Facilitare l’apprendimento dei verbi di moto con prefisso in apprendenti italofoni di russo. Uno studio sperimentale ispirato alla linguistica cognitiva.

In this study, the differential effectiveness of two pedagogical approaches to teaching L1-Italian students the Russian verb of motion (VoMs) system is tested. The first is a Cognitive Linguistics inspired approach, where the teacher used image schemas, bodily representations, and drawings to help the learners explore and understand the underlying logic of VoMs; moreover, real enactment of the meaning of VoMs has been proposed through Total Physical Response techniques. The second is a classic PPP approach, that works with mnemonic exercises, drills, and reproduction techniques, and that used metalinguistic terms to explain VoMs. Results show an accrued competence on VoMs of the CL group, that outperformed the PPP group in all the tests. The relevance of these findings for L2 teaching will be discussed.