About this paper

Appears in:
Pages: 3368-3377
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0853

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

LANGUAGE TRANSFER AS A DEVICE FOR TEACHING ITALIAN TO RUSSIAN NATIVE SPEAKERS FAMILIAR WITH ENGLISH

C. Pezzi1, A. Seredina2, D. Sabirova2

1Alma Mater Studiorum University of Bologna (ITALY)
2Kazan (Volga Region) Federal University (RUSSIAN FEDERATION)
Despite a small amount of research on third language acquisition, it has been proved that sometimes learners transfer some of their previous language knowledge, not only from their L1, but also form their L2, when learning a third language.

In the following article, the authors attempted to pursuit the following aims:
Firstly, to understand what aspects of the English language may prove useful for teachers of Italian as a third language to Russian native-speakers, in the context of Kazan Federal University, Russian Federation. Secondly, to describe in what way these aspects could be used productively in class to help students when learning their third language worldwide.

In Kazan Federal University Italian is taught as a second foreign language after English to students specializing in philology, translation, and interpreting. Students speak Russian as their native language and have at least pre-intermediate level of English.
In the first part of the article the authors showed the results of a survey conducted on a group of students of Kazan Federal University to understand how they perceive the typological distance between their native language and their second (English) and third (Italian) language.

In the second part, the authors provided some recommendations on the way English could be used in class to help students in the learning of Italian as their third language. They focused on those aspects of grammar and vocabulary where English proved to be perceived closer to Italian according to the survey.

The research data collected by using traditional methods of observation, contrastive analysis, questionnaire, induction and deduction allowed the authors to outline the aspects of the English language that may trigger or constrain language transfer when teaching Italian as a second foreign language. For example, the Russian language doesn’t have such part of speech as an article, however the English does. Thus, there is no need to pay special attention to the functions of an article in the Italian and a teacher may focus solely on its specific functions. Here English may become a useful device for facilitating the process of learning Italian.

The authors come to the conclusion that language transfer indeed a powerful language learning strategy. Among the teacher’s roles, the authors cater for helping students to make advantage of previous language knowledge to improve the learning of a new foreign language.
@InProceedings{PEZZI2017LAN,
author = {Pezzi, C. and Seredina, A. and Sabirova, D.},
title = {LANGUAGE TRANSFER AS A DEVICE FOR TEACHING ITALIAN TO RUSSIAN NATIVE SPEAKERS FAMILIAR WITH ENGLISH},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0853},
url = {http://dx.doi.org/10.21125/inted.2017.0853},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {3368-3377}}
TY - CONF
AU - C. Pezzi AU - A. Seredina AU - D. Sabirova
TI - LANGUAGE TRANSFER AS A DEVICE FOR TEACHING ITALIAN TO RUSSIAN NATIVE SPEAKERS FAMILIAR WITH ENGLISH
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0853
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 3368
EP - 3377
ER -
C. Pezzi, A. Seredina, D. Sabirova (2017) LANGUAGE TRANSFER AS A DEVICE FOR TEACHING ITALIAN TO RUSSIAN NATIVE SPEAKERS FAMILIAR WITH ENGLISH, INTED2017 Proceedings, pp. 3368-3377.
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