I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

II TEACHING MODULE (6CFU)
Title: The age of the Renaissance between Italy and Europe
The course will examine the main historical events that have characterized the history of Italy and of the main European monarchies from the last thirty years of the fifteenth century to the first half of the sixteenth century.The lessons will also address the following topics: the intellectual and conceptual contents of the Renaissance, the discussion on Renaissance interpretations, the chronology and spaces of its diffusion, the use of the "Renaissance" historiographical category through the analysis of authoritative texts and appropriate sources.

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

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 B1 level.

Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6) selected pages: cap. 1, pp-32-42especially examples; cap. 2 pp. 46-63; cap 3. all; cap 4 pp. 102-113; cap 5 pp. 124-129; 134-137; cap. 6 all.
Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1,2, 3, 5, 12). Chapters 3 and 12 are to be updated to the latest edition(s) of the set dictionaries
One of the following monolingual dictionaries (latest edition) (the same as the first year's one):
- 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

This 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.

• 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

This course illustrates the main phonetic, phonological, morphological, syntactic and lexical-semantic 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.

Achievement of B1 level in both receptive and productive skills.

Development of students’:
a) basic knowledge and understanding of the main features of the foreign language;
b) ability to apply acquired knowledge to short texts from different text types;
c) ability to understand and communicate information.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1 to 6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 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

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

The aim of this course (II semester) is the acquisition of a basic knowledge of the written and oral Portuguese language (the A2 level of the Common European Framework of Reference for Languages ), of the tools to achieve communication in an everyday situation as well as of the skills of comprehension and written production of short texts. The second objective is to acquire the main features of the diachronic development, from Latin to Portuguese.
In addition, the course foresees to give a first approach to written translation (portuguese-italian).

For more info on the course outline and for the learning material the non-attending students are welcome to contact the teacher at the beginning of the course.

Texts:
Cardeira E. , O essencial sobre a História do Português, Caminho, Lisboa, 2006
Mulinacci, R., Introduzione alla fonetica e fonologia del portoghese, Aracne, Roma, 2018


Other teaching materials and bibliographical references will be provided to the students during the lessons.

Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007
Castagna V., Dizionario di portoghese. Portoghese-italiano; italiano-portoghese, Hoepli, Milano 2012

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

The course illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

Attendance at lessons is highly recommended.
Non-attending students are requested to contact the teacher (e-mail: valentina.benigni@uniroma3.it)

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

Course programme
Narrative modalities of Spanish Literature between the XVII and XX centuries.

Specific objectives of the course
Acquisition of a good knowledge of fundamental features of the Literary and Cultural History of Spain in a diachronic perspective, with particular regard to the evolution of narrative modalities between the XVI and XX centuries. Acquisition of good skills in the critical analysis of narrative text.

Didactic material (necessary to attend the course and to do the exam)
1) TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

2) CRITICS AND NOTIONS OF HISTORY AND LITERATURE HISTORY:

• C. Samonà, «Lazarillo de Tormes e il suo prologo», Spicilegio Moderno, 13 (1980), pp. 3-12;
• Samoná, Di Pinto, Rossi, La letteratura spagnola, voll. II-III, Sansoni-Accademia, 1974 (only the parts indicated by the professor);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (chap. 3);
• The introductions to the recommended editions (see point 1, Texts) and any other critical materials that will be indicated by the professor on her website.

Non-attending students are requested to contact the professor at least two months before the exam date. In addition, they must refer to the professor’s website for additional information and for the Temario of the exam (that is, the thematic guidelines useful for the exam preparation).

Didactic material (necessary to attend the course and to do the exam)
TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

During the course, the students will learn how to read a number of classics of English literature, dating from the Renaissance to early 20th century. The main emphasis will be on testing the main interpretive tools required to analyze the texts’ form and languages; just as important, however, will be the attempts that will be made to locate these texts within the English literary tradition by investigating their historical and cultural significance.

William Shakespeare, Antony and Cleopatra (1607), trad. A. Lombardo (Feltrinelli), edizione bilingue

Henry James, The Turn of the Screw/Il giro di vite (1898), (Marsilio), edizione bilingue
Joseph Conrad, Typhoon/Tifone (1901) (Mursia o La vita felice), edizione bilingue
James Joyce, “Evelyne” e “A Painful Case”, da Dubliners (1914), in fotocopia
Graham Greene, The Quiet American (Penguin) o L'americano tranquillo (Mondadori)

Poesie
Selezione da tre poeti di lingua inglese del ’900: W. H. Auden, Philip Larkin e Derek Walcott.
Il docente preparerà una dispensa, che sarà disponibile ad ottobre

Reading list non frequentanti
Oltre ai romanzi studiati in classe, gli studenti non frequentanti dovranno leggerne un altro a scelta tra:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

I non-frequentanti dovranno studiare la storia della letteratura inglese del Novecento.


Reading list
one of these two novels:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

A selection of poems by W. H. Auden, Philip Larkin and Derek Walcott.

This course explores the theme of the master-servant relationship in two canonical English texts (William's Shakespeare The Tempest and Daniel Defoe's Robinson Crusoe) and the metamorphoses of this theme across two celebrated rewritings of the Robinson-myth (Derek Walcott's Pantomime and J.M. Coetzee's Foe).

William Shakespeare, The Tempest (1611) (Arden or Penguin);
Daniel Defoe, Robinson Crusoe (1719) (Oxford World's Classics or Penguin Classics);
D. Walcott, Pantomime (1978);
J.M. Coetzee, Foe (1986).

The course introduces to the problems and genres characterizing German literature in its two most intense periods - the second half of eighteenth century and the early twentieth century - through the reading of some classical texts and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti (Einaudi).
J. W. Goethe, Werther (Einaudi).
F. Schiller I masnadieri (Mondadori)
H. von Kleist, Il principe di Homburg (Marsilio)
E.T.A. Hoffmann, L’uomo della sabbia (Mondadori)
G. Büchner, Lenz (Adelphi).
H. von Hofmannstahl, Elettra (Marsilio).
R.M. Rilke, Nuove poesie. Requiem (Einaudi).
F. Kafka, Il processo (Einaudi).
B. Brecht, L’opera da tre soldi (Einaudi).

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

II TEACHING MODULE (6CFU)
Title: The age of the Renaissance between Italy and Europe
The course will examine the main historical events that have characterized the history of Italy and of the main European monarchies from the last thirty years of the fifteenth century to the first half of the sixteenth century.The lessons will also address the following topics: the intellectual and conceptual contents of the Renaissance, the discussion on Renaissance interpretations, the chronology and spaces of its diffusion, the use of the "Renaissance" historiographical category through the analysis of authoritative texts and appropriate sources.

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

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 B1 level.

Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6) selected pages: cap. 1, pp-32-42especially examples; cap. 2 pp. 46-63; cap 3. all; cap 4 pp. 102-113; cap 5 pp. 124-129; 134-137; cap. 6 all.
Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1,2, 3, 5, 12). Chapters 3 and 12 are to be updated to the latest edition(s) of the set dictionaries
One of the following monolingual dictionaries (latest edition) (the same as the first year's one):
- 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

This 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.

• 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

This course illustrates the main phonetic, phonological, morphological, syntactic and lexical-semantic 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.

Achievement of B1 level in both receptive and productive skills.

Development of students’:
a) basic knowledge and understanding of the main features of the foreign language;
b) ability to apply acquired knowledge to short texts from different text types;
c) ability to understand and communicate information.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1 to 6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 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

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

The aim of this course (II semester) is the acquisition of a basic knowledge of the written and oral Portuguese language (the A2 level of the Common European Framework of Reference for Languages ), of the tools to achieve communication in an everyday situation as well as of the skills of comprehension and written production of short texts. The second objective is to acquire the main features of the diachronic development, from Latin to Portuguese.
In addition, the course foresees to give a first approach to written translation (portuguese-italian).

For more info on the course outline and for the learning material the non-attending students are welcome to contact the teacher at the beginning of the course.

Texts:
Cardeira E. , O essencial sobre a História do Português, Caminho, Lisboa, 2006
Mulinacci, R., Introduzione alla fonetica e fonologia del portoghese, Aracne, Roma, 2018


Other teaching materials and bibliographical references will be provided to the students during the lessons.

Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007
Castagna V., Dizionario di portoghese. Portoghese-italiano; italiano-portoghese, Hoepli, Milano 2012

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

The course illustrates the phonetics, phonology, and orthography of the Russian language (cyrillic alphabet), and provides an introduction to functional aspects of sound, such as accent and intonation and the system of Russian morphosyntax (nominal declension, category of animacy, verbal aspect, impersonal sentence, syntax of simple sentence).

A.Gancikov, Grammatica russa facile, Vallardi, Milano
Additional reading materials will be distributed in class.

Additional readings for non attending-students:
Timberlake, A Reference Grammar of Russian, Cambridge University Press, Cambridge, 2004.

Attendance at lessons is highly recommended.
Non-attending students are requested to contact the teacher (e-mail: valentina.benigni@uniroma3.it)

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

This course aims at tracking the most outstanding moments of French literature in the XIX century and at offering an in-depth analysis of the cultural and historical context of the above mentioned period. Special attention will be paid to the notion of genre, current and movement and the analysis of selected passages will provide clues to the main literary, artistic and formal issues.

