Full proficiency in a second language is attained when learners develop rhythmic-prosodic competence equivalent to that of the native speakers. Since prosodic competence is the result of a complex set of variables, this study aims to investigate the role of the learning context in the acquisition of the suprasegmental features of Italian. Three different groups of Polish learners are involved in the study: four students of Italian as a second language, four learners of Italian as a foreign language, and four e-learners. The results of spectro-acoustic analysis conducted on the speech corpus show that exposure to the L2 in native contexts facilitates the awareness that communicative effectiveness largely depends on the tonal variations of the utterance. Furthermore, the e-learners’ ability to perform intonation patterns similarly to native speakers suggests that the strategies adopted in distance education to teach oral productive skills are useful for the development of prosodic competence in L2.

La competenza prosodica nella classe di lingue. L’italiano in contesto L2, LS ed e-learning

PELLEGRINO, ELISA;VITALE, MARILISA;VITALE, GIUSEPPINA;LIPARI, SVEVA TERESA
2014-01-01

Abstract

Full proficiency in a second language is attained when learners develop rhythmic-prosodic competence equivalent to that of the native speakers. Since prosodic competence is the result of a complex set of variables, this study aims to investigate the role of the learning context in the acquisition of the suprasegmental features of Italian. Three different groups of Polish learners are involved in the study: four students of Italian as a second language, four learners of Italian as a foreign language, and four e-learners. The results of spectro-acoustic analysis conducted on the speech corpus show that exposure to the L2 in native contexts facilitates the awareness that communicative effectiveness largely depends on the tonal variations of the utterance. Furthermore, the e-learners’ ability to perform intonation patterns similarly to native speakers suggests that the strategies adopted in distance education to teach oral productive skills are useful for the development of prosodic competence in L2.
2014
9788897657064
File in questo prodotto:
File Dimensione Formato  
StudiAItLA1_2014_Pellegrino_Vitale_Salvati_Lipari.pdf

accesso aperto

Tipologia: Documento in Post-print
Licenza: DRM non definito
Dimensione 785.56 kB
Formato Adobe PDF
785.56 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11574/146447
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
social impact