ESSERE O AVERE? UNA PROPOSTA DI APPLICAZIONE DELLA GRAMMATICA COGNITIVA ALL’INSEGNAMENTO DELLA SELEZIONE DELL’AUSILIARE IN ITALIANO L2
DOI:
https://doi.org/10.54103/2037-3597/21941Abstract
Questo articolo contribuisce alla ricerca sull’applicazione della Linguistica Cognitiva all’insegnamento delle lingue straniere proponendo uno strumento didattico per l’insegnamento della selezione dell’ausiliare a studenti principianti anglofoni di italiano L2. Lo strumento consiste di diagrammi raffiguranti la struttura concettuale di eventi di movimento espressi dai verbi d’uso più comune da usarsi in classe per spiegare la distribuzione (e l’alternanza) degli ausiliari avereed essere. Le proprietà semantiche più pertinenti alla selezione dell’ausiliare sono rese in immagini schematiche che raffigurano la struttura concettuale di base degli eventi espressi dalle tre classi di verbi esaminati: verbi che selezionano o avere o essere e verbi che selezionano entrambi.
Essere o avere? A proposal for the application of cognitive grammar to the teaching of auxiliary selection in Italian L2
This article contributes to the research on the application of Cognitive Linguistics to foreign language instruction by offering a didactic tool for teaching auxiliary selection to English-speaking beginner students of Italian L2. The tool consists of diagrams depicting the conceptual structure of motion events denoted by common usage verbs to be used in class to explain the distribution (and alternation) of the auxiliaries avere and essere. The semantic properties most relevant to auxiliary selection are sketched in simple images that depict the basic conceptual structure of the events expressed by the three verb classes examined: verbs that categorically employ either avere or essere and verbs that employ both.
Riferimenti bibliografici
Anastasio S., Giuliano P., Russo R. (2018), “I verbi di movimento in italiano lingua seconda: le interlingue dei bambini immigrati nell’area di Napoli”, in Manco A. (a cura di), Le lingue extra-europee e l’italiano: aspetti didattico-acquisizionali e sociolinguistici. Atti del LI Congresso Internazionale di Studi della Società di Linguistica Italiana (28–30 settembre 2017, Napoli), Officinaventuno, Milano, pp. 85-102.
Anastasio S. Russo R., Giuliano P. (2018), “Événements de mouvement en italien L2: stratégies de lexicalisation dans l’interlangue d’apprenants polonais et ghanéens”, in Antonelli R., Glessgen M., Videsott P. (a cura di), Atti del XXVIII Congresso Internazionale di Linguistica e Filologia Romanza, Vol. 2 (18–23 luglio 2016, Roma), ELiPhi, StrasbourgStrasbourg, pp. 1447-1461.
Archard M. (2004), “Grammatical instruction in the Natural Approach: a Cognitive Grammar view”, in Archard, M., Niemeier, S. (eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching, Mouton de Gruyter, Berlin-New York, pp. 165-194. DOI: https://doi.org/10.1515/9783110199857.165
Arduini S., Fabbri R. (2008), Che cos’è la linguistica cognitiva, Carocci, Roma.
Bandecchi V. (2011), “Classi di parole, strutture e combinazioni nella lessicalizzazione degli eventi di moto in italiano L2”, in Studi e Saggi Linguistici, 49, pp. 125-153.
Bazzanella C. (2014), Linguistica cognitiva. Un’introduzione, Laterza, Bari-Roma.
Bentley D. (2006), Split Intransitivity in Italian, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110896053. DOI: https://doi.org/10.1515/9783110896053
Bernini G., Spreafico L., Valentini A. (2006), “Acquiring motion verbs in a second language: the case of Italian L2”, in Linguistica e filologia, 23, pp. 7-26.
Bielak J., Pawlak M. (2013), Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English tense and aspect, Springer, Berlin: https://doi.org/10.1007/978-3-642-27455-8. DOI: https://doi.org/10.1007/978-3-642-27455-8
Blyth C. (2005), “From empirical findings to the teaching of aspectual distinctions”, in Ayoun D., Salaberry M. R. (eds.), Tense and Aspect in Romance Languages, John Benjamins, Amsterdam-Philadelphia, pp. 211-252: https://doi.org/10.1075/sibil.29. DOI: https://doi.org/10.1075/sibil.29.08bly
Boers F., Demecheleer M. (1998), “A cognitive semantic approach to teaching prepositions”, in ELT Journal, 52, pp. 197-203: https://doi.org/10.1093/elt/52.3.197. DOI: https://doi.org/10.1093/elt/52.3.197
Boers F., Lindstromberg S. (2006), “Cognitive Linguistic applications in second or foreign language instruction: Rationale, proposals, and evaluation”, in Kristiansen G., Achard M., Dirven R., Ruiz de Mendoza Ibáñez F. J. (eds.), Cognitive Linguistics: Current Applications and Future Perspectives, de Gruyter, Berlin, pp. 305-358: https://doi.org/10.1515/9783110197761.4.305. DOI: https://doi.org/10.1515/9783110197761.4.305
Boers F., Lindstromberg S. (eds.) (2008), Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology, Mouton de Gruyter, Berlin-New York:
https://doi.org/10.1515/9783110199161. DOI: https://doi.org/10.1515/9783110199161
Chafe W. (1970), Meaning and the structure of language, University of Chicago Press, Chicago.