M. Bertini (a cura di), Beaubourg. Auteurs, textes, genres de la littérature française. Le XIXe siècle (the selection of passages to be read and anaysed will be provided during the course).
Texts: G. Flaubert, Madame Bovary plus two novels or collections of poems to be chosen among the following: H. de Balzac, Père Goriot or Eugénie Grandet; Baudelaire, Les Fleurs du mal; Rimbaud, Poésies or Une saison en enfer; Stendhal, Le Rouge et Le Noir or La Chartreuse de Parme; Zola, L’Assommoir, Nana or Germinal. As regards the collections a representative choice of poems is required. All texts are to be read in unabridged version and original language. Parallel texts are allowed.

Course programme
Narrative modalities of Spanish Literature between the XVII and XX centuries.

Specific objectives of the course
Acquisition of a good knowledge of fundamental features of the Literary and Cultural History of Spain in a diachronic perspective, with particular regard to the evolution of narrative modalities between the XVI and XX centuries. Acquisition of good skills in the critical analysis of narrative text.

Didactic material (necessary to attend the course and to do the exam)
1) TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

2) CRITICS AND NOTIONS OF HISTORY AND LITERATURE HISTORY:

• C. Samonà, «Lazarillo de Tormes e il suo prologo», Spicilegio Moderno, 13 (1980), pp. 3-12;
• Samoná, Di Pinto, Rossi, La letteratura spagnola, voll. II-III, Sansoni-Accademia, 1974 (only the parts indicated by the professor);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (chap. 3);
• The introductions to the recommended editions (see point 1, Texts) and any other critical materials that will be indicated by the professor on her website.

Non-attending students are requested to contact the professor at least two months before the exam date. In addition, they must refer to the professor’s website for additional information and for the Temario of the exam (that is, the thematic guidelines useful for the exam preparation).

Didactic material (necessary to attend the course and to do the exam)
TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

During the course, the students will learn how to read a number of classics of English literature, dating from the Renaissance to early 20th century. The main emphasis will be on testing the main interpretive tools required to analyze the texts’ form and languages; just as important, however, will be the attempts that will be made to locate these texts within the English literary tradition by investigating their historical and cultural significance.

William Shakespeare, Antony and Cleopatra (1607), trad. A. Lombardo (Feltrinelli), edizione bilingue

Henry James, The Turn of the Screw/Il giro di vite (1898), (Marsilio), edizione bilingue
Joseph Conrad, Typhoon/Tifone (1901) (Mursia o La vita felice), edizione bilingue
James Joyce, “Evelyne” e “A Painful Case”, da Dubliners (1914), in fotocopia
Graham Greene, The Quiet American (Penguin) o L'americano tranquillo (Mondadori)

Poesie
Selezione da tre poeti di lingua inglese del ’900: W. H. Auden, Philip Larkin e Derek Walcott.
Il docente preparerà una dispensa, che sarà disponibile ad ottobre

Reading list non frequentanti
Oltre ai romanzi studiati in classe, gli studenti non frequentanti dovranno leggerne un altro a scelta tra:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

I non-frequentanti dovranno studiare la storia della letteratura inglese del Novecento.


Reading list
one of these two novels:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

A selection of poems by W. H. Auden, Philip Larkin and Derek Walcott.

This course explores the theme of the master-servant relationship in two canonical English texts (William's Shakespeare The Tempest and Daniel Defoe's Robinson Crusoe) and the metamorphoses of this theme across two celebrated rewritings of the Robinson-myth (Derek Walcott's Pantomime and J.M. Coetzee's Foe).

William Shakespeare, The Tempest (1611) (Arden or Penguin);
Daniel Defoe, Robinson Crusoe (1719) (Oxford World's Classics or Penguin Classics);
D. Walcott, Pantomime (1978);
J.M. Coetzee, Foe (1986).

The course introduces to the problems and genres characterizing German literature in its two most intense periods - the second half of eighteenth century and the early twentieth century - through the reading of some classical texts and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti (Einaudi).
J. W. Goethe, Werther (Einaudi).
F. Schiller I masnadieri (Mondadori)
H. von Kleist, Il principe di Homburg (Marsilio)
E.T.A. Hoffmann, L’uomo della sabbia (Mondadori)
G. Büchner, Lenz (Adelphi).
H. von Hofmannstahl, Elettra (Marsilio).
R.M. Rilke, Nuove poesie. Requiem (Einaudi).
F. Kafka, Il processo (Einaudi).
B. Brecht, L’opera da tre soldi (Einaudi).

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.

• Piero G. Beltrami, La filologia romanza, Bologna, il Mulino, 2017;
• Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989 (Introduzione e capp. I, IV);
• Gresti, Introduzione alla linguistica romanza, Bologna, Pàtron editore, 2016;
• Au. Roncaglia, I primi passi del volgare, in Le origini della lingua e della letteratura italiana, Torino, UTET, 2006, pp. 157-214.

The course comprises:
A) a preliminary language course (12 HOURS)
B) Lecture (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.

Notes:
- Students enrolled for the L12 Lingue e Mediazione degree must pass the General Linguistics 1 exam before they take the Germanic Philology 1 exam; other students are strongly recommended to do likewise.
- 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.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford, 2008, 7th edition (or later);
- additional material provided by the lecturer.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
SEE SECTION ON BOOKS AND FURTHER READING

MODULE
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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

LANGUAGE CLASSES
- "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

MODULE:
WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES.
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL

Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 1ST LANGUAGE EXAM BEFORE DOING THE SECOND YEAR EXAM. STUDENTS MUST PASS THEIR B2 LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES

STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. I THEY CAN’T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

- R. CARTER ET AL. "WORKING WITH TEXTS", ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT 'WORDS AND THINGS'

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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

- B2 LEVEL ACTIVITIES: "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of the German language"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

Analysis and translation form French into Italian of short passages of various literary genres; laboratory work with the use of specialized dictionaries

R. Jakobson, « Aspects linguistiques de la traduction », in Essais de linguistique générale, Minuit 1963
R. Boivineau, L’ABC de l’adaptation publicitaire, “Meta : Journal des traducteurs”, 1, mars 1972, pp. 5-28, URL : https://www.erudit.org/revue/meta/1972/v17/n1/002097ar.html

INTRODUCTION TO ENGLISH-ITALIAN COMPARATIVE AND CONTRASTIVE ANALYSIS; USE OF MONOLINGUAL AND BILINGUAL DICTIONARIES; ANALYSIS OF PARALLEL TEXTS AND TRANSLATION OF SELECTED TEXTS.

PIERINI, PATRIZIA. 2012. COMPARING ITALIAN AND ENGLISH: AN INTRODUCTION. ROMA: ARACNE.

LAVIOSA, SARA. 2014. LINKING WOR(L)DS: CONTRASTIVE ANALYSIS AND TRANSLATION. NAPOLI: LIGUORI.

Contrastive linguistics and mediation
The course focuses on specific phenomena of the German language which are interesting from a contrastive point of view and which causes often interferences and errors in the second language and mediation. In addition the students will practice different kind of exercises of mediation (written and oral).

Nied Curcio, Martina (2008): Ausgewählte Phänomene zur Kontrastiven Linguistik Italienisch-Deutsch. Milano: Franco Angeli.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
SEE SECTION ON BOOKS AND FURTHER READING

MODULE
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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

LANGUAGE CLASSES
- "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

MODULE:
WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES.
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL

Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 1ST LANGUAGE EXAM BEFORE DOING THE SECOND YEAR EXAM. STUDENTS MUST PASS THEIR B2 LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES

STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. I THEY CAN’T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

- R. CARTER ET AL. "WORKING WITH TEXTS", ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT 'WORDS AND THINGS'

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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

- B2 LEVEL ACTIVITIES: "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of the German language"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

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.

This 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.

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.

The course retraces some of the topics dealt with in Germanic Philology 1, analysing in greater depth the evolution from Indo-European to Old English at a phonological, morphological, syntactic and lexical level, taking into account also other Germanic languages.

Hogg, R. M., A Grammar of Old English (Volume 1: Phonology; Volume 2: Morphology), Wiley-Blacwell, Oxford UK- Cambridge (MA) USA, 1992-2011
Lass, R., Old English - A historical linguistic companion, Cambridge Univesity Press, Cambridge, 1994
Ringe, D., A Linguistic History of English, Volume 1: From Proto-Indo-European to Proto-Germanic, Oxford University Press, 2006
Saibene, M.G. - Buzzoni, M., Manuale di linguistica germanica, Cisalpino, Milano 2006
Hand-outs by the lecturer

P.S. The texts are available for reference in the faculty library

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1). The course will focus on the specific problems of translating from/to French as well as on the different approaches to various text types. The linguistic features of genres will be analysed from a contrastive perspective, constantly referring to the syntactic, semantic and pragmatic dimensions. The description of translation procedures will be conducted in parallel with practical exercises, in order to develop students’ autonomy and awareness of their translation choices.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011 : cap. 6 (the pronoun), cap. 7, §§ 1-3 e 7-8 (verb forms and uses), cap. 9 (the preposition) cap. 11 (the simple sentence structure).

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000.

Spanish linguistics for mediation 3.
Pragmatic and (inter)cultural aspects between lexicon and discourse.

The course aims to develop the knowledge of the linguistic and discourse structures of Spanish, in a linguistic and cultural mediation-oriented perspective.
Attention will be focused on linguistic aspects carrying pragmatic and (inter)cultural implications: on one hand, the students will reflect on the use of lexicon and idiomatic expressions, which will be dealt with from a theoretical and an applied perspective; on the other hand, more extensive discourse phenomena will be analyzed, such as rhetorical processes and politeness strategies. The students will also explore the contrastive and translation implications of such aspects, by means of written and oral mediation activities to and from Spanish, working on a selection of specialized and non-specialized texts, coherent with the field of study of linguistic and cultural mediation.

Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).

QUIROGA, Fraseología italo-española. Aspectos de lingüística aplicada y contrastiva, Granada, 2006 (selected chapters).

The detailed course's programme together with the complete list of bibliographical references and other materials will be published through the Moodle platform. All students are asked to register in the platform.

Starting from a contrastive point of view the course intends to introduce the students to the analysis of the German Language compared to the Italian Language, and to the basics of linguistic and cultural mediation. We will discuss some elements of Translation Theory and concentrate particularly on some theoretical and practical aspects of linguistic mediation between German and Italian.

Bibliography:
Katelhön, P., Nied Curcio, M. (2012) Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin: Frank & Timme (introduzione)
Kaunzner , U. A. (2006) Das kulturelle Wertequadrat: Ein Modell zur Analyse interkultureller Konfliktsituationen anhand kulturgeprägten Wertedenkens, in: Birk, A. (ed.), Komm ein bisschen mit nach Italien ... Interkulturelle Erfahrungen und Vermittlungsformen in Literatur, Sprache und Unterricht, Bologna, Clueb, pp. 105-122 (online in materiale per il III anno)
Schmidt, P. (2014) Der Klischee-Test: Faule Ausländer und berufstätige Rabenmütter, in: Neue Zürcher Zeitung (reperibile nel web)

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Different texts concerning tourism and business will be analysed during the course. These texts will be examined in the light of linguistic and cultural contrasts between Italian and Portuguese (European and Brazilian). Special attention will be given to the lexicon and syntax of the Portuguese complex phrase.

For more info on the course outline and for the learning material the non-attending students are welcome to contact the teacher at the beginning of the course.

Texts:
Sá Moreira Sequeira, Arminda, Correspondência em Português, 2006
Lanciani G., Faria C.V., Pippa S., Corso di brasiliano 2, Hoepli, Milano, 2016
Manca E., Bianchi F. (eds). Tourism and Tourism Promotion around the World. A Linguistic and Socio-Cultural Perspective, Università del Salento, Lecce, 2013 (pp. 61-80 e 21-29)

Other teaching materials and bibliographical references will be provided to the students during the lessons.

Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007 (monolingue)
Mea, G., Dicionário de Italiano-Português e Italiano-Português Editora, Porto Editora, 2 (bilíngue)

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1). The course will focus on the specific problems of translating from/to French as well as on the different approaches to various text types. The linguistic features of genres will be analysed from a contrastive perspective, constantly referring to the syntactic, semantic and pragmatic dimensions. The description of translation procedures will be conducted in parallel with practical exercises, in order to develop students’ autonomy and awareness of their translation choices.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011 : cap. 6 (the pronoun), cap. 7, §§ 1-3 e 7-8 (verb forms and uses), cap. 9 (the preposition) cap. 11 (the simple sentence structure).

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000.

Spanish linguistics for mediation 3.
Pragmatic and (inter)cultural aspects between lexicon and discourse.

The course aims to develop the knowledge of the linguistic and discourse structures of Spanish, in a linguistic and cultural mediation-oriented perspective.
Attention will be focused on linguistic aspects carrying pragmatic and (inter)cultural implications: on one hand, the students will reflect on the use of lexicon and idiomatic expressions, which will be dealt with from a theoretical and an applied perspective; on the other hand, more extensive discourse phenomena will be analyzed, such as rhetorical processes and politeness strategies. The students will also explore the contrastive and translation implications of such aspects, by means of written and oral mediation activities to and from Spanish, working on a selection of specialized and non-specialized texts, coherent with the field of study of linguistic and cultural mediation.

Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).

QUIROGA, Fraseología italo-española. Aspectos de lingüística aplicada y contrastiva, Granada, 2006 (selected chapters).

The detailed course's programme together with the complete list of bibliographical references and other materials will be published through the Moodle platform. All students are asked to register in the platform.

Starting from a contrastive point of view the course intends to introduce the students to the analysis of the German Language compared to the Italian Language, and to the basics of linguistic and cultural mediation. We will discuss some elements of Translation Theory and concentrate particularly on some theoretical and practical aspects of linguistic mediation between German and Italian.

Bibliography:
Katelhön, P., Nied Curcio, M. (2012) Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin: Frank & Timme (introduzione)
Kaunzner , U. A. (2006) Das kulturelle Wertequadrat: Ein Modell zur Analyse interkultureller Konfliktsituationen anhand kulturgeprägten Wertedenkens, in: Birk, A. (ed.), Komm ein bisschen mit nach Italien ... Interkulturelle Erfahrungen und Vermittlungsformen in Literatur, Sprache und Unterricht, Bologna, Clueb, pp. 105-122 (online in materiale per il III anno)
Schmidt, P. (2014) Der Klischee-Test: Faule Ausländer und berufstätige Rabenmütter, in: Neue Zürcher Zeitung (reperibile nel web)

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 (chapters 1-3)
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.

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Course programme
Narrative modalities of Spanish Literature between the XVII and XX centuries.

Specific objectives of the course
Acquisition of a good knowledge of fundamental features of the Literary and Cultural History of Spain in a diachronic perspective, with particular regard to the evolution of narrative modalities between the XVI and XX centuries. Acquisition of good skills in the critical analysis of narrative text.

Didactic material (necessary to attend the course and to do the exam)
1) TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

2) CRITICS AND NOTIONS OF HISTORY AND LITERATURE HISTORY:

• C. Samonà, «Lazarillo de Tormes e il suo prologo», Spicilegio Moderno, 13 (1980), pp. 3-12;
• Samoná, Di Pinto, Rossi, La letteratura spagnola, voll. II-III, Sansoni-Accademia, 1974 (only the parts indicated by the professor);
• L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (chap. 3);
• The introductions to the recommended editions (see point 1, Texts) and any other critical materials that will be indicated by the professor on her website.

Non-attending students are requested to contact the professor at least two months before the exam date. In addition, they must refer to the professor’s website for additional information and for the Temario of the exam (that is, the thematic guidelines useful for the exam preparation).

Didactic material (necessary to attend the course and to do the exam)
TEXTS (where a specific edition is indicated, this is the one required for the preparation of the exam):


• Anónimo, Lazarillo de Tormes, a cura di A. Gargano con testo a fronte, Marsilio, 2017;
• Artículos de costumbres di José Mariano de Larra (texts provided by the profesor during the course);
• Benito Pérez Galdós, Tristana, traduzione di A. Guarino con testo spagnolo a fronte, Marsilio, 2007;
• Javier Cercas, Soldati di Salamina, traduzione di P. Cacucci, Modena, Guanda Editore, 2002.

The course will focus, through the analysis of some literary texts and classical interpretations, on the complex structure of the Portuguese reality and its difficult relationship with European culture.

E. Lourenço, Psicanalisi mitica del destino portoghese, nel vol. Il labirinto della saudade. Il Portogallo come destino, Reggio Emilia, Diabasis, 2006, pp. 19-68
R. Mulinacci, L'ombra di Camões. L'impossibile ritorno della storia in As Naus di Lobo Antunes, in Periferie della storia. Il passato come rappresentazione nelle culture omeoglotte, Macerata, Quodlibet, 2004, pp. 307-336.
M. C. Pincherle, Metafore vive: A jangada de pedra, di José Saramago, “Rivista di Studi Portoghesi e Brasiliani”, XIV, 2012, pp. 65-73;
Valeria Tocco, Breve storia della letteratura portoghese, Roma, Carocci, 2011;

António Lobo Antunes, As Naus, Lisboa, Dom Quixote, 1988 (tr. it. Le navi, Torino, Einaudi, 1997);
José Saramago, A Jangada de Pedra, Lisboa, Caminho, 1986 (tr. it. La zattera di pietra, Torino, Einaudi, 1997).

During the course, the students will learn how to read a number of classics of English literature, dating from the Renaissance to early 20th century. The main emphasis will be on testing the main interpretive tools required to analyze the texts’ form and languages; just as important, however, will be the attempts that will be made to locate these texts within the English literary tradition by investigating their historical and cultural significance.

William Shakespeare, Antony and Cleopatra (1607), trad. A. Lombardo (Feltrinelli), edizione bilingue

Henry James, The Turn of the Screw/Il giro di vite (1898), (Marsilio), edizione bilingue
Joseph Conrad, Typhoon/Tifone (1901) (Mursia o La vita felice), edizione bilingue
James Joyce, “Evelyne” e “A Painful Case”, da Dubliners (1914), in fotocopia
Graham Greene, The Quiet American (Penguin) o L'americano tranquillo (Mondadori)

Poesie
Selezione da tre poeti di lingua inglese del ’900: W. H. Auden, Philip Larkin e Derek Walcott.
Il docente preparerà una dispensa, che sarà disponibile ad ottobre

Reading list non frequentanti
Oltre ai romanzi studiati in classe, gli studenti non frequentanti dovranno leggerne un altro a scelta tra:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

I non-frequentanti dovranno studiare la storia della letteratura inglese del Novecento.



A selection of English and Irish poems

This course explores the theme of the master-servant relationship in two canonical English texts (William's Shakespeare The Tempest and Daniel Defoe's Robinson Crusoe) and the metamorphoses of this theme across two celebrated rewritings of the Robinson-myth (Derek Walcott's Pantomime and J.M. Coetzee's Foe).

