Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
• One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
• One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

IL MODULO, AFFIANCATO DALLE ESERCITAZIONI DEL LETTORATO PER IL RAGGIUNGIMENTO DEI LIVELLI LINGUISTICI PREVISTI, COSTITUISCE UN AVVIAMENTO ALLA CONOSCENZA ANALITICA DEL TEDESCO CONTEMPORANEO, INCENTRATO SULLE STRUTTURE FONOLOGICHE (ANALISI DELL’ARTICOLAZIONE DEI SUONI LINGUISTICI, LORO TRASCRIZIONE FONETICA) E MORFOLOGICHE, CON PARTICOLARE RIGUARDO AI PROCESSI DI FORMAZIONE DELLE PAROLE. VERRANNO DELINEATE INOLTRE LE PRINCIPALI CARATTERISTICHE DELL’ORTOGRAFIA VECCHIA E NUOVA.

CLAUDIO DI MEOLA, LA LINGUISTICA TEDESCA, 2ª EDIZ. AMPLIATA, BULZONI, ROMA 2007, CAP. I (FONETICA, FONOLOGIA E GRAFIA), CAP. II (MORFOLOGIA).

Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
• One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
• One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

IL MODULO, AFFIANCATO DALLE ESERCITAZIONI DEL LETTORATO PER IL RAGGIUNGIMENTO DEI LIVELLI LINGUISTICI PREVISTI, COSTITUISCE UN AVVIAMENTO ALLA CONOSCENZA ANALITICA DEL TEDESCO CONTEMPORANEO, INCENTRATO SULLE STRUTTURE FONOLOGICHE (ANALISI DELL’ARTICOLAZIONE DEI SUONI LINGUISTICI, LORO TRASCRIZIONE FONETICA) E MORFOLOGICHE, CON PARTICOLARE RIGUARDO AI PROCESSI DI FORMAZIONE DELLE PAROLE. VERRANNO DELINEATE INOLTRE LE PRINCIPALI CARATTERISTICHE DELL’ORTOGRAFIA VECCHIA E NUOVA.

CLAUDIO DI MEOLA, LA LINGUISTICA TEDESCA, 2ª EDIZ. AMPLIATA, BULZONI, ROMA 2007, CAP. I (FONETICA, FONOLOGIA E GRAFIA), CAP. II (MORFOLOGIA).

Eros, fin’amors and poetry in medieval Romance culture
One of the most important features of medieval European civilization (Provence, North-France, Italy, Spain, Portugal) is the emergence of an erotic ideology that immediately generates peculiar forms of thinking and acting: the cortesia expresses a new social code. Therefore also new forms of literary creation emerge: the provençal poetry and the ideology of fin'amors soon extend to all Europe, through the works of the most important troubadours, and influence the German poetry of the Minnesänger and the Sicilian poets at the Frederick II’s court.
The evolution of eros into fin'amors, of the natural impulse which was mithicised and even deified in the ancient Greek and Roman civilization, into a fundamental cultural theme brings along a profound transformation of poetry and literature in all Europe.

D. de Rougemont, L'Amore e l’Occidente (1939), Milano 1998;
E. Köhler, Sociologia della fin'amor: saggi trobadorici, Padova 1987;
M. Mancini, Metafora feudale, Bologna 1993.

The course comprises:
A) a preliminary language course (1 CFU, 12 HOURS)
B) Lecture (5 CFU, 30 HOURS)
**************************
A) The preliminary course provides a grounding in the Old English Language;
B) The course will focus on a prose text drawn from those available in 'A Guide to Old English'; the text will be translated and analyzed from a linguistic as well as a cultural and literary perspective. Issues relating to its transmission will furthermore be considered.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.
Students are requested to register for the course by sending an e-mail to the lecturer (paolo.vaciago@uniroma3.it) indicating their name and matriculation number.
Students unable to attend the course in person are requested to contact the lecturer well in advance of the session in which they intend to take the exam.

The course keeps developing the programme of the 2nd year, by proposing additional theoretical reflection and practical exercises relating to fundamental issues in the field of spanish linguistics (also in a contrastive perspective) and to translation activity involving spanish and italian.

Textbooks included in the 2nd year programme (2B Module), together with additional references and material which will be indicated by the teacher.

-Josefa Martín García, Gramática y léxico del español, Grupo Anaya, Alcalá, 2006 (all the activities included in the “Cuarta parte”).
-Gutiérrez Chávez T.- Noriega Fernández A. Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012 (selected units).

