I social network e lo sviluppo dell’interlingua nell’acquisizione di lingue affini

Referencias bibliográficas

• Akbari, E., Pilot, A., e Simons, P. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behaviour, 48, 126-134. https://dl.acm.org/doi/10.1016/j.chb.2015.01.036
• Akhiar, A., Mydin, A., e Adi Kasuma, S. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal Of Learning And Instruction, 47-72. https://doi.org/10.32890/mjli.2017.7796
• Alfonzetti, G. (2010). Commutazione di codice. https://www.treccani.it/enciclopedia/commutazione-di-codice_(Enciclopedia-dell’Italiano)/
• Bafile, L. (2010). Adattamento. https://www.treccani.it/enciclopedia/adattamento_%28Enciclopedia-dell%27Italiano%29/.
• Bailini, S. (2016). La interlingua de lenguas afines. El español de los italianos, el italiano de los españoles. Led.
• Bax, S. (2011). Normalisation revisited: The effective use of technology in language Education. International Journal of Computer Assisted Language Learning and Teaching, 1(2), 1–15.
• Berruto, G. (2009). Confini tra sistemi, fenomenologia del contatto linguistico e modelli di code switching. In Iannaccaro G., e Matera V. (A cura di), La lingua come cultura (pp. 3-34). UTET – De Agostini.
• Biber, D. (1995). Dimensions of register variation. A cross-linguistic comparison. Cambridge University Press.
• Bolognesi, M. (2012). Il lessico mentale bilingue: i legami semantici e quelli episodici. Studi di glottodidattica, 5(1), 64-71. https://doi.org/10.15162/1970-1861/140
• Bozanta, A., e Mardikyan, S. (2017). The effects of social media use on collaborative learning: a case of Turkey. Turkish Online Journal of Distance Education, 18(1), 96-110. https://doi.org/10.17718/tojde.285719
• Bruner, J. (1997). La cultura dell’educazione. Feltrinelli.
• Bybee, J. (2008). Usage-based grammar and second language acquisition. In P. Robinson., e N. C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition. Routledge, 216-236.
• Calvi, M. V. (1995). Didattica di lingue affini. Spagnolo e italiano. Guerini.
• Calvi, M. V. (2003). Lingüística contrastiva de español e italiano. Mots Palabras Words, 4, 17-34. https://www.ledonline.it/mpw/allegati/mpw0403calvi.pdf
• Calvi, M. V. (2004). Apprendimento del lessico di lingue affini. Cuadernos de Filología Italiana, 11, 61-71. https://revistas.ucm.es/index.php/CFIT/article/view/CFIT0404110061A
• Cardenas-Claros, M.S., e Isharyanti, N. (2009). Code-switching and code-mixing in Internet chatting: between ‘yes’, ‘ya’, and ‘si’-a case study. The JALT CALL Journal, 5(3), 67–78. https://doi.org/10.29140/jaltcall.v5n3.87
• Çetinkaya, L., e Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34(5), 504-514. https://doi.org/10.1111/jcal.12255
• Chen, Y. (2015). Linking learning styles and learning on mobile Facebook. International Review of Research in Open and Distributed Learning, 16(2), 94–114. http://dx.doi.org/10.19173/irrodl.v16i2.2038
• Chini, M. (2005). Che cos’è la linguistica acquisizionale. Carocci.
• Cognigni, E., e Garbarino, S. (2018). Costruire la resilienza nell’interazione in un progetto di ricerca internazionale plurilingue. Il caso del progetto MIRIADI. In Coonan, C. M., Bier, A., e Ballarin, E. (A cura di), La didattica delle lingue nel nuovo millennio. Le sfide dell’internazionalizzazione (pp. 645-661). Edizioni Ca’Foscari.
• Consiglio d‟Europa (2002). Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. La Nuova Italia-Oxford.
• Corder, S. P. (1981). Error Analysis and Interlanguage. Oxford University Press.
• Corrà, L. (2016). Sviluppo della Competenza lessicale. Aracne Editrice.
• Dal Negro, S., e Ciccolone, S. (2018). Incidenza ed estensione del code-mixing come variabile sociolinguistica. Rivista Italiana di Dialettologia. XLII (42). Pendragon.
• Ekahitanond, V. (2018). The impact of feedback in Facebook on students’ language proficiency. TEM Journal, 7(3), 686-692. https://dx.doi.org/10.18421/TEM73-28
• Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–352.
