Andrea Civile
University for Foreigners of Perugia - Italian Language and Culture Full-Time Instructor
Universidad para Extranjeros de Perugia - Profesor titular de Lengua y Cultura Italianas
Universidade para Estrangeiros de Perugia - Professor efetivo de Língua e Cultura Italianas
Università per Stranieri di Perugia - Collaboratore ed Esperto Linguistico (CEL) di lingua italiana
ペルージャ外国人大学・イタリア語と言語文化の専攻講師
Perugia, Italy
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Andrea Civile is a Ph.D. candidate in Linguistics and Language Teaching at the University for Foreigners of Perugia. His research focuses on pragmatic competence and cultural shock in the teaching of Italian as a foreign language, with a cross-cultural approach involving data collection in Brazil and Japan. He is a member of the Grupo de Pesquisa "Pragmática (inter)linguística, cross-cultural e intercultural" at the University of São Paulo and participates in the Online Courses in Italian Language and Culture research group at the University for Foreigners of Perugia. Andrea has extensive experience in Italian language education, having taught at institutions such as the Italian Cultural Institute of Tokyo and the University of Tokyo. He currently serves as a Language Expert at the University for Foreigners of Perugia.
Andrea Civile es doctorando en Lingüística y Didáctica de las Lenguas en la Universidad para Extranjeros de Perugia. Su investigación se centra en la competencia pragmática y el choque cultural en la enseñanza del italiano como lengua extranjera, con un enfoque intercultural basado en la recogida de datos en Brasil y Japón. Es miembro del Grupo de Investigación "Pragmática (inter)lingüística, intercultural y cross-cultural" de la Universidad de São Paulo y forma parte del grupo de investigación sobre Cursos en Línea de Lengua y Cultura Italiana de la Universidad para Extranjeros de Perugia. Andrea cuenta con una amplia experiencia en la enseñanza del italiano, habiendo trabajado en instituciones como el Instituto Italiano de Cultura de Tokio y la Universidad de Tokio. Actualmente se desempeña como Experto Lingüístico en la Universidad para Extranjeros de Perugia
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Andrea Civile é doutorando em Linguística e Ensino de Línguas na Universidade para Estrangeiros de Perugia. Sua pesquisa se concentra na competência pragmática e no choque cultural no ensino de italiano como língua estrangeira, com uma abordagem intercultural baseada na coleta de dados no Brasil e no Japão. É membro do Grupo de Pesquisa "Pragmática (inter)linguística, intercultural e cross-cultural" da Universidade de São Paulo e integra o grupo de pesquisa sobre Cursos Online de Língua e Cultura Italiana da Universidade para Estrangeiros de Perugia. Andrea possui ampla experiência no ensino de italiano, tendo lecionado em instituições como o Instituto Italiano de Cultura de Tóquio e a Universidade de Tóquio. Atualmente atua como Especialista Linguístico na Universidade para Estrangeiros de Perugia.
Andrea Civile è dottorando in Linguistica e Didattica delle Lingue presso l’Università per Stranieri di Perugia. La sua ricerca si concentra sulla competenza pragmatica e sullo shock culturale nell’insegnamento dell’italiano come lingua straniera, con un approccio interculturale basato sulla raccolta di dati in Brasile e in Giappone. È membro del Grupo de Pesquisa "Pragmática (inter)linguística, intercultural e cross-cultural" dell’Università di San Paolo e fa parte del gruppo di ricerca sui Corsi online di lingua e cultura italiana dell’Università per Stranieri di Perugia. Andrea ha una lunga esperienza nell’insegnamento della lingua italiana, avendo lavorato presso istituzioni come l’Istituto Italiano di Cultura di Tokyo e l’Università di Tokyo. Attualmente è Collaboratore ed Esperto Linguistico di lingua italiana presso l’Università per Stranieri di Perugia ed è stato anche Docente a tempo pieno di Lingua e Cultura Italiana.
アンドレア・チーヴィレは、ペルージャ外国人大学の言語学および言語教育の博士課程に在籍しています。彼の研究は、外国語としてのイタリア語教育における語用論的能力とカルチャーショックに焦点を当てており、ブラジルと日本でのデータ収集を通じた異文化的アプローチを採用しています。サンパウロ大学の研究グループ「語用論（間）言語的・異文化的・クロスカルチュラル・プラグマティクス」のメンバーであり、ペルージャ外国人大学の「イタリア語と言語文化のオンラインコース」に関する研究グループにも参加しています。
アンドレアは、東京イタリア文化会館や東京大学などの機関で教鞭をとった経験があり、イタリア語教育において豊富な実績を有しています。現在は、ペルージャ外国人大学でイタリア語と言語文化の専攻講師としても勤務しています。
Area of Expertise
Topics
Navigating L1 Influence in L2 Acquisition: Cross-Linguistic Transfer and Pedagogical Implications
This panel will explore the intricate relationship between first language (L1) and second language (L2) learning, focusing on how L1 influences the development of L2 competence. Research in second language acquisition (SLA) has long acknowledged the role of the learner's native language in shaping the process of acquiring a second language. Still, significant questions remain about the extent, nature, and variability of this influence across different linguistic, cognitive, and social contexts.