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Eros, fin’amors and poetry in medieval Romance culture
One of the most important features of medieval European civilization (Provence, North-France, Italy, Spain, Portugal) is the emergence of an erotic ideology that immediately generates peculiar forms of thinking and acting: the cortesia expresses a new social code. Therefore also new forms of literary creation emerge: the provençal poetry and the ideology of fin'amors soon extend to all Europe, through the works of the most important troubadours, and influence the German poetry of the Minnesänger and the Sicilian poets at the Frederick II’s court.
The evolution of eros into fin'amors, of the natural impulse which was mithicised and even deified in the ancient Greek and Roman civilization, into a fundamental cultural theme brings along a profound transformation of poetry and literature in all Europe.

D. de Rougemont, L'Amore e l’Occidente (1939), Milano 1998;
E. Köhler, Sociologia della fin'amor: saggi trobadorici, Padova 1987;
M. Mancini, Metafora feudale, Bologna 1993.

The course keeps developing the programme of the 2nd year, by proposing additional theoretical reflection and practical exercises relating to fundamental issues in the field of spanish linguistics (also in a contrastive perspective) and to translation activity involving spanish and italian.

Textbooks included in the 2nd year programme (2B Module), together with additional references and material which will be indicated by the teacher.

-Josefa Martín García, Gramática y léxico del español, Grupo Anaya, Alcalá, 2006 (all the activities included in the “Cuarta parte”).
-Gutiérrez Chávez T.- Noriega Fernández A. Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012 (selected units).

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

The course presents the most important stages in the formation of romance linguistic and literary culture, from the evolution of the romance languages and the analysis of the first written attestations (the Appendix Probi, the indovinello veronese, the Glosses of Reichenau etc). some representive texts of the epical, lyric and courtly tradition will be analysed, with particular attention to the cultural and historical continuity between Late Antiquity and the Middle Ages.

- C. Tagliavini, Le origini delle lingue neolatine, Pàtron, Bologna, 1982 (capp. I, III, IV, VII) OPPURE L. RENZI, A. ANDREOSE, Manuale di linguistica e filologia romanza, Bologna, il Mulino, 2003 (Introduzione e capp. I, VII-X);
- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989 (Introduzione e capitoli I, IV);
- F. Brugnolo, Traduzioni poetiche nella Scuola siciliana, in Premio “Città di Monselice” per la traduzione letteraria e scientifica – 31-32-33, a cura di G. Peron, Padova, Il Poligrafo, 2004, pp. 270-91 (il saggio sarà messo a disposizione dai docenti).
- M. De Riquer, Leggere i trovatori, ed. italiana a cura di M. Bonafin, Macerata, EUM, 2010 (antologia di testi trobadorici);
- Dante Alighieri, De vulgari eloquentia, a cura di M. Tavoni, in Opere, I, Milano, Mondadori, 2011, pp. 1065-1547 (oppure: Dante Alighieri, De vulgari eloquentia, a cura di V. Coletti, Milano, Garzanti, 2008 (e ristampe successive).
- A. Varvaro, Letterature romanze del Medioevo, Bologna, il Mulino, 1985.

Ulteriori riferimenti bibliografici:
- F. Brugnolo, R. Capelli, Profilo delle letterature romanze medievali, Roma, Carocci, 2011, capp. 1 e 2;
- Au. Roncaglia, Le origini della lingua e della letteratura italiana, Torino, UTET, 2006, pp. 1-30 e 157-214.

Old English Wisdom Poetry: The Seafarer

The course aims at giving students the ability to translate and discuss critically Old English poetic texts and to relate them to their cultural and linguistic context. The Seafarer will be analyzed considering the main features of Old English poetry, that is its literary style, symbolism, peculiarities of poetic language and of manuscript transmission.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford 2008;
or: I. L. Gordon (ed.), The Seafarer, Methuen, London 1966.
- F. C. Robinson, Old English, in B. Murdoch - M. Read (edd.), Early Germanic Literature and Culture, Camden House, Rochester-New York 2004, PP. 205-233; or: M. Godden-M. Lapidge, The Cambridge Companion to Old English Literature, Cambridge University Press, Cambridge 1991.
- A.M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Laterza, Bari-Roma 2010.
- R. Lass, Old English: a Historical Linguistic Companion, Cambridge University Press, Cambridge 1993.
Further material will be given at the beginning of the course.
Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

Language and text: the lexicon of present-day Portuguese. Translation practice and procedure.

R. de Sá Nogueira, Dicionário de erros e problemas de linguagem, u.e.
J.P. Machado, Estrangeirismos na Língua Portuguesa, Lisboa, Editorial Notícias, u.e.
U. Eco, Dire quasi la stessa cosa. Esperienze di traduzione, Bompiani, 2003.

