Abstract:

The path that takes students from the first point of view to the study of a foreign language to achieve their primary goals is called expression in the target language. It creates a satisfactory linguistic exchange with the interlocutor passes through the practice of conversation.

However, the transition from the theoretical phase of the study to the practical phase is often experienced by students with anxiety, embarrassment and sometimes a feeling of "nothing to say". These emotional states lead to a critical moment in language learning which can affect the proper development of oral practice.

The purpose of this study is to focus on the importance of inspiration in conversational activity and ways to achieve success. In fact, it often happens that the student experiences a feeling of disinterest, even when the topic offers many points for discussion. When a foreign language is not fully mastered, it becomes even worse.

The need to experiment with different stimuli during the conversation activity which is able to create the right inspiration for students to engage them and produce a kind of "communication need", during the structure of speaking courses. In this type of didactic context, it is quite easy to accept fatigue and lack of motivation with support for exclusively oral exercise activities for a period of about an hour and a half. Furthermore, it was noted that the selection of encouraging topics alone is not always enough to get a satisfactory response from the students in terms of productivity. In fact, it is not uncommon for current and interesting topics to fail to produce the desired results for the type of audience.

This article is based on experimental methodological research and represents a report of two Italian language communication courses as L2, for adult foreign students, with an average level of language knowledge (B1-B2), conducted by a native language teacher.

At the end of the research, it was noted that:
1) The same topic presented to different groups that produced better results. This was preceded by exercises designed to stimulate imagination and curiosity in different classes which were considered in terms of more time for discussion between the participants.
2) The fairly reserved learners, who are usually quite reticent, have become more proactive and participatory with the use of different stimuli.
3) When the right inspiration was obtained, students reached the end of the lesson, more relaxed and positive.

This study, beginning with a concrete experience, does not excuse generalizations, but offers a starting point for considering the subject.

Keywords:

Foreign language teaching, conversation activities, inspiration, Italian L2.