In this panel, we will determine how L1 interacts with L2 learning, including phonological, syntactic, and lexical transfer. Topics will include cross-linguistic transfer, where L1 structures are applied to L2, often resulting in both positive and negative learning outcomes and the cognitive mechanisms underpinning language transfer. Additionally, the panel will discuss the role of language typology and similarity between L1 and L2, as well as the influence of L1 in multilingual learners versus those acquiring a second language for the first time.
Furthermore, the contributions will show how L1 shapes L2 acquisition pathways by analyzing empirical studies from diverse linguistic backgrounds. The discussions aim to provide insights into pedagogical implications directly relevant to educators, linguists, and psychologists working in SLA. This exploration is crucial for those keen to understand and address the complexities of language transfer in the classroom, making it a must-attend session for all professionals in the field.
Fifth Cultural Linguistics International Conference
De la armonía social a la imagen personal: la cortesía entre Italia y Japón
Este trabajo analiza cómo los esquemas culturales influyen en la conceptualización de la cortesía en las peticiones realizadas en italiano y japonés, comparando también con portugués y español. Los datos se recopilaron mediante DCT (Discourse Completion Task) aplicados a hablantes nativos, utilizando los instrumentos WDCT (Written Discourse Completion Task) y MCDCT (Multiple-Choice Discourse Completion Task), que permiten captar las elecciones pragmáticas en diferentes contextos comunicativos. El estudio se enmarca en la taxonomía pragmática desarrollada por el Grupo de Pesquisa Pragmática (GPP), un grupo internacional con base en la USP (Universidad de São Paulo) en Brasil. El GPP proporciona una referencia metodológica sólida para el análisis de los fenómenos pragmáticos y sociopragmáticos implicados. En el italiano, el concepto de bella figura juega un papel central, reflejando la importancia de proyectar una imagen personal positiva y elegante en la interacción social. Esto influye en el uso de estrategias de cortesía indirecta, que buscan mantener la armonía interpersonal y preservar la imagen positiva del interlocutor. Por el contrario, en el japonés, la cortesía se rige por los principios de honne y tatemae (la dualidad entre los pensamientos genuinos y la fachada social) y uchi y soto (dentro y fuera del grupo). Estas nociones reflejan una cultura profundamente jerárquica y grupal, donde las estrategias de cortesía se enfocan en minimizar las imposiciones y proteger la imagen negativa del interlocutor, especialmente mediante el uso de honoríficos y estrategias indirectas no convencionales. En las lenguas romances como el portugués y el español, las estrategias de cortesía también priorizan la mitigación, pero comparten con el italiano un enfoque en evitar amenazas a la imagen positiva del interlocutor. Esto contrasta con el japonés, donde la atención se centra en no invadir el espacio del otro.
Canadian Association for Italian Studies - 2025 Conference
Beyond Politeness: Teaching Italian L2 through the Language of Rap and Diss Culture
This contribution investigates the educational potential of trap and rap music in promoting pragmatic competence in Italian L2 instruction, with a focus on the often-overlooked dimension of impoliteness. Despite its relevance in real-world interactions, impoliteness is rarely addressed in language curricula, which tend to privilege politeness and neutral discourse (Culpeper, 2011; Mugford, 2008). A classroom experiment was carried out with adult B2 and C1 learners at The University for Foreigners of Perugia, within a course on Italian language and culture. The diss track Pagliaccio by Marracash—featuring sarcasm, mock impoliteness, and indirect attacks—served as input for a structured learning unit on language, identity, and social critique. Activities included guided listening, discussion of linguistic strategies, and creative tasks aimed at fostering awareness of informal registers and sociopragmatic nuance. Learners reported increased motivation, cultural insight, and a better understanding of Italian contemporary discourse. The findings support the use of subcultural texts, particularly rap lyrics, as a means to promote multilingual awareness, intercultural reflection, and linguistic agency in advanced L2 contexts (Kubrin, 2005; Werner, 2023).
American Association of Teachers of Italian - 2025 Conference
Pragmatic Transfers in Request Formulation in University Contexts: Teaching Reflections Based on a Study Conducted in Brazil and Japan with Learners of Italian as a Foreign Language
Apologizing instead of thanking. Accepting instead of refusing. What cognitive mechanisms drive these interactional mismatches? These pragmatic transfers, often automatic or idiosyncratic, are common among language learners (Kecskés 2014), particularly those still mastering sociopragmatic aspects of the target language.
