This multiple case study reports on how Marie and Yuan, both novice students of Italian, used the concept of the Typified Situation (TS) in target language interactions in a pre-departure classroom course and later during a study abroad trip to Florence, Italy. A TS is a pragmatically motivated interaction that reoccurs with a specific genre and register in a culture. Using concept-based language instruction (CBLI) to teach the TS, students were introduced to the semantic and lexico-grammatical patterns of what was happening (field), how participants interact (tenor), and through which means (mode), and the purposeful and sequential order in which these actions usually happen (genre) in the TS in Italian culture. A qualitative analysis of data from classroom instruction and study abroad revealed that the learners showed awareness of the TS concept in classroom tasks and study abroad interactions, recognized register variations, and interacted by making language choices depending on the context of the situation.

这项多案例研究报告了玛丽和袁，他们都是意大利语的新手，他们是如何在出国前的课堂课程以及随后的意大利佛罗伦萨学习之旅中，使用“典型情境”（TS）概念在目标语言交互中使用的。TS是一种务实的互动，它以特定的类型重新出现并在文化中进行注册。使用基于概念的语言教学（CBLI）来教授TS，向学生介绍了正在发生的事情（场），参与者如何互动（男高音）以及通过哪种方式（方式）以及这些行为通常在意大利文化中的TS中有目的且有顺序地发生（类型）。