Il trattamento dell’errore nel corpus di apprendenti dell’archivio storico dell’Università per Stranieri di Perugia. Un contributo alla storia della glottodidattica

The doctoral dissertation The Treatment of Error in the Learner Corpus of the Historical Archive of the University for Foreigners of Perugia: A Contribution to the History of Language Teaching explores the evolution of the concept of linguistic error and the corresponding correction practices in the teaching of Italian as a second language (L2) at the University for Foreigners of Perugia, from its foundation in 1926 to the late twentieth century. Combining approaches from applied linguistics, language acquisition theory, sociolinguistics, and the history of education, the study redefines error as a complex linguistic, cognitive, and social phenomenon—an indicator of interlanguage development and of the ideological assumptions that underlie pedagogical practice. The first part of the thesis offers an interdisciplinary analysis of the notion of error, from its etymological and philosophical foundations to its role in modern linguistic theory. Error is examined within the triadic relationship among system, norm, and use, and is situated within the diasystem of interlanguage, where learners’ productions are viewed as coherent linguistic systems in their own right. The historical overview traces the transition from behaviorist and contrastive paradigms, which regarded errors as habits to be eradicated, to the generative and cognitive frameworks that interpret them as evidence of the learner’s internal hypotheses, up to communicative and sociocultural approaches that emphasize their metalinguistic and interactive value. Empirical analysis is based on an original corpus of archival materials preserved in the Exams series of the Historical Archive of the University for Foreigners, complemented by teachers’ registers and student files. These documents, dating from the 1920s to the 1950s, contain written examinations produced by learners of diverse linguistic backgrounds. Through the examination of these texts and of teachers’ corrections—identified through color codes, symbols, and marginal notes—the research reconstructs both the typology of learner errors and the evolution of correction methods. The data reveal a gradual shift from prescriptive and punitive correction models toward more reflective and communicative feedback practices, anticipating principles of contemporary second language pedagogy. The University for Foreigners of Perugia emerges as a unique historical observatory for the study of Italian L2 learning and for the interplay between linguistic norms and sociopolitical contexts. The treatment of error mirrors broader ideological transformations: from the nationalist and purist policies of the Fascist period to the democratic and intercultural ideals of the post-war decades. Ultimately, this thesis argues that linguistic errors are not mere deviations from correctness but invaluable traces of cognitive and social negotiation within the process of language learning. By analyzing the history of error correction in the Perugia archive, the study contributes to reconstructing a significant chapter in the history of Italian language education and to rethinking the epistemological role of error as a creative and generative force in linguistic and pedagogical development.