William Shakespeare, The Tempest (1611) (edizioni consigliate: Arden, Penguin o Garzanti con testo a fronte);
Daniel Defoe, Robinson Crusoe (1719) (edizioni consigliate: Oxford World's Classics o Penguin Classics);
D. Walcott, Pantomime (1978) (qualsiasi edizione inglese);
J.M. Coetzee, Foe (1986) (qualsiasi edizione inglese).

The course introduces to the problems and genres characterizing German literature in its two most intense periods - the second half of eighteenth century and the early twentieth century - through the reading of some classical texts and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti (Einaudi).
J. W. Goethe, Werther (Einaudi).
F. Schiller I masnadieri (Mondadori)
H. von Kleist, Il principe di Homburg (Marsilio)
E.T.A. Hoffmann, L’uomo della sabbia (Mondadori)
G. Büchner, Lenz (Adelphi).
H. von Hofmannstahl, Elettra (Marsilio).
R.M. Rilke, Nuove poesie. Requiem (Einaudi).
F. Kafka, Il processo (Einaudi).
B. Brecht, L’opera da tre soldi (Einaudi).

"Volgarizzare e tradurre". Vernacular language and linguistic reflection in the Roman Middle Ages and in Dante

The course will present some of the key moments that make Romance languages ​​acquire an increasingly stable status and become a vehicle of high cultural contents. The medieval concept of translation will be analyzed, with particular attention to the idea of the relationship between the Latin and the vernacular languages, together with Dante's linguistic theory, as exposed in first treatise specifically dedicated to the role and "excellence" of the vernacular language, the "De vulgari eloquentia", in the "Convivio and in the "Commedia".

Bibliografia:

Dante Alighieri, De vulgari eloquentia, a cura di Mirko Tavoni, Milano, Mondadori, 2017;
Gianfranco Folena, Volgarizzare e tradurre, Torino, Einaudi, 1994;
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 (dispensa).
AA. VV., Dante e la lingua italiana, a cura di Mirko Tavoni, Ravenna, Longo, 2013;
Giovanna Frosini, Volgarizzamenti, in Storia dell’italiano scritto, a cura di Giuseppe Antonelli, Matteo Motolese e Lorenzo Tomasin, Roma, Carocci, 2014, vol. II (Prosa letteraria), pp. 17-72.

Reading Beowulf: a selection of passages

The course aims at giving students the ability to translate, discuss critically the poem and relate it to the cultural background of Anglo-Saxon England.
Beowulf will be analyzed considering the main features of Old English poetry, that is literary strategies, style, peculiarities of
poetic language and of manuscript transmission. Attention will also be paid to the traslations of the poem into modern languages and to its reception in contemporary literature.

Brunetti, Giuseppe, ed., Beowulf, Roma: Carocci 2001(selection of passages))
Baker, Peter S., ed., The Beowulf Reader, New York: Routledge, 2000 (selection of passages)
Orchard, Andy, A Critical Companion to Beowulf, Cambridge: D.S. Brewer, 2003

History of Old English Literature
One of the following texts:
- 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.
- M. Francini, La letteratura anglosassone, in M. Battaglia (ed.), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017.
- S. B. Greenfield and D.G. Calder, A New Critical History of Old English Literature, New York and Londob: New York University Press 1986.
- M. Godden-M. Lapidge, The Cambridge Companion to Old English Literature, Cambridge University Press, Cambridge 1991.



Textual criticism
- A.M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Laterza, Bari-Roma 2010 (Parte I).

Old English grammar books
- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford 2008
or
- R. Lass, Old English: a Historical Linguistic Companion, Cambridge University Press, Cambridge 1993

A variety of additional materials (critical editions, glossaries, critical essays etc.) will be provided during 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.

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1). The course will focus on the specific problems of translating from/to French as well as on the different approaches to various text types. The linguistic features of genres will be analysed from a contrastive perspective, constantly referring to the syntactic, semantic and pragmatic dimensions. The description of translation procedures will be conducted in parallel with practical exercises, in order to develop students’ autonomy and awareness of their translation choices.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011 : cap. 6 (the pronoun), cap. 7, §§ 1-3 e 7-8 (verb forms and uses), cap. 9 (the preposition) cap. 11 (the simple sentence structure).

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000.

Spanish linguistics for mediation 3.
Pragmatic and (inter)cultural aspects between lexicon and discourse.

The course aims to develop the knowledge of the linguistic and discourse structures of Spanish, in a linguistic and cultural mediation-oriented perspective.
Attention will be focused on linguistic aspects carrying pragmatic and (inter)cultural implications: on one hand, the students will reflect on the use of lexicon and idiomatic expressions, which will be dealt with from a theoretical and an applied perspective; on the other hand, more extensive discourse phenomena will be analyzed, such as rhetorical processes and politeness strategies. The students will also explore the contrastive and translation implications of such aspects, by means of written and oral mediation activities to and from Spanish, working on a selection of specialized and non-specialized texts, coherent with the field of study of linguistic and cultural mediation.

Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).

QUIROGA, Fraseología italo-española. Aspectos de lingüística aplicada y contrastiva, Granada, 2006 (selected chapters).

The detailed course's programme together with the complete list of bibliographical references and other materials will be published through the Moodle platform. All students are asked to register in the platform.

Starting from a contrastive point of view the course intends to introduce the students to the analysis of the German Language compared to the Italian Language, and to the basics of linguistic and cultural mediation. We will discuss some elements of Translation Theory and concentrate particularly on some theoretical and practical aspects of linguistic mediation between German and Italian.

Bibliography:
Katelhön, P., Nied Curcio, M. (2012) Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin: Frank & Timme (introduzione)
Kaunzner , U. A. (2006) Das kulturelle Wertequadrat: Ein Modell zur Analyse interkultureller Konfliktsituationen anhand kulturgeprägten Wertedenkens, in: Birk, A. (ed.), Komm ein bisschen mit nach Italien ... Interkulturelle Erfahrungen und Vermittlungsformen in Literatur, Sprache und Unterricht, Bologna, Clueb, pp. 105-122 (online in materiale per il III anno)
Schmidt, P. (2014) Der Klischee-Test: Faule Ausländer und berufstätige Rabenmütter, in: Neue Zürcher Zeitung (reperibile nel web)

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Different texts concerning tourism and business will be analysed during the course. These texts will be examined in the light of linguistic and cultural contrasts between Italian and Portuguese (European and Brazilian). Special attention will be given to the lexicon and syntax of the Portuguese complex phrase.

For more info on the course outline and for the learning material the non-attending students are welcome to contact the teacher at the beginning of the course.

Texts:
Sá Moreira Sequeira, Arminda, Correspondência em Português, 2006
Lanciani G., Faria C.V., Pippa S., Corso di brasiliano 2, Hoepli, Milano, 2016
Manca E., Bianchi F. (eds). Tourism and Tourism Promotion around the World. A Linguistic and Socio-Cultural Perspective, Università del Salento, Lecce, 2013 (pp. 61-80 e 21-29)

Other teaching materials and bibliographical references will be provided to the students during the lessons.

Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007 (monolingue)
Mea, G., Dicionário de Italiano-Português e Italiano-Português Editora, Porto Editora, 2 (bilíngue)

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1). The course will focus on the specific problems of translating from/to French as well as on the different approaches to various text types. The linguistic features of genres will be analysed from a contrastive perspective, constantly referring to the syntactic, semantic and pragmatic dimensions. The description of translation procedures will be conducted in parallel with practical exercises, in order to develop students’ autonomy and awareness of their translation choices.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011 : cap. 6 (the pronoun), cap. 7, §§ 1-3 e 7-8 (verb forms and uses), cap. 9 (the preposition) cap. 11 (the simple sentence structure).

A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000.

Spanish linguistics for mediation 3.
Pragmatic and (inter)cultural aspects between lexicon and discourse.

The course aims to develop the knowledge of the linguistic and discourse structures of Spanish, in a linguistic and cultural mediation-oriented perspective.
Attention will be focused on linguistic aspects carrying pragmatic and (inter)cultural implications: on one hand, the students will reflect on the use of lexicon and idiomatic expressions, which will be dealt with from a theoretical and an applied perspective; on the other hand, more extensive discourse phenomena will be analyzed, such as rhetorical processes and politeness strategies. The students will also explore the contrastive and translation implications of such aspects, by means of written and oral mediation activities to and from Spanish, working on a selection of specialized and non-specialized texts, coherent with the field of study of linguistic and cultural mediation.

Language improvement classes (Linguistic experts): activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Javier MUNOZ-BASOLS, Nina MORENO, Inma TABOADA, Manel LACORTE (eds.), Introducción a la lingüística hispánica actual: teoría y práctica, Taylor and Francis, 2017 (selected chapters).

QUIROGA, Fraseología italo-española. Aspectos de lingüística aplicada y contrastiva, Granada, 2006 (selected chapters).

The detailed course's programme together with the complete list of bibliographical references and other materials will be published through the Moodle platform. All students are asked to register in the platform.

Starting from a contrastive point of view the course intends to introduce the students to the analysis of the German Language compared to the Italian Language, and to the basics of linguistic and cultural mediation. We will discuss some elements of Translation Theory and concentrate particularly on some theoretical and practical aspects of linguistic mediation between German and Italian.

