Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-25T21:07:16.178Z Has data issue: false hasContentIssue false
  • English
  • Français

Review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Italian

Published online by Cambridge University Press:  03 March 2010

Ernesto Macaro
Ernesto Macaro*
Affiliation:
University of Oxford, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

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.

Type
A Language in Focus
Information
Language Teaching , Volume 43 , Issue 2 , April 2010 , pp. 127 - 153
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Absalom, M. & Rizzi, A. (2008). Comparing the outcomes of online listening versus online text-based tasks in university level Italian L2 study. ReCALL 20, 55–66.CrossRefGoogle Scholar
Ancilli, L. & Hougaz, L. (2003). Out of country experiences in the international business curriculum: A case for the successful integration of languages. International Journal of Learning 10, 177–185.Google Scholar
Antenos-Conforti, E. (2001). The teaching of elementary Italian as a second language in Canadian universities: Methodologies, curricula, and future considerations. Ph.D. dissertation, University of Toronto.Google Scholar
Aski, J. M. (2000). Effective integration of reading in the communicative Italian (FL) classroom. Italica 77, 495–508.Google Scholar
Benati, A. (2000). ‘Processing instruction’ un tipo di grammatica comunicativa per la classe di lingua straniera: il caso del futuro Italiano. Italica 77, 473–494.CrossRefGoogle Scholar
Benati, A. (2001). A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research 5, 95–127.CrossRefGoogle Scholar
Benati, A. (2004). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness 13, 67–80.CrossRefGoogle Scholar
Benati, A. (2006). The effects of processing instruction and meaning output-based instruction on the acquisition of the Italian subjunctive of doubt and opinion. In Kiely, R., Rea-Dickins, P., Woodfield, H. & Clibbon, G. (eds.), Language culture and identity in applied linguistics. London: Equinox, 181–198.Google Scholar
Bonci, A. (2002). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia 26, 3–14.Google Scholar
Bracci, L. & Filippone, A (2004). Il ruolo della motivazione e dell'input nell'autoapprendimento: il caso di una studentessa albanese. Rassegna Italiana di Linguistica Applicata 36, 95–111.Google Scholar
Bressan, D. (2001). Letting off the loose Italian canon again? BABEL 36, 26–36.Google Scholar
Cardarelli, P., Lanfranchi, G., Kurth, A., Mero, R., Rodinò, A. & Sguaitamatti, S. (2001). Il liceo artistico italo-svizzero di Zurigo. Bulletin suisse de linguistique appliquée 73, 175–184.Google Scholar
Caruana, S. (2006). Trilingualism in Malta: Maltese, English and Italiano televisivo. International Journal of Multilingualism 3, 159–172.CrossRefGoogle Scholar
Christie, K. (2001). Web-based multi-media in business Italian: A longitudinal evaluation of learner experiences and attitudes. Italica 78, 499–525.CrossRefGoogle Scholar
Conti, G. (2001). E possibile migliorare l'efficacia della correzione attraverso l'istruzione strategica? Tuttitalia 23, 4–14.Google Scholar
Conti, G. (2004). Metacognitive enhancement and error correction: An investigation of the impact of self-monitoring strategies on L2-Italian writing. Ph.D. dissertation, Univerisity of Reading.Google Scholar
Cunico, S. (2005). Mala tempora currunt! Ovvero l'Italiano sta male, l'Italiano sta benone. Tuttitalia 31, 21–23.Google Scholar
De Angelis, G. (2005). Interlanguage transfer of function words. Language Learning 55, 379–414.Google Scholar
De Florio-Hansen, I. (2001). Italian teaching in Germany: Andante con moto. Bulletin Suisse de Linguistique Appliquée 73, 65–93.Google Scholar
Di Biase, B. (2002). Focusing strategies in second language development: A classroom-based study of Italian L2 in primary school. In Di Biase, B. (ed.), Developing a second language: Acquisition, processing and pedagogy of Arabic, Chinese, English Italian, Japanese, and Swedish. Melbourne: Language Australia, 95–120.Google Scholar
