Studia Romanica Posnaniensia 2020-09-01T16:55:45+00:00 dr Anna Godzich Open Journal Systems <p class="oczasopismie"><strong>OPIS CZASOPISMA</strong>:<br>„Studia Romanica Posnaniensia” to czasopismo naukowe poświęcone szeroko pojmowanym badaniom nad językiem i literaturą. Wydawane jest od 1971 roku; obecnie ma formę kwartalnika. Zakres tematyczny czasopisma obejmuje publikacje poświęcone językoznawstwu i historii języków romańskich, badaniom nad literaturą obszarów romańskojęzycznych, problemom akwizycji języka obcego, teorii tłumaczenia, teoretycznym aspektom formacji zawodowej i naukowej nauczycieli języków romańskich oraz badaniom kulturowym dotyczącym krajów, w których używane są języki romańskie. W skład komitetu naukowego „Studia Romanica Posnaniensia” wchodzą wybitni literaturoznawcy, językoznawcy i tłumacze wywodzący się z ośrodków naukowych w Polsce i za granicą.</p> <ul class="oczasopismie"> <li class="show"><a href="/index.php/srp/about">POLITYKA FUNKCJONOWANIA CZASOPISMA</a></li> <li class="show"><a href="/index.php/srp/issue/current">AKTUALNY NUMER</a></li> <li class="show"><a href="/index.php/srp/issue/archive">ARCHIWUM</a></li> </ul> <div class="oczasopismie"><strong>INDEKSOWANE W:</strong> <p>INDEX COPERNICUS INTERNATIONAL - IC JOURNALS MASTER LIST; EBSCO PUBLISHING; SCOPUS; ERIH - (2007-2014); ERIH PLUS 2015; CSA LINGUISTICS AND LANGUAGE BEHAVIOR ABSTRACTS; CEJSH; PKP Index; Primo; WorldCat; Cabell's; Google Scholar; DOAJ</p> </div> <div class="oczasopismie"><strong>WSKAŹNIKI OCENY CZASOPISMA: </strong> <p><strong>MNiSW: 100</strong></p> <p><strong>ICV 2019:&nbsp;120,70</strong></p> <p><img src="/public/piotr/ikonki/gs_2.png" alt=""></p> <p><strong>DOI: </strong>10.14746/strop</p> </div> <div class="oczasopismie"><strong>ISSN (Print): </strong>0137-2475 <strong>ISSN (Online): </strong>2084-4158</div> <div class="oczasopismie"><strong>PRACE PUBLIKOWANE W CZASOPIŚMIE DOSTĘPNE SĄ NA LICENCJI CREATIVE COMMONS:</strong><br><a href=""><img src="/public/piotr/cc/cc_4_by_nc_sa.png" alt="CC_by-nd/4.0" border="0"></a></div> Indice 2020-08-31T11:05:23+00:00 . . <p>.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 Introduzione 2020-08-31T11:15:26+00:00 Anna Godzich <p>.</p> Copyright (c) 2020 Potenzialità glottodidattiche della comunicazione pubblicitaria 2020-09-01T14:02:42+00:00 Marcello Giusto <p>The aim of the present article is to shed the light on educational aspects which can be obtained by the exploration of an authentic, advertising material. The analysis attempts to demonstrate how communicative and linguistic characteristics, argumentative patterns, rhetorical figures and cultural aspects, which constitute the complex structure which is advertising message, convey values, stereotypes, social and linguistic tendencies. All of the above are conceived in order to complete the goals of persuasion. For the teacher, it is a rich, authentic and precious resource which gives the student the opportunity to extend his abilities and skills, to face and approach a new, linguistic and cultural context.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 I verbi di servizio (modali, aspettuali e causativi) e i verbi supporto nelle grammatiche descrittive d’italiano dal 1953 al 2005 2020-08-31T11:05:24+00:00 Anna Godzich <p>The paper deals with Italian helping verbs (modal, aspectual, causative verbs) and light verbs which form complex predicates and with the rules that guide its use in Italian descriptive grammars published in Italy between 1953 and 2005. The author shows that those forms in both – traditional and contemporary Italian descriptive grammars are treated at the level of word classes whereas it could be more appropriate to discuss them as clause elements as they form complex predicates. In our opinion this way of describing such verbs is due to the tradition in Italy to focus on a form and not on function of an element. What is more, Italian grammarians tend to omit in Italian descriptive grammars noun predication<br>and the role of semantic predicate (n pred.). The goal of the paper is to present the advantages of an integrated approach to helping verbs (modal, aspectual, causative verbs) and light verbs in modern Italian. The author emphasizes its importance for contemporary Italian FL syntax teaching.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 Ausiliari del passivo nella didattica dell’italiano LS 2020-08-31T11:05:25+00:00 Anna Grochowska-Reiter <p>This article attempts to examine the passive auxiliaries in modern Italian and how they are presented to the Italian language learners. A growing body of research has been throwing light on the fact that the passive auxiliaries are not only the canonical essere and venire, but also andare, which is open to a twofold interpretation («modal passive» and «loss passive»), as well as rimanere, restare, trovarsi, vedersi and finire. In view of this, the analysis of syllabi of Italian L2 and of Italian grammar books has been carried out. The analysis of seven syllabi has confirmed the tendency to introduce the passive voice at B2 level. As far as auxiliaries are concerned, the syllabi refer explicitly to five: essere, venire, andare, restare and<br>rimanere. The second analysis, carried out on sixteen grammar textbooks for Italian language learning, has shown some weakness regarding the teaching of passive auxiliaries, such as a) lack of any semantic differentiation between use of essere and venire; b) a certain selectivity in presenting aspects of the remainder of auxiliaries (andare, rimanere, vedersi, trovarsi and finire are rarely presented in their entirety); c) various theoretical disagreements in the presentation of the rules that guide the use of passive auxiliaries.