The Acquisition of Italian Discourse Markers as a Function of Studying Abroad

Cristofaro, Elisa De; Badan, Linda

doi:10.1007/s41701-019-00069-6

Cited by 6 publications

(9 citation statements)

References 31 publications

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“…In fact, even if the sentences in ( 23) to ( 26) are grammatical, the use of veramente is associated with a non-native 'flavor' and it sounds pragmatically infelicitous. 15 As indicated in our previous work (De Cristofaro and Badan, 2021), one possible explanation could be found by looking at the speakers' L1 or their other L2s. The form that seems 'closer' to the Italian veramente, at least on the semantic level, is the Dutch echt 'really, truly '.…”

Section: The Syntax Of Sentence-internal Dms In L1 Italianmentioning

confidence: 87%

“…9 Also naturalmente could be interpreted as a case of interference from the same type of Dutch evidential markers. As a matter of fact, naturalmente expresses the same type of evidentiality, that is the 'expectedness' of a statement, on par with another common evidential marker of Dutch: gewoon(lijk) 'just' or 'normally' (De Cristofaro and Badan, 2021). Lastly, for the analysis of veramente the reader is referred to Section V.3, where the marker is analysed in detail when it appears in sentence-internal position.…”

Section: Quantitative Analysis Of the Dms In L1 And L2 Corpora (Map T...mentioning

confidence: 99%

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Discourse markers in L1 and L2 Italian: A cartographic analysis of the sentence-internal position

Cristofaro

Badan

Belletti

2023

Second Language Research

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This article compares the use of discourse markers (DMs) in Italian as a second language (L2) produced by Belgian-Dutch learners, with the DMs produced by Italian native (L1) speakers. The quantitative analysis of the data shows that L1 speakers produce more DMs than L2 speakers, whereas the comparison between the levels of proficiency in L2 reveals an effect of the type of task on the frequency of DMs. From the qualitative analysis, interesting discrepancies emerge between the L1 and the L2 use of DMs, especially those uttered in sentence-internal position. We offer an analysis within the cartographic approach and we demonstrate that the sentence-internal DMs with an epistemic value realize specific syntactic positions dedicated to the expression of modality within the IP layer. We also show that the L2 learners, despite projecting the correct syntactic structure, realize it with pragmatically infelicitous forms as a result of linguistic interference with their L1. Our study brings original evidence on the syntactic status of DMs: given their multifunctionality, more syntactic options are available depending on the markers’ discursive and pragmatic import. Furthermore, sentence-internal DMs reveal intriguing properties of the L2 acquisition at the syntax and discourse–pragmatics interface.

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Section: The Syntax Of Sentence-internal Dms In L1 Italianmentioning

confidence: 87%

Section: Quantitative Analysis Of the Dms In L1 And L2 Corpora (Map T...mentioning

confidence: 99%

Discourse markers in L1 and L2 Italian: A cartographic analysis of the sentence-internal position

Cristofaro

Badan

Belletti

2023

Second Language Research

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“…In contrast, the SA group mainly interacted with other international students. Another example is De Cristofano and Badan (2021), who explored the development of PM use by Belgian-Dutch learners of L2 Italian enrolled in a six-month SA program in Italy. They observed that rather than the frequency and type of PMs, it was the variation in the pragmatic functions of PMs that mostly developed during SA.…”

Section: Pragmatic Markers In Study Abroad and At-home Contextsmentioning

confidence: 99%

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

Sánchez-Hernández,

Barón,

Llanes

2024

Languages

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The present study explores the development of pragmatic marker (PM) use by children and adult L2 English learners in two learning contexts: study abroad (SA) and at home (AH). The study involved a group of 35 Catalan/Spanish girls (aged 11 to 13) learning English AH (n = 16) and abroad in Ireland (n = 19), and a group of 16 adult students aged 19–31 learning English in the UK and Ireland (n = 10) and at their home university in Barcelona (n = 6). To test their pragmatic development, the use of PMs was prompted through pre-test and post-test semi-structured interviews. The results indicated an effect of both age and context on PM development. Children in the SA context increased their use of some PMs, whereas their peers who remained at home did not show any development. Regarding the adults, both SA and AH participants increased their use of specific PMs. These findings shed some light on a topic that has not received scholarly attention in the field of L2 pragmatics: the development of PM use by children. Additionally, they contribute to the very small body of longitudinal studies on the development of PM use during SA.

