Littérature scientifique sur le sujet « Acquisizione lingue seconde »
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Articles de revues sur le sujet "Acquisizione lingue seconde"
Mocciaro, Egle. « ACQUISIZIONE DELLA LINGUA SECONDA E ALFABETIZZAZIONE : UN CASO DI STUDIO A PALERMO ». Italiano LinguaDue 14, no 1 (21 juillet 2022) : 28–39. http://dx.doi.org/10.54103/2037-3597/18151.
Texte intégralPetrocelli, Emilia. « Pre-service teacher education : Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning ». EuroAmerican Journal of Applied Linguistics and Languages 8, no 1 (31 mars 2021) : 20–52. http://dx.doi.org/10.21283/2376905x.13.227.
Texte intégralPedrazzini, Luciana. « MEDIAZIONE E PROCESSI DI APPRENDIMENTO E USO DI UNA LINGUA SECONDA IN UN’ATTIVITÀ DI SCRITTURA : L’ESEMPIO DEL DICTOGLOSS ». Italiano LinguaDue 14, no 2 (18 janvier 2023) : 129–49. http://dx.doi.org/10.54103/2037-3597/19576.
Texte intégralFisso, Maria Beatrice, et Elio Sgreccia. « Etica dell’ambiente ». Medicina e Morale 45, no 6 (31 décembre 1996) : 1057–82. http://dx.doi.org/10.4081/mem.1996.892.
Texte intégralThèses sur le sujet "Acquisizione lingue seconde"
GINELLI, Giorgia. « L'acquisizione delle domande in italiano come lingua seconda ». Doctoral thesis, Università degli Studi di Verona, 2010. http://hdl.handle.net/11562/343932.
Texte intégralThis thesis concerns the acquisition of questions in Italian as a second language within the framework of Processability Theory (Pienemann 1998; Pienemann, Di Biase & Kawaguchi 2005). Questions are sentences marked both pragmatically and linguistically. According to Levelt’s Model (Levelt 1989; Levelt 1999) their conceptualization involves the selection of the interrogative mood and an information structure that gives prominence to the new information, namely the focus. The grammatical encoding of this pragmatic information (interrogative mood and focus prominence) goes through linguistic constraints that are language specific and often difficult to acquire by L2 learners. In Italian questions the focusing of the new information is mostly syntactic (Fava 1984; Fava 1995), especially so in WH questions and more rarely also in Y/N questions. The present study contributes to the exploration of the interface between discourse-pragmatics and syntax in the development of Italian L2 by applying to Italian questions the Topic Hyopthesis formulated within the framework of Processability Theory. The implicational hierarchies hypothesized in this study, based on those developed for Italian declaratives (i.e. Di Biase 2005; Di Biase & Bettoni 2007; Bettoni, Di Biase & Nuzzo 2009), are tested both cross-sectionally and longitudinally on a group of 12 adult learners with L2 language competence and different L1s. The production of the relevant structures was elicited through a set of tasks partly inspired by those used for the elicitation of English questions (Pienemann 1998; Kaetinge 2008) and partly especially devised for Italian (Ferrari, Ginelli & Nuzzo in press), a prodrop head-marking language. Data were collected twice at a one month interval. Results of the analysis conducted on both the cross-sectional and longitudinal data fully support the hypothesised implicational hierarchy. Results indicate that learners can free up canonical word order, as required in Italian questions, quite early in their interlanguage development as far as the emersion of the VS structure is concerned. Progress then occurs in several ways: a more frequent use of this emerged structure when the referential subject is pragmatically required, an increasingly more target-like use of prodrop, and the acquisition of the relevant morphology for the topicalization of the object.
Luise, Maria Cecilia <1964>. « Acquisizione e didattica dell'italiano come lingua seconda in contesto scolastico : un quadro di riferimento glottodidattico su italiano per comunicare, italiano per studiare ». Doctoral thesis, Università Ca' Foscari Venezia, 2004. http://hdl.handle.net/10579/368.
Texte intégralLa, Russa Francesca. « Le feedback correctif à l'écrit : techniques, élaboration, acquisition : étude longitudinale dans l'apprentissage de l'italien langue étrangère chez un public d'adolescents francophones au lycée ». Thesis, Bordeaux 3, 2021. http://www.theses.fr/2021BOR30002.
