Recovering the use of drills to improve the acquisition of Italian double consonants of Spanish-speaking students in the Universidad Autónoma de Aguascalientes

Abstract

This paper will analyze the problems that Spanish-speaking students have when learning the double consonants in Italian. This analysis is based on the case of 14 Mexican students enrolled at the Autonomous University of Aguascalientes with whom I practiced written texts and listening exercises taken from the textbook Nuovo Progetto Italiano 1. These exercises allowed me to collect information from students and to expose the main teaching techniques that could facilitate the acquisition of Italian double consonants. In addition, throughout this analysis I verified whether the teaching material that I used responded to the needs of the students in order to learn properly these double consonants or the changes that need to be done to teach them in a better way.