The European language 1 MA course comes under the core educational activities of the MA course in Modern Languages for International Communication and, specifically, among the founding and cross-curricular activities aimed at deepening knowledge and competences in both the linguistic, cultural and textual heritage of the languages studied. The course aims at providing further deepening of specific knowledge and area specific analytical and methodological competences, while strengthening those already acquired during the previous three-year Bachelor’s degree course. On the basis of the competence levels required for access and in view of the C1+ level achievement in all competences foreseen at the end of the second year, the course is aimed at the consolidation and strengthening of the entry levels and at deepening the linguistic, sociolinguistic, metalinguistic and pragmatic competences in the language object of study in international communication contexts.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
Specifically, the following will be further deepened:
a) ability to interact in the foreign language also within specialist contexts;
b) ability to analyse written, spoken and multimedia genres and text typologies within general and specialised language use;
c) knowledge and comprehension of the theoretical and applied aspects of mediation and translation processes;
c.1) analysis, translation and production of short texts belonging to different textual genres and produced in a number of specialised sectors (workshop);
d) application of acquired knowledge to different textual typologies;
e) (spoken and written) mediation competences within multilingual and multicultural interaction contexts;
f) knowledge and use of information technology tools for corpora analysis (written, spoken and multimedia texts);
g) capacity of planning brief research studies on the language/s studied;
g.1) analysis of research studies and use of information technology tools (e.g. Corpora software) in the language studied (workshop).
Expected learning results: students will have linguistic, sociolinguistic, metalinguistic and pragmatic competence in the language object of study in international communication contexts; they will be able to interact in the foreign language also in specialist contexts; to analyse written, spoken and multimedia genres and textual typologies; to understand mediation and translation processes; they will have competences of mediation in multilingual and multicultural interaction contexts, of planning short research studies on the language studied; they will know (and be able to use) the information and technology tools for corpora analysis.
teacher profile teaching materials
Word combinations. Linguistic and lexicographical aspects.
After a brief introduction to the terminology and categorisation of word combinations, their representation in various online resources, (online) dictionaries, parallel texts and corpora, as well as the difficulties involved in translating them, will be discussed. In addition, the difference between phraseologism, collocation, word formation and valency is discussed. Theory and practical exercises alternate; metalinguistic reflection is an important constant throughout the course.
Programme
Prof. Nied's module:Word combinations. Linguistic and lexicographical aspects.
After a brief introduction to the terminology and categorisation of word combinations, their representation in various online resources, (online) dictionaries, parallel texts and corpora, as well as the difficulties involved in translating them, will be discussed. In addition, the difference between phraseologism, collocation, word formation and valency is discussed. Theory and practical exercises alternate; metalinguistic reflection is an important constant throughout the course.
Core Documentation
Authentic German-language texts are used as a starting point for theoretical explanations and practical applications.Reference Bibliography
1. Burger, Harald (42010): Phraseologie. Eine Einführung am Beispiel des Deutschen. Berlin: Schmidt, S. 11-58, 120-121, 155-178, 179-204. (Grundbegriffe, Phraseologismen im Text, Phraseologismen im Wörterbuch) 2. Nied Curcio, Martina (2020): Erfolgreiches Nachschlagen von Phrasemen in Online-Wörterbüchern und Applikationen – ein nicht zu unterschätzendes Problem für Fremdsprachenlernende. In: Konecny, Christine / Autelli, Erica / Abel, Andrea / Zanasi, Lorenzo (eds.): Lexemkombinationen und typisierte Rede im mehrsprachigen Kontext. 2 Bd. Tübingen: Stauffenburg [Stauffenburg Linguistik]. 3. Uploaded materials on TEAMSAttendance
Attendance is strongly recommended! The language practice sessions (CEL) are not merely review classes, but rather the setting where theoretical knowledge is transformed into practical skills. Regular attendance allows for the balanced development of comprehension, production, interaction, and linguistic mediation—skills that require constant practice and cannot be acquired solely through individual study. Language acquisition differs from the study of other disciplines, as it involves the gradual development of language skills through constant exposure and practice, rather than intensive study limited to the period immediately preceding the exam.Type of evaluation
The language test/proficiency test (using the CEL exams) is administered (only) during the first exam period of each session. During the language test, all skills are assessed according to the CEFR: reading comprehension, listening comprehension, writing, speaking, and oral interaction. The other exam periods (the second and third [summer session]) are reserved for the exam related to the Professor’s module. The exam for Professor Nied’s module consists of a 90-minute written test. The written test consists of a number of questions designed to assess students’ actual understanding of the concepts and their ability to apply them in real-world contexts.