Dieser Beitrag präsentiert die Ergebnisse einer Pilotstudie mit albanischen Studierenden in Deutschland und konzentriert sich auf deren Erfahrungen sowie den Umgang mit der deutschen Sprache während des Studiums an deutschen Hochschulen. Ziel ist es, die sprachlichen Hürden zu untersuchen, mit denen diese Studierenden im Alltag konfrontiert sind, sowie den Einfluss sprachlicher Kompetenzen auf ihre akademischen Leistungen zu analysieren. Zudem wurde erforscht, welche Strategien die Studierenden entwickeln, um diese Herausforderungen erfolgreich zu bewältigen. Hierzu wurden 68 albanische Studierende (n = 68) aus verschiedenen Fachrichtungen interviewt. Die Ergebnisse zeigen, dass insbesondere die Fachterminologie eine große sprachliche Herausforderung darstellt und viele Studierende zu Beginn ihres Studiums über unzureichende Kenntnisse der wissenschaftlichen Sprache verfügen.
Интеграция лингвистики и правоведения, наблюдаемая в западной Европе с конца 60-х годов прошлого века (forensic linguistics — судебная лингвистика, лингвистическая экспертиза), а в России приведшая к появлению юрислингвистики в начале XXI века, обусловливается во многом прагматическими целями. Потоки мигрантов, стекающиеся на европейский континент в течение десятка последних лет, актуализировали вопрос перевода устных и письменных текстов правовой тематики и составления двуязычных словарей и глоссариев юридических терминов, особенно при отсутствии таковых, как в случае с хорватскорусской комбинацией языков. Статья посвящена проблематике перевода текстов судебного дискурса, сочетающего в себе черты научного и официально-делового функциональных стилей: клишированность, эмоциональную нейтральность, модальную семантику глагола, пассивный залог, преобладание форм настоящего времени, трафаретность структуры и т. п. В русле теории эквивалентности В. Н. Комиссарова проанализированы языковые трансформации и переводческие техники и приёмы на примерах перекодирования хорватских терминов уголовного права на русский язык. Корпус для анализа составлен из текстов письменных жанров судебного дискурса: судебных постановлений, протоколов допросов свидетелей, повесток в суд, обвинительных заключений и т. п. С помощью методов контекстуального, сопоставительного, лингвостилистического и трансформационного анализа подобраны русские эквиваленты лексических единиц исходного (хорватского) языка. Даны практические рекомендации по оформлению ссылок на законодательные документы в двух языках.
The integration of Artificial Intelligence (AI) tools such as ChatGPT has enhanced self-directed and personalized learning, particularly in the context of language education. While AI’s role has been examined in English as a Foreign Language (EFL) setting, its application in English for Specific Purposes (ESP) courses—especially in sports science context—remains underexplored. This study investigates whether digital language learning strategies predict university students’ use of ChatGPT for academic English tasks, both in structured ESP assignments and in broader academic contexts. A total of 102 Croatian undergraduate sports science students enrolled in an ESP course participated in the study. They completed a modified version of the Digital Natives Assessment Scale (DNAS) and responded to two items measuring their use of ChatGPT: (1) for ESP course tasks and (2) for general academic tasks in English. Multiple regression analysis revealed that the DNAS factors Using technology and Gratification and reward significantly predicted ChatGPT use within the ESP course. In contrast, only ‘Using Technology’ predicted its use for general academic English tasks beyond the course. These findings suggest that students with higher digital engagement and a stronger motivation for instant digital feedback are more likely to use ChatGPT to support both structured and autonomous academic learning. By emphasizing the strength and nature of these relationships, the study underscores the value of integrating AI-based tools into ESP curricula to align with learners’ digital habits, academic needs, and future professional demands in international sports environments.
