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Journal articles on the topic 'Italian Linguistics'
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Zevola, Annunziata. "LA LINGUA DEL IESSE. OSSERVAZIONI LINGUISTICHE NELL’«ITALIA RANDAGIA» DI AMY BERNARDY." Italiano LinguaDue 16, no. 2 (January 2, 2025): 299–311. https://doi.org/10.54103/2037-3597/27771.
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Nel 1913 Amy Bernardy (1880-1959), giornalista e storica fiorentina, scrive Italia randagia, resoconto dettagliato della situazione materiale e morale degli emigrati italiani negli Stati Uniti. Poco frequentata dall’ambiente accademico, che le dedica – soprattutto in anni recenti – studi di natura prevalentemente biografico-letteraria, la Bernardy è la prima giornalista ad offrire nei suoi scritti uno spaccato fedele della vita delle comunità italiane d’oltreoceano (cfr. Prezzolini 1960). Delle rare fonti oggi a disposizione, pochissime sembrano soffermarsi sull’attenzione riservata dalla Bernardy alla questione linguistica degli immigrati italiani in Nord America. Il contributo si propone dunque di fornire, in una prospettiva storico-linguistica, un close reading di quei capitoli che in Italia randagia esaminano i tratti di un inglese «rivestito di forme italiane» (Bernardy, 1913: 89), che, se nelle sue espressioni individuali perde gradualmente i caratteri identitari, nelle sue manifestazioni collettive resta invece saldamente ancorato alla propria italianità. I tentativi di adattamento al nuovo contesto sociale e culturale si declinano e si coniugano in una lingua dai tratti confusi, «italiana d’aspetto» e «inglese d’etimologia» (p. 91): è l’«italiano del sì» che progressivamente diventa «italiano del iesse» (p. 93). The language of iesse. Linguistic observations in Amy Bernardy’s Italia randagia In 1913, Florentine journalist and historian Amy Bernardy (1880-1959) published Italia randagia, a detailed account of the material and moral conditions of Italian emigrants in the United States. Although largely overlooked by the academic community, which has only recently dedicated predominantly biographical-literary studies to her work, Bernardy was the first journalist to provide a faithful depiction of the lives of Italian communities overseas (see Prezzolini 1960). Of the rare available sources, very few focus on Bernardy’s attention to the linguistic issues faced by Italian immigrants in North America. This paper aims to offer a close reading, from a historical-linguistic perspective, of the chapters in Italia randagia that examine the characteristics of an English «rivestito di forme italiane» (Bernardy, 1913: 89), a language that, while gradually losing its identity on an individual level, remains collectively anchored to its Italian roots. The attempts to adapt to the new social and cultural context are reflected in a language with blurred features, «italiana d’aspetto» and «inglese d’etimologia» (p. 91). This linguistic shift marks the transition from the «italiano del sì» to the «italiano del iesse» (p. 93).
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Da Milano, Federica. "COMUNICARE IL MADE IN ITALY IN UN CONTESTO INTERLINGUISTICO E INTERCULTURALE." Italiano LinguaDue 16, no. 1 (June 23, 2024): 1–11. http://dx.doi.org/10.54103/2037-3597/23821.
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L’intervento si propone come una riflessione sull’insegnamento della linguistica nell’ambito dei corsi in Comunicazione interculturale. Come spesso viene sottolineato, anche recentemente in occasione degli “Stati Generali della lingua e della creatività italiane nel mondo” (2021), nell’anno delle celebrazioni per i 700 anni della nascita di Dante, l’italiano è una delle lingue più studiate al mondo. Una delle cause di questo grande interesse sembra essere la curiosità, da parte dei più giovani studenti stranieri, nei confronti delle caratteristiche del Made in Italy. Tuttavia, le imprese italiane non riescono a valorizzare adeguatamente la complessità culturale alla base del prodotto italiano, proprio a causa della incapacità di comunicare in modo efficace gli aspetti che lo caratterizzano. Molto spesso viene dato per scontato che il consumatore conosca il contesto culturale alla base del prodotto, errore che si amplifica quando il consumatore proviene da Paesi geograficamente e culturalmente lontani dal nostro. Le imprese hanno bisogno di narratori che siano in grado di raccontare in un linguaggio comprensibile al consumatore le molte caratteristiche del prodotto italiano. Un’opera di traduzione delicata e complessa che richiede un’approfondita conoscenza sia del nostro sistema di valori che di quello del destinatario della comunicazione. All’aumentare della distanza culturale dei consumatori maggiore dovrà essere l’attenzione alle modalità di comunicazione. Per comunicare nei mercati dei Paesi emergenti, in particolare orientali, è necessario non solo conoscere l’evoluzione dei media digitali, ma anche dominare gli aspetti linguistici e culturali. I testi nelle lingue straniere non possono essere la semplice traduzione dei testi italiani; al contrario, sono delle riformulazioni che tengono conto sia della diversità delle categorie culturali di riferimento delle diverse società, sia delle difficoltà di resa traduttiva degli usi linguistici della lingua italiana. Le università italiane dovrebbero dunque tenere conto della rilevanza della comunicazione interlinguistica e interculturale e valorizzare le potenzialità dei corsi in Comunicazione, altrimenti si corre il rischio di avere laureati in lingue orientali che non conoscono la comunicazione digitale e il marketing e laureati in comunicazione con poca consapevolezza della diversità linguistica e culturale. Communicating Made in Italy in an interlingual and intercultural context This paper aims at analysing the teaching of linguistics in the context of Intercultural Communication training courses. As is often emphasised, even recently on the occasion of the “Stati Generali della lingua e della creatività italiane nel mondo” (2021), in the year of the celebrations for the 700th anniversary of Dante’s birth, Italian is one of the most studied languages in the world. One of the main reasons for this great interest seems to be younger foreign students’ curiosity towards the characteristics of “Made in Italy”. However, Italian companies often fail to properly exploit the cultural complexity underlying Italian products, mainly because of their inability to effectively communicate the aspects that characterise them. Very often, in fact, it is taken for granted that the consumer should know the cultural context underlying the product, an error that is amplified when the consumer comes from countries that are geographically and culturally distant from ours. Companies need storytellers who are able to recount the many characteristics of Italian products in a language that consumers can understand. This is a delicate and complex translation task that requires in-depth knowledge of both our value system and that of the recipient of the communication. As the cultural distance of our consumers increases, more attention will have to be paid to the way we communicate. To communicate in the markets of emerging countries, especially in the Eastern Countries, it is necessary not only to be familiar with the evolution of digital media, but also to master the relevant linguistic and cultural aspects. Texts in foreign languages cannot be mere translations of Italian texts; they must be, instead, reformulations that take into account both the cultural diversity of the different societies and the difficulties in translating the idioms of the Italian language. Italian universities should therefore take into account the relevance of interlinguistic and intercultural communication and enhance the potential of Communication courses, otherwise we risk having graduates in Oriental languages who are not familiar with digital communication and marketing, and Communication graduates with little awareness of linguistic and cultural diversity.
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Ballarin, Elena, and Paolo Nitti. "“HO STUDIATO CINEMA E NON PENSAVO DI INSEGNARE ITALIANO”. L’INSEGNANTE DI ITALIANO ALL’ESTERO: PROFILI, FORMAZIONE E PROPOSTE." Italiano LinguaDue 15, no. 1 (June 26, 2023): 36–52. http://dx.doi.org/10.54103/2037-3597/20374.
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Tra la popolazione che lascia l’Italia per risiedere all’estero ricopre un ruolo interessante la figura dell’insegnante di italiano come lingua straniera. Tale profilo rappresenta l’Italia e l’italianità non soltanto attraverso il proprio personale patrimonio linguistico e culturale, ma è depositario e portatore privilegiato della lingua e cultura italiana insegnate nelle diverse istituzioni estere. La letteratura scientifica si è interrogata su questa figura professionale in ambito L2 e in ambito LS, ma l’attenzione della ricerca si è concentrata quasi esclusivamente sul portato linguistico-educativo, privilegiando le caratteristiche professionali e formative e occupandosi in secondo piano degli aspetti relativi alla sfera più personale, di “cittadino e cittadina” più che di professionista. Questa ricerca si propone di investigare le caratteristiche che possano definire l’insegnante di italiano a stranieri a tutto tondo, con lo scopo di mettere a fuoco il profilo di chi ha il compito di veicolare la lingua italiana nel mondo. La metodologia della ricerca adottata è stata di tipo qualitativo e ci si è avvalsi di un’indagine realizzata mediante un questionario su Google Moduli, diffuso attraverso social media e inviato a vari/varie insegnanti operanti in istituzioni di diverso ordine e grado. Le risposte ottenute da un campione di centinaia di intervistati permettono di ottenere l’inquadramento di un profilo su cui vale la pena di riflettere in merito alla formazione di taglio glottodidattico e linguistico-educativo in Italia, in modo da avvicinare la formazione accademica alle esigenze professionali e alle aspirazioni individuali in merito alle scelte di vita.
