Analisi pragmatica di un corpus task-based di parlato spontaneo e dialoghi didattici

[Machine translation] The literature dedicated to the analysis of teaching manuals has long highlighted a series of gaps in the input materials in terms of a conversational model, suggesting the use of corpora as a source for building educational resources. With the intention of contributing to the debate on the topic, this paper discusses a pilot study aimed at comparing spontaneous speech and didactic dialogues in task-based interactions oriented to the task Ordering at a restaurant table. The pragmatic analysis of the two types of data has led to the identification of the sequential structure of this type of interaction, as well as the recognition of the interactional roles of the different interagents. The comparison also highlighted how manual dialogues and spontaneous interactions represent two different international models: spontaneous speech involves a hidden agenda and is one of the forms of institutional speech; educational dialogues instead treat the task as an ordinary symmetric conversation. These first results, in addition to paving the way for further investigations, offer a series of operational indications for teaching, both in terms of selecting inputs and designing activities.