One of the general objectives of the cds is the acquisition of competence in two foreign languages, which is based on the development of the four active and passive written-oral skills, for the study of intercultural and transcultural phenomena through the tools and methodologies of linguistic and philological analysis, as well as translation theory and practice.
The teaching of Language and Translation - German Language I is one of the training activities characterizing the sector "Languages and Translation" and aims at the objective described above. The course aims to provide the student with the language skills level A2 (according to the CEFR) and the linguistic-argumentative strategies in the language. It also aims to develop the ability to reflect on the phonological and morphological structures of contemporary German, as well as on the spelling system and its history.
The student will be able to: put into practice the linguistic and communicative skills (active, passive and mixed) acquired; start a reflection of a metalinguistic character; also possess an initial intercultural competence.
The teaching of Language and Translation - German Language I is one of the training activities characterizing the sector "Languages and Translation" and aims at the objective described above. The course aims to provide the student with the language skills level A2 (according to the CEFR) and the linguistic-argumentative strategies in the language. It also aims to develop the ability to reflect on the phonological and morphological structures of contemporary German, as well as on the spelling system and its history.
The student will be able to: put into practice the linguistic and communicative skills (active, passive and mixed) acquired; start a reflection of a metalinguistic character; also possess an initial intercultural competence.
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.
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.
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.
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.