The British dark fantasy writer, Tim Lebbon, fleshes out human and non-human relationships and the challenges of the Anthropocene in his fictions. Even though his novels have been looked at from various perspectives, Coldbrook (2012) has been generally understudied. Deploying Donna J. Haraway’s conceptualization of the Anthropocene and Terrapolis, we look at human-nature relations on Earth and the alternate world of Gaia in the novel. We argue that the human-nature association on Earth is informed by the conflict between scientists and priests, which has resulted in the destruction of Earth in Coldbrook. However, the human-nature relationship on Gaia embodies a Terrapolis, where life prevails and binaristic constructions become meaningless. The study’s findings suggest that characters’ responses to the differences and mysteries they meet in Gaia is based on an outlook to life in which otherness is not recognized. Rather, it is deciphered based on a manmade hierarchical classificatory paradigm. However, in the Terrapolis world of Gaia, such hierarchal thinking shatters in a receptive outlook that embraces multispecies flourishing, harmonious beauty of nature, and mysterious differences. Gaia is represented as the only hope for a harmonious relationship between humans and nature where humans can find a refuge.
Die vorliegende Studie untersucht die Realisierung der Sprechhandlung „Beschwerde“ durch Germanistikstudierende im Rahmen einer Interlanguage-Analyse. Die Performanz der Lernenden wird mit derjenigen deutscher Muttersprachler kontrastiert, wobei insbesondere die Wahl der Beschwerdestrategien, die Äußerungslänge sowie der Einsatz interner und externer Modifikationen analysiert werden. Ein besonderer Fokus liegt auf der muttersprachlichen Rezeption nicht-muttersprachlicher Beschwerden sowie auf den Faktoren, die potenziell zu einer Bewertung als unangemessen führen. Die empirische Untersuchung basiert auf einem Diskursergänzungstest (Discourse Completion Task), in dessen Rahmen die Äußerungen von 40 mazedonischen Germanistikstudierenden und 40 deutschen Muttersprachlern erhoben und analysiert wurden. Die Ergebnisse zeigen, dass trotz gewisser Übereinstimmungen in der Formulierung von Beschwerden signifikante Abweichungen bei den nicht-muttersprachlichen Teilnehmenden festzustellen sind: bestimmte sprachliche Mittel werden entweder gar nicht oder nur in begrenztem Umfang verwendet, während andere in unangemessener Weise oder mit abweichender Intensität zum Einsatz kommen. Zudem mangelt es den mazedonischen Studierenden an hinreichendem pragmatischem Wissen, um ihre Beschwerden sowohl effektiv als auch kontextuell angemessen zu realisieren. Die gewonnenen Erkenntnisse bilden die Grundlage für die Entwicklung spezifischer E-Learning-Module, die darauf abzielen, die pragmatische Kompetenz von Fremdsprachenlernenden gezielt zu fördern.
Cet article explore le surréalisme en tant que mouvement artistique et littéraire majeur du XXe siècle, en analysantsa place au sein des avant‐gardes historiques. L’objectif est d’examiner la tension entre la volonté de rupture et la quête d’un nouveau langage esthétique, qui caractérise le surréalisme. Sur le plan méthodologique, l’étude combine l’analyse littéraire du Manifeste du surréalisme de 1924 et des œuvres clés des surréalistes (Breton, Aragon, Éluard) avec les théories de l’avant‐garde de Peter Bürger et les réflexions d’Antoine Compagnon sur les paradoxes de la modernité. L’accent est mis sur une analyse critique du rôle de l’institution artistique et sur la déconstruction des conventions. L’article explore les différentes facettes de la création surréaliste, de l’exploration de l’inconscient à l’expérimentation formelle, en passant par l’influence d’Apollinaire et l’héritage de Dada et du futurisme. L’article analyse l’évolution du mouvement, depuis ses origines dans la revue Littérature jusqu’à son apogée avec les grands recueils d’Élurad et les innovations poétiques de Breton, comme l’écriture automatique et le collage. Il s’agit de montrer comment le surréalisme, tout en s’inscrivant dans une tradition de rupture et d’innovation, a su développer une esthétique singulière qui a durablement marqué l’art et la culture contemporains. En conclusion, l’étude examine la pertinence du surréalisme au XXIe siècle pour la critique sociale, la libération de la créativité et l’exploration de la subjectivité.
