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48 Abstract Elisabetta Bonvino A partire dall’esperienza del Centro Linguistico di Roma Tre nell’insegnamento dell’italiano a <strong>studenti</strong> <strong>cinesi</strong> nell’ambito del <strong>progetto</strong> <strong>Marco</strong> <strong>Polo</strong>, <strong>il</strong> presente intervento propone una riflessione su quali competenze linguistiche e non linguistiche siano necessarie per intraprendere con successo un percorso formativo universitario. In particolare si sosterrà che oltre a una formazione linguistica (almeno di livello B2 per le ab<strong>il</strong>ità ricettive) si dovranno sv<strong>il</strong>uppare le capacità di comprensione, <strong>il</strong> lessico, ma anche le strategie cognitive e metacognitive. The <strong>Marco</strong> <strong>Polo</strong> Project. <strong>La</strong>nguage sk<strong>il</strong>ls for studying in Italy Starting with the experience of the University of “Roma Tre” <strong>La</strong>nguage Center’s teaching of Italian to Chinese students within the <strong>Marco</strong> <strong>Polo</strong> project, this presentation proposes some thoughts about the linguistic and non-linguistic competence necessary to successfully begin one’s university education. More specifically, it claims that, in addition to language competence (at least a B2 level for receptive sk<strong>il</strong>ls), development of comprehension sk<strong>il</strong>ls, vocabulary, as well as cognitive and meta-cognitive strategies are indispensable.