Title: Acquisizione dell'italiano accademico in contesto LS e in prospettiva comparativa (modelli e analisi di abstract e incipit)
Variant title:
- Acquisition of academic Italian as a foreign language : the comparative perspective (models and analysis of abstracts and introductions)
Source document: Études romanes de Brno. 2016, vol. 37, iss. 2, pp. 245-258
Extent
245-258
-
ISSN1803-7399 (print)2336-4416 (online)
Persistent identifier (DOI): https://doi.org/10.5817/ERB2016-2-18
Stable URL (handle): https://hdl.handle.net/11222.digilib/135902
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Il contributo riguarda l'uso dell'inglese e dell'italiano nella comunicazione accademica e le questioni relative alla scrittura accademica in LS. In concreto, l'attenzione è indirizzata alle particolarità stilistiche della scrittura academica nelle due lingue, evidenziando similitudini e differenze nei due generi testuali del discorso accademico scritto: l'abstract e l'incipit dell'articolo scientifico. In quanto alla metodologia, la ricerca è basata sulla genre analysis e il corpus consiste di abstract e di introduzioni di articoli di ricerca relativi al settore delle scienze umanistiche, nello specifico della linguistica e della letteratura. Riteniamo il tema rilevante in relazione alla preparazione degli studenti universitari slovacchi di italiano L2 per la scrittura dei testi accademici in italiano.
This study deals with questions regarding the use of English and Italian in academic communication and the questions related to second language writing. It particularly draws attention to the stylistic particularities of academic writing in these two languages, pointing out some of their common and distinguishing features in two genres of academic discourse: the abstract and the introduction of a research article. As far as methodology is concerned, the research is based on genre analysis, and the corpus consists of abstracts and introductions of research articles from the humanities, specifically linguistics and literature. We believe that the knowledge of genre characteristics has the potential to help the students to write academic texts in their target contexts.
References
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[27] Nobili, C. (in stampa). Scrivere per farsi capire e valutare. Analisi di un corpus di esami di studenti universitari slovacchi in contesti di italiano LS. In Perchè scrivere: motivazioni, scelte, risultati. Franco Cesati Editore: Firenze.
[28] Staroňová, K. (2011). Vedecké písanie. Martin: Osveta.
[29] Swales, J. M. (1990). Genre Analysis. English in academic and research settings. Cambridge: Cambridge University Press.
[30] Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
[31] Swales, J. M., & Feak, Ch. B. (2009). Abstracts and the Writing of Abstracts. Michigan: The University of Michigan Press.
[32] Van Bonn, S., & Swales, J. M. (2007). English and French journal abstracts in the language sciences: Three exploratory studies. Journal of English for Academic Proposes, 6, 93–108. | DOI 10.1016/j.jeap.2007.04.001
[33] Van Dijk, T. A. (1980). Macrostructures. Hillsdale, NJ: Erlbaum.
[34] Vassileva, I. (2000). Who is the author? (A contrastive analysis of authorial presence in English, German, French, Russian and Bulgarian academic discourse). Sankt Augustin: AsgardVerlag.
[35] Ventola, E. (1994). Abstracts as an object of linguistic study. In S. Čmejrková et al. (Eds.), Writing vs. Speaking. Language, Text, Discourse, Comunication (pp. 333–352).Tübingen: Narr.
[36] Vydra, A. (2010). Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity v Trnave.
[2] Alcón, E., & Michavila, F. (2012). La universidad multilingüe. Madrid: Tecnos.
[3] Árvay, A., & Tankó, G. (2004). A contrastive analysis of English and Hungarian theoretical research article introductions. IRAL, 42, 1, 71–100. | DOI 10.1515/iral.2004.003
[4] Bhatia, Vijay K. (2006). Analysing genre: some conceptual issues. In M. Hewings (Ed.), Academic writing in context. Implications and applications (pp. 79–92). London: Continuum.
[5] Burgess, S. (2002). Packed houses and intimate gatherings: Audience and rhetorical structure. In J. Flowerdew (Ed.), Academic discourse (pp.196–215). Harlow: Longman.
[6] Cerruti, M., & Cini, M. (2007). Introduzione elementare alla scrittura accademica. Roma-Bari: Laterza.
[7] Clyne, Michael. (1987). Cultural Differences in the Organization of Academic Texts: English and German. Journal of Pragmatics, 11, 211–247. | DOI 10.1016/0378-2166(87)90196-2
[8] Čmejrková, S. (1994). Non-native (academic) writing. In S. Čmejrková et al. (Eds.), Writing vs. Speaking. Language, Text, Discourse, Comunication (pp. 303–310). Tubingen: Narr.
[9] Čmejrková, S., & Daneš, F. (1997). Academic writing and cultural identity: the case of Czech academic writing. In A. Duszak (Ed.), Culture and styles of academic discourse (pp. 41–61). Berlin – New York: Mouton de Gruyter.
[10] Čmejrková, S., Daneš, F., & Světlá, J. (1999). Jak napsat odborný text. Praha: Leda.
