100+ Free DITALS I Practice Questions

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Question 1

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Per insegnare la cultura italiana evitando lo stereotipo, l'approccio interculturale suggerisce di: (To teach Italian culture while avoiding stereotypes, the intercultural approach suggests:)

favorire il confronto, la riflessione critica e la consapevolezza della diversità interna e tra culture (fostering comparison, critical reflection and awareness of internal and cross-cultural diversity)

evitare del tutto i temi culturali (avoiding cultural topics altogether)

presentare gli italiani come un blocco uniforme (presenting Italians as a uniform block)

insegnare solo le festività nazionali (teaching only national holidays)

to track

2026 Statistics

Key Facts: DITALS I Exam

DITALS I livello is the entry-level teaching-competency certification from the Universita per Stranieri di Siena for teachers of Italian as a foreign language, testing glottodidattica methodology and teaching-material analysis — not the candidate's own Italian proficiency.

Sample DITALS I Practice Questions

Try these sample questions to test your DITALS I exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1Quale approccio glottodidattico mette al centro lo svolgimento di compiti comunicativi reali (es. prenotare un albergo) come motore dell'apprendimento linguistico? (Which language-teaching approach places the completion of real communicative tasks, e.g. booking a hotel, at the centre of language learning?)

A.L'approccio per compiti (task-based language teaching)

B.Il metodo grammaticale-traduttivo (grammar-translation method)

C.Il metodo audio-orale (audiolingual method)

D.Il metodo della suggestopedia (suggestopedia)

Explanation: Task-based language teaching (l'approccio per compiti) organises learning around meaningful tasks with a non-linguistic outcome, such as booking a hotel or planning a trip; language is acquired as a by-product of completing the task. This is a core glottodidattica concept tested in DITALS Sezione C.

2Nell'approccio comunicativo, qual è l'obiettivo prioritario dell'insegnamento di una lingua seconda? (In the communicative approach, what is the priority objective of teaching a second language?)

A.Far memorizzare le coniugazioni verbali a memoria (memorising verb conjugations by heart)

B.Sviluppare la competenza comunicativa, cioè la capacità d'uso della lingua in contesto (developing communicative competence, i.e. the ability to use the language appropriately in context)

C.Tradurre testi letterari classici (translating classical literary texts)

D.Eliminare completamente l'uso della lingua materna (eliminating all use of the mother tongue)

Explanation: The communicative approach (approccio comunicativo) aims at developing communicative competence — the learner's ability to use language appropriately and effectively in real contexts — rather than mere grammatical accuracy. This concept, drawn from Hymes and later Canale and Swain, is central to DITALS glottodidattica.

3Secondo il modello di Canale e Swain, la competenza comunicativa NON comprende quale delle seguenti sottocompetenze? (According to Canale and Swain's model, communicative competence does NOT include which of the following subcompetences?)

A.Competenza grammaticale (grammatical competence)

B.Competenza sociolinguistica (sociolinguistic competence)

C.Competenza ortografica calligrafica (calligraphic handwriting competence)

D.Competenza strategica (strategic competence)

Explanation: Canale and Swain (1980) describe communicative competence as comprising grammatical, sociolinguistic, discourse and strategic competence. Calligraphic handwriting is not one of these components. Knowing this taxonomy is frequently tested in DITALS Sezione C.

4Nel Quadro Comune Europeo di Riferimento (QCER), quale livello descrive un utente 'autonomo' di livello soglia, capace di affrontare la maggior parte delle situazioni durante un viaggio? (In the CEFR, which level describes an independent 'threshold' user able to deal with most situations while travelling?)

A.A1

B.B1

C.C1

D.C2

Explanation: In the CEFR, B1 is the 'Threshold' (Soglia) level of the independent user (utente autonomo), able to handle most situations likely to arise while travelling and produce simple connected text on familiar topics. DITALS candidates must master CEFR level descriptors to grade materials.

5Il QCER organizza le competenze linguistiche secondo un approccio orientato: (The CEFR organises language competences according to an approach oriented towards:)

A.alle regole grammaticali da memorizzare (grammar rules to be memorised)

B.all'azione e ai descrittori del 'saper fare' («Is grado di...») (action and 'can-do' descriptors)

C.alla traduzione letteraria (literary translation)

D.alla pronuncia perfetta come madrelingua (native-like perfect pronunciation)

Explanation: The CEFR adopts an action-oriented approach (approccio orientato all'azione) and describes proficiency through 'can-do' descriptors that state what a learner is able to do at each level. DITALS teachers use these descriptors to set objectives and assess learners.

6Nella distinzione di Stephen Krashen, l''acquisizione' (acquisition) di una lingua seconda si differenzia dall'apprendimento (learning) perché è: (In Krashen's distinction, second-language 'acquisition' differs from 'learning' because it is:)

A.un processo inconscio e implicito, simile a quello della L1 (an unconscious, implicit process similar to L1 acquisition)

B.lo studio cosciente delle regole grammaticali (the conscious study of grammar rules)

C.la correzione sistematica degli errori (the systematic correction of errors)

D.la memorizzazione di liste di vocaboli (the memorisation of vocabulary lists)

Explanation: In Krashen's Monitor Model, 'acquisition' is a subconscious, implicit process resembling first-language development, while 'learning' is the conscious study of rules. The distinction underpins much SLA theory tested in DITALS Sezione C.

