L’influenza della lingua materna nell’acquisizione delle preposizioni semplici in italiano come lingua seconda
DOI:
https://doi.org/10.11606/issn.2238-8281.i48p6-34Parole chiave:
Transfer linguistico, Interferenza della L1, Italiano L2, PreposizioniAbstract
L’uso corretto delle preposizioni è una delle aree più problematiche della grammatica italiana come lingua seconda (Katerinov, 1975) e si è scoperto che l’interferenza della lingua materna (L1) influisce sull'apprendimento delle preposizioni a seconda di vari fattori, tra cui il background L1, la durata dell'apprendimento, tipo di compito svolto (Jarvis, 2000) e il genere (Llach, 2010). Questo studio indaga l'influenza della lingua madre di studenti madrelingua inglese e inglese-spagnolo sull'acquisizione delle preposizioni italiane L2. Hanno partecipato a questo studio 24 studenti di madrelingua inglese monolingue e bilingue spagnolo-inglese, iscritti a corsi di italiano in un'università pubblica negli Stati Uniti. Lo studio ha anche esaminato l'effetto dell'aumento della L2 (lunghezza dell'esposizione) sull'acquisizione delle preposizioni italiane confrontando le prestazioni degli studenti di livello elementare e intermedio. Infine, lo studio ha stabilito se ci sono differenze di genere nei risultati dell'apprendimento. La conoscenza dei partecipanti delle preposizioni italiane e dei modelli di interferenza L1 è stata valutata attraverso quattro compiti: traduzione, riempimento degli spazi vuoti, scelta multipla e valutazione grammaticale. I risultati mostrano che sia l'esperienza di L2 che il background di L1 rivestono un ruolo importante nell'acquisizione delle preposizioni italiane L2 mentre il genere non rappresenta un fattore di influenza. L'analisi degli errori mostra che l'effetto dell’interferenza negativa L1 diminuisce con un aumento del livello di competenza L2. Infine, i tipi di compiti assegnati non influiscono sui risultati dell'apprendimento e sui modelli di interferenza.
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