Texte intégralWritten corrective feedback, that is, the intervention of the teacher in response to learners’ errors, is a widely adopted technique in classroom interaction. While researchers working on second language acquisition generally agree that corrective feedback plays a role in the development of learners L2 skills, the identification of the most effective written corrective technique is still a matter of debate (Bitchener & Storch, 2016). Among many techniques, direct feedback - i.e. reformulation of the error by the teacher - and indirect feedback - i.e. pointing out the error implicitly, without giving the correction - are the most studied. While feeback effectiveness depends in part on the technique adopted by the teacher, the way students process it and other contextual, individual and linguistic variables might affect its learning potential. Our work aims to compare the effects of the two aforementioned corrective techniques on the L2 acquisition process and, at the same time, to assess the impact of other variables that affect the assimilation of feedback. To this end, we conducted an experimental study on twenty-six French-speaking learners who studied Italian as a third foreign language in high school. They were divided into three groups: one group received direct feedback, one group received indirect feedback, and a control group did not receive feedback. The experimental design consisted in: a pre-test (written and oral production), a treatement phase with written corrective feedback (writing - correction - revision and rewriting), an immediate post-test and a delayed post-test (written and oral production). The results show that the groups that received written feedback obtained better results compared to the control group, both in the rewriting of the text and in the successive written and oral productions. The level of engagement shown by learners while processing the correction affected their results: a higher level of engagement corresponded to better results. As for the comparison between the two corrective techniques, the indirect feedback seemed to be slightly more effective for the rewriting of the text, while direct feedback was more effective in the successive written and oral productions
Il feedback correttivo scritto, ovvero l'intervento dell'insegnante in risposta all'errore dell’apprendente, è una tecnica ampiamente utilizzata nell'interazione didattica in classe. Se generalmente i ricercatori che lavorano sull'acquisizione delle lingue seconde concordano sul fatto che il feedback correttivo gioca un ruolo nello sviluppo delle abilità dello studente in lingua seconda, l'identificazione della tecnica correttiva scritta più adatta a promuovere questo sviluppo è ancora oggi oggetto di controversie (Bitchener & Storch, 2016). Tra la moltitudine di tecniche correttive, il feedback diretto - cioè la riformulazione della forma sbagliata da parte dell'insegnante - e il feedback indiretto - cioè l'indicazione implicita della forma sbagliata, senza dare la correzione - sono i più studiati. Inoltre, se l'efficacia della correzione dipende in parte dalla tecnica adottata dall'insegnante, il modo in cui viene elaborata dagli studenti e alcune veriabili contestuali, individuali e linguistiche, influiscono sulla sua efficacia. Il nostro obiettivo è quello di confrontare gli effetti delle due tecniche correttive sopra menzionate nel processo di acquisizione della L2 e, allo stesso tempo, di valutare l'impatto di altre variabili che influenzano l'assimilazione del feedback. A tale scopo, abbiamo condotto uno studio sperimentale su ventisei studenti francofoni che dell'italiano come terza lingua straniera al liceo. Sono stati divisi in tre gruppi: un gruppo ha ricevuto feedback diretto, un gruppo ha ricevuto feedback indiretto e un gruppo di controllo non ha ricevuto feedback. Il protocollo di indagine ha previsto: un pre-test (produzione scritta e orale), una fase di trattamento con il feedback correttivo scritto (scrittura - correzione - revisione e riscrittura), un post-test immediato e un post-test differito (produzione scritta e orale). I risultati dello studio mostrano che i gruppi che hanno ricevuto il feedback scritto hanno ottenuto risultati migliori rispetto al gruppo di controllo, sia nella revisione del testo che nelle successive produzioni scritte e orali. Il livello di coinvolgimento mostrato dagli studenti nello sviluppo della correzione influenza i loro risultati: un livello di coinvolgimento più alto corrisponde a risultati migliori. Per quanto riguarda il confronto tra le due tecniche correttive, il feedback indiretto sembra essere stato leggermente più efficace per la revisione del testo, invece il feedback diretto è stato più efficace nelle successive produzioni scritte e orali
ATZENI, DANILA. « Il lessico in corsi universitari di italiano l2 ». Doctoral thesis, Università degli Studi di Cagliari, 2015. http://hdl.handle.net/11584/266402.
