Mündlichkeit und Schriftlichkeit in italienischer Hochschulkommunikation

Drawing on data from authentic Italian teaching and learning discourse, this article investigates the relationship between orality and literacy in academic knowledge mediation at Italian universities. The findingssuggest that Italian teaching and learning discourse is characterised by a textual conception of orality – a result supported by wording patterns drawn from an intervention study on academic writing for German as a Foreign Language.