Di Biase, B. & Kawaguchi, S. (2002). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research 18, 274–302.CrossRefGoogle Scholar
Dinelli, R. & Clulow, V. (2002) Encouraging language learning strategies through in-class coaching. International Journal of Learning 10, 107–120.Google Scholar
Elder, C. (2002). Is it fair to assess native and non-native speakers in common school foreign language examinations? The case of Italian in Australia. In Kunnan, A. J. (ed.), Fairness and validation in language assessment. Cambridge: Cambridge University Press, 82–104.Google Scholar
Evans, M. (2007). Recent research (2000–2006) into applied linguistics and language teaching with specific reference to L2 French. Language Teaching 40, 211–230.Google Scholar
Ferrari, A. & Sulmoni, V. (2001). Note sull'insegnamento dell'Italiano nei licei ginevrini. Bulletin Suisse de Linguistique Appliquée 73, 123–135.Google Scholar
Fisher, F. & Grassi, C. (2001). L'Italiano in Austria. Bulletin Suisse de Linguistique Appliquée, 73, 49–64.Google Scholar
Gaspari, F. & Polisca, E., (2009). How do we teach Italian culture? The e-learning approach. Tuttitalia 37, 3–9.Google Scholar
Gass, S., Svetics, I. & Lemelin, S. (2003). Differential effects of attention. Language Learning 53, 497–545.Google Scholar
Herschensohn, J. (2007). Language development and age. Cambridge: Cambridge University Press.Google Scholar
Kennedy, C. & Levy, M. (2008). L'Italiano al telefonino: Using SMS to support beginners’ language learning. ReCALL 20, 315–330.Google Scholar
Korzen, L. (2001). L'insegnamento dell'Italiano in Danimarca. Bulletin Suisse de Linguistique Appliquée 73, 95–111.Google Scholar
Laviosa, F. (2000). The listening comprehension processes and strategies of learners of Italian: A case study. Rassegna Italiana di Linguistica Applicata 32, 129–159.Google Scholar
Laviosa, S. (2000). Didattizzare la traduzione per acculturare e comunicare. Rassegna Italiana di Linguistica Applicata 32, 117–136.Google Scholar
Lebano, E. A. (2000). L'insegnamento dell'Italiano negli stati uniti: dove, come e perche lo si insegna. Passato presente e prospettive per il futuro. Presented at a conference held at Middlebury College, VT.Google Scholar
Macaro, E. (1992). Italian in schools: 12 years on. Tuttitalia 5, 2–5.Google Scholar
Macaro, E. (2003). Italian language teaching research: Living up to expectations. Tuttitalia 27, 14–19.Google Scholar
Macaro, E. & Graham, S. (2008). The development of the passé composé in lower intermediate learners of French. Language Learning Journal 36, 5–20.Google Scholar
Mackey, A., Gass, S. & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition 22, 471–497.Google Scholar
Marden, M. P. & Absalom, M. (2004). Caratteristiche della comunicazione e-mail. Rassegna Italiana di Linguistica Applicata 36, 83–94.Google Scholar
Means, J. T. (2006). A comparative study on the effectiveness of task-based and traditional instruction of intermediate Italian: Findings on accuracy and fluency. Ph.D. dissertation, The Graduate School-New Brunswick Rutgers, The State Univeristy of New Jersey.Google Scholar
Melucci, D. (2007). Tense and aspect in learners of Italian. Ph.D. dissertation, Arizona State University.Google Scholar
Miceli, T. & Kennedy, C. (2000). CALL in a communicative context: A study of students’ conversation at a multimedia workstation. BABEL 35, 18–38.Google Scholar
Miceli, T. & Murray, S. V. (2005). Strategy training: Developing learning awareness in a beginner FL classroom. In Bartlett, B., Bryer, F. & Roebuck, D. (eds.), Stimulating the ‘Action’ as participants in participatory research. Brisbane: Faculty of Arts, Griffiths University, 15–25.Google Scholar
Miceli, T., Murray, S. V. & Kennedy, C. (2004). Stimulated reflection: A technique for language learners. In Bartlett, B., Bryer, F. & Roebuck, D. (eds.), Educating: Weaving research into practice. Brisbane: Faculty of Arts, Griffiths University, 21–31.Google Scholar
