
  • Researcher

Publications

Publications (31)
Article
Full-text available
The fourteen contributions following the EVAL19 international conference, which was held in October 2019 at the University of Grenoble Alpes, shed light on the relationship between different types of assessment (formative, summative, certificate), their role in the language learning/teaching process and their potential impact on candidates, teacher...
Article
Full-text available
This paper presents the results of a study on the Italian placement test SELF (Système d'Evaluation en Langues à visée Formative) conducted for the first time on a large sample of candidates who were tested at several university institutions in France. After a careful contextualization and presentation of the characteristics of the reference sample...
Conference Paper
Full-text available
This paper aims to describe the development of CALL-ER, an application for mobile devices, produced within the CALL-ER project (Context-Aware Language Learning in Emilia Romagna). An ever-increasing availability of applications for language learning that meet the different learning needs of users, as well as the ubiquitous wireless communication, l...
Chapter
Full-text available
Cet ouvrage est le fruit d’une réflexion autour de la pédagogie et de l’innovation, résultat d’un travail de terrain et de recherches sur plusieurs années et d’interrogations sur les pratiques pédagogiques des enseignants. Dans un monde en mutation perpétuel, quels sont les moyens d'accueillir et de former les apprenants allophones, dans le but d’u...
Chapter
An interdisciplinary team composed of more than thirty people has been engaged in the process of designing, developing, and validating an online placement test with a formative perspective, called SELF (Système d’Evaluation en Langues à visée Formative). SELF is a large-scale assessment system validated according to the ALTE cycle using both quanti...
Article
Full-text available
Since 2012 an interdisciplinary and culturally heterogeneous team composed of more than 30 people has been engaged in the complex process of conceiving, designing and validating an online placement test with formative orientation called SELF (Système d’Evaluation en Langues à visée Formative), developed and already deployed in six different languag...
Book
Full-text available
In un periodo contraddistinto dal rapido moltiplicarsi di strumenti e tecniche, è importante non perdere di vista le coordinate sociali, psicologiche e più ampiamente umanistiche che rendono la glottodidattica una disciplina di intervento. Attenta alle indicazioni delle politiche linguistiche odierne e con un forte ancoraggio al contesto di ricerca...
Book
Full-text available
Sempre più variegati, ricchi e articolati sono gli ambienti in cui si apprendono e insegnano le lingue straniere. Le caratteristiche dell'ambiente di apprendimento influiscono direttamente sulle modalità di erogazione dei contenuti, sulle possibilità di interazione fra i partecipanti e sul modello di lingua e cultura proposto. Le ricerche e i proge...
Chapter
In this paper, we present two versions of a learning game developed respectively at the Grenoble Alpes and Bologna University. This research focuses on a digital game aimed at favouring the learners' playful attitude and harnessing it towards accuracy aspects of language learning (lexicon and morphology, here). The game, presently available for Eng...
Article
Full-text available
Learning has been moving out of classrooms into virtual and physical spaces for over a decade now (Naismith, Lonsdale, Vavoula, & Sharples, 2004). It is becoming mobile ‘in space’, i.e. carried across various domains (workplace, home, places of leisure), ‘in time’, as it encompasses different moments of the day, and in terms of ‘learning purpose’,...
Conference Paper
Full-text available
The use of game-based apps in e-learning has become a relevant trend with the diffusion of smart mobile devices. This is particularly true in language learning, where new captivating word games become a mean to enlarge vocabulary and improve the lexical accuracy of the user. This work presents MagicWord, a game based on widely known game mechanisms...
Article
Full-text available
Dans cet article, nous souhaitons faire le point sur la formation des enseignants de langue telle qu’elle se présente en Italie et voir dans quelle mesure celle-ci peut favoriser l’innovation dans les pratiques et les projets didactiques. Après avoir défini ce que l’on entend par innovation dans le domaine de l’Enseignement/Apprentissage des langue...
Article
Full-text available
In this paper, we grapple with the problem of what it means for a placement test to be communicative or even "action-oriented" (CEFR, 2001). Communicative tasks ("any purposeful action considered by an individual as necessary in order to achieve a given result, an obligation to fulfil or an objective to be achieved", ibid.: 10) are especially diffi...
Article
This paper aims to give an overview of foreign language education for language trainers in Italy and look forward in seeing how it tries to enhance innovation in the language teaching domain as far as praxis and creation of new projects are concerned. We will first define the concept of innovation in the learning language domain and consider how te...
Conference Paper
Full-text available
In this paper, we show how speech recognition can contribute to the development of a multimedia course for foreign language self learning that focuses both on receptive and productive skills. Specifically, we describe how we merged two different existing e-leaning projects, DALIA and CALL-SLT. DALIA is a project for self learning and blended learni...

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Projects

Projects (4)
Project
Innovation et transformation des pratiques de l’enseignement-apprentissage des langues dans l’enseignement supérieur. Innovalangues se donne pour ambition d’initier, de soutenir et de déployer des actions visant la transformation consolidée des pratiques d’enseignement-apprentissage des langues sur le site grenoblois et, par actions diffusantes, sur le territoire national. Ce projet vise plus particulièrement à doter les institutions d’enseignement supérieur de moyens leur permettant de porter le degré de maîtrise en langues des publics bénéficiaires à un niveau B2 certifié. Les objectifs opérationnels du projet Innovalangues sont : 1. Capitaliser les résultats de la recherche en didactique des langues et des actions innovantes de formation menées au niveau local et répondre aux manquements identifiés au niveau des démarches, des contenus des formations ou de l’outillage techno-pédagogique. 2. Se doter d’un véritable « éco-système numérique » dédié à la formation des langues, ouvert et libre de droit, qui permettra à la fois d’accueillir les actions innovantes déjà expérimentées, d’étendre la dynamique d’innovation en langues au niveau national et de fédérer les actions des établissements supérieurs en France. Notre public trouvera dans cet environnement de formation une réponse assurée à des besoins de formation personnalisés tout au long de l’année : la progression de l’apprenant vers le niveau B2 certifié sera prise en charge à partir d’un bilan de compétences, des parcours d’apprentissage calibrés, proposés en complément de cours en présentiel ou en auto-formation tutorée permettront à chacun d’avancer en fonction de ses exigences éducationnelles ou professionnelles. Une évaluation formative régulière assurera une préparation graduelle et consolidée aux épreuves de certification dans les compétences ciblées. 3. Poursuivre, amplifier et étendre la dynamique de recherche-action en langues entreprise au niveau local au-delà des frontières grenobloises, par des actions de conseil et de formation de formateurs en didactique des langues et en ingénierie de formation, en lien avec les laboratoires du PRES. Dans ce cadre seront également cultivées des relations et/ou des partenariats en réseau avec des structures ou des institutions similaires à l’international.