“I studied cinema and didn’t think i would teach Italian”. The Italian language teacher abroad: profiles, training and proposals
The role of Italian teacher as foreign language that leaves Italy to teach abroad is interesting. This profile represents Italy through the own personal linguistic and cultural heritage, and it is a privileged depositary and bearer of Italian language and culture taught in many foreign institutions. Scientific literature placed question about this professional role in second language and in foreign language, but the attention of research is concentrated almost exclusively on linguistic and educative point of view, first privileging professional and educative features and after taking care of personal feeling as “citizen”. This research proposes to investigate skills of Italian teacher for foreigners, and the aim will be to define the right profile to convey Italian language around the world. The method of this research is qualitative, and survey was done through a questionnaire on Google, widespread on social media and sent to many teachers of various institutions. This research tries to focus on educational linguistics perspectives. Furthermore, obtained answers from hundreds interviewed allow a framing profile, professional needs and individual ambitions of life.
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Rosen, Carol, Nicoletta Villa, and Marcel Danesi. "Studies in Italian Applied Linguistics. Studi di linguistica applicata italiana." Italica 63, no. 2 (1986): 194. http://dx.doi.org/10.2307/479003.
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Grassano, Matteo. "GIULIO BERTONI E LA NEOLINGUISTICA NELL’ENCICLOPEDIA ITALIANA." Italiano LinguaDue 15, no. 2 (December 15, 2023): 896–932. http://dx.doi.org/10.54103/2037-3597/21996.
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Il saggio studia la collaborazione di Giulio Bertoni alla prima edizione dell’Enciclopedia Italiana (1929-1937). Fin dal 1925 Bertoni fu chiamato da Giovanni Gentile a dirigere la sezione di Linguistica, di cui impostò il lemmario e per cui stese una prima lista di collaboratori. Attraverso l’analisi delle voci più significative di Bertoni, il saggio mette in evidenza la prospettiva neolinguistica che caratterizza la sua direzione di sezione. Gli articoli enciclopedici diventano così un’occasione per riflettere innanzitutto sui debiti della neolinguistica verso il dibattito linguistico ottocentesco, e in particolare verso autori quali Humboldt, Schuchardt, Gilliéron. Allo stesso tempo, il saggio approfondisce i legami della neolinguistica con l’idealismo filosofico italiano e tenta di trarre un bilancio sul peso che le idee di Croce e poi di Gentile ebbero nella visione linguistica di Bertoni.
Giulio Bertoni and neolinguistics in the Enciclopedia Italiana
This essay studies Giulio Bertoni’s collaboration on the first edition of the Enciclopedia Italiana (1929-1937). As early as 1925, Giovanni Gentile called Bertoni to direct the Linguistics section, for which the scholar prepared the lemmary and drew up an initial list of collaborators. Through the analysis of Bertoni’s most significant articles, this essay highlights the neolinguistic perspective characterising his management of the section. His encyclopaedic articles become an opportunity to reflect above all upon the debts of neolinguistics towards the 19th-century linguistic debate, and in particular towards authors such as Humboldt, Schuchardt and Gilliéron. At the same time, this essay examines the ties of neolinguistics with Italian philosophical idealism and attempts to draw a balance on the weight that the ideas of Croce and then of Gentile had on Bertoni’s linguistic theory.
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Goglia, Francesco. "LA ONWARD MIGRATION DI NUOVI ITALIANI IN INGHILTERRA: RISTRUTTURAZIONE DI REPERTORI LINGUISTICI COMPLESSI E MANTENIMENTO LINGUISTICO." Italiano LinguaDue 15, no. 1 (June 26, 2023): 65–81. http://dx.doi.org/10.54103/2037-3597/20376.
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Questo articolo si concentra sugli effetti della onward migration sui repertori linguistici delle famiglie di nuovi italiani che sono emigrate in Inghilterra dopo un lungo periodo di vita in Italia. Prendendo in esame interviste sociolinguistiche condotte con i figli maggiori di queste famiglie, lo studio dimostra che l'italiano viene mantenuto nel dominio familiare, soprattutto tra coloro che hanno trascorso più tempo in Italia. I fratelli maggiori aiutano i loro fratelli minori a mantenere la loro competenza nell’italiano e possono utilizzare una combinazione di lingue della famiglia quando comunicano con i genitori quando questi non parlano fluentemente l’inglese. Inoltre, l’italiano continua ad essere nelle conversazioni con gli amici sia in Inghilterra che in Italia e vengono anche sostenuti esame di italiano a scuola. Mentre i dialetti italo-romanzo sono assenti dai repertori linguistici di queste famiglie, altre lingue d’eredità continuano ad essere parlate dai genitori tra loro e con i propri figli; tuttavia, il livello di mantenimento varia a seconda dell’origine etnica di ciascuna famiglia. Per alcuni partecipanti, il trasferimento in Inghilterra li ha anche portati a riscoprire le proprie radici linguistiche.
THE ONWARD MIGRATION OF NEW ITALIANS TO ENGLAND: RESTRUCTURING OF COMPLEX LINGUISTIC REPERTOIRES AND LANGUAGE MAINTENANCE
This article focuses on the effects of onward migration in the linguistic repertoires of families of new Italians who have migrated to England after a long period of life in Italy. Drawing on sociolinguistic interviews undertaken with the elder children of these families, the study finds that Italian is maintained in the family domain, particularly among those who spent more time in Italy. The elder siblings assist their younger siblings in maintaining their Italian proficiency and may use a combination of family languages when communicating with parents when these are not fluent in English. Furthermore, Italian is still being used with friends both in England and back home in Italy, as well as being taken as exam at school. While Italo-Romance dialects are absent from these families' linguistic repertoires, other heritage languages continue to be spoken by parents amongst themselves and with their children; however, maintenance levels vary depending on each family's ethnic background. For some participants, moving to England has also led them to rediscover their linguistic roots.
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Boukhira, Atallah. "Linguistic atlases: (German, French, Italian, American)." مجلة قضايا لغوية | Linguistic Issues Journal 4, no. 2 (June 15, 2023): 41–49. http://dx.doi.org/10.61850/lij.v4i2.51.
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This research is a comparative work between the four linguistic atlases: German, French, Italian and American, as pioneering works in the field of making linguistic atlases. Before that, the concept of geographic linguistics, its scientific interest and function, and what it aims for, then we touched on the emergence of Western linguistic atlases, which was one of the topics of geographic linguistics.
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Miccoli, Paolo, and Maria Teresa Venturi. "PER UN MUSEO MULTIMEDIALE DELLA LINGUA ITALIANA. PARTIRE DAL VISITATORE: UNA PRIMA INDAGINE SULL’INTERESSE PER LO SPAZIO LINGUISTICO ITALIANO." Italiano LinguaDue 14, no. 1 (July 28, 2022): 833–60. http://dx.doi.org/10.54103/2037-3597/18330.
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L’articolo presenta i primi risultati di un’indagine sull’interesse della popolazione per i diversi aspetti dello spazio linguistico dell’italiano, condotta attraverso la somministrazione di un questionario a un campione di circa 1200 intervistati. L’obiettivo della ricerca è stato quello di individuare quali argomenti suscitavano un maggiore coinvolgimento del pubblico, in vista della creazione di una sezione sullo spazio linguistico per il Museo multimediale della lingua italiana (MULTI). Il questionario, che ha previsto diverse fasi di lavoro (intervista agli esperti, pretest, questionario finale, campionatura e diffusione), è stato strutturato al fine di condurre un’analisi descrittiva con mezzi statistici. I dati rilevati mediante il questionario hanno permesso di individuare quali sono i temi di maggiore e minore interesse per il pubblico, rendendo evidente la necessità di attuare una strategia divulgativa differenziata sia per visitatori sia per argomenti. I temi sui quali si è concentrato maggiormente l’interesse del pubblico sono stati da un lato, per quel che riguarda lo spazio “interno” alla penisola, le diverse manifestazioni dei dialetti (testimonianze letterarie e artistiche, nuovi ambiti d’uso del dialetto), dall’altro, rispetto allo spazio “esterno” (quello dell'italiano nel mondo), gli italianismi più amati all’estero, la lingua degli emigrati e quella degli immigrati. Le conclusioni di questa indagine permettono di immaginare la sezione del MULTI dedicata allo spazio linguistico italiano come uno spazio digitale dialogico e inclusivo, costruito mettendo al centro il visitatore e i suoi interessi.
