La valutazione della complessità sintattica nella classe di lingua

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Campo DC	Valore
dc.identifier	ECF_article_2991
dc.title	La valutazione della complessità sintattica nella classe di lingua. Un’analisi delle riflessioni di insegnanti di italiano L2
dc.contributor.author	Vedder Ineke
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2019/3/la-valutazione-della-complessita-sintattica-nella/
dc.description.abstract	This paper aims to investigate how language teachers perceive syntactic complexity in L2 writing and to what extent teachers’ judgments are related to current theoretical views in the research literature on Second Language Acquisition (SLA). Sixteen L2 teachers were asked to evaluate the syntactic complexity of a sample of argumentative texts written by L2 university students of Italian. In the panel discussion that followed, teachers discussed the motivations behind their assigned scores and the feedback they had proposed. The results revealed that teachers tended to focus primarily on accuracy and comprehensibility, and much less on syntactic complexity. Teachers’ reflections appeared to be only partly aligned with existing theoretical views on syntactic complexity in the SLA literature.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 8 \| Num. 3 \| Novembre 2019
dc.issued	2020-06-04
dc.dateAccepted	2020-04-08
dc.dateSubmitted	2020-02-10
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2019/03/003
dc.peer-review	yes
dc.subject	Italian L2
dc.subject	Italian L2
dc.subject	L2 writing
dc.subject	L2 writing
dc.subject	SLA
dc.subject	SLA
dc.subject	Syntactic complexity
dc.subject	Syntactic complexity
dc.subject	Teachers’ perceptions
dc.subject	Teachers’ perceptions

Articolo
open access peer reviewed

Un’analisi delle riflessioni di insegnanti di italiano L2

Ineke Vedder Universiteit van Amsterdam, Nederland

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abstract

This paper aims to investigate how language teachers perceive syntactic complexity in L2 writing and to what extent teachers’ judgments are related to current theoretical views in the research literature on Second Language Acquisition (SLA). Sixteen L2 teachers were asked to evaluate the syntactic complexity of a sample of argumentative texts written by L2 university students of Italian. In the panel discussion that followed, teachers discussed the motivations behind their assigned scores and the feedback they had proposed. The results revealed that teachers tended to focus primarily on accuracy and comprehensibility, and much less on syntactic complexity. Teachers’ reflections appeared to be only partly aligned with existing theoretical views on syntactic complexity in the SLA literature.

Pubblicato

04 Giugno 2020

Accettato

08 Aprile 2020

Presentato

10 Febbraio 2020

Lingua

Keywords: Teachers’ perceptions • Italian L2 • SLA • Syntactic complexity • L2 writing

permalink http://doi.org/10.30687/ELLE/2280-6792/2019/03/003

Copyright: © 2019 Ineke Vedder. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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