Analisi corpus-based e didattica della lingua italiana. I risultati di una sperimentazione di linguistica educativa

Abstract

Corpus linguistics has developed significantly as a branch of applied linguistics in recent times, in relation to the possibilities of employment in research both in linguistics and in related disciplines. This field of study, furthermore, aims at assaying and describing the salient characteristics of a language by questioning collected and stored data on computer support, in the most applicable way. Considering the proposed definition, it was decided to use the methodology of collection, archiving, and interrogation, specific of corpus-based analysis, within the language educational practices for teaching Italian as L1 and L2. For the purposes of experimentation, a working group of 30 Italian teachers was set up that was aimed at students from different educational orders, and specific training was proposed, within a course organised by Centro Interculturale della Città di Torino. At the end of the course, the teaching staff were able to use the operative modalities of the corpus linguistics with regard to the collection and analysis of the linguistic productions of the students, questioning the corpora with respect to the linguistic uses. In conclusion, the corpora were used as a tool for linguistic analysis and to suggest interventions on error analysis, proving effective both for teachers and for learners. Actually, all the linguistic productions have been used as a basis for the linguistic research proposed to the learners. Teachers were offered a questionnaire about experimentation and the results were positive, as these showed how corpus linguistics can contribute to a significant awareness of learners about the language and learning goals.