• Fernández López, S. (1997). Interlengua y análisis de errores en el aprendizaje del español como lengua extranjera. Edelsa Grupo Didascalia.
• Ferreira Cabrera, A., e Elejalde Gómez, J. (2020). Propuesta de una taxonomía etiológica para etiquetar errores de interlengua en el contexto de un corpus escrito de aprendientes de ELE. Forma y Función, 33(1), 115-146. http://dx.doi.org/10.15446/fyf.v33n1.84182
• Gabarrón Pérez, A., Pino Rodríguez, A. M., Salvadores Merino, C., e Trujillo Sáez, F. (2020). Tecnología para la Enseñanza y el Aprendizaje de Lenguas Extranjeras. La Enseñanza de lenguas Asistida por Ordenador. Pasado, presente y futuro. Pragmalingüística, 28, 238-254. https://doi.org/10.25267/Pragmalinguistica.2020.i28.12.
• Harting, A. (2017). Using Facebook to improve L2 German students’ socio-pragmatic skills. The EuroCALL Review, 25(1), 26-35. http://dx.doi.org/10.4995/eurocall.2017.7014
• Hortigüela, A. D., Sánchez, S. J., Ángel Pérez, P. A., e Víctor Abella G. V. (2019). Social networks to promote motivation and learning in higher education from the students’ perspective. Innovations in Education and Teaching International, 56(4), 412-422. https://doi.org/10.1080/14703297.2019.1579665
• Keller, G. H. (2016). Code switching in Teaching English to Speakers of Other Languages. Master’s Projects and Capstones, 480. https://repository.usfca.edu/capstone/480
• Klimova, B., e Pikhart, M. (2020). Cognitive and Applied Linguistics Aspects of Using Social Media: The Impact of the Use of Facebook on Developing Writing Skills in Learning English as a Foreign Language. European Journal of Investigation in Health, Psychology and Education, 10(1), 110-118. http://dx.doi.org/10.3390/ejihpe10010010
• Koch, P., e Öesterreicher, W. (1985). Sprache der Nähe – Sprache der Distanz. Mündlichkeit und Schriftlichkeit im Spannungsfeld von Sprachtheorie und Sprachgeschichte. Romanistisches Jahrbuch, 36, 15-43. De Gruyter.
• Koch, P., e Österreicher, W. (1990) Gesprochene Sprache in der Romania: Französisch, Italienisch, Spanisch. Romanistische Arbeitshefte, 31. De Gruyter.
• Kukulska-Hulme, A. (2015). Language as a bridge Connecting Formal and informal language learning through Mobile devices. In L. H. Wong., M. Milrad., e M. Specht (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 281-294). Springer.
• Kustati, M. (2014). An analysis of code-mixing and code-switching in EFL teaching of cross-cultural communication context. Al-Ta’lim, 21(3), 174-182. http://dx.doi.org/10.15548/jt.v21i3.101
• Lantz-Andersson, A. (2017). Language play in a second language: social media as contexts for emerging sociopragmatic competence. Education and Information Technologies, 23(2), 705-724. https://link.springer.com/article/10.1007/s10639-017-9631-0
• Laufer, B. (1997). The lexical plight in second language reading. Words you don’t know, words you think you know, and words you can’t guess. In J. Coady., e T. Huckin (Eds.), Second Language Vocabulary Acquisition. A Rationale for Pedagogy (pp. 20-34). Cambridge University Press.
• López Serena, A. (2021). El hablar y lo oral. In Loureda, O., e Schrott, A. (Eds.), Manual de lingüística del hablar (pp.243-260). De Gruyter.
• Martin, J., Jiménez González, M. I., Fernández Barrera, A. e Duée Zoghbi, C. (Eds.) (2019). Tecnología Integrada en la Didáctica de Lenguas Extranjeras (TIDLE). Ministerio de Educación y Formación Profesional y Universidad de Castilla-La Mancha. https://n9.cl/ru16
• Martos Ramos, J. J., e Trapassi, L. (2020). Fomentar la autonomía en el aprendizaje de segundas lenguas: diario del proyecto APLA en la US. Philologia Hispalensis, 34(1), 79–97. https://doi.org/10.12795/PH.2020.v34.i01.05
• McLoughlin, C., e Lee, M. (2008). The three P´s of Pedagogy for the networked Society: Personalization, Participation and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. https://www.isetl.org/ijtlhe/pdf/IJTLHE395.pdf
• Muysken, P. (2000). Bilingual speech: A typology of code-mixing. Cambridge University Press.