Texte intégralRitucci, Raffaella. « Bambine e ragazzi bilingui nelle classi multietniche di Torino ». Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
Texte intégralThe Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
Fratter, Ivana. « L'Ipotesi del Mapping Lessicale e l'apprendimento dei verbi in italiano come lingua seconda con particolare attenzione ai "riflessivi" ». Doctoral thesis, 2015. http://hdl.handle.net/11562/916792.
Texte intégralThis research paper aims to test the plausibility of the Lexical Mapping Hypothesis of Processability Theory for Italian L2 according to its recent formulation (Pienemann, Di Biase, Kawaguchi 2005; Bettoni, Di Biase in press). In particular, we will test the implicationality of the three stages of the Lexical Mapping Hypothesis, later focusing our attention on the third stage of syntactic development, the stage of non-default mapping (NDF). For this stage, the research will focus on the study of «si-constructions» that require non-canonical mapping. Starting from the description of «si-constructions» according to the three structures of sentence representation (argument structure, functional structure and constituent structure) set out by Lexicon Functional Grammar (Bresnan 2001; Dalrymple 2001; Falk 2001), we will then proceed upon their classification on the basis of the type of mapping required (canonical vs non-canonical). The study is based on a corpus of Italian L2 learners made up of 24 adult learners with various L1s. With this paper we will demonstrate how the acquisition of the «si-constructions» does not happen in a uniform and simultaneous manner, but follows a sequence of acquisition determined by factors that relate to the nature of the topics of the verbal predicate and their mapping onto grammatical functions, and that also affect the pragmatic level of such constructions.
Deborah, Cappelli. « Spagnolo e italiano : stati di interlingua e transfer ». Doctoral thesis, 2022. http://hdl.handle.net/2158/1277848.
Texte intégralARCOVITO, Marta. « Il corpo della voce - integrazione audiovisiva e gesto articolatorio nello sviluppo del linguaggio e nell'apprendimento di una seconda lingua ». Doctoral thesis, 2021. http://hdl.handle.net/11570/3199805.
Texte intégralOnly when one of a system’s components is no longer accessible, do we realise the impact that component had on the system’s functioning, even when the latter still fulfils its function. This is applicable, for example, in the case of interaction with a person using a face mask as a respiratory system protection tool and we therefore have no access to the vision of their mouth. What we need here is hearing, not seeing the mouth, but the feeling is often that of hearing less. The speaker’s mouth represents the visible articulatory component of human language and is not necessary to the perception of sound itself, but it has an intrinsic value linked to the linguistic sound; analysis of its function may help us to understand how profoundly it permeates speech, not only in its function of producing words. Investigation into the articulatory and multimodal components of speech is the premise of this dissertation. The path it follows aims at understanding and framing the function of the human articulatory system and the relationship that exists between it and the speech it produces. The vibration of the vocal cords, consequent to the passage of air produces sound waves that propagate through the air and reach another human’s ear as voice. The phonatory system enables humans to produce speech: one of the most complex and most widely studied cognitive functions both at the phylogenetic level and at the ontogenetic level. Sound waves are longitudinal waves, namely, waves within which the vibrations produced by the sound source cause an alteration in the density of air molecules, which thus start moving parallel to the direction of the wave alternating compressions and rarefactions of the molecular density, until they return to a state of equilibrium and therefore to silence. Since speech production is not an automatic process, but rather a voluntary act, for it to have an origin and a destination, a linguistic sound wave needs a body (whose phonatory system acts as a sound source), a propagation medium (usually air), and a receiving system to process the sound wave. Speech is the result of a mechanical phenomenon that produces a sound wave which alters the air molecules’ average density. The sound wave, in the form of a linguistic sound, can then be received by the auditory system and processed by the nervous system of the hearer. Speech, therefore, amounts to a sort of transfer of molecular oscillations originated from a body and whose sound output is processed by another body. What is left of the bodily element that produces them, in the complex sequence of sound waves that create speech? What role does bodily experience play in the processing of these molecular oscillations? Could it be that, besides the acoustic information, speech sound waves transfer bodily information of verbal language which leads up to the acoustic processing? And finally, how could such bodily information play a part in the processing of speech sounds that are less clear or less familiar, such as those of a language other than one’s native language? Taking these questions as a starting-point, the aim of this work is to shed light on the role of the bodily dimension of language learning, specifically relating to the act that makes speech possible: the articulatory gesture. The articulatory gesture is the motor act effected by the vocal tract and facial muscles thanks to which language production is enacted. The visible part of the articulatory gesture is the speaker’s mouth movement. The first part of this work examines how seeing the speaker’s articulatory gesture and the multisensory integration of the dual input, visual (articulatory gesture) and auditory (voice), influences acoustic perception, by analysing the aspects linked to the incidence of linguistic experience on selective attention to articulatory cues and the importance they acquire in the processing of speech during development. In this part, the articulatory gesture is presented as the element that confers perceptual salience to the speaker’s face, enriching the context within which the speech input is situated and processed. This route which traces the role of articulatory gestures as a perceptual context that influences acoustic perception facilitates moving towards a more in-depth and embedded level of the relationship between the articulatory system and speech. The second part of the dissertation has its starting point in the data signalling a less efficient audiovisual processing of speech in individuals with a history of specific language impairment (Kaganovich et al., 2016) and in individuals diagnosed with dyslexia (van Laarhoven et al., 2018), (Schaadt et al., 2019), (Rüsseler et al., 2018) and aims to supply elements on the motor nature of speech’s productive and perceptive aspects. Together with a less efficient audiovisual integration of speech inputs (auditory and visual), an atypical speed in linguistic articulation is recorded in individuals with dyslexia: articulation is slower compared to controls both in speech production and in speech motor planning. Furthermore, good lip-reading abilities correlate to better speech production and articulation skills. The final part of the work examines the role that speech’s motor nature may play in the context of second language learning, explaining what the role of the articulatory component may point out in the relationship between the motor system, perception and production of speech. The ability to perceive the acoustic differences of the sounds of a language other than one’s native language cannot always be taken for granted. Japanese people for example have great difficulties in distinguishing the English phonemes /r/ and /l/ which are not differentiated in their language. The phoneme identification performance improves after specific training to allow better identification of the phoneme contrast. The improvement is not limited to perception abilities but extends to an improvement in production abilities for words containing the two phonemes /r/ and /l/ (Bradlow et al., 1997). Neurophysiological investigations carried out during the processing of linguistic sounds and during the vision of speech-producing lip movements alone, have detected the activation of motor areas of the brain involved in speech production. However, in the case of phonemes of a foreign language, there is a greater activation of the brain motor areas compared to the activation recorded when hearing a native language (Wilson & Iacoboni, 2006). This activation becomes greater as the difficulty in the phoneme identification increases, in exactly the same way as with the sounds /r/ and /l/ for Japanese speakers (Callan, Tajima et al., 2003), (Callan et al., 2004). The increase in brain activation in the areas involved in language production in response to the processing of difficult sounds of a language other than one’s native language and during the processing of linguistic sounds of one’s native language pronounced with a foreign accent (Callan et al., 2014) is the sign, for the authors of these studies, of a greater resort to the control systems of the articulatory-auditory feedback. The perceptual improvements following specific training (Callan, Tajima et al., 2003) are, from this viewpoint, the result of the acquisition of the articulatory-auditory and auditory-articulatory maps that intervene to facilitate phonetic identification and on which one needs to rely more for the processing of less easily recognisable sounds (Callan, Tajima et al., 2003), (Callan et al., 2004). The fact that audiovisual exposure to a verbal input (which therefore includes the auditory input associated with the relative articulatory gesture) gives better perceptual results than exposure to the auditory input alone in the processing of difficult phonetic contrasts and in distinguishing the differences in diphthong duration of a foreign language (Navarra & Soto-Faraco, 2007), (Hirata & Kelly, 2010) is compared with the latter studies by Callan and colleagues. The articulatory gesture is presented in this work as an optimal access key for the reconstruction of those auditory-articulatory maps needed for more efficient acoustic processing. Two levels of speech multimodality are identified: the first is an auditory-visual level, relating to the role of the articulatory gesture as a perceptual context for the acoustic input; the second is an auditory-articulatory level related to the increase in the activity in brain motor areas of speech during the processing of a foreign language and to the control systems of the articulatory-auditory feedback in response to a demanding linguistic input of an unfamiliar language. The improvement in perceptual abilities as a result of an audiovisual exposure to the input is explained by the fact that the visible articulatory gesture is the point at which the two levels of speech multimodality converge and thanks to which sound processing is enhanced and is thus a precious element that is not restricted to the processing of one’s native language but extends to the processing and production of linguistic sounds of a second language. It is specifically in the automatic process of the audiovisual integration of the linguistic auditory input and related articulatory gesture that it is possible to find an explicit cue for the creation of the articulatory-auditory and auditory-articulatory maps that enable a more accurate processing of the acoustic input, which may, in turn, be reflected in an improvement of speech production abilities.
