TEMPO E ASPETTO NELLE INTERLINGUE DI APPRENDENTI DI ITALIANO: CONSIDERAZIONI METODOLOGICHE IN PROSPETTIVA PLURILINGUE
DOI:
https://doi.org/10.54103/2037-3597/21935Abstract
Lo studio della temporalità in relazione alla selezione dei tempi perfettivi ed imperfettivi in italiano richiede cautela dato che tale scelta è raremente univoca. Se condotto in prospettiva plurilingue, lo studio dell’apprendimento delle categorie tempo-aspettuali presenta ulteriori sfide legate alla complessità dei repertori linguistici degli apprendenti. Tali difficoltà richiedono importanti considerazioni metodologiche. In questo lavoro, si esaminano tre aspetti legati allo studio delle interlingue di apprendenti plurilingui di italiano come lingua straniera nei contesti svedese, austriaco e slovacco. Si presenteranno dapprima alcune difficoltà legate alla classificazione linguistica dei predicati verbali e alle conseguenze di tale classificazione per l’interpretazione dei dati. Seguirà poi lo studio della funzione testuale dei tempi verbali e la distinzione tra contesti di primo piano e sfondo. Infine, si discuterà come riconoscere potenziali fenomeni di transfer, sia positivi che negativi, derivanti da lingue presenti nel repertorio linguistico degli apprendenti. Sulla base di questi aspetti, verranno proposte alcune linee guida da poter seguire per chi voglia condurre studi sull’apprendimento delle categorie di tempo ed aspetto in prospettiva plurilingue.
Tense and aspect in the interlanguages of learners of Italian: methodological considerations in a plurilingual perspective
Studying temporality in relation to the selection of perfective and imperfective tenses in Italian calls for caution considering that this choice is rarely straightforward. Adding a multilingual lens to the study of how tense-aspect categories are learned brings additional challenges connected to the learners’ complex linguistic repertoires. These difficulties require important methodological considerations. In this study, we will examine three aspects connected to the study of the interlanguage of multilingual learners of Italian as a foreign language in the Swedish, Austrian and Slovak contexts. First, we will present some difficulties connected to the linguistic classification of verb predicates and its consequences for data interpretation. The second issue concerns the examination of the narrative function of tenses and the distinction between foreground and background contexts. Finally, we will discuss how to recognize potential transfer phenomena, both positive and negative, originated in previously known languages. Based on these aspects, we will suggest some guidelines to follow for those who are interested in conducting studies on learning tense and aspect in a multilingual perspective.
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