Teaching Italian Passive Voice: The Syntactic and Semantic Approach
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This paper aims to explore the teaching of Italian passive voice with the premise that absolute synonymity does not exist between two sentences based on one event and that the semantic approach of learning should be more regarded. For this purpose, this paper presents the pedagogical importance of spontaneous and cognitive activities from the standpoint of learners. Furthermore, the study highlights the difficulties in learning the passive voice in Italian language comparing English passive voice and its pre-existing disproportionate emphasis on the syntax-oriented way of teaching. In order to investigate these issues, 88 students and 8 teachers were surveyed through questionnaires including a test for students. As expected, the findings overwhelmingly confirmed that Italian passive sentences were being taught in the grammatical structure-oriented way and that there was a highly affirmative demand for a more signification-oriented way of teaching.
Abstract
This paper aims to explore the teaching of Italian passive voice with the premise that absolute synonymity does not exist between two sentences based on one event and that the semantic approach of learning should be more regarded. For this purpose, this paper presents the pedagogical importance of spontaneous and cognitive activities from the standpoint of learners. Furthermore, the study highlights the difficulties in learning the passive voice in Italian language comparing English passive voice and its pre-existing disproportionate emphasis on the syntax-oriented way of teaching. In order to investigate these issues, 88 students and 8 teachers were surveyed through questionnaires including a test for students. As expected, the findings overwhelmingly confirmed that Italian passive sentences were being taught in the grammatical structure-oriented way and that there was a highly affirmative demand for a more signification-oriented way of teaching.
참고문헌 (18)
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