L’ITALIANO EXTRAMURALE IN SVEZIA: UN’INDAGINE RETROSPETTIVA SULLE ATTIVITÀ LINGUISTICHE PRATICATE NEI PRIMI ANNI 2000
DOI:
https://doi.org/10.54103/2037-3597/30431Abstract
Questo studio retrospettivo esamina l’apprendimento extramurale tra apprendenti di italiano LS in Svezia nei primi anni 2000 confrontandolo con quello del francese e spagnolo. Lo studio comprende anche un confronto tra scuola secondaria di secondo grado e università. Nel 2004, 317 rispondenti (italiano = 109; francese = 79; spagnolo = 129) hanno compilato un questionario su motivazioni, competenza percepita e attività extramurali. Indici compositi per lettura, ascolto, TV/film, esercizi linguistici, internet, chat/videogiochi, email/lettere, ospiti/contatti sociali sono stati analizzati con test non parametrici e correlazioni. Gli studenti universitari hanno riportato un’attività extramurale sostanzialmente più alta rispetto ai liceali; l’uso di internet e i contatti sociali sono risultati le attività più frequenti, mentre gli esercizi linguistici extra erano rari. La motivazione è risultata determinante: i motivi professionali hanno mostrato i valori più elevati di attività extramurale, seguiti da motivazioni personali e di piacere; l’obbligo è risultato associato ai livelli più bassi. Per lingua, a livello secondario gli apprendenti di francese mostravano livelli di attività superiori all’italiano; le differenze tra gruppi diminuivano in larga misura all’università. La competenza percepita correlava positivamente con i livelli di attività in tutti i gruppi (più forte per l’italiano, r = .62). I risultati evidenziano la centralità di motivazione e contesto nell’apprendimento extramurale e forniscono una base di riferimento per un follow-up longitudinale nell’attuale contesto caratterizzato da una forte presenza digitale.
The extramural activities of Italian as a second language in Sweden: a retrospective survey of language activities practised in the early 2000s
This retrospective study examines extramural language learning among learners of Italian LS in Sweden in the early 2000s, comparing patterns with French and Spanish and across upper-secondary and university levels. In 2004, 317 respondents (Italian = 109; French = 79; Spanish = 129) completed a survey on motivations, perceived proficiency, and out-of-class practices. Composite indices for reading, listening, TV/film, language exercises, internet, chat/games, email/letters, guests/social contacts were analyzed using non-parametric and correlations. University students reported substantially higher extramural activity than upper-secondary students; internet use and social contacts were the most frequent activities, while extra language exercises were rare. Motivation mattered and professional motives showed the highest values for extramural language activity, followed by personal and enjoyment; obligation was related to the lowest level of extramural language activity. Between languages, secondary-level French learners displayed higher activity levels than Italian; group differences largely vanished at university. Perceived proficiency correlated positively with activity levels in all groups (strongest for Italian, r=.62). Findings highlight the centrality of motivation and context in extramural language learning and provide a baseline for a longitudinal follow-up in today’s more digitally dominant environment.
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