“Penso che ci sono problemi con articoli e preposizioni”: un’esperienza di disagio linguistico nella classe di italiano L2
| Autoři | |
|---|---|
| Rok publikování | 2020 |
| Druh | Článek v odborném periodiku |
| Časopis / Zdroj | Italiano LinguaDue |
| Fakulta / Pracoviště MU | |
| Citace | |
| www | https://riviste.unimi.it/index.php/promoitals/article/view/14974/13884 |
| Klíčová slova | Error analysis; linguistic insecurity; foreign language learning |
| Přiložené soubory | |
| Popis | Research into connections between errors and linguistic insecurity among university students in foreign language classes have drawn attention to the fact that learners concentrate on the normative aspects of language and that they are more worried about their linguistic competence (above all morphosyntax, phonology and lexicon) than pragmatic competence or communicative flexibility/efficacy. Nonetheless, they consider errors as basic elements of the learning process and therefore they ask the teacher for constant feedback and correction. Starting from these considerations, we examined whether the “fear of making errors” corresponded to the actual presence of errors in texts, and if reflection on the perceived distance between L1 and L2 can be useful in the teaching/learning process, in order to revise the nature of language insecurity. Two groups of Czech and Slovak students of Italian L2 were involved in this study. Results show that by developing metalinguistic competence, the communicative and pragmatic view on language are strengthened; in addition, errors are positively reevaluated and they are instrumental in reducing the feeling of anxiety or in increasing awareness of the language learning process. |
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