Sull’addestramento all’acquisizione procedurale di pattern LS mediante corrispondenze funzionali bilingui: il problema dell’aspetto russo per discenti non slavi

Recent neurolinguistic data gave evidence that implicit language acquisition has nothing in common with explicit, metalinguistic learning. Acquisition requires an intake of patterns through procedural brain circuits, while only declarative circuits are involved in explicit learning. As claimed by Paradis (2009), procedural and declarative circuits are probably even not linked by an interface. Hence, any declarative theory of Slavic aspect useful in metalinguistic research cannot help in triggering and improving the intake of asymmetrical Slavic-L2 rules by non-Slavic-L1 native students. Looking for new teaching strategies able to give priority to the implicit intake of Slavic aspectual patterns, a sucessful method was “serendipically” found, which has been checked during the last decade in classes of Italian university students of Russian. The method includes two main strategies: a) a sort of reductionism in declarativly defining the aspectual Slavic model to the students, and b) a systematic use in the class by the teacher of oral translation in the speech, which reinforces students’ implicit intakes of L2 rules thanks to their strong memorized L1 procedures. If most handbooks and old-fashioned theories based on declarative teaching stimulate the students’ bias in favor of false symmetric L1/L2 rules, everyday oral bilingual repetition seems to improve the development of students’ “L2 internal hear” by means of the well acquired “L1 internal hear”. The method can be applied mutatis mutandis to any L1/L2 pair (with L2 as a Slavic language).