Prosodievermittlung im hochschulischen DaF-Unterricht in Italien. Eine Analyse der Lehrwerke nach der prosodischen Wende

Abstract

This study analyses the teaching of German phonetics and prosody as a foreign language (DaF) in Italian universities, particularly in the wake of the so-called ‘prosodische Wende’. It examines how widely used textbooks address oral skills, evaluating the materials provided for pronunciation practice and phonetic structures. The research highlights pedagogical challenges and deficiencies in textbooks, despite the recognized role of prosody in communicative competence. Criteria for textbook analysis are proposed, and the results of an evaluation conducted on 28 manuals are presented, revealing inconsistencies in the approach and systematicity of phonetic and prosodic content. Finally, the study discusses the implications for DaF teaching in Italy and suggests future directions to enhance the integration of phonetics and prosody in language instruction.