| 1. |
- Carlén, Caroline, et al.
(author)
-
“Che cos’è? Va e de”? Domande, risposte e commutazione di codice in due classi svedesi di italiano L2/LS : ["What is it? Va and de?" Questions, answers and code switching in two Swedish classes of Italian L2/LS]
- 2020
-
In: Moderna Språk. - 2000-3560. ; 114:1, s. 1-25
-
Journal article (peer-reviewed)abstract
- This conversation-analytic study investigates the use of code switching (henceforth CS) in three Italian L2 classrooms in Sweden. Specifically, when and why do teachers code switch in their questions? Is the language choice pedagogically motivated? Does the teachers’ language choice have an influence over the students’ language choice in their answers? The data were collected from three beginner-level Italian lessons in two Swedish High Schools. Transcripts of questions in which CS occurred were analyzed using a conversation analytic approach with a focus on sequentiality in relation to the organization of turn allocation, to understand when and why the CS occurs in both questions and answers. In our data teachers use CS when posing questions to the class in two major occasions, namely when the question is followed by a significant silence but also when no discernible silence follows a question. Furthermore, regardless of the language used by the teacher, the students answer in Italian when the questions are task-based, and in Swedish when the questions are off-task.
|
|
| 2. |
|
|
| 3. |
- Pauletto, Franco, 1968-, et al.
(author)
-
Ascolto attivo in una discussione orale nella classe di italiano LS : L’uso dei segnali di risposta
- 2020
-
In: La competenza discorsiva e interazionale. - : Aracne editrice. - 9788825538700 ; , s. 249-278
-
Book chapter (peer-reviewed)abstract
- Questo studio pilota adotta la metodologia dell’Analisi della Conversazione per esplorare il tipo e la funzione dei segnali di risposta usati da studenti svedesi di italiano LS impegnati in un’attività didattica in classe. L’interesse nei confronti di queste risorse linguistiche risiede nel fatto che esse sono una delle componenti centrali di ciò che definiamo competenza interazionale, ovvero l’abilità da parte del parlante di produrre attraverso i propri turni delle azioni socialmente riconoscibili, che rispondano in modo adeguato e in tempo reale a quelle prodotte dai copartecipanti all’interazione
|
|
| 4. |
- Pauletto, Franco, 1968-, et al.
(author)
-
Dai, da' na mano! Tra il dire e il chiedere : l'uso del segnale discorsivo dai in conversazioni in famiglia
- 2015
-
In: Rivista di Psicolinguistica Applicata. - 1592-1328. ; XV:1, s. 89-94
-
Journal article (peer-reviewed)abstract
- The Italian discursive signal dai (Eng: come on) in family conversations, between saying and requestingThis paper analyzes the use of the Italian discourse marker ‘dai’ (English idiomatic translation : “come on”) in directive sequences between parents and children collected during family mealtime interactions. The work shows how this pragmatic device inhabits sequential contexts in which the recipient is not oriented toward the course of action to which the request refers, that is, when participants do not share the participatory framework and when resistance can be anticipated from the recipient. The paper shows the extent to which the ‘dai’ marker works as a modulator of affect (from encouragement to critique) and, at the same time, how it can open a negotiation space between parents and children as regards the management of individual responsibilities. The paper finally considers the findings in light of practices of socialization, and proposes that the marker supports a cultural preference, common in middle-class families in Western contexts, toward acknowledging the child as an agent and willful individual even in contexts in which he/she is asked to comply.
|
|
| 5. |
- Pauletto, Franco, 1968-, et al.
(author)
-
“Eh ciò, Sergio el xe stà anca sfortunà” – Il segnale discorsivo ciò in dialetto trevigiano e nell’italiano regionale parlato in provincia di Treviso: una rassegna di alcuni suoi usi nel parlato in interazione
- 2021
-
In: Cuadernos de Filología Italiana. - : Universidad Complutense de Madrid (UCM). - 1133-9527 .- 1988-2394. ; 28, s. 153-183
-
Journal article (peer-reviewed)abstract
- This conversation analytic study describes the uses of ciò ([ʧɔ]) in talk-in-interaction. This discourse marker is documented as a linguistic resource in several Venetan Italo-Romance varieties still widely spoken in the Veneto region, and it is also frequently used in the regional Italian spoken in that area. The data come from informal telephone calls and from family dinner conversations in both Italian and Trevigiano ([trevi’zaŋ]), which is a dialect spoken in the Treviso area. Preliminary results show that ciò (derived from the imperative form of the Venetan verb ciór / tór / tòr ([ʧor] / [tor] / [tɔr], ‘to take’)) is mainly mobilized as turn preface, often preceded by other particles. However, ciò is also found within the turn and, in a limited number of cases, in turn-final position. From a sequential point of view, in our data ciò occurs almost exclusively in responsive turns. This study shows that a conversation analytic approach yields a much more comprehensive understanding not only of specific structures of spoken languages but also of the complex relations existing between different linguistic varieties in Italy.
