L’ORDINE SINTATTICO DELLA L1 INFLUENZA LA LETTURA IN ITALIANO L2? UN CASO DI STUDIO CON STUDENTI CINESI
DOI:
https://doi.org/10.54103/2037-3597/30441Abstract
Il presente contributo si propone di rispondere alla domanda se e come l’ordine sintattico del cinese come L1 influenza l’elaborazione sintattica in italiano L2. Nella prima parte, si descrive lo stato dell’arte relativo ai dibattiti sull’influenza della L1 nel processing sintattico in L2. Nella seconda parte, si analizzano le similarità e le differenze tra italiano e cinese nella costruzione sintattico-discorsiva, fornendo un quadro teorico per l’analisi successiva. Nella terza parte del contributo, infine, viene presentato un esperimento sulla comprensione off-line di due testi, basto sull’approccio dell’analisi dei “conflitti sintattici interlinguistici”. L’esperimento si articola in due compiti distinti: un compito di traduzione per un gruppo di soggetti e un compito di decisione vero/falso per l’altro. Il campione coinvolto è composto da studenti cinesi iscritti all’Accademia di Belle Arti di Bologna, con un livello di competenza in italiano A2-B1. I risultati ottenuti mirano principalmente a fornire spunti utili per la didattica dell’italiano L2 rivolta a studenti cinesi adulti.
Does L1 syntactic order influence reading in L2 Italian? A case study with chinese students
This contribution aims to address the question of whether and how the syntactic order of Chinese as L1 influences syntactic processing in Italian as L2. In the first part, the state of the art regarding debates on the influence of L1 on syntactic processing in L2 is described. In the second part, the similarities and differences between Italian and Chinese in syntactic-discursive construction are analyzed, providing a theoretical framework for the subsequent analysis. Finally, in the third part of the contribution, an experiment on the offline comprehension of two texts is presented, based on the approach of analyzing “cross-language syntactic conflicts”. The experiment is divided into two distinct tasks: a translation task for one group of participants and a true/false decision task for the other. The sample consists of Chinese students enrolled at the Academy of Fine Arts in Bologna, with an Italian language proficiency level ranging from A2 to B1. The results primarily aim to provide useful insights for teaching Italian as L2 to adult Chinese students.
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