Il giudizio della critica su Italo Svevo evidenzia una polarizzazione significativa. Da un lato, alcuni critici hanno apprezzato la sua capacità di costruire personaggi credibili e realistici, ritenendoli autentici perché inseriti in contesti narrativi capaci di affrontare temi complessi. Dall’altro lato, non sono mancate osservazioni negative da parte di chi ha sottolineato come la sua prosa non rispettasse le convenzioni stilistiche della tradizione letteraria al punto da trascurare la precisione grammaticale. Il presente saggio mira ad analizzare lo “stile tremendo” di Italo Svevo e a ricostruire il percorso di apprendimento dell'italiano come lingua seconda, le cui difficoltà rimandano principalmente alle interferenze della lingua madre – il dialetto triestino – che si imponeva su qualunque altro idioma in via di acquisizione. Quello che la critica contemporanea percepiva come limite si è rivelato, retrospettivamente, una delle caratteristiche più innovative della sua scrittura, anticipando tematiche di plurilinguismo e ibridazione linguistica che sarebbero diventate centrali nella letteratura moderna.
U radu se bavimo tvorbenosemantičkom i pragmatičkom analizom derivata sa sufiksom ‐ka kategorije nomina agentis et professionis. Ispitujemo refleksiju tvorbene višeznačnosti predmetnog sufiksa na percepciju njim izvedenih socijalnih femininativa sa značenjem zanimanja i zvanja u kontekstu podrške, odnosno protivljenja upotrebi rodno senzitivnog / rodno nediskriminatornog jezika. Nakon kritičkog pregleda dosadašnjih tumačenja principa tvorbe i upotrebe referentnih imenica ženskog roda, sprovodimo tvorbenosemantičku analizu primjera ekscerpiranih iz Registra zanimanja, zvanja i titula žena (Ministarstvo za ljudska i manjinska prava, Podgorica, 2013). Komparaciju s derivatima hipokorističnog, pejorativnog i opscenog značenja vršimo u cilju otkrivanja potencijalnih uzroka opredjeljenja za žensku ili tzv. generičku formu. U zaključku dajemo mišljenje o nepostojanju tvorbenosemantičkih limita za širenje upotrebe socijalnih femininativa sa sufiksom ‐ka.
Louisa May Alcott’s Little Women (1868) has proved her most enduring and significant novel which has never been out of print since its original publication. This novel is considered a classic of American and world literature. Moreover, Little Women has also inspired numerous film and television adaptations. This paper represents a compare‐and‐contrast analysis of Louisa May Alcott’s novel Little Women (1868‐1869) and its film adaptations, specifically the 1933, 1994, and 2019 versions. The research relies on Linda Hutcheon and Robert Stam’s definitions and meanings of adaptation. According to Hutcheon, adaptation has an overt relationship with its source‐text but aims to transform it and turn it into something of its own. Starting from the observation that the film adaptations under discussion use Alcott’s Little Women as their basis, we offer evidence that their value and novelty is in how they reinterpret the novel and adapt it to their own cultural and historical contexts. Accordingly, the achievement of these adaptations should not be based upon the extent of their fidelity to the original text, but on the directors’ ability to create something new, original, and their own out of a timeless classic. As for the three film adaptations under discussion, they all suggest a different reading and contextualising of Alcott’s most famous and endurable novel.
