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La complessità morfologica: ricerca e didattica

Author:

Gabriele Pallotti

Dipartimento di Educazione e Scienze umane Università di Modena e Reggio Emilia Viale Allegri 9 42121 Reggio Emilia, IT
About Gabriele

Gabriele Pallotti insegna Didattica delle Lingue moderne all’Università di Modena e Reggio Emilia. Le sue ricerche riguardano i rapporti tra socializzazione e apprendimento della seconda lingua, analisi dell’interlingua, metodologia della ricerca in linguistica applicata. Ha coordinato progetti nazionali e locali di formazione degli insegnanti e di sperimentazione educativa e ha tenuto numerose conferenze e lezioni in Italia e all'estero. Fa parte del direttivo della rete europea SLATE (Second Language Acquisition and Testing in Europe) e della European Second Language Association (Eurosla), per cui è responsabile della serie di monografie Eurosla Studies. È autore e curatore di diversi volumi, tra cui La seconda lingua (Bompiani), Scrivere per comunicare (Bompiani), Imparare e insegnare l’italiano come seconda lingua (Bonacci), L2 Learning as social practice (University of Hawai'i Press), Che storia! (Loescher).

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Abstract

Morphological complexity

Research and teaching perspectives

The article discusses a new construct and its operationalization, morphological complexity (MC). After reviewing the current literature on complexity in linguistic typology and second language acquisition research, MC is theoretically defined in terms of the range and variety of morphological processes (also called exponents) instantiated in a given text. This theoretical definition is then operationalized with a procedure (freely available online) which first identifies exponents as morphological operations on a lexical base, and then calculates the average diversity within and across samples of 10 exponents. At present, MC is calculated on verb inflections only. A first study shows that MC varies in different texts and different languages (Italian, German and English). In a second study, MC is calculated in learners of L2 Italian, and is shown to be positively correlated to general linguistic competence, as measured with a C-test, and lexical and syntactic complexity. Finally, a number of possible practical uses of the construct in a language classroom are suggested. These include the formative evaluation of learners’ morphological repertoires, and awareness-raising activities that stimulate learners to reflect on Italian’s verbal morphology, its structure, history, and theoretical description.

DOI: https://doi.org/10.18352/incontri.10232
How to Cite: Pallotti, G., (2018). La complessità morfologica: ricerca e didattica. Incontri. Rivista europea di studi italiani. 33(1), pp.9–26. DOI: http://doi.org/10.18352/incontri.10232
Published on 01 Sep 2018.
Peer Reviewed

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