l’influenza delle differenze culturali nell’apprendimento dell’italiano l2 da parte degli apprendenti sinofoni: il metodo di studio e l’insegnamento della lingua straniera in cina

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ID: 184870
2012
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Abstract

Spesso la grande differenza tra la cultura italiana e quella cinese rende il percorso di apprendimento del discente sinofono particolarmente lento e difficile. Come dimostrato da diversi studi, infatti, la cultura di appartenenza ricopre un ruolo fondamentale nell’apprendimento linguistico.Il presente articolo, dopo una breve comparazione tra le peculiarità delle due culture in questione secondo le categorie di Geert Hofstede (1991), illustra il metodo di insegnamento utilizzato nelle suole cinesi, il ruolo dell’insegnante all’interno della classe e della società, il rapporto tra insegnante e studente, approfondendo in modo particolare lo stile di apprendimento dei discenti sinofoni e le loro strategie messe in atto per apprendere la lingua straniera.Lo scopo è fornire informazioni che consentano di comprendere cosa accade quando i discenti sinofoni si trovano in una classe di lingua straniera o seconda con insegnanti madrelingua di culture così differenti e in un contesto di apprendimento diverso da quello già sperimentato nel loro paese e di poter rispondere alle loro esigenze con un intervento didattico adeguato.

THE INFLUENCE OF CULTURAL DIFFERENCES IN ITALIAN L2 LEARNING BY CHINESE-SPEAKERS: METHOD OF STUDY AND FOREIGN LANGUAGE TEACHING IN CHINA

Often the huge difference between Italian and Chinese cultures makes the learning process for Chinese-speaking students particularly hard and slow. As many studies have shown, in fact, the home culture plays a fundamental role in language learning.This article, after a brief comparison between the two cultures according to the categories defined by Geert Hofstede (1991), illustrates teaching methods used in Chinese schools, the teacher’s role in the classroom and in society and the relationship between teacher and student, investigating the learning style of Chinese-speaking students and the strategies they implement when learning a foreign language.The aim is to offer information which aids comprehension when Chinese-speaking students are in a foreign-language class or with mother-tongue teachers from cultures that are different and in learning contexts that are different from their experience, so that their needs can be met with appropriate didactic interventions.

Reference Key
consalvo2012italianolinfluenza Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors ;Gilda Consalvo
Journal journal of social and clinical psychology
Year 2012
DOI
10.13130/2037-3597/2269
URL
http://riviste.unimi.it/index.php/promoitals/article/view/2269
Keywords
linguistics language and literaturephilology

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