For a multimedia museum of the Italian language. Starting with the visitor: an initial survey of interest in the Italian language space
The article presents the first results of a survey about the interest of Italians in various linguistic aspects of the Italian language. The survey was conducted using a questionnaire, with a sample of about 1200 respondents. The aim of the study was to identify a list of attention-grabbing topics, in order to develop a section of the Multimedial Museum of the Italian Language (MULTI) dedicated to linguistics. The questionnaire, which consisted of different work phases (interviews with experts, pretest, final questionnaire, sampling and dissemination), was structured in order to conduct a descriptive analysis with statistical means. The data collected through the questionnaire identified the issues that aroused more or less interest among the target audience, highlighting the need for customized digital dissemination strategies according to visitors and topics. Some topics emerged as particularly attractive for the audience: in regards to the “inside” space, the most appreciated theme was the world of dialects (especially the literary and artistic production and the new uses of dialect); for the “external” space (that of Italian in the world), respondents regarded the “Italianisms”, the language of emigrants and that of immigrants, as the most interesting issues. The conclusions of this survey allow us to imagine the section of the MULTI dedicated to the linguistic space of Italian as a dialogic and inclusive one, which puts the visitor and his/her creativity and own interests at the core.
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RADZIIEVSKA, T. V., and V. M. Trub. "ITALIAN-UKRAINIAN CONTRASTIVE STUDIES: LINGUISTICS, LITERATURE, TRANSLATION." Movoznavstvo 315, no. 6 (December 17, 2020): 57–62. http://dx.doi.org/10.33190/0027-2833-315-2020-6-005.
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Brachini, Federica. "LA NEOEMIGRAZIONE ITALIANA IN CONTESTO RELIGIOSO: UNO STUDIO IN GERMANIA." Italiano LinguaDue 15, no. 1 (June 26, 2023): 120–29. http://dx.doi.org/10.54103/2037-3597/20380.
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L’emigrazione, mai interrotta, è da sempre una peculiarità dell’Italia. Negli ultimi anni, i protagonisti dei flussi in uscita sono però diversi sia culturalmente sia linguisticamente da quelli dei secoli scorsi. Nonostante questo cambiamento, continua ancora l’assistenza spirituale e sociale che la Chiesa cattolica italiana dà ai connazionali all’estero. Dal momento che la sua missione si realizza attraverso la lingua e il suo credo si fonda sulla Parola, la Chiesa si interessa molto alla questione linguistica. In questo contributo verranno presentati i risultati di un’indagine condotta mediante interviste e osservazioni partecipanti in due città della Germania – paese che, almeno da tre anni, è al secondo posto sia per nuovi arrivi di italiani sia per comunità italiana residente – con lo scopo di individuare la consapevolezza della Chiesa italiana in Germania circa i cambiamenti sociali, linguistici e culturali apportati dalla neoemigrazione.
Italian neo-emigration in a religious context: a study in Germany
Continuous emigration has always been a distinctive feature of Italy. In recent years, however, Italian emigrants have distinguished themselves both culturally and linguistically from the previous migratory flows of Italians. Despite this change, the spiritual and social assistance that the Italian Catholic Church gives to its fellow countrymen abroad is still ongoing. Furthermore, the Italian Catholic Church is particularly interested in the linguistic dimensions, given the fact that its mission is carried out through language and its creed is based on words. This paper aims to identify the awareness of the Italian Church in Germany about the social, linguistic and cultural changes brought about by the new emigration flows from Italy, presenting the results of a survey conducted through interviews and participant observations in two cities in Germany, a country which, for at least three years, has been in second place both in terms of the number of new arrival of Italians and the ones already emigrated.
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Viscera, Angela. "MAECI E INIZIATIVE DI PROMOZIONE LINGUISTICO-CULTURALE: L’INSEGNAMENTO DELL’ITALIANO IN BELGIO." Italiano LinguaDue 15, no. 1 (June 26, 2023): 130–46. http://dx.doi.org/10.54103/2037-3597/20381.
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In una prospettiva di analisi dei processi linguistici fuori dai confini nazionali, non possiamo non esplorare la situazione migratoria che si è avuta in Belgio a seguito degli accordi bilaterali del 1946 con l’Italia. Particolare interesse desta la questione del mantenimento della lingua d’origine degli immigrati italiani. Il presente contributo illustra, in primo luogo, come lo stato italiano è intervenuto al fine di promuovere e attuare iniziative per l’apprendimento e la diffusione della lingua e della cultura italiana all’estero, giungendo, nel corso degli anni, a stipulare accordi di partenariato con il Belgio francofono. Successivamente vengono presentati e discussi i risultati di un’indagine effettuata, secondo una prospettiva sociolinguistica, sugli apprendenti di lingua e cultura italiana a livello di scuola primaria e secondaria nella circoscrizione consolare di Bruxelles. La ricerca, condotta su un campione di 449 studenti, è volta a comprendere qual è la tipologia di utenti che frequenta i corsi extrascolastici tenuti da insegnanti MAECI (docenti di ruolo nella scuola italiana e distaccati all’estero per un determinato periodo di tempo), qual è la loro lingua di eredità culturale, ovvero se sono in maggioranza italiani, di origine italiana o stranieri, italofoni o non italofoni, descrivendone, pertanto, le loro abitudini linguistiche. La ricerca indaga anche sulla motivazione che spinge gli studenti a frequentare tali corsi. Ne risulta un quadro della situazione linguistica dei corsisti che offre spunti interessanti di riflessione.
MAECI and linguistic-cultural promotion initiatives: teaching Italian in Belgium
In order to analyse linguistic processes outside the national borders, an accurate exploration of the migratory situation occurring in Belgium following the 1946 bilateral agreements with Italy must be performed. Of particular interest is the question of maintaining the language of origin of Italian immigrants. This paper first illustrates how the Italian state has intervened to promote and implement initiatives for the learning and dissemination of Italian language and culture abroad, going so far over the years as to enter into partnership agreements with French-speaking Belgium. Afterwards, the results of a survey conducted from a sociolinguistic perspective on Italian language and culture at the primary and secondary school level in the Brussels consular district are presented and discussed. The research, conducted on a sample of 449 students, is aimed at understanding what type of users attend extracurricular courses taught by MAECI teachers (teachers in the Italian school and detached abroad for a certain period of time), what is their language of cultural inheritance, i.e. whether they are mostly Italian, of Italian origin or foreigners, Italian-speaking or non-Italian-speaking, thus describing their language habits. Furthermore, the research investigates the motivation behind the choice made by the students to follow such classes. As a result, a complete picture of the linguistic situation of MAECI students is provided which offers interesting insights for reflection.
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Macaro, Ernesto. "Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian." Language Teaching 43, no. 2 (March 3, 2010): 127–53. http://dx.doi.org/10.1017/s0261444809990358.
