L’insegnamento esplicito nello sviluppo della competenza pragmatica Il caso dei segnali discorsivi

Abstract

The paper presents a brief review of research in the field of L2/LS pragmatic teaching, focusing on the effects of explicit versus implicit approach in learning situations that focus on discourse markers (DMs). The literature on the subject offers a vast panorama of studies that take into consideration different types of structuring of the didactic intervention. Although studies on the development of DMs have shown that input flood and frequent exposure to specific target forms support their acquisition, explicit instruction along with input flood has been shown to positively influence the overall frequency and use of DMs.