The 2nd yr Language and Translation 2B course (first language) comes under the core learning activities (Specialized languages, advanced linguistic competences and linguistic mediation from and to the languages of study) of the “Languages and cultures studies of the respective country” of the bachelor’s degree course in Languages and Cultural & Linguistic Mediation, specifically those activities aimed at providing effective operational competence at the levels established for the first language, as well as theoretical knowledge of specialized foreign language, of activities and strategies of linguistic and cultural mediation, in particular in multilingual contexts.
The course aims at making students:
- achieve B2+ level in all skills- Common European Framework of Reference for Languages (CEFR) 2018 (https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989), through reception, production, interaction, written and spoken mediation activities as well as their related strategies.
- deepen their metalinguistic reflection also at comparative level: structural, textual, sociolinguistic and pragmatic aspects.
-use some resources and tools for language study and for introduction to translation (dictionaries, corpora and concordancers).
-reflect on intercultural communication, on linguistic-cultural mediation and on translation.
-apply their acquired knowledge to short texts of different text-types and genres..
Expected learning results: students will be able to use their first foreign language at B2+ level, they will be able to use the corresponding communicative strategies; they will be able to carry out metalinguistic reflection activities in a comparative perspective; they will learn and start using tools for language study; they will have basic notions on communication and intercultural mediation; they will apply acquired knowledge to the analysis of short texts in the language of study.
The course aims at making students:
- achieve B2+ level in all skills- Common European Framework of Reference for Languages (CEFR) 2018 (https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989), through reception, production, interaction, written and spoken mediation activities as well as their related strategies.
- deepen their metalinguistic reflection also at comparative level: structural, textual, sociolinguistic and pragmatic aspects.
-use some resources and tools for language study and for introduction to translation (dictionaries, corpora and concordancers).
-reflect on intercultural communication, on linguistic-cultural mediation and on translation.
-apply their acquired knowledge to short texts of different text-types and genres..
Expected learning results: students will be able to use their first foreign language at B2+ level, they will be able to use the corresponding communicative strategies; they will be able to carry out metalinguistic reflection activities in a comparative perspective; they will learn and start using tools for language study; they will have basic notions on communication and intercultural mediation; they will apply acquired knowledge to the analysis of short texts in the language of study.
Curriculum
Canali
teacher profile teaching materials
Text types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Mutuazione: 20710512 LINGUA E TRADUZIONE INGLESE 2 B in Lingue e mediazione linguistico-culturale L-12 (docente da definire)
Programme
Text analysisText types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Core Documentation
Carter, R., Goddard, A. (2015), How to Analyse Texts: A toolkit for students of English. London: Routledge.Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Type of delivery of the course
Should the COVID-19 health emergency start again, lectures and other activities will be delivered online via Microsoft Teams.Type of evaluation
Written and oral 'level tests', in-course assessment tests, oral exam. Should the COVID-19 health emergency start again, assessment will be conducted online via Microsoft Teams. teacher profile teaching materials
Text types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Mutuazione: 20710512 LINGUA E TRADUZIONE INGLESE 2 B in Lingue e mediazione linguistico-culturale L-12 (docente da definire)
Programme
Text analysisText types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Core Documentation
Carter, R., Goddard, A. (2015), How to Analyse Texts: A toolkit for students of English. London: Routledge.Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Type of delivery of the course
Should the COVID-19 health emergency start again, lectures and other activities will be delivered online via Microsoft Teams.Type of evaluation
Written and oral 'level tests', in-course assessment tests, oral exam. Should the COVID-19 health emergency start again, assessment will be conducted online via Microsoft Teams.Canali
teacher profile teaching materials
Text types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Programme
Text analysisText types: linguistic and multimodal analysis
Text, context and co-text
Intertexuality
Cohesion and coherence
Denotation, connotation and collocation
Semantic field
Figurative language
Core Documentation
Carter, R., Goddard, A. (2015), How to Analyse Texts: A toolkit for students of English. London: Routledge.Carter, R. et al (2007), Working with Texts: A Core Introduction to Language Analysis. London: Routledge.
Halliday, M. A. K., Hasan, R. (1976), Cohesion in English. London: Longman.
Type of delivery of the course
Should the COVID-19 health emergency start again, lectures and other activities will be delivered online via Microsoft Teams.Type of evaluation
Written and oral 'level tests', in-course assessment tests, oral exam. Should the COVID-19 health emergency start again, assessment will be conducted online via Microsoft Teams. teacher profile teaching materials
2. Carter, Ronald, Goddard, Angela, Reah, Danuta, Sanger, Keith and Nikki Swift. (2008). Working with Texts: A core introduction to language analysis (3rd edition). London/New York: Routledge. UNIT 5 AND UNIT 6 ONLY
Programme
This course illustrates the main theoretical and methodological aspects of written and spoken discourse analysis of the English language. It also includes language improvement classes: reading, writing, listening and speaking activities leading to the required level.Core Documentation
1. Carter, Ronald and Angela Goddard. (2016). How To Analyse Texts: A toolkit for students of English. London/New York: Routledge.2. Carter, Ronald, Goddard, Angela, Reah, Danuta, Sanger, Keith and Nikki Swift. (2008). Working with Texts: A core introduction to language analysis (3rd edition). London/New York: Routledge. UNIT 5 AND UNIT 6 ONLY
Reference Bibliography
See the texts included in the programme.Type of delivery of the course
Face-to-face classes.Attendance
Attendance is strongly recommended.Type of evaluation
The final exam includes two types of tests: 1) language tests assessing reading, writing, listening and speaking skills; 2) oral exam (see programme).