APPRENDENTI ITALOFONI CON DSA E VERBI FRASALI INGLESI: UNO STUDIO PRELIMINARE SUL RUOLO DELL’ISTRUZIONE COGNITIVA
DOI:
https://doi.org/10.54103/2037-3597/32002Abstract
Il contributo esamina i verbi frasali inglesi, una tipologia di costruzione complessa per gli apprendenti italofoni, e particolarmente problematica in presenza di Disturbi Specifici dell’Apprendimento (DSA). Dopo aver delineato il tema nel contesto della ricerca acquisizionale e linguistico-educativa, il contributo presenta un'indagine preliminare condotta su due gruppi di apprendenti universitari con DSA. I partecipanti sono stati esposti a due interventi didattici distinti relativi a un gruppo limitato di verbi frasali: un percorso tradizionale, incentrato sulla spiegazione della forma e del significato di ciascun verbo frasale, e uno “cognitivo”, che esplora le metafore concettuali sottese ai verbi frasali. I dati, raccolti tramite task comunicativi, forniscono indicazioni rilevanti per ricerche più articolate, sebbene non confermino in modo definitivo l'efficacia dell’istruzione cognitiva.
Italian-speaking learners with SpLDs and english phrasal verbs: a preliminary study on the role of cognitive instruction
The paper focuses on English phrasal verbs, a type of construction that is known to be complex for Italian-speaking learners, particularly for those with Specific Learning Difficulties (SpLDs). After framing the topic from the perspective of relevant literature in Second Language Acquisition and Educational Linguistics, the paper presents a preliminary study involving two groups of university students with SpLDs. The groups were exposed to two distinct teaching inte rventions focused on a small number of phrasal verbs: a traditional intervention, based on explanations of form and meaning of each verb, and a “cognitive” one, based on the exploration of the conceptual metaphors behind the target phrasal verbs. Data were collected through communicative tasks. The findings offer relevant indications for more articulated future research, although they do not yet confirm the efficacy of the cognitive instruction.
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