Bibliography:
Katelhön, P., Nied Curcio, M. (2012) Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin: Frank & Timme (introduzione)
Kaunzner , U. A. (2006) Das kulturelle Wertequadrat: Ein Modell zur Analyse interkultureller Konfliktsituationen anhand kulturgeprägten Wertedenkens, in: Birk, A. (ed.), Komm ein bisschen mit nach Italien ... Interkulturelle Erfahrungen und Vermittlungsformen in Literatur, Sprache und Unterricht, Bologna, Clueb, pp. 105-122 (online in materiale per il III anno)
Schmidt, P. (2014) Der Klischee-Test: Faule Ausländer und berufstätige Rabenmütter, in: Neue Zürcher Zeitung (reperibile nel web)

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 (chapters 1-3)
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.

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

Lectures:
This module aims to introduce students to some of the key concepts of translation theory (equivalence, functionalist and descriptive approaches, translation and culture). After an initial focus on translation-based text analysis, students will be shown how to apply translation strategies, instruments and resources (grammar books, dictionaries and corpora) in translating simple texts from English into Italian.
Translation tasks will be associated with a variety of text types and genres.

Language improvement classes:
Activities aimed at developing reading, writing, listening and speaking skills at B2+/C1 level (first language students), B2 (second language students).

Third year, first language (LLE)

Achievement of C1 level in receptive skills, B2+ in productive skills (first language students).

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas, attitudes and intentions;
c) ability to analyze written texts using acquired knowledge;
d) ability to use translation resources and tools;
e) knowledge and understanding of theoretical and methodological issues relating to translation as linguistic and cultural mediation;
f) ability to apply acquired knowledge to texts used in selected professional contexts;
g) autonomous learning skills.

Translation of short texts from a variety of genres and specialised domains.


Third year, second language (LLE)

Achievement of B2 level in both receptive and productive skills.

Development of students’:
a) knowledge and understanding of the main features of the foreign language;
b) ability to communicate ideas and intentions;
c) comprehension and analysis of written texts on the basis of acquired knowledge;
d) ability to use translation resources and tools;
e) autonomous learning skills;
f) knowledge and understanding of some theoretical and methodological issues relating to translation;

Introduction to the translation of short texts from various text types.

- Jeremy Munday, Introducing Translation Studies: Theories and Applications, London and New York: Routledge 2016 (4th edition).
- Sonia Colina, Fundamentals of Translation, Cambridge: Cambridge University Press 2015 (chapter 5).

This course aims at tracking the most outstanding moments of French literature in the XIX century and at offering an in-depth analysis of the cultural and historical context of the above mentioned period. Special attention will be paid to the notion of genre, current and movement and the analysis of selected passages will provide clues to the main literary, artistic and formal issues.

M. Bertini (a cura di), Beaubourg. Auteurs, textes, genres de la littérature française. Le XIXe siècle (the selection of passages to be read and anaysed will be provided during the course).
Texts: G. Flaubert, Madame Bovary plus two novels or collections of poems to be chosen among the following: H. de Balzac, Père Goriot or Eugénie Grandet; Baudelaire, Les Fleurs du mal; Rimbaud, Poésies or Une saison en enfer; Stendhal, Le Rouge et Le Noir or La Chartreuse de Parme; Zola, L’Assommoir, Nana or Germinal. As regards the collections a representative choice of poems is required. All texts are to be read in unabridged version and original language. Parallel texts are allowed.

This course aims at tracking the most outstanding moments of French literature in the XX century and at offering an in-depth analysis of the cultural and historical context of the above mentioned period. Special attention will be paid to the notion of genre, current and movement and the analysis of selected passages will provide clues to the main literary, artistic and formal issues

M. Bertini (a cura di), Beaubourg. Auteurs, textes, genres de la littérature française. Le XIXe siècle (the selection of passages to be read and anaysed will be provided during the course).
Texts: Three novels or collections of poems or play to be chosen among the following: Apollinaire, Alcools or Calligrammes; Beckett, En attendant Godot; Butor, La Modification; Camus, L’Étranger or La Peste; Gide, Les Caves du Vatican or Les Faux Monnayeurs; Ionesco, La Cantatrice chauve. As regards the collections a representative choice of poems is required. All texts are be read in unabridged version and original language. Parallel texts are allowed.

During the course, the students will learn how to read a number of classics of English literature, dating from the Renaissance to early 20th century. The main emphasis will be on testing the main interpretive tools required to analyze the texts’ form and languages; just as important, however, will be the attempts that will be made to locate these texts within the English literary tradition by investigating their historical and cultural significance.

William Shakespeare, Antony and Cleopatra (1607), trad. A. Lombardo (Feltrinelli), edizione bilingue

Henry James, The Turn of the Screw/Il giro di vite (1898), (Marsilio), edizione bilingue
Joseph Conrad, Typhoon/Tifone (1901) (Mursia o La vita felice), edizione bilingue
James Joyce, “Evelyne” e “A Painful Case”, da Dubliners (1914), in fotocopia
Graham Greene, The Quiet American (Penguin) o L'americano tranquillo (Mondadori)

Poesie
Selezione da tre poeti di lingua inglese del ’900: W. H. Auden, Philip Larkin e Derek Walcott.
Il docente preparerà una dispensa, che sarà disponibile ad ottobre

Reading list non frequentanti
Oltre ai romanzi studiati in classe, gli studenti non frequentanti dovranno leggerne un altro a scelta tra:
Mary Shelley, Frankenstein, (1818)
Charlotte Brontë, Jane Eyre (1847)

I non-frequentanti dovranno studiare la storia della letteratura inglese del Novecento.



A selection of English and Irish poems

This course explores the theme of the master-servant relationship in two canonical English texts (William's Shakespeare The Tempest and Daniel Defoe's Robinson Crusoe) and the metamorphoses of this theme across two celebrated rewritings of the Robinson-myth (Derek Walcott's Pantomime and J.M. Coetzee's Foe).

William Shakespeare, The Tempest (1611) (edizioni consigliate: Arden, Penguin o Garzanti con testo a fronte);
Daniel Defoe, Robinson Crusoe (1719) (edizioni consigliate: Oxford World's Classics o Penguin Classics);
D. Walcott, Pantomime (1978) (qualsiasi edizione inglese);
J.M. Coetzee, Foe (1986) (qualsiasi edizione inglese).

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

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 B1 level.

Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6) selected pages: cap. 1, pp-32-42especially examples; cap. 2 pp. 46-63; cap 3. all; cap 4 pp. 102-113; cap 5 pp. 124-129; 134-137; cap. 6 all.
Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1,2, 3, 5, 12). Chapters 3 and 12 are to be updated to the latest edition(s) of the set dictionaries
One of the following monolingual dictionaries (latest edition) (the same as the first year's one):
- 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

This 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.

• 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

This course illustrates the main phonetic, phonological, morphological, syntactic and lexical-semantic 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.

Achievement of B1 level in both receptive and productive skills.

Development of students’:
a) basic knowledge and understanding of the main features of the foreign language;
b) ability to apply acquired knowledge to short texts from different text types;
c) ability to understand and communicate information.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1 to 6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 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

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

Chinese writing system (meaning and identification of radicals), phonological system and pinyin transcription; nominal and verbal phrase; usage and features of the main adverbs, prepositions, conjuctions and particles; auxiliary verbs; Chinese sentence constituents (features and order); types of questions; classifiers; locative particles.

F. MASINI ET AL, Il cinese per gli italiani (vol. 1), Hoepli, 2006.
T. LIOI ET AL, Introduzione alla scrittura cinese, Hoepli, 2016.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

II TEACHING MODULE (6CFU)
Title: The age of the Renaissance between Italy and Europe
The course will examine the main historical events that have characterized the history of Italy and of the main European monarchies from the last thirty years of the fifteenth century to the first half of the sixteenth century.The lessons will also address the following topics: the intellectual and conceptual contents of the Renaissance, the discussion on Renaissance interpretations, the chronology and spaces of its diffusion, the use of the "Renaissance" historiographical category through the analysis of authoritative texts and appropriate sources.

Please check bit.ly/dsu-gervasio

For those attending:


- Appunti delle lezioni
- Pier Giovanni Donini, Il mondo arabo-islamico. Chi sono e quanti sono i musulmani nel mondo, nuova edizione, Roma: Edizioni Lavoro, 2018.
- Lorenzo Declich, Islam in 20 parole, Bari-Roma: Laterza 2016.
- Pier Giovanni Donini, Il mondo islamico. Breve storia dal Cinquecento a oggi, Bari-Roma: Economica Laterza, 2015 (o altre edizioni).
- Dispense disponibili sul sito web in pdf, comprendenti:
- Anna Bozzo, L’Islàm questo sconosciuto.
- EW Said, Orientalismo, “Introduzione”.
- G. Endress, Introduzione alla storia del mondo musulmano, Capp. 1-3-6.

Students not attending will ade one of the following books:

- Carole Hillenbrand, Islam. Una nuova introduzione storica, Torino: Einaudi, 2016.
- G. Filoramo (a cura di), Islam, Roma-Bari: Laterza, ultima edizione.
Also important:
Il Corano, traduzione e cura di A. Bausani, Milano, BUR, varie edizioni (si legga, in particolare, l’introduzione).

Theoretical and practical study of pronunciation and spelling; morphology and lexical semantics.

1. Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: Introduzione, cap. 1 (Fonetica e fonologia), cap. 2 (Grafematica e ortografia), cap. 3 (L'articolo), cap. 4 (Il nome).
2. Aurelio Principato, Breve storia della lingua francese, Roma, Carocci, 2000

Spanish linguistics for mediation 1. Linguistic aspects between contrastivity and interculturality

The module intends to introduce students to hispanic linguistics in a contrastive and intercultural perspective (SP/IT). The course programme will be articulated into three parts:
1. Overview of the spanish speaking world and introduction on the history of spanish;
2. Synchronic description of spanish language: phonetics, phonology and orthography; lexical morphology and semantics, introduction to the use of the dictionary;
3. Introduction to the concept of linguistic and cultural mediation; general aspects of spanish-italian translation; mediation and translation excercises based on simple texts.

