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The article reflects on the significant growth of Second Language Acquisition (sla) research in the work of Italian Slavists over the last twenty years. More specifically, it discusses the fruitful contributions made to diverse strands of sla research, including the acquisition of the verb system, pragmatics, phonetics, the role of input in the initial stages of L2 development, and the language teaching applications of corpus linguistics. The review stresses the relevance of these studies for the international sla debate, emphasizing how research on Slavic languages often resulted in the fine-tuning of theoretical frameworks originally conceived to accommodate data from other languages (especially English). Additionally, it points out that most of the sla research summarised here is explicitly designed in view of a language teaching objective (a synergy often advocated in the sla field, but seldom realised) and thus has direct implications for the teaching of Slavic languages as L2s. [ABSTRACT FROM AUTHOR]

Italian and Spanish are two languages with a very high degree of similarity. The aim of this article is to define what are the main difficulties that learners of both languages experience in learning the opposite foreign language. Transfer is one of the main causes of errors found in interlanguages, but it is crucial to analyze its effects specifically and understand that it is not the sole cause. The perceived closeness can have both positive and negative implications depending on the various stages of learning, which does not seem to have a constant increasing trend, and the initial confidence tends to disappear over time. The role of the first language is crucial in learning related languages that cannot avoid undergoing Contrastive Analysis, since learners must activate comparison with their own linguistic heritage in an effort to reduce the risk of error fossilization.

In the present paper the issue of teaching medical language in the context of learning Italian as LS will be analysed. The first part of the article consists of general notes on different definitions of the Italian for specific purposes, as well as different aspects of teaching process (teaching materials, time, language abilities in the field of Language for Specific Purposes). The second part of a practical nature analyses the aspect of how the levels of knowledge of the Italian language are interconnected with the ability to understand specialized texts. For the purposes of the research, a study was conducted on a group of LS Italian learners with different linguistic abilities, as well as on a group of native speakers. A short questionnaire of 10 gradually difficult questions was submitted to the heterogeneous group of Italian speakers and LS Italian learners. It was assumed that native speakers would answer more questions correctly. It’s interesting to see though, that the results of the research disproved the initial hypothesis. [ABSTRACT FROM AUTHOR]

The teaching of Brazilian Sign Language became official from Law No. 10.436 / 2002, which aimed at inclusion and the right to communication through that language. However, actions are still needed to promote knowledge of sign language and to expand the possibilities for social and educational interaction. This paper aims to demonstrate how the use of didactic games contributes to this process. For this purpose, we conducted a literature search as a theoretical background based on Lacerda (2000), Castro and Tredezini (2014) Valadão et al. (2016), among other researchers and then we conducted a pedagogical practice based on playful activities with two groups of a Libras course from the “Instrumental Libras Course - 2018” Extension Project offered at a public university in Paraná inland. The application of this activities allowed us to observe that the use of adapted didactic games helps these students with the appropriation and comprehension process of this spatial and visual language. Thus, we hope that this work will bring theoretical contributions and that the analyzes presented here and thus contribute to the understanding of the adapted game use as a playful and contextualized way to help students internalize Libras vocabularies as a second language.

Copyright of Cuadernos de Filología Italiana is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Filología Italiana is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the pandemic context, the sudden arrival of teaching online in the university setting has profoundly changed pedagogical habits, especially in the case of foreign language teaching. With the aim of responding to the deficit of speaking interaction generated by these changes, several initiatives have been launched. Among these, within the teaching of Spanish and French as foreign languages at the University for Foreigners of Siena and of Italian as a Second Language at the University of Poitiers, in the summer of 2021 etandem systems were proposed, oriented towards voluntary students from seven universities in Latin America and Europe. This paper will present, after having recollected the principles of autonomy and of collaborative learning based on linguistic tandems and having searched through the literature on the role of the teacher in question, an online questionnaire given out to around 350 participants in the initiative. The data collected will then be presented and discussed, to reflect finally on the type of tutoring to propose to the participating students in order to maximise their learning of a second language. [ABSTRACT FROM AUTHOR]

