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In:Applying Corpora in Teaching and Learning Romance Languages
Edited by Henry Tyne and Stefania Spina
[Studies in Corpus Linguistics 122] 2025
► pp. 229–255

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Chapter 10
Aligning learning and teaching sequences

Insights from L2 acquisition of Italian word order for didactic interventions

 | Goethe University Frankfurt
 | Goethe University Frankfurt
Published online: 20 November 2025
DOI logo with link
https://doi.org/10.1075/scl.122.10lis
Abstract
Several studies show that second language (L2) learners’ word order choices are sensitive to the complexity of constituents and their information structure (e.g., Callies & Szczesniak 2008; Gries & Wulff 2013). However, these studies focus mainly on L2 English and do not follow a developmental approach. Based on a cross-sectional corpus analysis, the present study analyses texts produced by learners with different proficiency levels to investigate L2 sensitivity to the complexity of constituents and information structure in the use of postverbal subjects in Italian. The results reveal a clear developmental pattern. First, learners produce complex postverbal subjects. Then, they learn to use postverbal subjects to convey a contrastive interpretation. Finally, they become able to produce complex postverbal subjects associated with a contrastive interpretation. We discuss these findings in terms of their implications for teaching, proposing that the teaching of postverbal subjects in L2 Italian should reflect the identified developmental sequence.
Article outline
  • 1.Introduction
    • 1.1Postverbal subjects in L1 and L2 Italian
  • 2.The study
  • 3.Methodology
    • 3.1The corpus
    • 3.2Complexity of postverbal subjects
    • 3.3Information status of postverbal subjects
  • 4.Results
    • 4.1Complexity of postverbal subjects
    • 4.2Information status of postverbal subjects
    • 4.3Complexity and information status of postverbal subjects combined
  • 5.Discussion and implications for teaching
  • 6.Conclusion
  • Notes
  • References
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