Rivista | EL.LE
Fascicolo | 5 | 3 | 2016
Articolo | Analisi dell’errore nell'acquisizione dell'italiano in un contesto LS e in contesti L2
Analisi dell’errore nell'acquisizione dell'italiano in un contesto LS e in contesti L2
Abstract
The influence of the contexts (Italian as a second language studied in Italy and Italian as a foreign language studied abroad) in language acquisition has been examined by means of their comparison. The first part included a study of the theories regarding the error analysis and its application, the different types and possible error sources and some differences between Italian as a second and as a foreign language. Based on the studied theories, a sociolinguistic biography and two exercises (a ‘fill in the gaps’ exercise and a written production) were developed and administered to several students in London, Padova, Venezia and Rovigo. The students’ level was between A1 and A2 (CEFR). The data analysis was carried out following five steps: collection of data, identification, classification, explanation and evaluation. For each level, the most frequent errors have been highlighted and no relevant differences were noticed between the two levels. Starting from the errors, some activities were created in order to overcome them.
Presentato: 23 Luglio 2016 | Accettato: 18 Novembre 2016 | Pubblicato 01 Novembre 2016 | Lingua: it
Keywords Italian as a foreign language • Error analysis • Language acquisition • Italian as a second language
Copyright © 2016 Martina Miozzo, Benedetta Garofolin. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.14277/2280-6792/ELLE-5-3-6