Further bibliographical details will be provided during the course.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.
Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2 level.
Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

The lexicon of the Russian language: word formation rules (lexical derivation and compounding). Introduction to phraseology: collocations and idioms. Elements of historical grammar. Selected grammatical topics of particular difficulty (participles and gerunds).

Readings for attending students: the course material will be provided in electronic form during the course.
A selection of texts dealing with the topics of the course will be analyzed, translated into Italian, and discussed in class.

Readings for non attending students:
L. Kasatkin, L. Krysin,; V. Zhivov, Il russo, a cura di N. Marcialis e A. Parenti; La Nuova Italia Editrice, Firenze 1995 (selected parts)
C. Bernard, G. Stone, M. Polinsky, The Russian Language in the Twentieth Century, Clarendon Press, Oxford 1996 (pp: 185-230)

Readings for non attending russian-speaking students:
N.S. Valgina, D.Je. Rozental', M.I. Fomina (a cura di), Sovremennyj russkij jazyk: Učebnik, Logos, Moskva, 2002.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

The course presents the most important stages in the formation of romance linguistic and literary culture, from the evolution of the romance languages and the analysis of the first written attestations (the Appendix Probi, the indovinello veronese, the Glosses of Reichenau etc). some representive texts of the epical, lyric and courtly tradition will be analysed, with particular attention to the cultural and historical continuity between Late Antiquity and the Middle Ages.

- C. Tagliavini, Le origini delle lingue neolatine, Pàtron, Bologna, 1982 (capp. I, III, IV, VII) OPPURE L. RENZI, A. ANDREOSE, Manuale di linguistica e filologia romanza, Bologna, il Mulino, 2003 (Introduzione e capp. I, VII-X);
- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989 (Introduzione e capitoli I, IV);
- F. Brugnolo, Traduzioni poetiche nella Scuola siciliana, in Premio “Città di Monselice” per la traduzione letteraria e scientifica – 31-32-33, a cura di G. Peron, Padova, Il Poligrafo, 2004, pp. 270-91 (il saggio sarà messo a disposizione dai docenti).
- M. De Riquer, Leggere i trovatori, ed. italiana a cura di M. Bonafin, Macerata, EUM, 2010 (antologia di testi trobadorici);
- Dante Alighieri, De vulgari eloquentia, a cura di M. Tavoni, in Opere, I, Milano, Mondadori, 2011, pp. 1065-1547 (oppure: Dante Alighieri, De vulgari eloquentia, a cura di V. Coletti, Milano, Garzanti, 2008 (e ristampe successive).
- A. Varvaro, Letterature romanze del Medioevo, Bologna, il Mulino, 1985.

Ulteriori riferimenti bibliografici:
- F. Brugnolo, R. Capelli, Profilo delle letterature romanze medievali, Roma, Carocci, 2011, capp. 1 e 2;
- Au. Roncaglia, Le origini della lingua e della letteratura italiana, Torino, UTET, 2006, pp. 1-30 e 157-214.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

Language and text: the lexicon of present-day Portuguese. Translation practice and procedure.

R. de Sá Nogueira, Dicionário de erros e problemas de linguagem, u.e.
J.P. Machado, Estrangeirismos na Língua Portuguesa, Lisboa, Editorial Notícias, u.e.
U. Eco, Dire quasi la stessa cosa. Esperienze di traduzione, Bompiani, 2003.

Further bibliographical details will be provided during the course.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.
Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2 level.
Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

The lexicon of the Russian language: word formation rules (lexical derivation and compounding). Introduction to phraseology: collocations and idioms. Elements of historical grammar. Selected grammatical topics of particular difficulty (participles and gerunds).

Readings for attending students: the course material will be provided in electronic form during the course.
A selection of texts dealing with the topics of the course will be analyzed, translated into Italian, and discussed in class.

Readings for non attending students:
L. Kasatkin, L. Krysin,; V. Zhivov, Il russo, a cura di N. Marcialis e A. Parenti; La Nuova Italia Editrice, Firenze 1995 (selected parts)
C. Bernard, G. Stone, M. Polinsky, The Russian Language in the Twentieth Century, Clarendon Press, Oxford 1996 (pp: 185-230)

Readings for non attending russian-speaking students:
N.S. Valgina, D.Je. Rozental', M.I. Fomina (a cura di), Sovremennyj russkij jazyk: Učebnik, Logos, Moskva, 2002.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of childhood/adolescence and its interaction with culture.

Literary texts:
Charles Dickens, Oliver Twist (any unabridged English edition);
James Joyce, a selection from Dubliners (provided by the teacher)
J. M. Coetzee, The Childhood of Jesus (any unabridged English edition)

Critical essays: a list of essays on the above authors/texts will be provided during the course. References will be available on my website.

