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Masutti, Vania (2015) THE ROLE OF FORMAL LINGUISTIC THEORIES IN GRAMMAR INSTRUCTION.
THE CASE OF V2 WITH ITALIAN CHILD L2 LEARNERS OF GERMAN IN THE PRIMARY SCHOOL.
[Tesi di dottorato]

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Abstract (inglese)

This dissertation describes the results of a didactic experiment that tests the effectiveness of formal linguistic theories in L2 teaching at the primary school. The investigation focuses on the acquisition/learning of verb second (V2) in Italian L2 learners of German, who range in age from 6 to 10 years. My research is based on the theoretical framework of Principles and Parameters (Chomsky 1981, 2005), and I investigate the role that principles and parameters play in L2 learning: on the one hand, I examine the availability of Universal Grammar (UG) in tutored child L2 learners. On the other hand, I test whether the didactic intervention triggers/supports the resetting of the V2 parameter in the L2 under construction. L2 learners in the primary school fall within the scope of the critical period for language acquisition, and they are thus in condition to acquire − and not just to learn − a L2, even though the exposure to L2 input takes place in an artificial classroom context. As to the early stages of L2 learning, the children spontaneously rely on the syntactic structure of the L1. The activation of a real process of L2 acquisition, that includes the reset of the L2 parameters, is possible only if the L2 learners are adequately stimulated with significant L2 input. The L2 teachers must not only select focused L2 input, but also analyse the L2 models with the learners. Moreover, the crosslinguistic comparison between the L1 and the L2 must not be neglected. The process under examination is not just the recall of prescriptive grammar rules, but the productive application of a L2 structure. If lexical and functional items enter the syntactic computation, the learners’ language-specific abilities are stimulated. The immediate positive results that this method entails must be supported with a regular and constant exposure to focused L2 input. The didactic experience discussed in my thesis shows that explicit grammar reflection, based on formal linguistic theories conveniently simplified, is adequate to the didactic needs and the general cognitive development of child L2 learners. The data collected in the experiment also suggest that L2 teaching should be enhanced in the primary school, particularly for the youngest learners.

Abstract (italiano)

Il presente lavoro descrive i risultati di un esperimento didattico atto a testare l’efficacia della teoria linguistica formale nell’insegnamento di una lingua seconda (L2) alla scuola primaria. Il fenomeno preso in esame è l’acquisizione/apprendimento del verbo secondo (V2) tedesco da parte di bambini italiani di età compresa tra i 6 e i 10 anni. Le basi teoriche della ricerca rientrano nel quadro dei Principi e Parametri (Chomsky 1981, 2005). Da un lato, si è esaminata la possibilità di accesso ai principi della Grammatica Universale da parte di apprendenti guidati di L2. Dall’altro lato, si è verificato se l’intervento didattico attuato favorisse l’impostazione del parametro del V2. I bambini della scuola primaria rientrano in una fase privilegiata per l’acquisizione del linguaggio e sono quindi nella condizione di acquisire − e non semplicemente di apprendere − una L2, anche in un contesto artificiale di esposizione all’input come quello scolastico. Per quanto riguarda le fasi iniziali di costruzione della grammatica della L2, si è osservato come l’apprendente si appoggi direttamente alla struttura sintattica della lingua materna (L1). Per innescare un processo di acquisizione della L2 completo di reimpostazione dei relativi parametri, l’apprendente deve essere adeguatamente stimolato ed esposto a un input significativo in L2. Occorre quindi che l’insegnante di lingua sia in grado non solo di selezionare quest’input, ma anche di analizzare con la classe modelli esemplificativi delle strutture sintattiche della L2. Inoltre, nemmeno il confronto interlinguistico tra L2 e L1 deve essere trascurato. L’operazione cognitiva presa in esame nello studio non consiste semplicemente nella memorizzazione o riproduzione di una regola grammaticale prescrittiva, ma nella costruzione produttiva di una struttura grammaticale. Se gli elementi lessicali e funzionali entrano in un processo di computazione sintattica, si vanno a stimolare abilità specifiche per il linguaggio. Gli effetti positivi immediati che questo metodo comporta devono essere supportati da una pratica regolare e dall’esposizione costante a un input mirato. L’esperienza didattica presentata nella tesi mostra come una riflessione grammaticale esplicita, basata su teorie linguistiche formali convenientemente semplificate, sia adeguata alle esigenze didattiche e allo sviluppo cognitivo generale degli apprendenti della scuola primaria. I dati raccolti mostrano anche come l’insegnamento di L2 alla scuola primaria sia da potenziare, soprattutto nei primi anni di scuola.

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Tipo di EPrint:Tesi di dottorato
Relatore:Benincà, Paola
Dottorato (corsi e scuole):Ciclo 27 > scuole 27 > SCIENZE LINGUISTICHE, FILOLOGICHE E LETTERARIE
Data di deposito della tesi:25 Febbraio 2015
Anno di Pubblicazione:25 Febbraio 2015
Parole chiave (italiano / inglese):Language acquisition L2 teaching child L2 learners German verb second
Settori scientifico-disciplinari MIUR:Area 10 - Scienze dell'antichità, filologico-letterarie e storico-artistiche > L-LIN/01 Glottologia e linguistica
Area 10 - Scienze dell'antichità, filologico-letterarie e storico-artistiche > L-LIN/02 Didattica delle lingue moderne
Struttura di riferimento:Dipartimenti > Dipartimento di Studi Linguistici e Letterari
Codice ID:8071
Depositato il:02 Dic 2015 14:36
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