Teachers, parents and partners as social mediators of L2 motivation among Italian informal users of English
DOI:
https://doi.org/10.21283/2376905X.1.13.1.3621Parole chiave:
APPRENDIMENTO INFORMALE DELLE LINGUE, INGLESE L2, SISTEMA MOTIVAZIONALE DEL SÉ PER LA L2, INPUT AUDIOVISIVO, RUOLO DELL’INSEGNANTEAbstract
La presenza dell’inglese negli ambienti digitali ha favorito l’emergere di profili di apprendenti-utenti informali di L2 connotati da un uso autonomo e da un elevato apprezzamento dei media in lingua inglese. Sulla base di interviste semi-strutturate con 20 studenti universitari italiani, questo studio qualitativo analizza in retrospettiva come l’interazione con l’inglese al di fuori del contesto scolastico, in particolare attraverso i media digitali, influenzi nel tempo la motivazione e l’identità nella L2. I risultati indicano che il primo accesso all’inglese informale avviene generalmente per necessità, in quanto lingua predefinita di molti contenuti online, per evolvere successivamente in un uso basato sulla preferenza personale, guidato dal piacere e dalla percezione di autenticità dell’input nella L2. Inoltre, docenti e genitori emergono come mediatori e modelli linguistici nelle traiettorie motivazionali. Interpretati alla luce del modello L2 Motivational Self System (Dörnyei, 2005, 2009), i risultati evidenziano l’interrelazione tra pratiche informali e il ruolo di docenti e genitori come mediatori oltre i confini dell’aula.
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