U ovom radu istražujemo fenomen (ne)učtivosti u udžbenicima italijanskog jezika za anglofone govornike. Analizirani su Casottijev A New Method of Teaching the Italian Tongue to Ladies and Gentlemen (1709), Palermov A Grammar of the Italian Language. In Two Parts (1755) i Barettijev Easy Phraseology for the Use of Young Ladies who Intend to Learn the Colloquial Part of the Italian Language (1775). Ovi udžbenici, koji se fokusiraju na govorni jezik, obuhvataju sociopragmatičke aspekte jezika, uključujući norme učtivosti. S obzirom na utjecaj italijanske kulture, posebno u Engleskoj, očekuje se da udžbenici reflektiraju norme italijanske učtivosti, engleske interpretacije tih normi, kao i elemente engleske učtivosti. Poređenjem dvaju sistema učtivosti, istražujemo moguće jezičke univerzalije i promjene u konceptu učtivosti kroz vrijeme. Metodološki okvir temelji se na priručnicima bontona iz XVIII stoljeća: Della Casinom Galateo (1558) i Stanhopovom Principles of politeness (1776). Analiziramo odlomke dijaloga iz udžbenika na temelju savremenih tradicionalnih i postmodernih teorija učtivosti, fokusirajući se na ublažavanje, pojačavanje ili modifikaciju neučtivih govora poput odbijanja, postavljanja pitanja i uvreda. Rezultati pokazuju da su uvredljivi činovi u konverzaciji ublaženi, dok su otvorene uvrede prisutne samo u kontekstu razgovora o odsutnim osobama ili zadirkivanja. Također, primjećuje se značajna sličnost u normama učtivosti između dviju kultura. Ovi nalazi mogu biti korisni u didaktici, sociologiji, historiji i lingvistici.
Saper prendere appunti è un’abilità fondamentale per gli studenti universitari. Gli appunti costituiscono la base per una rielaborazione dei contenuti in forma orale (ad es. colloqui di fine corso) o scritta (ad es. relazione, tesi). Il presente studio analizza e mette a confronto le abitudini e le strategie di presa di appunti adottate da studenti universitari madrelingua italiani e studenti internazionali che usano e apprendono l’italiano come L2 per scopi accademici. Sebbene ci siano numerosi studi in quest’ambito per la lingua inglese (tra cui Bui et al.; Clerehan; Morehead et al.; Reddington et al.; Siegel 2021, 2023a), per quanto riguarda l’italiano, ad oggi gli studi sono molto scarsi e non esistono ricerche relative né all’ambito accademico, né al confronto tra studenti L1 e L2. Per la raccolta dei dati sono stati adottati due strumenti principali: un questionario e un corpus di appunti redatti, in formato cartaceo o digitale, da studenti dell’Università per Stranieri di Perugia. L’analisi del questionario ha permesso di indagare le funzioni attribuite agli appunti, le strategie impiegate, le condizioni per prendere appunti in modo efficace e le variabili che influenzano le pratiche degli studenti. Parallelamente, l’esame del corpus ha evidenziato modalità diverse di registrazione delle informazioni (ad es. trascrizione letterale, abbreviazioni, parafrasi, translanguaging, uso di immagini) e ha messo in luce differenze nelle caratteristiche linguistiche e nell’organizzazione delle informazioni in relazione a variabili quali la L1 e il mezzo di scrittura (manuale vs digitale). I risultati evidenziano la necessità di strategie didattiche mirate per sviluppare consapevolezza e competenze nella presa di appunti, specialmente in italiano L2. Lo studio si conclude con alcune considerazioni sui percorsi formativi, basati su tecniche diversificate e riflessioni guidate, per migliorare la gestione delle informazioni e per potenziare le competenze linguistiche e cognitive degli studenti nel contesto universitario.
The Hungarian-born scholar and explorer, Arminius Vamb & eacute;ry (c.1832- 1913) was well-known in nineteenth-century Europe for his pioneering travels to Central Asia in the early 1860s, where he disguised himself as a dervish in order to visit places which were generally considered dangerous and off-limits to Europeans. These remarkable exploits subsequently brought him celebrity, fame, and influence, as well as key connections that permitted him to succeed in society despite his impoverished social and economic background. Using Vamb & eacute;ry's two autobiographies from 1883 and 1904, this study examines how Vamb & eacute;ry was initially received by the upper echelons of society on his return from his Central Asian travels by briefly presenting his self-reflections on his experiences in Great Britain, France, and Austria. By contrasting his own perceptions of these encounters with three different imperial spaces, it aims to outline how Vamb & eacute;ry depicts his reception by European society, as well as how his initial interactions with European royalty are presented on the pages of his memoirs.