7Secondo l'ipotesi dell'input di Krashen, l'acquisizione avviene quando l'apprendente riceve un input: (According to Krashen's Input Hypothesis, acquisition occurs when the learner receives input that is:)

A.molto più difficile del suo livello (i+5) (far above the learner's level, i+5)

B.comprensibile e leggermente superiore al livello attuale (i+1) (comprehensible and slightly above the current level, i+1)

C.identico al livello già padroneggiato (i+0) (identical to the already-mastered level, i+0)

D.esclusivamente nella lingua materna (exclusively in the mother tongue)

Explanation: Krashen's Input Hypothesis states that acquisition happens when learners understand input slightly beyond their current competence — the famous 'i+1'. Comprehensible input just above the current level drives progress, a key principle for grading DITALS teaching materials.

8Il 'filtro affettivo' (affective filter) descritto da Krashen è alto quando l'apprendente: (Krashen's 'affective filter' is high when the learner:)

A.è rilassato e motivato (is relaxed and motivated)

B.prova ansia, scarsa motivazione o bassa autostima (experiences anxiety, low motivation or low self-esteem)

C.riceve input comprensibile (receives comprehensible input)

D.lavora in coppia con un compagno (works in pairs with a classmate)

Explanation: The affective filter is a mental block that rises with anxiety, low motivation or low self-esteem, reducing the amount of input that becomes intake. Lowering anxiety is therefore a key pedagogical goal — directly relevant to how DITALS teachers design a positive classroom climate.

9In glottodidattica, il termine 'interlingua' (interlanguage) indica: (In language teaching, the term 'interlanguage' refers to:)

A.una lingua artificiale come l'esperanto (an artificial language such as Esperanto)

B.il sistema linguistico transitorio e in evoluzione dell'apprendente, con regole proprie (the learner's transitional, evolving linguistic system, with its own internal rules)

C.la traduzione automatica tra due lingue (machine translation between two languages)

D.il dialetto regionale dell'insegnante (the teacher's regional dialect)

Explanation: Interlanguage (Selinker, 1972) is the learner's own evolving language system, governed by its own systematic rules, which gradually approaches the target language. Recognising interlanguage helps DITALS teachers interpret errors as developmental, not random.

10Nell'analisi degli errori (error analysis), la distinzione tra 'errore' (error) e 'sbaglio/lapsus' (mistake) consiste nel fatto che: (In error analysis, the distinction between an 'error' and a 'mistake/slip' is that:)

A.l'errore è sistematico e rivela una regola non ancora acquisita, mentre lo sbaglio è occasionale e autocorreggibile (an error is systematic and reveals an un-acquired rule, while a mistake is occasional and self-correctable)

B.l'errore riguarda solo la pronuncia e lo sbaglio solo la grammatica (errors concern only pronunciation and mistakes only grammar)

C.non c'è alcuna differenza tra i due termini (there is no difference between the two terms)

D.lo sbaglio è più grave dell'errore (a mistake is more serious than an error)

Explanation: Following Corder, an 'error' is systematic and reflects a gap in the learner's competence (an un-acquired rule), whereas a 'mistake' (lapsus) is a performance slip the learner can self-correct. This distinction guides how DITALS teachers prioritise feedback and correction.

About the DITALS I Exam

DITALS I livello (Certificazione di Competenza in Didattica dell'Italiano a Stranieri, I livello) is a professional teaching-competency certification awarded by the Centro DITALS of the Universita per Stranieri di Siena. It is NOT a test of Italian proficiency — candidates must already be at CEFR C1 — but rather certifies competence in teaching Italian as a second/foreign language (glottodidattica), analogous to the Cambridge TKT or TESOL/CELTA credentials for English. The Level I exam recognises an initial, general teaching competence together with a specialisation in one chosen learner profile (for example children, adolescents, adults, immigrants, university students, or homogeneous-mother-tongue groups). The written exam, conducted entirely in Italian, comprises three sections: Sezione A, the partially guided analysis of a section of an Italian L2 coursebook; Sezione B, the analysis and didactic exploitation of an input text; and Sezione C, conoscenze glottodidattiche, a battery of closed- and open-response questions on language-teaching approaches and methods, second-language acquisition, the CEFR, assessment, the four skills, and profile-specific pedagogy. To register, candidates need a secondary diploma, at least 24 hours of glottodidactic training and a minimum of 60 hours of teaching experience (at least 15 in Italian L2 classrooms). This practice set focuses on the closed-response (multiple-choice) portions of Sezione A and Sezione C, helping future teachers consolidate the methodology and material-analysis knowledge the exam demands.

