IL REGISTRO DELL'ITALIANO ACCADEMICO IN UNA PROSPETTIVA SISTEMICO-FUNZIONALE
DOI:
https://doi.org/10.54103/2037-3597/30530Abstract
Nonostante l’italiano accademico sia stato oggetto di numerose analisi nell’ambito della linguistica applicata e della sociolinguistica, la sua descrizione secondo l’approccio della Linguistica Sistemico-Funzionale (LSF) risulta ancora marginale. Questo contributo riprende la nozione di registro accademico in italiano, confrontando le interpretazioni sociolinguistiche del concetto di registro con il quadro teorico aggiornato della LSF, e valutandone le implicazioni in ambito pedagogico, in particolare per la educazione linguistica «basata sui generi testuali» (ing. genre-based pedagogy). Adottando l’approccio «trinoculare» proposto dalla LSF – che analizza la lingua a livello contestuale, semantico e grammaticale – questo contributo applica tale cornice teorica ad alcuni esempi selezionati, al fine di illustrare come le variabili di registro (Campo, Tenore e Modo) interagiscano nella costruzione del significato nei contesti accademici. Dal punto di vista didattico, si sostiene che strategie basate sulla LSF possano rafforzare la consapevolezza metalinguistica e la competenza discorsiva degli studenti. In conclusione, si propone l’integrazione della LSF nel panorama educativo e linguistico italiano, quale strumento per promuovere approcci più inclusivi ed espliciti all’insegnamento della scrittura accademica.
THE REGISTER OF ACADEMIC ITALIAN: A SYSTEMIC FUNCTIONAL PERSPECTIVE
While academic Italian has been widely examined within applied and sociolinguistic frameworks, its analysis through the lens of Systemic Functional Linguistics (SFL) remains largely underexplored. This paper reconsiders the notion of academic register in Italian by comparing sociolinguistic accounts of register in Italian with the current SFL framework, and by exploring the implications for genre-based pedagogy. Adopting an SFL-grounded ‘trinocular’ approach (Halliday, Matthiessen, 2014: 35) – which analyses language from contextual, semantic and grammatical perspectives – it applies this model to selected examples to illustrate how Field, Tenor and Mode interact to construe meaning in academic contexts. Pedagogically, the paper argues that SFL-informed genre strategies can enhance students’ metalinguistic awareness and discourse competence, and makes the case for integrating SFL into the Italian educational and linguistic landscape. Such integration could foster more inclusive and explicit approaches to academic writing instruction.
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