The exam programme is the same for both attending and non attending students.

Detailed information concerning the course will be made accessible on the personal website of the teacher and through the Moodle platform of the course.

Detailed bibliographical references and materials will be supplied during the course and indicated in the Moodle course and on the professor's website.

Grammars
- María LOZANO ZAHONERO, Gramática de referencia de la lengua española, Niveles A1-B2, Bologna, Hoepli, 2010.
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB, 2010.


Monolingual dictionaries (choose one of the following, in the most recent edition):
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.

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 B1 level.

Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6) selected pages: cap. 1, pp-32-42especially examples; cap. 2 pp. 46-63; cap 3. all; cap 4 pp. 102-113; cap 5 pp. 124-129; 134-137; cap. 6 all.
Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1,2, 3, 5, 12). Chapters 3 and 12 are to be updated to the latest edition(s) of the set dictionaries
One of the following monolingual dictionaries (latest edition) (the same as the first year's one):
- 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

This 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.

• 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

This course illustrates the main phonetic, phonological, morphological, syntactic and lexical-semantic 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.

Achievement of B1 level in both receptive and productive skills.

Development of students’:
a) basic knowledge and understanding of the main features of the foreign language;
b) ability to apply acquired knowledge to short texts from different text types;
c) ability to understand and communicate information.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1 to 6).
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 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

Introduction to the German Language
The course aims to introduce the students to the German language. First, we will analyze learning theories and learning strategies. Then, after a short introduction into the history of the German Language, we will study linguistic variation and analyze the German language from a contrastive point of view, studying the biggest difficulties of the German language for an Italian learner, such as the German syntax, the German nominal group, problems with the declination and the pronunciation of selected German words, word formation in German as opposed to word formation in Italian.

Ponti, D., Buzzo Margari, R., Costa, M. (1999) Elementi di linguistica tedesca, Alessandria: Edizioni dell'Orso (parte prima: introduzione alla linguistica tedesca, pp. 13 - 110)

Chinese writing system (meaning and identification of radicals), phonological system and pinyin transcription; nominal and verbal phrase; usage and features of the main adverbs, prepositions, conjuctions and particles; auxiliary verbs; Chinese sentence constituents (features and order); types of questions; classifiers; locative particles.

F. MASINI ET AL, Il cinese per gli italiani (vol. 1), Hoepli, 2006.
T. LIOI ET AL, Introduzione alla scrittura cinese, Hoepli, 2016.

I TEACHING MODULE (6CFU)
Title: Modern History Institutions
The lessons will focus mainly on the following topics: Europe and its interrelation with non-European worlds; Crisis and identity of modern Italy; Humanism and the Renaissance; Protestant Reformation and Catholic Counter-Reformation; The ancient regime society: classes and classes; Economic models: the land, work, finance and the market in the modern age; Political systems and their dynamics: empire, monarchies and republics; Family and demography; Literacy and culture; The birth of modern science; Enlightenment and reforms; The first industrial revolution; The American Revolution and the birth of the United States; French Revolution; the Napoleonic Age and the Europe of nations.

II TEACHING MODULE (6CFU)
Title: The age of the Renaissance between Italy and Europe
The course will examine the main historical events that have characterized the history of Italy and of the main European monarchies from the last thirty years of the fifteenth century to the first half of the sixteenth century.The lessons will also address the following topics: the intellectual and conceptual contents of the Renaissance, the discussion on Renaissance interpretations, the chronology and spaces of its diffusion, the use of the "Renaissance" historiographical category through the analysis of authoritative texts and appropriate sources.

Please check bit.ly/dsu-gervasio

For those attending:


- Appunti delle lezioni
- Pier Giovanni Donini, Il mondo arabo-islamico. Chi sono e quanti sono i musulmani nel mondo, nuova edizione, Roma: Edizioni Lavoro, 2018.
- Lorenzo Declich, Islam in 20 parole, Bari-Roma: Laterza 2016.
- Pier Giovanni Donini, Il mondo islamico. Breve storia dal Cinquecento a oggi, Bari-Roma: Economica Laterza, 2015 (o altre edizioni).
- Dispense disponibili sul sito web in pdf, comprendenti:
- Anna Bozzo, L’Islàm questo sconosciuto.
- EW Said, Orientalismo, “Introduzione”.
- G. Endress, Introduzione alla storia del mondo musulmano, Capp. 1-3-6.

Students not attending will ade one of the following books:

- Carole Hillenbrand, Islam. Una nuova introduzione storica, Torino: Einaudi, 2016.
- G. Filoramo (a cura di), Islam, Roma-Bari: Laterza, ultima edizione.
Also important:
Il Corano, traduzione e cura di A. Bausani, Milano, BUR, varie edizioni (si legga, in particolare, l’introduzione).

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
SEE SECTION ON BOOKS AND FURTHER READING

MODULE
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

LANGUAGE CLASSES
- "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

ACHIEVEMENT OF B2 LEVEL IN ALL SKILLS. DEVELOPMENT OF: A)
KNOWLEDGE AND UNDERSTANDING OF THE MAIN FEATURES OF
THE FOREIGN LANGUAGE; B) ABILITY TO COMMUNICATE IDEAS,
INFORMATION AND INTENTIONS. COMPREHENSION OF WRITTEN
TEXTS ON THE BASIS OF ACQUIRED KNOWLEDGE. BASIC
AUTONOMOUS LEARNING SKILLS

- R. CARTER ET AL. WORKING WITH TEXTS,
ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND
UNIT WORDS AND THINGS
- ONE OF THE FOLLOWING MONOLINGUAL
DICTIONARIES (LATEST EDITION) (IN
ALPHABETICAL ORDER):
- 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
- B2 LEVELACTIVITIES: "B2 ENGLISH FILE DIGITAL
UPPER INTERMEDIATE" LATEST EDITION (OXFORD
UNIVERSITY PRESS

Chinese traditional concept of literature and Chinese Classics
The poetry: the shi of Tang era, the ci of Song era and the qu of Yuan era
Fiction: short stories in classical language, the chuanqi
Huaben novella in vernacular language
Ming and Qing novels
The Traditional Chinese theatre until the Beijing Opera
Selected readings from Tang and Song poetry in Chinese language

Books:
Idema W., Haft L. (2000), Letteratura cinese, Cafoscarina, Venezia (fino a p. 274)
Bertuccioli G. (1968), La letteratura cinese, Sansoni, Firenze (oppure nuova edizione 2013 a cura di Federica Casalin, edizione L’Asino d’oro – da pag. 165 a pag. 305)
Savarese N. (1997), Il racconto del teatro cinese, Roma, Carrocci Editori (fino a p. 90)

Essay:
Owen Stephen, “La poesia nella tradizione cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
Ropp Paul S., “La particolare arte della narrativa cinese”, in L’eredita della Cina / a cura di Paul S. Ropp

Scelta di due letture tra:
Chin P’ing Mei. Romanzo cinese del secolo XVI, Milano, Feltrinelli, 1970 (o altra edizione).
Wu Cheng’en, Lo scimmiotto, Milano, Adelphi, 2002 (oppure Wu Cheng’en, Il viaggio in occidente, versione integrale di Serafino Balduzzi, Milano, Cerebro, 2011)
Shi Nai’an, I briganti: antico romanzo cinese / [Shih Nai-an] ; a cura di Franz Kuhn ; prefazione di Martin Benedikter ; traduzione dal tedesco di Clara Bovero (o altra edizione)
Pu, Songling. Strange tales of Liaozhai / translated by Lu Yunzhong .[et al.], Hong Kong : Commercial Press, 1988 (o altra edizione)
Edoarda Masi (a cura di), Chuanqi: storie fantastiche Tang, Parma: Pratiche, 1994 (o altra edizione)
Cao Xueqin, Il sogno della camera rossa (qualsiasi edizione)

Suggested readings:
Masi E., Cento capolavori della letteratura cinese, Macerata, Quodlibet, 2009 ( pp. 138-366)
Plaks A. (2002), “Il romanzo nella Cina premoderna”, in Moretti F. (a cura di), Il Romanzo. Storia e geografia Vol. III, Einaudi, Torino, pp. 57-82.
Zhao H. (2001), “Storiografia e fiction nella gerarchia culturale cinese”, in Moretti F. (a cura di), Il Romanzo. La cultura del romanzo Vol. I, Einaudi, Torino, pp. 47-69.

Reading and translation of a selectiong of Tang and Song poems

Usage and functions of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence, extended usage of directional complements, estended usage of interrogative pronouns, expression of emphasis.
History of the Chinese language, periodization and typological classification, main features of modern Chinese lexicon, morphology and syntax.

F. MASINI ET AL, Il cinese per gli italiani (vol. 2), Hoepli, 2006.
C. ROMAGNOLI, J. WANG, Grammatica d’uso della lingua cinese, Hoepli, 2016.
Papers on different aspects of Chinese linguistics

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.

For the students following the course
- G. Feliu, C. Sudrià, Introduzione alla storia economica mondiale, Padova, CEDAM, 2013, capp. 1 – 11.
and one book to be chosen between:
- F. Braudel, Espansione europea e capitalismo. 1450-1650, Bologna, Il Mulino, 2015.
and
- L. Conte, V. Torreggiani, Istituzioni, capitali e moneta. Storia dei sistemi finanziari contemporanei, Milano, Mondadori, 2017, Introduzione + capp. 1-3.

