Strategie di costruzione delle parafrasi nell'insegnamento integrato di lingua e contenuti

TL;DRAbstract

This descriptive study examines the paraphrastic strategies used by two teachers conveying scientific contents in English in an Italian high school. The theoretical perspectives drawn upon highlight the relevance of paraphrase and reformulations for input comprehensibility and processability (Snow, Met, Genesee 1989; Snow 1990; Pica 2001). The author analyzes the data taking into account the degree of expliciteness of the paraphrastic constructions (Chaudron 1982) and the way in which the teachers organized the information, i.e., in what proportion they produced equivalence, generic-specific or specific-generic paraphrases (Longacre 1983; Gulich, Kotschi 1987; Sornicola 1999; Bruti 2002). The results show that the observed teachers tend to organize information according to the equivalence principle and are not always consistent in making their paraphrastic constructions explicit, thus more processible for the learners.

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