[11] Danišková, Z. (2014). Učiť písať študenta vysokej školy? Potenciál kurzu akademického písania. Orbis Scholae, 8, 1, 129–143.
[12] Desideri, P., & Tessuto, G. (2011). Il discorso accademico. Le lingue pratiche e disciplinari. Urbino: Quattroventi.
[13] Duszak, A. (1994). Academic discourse and intellectual styles. Journal of Pragmatics, 21, pp. 291–313. | DOI 10.1016/0378-2166(94)90003-5
[14] Duszak, A. (1997). Culture and Styles of Academic Discourse. Berlin – New York: Mouton de Gruyter.
[15] Fredrickson, K. M., Swales, J. M. (1994). Competition and discourse community: introductions from Nysvenska Studier. In B.-L. Gunnarsson et al. (Eds.), Text and Talk in Professional Contexts (pp. 9–22). Uppsala: Uppsala university.
[16] Golebiowski, Z. (1999). Application of Swales' model in the analysis of research papers by Polish authors. International Review of Applied Linguistics, 37, 231–47.
[17] Gnutzmann, C. (1991). "Abstracts" und "Zusammenfassungen" im deutsch-englischen Vergleich. Das Passiv als interkulturelles und teiltextdifferenzierendes Signal. In B.-D. Müller (Ed.), Interkulutrelle Wirtschaftskommunikation (pp. 363–378). München: Iudicium Verlag.
[18] Hirano, E. (2009). Research article introductions in English for specific purposes: A comparison between Brazilian Portuguese and English. English for Specific Purposes, 28, 4, 240–250. | DOI 10.1016/j.esp.2009.02.001
[19] Hyland, K. (2007). Genre pedagogy: Language, Literacy and L2 writing instruction. Journal of Second Language Writing Instruction, 16, 148–164.
[20] Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 9–22. | DOI 10.1111/j.1467-1770.1966.tb00804.x
[21] Klimová, K. (2011). L'abstract tra funzionalità e pragmatismo nell'odierno paesaggio comunicativo (con particolare attenzione all'italiano). In G. Held & S. Schwarze (Eds.), Testi brevi: teoria e practica della testualità nell'era multimediale (pp. 281–296). Frankfurt am Main: Peter Lang.
[22] Klimová, K. (2014). L'"italianità" nell'incipit dei saggi scientifici di ambito linguistico. In M. Arcangeli (Ed.), .LId'O: lingua italiana d'oggi IX-2012 (pp. 193–206). Roma: Bulzoni Editore.
[23] Lorés, R. (2004). On RA abstracts: from rhetorical structure to thematic organization. English for Specific Purposes, 23, 280–302. | DOI 10.1016/j.esp.2003.06.001
[24] Martín-Martín, P. (2002). A genre based investigation of abstract writing in English and Spanish. Revista Canaria de Estudios Ingleses, 44, 47–64.
[25] Maurenan, A. (1993). Cultural differences in academic rhetoric. A textlinguistic study. Frankfurt am Main – Berlin – Bern – New York – Paris: Peter Lang.
[26] Melander, B., & Swales, J. M., & Fredrickson, K. M. (1997). Journal abstracts from three academic fields in the United States and Sweden: national or disciplinary proclivities? In A. Duszak (Ed.), Culture and Styles of Academic discourse (pp. 251–272). Berlin – New York: Mouton de Gruyter.
[27] Nobili, C. (in stampa). Scrivere per farsi capire e valutare. Analisi di un corpus di esami di studenti universitari slovacchi in contesti di italiano LS. In Perchè scrivere: motivazioni, scelte, risultati. Franco Cesati Editore: Firenze.
[28] Staroňová, K. (2011). Vedecké písanie. Martin: Osveta.
[29] Swales, J. M. (1990). Genre Analysis. English in academic and research settings. Cambridge: Cambridge University Press.
[30] Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge: Cambridge University Press.
[31] Swales, J. M., & Feak, Ch. B. (2009). Abstracts and the Writing of Abstracts. Michigan: The University of Michigan Press.
[32] Van Bonn, S., & Swales, J. M. (2007). English and French journal abstracts in the language sciences: Three exploratory studies. Journal of English for Academic Proposes, 6, 93–108. | DOI 10.1016/j.jeap.2007.04.001
[33] Van Dijk, T. A. (1980). Macrostructures. Hillsdale, NJ: Erlbaum.
[34] Vassileva, I. (2000). Who is the author? (A contrastive analysis of authorial presence in English, German, French, Russian and Bulgarian academic discourse). Sankt Augustin: AsgardVerlag.
[35] Ventola, E. (1994). Abstracts as an object of linguistic study. In S. Čmejrková et al. (Eds.), Writing vs. Speaking. Language, Text, Discourse, Comunication (pp. 333–352).Tübingen: Narr.
[36] Vydra, A. (2010). Akademické písanie. Ako vzniká filozofický text. Trnava: Filozofická fakulta Trnavskej univerzity v Trnave.