La protesta in italiano L2: un caso di autoapprendimento della pragmatica

Authors

DOI:

https://doi.org/10.21283/2376905X.7.103

Keywords:

ACQUISITION OF PRAGMATICS IN L2, PROTEST, SELF-GUIDED LEARNING, LIRA, ROLE-PLAYS

Abstract

The present article reports on an experiment conducted in the area of acquisitional pragmatics. The study is qualitative and, given its short duration and limited number of participants, it is also exploratory. Six university students of Italian as an L2 (L1 Dutch) enrolled in a self-paced course aimed at the acquisition of pragmatics in Italian, specifically in relation to the act of protesting, on the online multimedia platform LIRA. The participants also engaged in a set of role-plays, involving situations of high and low familiarity, both before and after the online course. The underlying hypothesis was that in the role-plays after the online course, students would use a richer and more diverse repertoire of internal and external modifiers, resulting in more effective communication. The study provides a number of implications for teaching and learning pragmatics, s well as the characteristics of LIRA, the speech act of protesting and tools for data collection in L2 pragmatics, such as role-plays.

Author Biographies

Anna Vittoria Ottaviani, Università degli Studi di Trento

Anna Vittoria Ottaviani is a high school teacher of Italian at the Liceo Arcivescovile C. Endrici in Trento. She graduated in Philology and Literary Critics with an emphasis on classical studies. She focuses on the study and dissemination of textual analysis and its chronotopic variants and methodological contaminations. She is also involved in many activities of local cultural policy.

Ineke Vedder, Universiteit van Amsterdam

Ineke Vedder is Assistant Professor of Italian linguistics and second language acquisition particularly L2 Italian at the University of Amsterdam (Amsterdam Center for Language and Communication, ACLC). Her main research interests include academic writing in L2 and L1; TBLT (Task-Based Language Learning and Teaching); acquisitional pragmatics and functional adequacy in L2; development of syntactic complexity in L2.

Published

12/31/2017

How to Cite

Ottaviani, A. V., & Vedder, I. (2017). La protesta in italiano L2: un caso di autoapprendimento della pragmatica. EuroAmerican Journal of Applied Linguistics and Languages, 4(2), 97–114. https://doi.org/10.21283/2376905X.7.103

Issue

Section

Research Articles

Categories