Connor M. (1992), “A processing strategy using visual representation to convey the passé compose/imparfait distinction in French”, in International Review of Applied Linguistics, 30, pp. 321-328.
Cozzarelli J. M. (2024), Sentieri, Vista Higher Learning, Boston.
Croft W., Cruse D. A. (2004), Cognitive Linguistics, Cambridge University Press, Cambridge. DOI: https://doi.org/10.1017/CBO9780511803864
Croft W., Cruise D. A. (2010), Linguistica cognitiva, Carocci, Roma (trad. it. a cura di Silvia Luraghi).
De Knop S., De Rycker T. (eds.) (2008), Cognitive Approaches to Pedagogical Grammar, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110205381. DOI: https://doi.org/10.1515/9783110205381
Dirven R. (2001), “English phrasal verbs: Theory and didactic application”, in Pütz M., Niemeier S., Dirven R. (eds.), Applied Cognitive Linguistics, vol. 2, Language pedagogy, Mouton de Gruyter, Berlin-New York, pp. 3-27: https://doi.org/10.1515/9783110866254.3. DOI: https://doi.org/10.1515/9783110866254.3
Dirven R., Taylor J. R. (1994), “English modality: A cognitive-didactic approach”, in Davidse K., Carlon K., Rudzka-Ostyn B., Vorlat E. (eds.), Perspectives on English: Studies in Honour of Professor Emma Vorlat, Peeters, Leuven, pp. 542-556.
Evans V. (2007), A Glossary of Cognitive Linguistics, Edinburgh University Press, Edinburgh: https://doi.org/10.1515/9780748629862. DOI: https://doi.org/10.1515/9780748629862
Evans V., Green M. (2006), Cognitive Linguistics: An introduction, Edinburgh University Press, Edinburgh.
Evans V., Tyler A. (2004a), “Rethinking English ‘prepositions of movement’: The case of to and through”, in Cuyckens H., De Mulder W., Mortelmans T. (eds.), Adpositions of Movement (Belgian Journal of Linguistics, 18), John Benjamins, Amsterdam-Philadelphia, pp. 247-270: https://doi.org/10.1075/bjl.18.13eva. DOI: https://doi.org/10.1075/bjl.18.13eva
Evans V., Tyler A. (2004b), “Spatial experience, lexical structure and motivation: The case of in”, in Radden G., Panther K. (eds.), Studies in Linguistic Motivation, Mouton de Gruyter, Berlin-New York, pp. 157-192.
Fauconnier G. (1994), Mental Spaces, Cambridge University Press, Cambridge.
Fauconnier G. (1997), Mappings in Thought and Language, Cambridge University Press, Cambridge. DOI: https://doi.org/10.1017/CBO9781139174220
Fillmore C. J. (1982), “Frame semantics”, in Linguistic Society of Korea (a cura di), Linguistics in the morning calm, Hanshin, Seoul, pp. 111-138.
Fillmore Ch. J. (1985), “Frames and the semantics of understanding”, in Quaderni di semantica, 6, pp. 222-254.
Gaeta L., Luraghi S. (a cura di) (2003), Introduzione alla linguistica cognitiva, Carocci, Roma.
Hamrick P., Attardo S. (2010), “A prototype approach to auxiliary selection in the Italian passato prossimo”, in De Knop, S., Boers, F., De Rycker, A. (eds.), Fostering Language Teaching Efficiency through Cognitive Linguistics, Mouton de Gruyter, Berlin-New York, pp. 277-292: https://doi-org.ezproxy.lib.utexas.edu/10.1515/9783110245837. DOI: https://doi.org/10.1515/9783110245837.277
Hernán L. (1994), “VIPI, visualization of the preterite and the imperfect”, in Hispania, 77, pp. 281-286. DOI: https://doi.org/10.2307/344512
Holme R. (2009), Cognitive Linguistics and Language Teaching, Palgrave MacMillan, New York. DOI: https://doi.org/10.1057/9780230233676
Hopper P., Thompson S. (1980), “Transitivity in grammar and discourse”, in Language, 56, pp. 251-299. DOI: https://doi.org/10.1353/lan.1980.0017
Hopper P., Thompson S. (eds.) (1982), Studies in Transitivity, Academic Press, New York. DOI: https://doi.org/10.1163/9789004368903
Imperato C. (2021), “Immaginando s’impara. La linguistica cognitiva come strumento per insegnare alcuni usi della preposizione a ad apprendenti finlandesi”, in Borreguero Zuloaga M. (a cura di), Acquisizione e didattica dell’italiano: riflessioni linguistiche, nuovi apprendenti e uno sguardo al passato, Peter Lang, Bern, pp. 497-512.
