The progressive spread of English as the main language of the international scientific communication has been interpreted and justified in many different ways by several scholars. The paper suggests a brief review of the scientific debate on such topics, focusing on the main stereotypes which have been created in order to provide explanations for the development of English as the language of science, and on the perception of non-Anglophone scholars concerning the reasons for the predominance of English in scientific literature and their disadvantages with respect to native speakers.Frequently used stereotypes on English as the language of science are analyzed and discussed in reference to the motivations asserted by linguists and non-linguists. A double ideological evidence can be registered: 1. arguments essentially consist in a-posteriori justifications, 2. English – far away from representing a free choice for non-native scholars – is perceived as the repository of the linguistic power that is desired and worshipped. The overview closes with the results of a pilot investigation on the languages of scientific publications, conducted on a sample of Italian scholars belonging to various scientific fields
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Riassunto. In questo articolo vengono presentati i primi risultati della ricerca GRASS (Riflessione Grammaticale a Scuola: il Soggetto Sintattico), che ha coinvolto 444 tra alunni e studenti dalla scuola primaria al primo anno di università e 16 insegnanti. Muovendo da alcune riflessioni generali sull'insegnamento della grammatica nella scuola italiana, la cui criticità sta, fra l'altro, nella scarsa considerazione degli usi linguistici reali nello sviluppo della riflessione metalinguistica, l'articolo tratta nello specifico alcuni aspetti emersi dalla ricerca. Innanzitutto, la confusione tra funzione grammaticale e referenza, ben testimoniata dalle espressioni incongrue e idiosincratiche usate dagli informanti per esplicitare i soggetti individuati in un testo. Poi, i giudizi di grammaticalità rispetto a frasi dell'italiano contenenti casi problematici di accordo verbosoggetto. Infine, l'analisi delle definizioni esplicite di soggetto fornite da alunni e studenti, che forniscono indicazioni sulla sottostante nozione di soggetto così come viene appresa nel corso della scolarizzazione. Il saggio si conclude con alcune riflessioni su come ricerche di questo tipo possano avere ricadute in termini di formazione degli insegnanti e di pratiche didattiche. Parole chiave: soggetto; espressioni referenziali; giudizi di grammaticalità; consapevolezza metalinguistica; educazione linguistica.[en] Reflecting on grammar at school: a research on the subject Abstract. The paper discusses some preliminary results of the research project GRASS -Grammar Reflection at School: Syntactic Subject, which involved 444 junior and senior students from lower to higher education grades and 16 teachers. Starting from some general remarks on the current state of grammar teaching in the Italian school system, particularly critical as far as real speech, discourse and metalinguistic awareness are concerned, the paper highlights and discusses three main critical issues: a) the confusion between (con)textual reference and grammatical function, well attested by the diverse and incongruous ways used by the respondents to identify and represent the subject of
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