The students that will not follow the course must add:
M. Fornasari, La banca, la borsa, lo Stato. Una storia della finanza (secc. XIII-XXI), Torino, Giappichelli, 2017, pp. 1-154.

The course is aimed at providing students with the basic notions of international law and to introduce them to a critical appraisal of the main current global problems according to a systemic and realist-constructivist approach.Ten cases are discussed in class and included in the syllabus.*

Introduction

I. The state system and the governance of humankind

1. The state system and the international community

2. Inter-state creation and intra-state application of international law

a. General international law
b. Treaties
c. Binding acts of international organizations
d. Relationships between international law sources
e. The dynamics of international law sources
f. Intra-state application of international law rules

3. The allocation of the governmental authority of the states

a. Criteria of allocation of state jurisdiction
b. Delimitation of the spaces in which state jurisdiction is exercised

II. International rules protecting common values of humankind

1. Interstate order

a. Immunity of organs of foreign states
b. Jurisdictional immunity of foreign states
c. Jurisdictional immunity of international organizations

2. The human person

a. Foreign nationals
b. Human rights
c. Humanitarian international law
d. International crimes

3. Sustainable economy

a. World Trade Organization (WTO)
b. GATT
c. Foreign investment
d. Sustainable development
e. Environment

4. Global security

a. Transnational crime
b. Prohibition of the use of force
c. The UN Security system
d. Disarmament and non-proliferation of WMDs

III. International responsibility and international settlement of disputes

1. International responsibility

a. International responsibility of states
b. International responsibility of international organizations
c. International responsibility of individuals

2. International settlement of disputes

a. Adjudication
b. Diplomacy



* Cases

1. O’Brian
2. Ben-Khemais
3. Boimah Flomo
4. El-Sayed
5. Enrica Lexie
6. Jurisdictional immunities of the State
7. Hirsi
8. Al-Jedda
9. Dorigo
10. Judgment No. 238 of 22 October 2014 of the Italian Constitutional Court

Textbooks, with further references (in several languages):

1. Carlo Focarelli, Diritto internazionale (Padova: Cedam, 2017, 4° ed.).
2. Carlo Focarelli, Diritto internazionale – II. Prassi (2008-2012), Padova, Cedam, 2012), only the following cases:

1. O’Brian, § 7
2. Ben-Khemais, § 9
3. Boimah Flomo, § 13
4. El-Sayed, § 22
5. Enrica Lexie, § 27, with an update available here: https://uniroma3-my.sharepoint.com/:b:/g/personal/cfocarelli_os_uniroma3_it/EQFugZ9sB7dAtr9Pn3NntDIBGer2-2zeB6RDA5tMZSOhlw?e=Wjyu9m
6. Jurisdictional immunities of the State, §§ 49, 50 e 93
7. Hirsi, § 69
8. Al-Jedda,§ 87
9. Dorigo, § 99
10. Judgment No. 238 of 22 October 2014 by the Italian Constitutional Court, available here: https://uniroma3-my.sharepoint.com/:b:/g/personal/cfocarelli_os_uniroma3_it/EUb9_rJBgWlGqRl13dZ-r2wBYsW2x5Go4zEBKTZbyTrACQ?e=woVf0A.

The number following the symbol “§” stands for the case number in the book above sub 2.

The syllabus is the same for both attending and non-attending students, whether of Political Scienze or Economics.

Concerning the students of Linguistic Mediation who are required to pass a 6-credit exam of international law, the book above sub 2 as well as the ten cases listed above are not included in the syllabus for exam purposes.

The Course is aimed at analysing the global and regional IOs phenomenon along the lines of their institutional and operative features in the perspective of the inter-governmental cooperation as well as the human rights protection. The last topic has a proper cross-cutting impact in both universal and regional institutional systems. The substantial notions are fundamental for accessing the diplomatic or IOs official carrier or to work in public and private institutions as well as EU and international NGOs.
The Course is developed into two main sections, devoted respectively to the institutional and operative features of global and regional IOs, and to the promotion and protection of human rights within the universal and regional institutional systems and related monitoring mechanisms (e.g. UN, CoE, EU, OSCE, OAS, African Union) and frameworks (Latin America, Middle East, Asia).

For students who attend the Course:
- Anja Mihr, Mark Gibney (eds.), SAGE Handbook of Human Rights, SAGE Publications Ltd, 2014
- Jacob Katz Cogan, Ian Hurd, and Ian Johnstone (eds.), Oxford Handbook of International Organizations, Oxford University Press, 2017
The e-books will be available access to the Library Platform of the Department. The Professor will give more details about their study during the lectures.
For students not attending the Course: the readings will be provided for by the Professor according to the fixed academic training credits.

This course focuses on the contemporary history of international relations in East Asia. Particular attention will be devoted to the positions occupied by Japan and China during the Cold War years, as well as to their interactions both with the other regional actors, the two superpowers and Europe. The analysis of the factors generated by the bipolar order will facilitate the identification of continuity and discontinuity moments in the broader context of the globalization.

Syllabus for attending students:

1) Best, Hanhimaki, Maiolo, Schulze, Storia delle relazioni internazionali. Il mondo nel XX secolo e oltre, UTET 2014 (capitoli: 8, 9, 10, 12, 14 e 15).
2) Frattolillo, Il Giappone tra Est e Ovest, FrancoAngeli 2014.
3) Mazzei, Volpi, Asia al centro, EGEA 2014, seconda edizione, (capitoli: 2, 3, 4, 10 e 12).


Syllabus for non-attending students:

1) Best, Hanhimaki, Maiolo, Schulze, Storia delle relazioni internazionali. Il mondo nel XX secolo e oltre, UTET 2014 (capitoli: 8, 9, 10, 12, 13, 14 e 15).
2) Frattolillo, Il Giappone tra Est e Ovest, FrancoAngeli 2014.
3) Mazzei, Volpi, Asia al centro, EGEA 2014, seconda edizione (per intero).
4) R. Lim, Geopolitics of East Asia, Routledge 2005 (come strumento di consultazione).
5) Un testo a scelta tra i seguenti:
- Frattolillo, Diplomacy in Japan-EU Relations, Routledge 2013;
- Frattolillo, Interwar Japan beyond the West, Cambridge SP 2012;
- Frattolillo, L’etica dell’interessere, Mimesis 2013.

The main objectives of the course are to consolidate students’ previous knowledge and to develop their linguistic competences (lexical, phonological, syntactical) according to the CEFR levels (B2+/C1).
The metalinguistic description, both from a synchronic and a diachronic perspective, will be conducted using authentic materials and translating different types of texts, with a special emphasis on language varieties and languages for specific purposes. A part of the course will be devoted to a reflection on specific problems of translation from/to French, supported by the study of theoretical and methodological issues related to linguistic translation and cultural mediation.

Grammatica della lingua francese, a cura di F. P. A. Madonia e A. Principato, Roma, Carocci Editore, 2011
A. Principato, Breve storia della lingua francese, Roma, Carocci, 2000

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

"Semantics and lexicology of German"

The students are introduced into the German semantics and German lexicology, especially based on a contrastive perspective Italian-German. The course focuses on the following issues: simple words vs. compounds, semantic relations, semantic fields, false friends, polysemy, word formation, phraseology, the German language in contact with other languages, language of the young generation, words in their cultural context.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.
(reperibile presso la Libreria D'Amico di fronte alla facoltà in Via Ostiense, 236)

Vannuccini, Vanna/ Predazzi, Francesca: Piccolo viaggio nell’anima tedesca. Milano: Feltrinelli, 2004.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
SEE SECTION ON BOOKS AND FURTHER READING

MODULE
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- 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
- R. CARTER ET AL. WORKING WITH TEXTS, ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND UNIT WORDS AND THINGS (selected pages to be announced at the beginning of the course)

LANGUAGE CLASSES
- "B2 ENGLISH FILE DIGITAL UPPER INTERMEDIATE" LATEST EDITION (OXFORD UNIVERSITY PRESS)

ACHIEVEMENT OF B2 LEVEL IN ALL SKILLS. DEVELOPMENT OF: A)
KNOWLEDGE AND UNDERSTANDING OF THE MAIN FEATURES OF
THE FOREIGN LANGUAGE; B) ABILITY TO COMMUNICATE IDEAS,
INFORMATION AND INTENTIONS. COMPREHENSION OF WRITTEN
TEXTS ON THE BASIS OF ACQUIRED KNOWLEDGE. BASIC
AUTONOMOUS LEARNING SKILLS

- R. CARTER ET AL. WORKING WITH TEXTS,
ROUTLEDGE. UNIT ‘TEXT AND CONTEXT’ AND
UNIT WORDS AND THINGS
- ONE OF THE FOLLOWING MONOLINGUAL
DICTIONARIES (LATEST EDITION) (IN
ALPHABETICAL ORDER):
- 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
- B2 LEVELACTIVITIES: "B2 ENGLISH FILE DIGITAL
UPPER INTERMEDIATE" LATEST EDITION (OXFORD
UNIVERSITY PRESS

Chinese traditional concept of literature and Chinese Classics
The poetry: the shi of Tang era, the ci of Song era and the qu of Yuan era
Fiction: short stories in classical language, the chuanqi
Huaben novella in vernacular language
Ming and Qing novels
The Traditional Chinese theatre until the Beijing Opera
Selected readings from Tang and Song poetry in Chinese language

