Improving vocabulary through revisited Map Tasks

The main purpose of the paper is to show how to revisit and revitalize map tasks and exploit their same principles in foreign language teaching. In particular, the lacking eye-contact typical of map tasks can be used as a trigger for stimulating verbal interaction and negotiation among speakers. Furthermore, the combination of more learning channels (the “visual” part being essential in such activities) facilitates memory persistency; such multi-sensory approach can also support learners with special needs, in particular dyslexic students. Thus, students’ vocabulary can be potentiated, especially as concerns fixed expressions and formulaic language.