The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

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 into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

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 into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOITATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES.
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B1 LEVEL. Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. THOSE WHO CANNOT ATTEND THEM 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

-INFORMATION ABOUT SET BOOKS FOR LANGUAGE IMPROVEMENT CLASSES (B1 LEVEL) WILL BE COMMUNICATED AT THE BEGINNING OF CLASSES

LECTURES:
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 B1 LEVEL.

Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 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 'WORDS AND THINGS' AND UNIT '‘TEXT AND CONTEXT’

- 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

-INFORMATION ABOUT SET BOOKS FOR LANGUAGE IMPROVEMENT CLASSES (B1 LEVEL) WILL BE COMMUNICATED AT THE BEGINNING OF CLASSES

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

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

- C. Di Girolamo, I trovatori, Torino, Bollati Boringhieri, 1989 (Introduzione e capitoli I, IV);
- A. STUSSI, Fondamenti di critica testuale, il Mulino, Bologna 1998, Introduzione);
- F. Brugnolo, Traduzioni poetiche nella Scuola siciliana, in Premio “Città di Monselice” per la traduzione letteraria e scientifica – 31-32-33, a cura di G. Peron, Padova, Il Poligrafo, 2004, pp. 270-91 (il saggio sarà messo a disposizione dalla docente);
- S. Asperti, Origini romanze. Lingue, testi antichi, letterature, Roma, Viella, 2006.


- L. Renzi, A. Andreose, Manuale di linguistica e filologia romanza, Bologna, il Mulino, 2003 (Introduzione e capp. I, VII-X);
- M. De Riquer, Leggere i trovatori, ed. italiana a cura di M. Bonafin, Macerata, EUM, 2010 (antologia di testi trobadorici);
- F. Brugnolo, R. Capelli, Profilo delle letterature romanze medievali, Roma, Carocci, 2011, capp. 1 e 2;
- Au. Roncaglia, Le origini della lingua e della letteratura italiana, Torino, UTET, 2006, pp. 1-30 e 157-214.

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

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.
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. THOSE WHO CANNOT ATTEND THEM 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

LECTURES:
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)

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

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 provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

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
U. Heidmann, « Mettre les différences en dialogue », in S. Guindani et J. Talens, Carrefour Europe, Academia Bruylant, Louvain 2010
Corpus of texts given by the teacher

LECTURES: 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. THOSE WHO CANNOT ATTEND THEM 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

LECTURES:
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)

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

LECTURES: WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOITATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES.
LANGUAGE IMPROVEMENT CLASSES: READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B1 LEVEL. Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. THOSE WHO CANNOT ATTEND THEM 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

-INFORMATION ABOUT SET BOOKS FOR LANGUAGE IMPROVEMENT CLASSES (B1 LEVEL) WILL BE COMMUNICATED AT THE BEGINNING OF CLASSES

LECTURES:
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 B1 LEVEL.

Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 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 'WORDS AND THINGS' AND UNIT '‘TEXT AND CONTEXT’

- 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

-INFORMATION ABOUT SET BOOKS FOR LANGUAGE IMPROVEMENT CLASSES (B1 LEVEL) WILL BE COMMUNICATED AT THE BEGINNING OF CLASSES

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Old English Elegiac Poetry: The Wanderer

The course aims at giving students the ability to translate and discuss critically Old English poetic texts and to relate them to their cultural and linguistic context. The Wanderer and other elegiac passages from different texts will be analyzed considering the main features of Old English poetry, that is style, Biblical influences, symbolism, peculiarities of poetic language and of manuscript transmission.

- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford 2008;
or: The Wanderer, R. F. Leslie (ed.), Manchester University Press, Manchester 1966.

- F. C. Robinson, Old English, in B. Murdoch - M. Read (edd.), Early Germanic Literature and Culture, Camden House, Rochester-New York 2004, PP. 205-233.

A selection of chapters from:

- M. Godden-M. Lapidge, The Cambridge Companion to Old English Literature, Cambridge University Press, Cambridge 1991.
- M. Amodio, The Anglo-Saxon Literature Handbook, Malden, MA: Wiley-Blackwell, 2014.
- A.M. Luiselli Fadda, Tradizioni manoscritte e critica del testo nel Medioevo germanico, Laterza, Bari-Roma 2010 (Part I).
- R. Lass, Old English: a Historical Linguistic Companion, Cambridge University Press, Cambridge 1993.

Further material will be given at the beginning of the course.

Students are advised to attend classes. Those who cannot attend them are requested to contact the teacher at the beginning of the course.

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.