Reading list (one of your choice):
1. Joseph Conrad, The Shadow Line
2. Oscar Wilde, The Picture of Dorian Gray
3. Selection of Victorian poetry: Alfred Tennyson, Ulysses; Robert Browning, My Last Duchess; Matthew Arnold, Dover Beach, Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43; Rudyard Kipling, The White Man’s Burden (if you make this choice you have to read all the poems)
4. Virginia Woolf, “Modern Fiction” and Mrs Dalloway
5. Samuel Beckett, Waiting for Godot

Literary history (one of your choice):
P. Bertinetti (ed.), Storia della letteratura inglese, vol. II, chap. II-III-IV, Einaudi, 2000
or
A. Sanders, The Short Oxford History of English Literature, chap. 7-8-9, Oxford, Clarendon Press, 1994.

Optional readings:

Textual analysis (one of your choice):
Roland Bourneuf, Réal Ouellet, L’universo del romanzo, Torino, Einaudi 1976 (I ed. 1972) or
Gérard Genette, Figure III. Discorso del racconto, Torino, Einaudi 1976 [I ed. 1972] or
Roland Barthes, L’analisi del racconto, Milano, Bompiani, 2002 [I ed. 1969], or
Angelo Marchese, L’officina del racconto. Semiotica della narratività, Milano, Mondadori, 1990 [I ed. 1983] , or
Loredana Chines, Carlo Varotti, Che cos’è un testo letterario, Roma, Carocci, 2001

ATTRAVERSO LA LETTURA DI QUATTRO ROMANZI COMPOSTI DALLA METÀ DELL’OTTOCENTO A OGGI, E LA VISIONE DI UNA SCELTA DI FILM, IL CORSO INDAGA IL TEMA DEL RAPPORTO TRA LE GENERAZIONI. IL COMPLESSO LEGAME GENITORI-FIGLI, O PIÙ SEMPLICEMENTE VECCHI-GIOVANI, DIVENTA NEI TESTI SCELTI UNA LENTE ATTRAVERSO CUI NARRARE IL MONDO, E SPESSO DELINEARE I CARATTERI POLITICI, SOCIALI E CULTURALI DI UN’EPOCA. DA DICKENS A COETZEE, IL TEMA DEL RAPPORTO TRA LE GENERAZIONI, ORA PACIFICO ORA VIOLENTO, SI RIVELA TRA I PIÙ FECONDI DELLA LETTERATURA IN LINGUA INGLESE.

TESTI LETTERARI:
CHARLES DICKENS, GREAT EXPECTATIONS (1861) (QUALSIASI EDIZIONE INGLESE);
VIRGINA WOOLF, TO THE LIGHTHOUSE (1927) (QUALSIASI EDIZIONE INGLESE);
DORIS LESSING, MARTHA QUEST (1952) (QUALSIASI EDIZIONE INGLESE);
J. M. COETZEE, DISGRACE, SECKER & WARBURG 1999.
FILM DA DEFINIRE.

TESTI CRITICI:
RACHEL BOWLBY, A CHILD OF ONE’S OWN. PARENTAL STORIES, OXFORD UNIVERSITY PRESS 2013 (CAPITOLI SCELTI, IN FOTOCOPIA).
ALTRO MATERIALE CRITICO SARÀ INDICATO DALLA DOCENTE ALL’INIZIO DEL CORSO E FORNITO, SE POSSIBILE, IN PDF.

STORIA DELLA LETTERATURA (UN TESTO A SCELTA TRA QUELLI INDICATI):
P. BERTINETTI (A CURA DI), STORIA DELLA LETTERATURA INGLESE, VOL. II, (CAPITOLI 2, 3, 4 E PARTI DEL 5), EINAUDI, 2000;
A. SANDERS, THE SHORT OXFORD HISTORY OF ENGLISH LITERATURE, (CAPITOLI 7, 8, 9), CLARENDON PRESS, 1994.

Objectives:
Students will develop a good knowledge of the literature and culture of Anglophone countries from the Victorian Age to the present day. The course will introduce students to the most significant critical approaches of literary theory with particular emphasis on the specificities of literary language and on the intertextual, intermedial, intercultural aspects of a good range of literary texts. Students will develop an ability to critically engage with literary works and their cultural and historical contexts.

Programme

The course will introduce students to a number of texts which exemplify the variety of narrative forms as well as the transformations which have shaped English occurred 1848-1999 during the period covered by the course.

Prescribed reading

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Criticism and Historical Background

A list of materials will be available after the summer.