In contemporary society, multilingualism is an increasing reality, and the study of foreign languages has a primary role in the educational policies of many countries. Furthermore, in the last years there has been a particular interest in specific learning disorders, so multilingual competence in subjects with dyslexia is an extremely interesting aspect to investigate. After a short introduction on learning disorders, this article examines the definition of dyslexia, both acquired and developmental type, and analyzes the neurophysical, neuropsychological and cognitive matrix hypotheses on the origin of the disorder. Given that learning to read and write is a fundamental stage in a child’s life, reading and writing skills are explored in this work, together with the related disorders. In addition, the most problematic topics in learning a foreign language for dyslexics have been identified as well as the different impact that the characteristics of a language may have on the expression of the disorder, carrying out a short comparison between Italian and some foreign languages studied in school. Looking back over the main theories that have been dealing with this subject, it has been argued about the barriers that learners with dyslexia may find in learning a foreign language.

This study aims to clarify whether variation in the target language can influence its acquisition. More specifically, this study describes the acquisition of Spanish as a second language (L2) by examining the learning process based on (a) the first language (L1) of the learner and (b) which Spanish dialect is being learnt (the target). The phenomenon under scrutiny is the use of past tenses in the L2, as it has been proven to adequately measure the competence of the learner. Data from two L2 at-home-classroom student groups in the Netherlands, divided by either a European or Latin American oriented study program, has been collected. The task that they have made is a written narrative that elicits past verb forms in hodiernal and prehodiernal contexts. Our data shows a clear distinction in the preference of the past tense forms that each of the groups has, that can only be explained by looking at the Spanish variety which both program offers

La neurociencia cognitiva está abriendo nuevos horizontes en la investigación de las relaciones que se establecen entre los procesos mentales y el funcionamiento cerebral en situaciones de aprendizaje. Dentro de este contexto, la finalidad del presente artículo es hacer una revisión teórica de aquellos principios que rigen la neurociencia cognitiva que, por su especial relevancia, puedan servir como aportes en los procesos de adquisición de segundas lenguas (ASL). Asimismo, atendiendo a la multidisciplinariedad de la educación, se subraya la importancia de los enfoques multisensoriales y se propone un inventario de estrategias cognitivas, sensoriales y ambientales orientados al aula del primer ciclo de Educación Primaria. De esta forma, se pretende contribuir al establecimiento de las conexiones entre la neurociencia y la educación, que apuesta por la mejora de las actuaciones didácticas en el ámbito de la enseñanza de segundas lenguas.

In this paper we present the results of a survey, conducted in the Italian region of Lombardy, on teaching Italian as a second language to adult migrants at Pre A1 level of competence, i.e. in the case of semi-literate learners. The first purpose of this research was to describe the characteristics of the teaching practices of Italian as a second language in Pre A1 level courses for migrants, collecting data through a questionnaire addressed to teachers in adult education centres in Lombardy. Then, a broader objective was to encourage the teachers' metacognitive thinking, in order to enhance and disseminate existing good practices and promote methodological innovation, with particular attention to the role of grammatical reflection in the case of semi-literate learners. After showing the theoretical framework and the methodology of the research, we analyse the collected data, which allow to outline some implications for teaching practice and teacher training. [ABSTRACT FROM AUTHOR]

Since the school year 2017/2018, for the first time, teachers that had successfully completed a structured course on teaching Italian as a foreign or second language have been included in the Italian public school staff. This moment is very important. In fact, for a long time the Italian public school had not had in its staff the highly qualified professionalism useful to face problems linked to learning Italian as a second language. Until the recruitment of A23 teachers, teachers identified as such, as per the February 2016 Decree of the President of the Italian Republic, the Italian school had attempted to face this situation by doing its best with the resource and the professionalism available. On the one hand, teachers not trained to deal with the foreign students had to do it; on the other, when skilled and trained teachers were required, they were recruited from specific calls outside the teacher's school staff. This paper addresses the investigation of the major steps that led to the inclusion in the Italian public school staff of people qualified to teach Lingua italiana per discenti di lingua straniera. The paper will also investigate the role and professionalism of A23 teachers in the Italian school. These reflections are based on data collected by a survey carried out during the school year 2018/2019, February to April 2019. Conducted by a self-administered online questionnaire entitled A23: Chi? Come? Dove? Quando? Perché?, it involved 76 A23 teachers. [ABSTRACT FROM AUTHOR]