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L'apprendimento della lingua italiana come lingua straniera (L2), probabilmente per motivazioni storico-culturali, è di carattere specialistico. Di conseguenza, l'impronta globale della lingua italiana, rispetto ad altre lingue straniere come l'inglese, lo spagnolo ed il francese, risulta essere abbastanza limitata. Sorprende quindi il fatto che in diversi progetti di ricerca, nel campo della linguistica applicata e dell'apprendimento delle L2, l'italiano sia la lingua studiata dai partecipanti oggetto di studio. Questa rassegna di studi verte ad identificare gli approfondimenti della ricerca nel campo dell'apprendimento della lingua italiana come seconda lingua piuttosto che il contributo dell'italiano alla teoria della SLA in genere. Inoltre, ha l'obbiettivo di valutare lo stato attuale della lingua italiana nell'ambito dell'istruzione formale. L'autore suggerisce la presenza di un rapporto tra la comprensione del processo di apprendimento della lingua italiana e la richiesta dell'italiano come L2. Questa rassegna riassume e categorizza quasi settanta studi condotti in una varietà di contesti educativi e offre proposte e stimoli per futuri progetti di ricerca.Italian has for many years been considered somewhat of a specialist language when studied as a second language (L2) and this is perhaps due to historical and cultural factors. Its footprint worldwide compared to such languages as English, Spanish and French is therefore somewhat limited. Surprisingly, however, there is a considerable body of research in applied linguistics and second language acquisition (SLA) in which Italian features as the language being studied. This review sought to identify the extent to which the research provided specific insights into how Italian as a second or foreign language (L2 Italian) is learnt as opposed to the ways in which it has contributed to SLA theory-building more generally. In addition, it sought to assess how well Italian is holding up as a language being learnt in formal instructed contexts. The author suggests that insights into the learning of Italian and uptake by Italian students may be inter-related. The present review summarises and categorises nearly seventy empirical studies conducted in a variety of educational contexts and offers suggestions for future avenues of research.
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Staggini, Giulia. "Recensione: Pavesi, Maria, & Ghia, Elisa (2020). Informal contact with English. A case study of Italian postgraduate students. Edizioni ETS." EuroAmerican Journal of Applied Linguistics and Languages 8, no. 1 (March 31, 2021): 76–81. http://dx.doi.org/10.21283/2376905x.13.238.
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IT Informal Contact with English. A case study of Italian postgraduate students tratta dell’acquisizione informale della lingua inglese in contesto italiano. Il volume, infatti, dopo una rassegna dei principali studi acquisizionali attorno al tema, illustra e descrive i risultati dell’indagine condotta su studenti dell’Università di Pavia riguardo al loro rapporto con media e input in lingua inglese. Il testo presenta un focus specifico sui benefici e sull’impatto dei testi audiovisivi in generale, e dei testi audiovisivi sottotitolati in particolare. Parole chiave: ACQUISIZIONE INFORMALE, LINGUISTICA ACQUISIZIONALE, LINGUA INGLESE, INPUT AUDIOVISIVI EN Informal Contact with English. A case study of Italian postgraduate students examines informal English acquisition in the Italian context. After a review of major studies of informal acquisition, the volume describes the results of a study conducted with students at the Università di Pavia (Italy) regarding their engagement with English-language media. Specifically, the text focuses on the benefits and impact of input from audiovisual materials and, in particular, audiovisual materials with subtitles. Key words: INFORMAL ACQUISITION, ACQUISITIONAL LINGUISTICS, ENGLISH LANGUAGE, AUDIOVISUAL INPUT ES Informal Contact with English. A case study of Italian postgraduate students se ocupa de la adquisición informal de la lengua inglesa en el contexto italiano. Tras un análisis de los principales estudios adquisicionales sobre el tema, el volumen ilustra y describe los resultados de una investigación llevada a cabo con estudiantes de la Universidad de Pavía (Italia) sobre su relación con los medios y el input en lengua inglesa. El texto se centra especialmente en los beneficios y el impacto del input procedente de materiales audiovisuales y, en particular, de aquellos que incluyen subtítulos. Palabras clave: ADQUISICIÓN INFORMAL, LINGÜÍSTICA ADQUISICIONAL, LENGUA INGLESA, INPUT AUDIOVISUAL
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Borraccino, Antonio. "Correction." ReCALL 9, no. 1 (May 1997): 67. http://dx.doi.org/10.1017/s0958344000004675.
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The savaging review of Italiana Interattivo (CD-ROM for teaching … you've guessed it, Italian), in ReCALL volume 8 number 2, has an incorrect address for my department's home page. Those interested in finding out more about Italiano Interattivo please point your browser to http://www.wmin.ac.uk/LLC/languages/italian.html.
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Zholudeva, Liubov I. "Italiano Neo-Standard in the Light of E. Coseriu’s Theory of Language Variations." RUDN Journal of Language Studies, Semiotics and Semantics 13, no. 3 (September 30, 2022): 784–99. http://dx.doi.org/10.22363/2313-2299-2022-13-3-784-799.
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The study discusses the impact of E. Coseriu (1921-2002), a prominent 20th century linguist, an expert in language theory and philosophy, on the development of language restandardization theory in modern Italy. E. Coseriu proposed a model of living language that accounts for its basic property - variability, which allows to solve the so-called paradox of language change widely discussed in post-saussurean linguistics and to produce a complex description of language system, norm, and speech in their mutual correlation. The analysis presented in the paper shows how the system of language variation parameters (diachrony, diatopy, diastraty, and diaphasy) constituted the theoretical basis for describing the process of restandardization typical of Modern Italian since the last decades of the 20th century. Modern Italian, also known as Italiano neo-standard, fulfils all the communicative functions, is used both in speech and in writing in all speech genres and registers, and is L1 for more than a half of Italy’s population. This language situation, however, is relatively new: up to mid-20th century the majority of Italians were bilingual, and the dialects of Italy functioned as their L1 and as means of informal communication. The widening of use of Standard Italian proceeded alongside with its stylistic diversification and the adaptation of its pragmatic and stylistic potential for informal, colloquial use, which called in question the status of certain structures, previously regarded as substandard ones. The analysis of E. Coseriu’s language variation theory as applied to the Italian language allows to classify modern Italian sociolinguistics and historical language studies as developing the functional trend typical of European linguistics.
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Katelhön, Peggy, Marina Brambilla, and Albana Muco. "Deutsch im Vergleich. Sprachliche Strukturen im Kontrast zum Italienischen." Linguistik Online 111, no. 6 (December 11, 2021): 3–10. http://dx.doi.org/10.13092/lo.111.8249.
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This thematic issue of Linguistik online is dedicated to Contrastive linguistics for the language pair Italian-German. The contributions collected here deal with Italian-German language comparison from different points of view. The common feature of all of them is a corpus-oriented approach. Using authentic attestations from different linguistic sources, the linguistic structures of both languages are analysed and compared with each other. The granular and fine-grained comparison enabled the authors to work out interesting results not only in the fields of morphology and syntax, but also for pragmatics, and text and discourse linguistics for both languages, which can be profitably used in foreign language didactics, theoretical linguistics and translation studies.
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Silvio Cruschina and Eva-Maria Remberger. "Italian Studies: Language and Linguistics." Year's Work in Modern Language Studies 76 (2016): 228. http://dx.doi.org/10.5699/yearworkmodlang.76.2014.0228.
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Ferrari, Jacopo. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 82, no. 1 (April 15, 2022): 225–34. http://dx.doi.org/10.1163/22224297-08201008.
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Battagliola, Davide. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 81, no. 1 (May 25, 2021): 345–50. http://dx.doi.org/10.1163/22224297-08101017.
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Marchetti, Ettore, and Carmela Scala. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 77, no. 1 (2017): 153–61. http://dx.doi.org/10.1163/22224297-07701014.
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Marchetti, Ettore, and Carmela Scala. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 78, no. 1 (May 24, 2018): 240–48. http://dx.doi.org/10.1163/22224297-07801018.
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Battagliola, Davide. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 79, no. 1 (May 28, 2019): 345–51. http://dx.doi.org/10.1163/22224297-07901021.
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Battagliola, Davide. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 80, no. 1 (June 17, 2020): 475–83. http://dx.doi.org/10.1163/22224297-08001024.
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Ferrari, Jacopo. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 83, no. 1 (April 12, 2023): 301–13. http://dx.doi.org/10.1163/22224297-08301022.
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Ferrari, Jacopo. "Italian Studies: Language and Linguistics." Year’s Work in Modern Language Studies 84, no. 1 (April 16, 2024): 225–33. http://dx.doi.org/10.1163/22224297-08401002.
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De Iaco, Moira. "LA COMPETENZA METAFORICA COME STRATEGIA DI ESPANSIONE DEL LESSICO DELL’APPRENDENTE NELLA CLASSE DI ITALIANO L2/LS. UN’ANALISI DI ALCUNI VERBI SINTAGMATICI BASATA SUI CORPORA." Italiano LinguaDue 15, no. 1 (June 26, 2023): 373–88. http://dx.doi.org/10.54103/2037-3597/20399.