This paper reviews specific examples from studies with intermediate Italian learners in Brazil and Japan, aiming to provide teaching strategies to enhance pragmatic awareness among learners without exposure to Italian sociocultural contexts. Emphasis is placed on sociocultural adaptation for foreign students in Italy, focusing on developing competence in request formulation across different levels of formality in academic settings.
Qualitative and quantitative data were collected via Discourse Completion Tasks and analyzed through focus groups. The taxonomy employed draws on interlanguage pragmatics (Kasper & Blum-Kulka 1993), intercultural pragmatics (Spencer-Oatey & Franklin 2009), and cross-cultural pragmatics (Wierzbicka 2003) as applied to teaching Italian as a non-native language.
Comunicar em italiano de forma mais consciente
Usar a língua em contextos comunicativos reais representa um desafio crucial para os alunos. Muitas vezes, porém, apesar de terem atingido um nível razoável de competência linguística em termos de domínio das estruturas sintático-gramaticais, os alunos aparecem comunicativamente despreparados para a comparação com o contexto real durante a sua primeira experiência de contacto com a comunidade de falantes. Esta oficina, sem querer preencher exaustivamente esta lacuna, pretende dotar os alunos de algumas ferramentas essenciais que os ajudem a refletir numa perspectiva contrastiva sobre alguns fenômenos comunicativos particularmente significativos, como a utilização adequada de registos de diferente formalidade e a formulação de pedidos dirigidos aos vários interlocutores.
American Association of Teachers of Italian - 2024 Conference
La piattaforma LIRA e lo sviluppo delle competenze pragmatiche in apprendenti di italiano LS
Un percorso didattico sulle interazioni in contesto universitario dedicato a studenti di livello B1
Nella didattica dell’italiano in contesti LS, l’attenzione in classe dedicata allo sviluppo di competenze pragmatiche è relegata a sporadici momenti di approfondimento culturale, spesso erroneamente slegati rispetto al percorso di apprendimento linguistico vero e proprio. Eppure, supportare i discendi, cercando di fornire loro strumenti pragmatici per affrontare con più consapevolezza la sfida dell’adattamento al contesto socioculturale di riferimento è fondamentale (Ishihara & Cohen, 2021).
In questo contributo si illustrerà una proposta didattica ideata per studenti di livello B1 in partenza per la prima esperienza di studio in Italia, con l’idea è di stimolare in loro una riflessione pragmatica sugli impieghi linguistici in contesti interazionali tipici della vita studentesca italiana, analizzando scambi comunicativi, sia orali che scritti, con interattanti diversi. In particolare, il focus sarà sulle richieste in termini di distanza sociale, potere relativo e grado di imposizione (Brown & Levinson, 1987), nonché di direttività-indirettività, soprattutto in prospettiva cross-culturale (Blum-Kulka House & Kasper, 1989).
Per i contenuti didattici della sperimentazione, sono stati selezionati diversi OER, tra i quali, il percorso linguistico “Dare del TU, dare del LEI” e il percorso culturale “Al lavoro” del repository LIRA (Ferrari, Nuzzo & Zanoni, 2016); da un punto di vista operativo, invece, si è optato principalmente per la modalità CAPI (Computer-Assisted Personal Interviewing). Lo scopo principale di questo contributo è dunque illustrare i primi dati qualitativi raccolti che, nella loro parzialità, riescono comunque a fornire spunti significativi per ulteriori sviluppi didattici, anche alla luce degli imminenti aggiornamenti del repository LIRA recentemente annunciati.
22nd PanSIG Conference - Looking Forward, Sustainable Futures in Language Education
Socio-pragmatic Awareness in Learners of Italian as a FL
Each of us has a significant experience to report after the pandemic, but there is something we all have
learned: we need other people and we need to communicate with each other effectively. This is particularly
true when we need to use a foreign language. Still, the paradox is that, even if we have adapted to the “new
normal” in the past two years, we have not changed so much the way we learn languages, continuing to
insist, to some extent, with the deductive study of the grammar, leaving aside the sociopragmatic dimension.
This presentation will try to outline insights from a Ph.D. research project on the development of
sociopragmatic awareness in learners of Italian as a FL and, more specifically, on how to help them adapt to
the Italian sociocultural context less traumatically. The target is a group of international students going to
Italy for academic purposes: in the first phase, participants responded to an online questionnaire to report
their perceptions about the appropriateness of some pragmatic acts in which they are likely to be involved; in
the second phase, some of them participated in OER-based online classes designed to stimulate them to
consider some in-context language uses.
Andrea Civile
University for Foreigners of Perugia - Italian Language and Culture Full-Time Instructor
Perugia, Italy
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