The aim of this research is to explore the grammar learning strategies (GLS) employed by adult learners of German, whose first language (L1) is Croatian and second language (L2) is English. The study specifically investigates the most and least frequently used GLS, as well as gender-based differences in their application. The Grammar Learning Strategies Questionnaire (Bozinovic, 2012) was used to assess participants' strategy use. The results have shown that learners employed GLS at a moderate frequency when studying German as their L3. Among the various strategies, grammar self-discovery and active GLS were the most frequently used, whereas visual and social strategies were the least utilized. Statistically significant gender differences were observed: female learners more frequently applied grammar memory strategies and visual GLS than their male counterparts. Furthermore, the results suggest that foreign language learners simultaneously employ and adapt a combination of different GLS, indicating the potential for strategic transfer in new language circumstances. By orchestrating multiple strategies simultaneously, learners can enhance their grammatical competence and overall language proficiency. The study highlights the importance of understanding individual differences, particularly gender-based preferences, in developing more effective and personalized language teaching strategies.
The paper attempts to provide an overview of the complex process from the perspective of contemporary interdisciplinary study and evaluation of medieval literary texts, using Dante as one of the two foundations of the literary canon of Western civilization. The system of understanding, interpretation and remediation of the Divine Comedy through the intertextual, intercultural and metahistorical context allows us, in the process of modern interpretations, to show the topicality and relevance of Dante in the era of the dominance of digital platforms, consumption of new media and technologies. In line with contemporary trends and challenges of methodological, theoretical and critical perspectives, Dante's cultural and literary capital of transmission and reception in the era of 21st century global challenges continues to affirm its universalism and legitimizes the value of the multidisciplinary tradition in the study of his work, continuing to reveal new models of interpretation and positive reception on a global scale even after seven centuries since the author's death. The Divine Comedy encompassed and synthesized the entire medieval culture and tradition and today represents one of the most complex legacies of Western civilization of the Christian Middle Ages, which has remained a source of diverse inspiration, controversy and multidisciplinary research across a broad spectrum of humanities, social and natural sciences over the centuries. By modeling the universe and society according to his own poetic postulates and a rigorous architectural structure that does not lose relevance even in contemporary adaptations and interpretations, the understanding of the outdated scientific models of Dante's age and its actuality can be pursued on two comparative and not so contrasting levels. On the one hand, through the understanding of the doctrinal universe and ideologies of the Middle Ages through the scholastic philosophical-theological system and the cultural product of Florentine pre-humanism, when literature was perceived as an introduction to reality, an intellectual and moral judgment in search of the absolute, building on the patterns of the didactic, allegorical and moral literature of the Roman tradition and the Latin classics. On the other hand, the temporal, spatial and emotional shifts with which Dante's narrative multiverse can be re-centered in relation to the classical conceptualization of narrative, through additional mental stimulation and visualization with modern technological and media tools that allow fictional literary worlds to be experienced as actual and real. Dante's literary production, modeled by a complex network of multilayered meanings and stylistic levels, has a polyvalent function that subordinates the individual to the collective mechanisms of cultural and social conventions, whereby Dante, the author and protagonist of the work, offers a way out of the fragmentation of society, whose disintegration and imbalance he poetically deconstructs through fictional reality and metaphysical reflections, regardless of their high degree of referentiality. Contemporary technological innovations and the consumption of new media have fundamentally changed old paradigms and pose new challenges for didactic adaptation in a digital and telematic environment. The critical reading of Dante's Comedy in an analytical and cognitive sense in the age of digital mass culture has been modernized by the interference of hypertext links and by television adaptations with additional means of expression such as voice and rhythm modulations together with algorithmic and biometric schematization of parameters through various performative representations on screen or stage. In the age of the dominance of digital media, the centuries-old tradition of the Lecturae Dantis has contributed significantly to the popularization of the Divine Comedy in contemporary contexts: from various theater and film adaptations to radio formats