From the point of view of political philosophy, the relationship between literacy and democracy appears quite problematic, if the issue of linguistic diversity is set aside. The debate between equalitarian liberals and multiculturalists emerging with the rise of multiculturalism as a theoretical paradigm has highlighted that the historical affirmation of the Western nation-state has been built upon the negation of internal linguistic diversity, favoring some languages over others, a trend which has not lost its strength with the advent of democracy. However, one of the main results of such debate, largely indebted to the Rawlsian conception of justice, has been seemingly the idea that the extended promotion of plurilingualism (that is, a kind of promotion which does not aim to support second or third language acquisition only for the benefit of the so called 'minority' or 'disadvantaged' groups and languages) could not be a viable alternative for contemporary democratic theory to ameliorate its performance. Drawing upon the field of language policy, this article envisages showing that such a result is tied to a certain number of theoretical assumptions concerning language, which are controversial both in political philosophy and in linguistic theory. In the final section, the article tries to provide some suggestions to develop a reflection more open towards the extended promotion of plurilingualism and to acknowledge the human ability to learn more than one linguistic code. [ABSTRACT FROM AUTHOR]

The systems for hospitality and social inclusion of migrants in Italy offer a privileged point of view for debating about language education policies. The challenge of literacy education and second language learning for young people and adults who are illiterate or scarcely literate and uneducated or scarcely educated requires thinking accurately about the impact one's actions have in the pre-A1 level classes. The specific needs of asylum seekers and refugees may lead teachers to adopt means and attitudes of community-building, which could be useful even in a broader educational environment, and may be a chance to re-evaluate the political potential of literacy. We propose a path for literacy education where the aims are driven by the students' needs of self-determination and involvement in our society: it is necessary to acquire oral competence in Italian as a second language, to develop the semiotic system of writing, to acquire phonological awareness, to master the use of pencil and paper, to understand what is written all around you. The proposal, rooted in acquisitional linguistics research, is intended to create a safe community environment, fruitful for interaction and learning. The development of this model is possible when the teacher and the students work and play together, and the class becomes a societal structure in which everybody takes part. Literacy classes can therefore become a training ground for democratic participation in society. [ABSTRACT FROM AUTHOR]

The communicative functions related to the expression of personal tastes and preferences are attested very early in the process of L2 learning. Moreover, the importance to focus on these functions in L2 (Italian) classes, even in literacy courses and especially with adult refugees and asylum seekers, has been extensively demonstrated. The present study has a twofold objective. Firstly, it aims at identifying forms of expression of personal tastes and preferences in written production of L2 Italian vulnerable low-literate learners. Secondly, it intends to investigate L2 Italian teaching experiences related to the two above mentioned functions, with a review of teaching materials. To reach the first goal, the ScrltAV corpus was consulted and 107 short texts, produced by refugees and asylum seekers in L2 Italian literacy classes at the University L'Orientale of Naples were selected. An error analysis was carried out on the micro-corpus by means of the UAM Corpus Tool software. For the second research objective, 10 L2 Italian literacy teachers were administered an online questionnaire about methods and materials used in teaching how to express tastes and preferences in the second language; 12 textbooks of Italian as L2 for literacy levels were also examined. The corpus analysis allowed to recognize the forms in which the two functions are realized in written productions of low-literate learners of Italian as L2 and to describe the path from the Pre Alpha A1 to A1 level. If learners succeeded in expressing their tastes especially about food, colours and aspects of the city of Naples, what seems to be less developed and trained, but also more crucial, is the expression of what is disliked. To such vulnerable learners, often experiencing a traumatic past and a difficult present in reception camps, the ability to verbalize what is not going well, what is perceived as unacceptable, what is not preferred can be very urgent. This communicative need does not seem to be satisfied in literacy classes and by textbooks of Italian as L2, in which the positive forms are more numerous and more frequent than the negative ones. [ABSTRACT FROM AUTHOR]