Johnson M. (1987), The Body in the Mind: The Bodily Basis of Meaning, Imagination, and Reason, University of Chicago Press, Chicago. DOI: https://doi.org/10.7208/chicago/9780226177847.001.0001
Johnson M. (2017), Embodied Mind, Meaning, and Reason. How Our Bodies Give Rise to Understanding, The University of Chicago Press, Chicago. DOI: https://doi.org/10.7208/chicago/9780226500393.001.0001
Kwapisz-Osadnik K. (2021), “Insegnare la grammatica italiana: la preposizione da in quanto effetto linguistico della percezione”, in Borreguero Zuloaga M. (a cura di), Acquisizione e didattica dell’italiano: riflessioni linguistiche, nuovi apprendenti e uno sguardo al passato, Peter Lang, Bern, pp. 513-526.
Kemsies R. (2016), “Frame-based instruction: Teaching polysemous nouns in the L2”, in Yearbook of the German Cognitive Linguistics Association, 4, 1, pp. 171-191:
https://doi.org/10.1515/gcla-2016-0012. DOI: https://doi.org/10.1515/gcla-2016-0012
Kohl-Dietrich D. (2019), Cognitive Linguistics in the English as a Foreign Language Classroom: An empirical study on teaching phrasal verbs, Waxmann, Münster.
Kristiansen G., Achard M., Dirven R., Ruiz de Mendoza Ibáñez F. J. (eds.) (2006), Cognitive Linguistics: Current Applications and Future Perspectives, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110197761. DOI: https://doi.org/10.1515/9783110197761
Kurtyka A. (2001), “Teaching English phrasal verbs: A cognitive approach”, in Pütz M., Niemeier S., Dirven R. (eds.), Applied Cognitive Linguistics, vol. 2, Language Pedagogy, Mouton de Gruyter, Berlin/New York, pp. 29-54: https://doi.org/10.1515/9783110866254. DOI: https://doi.org/10.1515/9783110866254
Lakoff G. (1987), Women, fire and dangerous things, The University of Chicago Press, Chicago. DOI: https://doi.org/10.7208/chicago/9780226471013.001.0001
Lakoff G., Johnson M. (1999), Philosophy in the Flesh. The embodied Mind and its Challenge to Western Thought, Basic Books, New York.
Langacker R. W. (1987), Foundations of Cognitive Grammar. Vol. 1. Theoretical prerequisites, Stanford University Press, Stanford.
Langacker R. W. (1991a), Foundations of Cognitive Grammar. Vol. 2. Descriptive applications, Stanford University Press, Stanford.
Langacker R. W. (1991b), Concept, Imagery, and Symbol: The cognitive basis of grammar, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110857733. DOI: https://doi.org/10.1515/9783110857733
Langacker R. W. (1999), Grammar and Conceptualization, Mouton de Gruyter, Berlin: https://doi.org/10.1515/9783110800524. DOI: https://doi.org/10.1515/9783110800524
Langacker R. W. (2008), Cognitive grammar: A basic introduction, Oxford University Press, Oxford: https://doi.org/10.1093/acprof:oso/9780195331967.001.0001. DOI: https://doi.org/10.1093/acprof:oso/9780195331967.001.0001
Littlemore J. (2009), Applying Cognitive Linguistics to Second Language Learning and Teaching, Palgrave MacMillan, New York: https://doi.org/10.1057/9780230245259. DOI: https://doi.org/10.1057/9780230245259
Melucci D., Tognozzi E. (2019), Piazza, Cengage Learning, Boston.
Mezzadri M. (2016), Grammatica pratica della lingua italiana, Bonacci-Loescher, Torino.
Masuda K., Arnett C., Labarca A. (eds.) (2015), Cognitive Linguistics and Sociocultural Theory: Applications for second and foreign language teaching, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9781614514442. DOI: https://doi.org/10.1515/9781614514442
Niemeier S., Reif S. (2008), “Making progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom”, in De Knop S., De Rycker T. (eds.), Cognitive Approaches to Pedagogical Grammar, Mouton de Gruyter, Berlin-New York, pp. 325-356: https://doi.org/10.1515/9783110205381. DOI: https://doi.org/10.1515/9783110205381.3.325
Petri A., Laneri M., Bernardoni A. (2015), Grammatica di base dell’italiano. La prima grammatica cognitiva dell’italiano, Casa delle Lingue Edizioni, Barcellona.
