Light (support) verb constructions constitute a conspicuous class of idiosyncratic, yet semi-compositional and semi-productive constructions both in Italian and in Russian. They often vary cross-linguistically, with languages using different strategies to conceptualize the same denotative situations. Being idiosyncratic, yet semi-productive units, LVCs pose a real challenge for foreign language students. Our approach is based on the principles of the Integrated Contrastive Model [Granger, 1996; Gilquin, 2008], which combines Contrastive Interlanguage Analysis and Contrastive Analysis. Our goals are firstly to establish based on Russian learner corpora data whether Russian LVCs cause difficulty for Italian-speaking students, and what the regular deviations in the use of these units are and their possible causes; and secondly to conduct a corpus-driven Contrastive Analysis of the semantic preferences of the productive Russian light verb delet' "to do/to make" and the semantic preferences of its equivalent in Italian

О проблеме овладения конструкциями с опорным глаголом при изучении РКИ (на примере глагола делать) = On the problem of acquisition of light verb constructions in Russian as foreigh language (a case study of the verb delat’) / T. Maiko - In: Russian Language and Culture Reflected in Translation[s.l] : Moscow University Press, 2020. - ISBN 9785190115413. - pp. 328-339

О проблеме овладения конструкциями с опорным глаголом при изучении РКИ (на примере глагола делать) = On the problem of acquisition of light verb constructions in Russian as foreigh language (a case study of the verb delat’)

T. Maiko
2020

Abstract

Light (support) verb constructions constitute a conspicuous class of idiosyncratic, yet semi-compositional and semi-productive constructions both in Italian and in Russian. They often vary cross-linguistically, with languages using different strategies to conceptualize the same denotative situations. Being idiosyncratic, yet semi-productive units, LVCs pose a real challenge for foreign language students. Our approach is based on the principles of the Integrated Contrastive Model [Granger, 1996; Gilquin, 2008], which combines Contrastive Interlanguage Analysis and Contrastive Analysis. Our goals are firstly to establish based on Russian learner corpora data whether Russian LVCs cause difficulty for Italian-speaking students, and what the regular deviations in the use of these units are and their possible causes; and secondly to conduct a corpus-driven Contrastive Analysis of the semantic preferences of the productive Russian light verb delet' "to do/to make" and the semantic preferences of its equivalent in Italian
light (support) verb constructions; Russian as a foreign language; Contrastive Interlanguage Analysis; learner corpus, transfer
Settore L-LIN/21 - Slavistica
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/823797
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