Alessio Massa

Università degli Studi "La Sapienza" di Roma, Dipartimento di Studi Europei, Americani e Interculturali, PhD Student in Germanic and Slavic Studies

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My research focuses on the role of Leichte Sprache (“Easy Language”), a simplified variety of German, and its applications in the teaching and learning of German as a Foreign Language (DaF). My greatest passion lies in Linguistics, whether in its historical, typological, acquisitional, corpus-based, or digital dimensions. I am eager to engage in collaborative projects and to actively contribute to research.

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Papers by Alessio Massa

From the Sociocultural Theory by Vygotsky to its Didactic Application: A Case Study of German Language Learning in an Italian Context

Massa, A. (2024). From the sociocultural theory by Vygotsky to its didactic application: A casestudy of German language learning in an Italian context. Language Teaching ResearchQuarterly, 46, 157-173. https://doi.org/10.32038/ltrq.2024.46.12 , 2024

The aim of this work is to investigate and describe the teaching methods in the field of the Germ... more The aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework grounded in Lev Vygotsky's Sociocultural Theory, which underscores the significance of social interaction in cognitive development. Following this, the paper will detail the transformative changes in foreign language teaching, particularly through the lens of the Common European Framework of References for Foreign Languages (CEFR) and peer-to-peer teaching methodologies. These frameworks foster the progressive development of socio-communicative competencies essential for effective language acquisition. The concluding section will present a case study conducted within an Italian university context, involving ten students. The study adheres to the principles of peer-to-peer learning, facilitating an environment where students actively engage with one another, thereby enriching their educational experience and promoting collaborative skill development. Through qualitative data collection and analysis, this study aims to elucidate the tangible benefits of cooperative learning in mastering the German language, providing insights into best practices for future pedagogical strategies.

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„English helps me not to struggle with German words”. DaFnE-Didaktik: il tedesco (L3) dopo o attraverso l’inglese (L2)?

Massa, Alessio: „English helps me not to struggle with German words”. DaFnE-Didaktik: il tedesco (L3) dopo o attraverso l’inglese (L2)?. In: www.polyphonie.at, Vol. 15, Nr. 1/2024, ISSN:2304-7607, begutachteter Beitrag/peer-reviewed article. , 2024

L’elaborato delinea in un primo momento le nozioni teoriche dell’acquisizione della L3, ricercand... more L’elaborato delinea in un primo momento le nozioni teoriche dell’acquisizione della L3, ricercando e indagando i principali modelli di riferimento e, in un secondo momento, presenta la loro applicazione didattica nel contesto della sequenza: Inglese (L2) – Tedesco (L3). Il framework teorico è stato coadiuvato da un progetto empirico su una classe presso l’Università di Catania. Le domande motore del caso studio sono state: (1) Il tedesco dopo o attraverso l’inglese? (2) È più semplice apprendere il tedesco con l’ausilio dell’inglese? (DaF o DaFnE?). Attraverso la multimodalità si è fornito supporto nell’apprendimento della lingua tedesca, agendo miratamente sulle lacune lessicali.

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Alessio Massa

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