Books:
Idema W., Haft L. (2000), Letteratura cinese, Cafoscarina, Venezia (fino a p. 274)
Bertuccioli G. (1968), La letteratura cinese, Sansoni, Firenze (oppure nuova edizione 2013 a cura di Federica Casalin, edizione L’Asino d’oro – da pag. 165 a pag. 305)
Savarese N. (1997), Il racconto del teatro cinese, Roma, Carrocci Editori (fino a p. 90)

Essay:
Owen Stephen, “La poesia nella tradizione cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
Ropp Paul S., “La particolare arte della narrativa cinese”, in L’eredita della Cina / a cura di Paul S. Ropp

Scelta di due letture tra:
Chin P’ing Mei. Romanzo cinese del secolo XVI, Milano, Feltrinelli, 1970 (o altra edizione).
Wu Cheng’en, Lo scimmiotto, Milano, Adelphi, 2002 (oppure Wu Cheng’en, Il viaggio in occidente, versione integrale di Serafino Balduzzi, Milano, Cerebro, 2011)
Shi Nai’an, I briganti: antico romanzo cinese / [Shih Nai-an] ; a cura di Franz Kuhn ; prefazione di Martin Benedikter ; traduzione dal tedesco di Clara Bovero (o altra edizione)
Pu, Songling. Strange tales of Liaozhai / translated by Lu Yunzhong .[et al.], Hong Kong : Commercial Press, 1988 (o altra edizione)
Edoarda Masi (a cura di), Chuanqi: storie fantastiche Tang, Parma: Pratiche, 1994 (o altra edizione)
Cao Xueqin, Il sogno della camera rossa (qualsiasi edizione)

Suggested readings:
Masi E., Cento capolavori della letteratura cinese, Macerata, Quodlibet, 2009 ( pp. 138-366)
Plaks A. (2002), “Il romanzo nella Cina premoderna”, in Moretti F. (a cura di), Il Romanzo. Storia e geografia Vol. III, Einaudi, Torino, pp. 57-82.
Zhao H. (2001), “Storiografia e fiction nella gerarchia culturale cinese”, in Moretti F. (a cura di), Il Romanzo. La cultura del romanzo Vol. I, Einaudi, Torino, pp. 47-69.

Reading and translation of a selectiong of Tang and Song poems

Usage and functions of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence, extended usage of directional complements, estended usage of interrogative pronouns, expression of emphasis.
History of the Chinese language, periodization and typological classification, main features of modern Chinese lexicon, morphology and syntax.

F. MASINI ET AL, Il cinese per gli italiani (vol. 2), Hoepli, 2006.
C. ROMAGNOLI, J. WANG, Grammatica d’uso della lingua cinese, Hoepli, 2016.
Papers on different aspects of Chinese linguistics

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.

For the students following the course
- G. Feliu, C. Sudrià, Introduzione alla storia economica mondiale, Padova, CEDAM, 2013, capp. 1 – 11.
and one book to be chosen between:
- F. Braudel, Espansione europea e capitalismo. 1450-1650, Bologna, Il Mulino, 2015.
and
- L. Conte, V. Torreggiani, Istituzioni, capitali e moneta. Storia dei sistemi finanziari contemporanei, Milano, Mondadori, 2017, Introduzione + capp. 1-3.

The students that will not follow the course must add:
M. Fornasari, La banca, la borsa, lo Stato. Una storia della finanza (secc. XIII-XXI), Torino, Giappichelli, 2017, pp. 1-154.

The course is aimed at providing students with the basic notions of international law and to introduce them to a critical appraisal of the main current global problems according to a systemic and realist-constructivist approach.Ten cases are discussed in class and included in the syllabus.*

Introduction

I. The state system and the governance of humankind

1. The state system and the international community

2. Inter-state creation and intra-state application of international law

a. General international law
b. Treaties
c. Binding acts of international organizations
d. Relationships between international law sources
e. The dynamics of international law sources
f. Intra-state application of international law rules

3. The allocation of the governmental authority of the states

a. Criteria of allocation of state jurisdiction
b. Delimitation of the spaces in which state jurisdiction is exercised

II. International rules protecting common values of humankind

1. Interstate order

a. Immunity of organs of foreign states
b. Jurisdictional immunity of foreign states
c. Jurisdictional immunity of international organizations

2. The human person

a. Foreign nationals
b. Human rights
c. Humanitarian international law
d. International crimes

3. Sustainable economy

a. World Trade Organization (WTO)
b. GATT
c. Foreign investment
d. Sustainable development
e. Environment

4. Global security

a. Transnational crime
b. Prohibition of the use of force
c. The UN Security system
d. Disarmament and non-proliferation of WMDs

III. International responsibility and international settlement of disputes

1. International responsibility

a. International responsibility of states
b. International responsibility of international organizations
c. International responsibility of individuals

2. International settlement of disputes

a. Adjudication
b. Diplomacy



* Cases

1. O’Brian
2. Ben-Khemais
3. Boimah Flomo
4. El-Sayed
5. Enrica Lexie
6. Jurisdictional immunities of the State
7. Hirsi
8. Al-Jedda
9. Dorigo
10. Judgment No. 238 of 22 October 2014 of the Italian Constitutional Court

Textbooks, with further references (in several languages):

1. Carlo Focarelli, Diritto internazionale (Padova: Cedam, 2017, 4° ed.).
2. Carlo Focarelli, Diritto internazionale – II. Prassi (2008-2012), Padova, Cedam, 2012), only the following cases:

1. O’Brian, § 7
2. Ben-Khemais, § 9
3. Boimah Flomo, § 13
4. El-Sayed, § 22
5. Enrica Lexie, § 27, with an update available here: https://uniroma3-my.sharepoint.com/:b:/g/personal/cfocarelli_os_uniroma3_it/EQFugZ9sB7dAtr9Pn3NntDIBGer2-2zeB6RDA5tMZSOhlw?e=Wjyu9m
6. Jurisdictional immunities of the State, §§ 49, 50 e 93
7. Hirsi, § 69
8. Al-Jedda,§ 87
9. Dorigo, § 99
10. Judgment No. 238 of 22 October 2014 by the Italian Constitutional Court, available here: https://uniroma3-my.sharepoint.com/:b:/g/personal/cfocarelli_os_uniroma3_it/EUb9_rJBgWlGqRl13dZ-r2wBYsW2x5Go4zEBKTZbyTrACQ?e=woVf0A.

The number following the symbol “§” stands for the case number in the book above sub 2.

The syllabus is the same for both attending and non-attending students, whether of Political Scienze or Economics.

Concerning the students of Linguistic Mediation who are required to pass a 6-credit exam of international law, the book above sub 2 as well as the ten cases listed above are not included in the syllabus for exam purposes.

The Course is aimed at analysing the global and regional IOs phenomenon along the lines of their institutional and operative features in the perspective of the inter-governmental cooperation as well as the human rights protection. The last topic has a proper cross-cutting impact in both universal and regional institutional systems. The substantial notions are fundamental for accessing the diplomatic or IOs official carrier or to work in public and private institutions as well as EU and international NGOs.
The Course is developed into two main sections, devoted respectively to the institutional and operative features of global and regional IOs, and to the promotion and protection of human rights within the universal and regional institutional systems and related monitoring mechanisms (e.g. UN, CoE, EU, OSCE, OAS, African Union) and frameworks (Latin America, Middle East, Asia).

For students who attend the Course:
- Anja Mihr, Mark Gibney (eds.), SAGE Handbook of Human Rights, SAGE Publications Ltd, 2014
- Jacob Katz Cogan, Ian Hurd, and Ian Johnstone (eds.), Oxford Handbook of International Organizations, Oxford University Press, 2017
The e-books will be available access to the Library Platform of the Department. The Professor will give more details about their study during the lectures.
For students not attending the Course: the readings will be provided for by the Professor according to the fixed academic training credits.

This course focuses on the contemporary history of international relations in East Asia. Particular attention will be devoted to the positions occupied by Japan and China during the Cold War years, as well as to their interactions both with the other regional actors, the two superpowers and Europe. The analysis of the factors generated by the bipolar order will facilitate the identification of continuity and discontinuity moments in the broader context of the globalization.

Syllabus for attending students:

1) Best, Hanhimaki, Maiolo, Schulze, Storia delle relazioni internazionali. Il mondo nel XX secolo e oltre, UTET 2014 (capitoli: 8, 9, 10, 12, 14 e 15).
2) Frattolillo, Il Giappone tra Est e Ovest, FrancoAngeli 2014.
3) Mazzei, Volpi, Asia al centro, EGEA 2014, seconda edizione, (capitoli: 2, 3, 4, 10 e 12).


Syllabus for non-attending students:

1) Best, Hanhimaki, Maiolo, Schulze, Storia delle relazioni internazionali. Il mondo nel XX secolo e oltre, UTET 2014 (capitoli: 8, 9, 10, 12, 13, 14 e 15).
2) Frattolillo, Il Giappone tra Est e Ovest, FrancoAngeli 2014.
3) Mazzei, Volpi, Asia al centro, EGEA 2014, seconda edizione (per intero).
4) R. Lim, Geopolitics of East Asia, Routledge 2005 (come strumento di consultazione).
5) Un testo a scelta tra i seguenti:
- Frattolillo, Diplomacy in Japan-EU Relations, Routledge 2013;
- Frattolillo, Interwar Japan beyond the West, Cambridge SP 2012;
- Frattolillo, L’etica dell’interessere, Mimesis 2013.

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.

This 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.

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.