The study analyzes the nature and the causes of the mistakes of French-speaking Management of the Touristic Heritage (EVGPT) at the University of Salerno (level A2 of the CEFR). A brief identikit of the typical students of the Graduation Programme is provided as well as the reasons which lead them to learn the Italian language in an Italian-speaking context in order to obtain a double degree. In particular, linguisticcommunicative competence is addressed as a meeting place where new identities are produced from the encounter of different linguistic and cultural codes. The issue of the common origin of the two languages (Italian and French), which does not always represent a form of facilitation for the learner, is highlighted from different points of view. The choice of examining students in a guided learning context, through the use of L1, aims at solving or mitigating the specific problems that emerged from target tests. The subject of the research is a corpus made up of written productions collected between 2011 and 2018 written by French-speaking students attending the second year of the CdS in EVGPT in which the interference errors due to the transfer of constructions from L1 to L2 are highlighted. The research points out how Frenchisms and spelling represent the predominant items among the types of errors in productions.
"ITALIAN L2 OF FRENCH-SPEAKING STUDENTS: THE CASE OF AN INTERNATIONAL UNIVERSITY COURSE OF STUDY
Pellegrino Rosario
2021-01-01
Abstract
The study analyzes the nature and the causes of the mistakes of French-speaking Management of the Touristic Heritage (EVGPT) at the University of Salerno (level A2 of the CEFR). A brief identikit of the typical students of the Graduation Programme is provided as well as the reasons which lead them to learn the Italian language in an Italian-speaking context in order to obtain a double degree. In particular, linguisticcommunicative competence is addressed as a meeting place where new identities are produced from the encounter of different linguistic and cultural codes. The issue of the common origin of the two languages (Italian and French), which does not always represent a form of facilitation for the learner, is highlighted from different points of view. The choice of examining students in a guided learning context, through the use of L1, aims at solving or mitigating the specific problems that emerged from target tests. The subject of the research is a corpus made up of written productions collected between 2011 and 2018 written by French-speaking students attending the second year of the CdS in EVGPT in which the interference errors due to the transfer of constructions from L1 to L2 are highlighted. The research points out how Frenchisms and spelling represent the predominant items among the types of errors in productions.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