Students who do not plan to attend classes should come and speak to the instructor during his office hours (Tuesday, 14:30-16:30)

Fiction
Charles Dickens, “The Haunted Man” (1848)
Joseph Conrad, “The Secret Sharer” (1910)
Hanif Kureishi, “My Son the Fanatic” (1994)
J. M. Coetzee, Disgrace (1999)

Drama
Samuel Beckett, Waiting for Godot (1953)

Poetry
The exam programme includes the following nineteenth- and twentieth century poems, which will be made available before the course starts. At the end of the course the instructor will prepare for non-attending students a critical guide to a selection of these poems.

- Alfred Tennyson, Ulysses;
- Robert Browning, My Last Duchess;
- Matthew Arnold, Dover Beach;
- Elizabeth Barrett Browning, Sonnets from the Portuguese: sonnets 1 and 43;
- Rudyard Kipling, The White Man’s Burden;
- Thomas Hardy, The Convergence of the Twain (Lines on the loss of the Titanic);
- T. S. Eliot, The Love Song of J. Alfred Prufrock;
- Ezra Pound, In a Station of the Metro;
- W. B. Yeats, Leda and the Swan;
- W. H. Auden, Funeral Blues;
- Dylan Thomas, Do Not Go Gentle into That Good Night;
- Philip Larkin, Church Going.

Reading List

Students are required to study on their own one of the following novels:

- Oscar Wilde, The Picture of Dorian Gray (1889)/Il ritratto di Dorian Gray (Feltrinelli, 2013)
- E. M. Forster, A Passage to India (1924) /Passaggio in India (Mondadori, 2001)

Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

IL MODULO, AFFIANCATO DALLE ESERCITAZIONI DEL LETTORATO PER IL RAGGIUNGIMENTO DEI LIVELLI LINGUISTICI PREVISTI, COSTITUISCE UN AVVIAMENTO ALLA CONOSCENZA ANALITICA DEL TEDESCO CONTEMPORANEO, INCENTRATO SULLE STRUTTURE FONOLOGICHE (ANALISI DELL’ARTICOLAZIONE DEI SUONI LINGUISTICI, LORO TRASCRIZIONE FONETICA) E MORFOLOGICHE, CON PARTICOLARE RIGUARDO AI PROCESSI DI FORMAZIONE DELLE PAROLE. VERRANNO DELINEATE INOLTRE LE PRINCIPALI CARATTERISTICHE DELL’ORTOGRAFIA VECCHIA E NUOVA.

CLAUDIO DI MEOLA, LA LINGUISTICA TEDESCA, 2ª EDIZ. AMPLIATA, BULZONI, ROMA 2007, CAP. I (FONETICA, FONOLOGIA E GRAFIA), CAP. II (MORFOLOGIA).

Grammatica della lingua francese, by F.P.A. MADONIA and A. PRINCIPATO,
Carocci editore, Roma 2011: Introduction, ch. 1 (Fonetica e fonologia), ch. 2
(Grafematica e ortografia), ch. 3 (L'articolo), ch. 4 (Il nome).

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

1. Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
2. Jackson H., Words and Their Meaning, Longman, 1988 (chapters 2, 3, 12).
3. One of the following monolingual dictionaries (latest edition):
- Cambridge Advanced Learner’s Dictionary
- Collins Cobuild Advanced Learner’s English Dictionary
- Longman Dictionary of Contemporary English
- MacMillan English Dictionary for Advanced Learners
- Oxford Advanced Learner’s Dictionary

IL MODULO, AFFIANCATO DALLE ESERCITAZIONI DEL LETTORATO PER IL RAGGIUNGIMENTO DEI LIVELLI LINGUISTICI PREVISTI, COSTITUISCE UN AVVIAMENTO ALLA CONOSCENZA ANALITICA DEL TEDESCO CONTEMPORANEO, INCENTRATO SULLE STRUTTURE FONOLOGICHE (ANALISI DELL’ARTICOLAZIONE DEI SUONI LINGUISTICI, LORO TRASCRIZIONE FONETICA) E MORFOLOGICHE, CON PARTICOLARE RIGUARDO AI PROCESSI DI FORMAZIONE DELLE PAROLE. VERRANNO DELINEATE INOLTRE LE PRINCIPALI CARATTERISTICHE DELL’ORTOGRAFIA VECCHIA E NUOVA.

CLAUDIO DI MEOLA, LA LINGUISTICA TEDESCA, 2ª EDIZ. AMPLIATA, BULZONI, ROMA 2007, CAP. I (FONETICA, FONOLOGIA E GRAFIA), CAP. II (MORFOLOGIA).