• Norris, C. A., e Soloway, E. (2011). Learning and schooling in the age of mobiles. Educational Technology, 51(6), 3-12.
• Palermo, M. (2010). Interferenza. https://www.treccani.it/enciclopedia/interferenza_%28Enciclopedia-dell%27Italiano%29/
• — (2018). Organizzare il discorso in rete. Caratteristiche della testualità digitale. In G. Patota., e F. Rossi (A cura di), L’italiano e la rete, le reti per l’italiano (pp. 49-63). Accademia della Crusca-go Ware.
• Pallotti, G. (2013). L’interlingua. https://interlingua.comune.re.it/wp-content/uploads/2013/07/interlingua_intro.pdf.
• Peeters, W. (2019). The peer interaction process on Facebook: a social network analysis of learners’ online conversations. Educational Information Technology, 24, 3177-3204. https://link.springer.com/article/10.1007/s10639-019-09914-2
• Pichiassi M. (2012), Modelli teorici sull’apprendimento di una L2. Università per stranieri di Perugia.
• Pistolesi, E. (2018). Storia, lingua e varietà della Comunicazione Mediata dal Computer. In G. Patota., e F. Rossi (A cura di), L’italiano e la rete, le reti per l’italiano (pp. 16-34). Accademia della Crusca-go Aware.
• Rainer, F. (2014). L’ibridismo greco-latino nell’italiano ottocentesco e le sue origini neolatine. In P. Danler., e C. Konecny (A cura di), Dall’architettura della lingua italiana all’architettura linguistica dell’Italia. Saggi in omaggio a Heidi Siller-Runggaldier (pp. 131-143). Peter Lang.
• Read, J. (2000). Assessing vocabulary. Cambridge University Press.
• Regis, R. (2006). Sulle realizzazioni dell’ibridismo. Studi italiani di linguistica teorica e applicata, 35(3), 471-504.
• — (2016). Contributo alla definizione del concetto di ibridismo: aspetti strutturali e sociolinguistici. In V. Orioles., e R. Bombi (A cura di), XLVIII Congresso Internazionale di studi della Società di Linguistica Italiana (pp.215-230). Bulzoni.
• Reinhardt J. (2020). Metaphors for social media-enhanced foreign language teaching and learning. Foreign Language Annals, 53, 234–242. https://doi.org/10.1111/flan.12462
• — (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39. http://dx.doi.org/10.1017/S0261444818000356
• Santoveña-Casal, S. e Bernal-Bravo, C. (2019). Exploring the influence of the teacher: Social participation on Twitter and academic perception. Comunicar, 58, 75-84. https://doi.org/10.3916/C58-2019-07
• Savoia L. M. (2010). Prestiti lessicali e code-mixing nei sistemi arbëreshë. In Prantera N., Mendicino, A., e Citraro, C. (A cura di), Parole. Il lessico come strumento per organizzare e trasmettere gli etnosaperi (pp. 717-738). Università della Calabria.
• Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209-231. http://dx.doi.org/10.1515/iral.1972.10.1-4.209
• Shen, L., e Shen, R. (2008). The pervasive learning platform of a Shanghai online college: A large-scale testbed for hybrid learning. In J. Fong., R. Kwan., F. L. Wang (Eds.), Hybrid Learning and Education, First International Conference (pp. 178-189). Springer.
• Siemens, G. (2005). Connectivism: A learning theory for the digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 1-8. https://itdl.org/Journal/Jan_05/article01.htm
• Smith, E. E. (2016). “A real double-edged sword:” Undergraduate perceptions of social media in their learning. Computers e Education, Volume 103, 44-58. https://doi.org/10.1016/j.compedu.2016.09.009
• Tur, G., e Marín, V. I. (2015). Enhancing learning with the social media: student teachers’ perceptions on Twitter in a debate activity. Journal Of New Approaches In Educational Research, 4(1), 46-53. http://dx.doi.org/10.7821/naer.2015.1.102
• Villarini, A. (2020) (A cura di), Insegnare l’italiano con i MOOC. Pacini Editore.
• Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Harvard University Press.
• — (1980). Il processo cognitivo. Bollati Boringhieri.
• — (1986). Thought and Language. Massachusetts Institute of Technology.
• Wilkins, D. A. (1972). Linguistics in language teaching. Arnold.
• Williams, C. (2011). Research methods. Journal of Business e Economics Research, 5(3), 65-72. https://doi.org/10.19030/jber.v5i3.2532