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Most studies on the acquisition of postverbal subjects (VS) in L2 Italian focus on a limited number of linguistic factors that tend to be associated with the production of VS in L1 (e.g., verb class and subject discourse status). Moreover, they analyze homogeneous groups of learners in terms of proficiency, mostly through controlled experiments. In this paper, we present a cross-sectional corpus study based on a multifactorial analysis of the L2 use of VS structures in semi-spontaneous speech. We analyze the production of VSs by learners of different levels of proficiency (A1-C2), considering linguistic factors that trigger the production of VS in L1, but have been unaccounted for in L2 studies (e.g., agentivity of the subject, syntactic configuration of the sentence, contrastive focus). We use a cumulative link mixed model to show how the features of verbs and subjects in VS structures change across proficiency levels. The results indicate learners' progressive mastery of the mechanisms of assignment of the subject function to the postverbal constituent and increasing sensitivity to contrastive focus as a feature relevant for the use of VS. Furthermore, we observe that psychological verbs associated with the use of VS are produced from the earliest stages of L2 acquisition. [ABSTRACT FROM AUTHOR]

This paper assesses labour market outcomes associated with the acquisition of different graduate competences in the Italian labour markets particularly focusing on 'soft skills' developed during HE programs. By using a classification of graduate jobs that distinguishes between different horizontal skills, namley managerial and communication skills, the paper conducts an empirical analysis of the benefits of being employed in such occupations having completed a degree program. These benefits are assessed across time, referring to the period following the crisis and to most recent available data. Results show that only 'communication' skills provide higher benefits than discipline-related skills. Moreover, the higher education system seems not to provide higher education graduates with distinctive 'managerial' competences compared to non-graduate workers suggesting that these types of social skills can be developed through alternative learning paths, such as work-based experience or other extra-curricular activities. [ABSTRACT FROM AUTHOR]

Background: Amyotrophic Lateral Sclerosis (ALS) was traditionally described as a disease restricted to the motor system. However, recent findings suggested that it also affects cognition, especially executive functions, social cognition, language and pragmatics. A relevant issue in current research is thus the description of the cognitive phenotype of ALS and the identification of the most vulnerable aspects. Aims: The focus was on a communicative phenomenon placed at the crossroads of pragmatic and other cognitive domains, namely humour, which till now has been poorly explored in ALS. The first aim was to investigate whether ALS is associated with impairments in understanding and appreciating jokes. The second aim was to explore the predictors of humour comprehension and appreciation in patients, to confirm the involvement of pragmatic skills and to explore the role of other cognitive and clinical aspects. Methods & Procedures: A total of 30 non‐demented patients with ALS and 27 controls were assessed with a task of verbal humour comprehension and appreciation, including two types of jokes: phonological and mental. We also administered a battery of pragmatic and other language tasks, and cognitive and socio‐cognitive tasks. Mixed‐effects models were used to test differences in the humour task between the two groups. Multiple regressions determined the best predictors of humour comprehension and appreciation in patients. Outcomes & Results: Patients obtained lower comprehension accuracy scores than controls in the humour task, independently of the type of joke. Conversely, patients and controls did not differ in joke appreciation and both rated mental jokes as funnier than the phonological ones. Patients' comprehension accuracy was predicted by pragmatic skills and ALS severity, whereas appreciation was predicted by several clinical variables and, to a smaller extent, by language skills. Conclusions & Implications: The findings suggest that humour is a very vulnerable aspect in ALS, and that impairment in humour comprehension might be part of the larger cognitive impairment, being linked to pragmatic impairment. Clinical variables were also important, especially in relation to humour appreciation. More generally, these data speak in favour of pragmatics as a relevant aspect to sketch the cognitive phenotype of ALS. On the practical level, these findings point to the need of supporting communication at large, not only motor‐related aspects such as dysarthria but also social–pragmatic aspects such as understanding jokes, to increase well‐being in ALS. What this paper addsWhat is already known on this subjectThe literature of the last decades has shown that ALS comes with impairment in several cognitive domains, affecting especially executive functions as well as language. There is also initial evidence that the pragmatics of communication and humour comprehension are impaired, although non‐serious talk has been documented in conversational interaction among people with ALS.What this paper adds to existing knowledgeThis study offers compelling evidence of an impairment in the comprehension of jokes in ALS, whereas the appreciation of joke funniness seems to be spared. The study also highlights the interplay of cognitive factors (especially pragmatics) and clinical factors (related to disease severity) in predicting the patients' performance in the humour task.What are the potential or actual clinical implications of this work?The study's findings call for the need of increased awareness among scholars as well as practitioners and caregivers of the profile of humour comprehension and appreciation in ALS. On a practical level, we highlight the need of assessing humour comprehension and adapting the communicative style accordingly. Second, we recommend that intervention programmes targeting communication in ALS go beyond speech‐related difficulties and include pragmatic aspects such as humour. Considering the important communicative and social function of humour, as well as its use as a coping strategy, humour interventions are key to improve the quality of life of individuals with ALS. [ABSTRACT FROM AUTHOR]

