L’INTENSIFICAZIONE DELL’AGGETTIVO IN ITALIANO L2: UNO STUDIO SUGLI STUDENTI DELLE SCUOLE DELL’ALTO ADIGE
DOI:
https://doi.org/10.54103/2037-3597/23843Abstract
Questo articolo presenta un’analisi descrittiva dell’intensificazione dell’aggettivo in italiano L2. Il fenomeno è stato analizzato in apprendenti di scuole secondarie di secondo grado della provincia multilingue dell’Alto Adige, in cui l’italiano è insegnato come L2 a studenti di L1 tedesca e ladina. I dati su cui lo studio è basato sono tratti da un ampio corpus scritto che include in modo bilanciato testi narrativi e argomentativi, e da un corpus di controllo di studenti di L1 italiana. Lo studio analizza la distribuzione nello scritto degli apprendenti dei diversi tipi di intensificazione dell’aggettivo previsti dall’italiano; l’influenza che le variabili della L1, dell’ambiente linguistico di appartenenza, del livello QCER e del genere testuale hanno sulla produzione di aggettivi intensificati; le differenze tra apprendenti e studenti L1 nell’uso dell’intensificazione dell’aggettivo. I risultati indicano un uso dominante della forma prototipica avverbio di grado + aggettivo, in competizione con il suffisso superlativo -issimo, che è usato dagli apprendenti L2 più che dagli studenti L1.
Adjective intensification in L2 Italian: an analysis of young learners from South Tyrolean schools
This study investigates adjective intensification in L2 Italian. Its targets are young learners from South Tyrolean upper secondary schools, where Italian is taught as a second language to L1 German and Ladin students. Data are extracted from a vast written corpus including both narrative and argumentative texts, and from a control corpus of native Italian students. The study investigates the distribution of the different adjective intensification types in learners’ texts; the ways learners’ L1s, language environment, proficiency level and text genre affect the use of intensified adjectives; the differences between learners and L1 students in the use of adjective intensification. Results show a dominant use of the prototypical form booster + adjective, competing with the suffix -issimo, which is used more by learners than by L1 students.
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