Questions

100 scored questions

Time Limit

Approximately 4 hours (240 minutes) of written examination covering Sezione A (material analysis), Sezione B (text analysis and didactic exploitation) and Sezione C (glottodidactic knowledge) in a single sitting.

Passing Score

Scored out of 100 points with minimum thresholds per section: Sezione A 18/30, Sezione B 18/30, Sezione C 24/40. All section minimums must be met; passed sections can be capitalised for up to three years.

Exam Fee

Approximately EUR 170 (EUR 150 exam fee + EUR 20 non-refundable pre-registration). Individual sections can be sat separately at about EUR 50 each. Rates are set by the Universita per Stranieri di Siena (2026). (Centro DITALS, Universita per Stranieri di Siena)

DITALS I Exam Content Outline

30%

Sezione A — Analysis of Teaching Materials

Partially guided analysis of a section of an Italian L2 coursebook: identifying skills, phases, exercise types, didactic functions, level-appropriateness and methodology of teaching activities.

30%

Sezione B — Text Analysis and Didactic Exploitation

Partially guided analysis of an input text and design of activities exploiting it: text type and complexity, learning context, and coherent task design (B1-B3).

40%

Sezione C — Glottodidactic Knowledge

Closed- and open-response questions on teaching approaches and methods, second-language acquisition, the CEFR, assessment, the four skills, error and needs analysis, and profile-specific pedagogy.

How to Pass the DITALS I Exam

What You Need to Know

Passing score: Scored out of 100 points with minimum thresholds per section: Sezione A 18/30, Sezione B 18/30, Sezione C 24/40. All section minimums must be met; passed sections can be capitalised for up to three years.
Exam length: 100 questions
Time limit: Approximately 4 hours (240 minutes) of written examination covering Sezione A (material analysis), Sezione B (text analysis and didactic exploitation) and Sezione C (glottodidactic knowledge) in a single sitting.
Exam fee: Approximately EUR 170 (EUR 150 exam fee + EUR 20 non-refundable pre-registration). Individual sections can be sat separately at about EUR 50 each. Rates are set by the Universita per Stranieri di Siena (2026).

Keys to Passing

Complete 500+ practice questions
Score 80%+ consistently before scheduling
Focus on highest-weighted sections
Use our AI tutor for tough concepts

DITALS I Study Tips from Top Performers

1Master the main teaching approaches and methods — grammar-translation, direct, audiolingual, communicative, task-based and humanistic — and be able to compare their principles and theoretical bases for Sezione C.

2Learn the core SLA concepts cold: acquisition vs learning, comprehensible input (i+1), the affective filter, interlanguage, fossilisation, transfer, and Swain's output hypothesis.

3Practise analysing real Italian L2 coursebook pages: name each activity's skill, didactic phase (motivazione, globalita, analisi, sintesi), exercise type and target level, as Sezione A demands.

4Internalise the CEFR level descriptors (A1-C2) and the action-oriented 'can-do' philosophy so you can grade texts and set level-appropriate objectives.

5Study assessment theory — validity vs reliability, formative vs summative, objective vs subjective items, washback, and placement vs achievement tests.

6Choose your learner profile early (children, adolescents, adults, immigrants, etc.) and study its specific needs, because Sezione A, B and the profile questions in C all target it.

Frequently Asked Questions

Is DITALS I a test of my Italian proficiency?

No. DITALS I livello is a teaching-competency certification, not a language test. It assesses your ability to teach Italian to foreigners — glottodidattica methodology and the analysis of teaching materials. Non-native candidates must already hold Italian at CEFR C1 level before sitting it.

Who awards the DITALS certification and what does it certify?

DITALS is awarded by the Centro DITALS of the Universita per Stranieri di Siena. The Level I certificate recognises an initial general competence in teaching Italian as a second/foreign language plus a specialisation in one chosen learner profile, such as children, adolescents, adults or immigrants.

How is the DITALS I exam structured?

The written exam has three sections: Sezione A (partially guided analysis of a coursebook section), Sezione B (analysis and didactic exploitation of a text), and Sezione C (conoscenze glottodidattiche — closed- and open-response questions on language-teaching theory). The exam is in Italian and lasts about four hours.

What are the entry requirements for DITALS I?

Candidates need a secondary-school diploma, Italian competence at CEFR C1 (for non-natives), at least 24 hours of documented glottodidactic training, and at least 60 hours of teaching experience, of which a minimum of 15 hours must be in Italian L2 classrooms.

How much does the DITALS I exam cost in 2026?

The full Level I exam costs roughly EUR 170 (a EUR 150 exam fee plus a EUR 20 non-refundable pre-registration fee). Individual sections can be capitalised and sat separately at about EUR 50 each. Fees are set by the Universita per Stranieri di Siena.

Which sections does this free practice set cover?

This set focuses on the closed-response (multiple-choice) portions of Sezione A (analysis of teaching materials) and Sezione C (glottodidactic knowledge). The open-response design tasks of Sezione B and the open questions in A and C are practised separately through guided writing.