One of the main aims of this Course of Study is the acquisition of competences in two foreign languages, which is based on the development of the four active and passive written-oral skills, to analyse the study of intercultural and transcultural phenomena through the tools and methodologies of linguistic and philological analysis, as well as the theory and practice of translation.
English Language and Translation I is among the characterizing activities of the "Language and translation" area. The aim of the module is to provide students with level B1 language skills and strategies (based on the CEFR). It also aims to develop the ability to ponder on both the cultural context and the language structures (phonetic and morphological), also helping students to develop competences in English/Italian translation.
Students will be able to implement their linguistic and communicative skills (active, passive and mixed) acquired; analyse and understand different types of text, also from a contrastive perspective; reformulate/rephrase the discourse autonomously and acquire intercultural competence.
English Language and Translation I is among the characterizing activities of the "Language and translation" area. The aim of the module is to provide students with level B1 language skills and strategies (based on the CEFR). It also aims to develop the ability to ponder on both the cultural context and the language structures (phonetic and morphological), also helping students to develop competences in English/Italian translation.
Students will be able to implement their linguistic and communicative skills (active, passive and mixed) acquired; analyse and understand different types of text, also from a contrastive perspective; reformulate/rephrase the discourse autonomously and acquire intercultural competence.
Canali
teacher profile teaching materials
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.
Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Materials made available on Moodle are also part of the program.
SUMMER SESSION ONLY
Since the lab cannot be accessed, texts 2 and 3 will not be part of the program. Questions about phonetics will only address the related chapter in textbook 1 and the content of the slides.
Programme
The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.Core Documentation
1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.
Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Materials made available on Moodle are also part of the program.
SUMMER SESSION ONLY
Since the lab cannot be accessed, texts 2 and 3 will not be part of the program. Questions about phonetics will only address the related chapter in textbook 1 and the content of the slides.
Type of delivery of the course
During the course, prevalently held in English, lectures will alternate with moments of autonomous and group work on real-life materials, thus allowing the students to test their understanding of concepts. Language competence will be further developed during “lettorati”, language training classes taught by native speaker language instructors.Attendance
Class attendance is not checked. Each student at the end of the course will declare his/her attending or non-attending status, bearing in mind that the exam for attending students will focus mostly on the content of the lessons. There is no special reading list for non-attending students.Type of evaluation
The exam is composed of a written and an oral part. The written exam, which can be taken during the course by attending students, aims to test a general understanding of the contents. The oral exam, which will be held during regular exam sessions, consists in a discussion of a text (mono or multimodal) chosen autonomously by the student as an example of one or more concepts introduced during the course. Before taking the oral exam, students will have passed a B1 language competence test. SUMMER SESSION 2020 ONLY For the attending students who have passed the exemption, the exam will follow the guidelines above. For all the other students, the exam will be oral, and replaces the written exam that was originally planned. The oral exam will test the whole program. Differently from what originally indicated into programme, no discussion will take place of a text chosen by the student. teacher profile teaching materials
2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.
Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Programme
The course offers an introduction to the Language analysis of both written and spoken varieties of English, moving from a textual perspective. This aims to start a reflection on the mechanisms of language and its use in context, thus setting the basis for further development of intra- and interlanguage awareness during the following two years. Taking the basic levels of language description (phonetics, lexis and syntax) as a starting point, the course will consider their interaction with the textual and the contextual level, as is typical of the discourse analytical perspective.Core Documentation
1) Ronald Carter, Angela Goddard, Danuta Reah, Keith Sanger, Nikki Swift. 2007. Working with Texts: A Core Introduction to Language Analysis. London and New York: Routledge.2) Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill.
3) Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.
Phonetics and intonation materials (cf. points 2 and 3 in the reading list above) are made available in the Language Lab for self-access practice.
Type of delivery of the course
During the course, prevalently held in English, lectures will alternate with moments of autonomous and group work on real-life materials, thus allowing students to test their understanding of concepts. Language competence will be further developed during “lettorati”, language training classes taught by native speaker language instructors.Attendance
Class attendance is not checked. Each student at the end of the course will declare his/her attending or non-attending status, bearing in mind that the exam for attending students will focus mostly on the content of the lessons. There is no special reading list for non-attending students.Type of evaluation
The exam is composed of a written and an oral part. The written exam, which can be taken during the course by attending students, aims to test a general understanding of the contents. The oral exam, which will be held during regular exam sessions, consists in a discussion of a text (mono or multimodal) chosen autonomously by the student as an example of one or more concepts introduced during the course. Before taking the oral exam, students will have passed a B1 language competence test.