INDAGARE LE DINAMICHE MOTIVAZIONALI DEGLI APPRENDENTI DI LINGUE CON DSA: IL CONTRIBUTO DELL’AUTOBIOGRAFIA LINGUISTICA

Michele Daloiso; Andrea Ghirarduzzi

doi:10.54103/2037-3597/29083

Autori/Autrici

Michele Daloiso Università di Parma https://orcid.org/0000-0003-3209-1042
Andrea Ghirarduzzi Università di Parma https://orcid.org/0000-0001-8533-3688

DOI:

https://doi.org/10.54103/2037-3597/29083

Abstract

Il contributo affronta il tema della motivazione all’apprendimento delle lingue da parte di studenti universitari con DSA (Disturbi Specifici dell’Apprendimento). In particolare, facendo riferimento allo studio pioneristico di Markus e Nurius (1986) sui ‘possible selves’ e al modello di Dornyei (2005, 2009) denominato “L2 Motivational Self System” sono state indagate le motivazioni di due campioni di apprendenti che hanno frequentato i corsi di inglese per studenti con DSA presso l’Università di Parma tra il 2020 e il 2024. L’elemento innovativo della ricerca consiste, oltre che nella specificità dei due campioni, nell’uso dell’autobiografia linguistica come strumento di indagine complementare al più consueto strumento nomotetico (questionario). L’autobiografia si è rivelata particolarmente utile nel gettare nuova luce sulle motivazioni che muovono l’esperienza di apprendimento della L2 e sull’engagement degli studenti.

Investigating the motivational dynamics of language learners with DSA: the contribution of linguistic autobiographyThe article revolves around the topic of motivation in second language learning of University students with SLDs (Specific Learning Difficulties). From a theoretical point of view, the references are the pioneering research by Marcus and Nurius (1986) about ‘possible selves’ and the model, proposed by Dörnyei (2005, 2009), called “L2 Motivational Self System”. Starting from this framework, two samples of learners who attendend the English courses for students with SLDs at the University of Parma between 2020 and 2024 have been analysed. The two innovative aspects of the research are the peculiarity of the samples (which are entirely composed of students with SLDs) and the use of linguistic autobiographies as an additional investigation tool (complementary to the more “classic” questionnaire). Autobiographies proved particularly useful in shading a new light on the motivations which guide the students’ L2 learning experience and on their engagement within this experience

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