Miklič, T. & Ožbot, M. (2001). L'insegnamento dell'Italiano in Slovenia. Bulletin Suisse de Linguistique Appliquée 73, 113–121.Google Scholar
Miličević, M. (2007). Transfer, innate mechanisms and input in the L2 acquisition of Italian reflexive and reciprocal constructions. In Roberts, L., Gurel, A., Tatar, S. & Marti, L. (eds.), EUROSLA yearbook 7. Amsterdam: John Benjamins, 89–120.Google Scholar
Mordasini, R. C. (2001). L'Italiano al Liceo di Leganthal negli ultimi 30–35 anni: alcune osservazioni ed esperienze personali. Bulletin Suisse de Linguistique Appliquée 73, 197–202.Google Scholar
Orsini-Jones, M. & Jones, D. (2002). Network-based language learning at Coventry University: Constructing and sharing knowledge via WEBCT. Rassegna Italiana di Linguistica Applicata 34, 113–132.Google Scholar
Peters, G. W. (1995). Language learning strategies and motivation: Factors affecting the achievement of learners of Japanese. MA thesis, Swinburne University of Technology, USA.Google Scholar
Pettenati, C. (2001). Allievi italofoni alla Wirtschaftmittelschule Bern- un'esperienza didattica. Bulletin Suisse de Linguistique Appliquée 73, 191–196.Google Scholar
Pienemann, M. (1998). Language processing and second language development: Processability theory. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Pigato, G. (2005). L'effetto della marcatezza dei verbi Italiani sulla produzione orale degli studenti. Tuttitalia 30, 4–8.Google Scholar
Rende, L. M. (2004). The teaching of Italian in a technology-enhanced environment. Ph.D. dissertation, University of Toronto.Google Scholar
Rodgers, D. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal 90, 373–386.Google Scholar
Rodgers, D. (2007). The development of verbal morphology in instructed Italian L2a. Ph.D. dissertation, University of Illinois at Urbana–Champain.Google Scholar
Russo, L. (2002). Recipe for success: Using functional grammar in English and Italian classes. Opinion 46.1 (Term 1), 31–37.Google Scholar
Sanders, C. A. (2004). Differences in strategy use among learners of Italian with various amounts of previous language experience. Ph.D. dissertation, University of Texas at Austin.Google Scholar
Savoia, F. (2000). Teaching Italian language, literature and culture through performance: The Italian theatrical workshop. Italica 77, 509–522.Google Scholar
Singleton, D. (2007). The critical period hypothesis: Some problems. Interlinguistica 17, 48–56.Google Scholar
Sorace, A. & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research 22, 339–368.Google Scholar
Strambi, A. (2004). Learners’ perceptions of a web-enhanced learning environment: Insights from a longitudinal study. Australian Review of Applied Linguistics 18, 81–96.CrossRefGoogle Scholar
Tamponi, A-R. & Puntil, D. (2006). Intercultural tasks to discover foreign language contexts: A dynamic meeting between cinema and literature. Tuttitalia 32, 14–20.Google Scholar
Tinsley, T. (2008). Where are we with Italian? Strengths, weaknesses and opportunities. Tuttitalia 35, 19–21.Google Scholar
Tognozzi, E. (2001) Italian language instruction: The need for teacher development in technology. Italica 78, 486–498.Google Scholar
Tudini, V. (2004). Virtual immersion: Native speaker chats as a bridge to conversational Italian. Australian Review of Applied Linguistics 18, 63–80.Google Scholar
Tudini, V. (2007). Negotiation and intercultural learning in Italian native speaker chat rooms. The Modern Language Journal 91, 577–601.Google Scholar
VanPatten, B. (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Vedovelli, M. (2001). L'Italiano lingua seconda in Italia e all'estero. Bulletin Suisse de Linguistique Appliquée 73, 11–48.Google Scholar
Williams, J. N. & Lovatt, P. (2003). Phonological memory and rule learning. Language Learning 53, 67–121.Google Scholar
Worth, R. A. (2006). Learner resistance in the university foreign language classroom. Ph.D. dissertation, The University of Wisconsin–Madison.Google Scholar