Informal Correspondence by Greek Learners of the Italian Language: A Study Based on Learner Corpora, Native Corpora and Textbooks

Katerina Florou

doi:10.22158/fet.v2n3p159

Abstract

The aim of this study is to compare various lexical structures between a learner corpus of students with Italian as a foreign language and a reference monolingual Italian corpus. More specifically, the first is a learner corpus (part of a wider learner corpus) comprised of Greek students studying Italian as a foreign language while the second is the CWIC reference corpus of native Italian speakers. The research findings help us explain the role of didactic material in comprehending linguistic structures that are found in informal letters/emails and, moreover, they provide us valuable information regarding the use of the same lexical structures by native speakers.

Highlights

During the last two decades Corpora have established their position in the field of Computational linguistics and Foreign Language Teaching and have formed an autonomous sector (Corpus Linguistics) (McEnery, 2012)
The research findings help us explain the role of didactic material in comprehending linguistic structures that are found in informal letters/emails and, they provide us valuable information regarding the use of the same lexical structures by native speakers
This specific research is an attempt to detect converging and diverging elements in written speech produced by Greek students learning the Italian language and by Italian native speakers; more generalized results could be expanded and produced which could be exploited by various teaching applications

Summary

Informal Correspondence by Greek Learners of the Italian

Katerina Florou1* 1 Department of Italian Language and Literature, National and Kapodistrian University of Athens, Athens, Greece * Katerina Florou, Department of Italian Language and Literature, National and Kapodistrian University of Athens, Athens, Greece Accepted: August 13, 2019 Online Published: August 28, 2019 URL: http://dx.doi.org/10.22158/fet.v2n3p159

Introduction

Frontiers in Education Technology

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