IMPARARE I VERBI DI MOVIMENTO IN ITALIANO L2: IL CASO DELLE SEZIONI EUROPEE NEI LICEI FRANCESI
DOI:
https://doi.org/10.54103/2037-3597/31992Abstract
Abstract
Lo studio riguarda l’acquisizione di verbi di moto da parte di 10 apprendenti francofoni d’italiano L2 all’ultimo anno di un liceo francese. I soggetti hanno realizzato delle narrazioni orali, comparate a quelle fornite da francofoni e italofoni nativi. I risultati mostrano che la somiglianza tra le due lingue facilita l’acquisizione degli eventi di moto in L2, ma che allo stesso tempo può indurre in errore se lemmi formalmente simili hanno funzioni diverse. Anche se esposti a un numero di lezioni settimanali importante, gli apprendenti presentano delle difficoltà non trascurabili dovute non solo a principi generali d’acquisizione, ma anche ad aspetti cognitivi e discorsivi tipici della loro L1. La didattica dell’italiano L2 può quindi intervenire proponendo delle attività mirate sul lessico del movimento.
Learning motion verbs in L2 Italian: the case of European sections in French secondary school
The study concerns the acquisition of motion verbs by 10 French learners of L2 Italian in their final year of French secondary school. The subjects produced oral narratives, which were compared with those produced by native French and Italian speakers. The results show that the similarity between the two languages facilitates the acquisition of motion events in L2, but that at the same time it can be misleading if formally similar words have different functions. Despite being exposed to a significant number of lessons per week, learners encounter considerable difficulties due not only to general principles of acquisition, but also to cognitive and discursive aspects typical of their L1. Didactics of L2 Italian can therefore intervene by proposing activities focused on motion vocabulary.
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