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All’interno della prospettiva della linguistica cognitiva che considera la metafora come una struttura concettuale che forma e riflette in ogni lingua e cultura i modi di pensare, vivere e agire dei parlanti rendendo quotidiane, lessicalizzate e inconsce le espressioni metaforiche corrispondenti ai concetti metaforici, la competenza metaforica diventa un obiettivo essenziale nell'apprendimento linguistico. In questo contributo viene argomentata l’idea che l’acquisizione di una competenza metaforica nella lingua target permetta agli studenti non solo di sviluppare una capacità di comunicare in modo appropriato in conformità con le strutture metaforiche della lingua che stanno apprendendo, bensì anche di espandere, in generale, attraverso l'uso e la pratica, la competenza lessicale nella lingua target. L’argomentazione viene supportata da un’analisi delle liste di concordanza dei verbi sintagmatici italiani “tirare su”, “stare dietro”, “mandare giù” ottenute dall’interrogazione del corpus web itTenTen20 disponibile su Sketch Engine. Tale analisi dimostra che questi verbi sono metafore lessicalizzate. Essa propone anche un confronto tra le traduzioni in inglese, tedesco, spagnolo e francese dei significati espressi dai verbi considerati laddove queste siano rintracciabili. Si tratta di un’analisi che può essere utilizzata nelle classi di italiano L2/LS, specialmente in un contesto di educazione linguistica cooperativa, per sviluppare la competenza metaforica, ampliare il lessico italiano degli studenti e migliorare la loro competenza comunicativa in una dimensione interculturale.
Metaphorical competence as a strategy for expanding the lexicon of the learner in the Italian L2/LS class. A corpus-based analysis of some syntagmatic verbs
Metaphorical competence becomes an essential language learning’s goal within the perspective of cognitive linguistics that considers metaphor as a conceptual structure that forms and reflects in each language and culture the ways of thinking, living, and acting of speakers making ordinary, lexicalised, and unconscious the metaphorical expressions corresponding to the metaphorical concepts. This paper argues that metaphorical competence allows language learners not only to develop an ability to communicate appropriately in accordance with the metaphorical structures of the target language, but also to expand, in general, through use and practice, the lexical competence in the target language. This argument is supported by the presentation of a corpus-based analysis of concordance lists of the Italian phrasal verbs “tirare su”, “stare dietro”, “mandare giù” obtained from the query of the web corpus itTenTen20 available on Sketch Engine. This analysis demonstrates that these verbs are lexicalised metaphors. It also includes a comparison of the translations in the main European languages of the metaphorical meanings expressed by the Italian phrasal verb considered. It is argued that this type of analysis can be used in the classroom of Italian L2/FL, especially in a cooperative language education’s context, for developing a metaphorical competence, expanding the Italian lexicon of learners, and improving their communicative competence in an intercultural dimension.
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Mitrovic, Marija. "ITALIAN GRAMMATICOGRAPHY BETWEEN TRADITIONAL AND CONTEMPORARY LINGUISTICS." Folia linguistica et litteraria XII, no. 35 (2021): 275–93. http://dx.doi.org/10.31902/fll.35.2021.14.
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The aim of this paper is to show the current situation in contemporary Italian grammaticography, i.e., to analyse grammatical models (traditional, generative and dependency model) grammar reference books for different purposes are based on. By means of diachronic and synchronic analysis of grammar reference books, we have examined and showed to what extent traditional theories and terminology are retained, i.e., to what extent generative grammar and valency theory are present. The introductory part of the paper shows the development of Italian grammaticography from the first generative research conducted in Italy to this day. The first Italian generative grammar books were published in the late 1960s and early 1970s (Costabile 1967, Saltarelli 1970, Gamberini 1971, Parisi, Antinucci 1973), i.e., shortly after Noam Chomsky’s first monographs on generative grammar theory were published. However, although it can be said that Italian grammaticography kept up to date with the research carried out worldwide in the field of linguistics, the first comprehensive descriptive grammar book (Comprehensive Consultative Italian Grammar Book) was not published until 1988, when the most comprehensive traditional Italian grammar book by Luca Serianni was published as well, which is the reason why that year is considered to be a turning point in Italian linguistics. Following this turn of events, which is frequently described as revolutionary, grammar book production has flourished while authors have begun to turn to new linguistic theories more and more, i.e., mostly to the fruits of generative grammar and other theories formulated within its framework, although not for want of work dedicated to traditional grammar. Therefore, for the last two and a half decades, Italian grammaticography has abounded in traditional grammar books mainly for the purposes of school use and “new” (Andreose 2017), i.e., „modern” (Vanelli 2010) grammar books primarily for the purposes of pursuing linguistic issues professionally, as well as studying languages at the university level. The central part of the paper is dedicated to analysing individually some of the most renowned grammar books published during the first decades of the 21st century (Salvi, Vanelli 2004, Andorno 2003, Sabatini et al. 2011, Ferrari, Zampese 2016) with the aim of showing their new features in relation to tradition (the reference point of traditional linguistics was the Serianni's grammar book) regarding terminology, the norm, topics and the organisation of the very grammar books. The main conclusion of this research is that contemporary grammar books actually show the greatest departure from tradition concerning the norm and the examples sentence analyses are based on, since normative grammar books, whose goal is to establish certain grammar rules, are completely rejected and replaced by detailed descriptive grammar books aiming at describing fully all registers of the Italian language and all its possible linguistic constructions, regardless of their grammatical accuracy. A somewhat minor, but still quite significant, departure from tradition can be seen in the organisation of grammar books and topics they deal with, since syntax has surely taken precedence in analysis, but also that some traditional topics have been rejected, while some new topics have been included in grammatical analyses (e.g. phonetics and textual linguistics). The characteristic which, nonetheless, has undergone minimal changes in that “transition” from the traditional to the modern way of linguistic analysis is terminology that can be concluded to have been brought up to date and expanded rather that completely changed.
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Nardi, Antonella. "Zur Übertragung funktional-pragmatischer Begrifflichkeit vom Deutschen ins Italienische. Übersetzungsvorschläge am Beispiel von Determinativkomposita zu Handlung." Fachsprache 38, no. 3-4 (November 15, 2016): 163–82. http://dx.doi.org/10.24989/fs.v38i3-4.1269.
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This paper sets out to investigate specific issues when translating from German to Italian with reference to linguistic terms. Firstly, general problems concerning the translation oflinguistic terms are discussed, then specific aspects of translation from German into Italian are analyzed. Finally, proposals for the translation of German terms which are determinative compounds receive attention and comment. The analyzed terms belong to the conceptual system of Functional Pragmatics. The latter is a theoretical approach to linguistics rooted in the German linguistic tradition.
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Scala, Andrea. "La romaní in Italia tra rappresentazione e legittimazione." Minorities in Italy in a changing legal landscape 44, no. 3 (December 31, 2020): 346–70. http://dx.doi.org/10.1075/lplp.00070.sca.
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Astratta L’articolo esamina le dinamiche connesse con la (auto-)rappresentazione e la legittimazione della romaní in Italia. Comunità di lingua romaní sono presenti in Italia fin dalla prima età moderna e tutti i parlanti di romaní di antico insediamento nella penisola sono cittadini italiani, tuttavia la legge 482/1999 della Repubblica Italiana "Norme in materia di tutela delle minoranze linguistiche storiche" non include la romaní tra le lingue di minoranza da tutelare. L’esclusione della romaní dalla legge trova la sua radice prima in un’errata rappresentazione dei suoi locutori, generalmente percepiti come nomadi, mentre non lo sono più da tempo. La legge 482/1999 di fatto tutela le minoranze linguistiche legate a un territorio e la falsa, ma diffusa, percezione dei parlanti romaní come nomadi ha offerto un comodo pretesto a chi voleva escludere dalla tutela la lingua dei rom e dei sinti italiani. Il panorama linguistico della romaní in Italia risulta assai complesso e l’articolo si sforza di descriverlo e spiegarlo in diversi aspetti. I gruppi rom e sinti stanziati in Italia parlano dialetti piuttosto diversi, hanno repertori linguistici differenti, non percepiscono di essere accomunati da un’unica origine etnico-linguistica e non hanno gli stessi atteggiamenti nei confronti dell’uso pubblico della romaní. Questi fattori, insieme alla rappresentazione distorta delle comunità rom e sinte presso la cultura maggioritaria, rendono assai complessa la progettazione di un percorso di tutela. Tuttavia il riconoscimento della romaní come lingua di minoranza in Italia rimane un obbiettivo di alto valore civile, che si potrà forse perseguire con leggi regionali mirate.