This investigation lies at the intersection of second language acquisition (SLA), sociophonetic variation, and speech perception. Specifically, it investigates the perception of coda /s/-aspiration (producing disco as [dih.ko]), a dialectal feature characteristic of Guayaquileño (coastal Ecuadorian) Spanish, among 14 young-adult English speakers who travel to Ecuador. The study investigates the participants’ ability to perceive an aspirated variant as a legitimate /s/ over time as they are further exposed to the local variety. It also explores the linguistic and extralinguistic factors that play a role in the perception of the variable such as phonological context of /s/, proficiency level, and individual differences in experience with /s/-weakening dialects. Results suggest that most learners are able to acquire new mappings within their interlanguage phonological system. However, results vary according to proficiency, phonological context of /s/, and at the individual level. The results also suggest that gains in sociolinguistic competence can be seen in terms of perception (as opposed to only in learner production), which underscores the necessity to include perceptual studies in future research in variationist SLA.

Esta reseña describe los tres componentes centrales del proyecto editorial Lingüística hispánica actual, que incluye el libro de textoIntroducción a la lingüística hispánica actual: teoría y práctica(Muñoz-Basols, Moreno, Taboada, & Lacorte, 2017), la guía didáctica Lingüística hispánica actual: guía didáctica y materiales de apoyo (Muñoz-Basols y Lacorte, 2018), y el Portal de lingüística hispánica / Hispanic Linguistics Portalwww.hispaniclinguistics.com (Muñoz-Basols, dir., 2017). Los tres componentes se integran para presentar de manera práctica, dinámica y actual los temas centrales de la lingüística hispánica actual y sus áreas disciplinares asociadas.

Copyright of Etudes Romanes de Brno is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the idea of parametric clustering in Second Language Acquisition, specifically concerning the case of Pro-drop in Italian L2. The experiment hereby proposed aims at exanimating the cluster of properties related to the Parameter taken into account and how these affect L2 learners with a diametrically opposed Pro-drop parametric value in their L1. It consists in testing how French and German learners interpret non-explicitly related phenomena in Italian L2, such as subject-verb inversion, expletive subjects, that-trace effect. The results lead to new questions concerning the existence of a clustered transfer of properties in Second Language Acquisition. [ABSTRACT FROM AUTHOR]

This paper is part of a research project - still at an early stage - on the process of acquisition of Brazilian Portuguese as a foreign language in the Italian university context. We present here the first data on the acquisition, by Italian-speaking learners (all students of the University of Salento), of morphosyntactic properties associated with the positive/negative value of the pro-drop parameter, also showing the pragmatic-discursive properties that can determine a distribution of null pronominal subjects in different contexts. [ABSTRACT FROM AUTHOR]

Copyright of Italica Wratislaviensia is the property of Wydawnictwo Adam Marszalek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the article is to analyse the nature of language transfer cases which differentiate the interlanguage of Romanian university students of Italian. The analysis is based on a corpus consisting of written texts in Italian by first year students at the Faculty of Letters and Communication Sciences of "Ştefan cel Mare" University of Suceava. Starting from Kellerman perspective on language transfer (1978, 1983, 1986), several studies have highlighted the role of psychotypology, that is the foreign language learner's perception of the typological distance or relatedness between the target language and other known languages. Recent researches in teaching Italian as a foreign language (De Mauro et al. 2002; Giovanardi & Trifone 2012) argue that Italian is mainly learned abroad as a third language. The data reveal negative transfer from Romanian and cross-linguistic influence from second languages, among which those typologically closer to Italian seem to prevail. [ABSTRACT FROM AUTHOR]

Previous studies have found a facilitative memory effect for emotional content words in both L1 and L2 speakers (Rubin & Friendly, 1986; Anooshian & Hertel, 1994; Altarriba & Bauer, 2004; Ayiçiçegi-Dinn & Caldwell-Harris, 2009). The present study investigates how emotional affect, activated through visual and auditory cues, effects L2 Spanish speakers’ acquisition of novel lexical items. Data from Picture Matching and Naming tasks suggest that positive emotional context has a facilitative effect on learners’ recognition and recall of target items when compared to the emotionally neutral or negative contexts. The implication of these results in L2 pedagogy suggests that lexical acquisition and retention can be enhanced by the incorporation of course materials with a positive emotional drive.

