First language
The 1st yr Language and Translation course (first language) comes under the core educational activities 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 the foreign language main characteristics.
The course aims at providing:
the achievement of B2 level - 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.
Introduction to metalinguistic reflection also at comparative level: structural and typological aspects, sociolinguistic aspects, introduction to the language of study history.
Introduction to the knowledge and use of some resources and tools for language study (dictionaries, corpora and concordancers).
Introduction to intercultural communication and to linguistic-cultural mediation.
Application of 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.
Second language
The 1st year Language and Translation course (second language) comes under the core educational activities 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 second language as well as theoretical knowledge of the main characteristics of the foreign language. The course aims at providing:
the achievement of the A2 level - 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 through related strategies. (As for Russian, the level will be equivalent to A2).
Introduction to metalinguistic analysis also at a comparative level: structural and typological aspects, sociolinguistic aspects, introduction to the history of the language.
Introduction to the knowledge and use of some lexicographic resources.
Introduction to intercultural communication and to linguistic-cultural mediation.
Application of acquired knowledge to short texts.
Expected learning results: students will be able to use their second foreign language at a A2 level, they will be able to use communicative strategies corresponding to this level; they will be able to carry out metalinguistic activities from a comparative perspective; they will learn and start using some lexicographic resources at a basic level; they will have basic notions on communication and intercultural mediation; they will begin to apply acquired knowledge to the analysis of short texts in the language of study.
The 1st yr Language and Translation course (first language) comes under the core educational activities 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 the foreign language main characteristics.
The course aims at providing:
the achievement of B2 level - 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.
Introduction to metalinguistic reflection also at comparative level: structural and typological aspects, sociolinguistic aspects, introduction to the language of study history.
Introduction to the knowledge and use of some resources and tools for language study (dictionaries, corpora and concordancers).
Introduction to intercultural communication and to linguistic-cultural mediation.
Application of 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.
Second language
The 1st year Language and Translation course (second language) comes under the core educational activities 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 second language as well as theoretical knowledge of the main characteristics of the foreign language. The course aims at providing:
the achievement of the A2 level - 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 through related strategies. (As for Russian, the level will be equivalent to A2).
Introduction to metalinguistic analysis also at a comparative level: structural and typological aspects, sociolinguistic aspects, introduction to the history of the language.
Introduction to the knowledge and use of some lexicographic resources.
Introduction to intercultural communication and to linguistic-cultural mediation.
Application of acquired knowledge to short texts.
Expected learning results: students will be able to use their second foreign language at a A2 level, they will be able to use communicative strategies corresponding to this level; they will be able to carry out metalinguistic activities from a comparative perspective; they will learn and start using some lexicographic resources at a basic level; they will have basic notions on communication and intercultural mediation; they will begin to apply acquired knowledge to the analysis of short texts in the language of study.
Curriculum
teacher profile teaching materials
The module aims to introduce students to the systematic study of the German language. During the first semester, the main focus will be on phonetics and phonology. The approach adopted will be of a contrastive nature, with a comparative analysis of the main differences between the German and Italian language systems. The aim is to improve students' pronunciation. Sound production processes, phonological rules, accentuation and the phoneme-grapheme relationship (thus also spelling) will be addressed. In addition, teaching methodologies will be explored and fundamental language learning strategies introduced.
In the second semester, after a brief excursus on the history of the German language, the concept of linguistic variation, both diachronic and synchronic, will be addressed. The main difficulties of the German language will be analysed, such as phrasal construction (in particular the position of elements), grammatical cases and lexical compounds. Valence theory, the study of word formation, the concept of the ‘Satzklammer’ (phrasal parenthesis) will also be introduced.
S. Lippert (2004) Aspetti contrastivi tedesco-italiano, in: S. Lippert, Metodi e strategie dell’apprendimento linguistico. Aspetti contrastivi Tedesco-Italiano, Roma, Edizioni Nuova Cultura, p. 77 – 109 (PDF fornito dall'autrice).
Programme
Introduction to the German LanguageThe module aims to introduce students to the systematic study of the German language. During the first semester, the main focus will be on phonetics and phonology. The approach adopted will be of a contrastive nature, with a comparative analysis of the main differences between the German and Italian language systems. The aim is to improve students' pronunciation. Sound production processes, phonological rules, accentuation and the phoneme-grapheme relationship (thus also spelling) will be addressed. In addition, teaching methodologies will be explored and fundamental language learning strategies introduced.