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

After providing the essential methodological tools to understand the economic history, the course outlines the formation and the development of the main capitalistic economies both in Europe and out of Europe between 19th and 20th centuries.
I. The first and second industrial revolution
- The preconditions for capitalist development in modern Eastern Atlantic, Centuries 17-18th.
- Expanded commercial agricultural revolution and industrial revolution in Britain in the eighteenth century.
- The process of capitalist concentration in the nineteenth century and the second industrial revolution.
II. Economic development in the 20th century
- Industry, trade networks, financial markets on the eve of the First World War.
- The economic cycles in the postwar period
- The crisis of 1929 and national policies in the '30s.

- F. Braudel, Espansione europea e capitalismo. 1450-1650, Bologna, Il Mulino, the latest edition available.
- R.Cameron, L.Neal, Storia economica del mondo, vol II, Dal XVIII secolo ai nostri giorni, Bologna, Il Mulino, the latest edition available.

This course is divided in two parts. The first one is an introduction to macroeconomics: economic behavior at the aggregate level (GDP, inflation, unemployment, interest rates, deficits, GDP growth).
The first part is designed to equip you with a framework that you will find useful in
understanding broad features of the Italian economy, which is the subject of the second part of the course.

Readings and texts will be indicated at the beginning of the course and posted on the website. Main texts are:

Lieberman, M. e Hall R. ,2006, Principi di economia, Apogeo, Milan
Nardozzi G., Miracolo e declino, Bari, Laterza, 2004;
Rossi S., La regina e il cavallo, Quattro mosse contro il declino, Rome-Bari, Laterza, 2006;
Signorini F., Visco I., L’economia italiana, Bologna, Il Mulino, 2002

The course is divided into two parts:
1. Basic notions of spanish linguistics:
• Linguistic variation and varieties of spanish (diatopic, diachronic, diamesic, diaphasic, diastratic, etc.).
• Introduction to the study of spanish lexicology: word formation, phraseology, use of dictionary.
2. Introduction to translation as a form of linguistic and cultural mediation: theorical and methodological approach combined with translation exercises of texts belonging to a variety of genres and types and characterised by different degrees of complexity.

Manuel CARRERA DíAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
Carmen SOLSONA MARTÍNEZ, La traducción como herramienta. Español para italófonos, Bologna, 2011.
Teresa GUTIÉRREZ CHÁVEZ – Alfredo NORIEGA FERNÁNDEZ, Latitud 0°. Manual de español intercultural, SGEL, Madrid, 2012.

The chapters of the textbooks included in the exam programme will be indicated by the teacher.

Grammatiche:
Maria LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
Asociación de academias de la lengua española, Nueva gramática de la lengua española, Madrid, 2010. 3 vols.

Testi di lettura:
1° lingua LLE Curriculum/OCI Curriculum:
-Jordi Galcerán, El Método Gronhölm.
- Julio Cortázar, Un tal Lucas.

2° lingua LLE Curriculum:
-Jordi Galcerán, El Método Gronhölm.
Ernesto Sábato, El túnel.

Additional bibliographical references and working materials together with a detailed program will be provided during the course.

The students are introduced in the german semantics and german lexicology and lexicography, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, semantic relations, semantic fields, false friends, polisemy, words of the year and a special historical period, “typical” german words which can’t be translated easily, neologism, german-italian lexicography, the use of dictionaries.

- Nied Curcio, Martina (in stampa): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
- Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

After providing the essential methodological tools to understand the economic history, the course outlines the formation and the development of the main capitalistic economies both in Europe and out of Europe between 19th and 20th centuries.
I. The first and second industrial revolution
- The preconditions for capitalist development in modern Eastern Atlantic, Centuries 17-18th.
- Expanded commercial agricultural revolution and industrial revolution in Britain in the eighteenth century.
- The process of capitalist concentration in the nineteenth century and the second industrial revolution.
II. Economic development in the 20th century
- Industry, trade networks, financial markets on the eve of the First World War.
- The economic cycles in the postwar period
- The crisis of 1929 and national policies in the '30s.

- F. Braudel, Espansione europea e capitalismo. 1450-1650, Bologna, Il Mulino, the latest edition available.
- R.Cameron, L.Neal, Storia economica del mondo, vol II, Dal XVIII secolo ai nostri giorni, Bologna, Il Mulino, the latest edition available.

This course is divided in two parts. The first one is an introduction to macroeconomics: economic behavior at the aggregate level (GDP, inflation, unemployment, interest rates, deficits, GDP growth).
The first part is designed to equip you with a framework that you will find useful in
understanding broad features of the Italian economy, which is the subject of the second part of the course.