|
|
| 6. |
|
|
| 7. |
- Pauletto, Franco, 1968-
(author)
-
L’analisi della conversazione per valutare l’autenticità dei materiali audio per l’insegnamento dell’italiano L2 : una proposta metodologica
- 2020
-
In: EuroAmerican Journal of Applied Linguistics and Languages. - 2376-905X. ; 7:2, s. 28-50
-
Journal article (peer-reviewed)abstract
- This case study, inspired by the principles of conversation analysis, examines two recorded conversations from a manual for teaching Italian as a second language. It analyzes certain salient characteristics of these conversations based on what we know about spontaneous speech from conversation analysis studies (Schegloff, 2007). The detailed analysis of the conversations highlights their problematic nature, especially with regard to the sequentiality of actions, which results in the frequent absence of coordination between conversation shifts. Other phenomena typical of spontaneous verbal interaction, such as overlaps and reparations, are often absent. In essence, these are conversations that are not suitable for instructional approaches that encourage learners to reflect on the details of spoken interaction. The article proposes an analysis model of these audio scripts that takes into consideration the close relationship between language, the sequential structure of speech, and social interaction.
|
|
| 8. |
- Pauletto, Franco, 1968-
(author)
-
L’ordine sociale a tavola : L’interazione tra genitori e figli in famiglie italiane e svedesi
- 2017
-
Doctoral thesis (other academic/artistic)abstract
- This dissertation examines mealtime conversations between parents and children in eight Swedish and eight Italian middle class, dual-earner households, exploring the ways in which children are engaged in the cooperative construction of social order. The study is part of an international project (cf. Aronsson & Pontecorvo, 2002), coordinated with prior work in the US (cf. Ochs & Kremer-Sadlik, 2013).Study I explores how children’s accounts work during family dinner conversations. So called proto-accounts (laments, multiple repeats, want-statements) and varied verbal accounts are analyzed in relation to age class or prior language socialization experiences.Study II focuses on the use of endearment terms in directive sequences between parents and children. The findings show an asymmetrical distribution of endearment terms, in that only parents make use of them when interactional problems – children’s non-compliance with parental requests in particular – arise. Study III examines the ways in which Italian parents deploy the discourse marker dai (‘come on’) in directive sequences. This is a flexible linguistic resource that is employed by parents as a cajoling token when children fail to comply with parental requests, hindering the advancement of the in-progress activity.This thesis describes family mealtimes as parent-directed activities where sociality, morality and local understandings of the world (Ochs & Shohet, 2006) are collaboratively re-created and enacted. This confirms the crucial role of everyday family meals as rich cultural sites (Ochs & Shohet, 2006) for reasserting moral attitudes of the family: participants learn moment by moment how to be competent actors that are able to choose between alternative courses of action and that can therefore be held accountable for their actions (Bergmann, 1998: 284). From this point of view, a dinner is paradigmatic of the deep moral sense that permeates the making of a family.
|
|
| 9. |
- Pauletto, Franco, 1968-
(author)
-
Un genere a sé. L'interazione verbale nei videocorsi dei manuali di italiano LS/L2
- 2021
-
In: Italiano LinguaDue. - 2037-3597. ; 13:1, s. 194-221
-
Journal article (peer-reviewed)abstract
- This article applies a conversational approach to the analysis of the video courses from four L2/FL Italian textbooks currently on the market in order to explore their interactional characteristics. The qualitative analysis shows that these teaching materials share many traits with the so-called parlato filmico (virtual absence of all the phenomena characterizing spontaneous conversations, syntactically complete utterances etc.). In addition, some problematic aspects concerning the temporality and sequentiality of actions have been identified which make these interactions qualitatively different from natural ones. In general, comprehensibility seems to be privileged at the expense of plausibility in the production of these sit-coms. The results of this study show that these interactions are only partially similar to spontaneous ones, and thus not entirely suitable for educational use aimed at supporting the development of the learners’ interactional competence.
|
|
