Tipologia di correzione degli errori testuali fra morfosintassi e fraseologia

The scientific literature offers various proposals for classifying errors made by learners in the context of teaching L1, L2, and foreign languages (among others, see Alderson, North, 1991). Beyond a purely taxonomic approach, useful for descriptive linguistics and language teaching methodology, there are several methods for detecting and correcting errors in the classroom (Cattana, Nesci, 2004). Based on these premises, the most common trends in the treatment of errors at the textual level have been evaluated, by a sample of teachers, taking as parameters grammatical (morpho-syntactic), textual, and phraseological violations in written texts (among others, see Ballarin, Nitti, 2020a). In order to gather linguistically, educationally, and didactically useful data, a questionnaire was structured and administered to a representative sample of 106 teachers of Italian L1, L2, and foreign languages. The responses have provided valuable insights to outline the main dynamics of error correction, highlighting an aspect that is widespread yet underexplored in research.