and modern television spectacles. Drawing on the experience of the previous century and the popularization of the Comedy in the media through the simple declamation of selected chants, modern interpretations intended for a wider audience include commentaries, paraphrases and exegeses that imitate different levels of interpretative semiotics on a theoretical level. The digital revolution and artificial intelligence have transformed the human psyche in unprecedented ways and foretold a significant change in the field of psychology, language and literature itself. The new era of dematerialization of media content offers us a media reality of continuity and deregulation of the space-time flow (infinite scroll) in the new digital context. In this new order, the post-industrial reality changes the rules of organization of the physical and mental regime in the pursuit of constant sensation, constant sensory and cognitive flow in the world of instant information, where traditional media and media concepts, especially books, lose their primary function. The fictional worlds in Dante's work are traced by this view through double journeys: through space-time, media and genres that consequently write intertextual relationships; and through the immersion of the spectator as a particular spatial, temporal and emotional displacement that reveals the narrative multiverse of the Divine Comedy. With the development of smart screens, consoles and virtual reality devices, the conditions have been created for the elimination of the boundary between the physical and media worlds. The use of literary classics as a powerful stimulating tool for the development of language skills and as an important source of a rich supply of linguistic and cultural elements on the one hand, and the development of intercultural competences as the ability to interact successfully with members of other cultures on the other, implies in the modern age the use of various cultural channels (art, theatre, film, radio and television) and products of information and communication technology in intercultural dialogue on a global scale, including the disruptive technology of artificial intelligence, in which Dante's work finds its place. The first decades of the new millennium brought innovations in education on a global scale with the proliferation of mass open online courses and personal learning systems as unlimited open access to free knowledge expansion on a formal and informal level through various digital platforms and technologies. The concepts of free lectures and the practice of renowned worldwide universities to provide free access to high quality educational content on a global scale and to support their own educational processes through Massive Open Online Courses (MOOC) in integration with Web 2. 0 technology platforms (Learning Management System (LMS); Virtual Learning Environment (VLE); Online Learning Center (OLC), Personal Learning Environment Interactive Navigator (PLEIN), Open Educational Resources (OER), etc.), have shaped the modern trends in education.), have changed the modern trends of the educational process, especially in the post-2012 era and their exponential growth and continuous improvement during the global pandemic, in which Dante has played a remarkable role, confirming its universality and the possibility of adapting to new didactic and pedagogical contexts. At a time when technology has overcome theory with the dominance of pragmatism and consumption, transmedia storytelling offers numerous opportunities for innovative, inter-and transdisciplinary interpretations, adaptations and narratives in collaboration between different media industries: on stage, in film, television and radio and, above all, through new digital media such as video games, the abstract space of the Internet and other interactive formats. Nonetheless, Dante's figure and his literary work remain relevant and inspiring, providing rich material for contemporary interpretations and cultural receptions, while his influence extends across different disciplines and media, confirming the universality and timelessness of his creativity. The cultural and literary capital of the transmission and reception of the Divine Comedy in the age of 21st century global challenges continues to affirm Dante's universalism and legitimizes the value system of the multidisciplinary tradition in the study of his work, revealing new interpretive models and positive interpretations of reception even seven centuries after the author's death, in line with contemporary trends and challenges of methodological, theoretical and critical perspectives.
This paper examines Adichie's use of irony in (2009), particularly in "The Thing Around Your Neck" and "Imitation", as a means of exposing how Nigerian women navigate patriarchal and capitalist constraints. Irony reveals the illusion of choice they face, yet the situational irony they exist within ultimately catalyzes their shift from passivity to resistance. Applying Wayne Booth's theories of stable and unstable irony and Linda Hutcheon's discoursebased irony, this paper explores how Adichie critiques systemic oppression while reshaping postcolonial and gendered identities. By portraying Nigerian women as complex individuals rather than passive victims, Adichie challenges the "single story" and creates space for self-definition.
