L'utilizzo dell'audiovisivo nella didattica della lingua italiana : lingua italiana e microlingua del turismo: prospettive per la didattica dell'italiano L2 -LS in un'ottica linguistica e interculturale

The Italian Language of Tourism: language for specific purposes and language of culture. Teaching of Italian SP for Tourism as a foreign or second language through audiovisual education. The main purpose of this study is to establish whether there is a relationship between teaching Italian SP for Tourism supported by audiovisual aids and teaching Italian as a foreign or second language and thus, to establish what its nature is. Will young pupils from high school or university be more interested in working or studying in Italy once they have studied Italian SP for Tourism? If the answer is yes, how can one “translate” an Italian landscape in films, into the process of constructing cultural knowledge and developing specific language skills? Some groups of young learners from universities, in Italy and abroad, are the object of the study. In fact, a characterizing feature of this study, implies submitting a questionnaire to students from an Institute of Higher Education for Tourism in Italy, Austria and from some Universities in Slovenia, Germany and the Netherlands. These groups were selected as they were considered a well-known sample, because they had been included into previous experiences of research and teaching in Italy and abroad, aimed at researching Italian SP for law and tourism. The study, which starts by reflecting on specific language education in the academic world, on the one hand considers the general teaching of language for specific purposes and on the other hand, analyses the specific language for tourism and the new phenomenon of tourism in films. The questions emerged from these case studies are the following: a) How can the use of film sequences, which illustrate typical places and situations related to the Italian language, affect language teaching and intercultural education? b) While teaching the Italian SP for tourism can the use of these sequences which refer to fragments of journeys across Italy evoke and help internalize an authentic image of our country? if the answer is yes, how 235 does it happen? How can students internalize landscapes and consequently, form a picture of a foreign country in their mind? c) Why should a student subsequently choose that foreign country as a destination for future learning experiences or consider it a future working place? Strictly from a linguistic point of view: - What kind of language courses tend to recognize the geographical, contextual and multi-factorial variety of sounds, simulated in films? - How do linguistic forms interact with learning through simulated speech in films or the translation of subtitles in films? (Diadori, 2010) How does a translated version of a film “speak” in Italy? (Diadori, 2010).