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Rogalska-Chodecka, Katarzyna. "Lingua franca features in Italian. Evidence form an evolutionary linguistics experiment." Socjolingwistyka 35 (2021): 7–22. http://dx.doi.org/10.17651/socjoling.35.1.
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There is no doubt about the lingua franca status of the English language (e.g. Mair 2003). It even manifested itself in an evolutionary linguistics study based on the methodology of iterated learning (cf. Kirby and Hurford 2002). In an experiment with human participants, all of whom were native speakers of Polish, aimed at producing basic yet novel linguistic systems, entrenched linguistic structures related to English could easily be found, despite the fact that the experiment’s participants were asked not to use linguistic units from existing languages (e.g. Rogalska-Chodecka 2015). When the experiment’s participants tried to notice a lexical or syntactic pattern in a set of CVCVCV strings, they referred to English words regardless of their level of language knowledge or the experimenter’s instruction. Consequently, the final product of the experiment was not a novel linguistic system, but one containing entrenched linguistic English-related structures, which proves that in the absence of known linguistic structures, referring to English ones seems to be the easiest option. The present article asks whether it is possible to “force” participants in an experiment to use certain items from the Italian lexicon (related to colour, number, and shape) instead of those that come from English, despite their declared lack of knowledge of the Italian language. The results of two studies, one with a control group where the participants were asked to learn words in English as well as random CVCVCV strings, and one “contaminated” with Italian, where random words were exchanged with Italian ones, are compared in order to determine whether Italian is as useful as English from the perspective of participants in experiments and possesses lingua franca features that can be noticed in the case of the original evolutionary experiment. It turned out that, due to its high learnability, Italian exhibits lingua franca features and, given similar historical conditions to English, could regain its historical lingua franca status.
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Samardžić, Mila. "Lingue in contatto: un caso di prestigio linguistico." Studia universitatis hereditati, znanstvena revija za raziskave in teorijo kulturne dediščine 8, no. 2 (November 21, 2020): 11–21. http://dx.doi.org/10.26493/2350-5443.8(2)11-21.
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Languages in contact: a case of linguistic prestige The article aims to offer a review of the influences exerted by the Italian language (and the Venetian dialect) on the Serbian literary language as well as on the local dialects. These impacts date back to the Middle Ages and, in practice uninterruptedly, persist to the present day. The aim of the paper is to demonstrate how, due to socio-economic and cultural circumstances, Italian has been able to establish itself as a prestigious language compared to Serbian and how the relationship between the two languages over the centuries has always been essentially monodirectional. Key words: Language loans, Contact Linguistics, Italian, Serbian, Linguistic Prestige
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Pregnolato, Simone. "Aspetti testuali e problemi linguistici (di datazione e localizzazione) dell’antica lingua del cibo." Zeitschrift für romanische Philologie 138, no. 4 (December 1, 2022): 1018–54. http://dx.doi.org/10.1515/zrp-2022-0053.
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Abstract The paper focuses on some methodological, philological and linguistic problems related to the study of the most ancient culinary texts (cookbooks and practical documents) in Italian vernacular (14th century). The most relevant problems relate to the precise dating and localization of the manuscripts. These preliminary aspects are essential in order to achieve the Atlante della lingua e dei testi della cultura gastronomica italiana dall’età medievale all’Unità which can assist in identifying the origins and history of culinary language in the history of Italian.
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CANGIR, Hakan, and Cumhur KUZU. "Collocational Links in the Multilingual Mind: Frequency Intuitions and Association Strength Measures." Dilbilim Araştırmaları Dergisi 33, no. 2 (December 31, 2022): 191–219. http://dx.doi.org/10.18492/dad.1083480.
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Collocations are ubiquitous in everyday language, which help language users sound more natural and ease the processing burden during language production. They are also commonly taught in foreign language classrooms and those learners who can master these prevalent word combinations and chunks get to use the language more fluently as they enjoy a processing advantage. There are different approaches to the definition of these frequently co-occurring word combinations, but the current study embraces the frequentist approach which adopts a corpus linguistic technique and tries to combine corpus linguistics and user intuition data in its interpretations. Collocations have been extensively investigated from many different angles using both corpus linguistics and psycholinguistics techniques so far. Having its spark in the theory of collocational priming, the present study attempts to (a) investigate the relationship between corpus-driven association measures and the collocational frequency judgements of L1 Turkish-L2 English-L3 Italian users, (b) analyse the possible effect of congruence across the languages on the frequency relationship, (c) question if there is a difference between L1 Italian users’ and L3 Italian users’ sensitivity towards collocational strength based on their collocational frequency intuitions in Italian and (d) find humble evidence for the psycholinguistic reality of collocations in the L3 Italian mental lexicon, if any. The results indicate that language users’ frequency judgements in L2 English and L3 Italian correlate with an association measure (t-score) and the frequency of congruent items are judged more accurately. Additionally, L3 Italian users’ frequency intuitions overlap with native Italian users to a certain extent. The findings are discussed in the light of the earlier research on usage-based language use and frequency intuition.
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Dheskali, Vincenzo. "USING SFG TO ANALYZE AUTHORIAL EMPHASIZERS AND PROPOSITIONAL INTENSIFIERS: A COMPARISON OF ALBANIAN AND ITALIAN ACADEMIC WRITING." Discourse and Interaction 14, no. 2 (December 27, 2021): 61–81. http://dx.doi.org/10.5817/di2021-2-61.
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Modality expresses high probability and total degree through boosters (Halliday 1985,Holmes 1990). Through them, writers reinforce statements with the assurance of reliableknowledge (cf. Hyland 1998b). This study compares the usage of boosting emphasizers (e.g. certainly) and intensifiers (e.g. completely) (cf. Quirk et al. 1985) and their orientation and manifestation (cf. Halliday & Matthiessen 2014) in Albanian and Italian student academic writings in L1 and English as an L2. I compiled an Italian and an Italian English corpus (around 3 million words each) as well as an Albanian corpus (around 2.2 million words) and Albanian English one (around 700,000 words). The corpora are comparable in terms of genre, disciplinary domain, gender and the division of ‘hard’ and ‘soft’ sciences. Since very little research has been conducted on academic writing in Albania (Toska 2015), it is essential to initiate research in this field. The results showed that boosters were significantly favored in Italian and Italian English and less favored in Albanian. Conclusively, Italians show more commitment than Albanians.
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Kondruk, Veronica. "English Borrowings in Contemporary Italian: a Linguistic-Cognitive Aspect." Studia Philologica, no. 22 (2024): 117–25. http://dx.doi.org/10.28925/2412-2491.2024.228.
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In the article, the linguistic-cognitive aspect of English borrowings in contemporary Italian is considered. The globalization of the English language is one of the driving forces that raises questions about language contacts and interactions in modern linguistics. The presented scientific investigation aims to identify the linguistic-cognitive features of the usage of English borrowings in Italian-language news discourse. The linguistic-cognitive approach allows for analyzing the behavior of speakers and the organization of conceptual space in human consciousness. The article discusses the factors and phenomena to which users of the linguistic code are subordinate, as well as the impulses of internal and external systems that accelerate the penetration of English equivalents into the Italian language. English borrowings are revealed taking into account the universal characteristics of open systems. The article asserts that the analyzed linguistic-cognitive processes are universal-systemic, as they can be applied to the analysis of factors and phenomena of various natures, including linguistic and psychological.
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Masillo, Paola, and Sabrina Machetti. "VALUTARE L’ITALIANO L2 NELLA SCUOLA PLURILINGUE. L’INTERPRETAZIONE DEL DATO LINGUISTICO, TRA PERCEZIONI E USI." Italiano LinguaDue 15, no. 2 (December 15, 2023): 585–95. http://dx.doi.org/10.54103/2037-3597/21974.