This study examines the phenomena of (im)politeness in 18th-century Italian language textbooks designed for Anglophone speakers. The analysis focuses on three textbooks: Casotti's A New Method of Teaching the Italian Tongue to Ladies and Gentlemen (1709), Palermo's A Grammar of the Italian Language. In Two Parts (1755), and Baretti's Easy Phraseology for the Use of Young Ladies who Intend to Learn the Colloquial Part of the Italian Language (1775). These textbooks prioritize spoken Italian and include dialogues that implicitly reflect the sociopragmatic norms of politeness relevant to both Italian and English-speaking cultures of the time. Given the influence of Italian culture in England during this period, the study aims to determine how these textbooks balance Italian norms of politeness, their English interpretations, and the broader linguistic universals governing polite discourse.
Louisa May Alcott's Little Women (1868) has proved her most enduring and significant novel which has never been out of print since its original publication. This novel is considered a classic of American and world literature. Moreover, Little Women has also inspired numerous film and television adaptations. This paper represents a compare-and-contrast analysis of Louisa May Alcott's novel Little Women (1868-1869) and its film adaptations, specifically the 1933, 1994, and 2019 versions. The research relies on Linda Hutcheon and Robert Stam's definitions and meanings of adaptation. According to Hutcheon, adaptation has an overt relationship with its source-text but aims to transform it and turn it into something of its own. Starting from the observation that the film adaptations under discussion use Alcott's Little Women as their basis, we offer evidence that their value and novelty is in how they reinterpret the novel and adapt it to their own cultural and historical contexts. Accordingly, the achievement of these adaptations should not be based upon the extent of their fidelity to the original text, but on the directors' ability to create something new, original, and their own out of a timeless classic. As for the three film adaptations under discussion, they all suggest a different reading and contextualising of Alcott's most famous and endurable novel.
This research paper is a descriptive study that analyzes the use of conditional clauses in 170 argumentative essays written by freshman students at the International University of Sarajevo (IUS) in the spring semester of 2023. The essays were written as part of their assessment in the ELIT200 Critical Reading and Writing course, which is a mandatory freshman course at the IUS. The aim of the paper is to investigate the frequency at which conditional clauses occur, their different types, and their grammaticality. Moreover, the paper examines the link between the frequency and grammaticality of the used conditional clauses and the assigned essay topics. The results show that the overall accuracy/grammaticality when it comes to the usage of English conditional clauses is high. As expected, the most frequently used conditional type is the first conditional.
Starting from an analysis of contemporary critical reception, systematically hostile toward a writer perceived as linguistically inadequate, whose prose was stigmatized for the recurrence of errors and inaccuracies, this essay addresses the question from the perspective of acquisitional linguistics, considering the Triestine author as a learner of Italian L2. This perspective, while potentially appearing reductive at first consideration, proves instead fundamental for understanding the real nature of the linguistic phenomena that characterize his writing. Contemporary critics, while astutely recognizing the connections between Svevo's writing and the Triestine dialectal substrate as well as Germanic interference, limited themselves to signaling these influences in negative terms, interpreting them as evidence of a deficient linguistic formation rather than as phenomena worthy of scientific analysis. The present essay fills this critical gap through an accurate analysis of recurrent errors and metalinguistic declarations that emerge both from Svevo's correspondence and from his narrative works. This material clearly documents the typical processes of second language acquisition: interlinguistic interferences, compensatory strategies, morphosyntactic fossilizations, uncertainties in lexical selection. Recognizing Svevo as an L2 learner does not mean diminishing his artistic value, but rather restoring his expressive peculiarities to their natural context of reference. Morphosyntactic errors, structural calques, uncertainties in verbal government cease to be stylistic enigmas to decipher and configure themselves as predictable and documentable manifestations of the linguistic learning process in adulthood. This perspective allows for better appreciation of both the objective limits that Svevo had to confront and the creative strategies he developed to transform these limits into original expressive resources.
