O imperfetto no material didático Nuovo Progetto Italiano 1

Abstract

In the context of the researchs developed by the Laboratório de Pesquisa sobre Ensino/Aprendizagem de Língua Italiana LE (LAPELI - UFC/CNPq), this paper presents the results of a research in which we analyze the treatment of the tense-aspectual nuances of imperfetto in the teaching material Nuovo Progetto Italian 1. Specifically, we emphasize the imperfetto from the perspective of the realis mode (FARKAS, 1998; TÓTH, 1999; SERIANNI, 1988) and the didactic strategies used by the authors during the phases of motivation, globality, analysis, synthesis, fixation, reflection and control of didactic unit (FREDDI, 1999). The results point out that the material emphasizes the iterative and descriptive functions of the imperfectiv past of italian, presenting motivating and prototypical texts of the occurrence of these functions, so that the learner can achieve the following communicative competences: telling the plot of a movie, talking about memories, describe past habits, and describe past situations. The unit completes learning verification exercises that include the ability to complete texts with verbal forms or other given elements, complete sentences with verbal forms, link phrases, choose the appropriate expression and identify functions. The collected data attest that the authors do not present in the didactic material the narrative function of the imperfect, ignoring it completely.