Abstract
The study deals with written errors in Italian language made by Russian learners and their use in Italian LS/L2 lessons. The cultural-linguistic background of Russian learners of Italian and the differences in the morphosyntax of Italian and Russian are partly accounted for causes of such errors. The paper focuses on the didactic advantages of ranking multiple choice test on the base of the degree of incorrectness of the proposed choice: it supports the importance of using systematic errors as a source to create ad hoc multiple choice, and to trigger students’ conscious second language learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.