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“…La questione della posizione non ha ricevuto sufficiente attenzione negli studi sull'italiano (ma cfr. De Cristofaro, Badan, 2021). Un'applicazione esemplare della ricerca sulla posizione dei MD è quella del Diccionario de partículas discursivas del español (Briz, Pons, Portolés, 2008), che raccoglie un grande numero di forme, spiegando le norme posizionali di ognuna.…”

Section: MD E Le Loro Peculiarità Per L'apprendimento Di Una L2unclassified

“…A partire dai livelli intermedi si può invece porre maggiore attenzione sulla multifunzionalità vera e propria, ovvero sulla capacità dei MD di svolgere diverse funzioni interpersonali e testuali. Sono molti infatti gli studi che hanno mostrato l'espansione funzionale, ovvero l'aumento della multifunzionalità, nell'uso dei MD da parte di apprendenti a partire dai livelli iniziali (Andorno, 2007; e soprattutto ai livelli intermedi (Ceković, 2014;Mascherpa, 2016;Borreguero Zuloaga, Ferroni, 2020;De Cristofaro, Badan, 2021). Sul piano funzionale, inoltre, si è osservata la sequenza d'acquisizione secondo cui lo sviluppo dei valori testuali implica quello dei valori interpersonali (Andorno, 2008), coerentemente con l'evoluzione 'dalla pragmatica alla sintassi' (Giacalone Ramat, 2003) delle varietà di apprendimento.…”

Section: Conclusione: Un Modello Per Il Trattamento Glottodidattico D...unclassified

I Marcatori Del Discorso Per La Didattica Dell’italiano L2: Dalla Ricerca Acquisizionale Alla Pratica Glottodidattica

Scivoletto¹

2022

ILD

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Questo contributo ha come oggetto i marcatori del discorso nell’ambito dell’apprendimento e insegnamento dell’italiano come lingua seconda o straniera. In linea con il crescente interesse della glottodidattica verso la dimensione pragmatica dell’insegnamento e apprendimento delle lingue (§ 1), lo studio prende in esame il caso dei marcatori del discorso: unità lessicali, multifunzionali ed esterne al nucleo proposizionale dell’enunciato, che svolgono funzioni pragmatico-discorsive cruciali per la strutturazione del testo e la gestione dell’interazione. Dopo aver presentato questi elementi linguistici e le loro peculiarità per l’insegnamento e apprendimento di una lingua straniera (§ 2), vengono passati in rassegna i principali risultati che emergono dalla ricerca acquisizionale e glottodidattica. La ricognizione degli studi sui processi di acquisizione dei marcatori del discorso (§ 3) e sulle relative pratiche di insegnamento (§ 4) permette di sistematizzare le conoscenze raggiunte dalla ricerca, e proporre in ultima analisi (§ 5) un modello generale per il trattamento glottodidattico dei marcatori del discorso nel curricolo di italiano lingua seconda o straniera. Discourse markers for teaching Italian L2/FL: from acquisitional research to language teaching practice This paper deals with discourse markers in the context of learning and teaching Italian as a second or foreign language. In line with the growing interest towards the pragmatic dimension of language teaching and learning (§ 1), the study examines the case of discourse markers: lexical units – multifunctional and external to the propositional core of the utterance – performing discourse-pragmatic functions that are crucial for text structuring and interaction management. After presenting these linguistic elements and their peculiarities for teaching and learning a foreign language (§ 2), the main results emerging from second language acquisition and glottodidactic research are reviewed. The survey of the studies on the acquisition processes of discourse markers (§ 3) and on the relevant teaching practices (§ 4) makes it possible to systematise the knowledge achieved by research, and ultimately propose (§ 5) a general model for the glottodidactic treatment of discourse markers in the curriculum of Italian as a second or foreign language.

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The Acquisition of Italian Discourse Markers as a Function of Studying Abroad

Cited by 6 publications

References 31 publications

Discourse markers in L1 and L2 Italian: A cartographic analysis of the sentence-internal position

Discourse markers in L1 and L2 Italian: A cartographic analysis of the sentence-internal position

The Development of Pragmatic Markers in English as a Second Language: Do Age and Learning Context Matter?

I Marcatori Del Discorso Per La Didattica Dell’italiano L2: Dalla Ricerca Acquisizionale Alla Pratica Glottodidattica

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