• didattica per task
• glottodidattica
• italiano L2
• L2
• SLA
• task
• TBLLT

This thesis investigates the pros and cons of Task-Based Language Learning and Teaching in Second Language Teaching. In this method, students are not provided with the linguistic structures useful to solve a communicational activity, i.e. task, but they are shown after, pushing them to recall reactively their own structures and strategies, as it happens during a real-life conversation. This method has been employed in three classes learning Italian as L2, called experimental, comparing the results with another three classes learning Italian with a more traditional approach. The experiment shows that the experimental method was beneficial with two of the three classes. Therefore this experience highlights that Task-Based Language Learning and Teaching is a worthy yet complex method, that requires consideration of different aspects as students’ attitude, age, together with habitudes to apply it successfully.