Un rapporto proficuo fra Conversation Analysis (CA) e linguistica applicata, seppur auspicato, può avvenire in maniera non problematica solo per alcuni settori della linguistica applicata - come l’analisi dell’interazione in classe - mentre laddove si ha a che fare con la Second Language Acquisition la strada è decisamente in salita. Chi effettua ricerca nell’ambito della SLA deve integrare la conoscenza dell’apparato categoriale della CA con la continua analisi di reali interazioni nativo-non nativo. I contributi qui raccolti sono ispirati alla CA ma anche ad altri filoni di ricerca, con la consapevolezza dell’importanza degli studi e degli approcci che si fondano sull’analisi di dati reali.

Using data from a verbal interaction between a Portuguese speaker and a Dutch learner of European Portuguese in a telecollaborative setting, the third turns produced by the native speaker and the learner in the opening and closing sections will be analysed. This study aims at identifying to what extent their functions coincide with those expected for each of the speakers’ third turns. The findings may shed some light on the need to (re)define third turns’ functions in specific SLA settings.

Partiendo de la observación del empleo de la partícula vale en interacciones entre estudiantes italófonos de niveles intermedio y superior y nativos españoles, llegamos a la conclusión de que, en los diálogos estudiados, los HNN, al hablar con HN, utilizan esta partícula mucho más frecuentemente que los HN. Sin embargo, estos usos no siempre responden a los de los HN. Junto con intervenciones semejantes a las de los HN en contextos de aceptación, acuerdo, petición de confirmación, cierre de tópico y align, en el discurso de los HNN aparecen numerosos usos “fuera de la norma”. El objetivo de nuestro trabajo es describir y explicar cómo usan esta partícula los HNN, tanto dentro y fuera de la norma, con el fin de entender qué estrategias didácticas deberían de ponerse en marcha para favorecer una concienciación sobre su valor y funciones que permita evitar tales fallos pragmáticos.

This paper focuses on the collaborative utterance production in conversations between native and non-native speakers of French. Two types of phenomena will be analyzed: a) the collaborative treatment of “problematic” utterances of the student and b) the student’s exploitation of the native speaker’s model for the construction of his own utterance. The analysis is based on a corpus of simulated telephone conversations between German students of French and French native speakers.

This review introduces readers to the Manual of Language Acquisition, edited by Christian Fäcke, and part of the “Manuals of RomanceLinguistics” series. The Manual surveys current and central issues in the acquisition of Romance languages and cultures, as well as raises important questions about the relationship between Romance languages and with other languages—Immigrant languages, local dialects, English—across the Romance–speaking world.

Estrategias comunicativas tan frecuentes como las pausas y las autocorrecciones ¿aparecen en la lengua hablada de los aprendices de lenguas segundas con la misma frecuencia que entre los hablantes nativos de esas lenguas? Y, en el caso de los hablantes de español como lengua de herencia que viven en los EEUU y son práctica o completamente bilingües en inglés, ¿presentan un comportamiento más similar al de los anglófonos o al de los hispanohablantes en el uso de estas estrategias?¿o se sitúan en un lugar intermedio entre ambos grupos? Para respondernos estas preguntas y extraer las correspondientes implicaciones para la enseñanza del español como lengua extranjera, segunda o de herencia, se recogió y analizó un corpus de producciones orales de tres grupos de hablantes de español: nativos, de herencia y no nativos. Todos ellos llevaron a cabo una interacción oral cara a cara, simulada, que consistió en una compra-venta de billetes de tren o autobús. El análisis de los datos obtenidos puso de manifiesto que el nivel de competencia (B1, B2 del MCER; o nativo) desempeña un papel en el uso de las estrategias estudiadas y que los grupos muestran diferencias tanto en los patrones de uso como en el peso otorgado a pausas y autocorrecciones a lo largo de las muestras.

In this paper we investigate the use of the comma in a corpus of 75 texts written by learners of Italian as L2 having German as L1. We will show how they struggle to acquire its informative and textual use, with the use of the comma being restricted to a syntactic use in their mother tongue.

