{"id":10,"date":"2015-04-08T11:14:27","date_gmt":"2015-04-08T09:14:27","guid":{"rendered":"http:\/\/people.unipi.it\/cloner\/?page_id=10"},"modified":"2023-08-17T12:51:52","modified_gmt":"2023-08-17T10:51:52","slug":"ricerca","status":"publish","type":"page","link":"https:\/\/people.unipi.it\/gloria_cappelli\/ricerca\/","title":{"rendered":"Ricerca"},"content":{"rendered":"

Gloria Cappelli si occupa principalmente di semantica e pragmatica lessicale, ESP e apprendimento della lingua inglese in soggetti con dislessia e a sviluppo tipico.<\/p>\n

Durante gli anni della ricerca dottorale si \u00e8 concentrata sullo studio della semantica e pragmatica lessicale dei verbi di atteggiamento cognitivo in lingua inglese, adottando la prospettiva della Relevance Theory e della Teoria dei Sistemi Complessi Adattivi. L’interesse per la dimensione del lessico \u00e8 tutt’oggi un tema prominente nella sua ricerca. Questa si concentra per\u00f2 maggiormente sulle problematiche legate all’apprendimento del lessico in soggetti a sviluppo tipico e con dislessia e al ruolo del lessico e dell’efficienza pragmatica nei processi di comprensione del testo orale e scritto.<\/p>\n

Un altro filone di ricerca \u00e8 quello sulla comunicazione turistica scritta e orale in lingua inglese e delle sue caratteristiche a livello lessicale, pragmatico e discorsivo. Di recente si \u00e8 concentrata sulle nuovi generi, come i materiali per l’infanzia, e i generi orali del discorso turistico quali il documentario, il tour guidato e i generi ibridi emergenti (docutour<\/em>),<\/em> con particolare attenzione al contributo delle risorse semiotiche multimodali in questi generi.<\/p>\n

La ricerca teorica \u00e8 inoltre confluita in studi applicati sull’apprendimento del lessico, sull’adattamento per la classe di lingua straniera di strumenti per il trattamento dei DSA e sull’insegnamento dell’inglese per il turismo attraverso gli strumenti della corpus linguistics e della multimodal discourse analysis.<\/p>\n

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Gloria Cappelli’s research interests primarily focus on the lexical semantics and pragmatics of English, English for Specific Purposes (ESP) – especially tourism discourse, and language learning in individuals with and without dyslexia. She has recently started working on the representation of dyslexia and climate activism on the news with a corpus-assisted discourse analysis approach.<\/p>\n

During her doctoral research years, she investigated the lexical semantics and pragmatics of cognitive attitude verbs in English, adopting the perspective of Relevance Theory and the Theory of Complex Adaptive Systems. Vocabulary remains a prominent topic in her research. However, her focus has now shifted towards issues related to EFL vocabulary learning in individuals with and without dyslexia, as well as the role of vocabulary and pragmatic efficiency in processes of oral and written text comprehension.<\/p>\n

Another of her lines of research pertains to written and oral tourist communication in English, along with its lexical, pragmatic, and discourse-level characteristics. She is currently working on the discoursive features of guided tours in English as an L1 and as a lingua franca. She has also investigated new genres, such as tourism materials for children, and oral genres of tourist discourse like documentaries and emerging hybrid genres (i.e., docutours) with a special focus on the contribution of multimodal semiotic resources to conceptual accessibility in these genres.<\/p>\n

Her theoretical research has translated into applied studies on vocabulary learning, developing tools for Foreign Language Classroom Adaptation (FLCA) for individuals with Specific Learning Disabilities (SLD), and teaching English for tourism using corpus linguistics and multimodal discourse analysis tools.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Gloria Cappelli si occupa principalmente di semantica e pragmatica lessicale, ESP e apprendimento della lingua inglese in soggetti con dislessia…<\/p>\n

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