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1.
AphasiaBank_ Italian
Sara Andreetta, complete scientific database of research data

Keywords: aphasia, discourse analysis, Italian language, discourse database, CLAN, CHAT
Published in RUNG: 21.07.2022; Views: 1330; Downloads: 31
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2.
Prosodia e Foreign Accent - Prosody and Foreign Accent : Prominenza accentuale e deaccentazione in Italiano e Tedesco come lingue seconde
Alessandra Zappoli, 2012, master's thesis

Abstract: This thesis investigates the production and acquisition of prosodic contours in Italian learners of German, and German learners of Italian as second languages (L2). The thesis compares speech production in L2 with speech production in the native language (L1). The goal is to verify whether the speech production in L2 is affected by Transfer phenomena that are linked to the phonological properties of the L1. The thesis also tests, in light of the Markedness Differential Hypothesis, whether the direction of acquisition - the acquisition of German as L2, being an L1 speaker of Italian vs. the acquisition of Italian as L2, being an L1 speaker of German – can predict a production in L2 connotated by Foreign Accent (FA). The thesis describes: i) the current state of the art of acquisitional theories of an L2 in adulthood; ii) the theoretical description of the patterns of prosodic prominence in Italian and German within the Autosegmental Theory of Intonation framework; iii) the interaction of the phonological structure with the Information Packaging of the Discourse Structure that differently affects the realization of prosodic patterns in Germanic and Romance languages. Finally, the thesis reports the preliminary results of a production experiment that adopts the paradigm of Swerts et. al (2002) in which participants utter a sequence of Noun-Phrases composed by a Noun and Adjective in which the Information Status rotates between the conditions of New, Given, and Contrastive information. The data highlight the presence of H+L* as the most frequently used Pitch Accent in the production of Italian speakers, that emerges also in the production of the German L2 speakers of Italian; in contrast, the data show the presence of Deaccentuation in the production of L1 speakers of German in correlation with the Given information status of a referent that is not successfully acquired by Italian L1 speakers of German as L2. The data indicate that it appears to be easier to successfully acquire the Italian prosodic system, being a native speaker of German, than vice-versa, supporting the MDH. The facilitatory effect is explainable by the less relevant role of the Discourse Structure in guiding the prominence patterns in Italian, which more heavily relies on the phonological structure, resulting in a less marked prosodic system compared to the prosodic system of German.
Keywords: pitch accents, prosody, foreign accent, prominence, second language acquisition, german, Italian, markedness, speech production
Published in RUNG: 06.12.2021; Views: 2002; Downloads: 0
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3.
L'uso dell'inglese L2 e la correzione degli errori in due lezioni alla scuola media : laurea in lingue e letterature straniere
Greta Mazzaggio, 2012, undergraduate thesis

Abstract: In our globalized and multi-cultural society, communicating between different nationalities becomes more and more important. Language remains a paramount aspect of cultural dialogue and English as lingua franca is the undisputed medium of communication, taught everywhere at an early age. In Italy English is taught since elementary school, sometimes even in kindergarten, when children’s linguistic abilities are stronger; however, teachers usually fail to make the most out of such abilities, as their lessons are primarily in Italian and the use of English is limited to some words or expressions targeted by exercises. With such an input, the children’s progress is likely to be limited. My experiment attempts to assess the interaction student-teacher in terms of use of L2 in class by means of a comparative analysis of two middle-school lessons taught by the same teacher to different age groups. Moreover, teacher’s correction techniques will be assessed in the light of frameworks established by scholars in this field, where the positive value of errors in the development of children interlanguage emerges with clarity. Since feedback is an essential part of education, special attention was paid to the teacher’s behavior in dealing with student’s mistakes. Two entire lessons were recorded and transcribed, counting the numbers of words and turns uttered respectively by students and the teacher. When collected and analyzed, such data exhibited both similarities and differences between classes. On the teacher’s side, both lessons revealed that she adopts a rather conservative style of teaching, with limited interaction. As a result, the lessons are to be considered teacher-oriented, for the distribution of turns and the amount of words exchanged; conducted along the textbook’s lines, they offer very limited room for creative language production. Moreover, the teacher’s tendency to steadily correct the students, with the only exception of pronunciation errors, impairs student’s communicative fluency at large. However, a certain progress may be observed between the 1st and 3rd class in both the increased command of English and the number of errors, decreased by almost 50%. In both cases, though, the production of English sentences is creative only for a minimal part, as English is often read and lessons are mostly based on the correction of homework and written exercises. In conclusion, the experiment offers data that confirm several assumptions of contemporary linguistics, particularly in the field of Second Language Acquisition and Error Analysis.
Keywords: Second Language Acquisition, Error Analysis, Italian, English as L2
Published in RUNG: 22.09.2021; Views: 1974; Downloads: 0
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