Grammatical Errors and Teaching–Learning Strategies in Second Language Acquisition: A Case Study of Italian Object Pronouns by Chinese Native Speakers

DOI

10.2991/978-94-6463-988-9_11How to use a DOI?

Keywords

Italian object pronouns; second language acquisition; grammatical errors; teaching strategies; learning strategies

Abstract

In the process of acquiring Italian as a second language, native Chinese speakers often encounter learning bottlenecks due to the structural differences between Chinese and Italian, particularly in the area of grammar. In the teaching and learning of Italian grammar, when faced with more challenging grammatical points, some instructors lack appropriate methods and pedagogical principles, while some students lack effective learning strategies. As a result, the overall learning outcomes are often unsatisfactory. Taking Italian object pronouns as an example, this paper analyzes the common grammatical errors made by Chinese native speakers and proposes effective strategies for both teaching and learning.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yunchen Yang
PY  - 2026
DA  - 2026/02/15
TI  - Grammatical Errors and Teaching–Learning Strategies in Second Language Acquisition: A Case Study of Italian Object Pronouns by Chinese Native Speakers
BT  - Proceedings of the 2025 5th International Conference on Education, Language and Art (ICELA 2025)
PB  - Atlantis Press
SP  - 90
EP  - 99
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6463-988-9_11
DO  - 10.2991/978-94-6463-988-9_11
ID  - Yang2026
ER  -