Este artigo objetiva construir uma ponte entre lingüística teórica, em particular teorias de cunho gerativista, e lingüística aplicada, em especial a pedagogia de ensino de segunda língua aplicada ao ensino de italiano e ao francês para falantes nativos de português (e espanhol). Nossa sugestão é que o conhecimento teórico gerativista do fenômeno da inacusatividade nos permite esclarecer aspectos do processo de aquisição de segunda língua. Como mostraremos, esse conhecimento pode auxiliar alunos de italiano e francês na compreensão das regras que regem seja a seleção de verbos auxiliares nos tempos ativos seja a distribuição do pronome partitivo nestas línguas.This paper aims at building a bridge between theoretical linguistics, especially generative grammar, and applied linguistics, focusing on second language pedagogy as applied to the teaching of Italian and French to Portuguese- (and Spanish) speaking students. Our claim is that the generative theory's understanding of the unaccusativity phenomenon can shed light on some aspects of second language acquisition. As will be shown, this would allow students of Italian and French to internalize and comprehend the rules that govern selection of auxiliary verbs in active tenses, as well as of the distribution of partitive pronouns.

This paper reports on a study on the nature and extent of the development of English L2 writing proficiency of 45 adult ESL learners over the time of an intensive short-term EAP program as evaluated by means of objective measures targeting different components of lexical and syntactic complexity. In addition, we compare the scores on these measures with more holistic and subjective ratings of learners' overall writing quality. Results reveal that some measures, but not necessarily the most popular linguistic complexity measures (e.g., subordination ratios and lexical richness measures), can indeed adequately and validly capture development in L2 writing in short-term ESL courses. Results further suggest that different subcomponents of syntactic and lexical complexity in L2 writing develop at different rates, which stressed the importance of calculating a sufficiently wide range of complexity measures in order to obtain a comprehensive picture of L2 development.

The use of visual material does not imply necessarily the comprehension of the message included in it. It is necessary to go deeper, identifying the meaning enclosed into an expression using a visual code. In a formative context this aspect is even more relevant because the usage of visual material is growing due to also the new technologies applied to education. Therefore, this article highlights the main characteristics of a visual material for second languages acquisition, that is the visual vocabulary. First of all, the topic will be introduced through a semiotic overview about the usage of pictures in learning, underlining the process through which the meaning is spread across visual material. Indeed, the investigation of meaning-making includes the study of sign processes - that is semiosis -- like analogy, metaphor, symbolism, likeness, etc., all aspects that characterize a linguistic code and a visual code too. Then, a literature review focuses on the main studies concerning the teaching and learning of vocabulary in a second language, especially in the field of the French lexicography. Finally, considering the characteristics of the visual material from a semiotic perspective, the final paragraph provides an example of a visual vocabulary of Italian as second language. This vocabulary is thought for foreign workers in the field of tourism and hosting that need to learn Italian for specific purpose. Thus, considering the proficiency level of that type of learners (A2, according to the CEFR) and their limitation in terms of time spent for learning, the vocabulary represents an effective support material in the process of learning and retaining vocabulary and fixed expressions. Therefore, this article aims at contributing to the debate over the usage of visual material in the context of learning and teaching a second language, due to the fact that nowadays the society offers us a wide range of visual stimuli. Thus, as users or designers of visual material, we have to be aware of their evocative power and we have to be able to interpret them and not just to look at them in a passive way. [ABSTRACT FROM AUTHOR]

Este artículo analiza una conversación telecolaborativa llevada a cabo en castellano por alumnos canadienses y mejicanos. El examen de los datos descansa, fundamentalmente, en una perspectiva sociocultural. El trabajo considera, así, las características más destacadas de la interacción entre ambos grupos de alumnos y su eventual impacto con relación al aprendizaje del castellano como L2 en el caso específico de los discentes de habla materna inglesa.

En este artículo, se plantea la dramatización como procedimiento válido para el entrenamiento estratégico de destrezas orales. Más concretamente se desarrolla el concepto de improvisación teatral y su papel en el proceso de aprendizaje de la competencia estratégica. Este trabajo se propone igualmente describir un experimento de dramatización realizado con alumnos y sus resultados.

This preliminary study investigates the emergence of constructions of motion in Polish learners of Italian L2, based on a narrative task. The semantic-typological tendencies relative to expressions of motion are discussed, as well as implications for L2 acquisition. It appears that learners with different levels of competence tend to conform to the target language. [ABSTRACT FROM AUTHOR]