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1	Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian
	Macaro, Ernesto. - 2010
	Abstract: Italian has for many years been considered somewhat of a specialist language when studied as a seocnd language (L2) and this is perhaps due to historical and cultural factors. Its footprint worldwide compared to such languages as English, Spanish and French is therefore somewhat limited. Surprisingly, however, there is a considerable body of research in applied linguistics and second language acquisition (SLA) in which Italian features as the language being studied. This review sought to identify the extent to which the research provided specific insights into how Italian as a second or foreign language (L2 Italian) is learnt as apposed to the ways in which it has contributed to SLA theory-building more generally. In addition, it sought to assess how well Italian is holding up as a language being learnt in formal instructed contexts. The author suggests that insights into the learning of Italian and uptake by Italian students may be inter-related. The present review summarises and categories nearly seventy empirical studies conducted in a variety of educational contexts and offers suggestions for future avenues of research. L'apprendimento della lingua italiana come lingua straniera (L2), probabilmente per motivazioni storico-culturali, è di carattere specialistico. Di conseguenza, l'impronta globale della lingua italiana, rispetto ad altre lingue straniere come l'inglese, lo spagnolo ed il francese, risulta essere abbastanza limitata. Sorprende quindi il fatto che in diversi progetti di ricerca, nel campo della linguistica applicata e dell'apprendimento delle L2, l'italiano sia la lingua studiata dai partecipanti oggetto di studio. Questa rassegna di studi verte ad identifare gli approfondimenti della ricerca nel campo dell'apprendimento della lingua italiana come seconda lingua piuttosto che il contributo dell'italiano all teoria della SLA in genere. Inoltre, ha l'obbiettivo di valutare lo stato attuale della lingua italiana nell'ambito dell'istruzione formale. L'autore suggerisce la presenze di un rapporto tra la comprensione del processo di apprendimento della lingua italiana e la richiesta dell'italiano come L2. Questa rassegna riassume e categorizza quasi settanta studi condotti in una varietà di contesti educativi e offre proposte e stimoli per futuri progetti di ricerca. ; The full-text of this article is not currently available in ORA, but you may be able to access the article via the publisher copy link on this record page. Citation: Macaro, E. (2010). 'Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian', Language Teaching 43(2), 127-153. [Available at http://journals.cambridge.org/action/displayJournal?jid=LTA].
	Keyword: Applied linguistics; Education; Italian; language teaching; Linguistics
	URL: http://journals.cambridge.org/action/displayJournal?jid=LTA https://doi.org/10.1017/S0261444809990358
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2	Does intensive explicit grammar instruction make all the difference?
	Macaro, Ernesto; Masterman, Liz. - 2006
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