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Il contributo illustra uno studio sviluppato a partire da due progetti realizzati in due diversi contesti della scuola primaria: il primo, in cui il plurilinguismo rappresenta un fatto sociale (Provincia Autonoma di Bolzano); il secondo, in cui il plurilinguismo costituisce una caratteristica individuale collegata ad un background migratorio (Scandicci). Lo studio procede dall’analisi qualitativa dei dati raccolti tramite un questionario sociolinguistico - che ha preceduto la somministrazione di un test di lingua italiana - volto a rilevare gli usi linguistici e le percezioni degli informatori sulla lingua italiana. Il contributo si propone di riflettere sulle principali caratteristiche del linguistic landscape dei discenti collocati in un contesto di bilinguismo bi-comunitario o con background migratorio. Particolare attenzione sarà rivolta ai potenziali effetti della competenza plurilingue sulla performance linguistica di apprendenti per i quali la lingua italiana rappresenta una caratteristica di uno spazio linguistico più ampio.
Evaluating Italian L2 in the plurlingual school. The interpretation of the linguistic data, between perceptions and uses
The paper illustrates a study developed from two projects carried out in two different primary school contexts: the first, in which plurilingualism represents a social fact (Autonomous Province of Bolzano); the second, in which plurilingualism constitutes an individual characteristic derivable from a migratory background (Scandicci). The study proceeds from the qualitative analysis of data collected by a sociolinguistic questionnaire - which preceded the administration of an Italian language test - aimed at detecting the linguistic uses and perceptions of the informants on the Italian language. The paper aims at reflecting on the main features of the linguistic landscape of learners placed in a bi-communal bilingualism context or with a migration background. Particular attention will be paid to the potential effects of plurilingual competence in the linguistic performance of learners for whom the Italian language represents a feature of a wider linguistic space.
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Santello, Marco. "Exploring the bilingualism of a migrant community through language dominance." Australian Review of Applied Linguistics 37, no. 1 (January 1, 2014): 24–42. http://dx.doi.org/10.1075/aral.37.1.02san.
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This study outlines a linguistic profile of two subgroups of Italian English circumstantial bilinguals – one dominant in English and the other dominant in Italian – by exploring for the first time their linguistic repertoire through the Gradient Bilingual Dominance Scale (Dunn & Fox Tree, 2009). The scale takes into account language background/history, language use and phonological interference, three main clusters of indicators that make up their dominance. The analysis is further complemented by additional descriptors adapted from Marian, Blumenfeld and Kaushanskaya (2007) and Baker (2011). Over one hundred English dominants (EDs) and Italian dominants (IDs) of Italian descent living in Australia were administered a survey. Results indicate that the scores yielded by the scale broadly parallel the data on self-reported dominance. The contrastive analysis of single variables, however, reveals both discrepancies and similarities between the two groups. While both groups use and are exposed to both languages and self-report high proficiency in the four skills, EDs differ from IDs across indicators such as language attrition and phonological interference. These outcomes confirm that the examination of these subgroups of Italians through the components of their language dominance offers a concise analysis of their linguistic features that makes allowance for both the individual and the societal elements of their bilingualism.
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Galli de' Paratesi, Nora. "Il giudeo-italiano e i problemi della sua definizione: un capitolo di storia della linguistica." Linguistica 32, no. 2 (December 1, 1992): 107–32. http://dx.doi.org/10.4312/linguistica.32.2.107-132.
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Lo scopo di questo articolo è di portare all'attenzione dei linguisti che lavorano sull'italiano un argomento poco noto perché è stato trattato per lo più, per le caratteri stiche del suo materiale, al di fuori dell'italianistica: il cosiddetto giudeo-italiano. II termine si riferisce alle varieta dialettali usate in ima serie di documenti che sono stati oggetto di studio, con poche eccezioni, da parte di specialisti di ebraico. I testi hanno, aldilà del loro immediato valore come documenti della cultura ebraica italiana, anche un interesse linguistico: è questa appunto l'angolatura di questo lavoro, perché il ten tativo di definire tali parlate all'intemo delle varietà di italiano ha avuto varie soluzio ni da parte di studiosi diversi, che costituiscono un itinerario teorico molto interessante. Si tratta di uno spezzone di storia della linguistica italiana e romanza in cui si ripercorre un itinerario simile a quello della de:finizione di italiano standard. Si tratta di un percorso che è parallelo all'evoluzione della linguistica stessa e che è stato fino a non molto tempo fa, come si cercherà di dimostrare, dominato in larga parte dalla visione delle varietà linguistiche come sistemi discreti, unitari ed omogenei, propria della descrizione linguistica fino alla messa a punto dei modelli macrosocio linguistici che hanno incorporato sistematicamente la variazione e ii continuo lingui stico. In particolare nel nostro caso l'immagine del giudeo-italiano risentiva della concezione di un'entità quanto mai elusiva, che ha dominato la linguistica italiana, quella dell'italiano standard.
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Elson, Mark J., and Martin Maiden. "A Linguistic History of Italian." Language 72, no. 2 (June 1996): 430. http://dx.doi.org/10.2307/416676.
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Amorati, Riccardo. "UTILIZZARE RISORSE GRAMMATICALI DELL’ITALIANO PER RIDURRE L’ANSIA LINGUISTICA: RIFLESSIONI E PROPOSTE OPERATIVE." Italiano LinguaDue 13, no. 2 (January 26, 2022): 606–23. http://dx.doi.org/10.54103/2037-3597/17159.
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Nonostante la notevole influenza dei fattori affettivi sull’apprendimento linguistico (motivazione, benessere, senso di ansia), la ricerca glottodidattica in Italia non ha dato largo spazio alla ricerca sull’ansia linguistica. Il seguente contributo si occupa di fornire una panoramica della letteratura sul tema, delineandole le cause e gli effetti. Poiché esistono pochi studi che riflettono in maniera critica sulle pratiche e azioni in classe che possono ridurre gli effetti di questo fenomeno, questo contributo intende inoltre presentare una proposta operativa relativa all’implementazione di attività nella classe di italiano L2 per minimizzarne gli effetti. Viene suggerito, in particolare, che alcune risorse linguistiche dell’italiano si prestino alla raccolta di «informazioni emotive» sui nostri apprendenti e che alcuni argomenti grammaticali possano essere utilizzati per formulare regole e strategie su come affrontare l’ansia linguistica, con l’obiettivo di sensibilizzare gli studenti al fenomeno e di sostituire emozioni negative con emozioni positive.
Using Italian grammatical resources to reduce linguistic anxiety: reflections and pratical proposals
Despite the considerable influence of affective factors on language learning (motivation, well-being, sense of anxiety), glottodidactic research in Italy has not given much space to research on language anxiety. The paper provides an overview of the literature on the topic, outlining its causes and effects. Since there are few studies that critically reflect on classroom practices and actions that can reduce the effects of this phenomenon, this study also intends to present a practical proposal regarding the implementation of activities in the Italian L2 classroom to minimize its effects. It is suggested, in particular, that some linguistic resources of Italian lend themselves to collecting "emotional information" about our learners and some grammatical topics can be used to formulate rules and strategies for how to deal with language anxiety, with the aim to raise student awareness of the phenomenon and to replace negative emotions with positive ones.
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Pogoretskaya, O. A. "Evaluation factors in semantic mechanisms of manipulation (in italian)." Philology at MGIMO 6, no. 4 (December 28, 2020): 56–64. http://dx.doi.org/10.24833/2410-2423-2020-4-24-56-64.
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The aim of the article is to analyze the manipulative potential of the modern Italian-speaking media space in terms of creating a negative image of Russia as an international player. The sources of language material for the analysis are two authoritative Italian publications − Internazionale newspaper and Formiche.net Internet portal − characterized by the exclusively analytical content of articles and expert comments in the field of international relations and geopolitics, the authors of which are able to significantly influence the readership. The methodological apparatus includes a descriptive method and a method of semantic and syntactic analysis of linguistic units with a manipulative potential. From a pragmatic point of view, examples of evaluation predicates used by the Italian mass media to inform the reader about the actions of the Russian Federation are given. The article may be of interest to linguistic researchers dealing with romance studies, political linguistics, as well as to political scientists interested in Russian-Italian relations.
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Colombo, Michele, and Ida Malmberg. "Appunti sugli italianismi correnti nella lingua svedese. Indagini su un corpus giornalistico (gennaio-luglio 2019)." Moderna Språk 117, no. 3 (December 30, 2023): 1–28. http://dx.doi.org/10.58221/mosp.v117i3.17626.