This paper comprises two parts. First, it reports on native-speaker English lecturers' envisaged reactions to and evaluation of Italian EFL graduate students' written discourse (41 written offers and 17 written requests). Participants were asked to comment on the texts' perceived positive and negative traits (e.g. (im)plausibility, (un)naturalness); to rate them along several dimensions (e.g. structure, amount of content); and to envisage their possible immediate and delayed effects. The teachers' comments on and anticipated reactions to the student discourse revealed the importance they attributed to the learners' awareness of interactants' interpersonal needs and social rights, suggesting that perceptions of pragmatic norms may serve to explore language learners' interactional competence. Instead, the teachers' ratings expressed technical evaluations of the strengths and weaknesses (e.g. (in)coherence, register (in)appropriateness) of the texts, highlighting areas for focused instruction. In the second part, the lecturers’ responses indicated that they considered it useful and suitable to alert learners to the interpersonal-social consequences of linguistic-interactional choices. The findings suggest that foreign language learning could be enhanced through the provision of complementary forms of assessment: a projection of the envisaged reactions of a “model” interlocutor (socially oriented feedback) with a technical description of standard parameters of “communicative adequacy” (formal evaluation). [ABSTRACT FROM AUTHOR]

This paper focuses on the staying power of intercultural knowledge, skills and attitudes for adult students who were engaged in reflective inquiry during a travel course. It addresses a need to assess whether new learning gained from reflection on experience persists over time and what factors may influence staying power. The main finding of the study is that intercultural competence developed through reflective inquiry is maintained and often deepened over time. This builds upon previous findings that skills and characteristics of effective intercultural interaction are advanced through using reflective inquiry to analyze observations and resolve puzzling problems triggered by uncertainty. The context for this qualitative inquiry is with undergraduate adult students participating in a travel course designed to develop intercultural competence. They responded to reflective prompts throughout the course and 18 months after completion. Cases are presented that analyze course and post-course responses. I conclude that the intersection of reflective inquiry and intercultural competence frameworks can influence the ongoing persistence of learning over time. [ABSTRACT FROM PUBLISHER]

A Brain Computer Interface (BCI) allows communication for impaired people unable to express their intention with common channels. Electroencephalography (EEG) represents an effective tool to allow the implementation of a BCI. The present paper describes a modular framework for the implementation of the graphic interface for binary BCIs based on the selection of symbols in a table. The proposed system is also designed to reduce the time required for writing text. This is made by including a motivational tool, necessary to improve the quality of the collected signals, and by containing a predictive module based on the frequency of occurrence of letters in a language, and of words in a dictionary. The proposed framework is described in a top-down approach through its modules: signal acquisition, analysis, classification, communication, visualization, and predictive engine. The framework, being modular, can be easily modified to personalize the graphic interface to the needs of the subject who has to use the BCI and it can be integrated with different classification strategies, communication paradigms, and dictionaries/languages. The implementation of a scenario and some experimental results on healthy subjects are also reported and discussed: the modules of the proposed scenario can be used as a starting point for further developments, and application on severely disabled people under the guide of specialized personnel. [ABSTRACT FROM AUTHOR]

The paper focuses on bilingualism among the Slovene majority in Slovene Istria approximately 50 years after the Italian community living there were granted official minority status. This empirical research shows a high level of Slovene-Italian bilingualism in the observed population. It reveals that a high level of communicative competence in one language entails a high level of communicative competence in the other language. Another significant finding is that the younger age groups of the observed population are characterised by a higher level of communicative competence in both Slovene and Italian in comparison to the older age groups. The key factors of influence are the opportunities for bilingual education in the school system and the fact that the younger generations are more influenced by Italian media. Age, however, does not influence language use; the younger age groups use Italian very rarely and no more often than the other age groups. Therefore, it can be concluded that language use is not so much affected by the level of communicative competence, but rather primarily by the number of opportunities to use a language. [ABSTRACT FROM AUTHOR]