Readings and texts will be indicated at the beginning of the course and posted on the website. Main texts are:

Lieberman, M. e Hall R. ,2006, Principi di economia, Apogeo, Milan
Nardozzi G., Miracolo e declino, Bari, Laterza, 2004;
Rossi S., La regina e il cavallo, Quattro mosse contro il declino, Rome-Bari, Laterza, 2006;
Signorini F., Visco I., L’economia italiana, Bologna, Il Mulino, 2002

Linguistic type. Typological corpus. Syntactic and morphological typology. Areal typology. Diachronic typology. Linguistic universals and tendencies. Implicational universals. Explaining language universals. Biological bases for language, brain localization, mirror neurons. Brain imaging techniques. Language in humans and non-humans. Origins (onto- and phylogenesis) of language. Linguistic innatism, functionalism, evolutionism.

- N. Grandi, Fondamenti di tipologia linguistica, Carocci.
- E. Lombardi Vallauri, The Relation between Mind and Language. The Innateness Hypothesis and the Poverty of the Stimulus, in The Linguistic Review 21, 2004, pp. 345-387.
- M. Christiansen – N. Chater, Language as shaped by the brain, in “Behavioral and Brain Sciences” 31, 2008, pp. 489-509 (cioè senza gli interventi di discussione di altri autori).
- F. Di Vincenzo – G. Manzi, Alla ricerca delle origini. In (a cura di N. Grandi), Nuovi dialoghi sulle lingue e il linguaggio, Pàtron, pp. 71-88.

I testi di difficile reperimento saranno forniti dal docente in fotocopia o in formato PDF. A tutta la parte su linguaggio e cervello faranno da indice – completandola – le schermate di PowerPoint che accompagneranno le lezioni. Anche queste saranno distribuite dal docente (a fine corso).

The aim of this course is to provide students with the fundamentals of diachronic linguistics. In particular, the course will deal with the following three topics:
(1) Basic knowledge of the history of comparative and historical linguistics.
(2) Learning the comparative method (reconstruction of the Indo-European phonological system) and the most important phonetic laws; analysis of some topics of the Indo-European morphophonology; comparison among genealogical, typological, and areal classification of languages.
(3) Analysis of the linguistic change, at phonetic, phonological, morphological, syntactic, and semantic level. Learning the reasons of linguistic change, and its spread in space and society.

level. Learning the reasons of linguistic change, and its spread in space and society.
Lehmann W.P., 1998, Manuale di linguistica storica, Bologna, il Mulino (capp. 2, 5-14).
Szemerényi O., 1980, Introduzione alla linguistica indeuropea, II ediz., Milano, Unicopli, 21-120.
Milizia P., 2002, Le lingue indoeuropee, Roma, Carocci.

General part: students are invited to reflect on pragmatics as an interface between language and culture. The challenges of intercultural communication are discussed, starting by the comparison between different ways of realizing and interpreting the same speech acts. Issues specifically related to the learning and teaching of pragmatic competence are then addressed.
Focus: some examples of empirical studies on cross-cultural, intercultural and interlanguage pragmatics are presented and discussed.

1. Nuzzo E. & Gauci P., Insegnare la pragmatica in italiano L2. Recenti ricerche nella prospettiva della teoria degli atti linguistici, Roma, Carocci, 2012.
2. Santoro E., Lo sviluppo della competenza pragmatica in italiano L2: un esperimento a partire da un corso online, in Rückl M., Santoro E. & Vedder I. (a cura di), Contesti di apprendimento di italiano L2. Tra teoria e pratica didattica, Firenze, Franco Cesati Editore, 2013: 27-42.
3. Vedder I., “Competenza pragmatica e complessità sintattica in italiano L2: l’uso dei modificatori nelle richieste”. Linguistica e Filologia 25 (2008): 99-123.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

Cultural anthropology today is no longer just the study of remote societies, but explores how people act and give meaning their actions in globalized world. The course deals with theory, method, and interpretation that this project demands. A part of course deals with communicative musicality and Festival.

(students attending):
- E.A.Schultz, R.H.Lavenda, Antropologia culturale, Zanichelli, Bologna, 2009, capitoli da 1 a 9
- P.Apolito, Ritmi di festa. Corpo, danza, socialità, Il Mulino, Bologna, 2014.

(students not attending):
- E.A.Schultz, R.H.Lavenda, Antropologia culturale, Zanichelli, Bologna, 2009, capitoli da 1 a 9
- P.Apolito, Ritmi di festa. Corpo, danza, socialità, Il Mulino, Bologna, 2014.
- A. Rossi, Lettere da una tarantata, Squilibri, Roma, 2015.

