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 study of the German language. Initially, attention will be focused on phonetics and phonology. The approach adopted is contrastive in nature, with a comparative analysis of the main differences between the German and Italian linguistic systems. The goal is to improve pronunciation. The processes of sound production, phonological rules, stress patterns, and the phoneme–grapheme relationship (thus also spelling) will be addressed. We will then deal with language learning methods and strategies, particularly with regard to German.
This will be followed by a brief overview of the history of the German language, and the concept of linguistic variation will be discussed, both from a diachronic and synchronic perspective. We will proceed with an analysis of the main difficulties of the German language, such as sentence structure (in particular word order), case and gender. The theory of valency, word formation processes, and the concept of the “Satzklammer” (sentence bracket structure) will also be introduced.
S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.
Programme
Introduction to the German LanguageThe module aims to introduce students to the study of the German language. Initially, attention will be focused on phonetics and phonology. The approach adopted is contrastive in nature, with a comparative analysis of the main differences between the German and Italian linguistic systems. The goal is to improve pronunciation. The processes of sound production, phonological rules, stress patterns, and the phoneme–grapheme relationship (thus also spelling) will be addressed. We will then deal with language learning methods and strategies, particularly with regard to German.
This will be followed by a brief overview of the history of the German language, and the concept of linguistic variation will be discussed, both from a diachronic and synchronic perspective. We will proceed with an analysis of the main difficulties of the German language, such as sentence structure (in particular word order), case and gender. The theory of valency, word formation processes, and the concept of the “Satzklammer” (sentence bracket structure) will also be introduced.
Core Documentation
H. Blühdorn, M. Foschi Albert (2014) Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa, University Press.S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.
Reference Bibliography
H. Blühdorn, M. Foschi Albert (2014) Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa, University Press. S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.Attendance
Students who attend regularly will have the opportunity to take a midterm exemption test.Type of evaluation
The final exam will be structured in two sections: The first part is a language proficiency test, related to the syllabus covered by the Language Assistants and Experts (CEL). It includes both a written and an oral component. The second part of the exam is linguistics (S. Lippert’s syllabus, written exam). At the end of the semester, attending students will have the opportunity to take a midterm exemption test (for the linguistics component). Students who do not take the linguistics exemption test will be required to take, at the end of the academic year (or during one of the subsequent exam sessions), a written exam consisting of open-ended questions. teacher profile teaching materials
The module aims to introduce students to the study of the German language. Initially, attention will be focused on phonetics and phonology. The approach adopted is contrastive in nature, with a comparative analysis of the main differences between the German and Italian linguistic systems. The goal is to improve pronunciation. The processes of sound production, phonological rules, stress patterns, and the phoneme–grapheme relationship (thus also spelling) will be addressed. We will then deal with language learning methods and strategies, particularly with regard to German.
This will be followed by a brief overview of the history of the German language, and the concept of linguistic variation will be discussed, both from a diachronic and synchronic perspective. We will proceed with an analysis of the main difficulties of the German language, such as sentence structure (in particular word order), case and gender. The theory of valency, word formation processes, and the concept of the “Satzklammer” (sentence bracket structure) will also be introduced.
S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.
Mutuazione: 20706102 LINGUA E TRADUZIONE TEDESCA 1 in Lingue e mediazione linguistico-culturale L-12 R LIPPERT SUSANNE
Programme
Introduction to the German LanguageThe module aims to introduce students to the study of the German language. Initially, attention will be focused on phonetics and phonology. The approach adopted is contrastive in nature, with a comparative analysis of the main differences between the German and Italian linguistic systems. The goal is to improve pronunciation. The processes of sound production, phonological rules, stress patterns, and the phoneme–grapheme relationship (thus also spelling) will be addressed. We will then deal with language learning methods and strategies, particularly with regard to German.
This will be followed by a brief overview of the history of the German language, and the concept of linguistic variation will be discussed, both from a diachronic and synchronic perspective. We will proceed with an analysis of the main difficulties of the German language, such as sentence structure (in particular word order), case and gender. The theory of valency, word formation processes, and the concept of the “Satzklammer” (sentence bracket structure) will also be introduced.
Core Documentation
H. Blühdorn, M. Foschi Albert (2014) Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa, University Press.S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.
Reference Bibliography
H. Blühdorn, M. Foschi Albert (2014) Leggere e comprendere il tedesco. Manuale per studenti e docenti in formazione, Pisa, University Press. S. Lippert (2023) Studiare il tedesco. Un'introduzione, Firenze, Le Lettere.Attendance
Students who attend regularly will have the opportunity to take a midterm exemption test.Type of evaluation
The final exam will be structured in two sections: The first part is a language proficiency test, related to the syllabus covered by the Language Assistants and Experts (CEL). It includes both a written and an oral component. The second part of the exam is linguistics (S. Lippert’s syllabus, written exam). At the end of the semester, attending students will have the opportunity to take a midterm exemption test (for the linguistics component). Students who do not take the linguistics exemption test will be required to take, at the end of the academic year (or during one of the subsequent exam sessions), a written exam consisting of open-ended questions.