Pütz M., Niemeier S., Dirven R. (eds.) (2001a), Applied Cognitive Linguistics I: Theory and language acquisition, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110866247.fm. DOI: https://doi.org/10.1515/9783110866247.fm
Pütz M., Niemeier S., Dirven R. (eds.) (2001b), Applied Cognitive Linguistics II: Language pedagogy, Mouton de Gruyter, Berlin-New York: https://doi.org/10.1515/9783110866254.fm. DOI: https://doi.org/10.1515/9783110866254.fm
Reif M. (2012), Making progress simpler? Applying Cognitive Grammar to Tense-Aspect Teaching, Peter Lang, Frankfurt.
Robinson P., Ellis N. (eds.) (2008), Handbook of Cognitive Linguistics and Second Language Acquisition, Routledge, New York-London. DOI: https://doi.org/10.4324/9780203938560
Romagnoli C. (2018), “Rana, dove sei? L’espressione degli eventi di moto in italiano e cinese”, in Manco A. (a cura di), Le lingue extra-europee e l’italiano: aspetti didattico-acquisizionali e sociolinguistici. Atti del LI Congresso Internazionale di Studi della Società di Linguistica Italiana (28–30 settembre 2017, Napoli), Officinaventuno, Milano, pp. 307-321.
Rosi F. (2009), Learning Aspect and Actionality in Italian L2: Corpus annotation, acquisitional patterns, and connectionist modelling, FrancoAngeli, Milano.
Samu B. (2020), “La Grammatica Cognitiva e l’insegnamento del tempo e dell’aspetto in italiano L2”, in Italiano LinguaDue, 12, 1, pp. 209-236:
https://riviste.unimi.it/index.php/promoitals/article/view/13755.
Sorace A. (2000), “Gradients in auxiliary selection with intransitive verbs”, in Language, 76, pp. 859-890. DOI: https://doi.org/10.2307/417202
Spreafico L., Valentini A. (2009), “Gli eventi di moto: strategie di lessicalizzazione nell’italiano di nativi e di non nativi”, in Segundas Lenguas e Inmigración en red, 3, pp. 66-87.
Talmy L. (2000a), Toward a Cognitive Semantics. Concept structuring systems. Volume 1, MIT Press, Cambridge, MA: https://doi.org/10.7551/mitpress/6847.001.0001. DOI: https://doi.org/10.7551/mitpress/6847.001.0001
Talmy L. (2000b), Toward a Cognitive Semantics. Typology and process in concept structuring. Volume 2, MIT Press, Cambridge, MA: https://doi.org/10.7551/mitpress/6848.001.0001. DOI: https://doi.org/10.7551/mitpress/6848.001.0001
Taylor J. R. (2002), Cognitive Grammar, Oxford University Press, Oxford. DOI: https://doi.org/10.1093/oso/9780198700333.001.0001
Tucci I., Leopardi N. (2021), “La didattica degli articoli in italiano L2: una prospettiva semantico-cognitiva”, in Borreguero Zuloaga, M. (a cura di), Acquisizione e didattica dell’italiano: riflessioni linguistiche, nuovi apprendenti e uno sguardo al passato, Peter Lang, Bern, pp. 467-496.
Tyler A. (2012), Cognitive Linguistics and Second Language Learning: Theoretical basics and experimental evidence, Routledge, New York-London.
Tyler A., Mueller C., Ho V. (2010a), “Applying cognitive linguistics to learning the semantics of English to, for, and at: An experimental investigation”, in Vigo International Journal of Applied Linguistics, 8, pp. 181-206.
Tyler A., Mueller C., Ho V. (2010b), “Applying cognitive linguistics to instructed L2 learning: The English modals”, in AILA Review, 23, pp. 30-49. DOI: https://doi.org/10.1075/aila.23.03tyl
Tyler A., Huang L., Jan H. (eds.) (2018), What is Applied Cognitive Linguistics? Answers from Current SLA Research, Mouton de Gruyter, Berlin-Boston: https://doi.org/10.1515/9783110572186. DOI: https://doi.org/10.1515/9783110572186
Van Valin R. D. (1990), “Semantic parameters of split intransitivity”, in Language, 66, 2, pp. 221-260. DOI: https://doi.org/10.2307/414886
Verspoor M., Lowie W. (2003), “Making sense of polysemous words”, in Language Learning, 53, pp. 547-586. DOI: https://doi.org/10.1111/1467-9922.00234
Wirag A., Li Y., Zhang B. (2022), “Applying cognitive linguistics to foreign language teaching and learning. Addressing current research challenges”, in Cognitive Linguistic Studies, 9, 2, pp. 185-201: https://doi.org/10.1075/cogls.21010.wir. DOI: https://doi.org/10.1075/cogls.21010.wir
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Copyright (c) 2023 Italiano LinguaDue
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Condividi allo stesso modo 4.0.
