L’impatto dei connettivi concessivi sull’argomentazione nelle composizioni scritte da studenti di italiano LS

Anna Kucharska; Luca Palmarini; Anna Zingaro

doi:10.18290/rh25735.4s

Published : 2025-12-22

Vol. 73 No. 5 Zeszyt specjalny (2025)

The Impact of Concessive Connectives on Argumentation in Written Compositions by Students of Italian as a Second Language

Anna Kucharska

https://orcid.org/0000-0002-2318-5971

Luca Palmarini

https://orcid.org/0000-0002-4223-8290

Anna Zingaro

https://orcid.org/0000-0003-2141-9209

DOI: https://doi.org/10.18290/rh25735.4s

Abstract

The article focuses on the analysis of concessive connectives used by university learners of Italian as a foreign language in the writing of argumentative texts. After illustrating the theoretical context relating to argumentation in written texts and its enhancement through teaching activities, the research focuses on the mainly comparative analysis of a teaching programme that presents experimental aspects. The analysis was carried out on two series of argumentative texts produced by two groups of Polish-speaking students enrolled in two different bachelor degree courses in Italian Studies at two different Polish universities, identified respectively as the experimental group and the control group. Both groups were asked to write argumentative texts on the same topic and to take part to other learning activities aimed at acquiring a set of textual connectives, selected for levels B1/B2 and used in written Italian. The aim was to assess whether the different types of learning activities proposed on concessive connectives (structuralist vs. communicative-textual approach) had an impact on the reuse of connectives in the texts written by the informants and whether it was possible to find changes in the argumentative structure in their second written production compared to the first production. The analysis reveals not only an increase in the quantity and variety of concessive connectives used by informants in both groups, but also a general improvement in the writing style of the compositions. Furthermore, it appears that structuralist activities, based on the completion of individual sentences, seem to be more effective in the reuse of connectives in the texts written by the informants than learning activities in which connectives are required to be inserted into argumentative texts. Bearing in mind that this is a pilot study, in order to confirm these results, which appear to contradict the principles of contemporary language teaching, it will be necessary to expand the sample of informants.

Keywords:

argumentation, writing, Italian as a Foreign Language, concessive connectives

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