Andorno, C., & Rosi, F. (2016). Confirming or asserting? Conflicting values and cross-linguistic influence in the use of yes/no particles in L2 Italian. Language, Interaction and Acquisition, 7(1), 17–43. https://doi.org/10.1075/lia.7.1.01and
Bazzanella, C. (2001) [1995]. I segnali discorsivi [Discourse markers]. In L. Renzi, G. Salvi, & A. Cardinaletti (Eds.), Grande grammatica italiana di consultazione (Vol. 3, pp. 225–257). Il Mulino.
Berruto, G. (2003). Sul parlante nativo (di italiano) [On the native speaker (of Italian)]. In H. Radatz & R. Schlösser (Eds.), Donum Grammaticorum (pp. 1–14). Niemeyer.
Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2002). Focus groups in social research. Sage.
Borreguero Zuloaga, M. (2015). A vueltas con los marcadores del discurso: De nuevo sobre su delimitación y sus funciones [Back again to discourse markers: once more on their delimitation and their functions]. In A. Ferrari & L. Lala (Eds.), Testualità. Fondamenti, unità, relazioni (pp. 151–170). Franco Cesati.
Borreguero Zuloaga, M., Izquierdo, P., & Gillani, P. (2017). Metadiscursive functions and discourse markers in L2 Italian [Interaction in L2 Italian: The role of native speakers in the development of interactional competence]. In A. P. Louriro, C. Carapinha, & C. Plag (Eds.), Marcadores discursivos e(m) tradução (pp. 15–57). Imprensa da Universidade de Coimbra.
Borreguero Zuloaga, M. (2020). Interagire in italiano LS: Il ruolo del parlante nativo nello sviluppo della competenza interazionale [Interaction in L2 Italian: The role of native speakers in the development of interactional competence]. In A. De Meo & F. M. Dovetto (Eds.), La comunicazione parlata / Spoken communication (pp. 13–42). Aracne editrice.
Borreguero Zuloaga, M., & Ferroni, R. (2020). Lo sviluppo della competenza interazionale in italiano LS: L’espressione dell’accordo in apprendenti ispanofoni e lusofoni [The development of interactional competence in L2 Italian: Agreement expressions in Spanish and Portuguese speakers]. Italiano LinguaDue, 12(1), 54–77.
Bonvino, E., Fiorenza, E., & Cortés, V. (2017). Approssimazione nel parlato: L1 e L2 a confronto [Approximation in speech: L1 and L2 compared]. In A. De Meo & F. M. Dovetto (Eds.), La comunicazione parlata / Spoken communication (pp. 95–116). Aracne editrice.
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 1–22. https://doi.org/10.1093/applin/ams056
Busch, B. (2017). Expanding the notion of the linguistic repertoire: On the concept of Spracherleben—The lived experience of language. Applied Linguistics, 38(3), 340–358. https://doi.org/10.1093/applin/amv030
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
De Cristofaro, E., & Badan, L. (2021). The acquisition of Italian discourse markers as a function of studying abroad. Corpus Pragmatics, 5, 95–120. https://doi.org/10.1007/s41701-019-00069-6
De Marco, A. (2021). L’interazione tra nativo-non nativo e non nativo-non nativo: I segnali discorsivi in apprendenti ispanofoni di italiano L2 [Native/non-native and non-native/non native interaction: discourse markers in Spanish-speaking learners of Italian L2]. Italiano LinguaDue, 12(2), 92–109. https://doi.org/10.13130/2037-3597/14975
Di Stefano, M. (2018). Prosodia e marcatori del discorso: Problemi di acquisizione in italiano L2 [Prosody and discourse markers: problems of acquisition in L2 Italian] [Unpublished doctoral dissertation]. Universidad Complutense de Madrid.
Duranti, A. (1997). Linguistic anthropology. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ho, D. (2006). The focus group interview: Rising to the challenge in qualitative research methodology. Australian Review of Applied Linguistics, 29(1), 5.1–5.19. https://doi.org/0.1075/aral.29.1.03ho
Jafrancesco, E. (2015). L’acquisizione dei segnali discorsivi in italiano L2 [Acquisition of discourse markers in Italian L2]. Italiano LinguaDue, 7(1), 1–39. https://doi.org/10.13130/ 2037-3597/5010
Jafrancesco, E. (2018). Acquisizione dei segnali discorsivi in italiano L2 da parte di studenti universitari: Aspetti metodologici [Acquisition of discourse markers in L2 Italian by university students: Methodological aspects]. Italiano a Stranieri, 25, 3–11.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–31). John Benjamins.
Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Sage Publications.
Lorenzová, K. (2023). Lo sviluppo dei marcatori discorsivi nelle interlingue di apprendenti cechi e slovacchi di italiano come lingua non materna [Development of discourse markers in the interlanguages of Czech and Slovak learners of Italian as a non-native language]. Italiano LinguaDue, 15(2), 65–83. https://doi.org/10.54103/2037-3597/21939
Mauri, C., Ballarè, S., Goria, E., Cerruti, M., & Suriano, F. (2019). KIParla corpus: A new resource for spoken Italian. In R. Bernardi, R. Navigli, & G. Semeraro (Eds.), Proceedings of the 6th Italian Conference on Computational Linguistics (CLiC-it 2019). CEUR Workshop Proceedings.
Mauri, C., Goria, E., & Fiorentini, I. (2019). Non-exhaustive lists in spoken language: A construction grammatical perspective. Constructions and Frames, 11(2), 290–316. https://doi.org/10.1075/cf.00032.mau
Mauri, C. (2023). Esaustività e non esaustività esplicita nel discorso: Dentro e oltre l’italiano [Explicit exhaustivity and non-exhaustivity in discourse: Within and beyond Italian]. In A.-M. De Cesare, A. Ferrari, L. Lala, & F. Pecorari (Eds.), Forme della scrittura italiana contemporanea in prospettiva contrastiva. La componente testuale (pp. 133–150). Franco Cesati.
Merton, R. L., Fiske, M. & Kendall, P. L. (1956). The focused interview: A manual of problems and procedures. Free Press.
Migliorini, L., & Rania, N. (2001). I focus group: Uno strumento per la ricerca qualitativa [Focus groups: A tool for qualitative research]. Animazione Sociale, 2, 82–88.
Nigoević, M., & Sučić, P. (2011). Competenza pragmatica in italiano L2: L’uso dei segnali discorsivi da parte di apprendenti croati [Pragmatic competence in Italian L2: The use of discourse signals in Croatian-speaking learners]. Italiano LinguaDue, 3(2), 94–114. https://doi.org/10.13130/2037-3597/1917
Pallotti, G. (1998). La seconda lingua [Second language]. Bompiani.
Pallotti, G. (1999). I metodi della ricerca [Research methods]. In R. Galatolo & G. Pallotti (Eds.), La conversazione: Un'introduzione allo studio dell’interazione verbale (pp. 365–407). Cortina.
Pauletto, F., & Bardel, C. (2016). Pointing backward and forward: Be’-prefaced responsive turns in Italian L1 and L2. Language, Interaction and Acquisition, 7(1), 89–116. https://doi.org/10.1075/lia.7.1.04pau
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Palgrave Macmillan.
Schiffrin, D. (1987). Discourse markers. Cambridge University Press.
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760–770. https://doi.org/10.2307/3588224
Voghera, M., & Borges, C. (2017). Vagueness expressions in Italian, Spanish and English task-oriented dialogues. Normas, 7(1), 57–74.
Język Polski
English