</p> Copyright (c) 2020 La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari? 2020-09-01T16:44:03+00:00 Robert Grošelj <p>The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also feature<br>audio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 Principi del «flipped learning» per lo sviluppo dell’interazione orale a livello B1 in italiano come lingua straniera 2020-09-01T16:43:13+00:00 Darja Mertelj <p>The paper first brings an overview of spoken interaction in FL and flipped learning principles. This overview is followed by a thorough didactic report on how these two processes can be merged, how teaching materials can be prepared, and how the teaching and learning process can be systematically developed in order to extensively support learners’ efforts to speak at level B1 in Italian as a FL. Both positive and less positive aspects of a one-semester project are discussed. Finally, some conclusive glotodidactic implications stemming from the experience are proposed.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 L’insegnamento della cortesia come elemento della competenza comunicativa nei manuali d’italiano LS: sfide e soluzioni 2020-09-01T16:48:21+00:00 Kamila Miłkowska-Samul <p>The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 I toponimi nei dizionari bilingui italiano-polacco, polacco-italiano in un contesto diacronico di apprendimento 2020-09-01T16:49:51+00:00 Luca Palmarini <p>The purpose of this is to analyze the toponyms present in some Italian-Polish and Polish-Italian bilingual dictionaries. After selecting a “skeleton” of the dictionaries that trace part of the history of the bilingual lexicography in question, we move on to the analysis of the toponyms used in the dictionaries. In a lexicultural context, understood as the transfer of the cultural elements of a given language, we observe the choices made by lexicographers of the different eras and try to understand the reasons, sometimes of a personal nature or dictated by the historical context, or sometimes influenced by the political system in a given country. At the same time, we want to highlight the evolution in the diachronic field that toponyms and their equivalents have had in the dictionaries in question, as well as their value in teaching a particular foreign language.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 Alcuni casi di «enantiosemia» nell’italiano medico in quanto difficoltà nella didattica 2020-09-01T16:52:31+00:00 Beata Katarzyna Szpingier <p>This study examines some formulations which raise doubts as they allow themselves to be interpreted in an equivocal mode in the course of learning and teaching of specialist Italian. To illustrate the complexity of these lexical/terminological solutions based on consultations and opinions, managed by doctors and professionals in medicine with free access on the website of, in the Medicine section: Health. The classification of the examples is based on the subdivision established by Lepschy on enantiosemy. The description completes the clarifications adapted to the concepts of signification, meaning and comprehension.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020 La crónica deportiva como recurso de escritura en ELE/L2. Un enfoque procesual 2020-09-01T16:55:45+00:00 Francisco Núñez-Román Emilio J. Gallardo-Saborido Emilio J. Gallardo-Saborido <p>This paper stands up for the defence of writing as a hugely valuable resource for teaching Spanish as a Foreign Language or a Second Language. Specifically, it pursues two general targets: a) to highlight the importance of considering writing into the classroom of Spanish as a Foreign Language as a process that has to be constantly coached and developed; b) to emphasise how this way of teaching provides pedagogical benefits that go further the development of the writing ability itself, since it has an impact on other students’ general cognitive features. Methodologically, this text begins with a literature review that theoretically underpins the proposed targets, and, subsequently, our didactic proposal is exemplified<br>by the use of a specific type of text (the match report). Then, a practical teaching resource is obtained as final result, which is supported by the recent literature on this issue. Finally, this contribution aspires to be implemented in different educative contexts by teachers of Spanish as a Foreign Language.</p> 2020-06-15T00:00:00+00:00 Copyright (c) 2020