Lectures:
Syntactic, lexical and discourse features of spoken English; spontaneous spoken language vs film and television dialogue; the narrative functions of film and television dialogue; the multimodal dimension of audiovisual texts; basic concepts of translation theory and practice; theoretical and practical aspects of audiovisual translation; introduction to the translation of audiovisual texts.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. The 12 credits will be achieved at the end of the whole course. Lecture attendance is strongly recommended. Students who cannot attend classes must contact the course teacher by March 31.

1. P. Quaglio - D. Biber, “The Grammar of Conversation” in B. Aarts e A. McMahon (ed.), The Handbook of English Linguistics, Blackwell 2006, pp. 693-723.
2. P. Quaglio, Television Dialogue. The Sitcom Friends vs. Natural Conversation, Amsterdam/Philadelphia: Benjamins 2009 (chs. 1, 5, 6, 7).
3. J. House, Translation, Oxford: Oxford University Press, 2009 (chs. 1, 2, 3).
4. F. Chaume, Audiovisual Translation: Dubbing, Manchester: St. Jerome Publishing 2012 (chs. 4, 5, 7).
5. J. Diaz Cíntaz - Aline Remael, Audiovisual Translation: Subtitling, Manchester: St. Jerome Publishing 2009 (chs. 1, 3, 6).
6. Luis Pérez-González, Audiovisual Translation: Theories, Methods and Issues, New York and London: Routledge, 2014 (ch. 6 “Multimodality”).

Suggested readings:
1. S. Kozloff, Overhearing Film Dialogue, Berkeley and Los Angeles: University of California Press, 2000 (pp. 1-90).
2. C. Bubel, “Film Audiences as Overhearers”, Journal of Pragmatics 40 (2008), pp. 55-71.
3. K. Richardson, Television Dramatic Dialogue. A Sociolinguistic Study, Oxford: Oxford University Press 2010 (chs. 3, 4).
4. M. Bednarek, The Language of Fictional Television, London: Continuum 2010 (Part I: “Fictional Television: Dialogue and Drama”).
5. Pavesi, “Dubbing English into Italian: A Closer look at the Translation of Spoken Language”, in J. Díaz-Cintas (ed.). New Trends in Audiovisual Translation, Bristol/Buffalo/Toronto: Multilingual Matters, pp. 197-209.

TESTO IN TEDESCO:

SPRACH- UND KULTURMITTLUNG ITALIENISCH-DEUTSCH

THEMA DES SEMINARS IST DIE SPRACHMITTLUNG UNTER BESONDERER BERÜCKSICHTIGUNG KONTRASTIVER ASPEKTE ITALIENISCH-DEUTSCH. ES WERDEN SOWOHL THEORETISCH-LINGUISTISCHE THEMEN BESPROCHEN (Z.B. SPRACHMITTLUNG IM EUROPÄISCHEN REFERENZRAHMEN, ÜBERSETZUNG VS. SPRACHMITTLUNG, SPRACHMITTLUNG IM VERBUND DER ANDEREN SPRACHAKTIVITÄTEN, SPRACHMITTLUNG UND STRATEGIEN) ALS AUCH KONKRETE ÜBUNGEN ZUR SPRACHMITTLUNG AUF VERSCHIEDENEN SPRACHLICHEN NIVEAUS, V.A. B1/B2 DURCHGEFÜHRT.
UNTERRICHTSSPRACHE: DEUTSCH

KATELHÖN, PEGGY/ NIED CURCIO, MARTINA (2012): HANDBUCH ZUR SPRACHMITTLUNG ITALIENISCH-DEUTSCH. BERLIN: FRANK & TIMME,

- SCHÖPP, FRANK/ NIED CURCIO, MARTINA/ KATELHÖN, PEGGY (2013): SPRACHMITTLUNG ITALIENISCH. 33 AUFGABEN A1-B1. BUCH + ONLINE-ANGEBOT. REIHE: KOMMUNIKATIV STARK. STUTTGART: KLETT.

Cultural anthropology today is no longer just the study of remote societies, but explores how people act and give meaning their actions in globalized world. The course deals with theory, method, and interpretation that this project demands. A part of course deals with communicative musicality and Festival.

(students attending):
- E.A.Schultz, R.H.Lavenda, Antropologia culturale, Zanichelli, Bologna, 2009, capitoli da 1 a 9
- P.Apolito, Ritmi di festa. Corpo, danza, socialità, Il Mulino, Bologna, 2014.

(students not attending):
- E.A.Schultz, R.H.Lavenda, Antropologia culturale, Zanichelli, Bologna, 2009, capitoli da 1 a 9
- P.Apolito, Ritmi di festa. Corpo, danza, socialità, Il Mulino, Bologna, 2014.
- A. Rossi, Lettere da una tarantata, Squilibri, Roma, 2015.