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
In details, the first part of the course is devoted to English phonetics and intonation (sounds, connected speech, intonation phrases, stress and tones). The course will then introduce morphological, lexical, and semantic aspects (morphemes, lexemes, paradigmatic and syntagmatical relations, idioms, creative and cognitive metaphors); syntactic aspects, with special regard for the phrase and the clause structure; and the notions of cohesion and coherence. The course ends with a brief introduction to pragmatics.
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.
Programme
The course offers an introduction to the Language analysis of both written and spoken varieties of English with an applied linguistics approach. The course 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 as a starting point, the course will consider their interaction with the textual and the contextual level, from a pragmatical perspective.In details, the first part of the course is devoted to English phonetics and intonation (sounds, connected speech, intonation phrases, stress and tones). The course will then introduce morphological, lexical, and semantic aspects (morphemes, lexemes, paradigmatic and syntagmatical relations, idioms, creative and cognitive metaphors); syntactic aspects, with special regard for the phrase and the clause structure; and the notions of cohesion and coherence. The course ends with a brief introduction to pragmatics.
Core Documentation
Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.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.
Reference Bibliography
Hahner, J.C., Sokoloff, M. A., Salisch, S. L. 2002. Speaking Clearly: Improving Voice and Diction. McGraw Hill. * Wells, J. 2009. English Intonation. An Introduction. Cambridge: Cambridge University Press.* * Available in the language lab for self-study.Type of delivery of the course
During the course, prevalently held in English, lectures will alternate with interactions and control exercises. 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
Before taking the exam, students will have passed a B1 language competence test. The exam consists of a written (mostly close-ended questions) and an oral part. Only those who pass the written part can take the oral. Attending students: The written part, which can be taken during the course, aims to test content understanding. The oral part, 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. Non-attending students: the written and the oral parts will be taken on the same exam date (appello). The written part preliminarily tests students’ understanding of the course contents, which will be further verified during the oral part. teacher profile teaching materials
Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.
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
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.Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.
Reference Bibliography
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. Hancock, Mark 2017. English Pronunciation in Use - Intermediate, second edition (Book with Answers and Downloadable Audio). Cambridge: Cambridge University Press.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, but highly recommended. 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, while non-attending students will be tested on the textbooks.Type of evaluation
Before taking the exam, students will have passed a B1 language competence test. The exam consists of a written (mostly close-ended questions) and an oral part. Only those who pass the written part can take the oral. Attending students: The written part, which can be taken during the course, aims to test content understanding. The oral part, 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. Non-attending students: the written and the oral parts will be taken on the same exam date (appello). The written part preliminarily tests students’ understanding of the course contents, which will be further verified during the oral part.