Errors in the learning of Italian as a foreign language : a contribution to the debate on the difference between acquiring a language in natural circumstances and learning a language in a classroom.

摘要

The present study is based on the distinction between Second LanguageudAcquisition (SLA), the acquisition of an L2 in a natural context, and Foreign LanguageudLearning (FLL) in an instructed context. In the field of Applied Linguistics, there is audtendency to overlook the differences between the two contexts, both in terms ofudempirical research and theoretical work. Findings from SLA in a given country haveudbeen applied to FLL in another, without any questioning of the validity of theudapplication.udAlthough this practice has become established in the field, an analysis of theuddifferences between SLA and FLL, both contextual and learner-related, seems to justifyudthe need to redefine two areas of enquiry which may be related but are also distinct. InudChapter One several models of SLA are reviewed with specific reference to the notionudof error within each of them, and their relevance to FLL is questioned. In Chapter Two,udan attempt is made to define a model which incorporates the differences between L 1udacquisition, SLA and FLL and which seeks to categorize error sources in terms of theuddifferent socio-cognitive variables operant in each.udThe following two chapters contain a report of a study designed to test theudproposed model and addressing the following questions: 1. can findings on errors fromudSLA be applied to FLL? 2. is there a correlation between errors and learning context?udThe study comprises two schools with instruction as the independent variable in audprocess-product design. Data was collected by means of questionnaires, interviews,udanalysis of documents, classroom observation, and tests. Findings seem to highlight thatudSLA and FLL should be considered as separate areas of enquiry and support anudaffirmative reply to question 2. The study is concluded by a series of observations onudthe applicability of findings to foreign language teaching.