BELTRAME, Rossella. « Acquisizione della lingua italiana e integrazione sociale in bambini d'età prescolare figli di immigrati : Fattori di promozione vs. ostacolo ». Doctoral thesis, 2011. http://hdl.handle.net/11562/350733.
Texte intégralAccording to the Ministry of Education (2009), 600.000 students with non-European citizenship were enrolled in Italian schools in 2009. Ministry data also show that they are rejected twice as often as their Italian peers. Factors which more heavily affect their academic performance are difficulties in the acquisition of the Italian language and in socializing with their peers. Learning two languages simultaneously may lead to forms of subtractive bilingualism, with a low proficiency in both languages and the risk of developing heavy language deficit (Bialystok, 2007, Lindsey et al., 2003; Manis et al., 2004; Favaro & Napoli, 2002, Hakuta et al., 2000).. Even social development may be hampered by discrepancies between family and school behavioral expectations, educational goals and caring practices (Keller, 2007; Miller, Harwood, 2002). An important resource to counteract these difficulties is the inclusion of immigrant children in kindergarten, as shown by studies conducted in the United States and Germany (Magnuson et al., 2006, Spiess et al., 2003). The aims of this study are: to document the level of Italian as a second language acquisition in immigrant children of preschool age, to document the level of social competence and social integration in the Italian educational context - in relation to age, gender and citizenship of children - and to analyze the relationship between factors hypothesized as potential promoters (vs. barriers) for Italian language development. 211 immigrant preschool children participated in this study, (mean = 4.5, SD = 0.96). 52 children had a Nigerian passport, 46 had Romanian passports, 36 had a Moroccan passport, 23 had Sri Lankan passport and, finally, 50 children had passports of various foreign nationalities. Researchers visited the children several times for evaluation oral comprehension (TOR 3-8) in Italian language, as knowledge of words and phrases, both in comprehension and production (TVL), and receptive vocabulary (PPTV -R). In order to assess children’s social competence, a multi-method approach was employed, comprising three different sources for data collection: direct observation of videotaped behavior; the perception of teachers who filled out a questionnaire for the assessment of social behavior in preschoolers and, finally, a sociogram, limited to the positive dimension of choice. Socio-demographic information about the children’s families were gathered through interviews with parents and teachers Comparison between the results of the linguistic tests and normative data shows very low levels of language skills, consistent with the data presented by international research. The 3-factor ANOVA (Age: 3 x Nationality: 5 x L2incasa: 2) applied to the different linguistic variables shows a significant effect not only of the Age of children, but also of the use of Italian at home. No effect of the Citizenship variable is shown. The 3-factor ANOVA (Age: 3 x Type: 2 x Group: 2 or Citizenship: 6) and its post-hoc applied to the different social data show a significant effect of Age, Group and Gender, with the differences in favor of Italian children who remain concentrated mainly in the 3 years old range for females, and in those of 3-4 years for males, suggesting that the influence of social integration in school is positive, especially for girls. Regarding the 3rd research goal, the regressions show that a large portion of linguistic variance is explained by competence and social integration measures and vice versa, indicating a close relationship between language and social skills.
Livres sur le sujet "Acquisizione lingue seconde"
1937-, Giacalone Ramat Anna, dir. L' Italiano tra le altre lingue : Strategie di acquisizione. Bologna : Il Mulino, 1988.
Trouver le texte intégralChapitres de livres sur le sujet "Acquisizione lingue seconde"
Stoyanova, Nataliya. « Resistenza all’acquisizione della struttura del discorso e della gerarchizzazione sintattica in un corpus acquisizionale italo-russo ». Dans Le lingue slave tra struttura e uso, 305–21. Florence : Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6453-328-5.17.
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