Data-driven learning nelle classi di russo LS

This article explores the use of corpora in teaching Russian as a foreign language at Italian universities, where data-driven learning (DDL) has yet to become routine practice. We first sketch the theoretical underpinnings of corpus-based pedagogy, then report on a pilot classroom intervention with two sections of an undergraduate course designed to estimate the preliminary effects of DDL and students’ attitudes toward it. Despite the study’s limitations, the statistical analyses point to a positive effect of DDL in one of the two sections. As for student perceptions, survey data indicate a generally favourable reception, with a clear preference for guided, in-class corpus work over independent use. The study forms part of a broader initiative to develop fully corpus-based teaching materials for university-level Russian in Italy; the present findings are intended to inform and support that effort.