In the second semester, after a brief excursus on the history of the German language, the concept of linguistic variation, both diachronic and synchronic, will be addressed. The main difficulties of the German language will be analysed, such as phrasal construction (in particular the position of elements), grammatical cases and lexical compounds. Valence theory, the study of word formation, the concept of the ‘Satzklammer’ (phrasal parenthesis) will also be introduced.
Core Documentation
S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.S. Lippert (2004) Aspetti contrastivi tedesco-italiano, in: S. Lippert, Metodi e strategie dell’apprendimento linguistico. Aspetti contrastivi Tedesco-Italiano, Roma, Edizioni Nuova Cultura, p. 77 – 109 (PDF fornito dall'autrice).
Reference Bibliography
C. di Meola (2014) Fonetica, fonologia e grafia, in: C. di Meola, La linguistica tedesca. Un’introduzione con esercizi e bibliografia ragionata, Roma: Bulzoni, p. 17 – 55.Attendance
Attendance, not only of the linguistics course, but especially of the language course (CEL) is highly recommended. In the language course you learn German, studying it on your own, at home, is a very difficult task.Type of evaluation
The final examination consists of two sections: the language test, conducted by the Collaborators and Linguistic Experts (CEL), which includes a written component and an oral component, and the linguistics part. Students who have not passed the linguistics exemption will have to take a written examination with open-ended questions at the end of the academic year (or during one of the following sessions). teacher profile teaching materials
The module aims to introduce students to the systematic study of the German language. During the first semester, the main focus will be on phonetics and phonology. The approach adopted will be of a contrastive nature, with a comparative analysis of the main differences between the German and Italian language systems. The aim is to improve students' pronunciation. Sound production processes, phonological rules, accentuation and the phoneme-grapheme relationship (thus also spelling) will be addressed. In addition, teaching methodologies will be explored and fundamental language learning strategies introduced.
In the second semester, after a brief excursus on the history of the German language, the concept of linguistic variation, both diachronic and synchronic, will be addressed. The main difficulties of the German language will be analysed, such as phrasal construction (in particular the position of elements), grammatical cases and lexical compounds. Valence theory, the study of word formation, the concept of the ‘Satzklammer’ (phrasal parenthesis) will also be introduced.
S. Lippert (2004) Aspetti contrastivi tedesco-italiano, in: S. Lippert, Metodi e strategie dell’apprendimento linguistico. Aspetti contrastivi Tedesco-Italiano, Roma, Edizioni Nuova Cultura, p. 77 – 109 (PDF fornito dall'autrice).
Mutuazione: 20706102 LINGUA E TRADUZIONE TEDESCA 1 in Lingue e mediazione linguistico-culturale L-12 LIPPERT SUSANNE
Programme
Introduction to the German LanguageThe module aims to introduce students to the systematic study of the German language. During the first semester, the main focus will be on phonetics and phonology. The approach adopted will be of a contrastive nature, with a comparative analysis of the main differences between the German and Italian language systems. The aim is to improve students' pronunciation. Sound production processes, phonological rules, accentuation and the phoneme-grapheme relationship (thus also spelling) will be addressed. In addition, teaching methodologies will be explored and fundamental language learning strategies introduced.
In the second semester, after a brief excursus on the history of the German language, the concept of linguistic variation, both diachronic and synchronic, will be addressed. The main difficulties of the German language will be analysed, such as phrasal construction (in particular the position of elements), grammatical cases and lexical compounds. Valence theory, the study of word formation, the concept of the ‘Satzklammer’ (phrasal parenthesis) will also be introduced.
Core Documentation
S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.S. Lippert (2004) Aspetti contrastivi tedesco-italiano, in: S. Lippert, Metodi e strategie dell’apprendimento linguistico. Aspetti contrastivi Tedesco-Italiano, Roma, Edizioni Nuova Cultura, p. 77 – 109 (PDF fornito dall'autrice).
Reference Bibliography
C. di Meola (2014) Fonetica, fonologia e grafia, in: C. di Meola, La linguistica tedesca. Un’introduzione con esercizi e bibliografia ragionata, Roma: Bulzoni, p. 17 – 55.Attendance
Attendance, not only of the linguistics course, but especially of the language course (CEL) is highly recommended. In the language course you learn German, studying it on your own, at home, is a very difficult task.Type of evaluation
The final examination consists of two sections: the language test, conducted by the Collaborators and Linguistic Experts (CEL), which includes a written component and an oral component, and the linguistics part. Students who have not passed the linguistics exemption will have to take a written examination with open-ended questions at the end of the academic year (or during one of the following sessions).