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The article provides a list of 80 Italian loanwords that may be found in Swedish today, from aperitivo to villa: 30 of them are direct loans from Italian, 34 have been imported through French, 16 through German, English or some other Germanic language. We also add a short list of five words formed in Swedish on the basis of an Italian loanword. Our list is based on a corpus of articles published under the category “Italien” on the online version of the Swedish newspaper Dagens Nyheter during the first six months of 2019. For every headword we provide grammatical information, one or more definitions, the date of the first attestation, the first three passages where the lexical unit occurs in a certain meaning, an Italian translation of the passages, additional word forms that are not present in the quoted passages and the total number of occurrences in the corpus. Some comments follow.
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Kinder, John J. "The Role of Linguistics in Italian Departments." Italica 73, no. 4 (1996): 516. http://dx.doi.org/10.2307/479505.
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Dovetto, Francesca M. "An American at the origins of European Sprachwissenschaft and Italian historiographical thought." Historiographia Linguistica 45, no. 3 (December 31, 2018): 289–324. http://dx.doi.org/10.1075/hl.00028.dov.
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Summary This contribution is dedicated to William Dwight Whitney (1827–1897), a scholar who generally has a modest space dedicated to him in the historiography of linguistics, despite his name and works having had considerable circulation among his contemporaries. His originality and method are outlined with particular attention being given to his reception in Europe and in the setting of Italian studies of theoretical and empirical linguistics. Whitney was among the first to contest Schleicher’s concept of language as a natural fact, claiming, instead, that it has social nature, as an ‘institution’ created by man; he was a forerunner in recognizing the relevance of signs and their value, and of language acquisition. In his demonstrations and in his methods he proposes a science of historical linguistics but at the same time it is open to 20th century linguistics and the concept of language as a complex system ordered and crossed by relationships. Both his unique approach to the study of Sanskrit, which emphasised the study of its use and its variants, and his interest for modern languages, makes him a particularly interesting scholar, as he and his reception testify the rise, in Europe and especially in Italy, of a new approach to linguistic issues, no longer exclusively historical-comparative, but also theoretical and general. Nonetheless, Whitney ought to occupy a prominent place in the history of linguistics, because he was also the author of one of the first introductory texts of the discipline, which was published in 1875; in that same year a French translation came out, which was soon followed by an Italian, and a German translation (both 1876).The number of almost contemporaneous translations gives an idea of the gap which a general and introductory work like Whitney’s filled and illustrates that there was a clear need for it. In several works, including recent ones, De Mauro identified the specific characteristics of Italian linguistic studies: we can find a good many of these traits in Whitney as well. Although the fruitful contribution of Whitney’s ideas in an environment which is ‘naturally’ inclined towards the themes and methods the American linguist dealt with, i.e., the ‘Italian linguistic school’, has not been fully recognised until now, it is undeniable that his ideas provided an important stimulus for new interpretations and new models.
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Golovko, Ekaterina. "The Formation of Regional Italian as a Consequence of Language Contact.The Salentino Case." Journal of Language Contact 5, no. 1 (2012): 117–43. http://dx.doi.org/10.1163/187740912x623424.
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This article examines the mechanisms involved in the formation of regional Italian from the perspective of contact linguistics. Varieties of regional Italian containing elements of both local dialects and Standard Italian (SI) are spoken throughout Italy; this paper focuses primarily on Salento, a southern region characterized by a strong bilingual environment. The aim is to investigate the interaction between a dialect and a standard language, as well as the concrete linguistic mechanisms involved. The historical background of the acquisition of SI and its diffusion throughout the national territory are considered crucial moments in language transmission. Sociolinguistic characteristics of speakers are also analyzed, as are three types of constructions: change of verb transitivity, use of polyvalent complementizer, and gerunds. The analysis confirms that the spoken variety of Italian, regional Italian, is a result of contact-induced change of SI influenced by the local dialect, Salentino.
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Horvat, Marijana, and Sanja Perić Gavrančić. "On Historical-Grammatical Terminology in the RETROGRAM Project." Collegium antropologicum 47, no. 2 (2023): 137–44. http://dx.doi.org/10.5671/ca.47.2.5.
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The paper examines the sources of a linguistic corpus explored and interpreted in the framework of the RETROGRAM project, carried out by the Institute of Croatian Language and Linguistics. The abovementioned sources comprise three pre-standard historical grammar books which, aside from the rules governing Italian, German and Latin, additionally include Croatian equivalents of grammatical terms, morphological paradigms as well as linguistic annotation.
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Spinelli, Giacomo, Luciana Forti, and Debra Jared. "Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian." Bilingualism: Language and Cognition 24, no. 1 (April 3, 2020): 124–36. http://dx.doi.org/10.1017/s1366728920000243.
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AbstractLearning to pronounce a written word implies assigning a stress pattern to that word. This task can present a challenge for speakers of languages like Italian, in which stress information must often be computed from distributional properties of the language, especially for individuals learning Italian as a second language (L2). Here, we aimed to characterize the processes underlying the development of stress assignment in native English and native Chinese speakers learning L2 Italian. Both types of bilinguals produced evidence supporting a role of vocabulary size in modulating the type of distributional information used in stress assignment, with an early bias for Italian's dominant stress pattern being gradually replaced by use of associations between orthographic sequences and stress patterns in more advanced bilinguals. We also obtained some evidence for a transfer of stress assignment habits from the bilinguals’ native language to Italian, although only in English native speakers.
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Altmann, Heidi, Irena Berger, and Bettina Braun. "Asymmetries in the perception of non-native consonantal and vocalic length contrasts." Second Language Research 28, no. 4 (October 2012): 387–413. http://dx.doi.org/10.1177/0267658312456544.
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How well can non-native length contrasts for vowels and for consonants be perceived and is one type more difficult than the other? Three listener groups (native Italian and German as well as advanced German learners of Italian) performed a speeded same–different task involving vocalic and consonantal length contrasts as well as segmental contrasts as controls. Phonologically, Italian, but not German, has a consonantal length contrast, while German, but not Italian, has a vocalic length contrast. Analysis of responses yielded a clear asymmetry: A non-native vowel length contrast was perceived just as well as the native consonantal length contrast. A non-native consonantal length contrast, however, was perceived poorly compared to the native vocalic length contrast: Italians showed higher sensitivity for consonantal length than German learners of Italian, who in turn were better than German non-learners. Reaction time analyses indicated that, despite displaying higher accuracy, the decision was just as difficult for learners as for non-learners, suggesting different types of difficulty for listeners with and without experience with a consonantal length contrast.
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DJADI, Zakari. "Frutta e verdura: tra standard linguistici e usi sociali dell’italiano." Langues & Cultures 5, no. 01 (June 30, 2024): 458–70. http://dx.doi.org/10.62339/jlc.v5i01.261.
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Questa ricerca si propone di analizzare gli usi sociali riguardanti i nomi di frutta e verdura all'interno dell'attuale società italiana, mostrando come un divario linguistico legato alla pratica linguistica sociale dell'italiano abbia dato loro nuovi significati e nuove funzioni all'interno della comunicazione. Perché infatti, comunicare significa non solo acquisire la conoscenza delle norme della lingua italiana, ma anche la conoscenza delle competenze contestuali in cui un enunciato può o non può essere utilizzato. I nomi di frutta e verdura hanno acquisito un forte carattere connotativo attraverso il quale vengono talvolta utilizzati come insulti. Tuttavia, lo studente algerino che studia l'italiano come lingua straniera conoscerà solo la componente denotata quella dello standard costruito al di fuori del contesto socio-culturale italiano. Abstract This research aims to analyze the social uses regarding the names of fruits and vegetables within current Italian society, showing how a language gap linked to the social linguistic practice of Italian has given them new meanings and new functions within communication. Because in fact, communicating means not only the acquisition of knowledge of the norms of the Italian language, but also the knowledge of the contextual skills in which an utterance can or cannot be used. The names of fruits and vegetables have acquired a strong connotative character through which they are sometimes used as insults. However, the Algerian student who studies Italian as a foreign language will only know the component denoted that of the standard constructed outside the Italian socio-cultural context.
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Laviosa, Flavia, Charles Speroni, Carlo Golino, and Barbara Caiti. "Basic Italian." Modern Language Journal 78, no. 4 (1994): 556. http://dx.doi.org/10.2307/328611.
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