METAFORE E SIMILITUDINI NELLE AUTOBIOGRAFIE LINGUISTICHE DI STUDENTI DI ITALIANO L2. RIFLESSIONI E PROPOSTE
DOI:
https://doi.org/10.54103/2037-3597/29073Abstract
Il saggio vuole presentare il prosieguo di uno studio – i cui primi risultati sono in corso di stampa (Cardona, Celentin, Luise c.d.s.) – che indaga convinzioni, motivazioni timori e ostacoli che influiscono sull’atteggiamento nei confronti delle lingue e del loro apprendimento attraverso l’analisi delle metafore concettuali, delle espressioni figurate e delle similitudini utilizzate in un corpus di autobiografie linguistiche (d’ora in poi AL) di apprendenti o studenti di italiano come L2. A seguito di un percorso didattico volto al riconoscimento e alla creazione di metafore, e in risposta da uno specifico prompt, un gruppo di studenti universitari stranieri che imparano l’italiano come L2 di livello B2/C1 hanno scritto la propria AL. Dall’analisi del corpus raccolto sono emersi alcuni quesiti riguardanti il linguaggio metaforico e la scrittura in una lingua non materna, dai quali emerge la necessità di ripensare in chiave multimodale e multilingue la rappresentazione del proprio profilo e della propria storia linguistica.
Metaphors and similitudes in the linguistic autobiographies of italian L2 learners. reflections and proposals
The essay presents the continuation of a study - the first results of which are currently being printed (Cardona, Celentin, Luise in print). The study aimed at investigating beliefs, motivations, fears and obstacles that influence attitudes towards languages and language learning through the analysis of conceptual metaphors, figurative expressions and similes used in a corpus of linguistic autobiographies of young adults, learners or students of Italian as L2. Following a didactic path aimed at the recognition and creation of metaphors, and in response to a specific prompt, a group of university students learning Italian as L2 at B2/C1 level wrote a linguistic autobiography. The analysis of the corpus collected revealed a number of questions concerning metaphorical language and writing in a non-mother tongue, from which emerges the need to rethink the representation of one’s own linguistic profile in a multimodal and multilingual key.
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