Metalinguistic reflection around linguistic change: A didactic proposal for Lusophone learners of Italian as a foreign language
Abstract
The contribution is set in the context of teaching Italian LS to Lusophone learners, focusing on treating linguistic errors when analysed from the perspective, both diachronic and synchronic, of language change. It considers two negative transfers present in the interlanguages (IL) of learners at different CEFR levels of proficiency, involving the definite articles and the verbs essere and stare (ser and estar). These grammatical elements are then presented and described along with their phases of change in diachrony. The language transfers present in the ILs of intermediate-level learners (B1 / B2 CEFR) are then analysed. Lastly, the contribution outlines a didactic proposal which aims to stimulate metalinguistic reflection and cognitive action in the LS acquisition and learning process.
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