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dc.contributor.authorGiusti, Giuliana
dc.date.accessioned2024-12-20T12:47:16Z
dc.date.available2024-12-20T12:47:16Z
dc.date.issued2024
dc.identifierONIX_20241220_9791221504842_472
dc.identifier.issn2704-5870
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/96679
dc.languageItalian
dc.relation.ispartofseriesStrumenti per la didattica e la ricerca
dc.subject.classificationthema EDItEUR::C Language and Linguistics::CJ Language teaching and learning::CJA Language teaching theory and methods
dc.subject.classificationthema EDItEUR::D Biography, Literature and Literary studies
dc.subject.otherGender mismatches
dc.subject.otherItalian
dc.subject.otherL2 learners
dc.subject.otherInclusive Italian
dc.titleChapter Sviluppo della metacompetenza linguistica nell’insegnamento della L2 per il benessere delle persone e della società
dc.typechapter
oapen.abstract.otherlanguageIn Italian, the morpho-syntactic category of gender appears not only on all modifiers of the noun but also on past participles due to the well-known process of agreement and concord. The use of masculine for women referents associated to prestige roles may create agreement mismatches that can cause difficulties of comprehension as well as incorrect acquisition of the complex inflectional system. The paper focusses on how to enhance language awareness, or more precisely linguistic meta-competence on gender marking in Italian. This issue is fundamental in the enhancement of language awareness in L2 learners as well as in the L1 speakers who want to propose new forms of Italian that overcome the masculine-feminine dichotomic system.
oapen.identifier.doi10.36253/979-12-215-0484-2.09
oapen.relation.isPublishedBybf65d21a-78e5-4ba2-983a-dbfa90962870
oapen.relation.isbn9791221504842
oapen.series.number226
oapen.pages14
oapen.place.publicationFlorence


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