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

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

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

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

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

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

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.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. Lecture attendance is strongly recommended.

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

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

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.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. Lecture attendance is strongly recommended.

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

The course aims to outline an overview of Portuguese literature from the beginning to the fifteenth century, placing special emphasis on the evolution of the Galician-Portuguese lyric poetry(XII-XIV century).
Main contents of the course:
- Cultural and historical overview on development of Galician-Portuguese language, the origins of the Galician-Portuguese lyric poetry, centres of medieval poetry in the Iberian Peninsula;
- analysis of the themes and formal aspects of the three main genres of the Galego-Portuguese lyric poetry: cantiga d'amor, cantiga de amigo, cantigas d'escarnho e maldizer;
- Analysis of the main aspects of the religious-Marian genre: Cantigas de Santa Maria of Alfonso X;
- The Manuscript Tradition of Galician-Portuguese lyric poetry;
- Evolution of Portuguese literature: prose and historiography.

V. Bertolucci, “La letteratura portoghese medievale”, in V. Bertolucci, C. Alvar, S. Asperti, Storia delle letterature medievali romanze. L’area iberica, Roma-Bari, Laterza, 1999;
G. Lanciani, “L’ambasceria portoghese a Leone X e la lirica galego-portoghese”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, “La cantiga de amigo, canzone di «retroguardia»”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). T

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Poetry
John Milton, “Lycidas”, Sonnets (“Piedmont”),
Andrew Marvell,
Alexander Pope, The Rape of the Lock (1714)
Thomas Gray, Elegy Written in a Country Churchyard (1751)
Poeti

John Milton
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
Samuel T. Coleridge
P. B. Shelley
George Byron, Lord
Walter Scott, Sir
John Keats


Novels
Daniel Defoe, Robinson Crusoe (1719)
Jane Austen, Pride and Prejudice (1813)

Reading List,
Mary Shelley, Frankenstein (1818)

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). In the second part of the module will focus on the second-generation Romantics and Italy.

An anthology of texts and a number of critical essay will be uploaded on the module convenor's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009

Critical texts
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

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.

The course aims to outline an overview of Portuguese literature from the beginning to the fifteenth century, placing special emphasis on the evolution of the Galician-Portuguese lyric poetry(XII-XIV century).
Main contents of the course:
- Cultural and historical overview on development of Galician-Portuguese language, the origins of the Galician-Portuguese lyric poetry, centres of medieval poetry in the Iberian Peninsula;
- analysis of the themes and formal aspects of the three main genres of the Galego-Portuguese lyric poetry: cantiga d'amor, cantiga de amigo, cantigas d'escarnho e maldizer;
- Analysis of the main aspects of the religious-Marian genre: Cantigas de Santa Maria of Alfonso X;
- The Manuscript Tradition of Galician-Portuguese lyric poetry;
- Evolution of Portuguese literature: prose and historiography.

V. Bertolucci, “La letteratura portoghese medievale”, in V. Bertolucci, C. Alvar, S. Asperti, Storia delle letterature medievali romanze. L’area iberica, Roma-Bari, Laterza, 1999;
G. Lanciani, “L’ambasceria portoghese a Leone X e la lirica galego-portoghese”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, “La cantiga de amigo, canzone di «retroguardia»”, in La meccanica dell’errore, Roma, Viella, 2010;
G. Lanciani, Profilo di storia linguistica e letteraria del Portogallo, Roma, Bulzoni, 1999.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon. The course will focus on topics, contexts and textual strategies with a view to underlining the literary representation of the female characters in the texts we will analyze.

Compulsory readings:

Literary texts:
Charles Dickens, Hard Times (any unabridged English edition);
Joseph Conrad, The Return
James Joyce, The Dead
J. M. Coetzee, Disgrace

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

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

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

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

The coming of age novel

Programme: Through the reading of a selection of novels written between the 1860's and the present, the course will explore the many ways in which Anglophone culture has given expression to the European Bildungsroman. With the aid of critical and anthropological theorization, and of feminist studies, the course will investigate four "coming of age" novels and the different ways in which their authors have represented the crucial passage from childhood or adolescence to adult life.

Literary texts:
Charles Dickens, Great Expectations (1861) (any English edition);
Virginia Woolf, The Voyage Out (1915) (any English edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition).

Film:
Great Expectations, director David Lean (1946) (available at Videoteca del Dipartimento).

Secondary readings:
Rachel Bowlby, A Child of One’s Own. Parental Stories, Oxford University Press 2013, pp. 115-131 (in pdf in my web page).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (select chapters, in pdf).
Other readings will be announced at the beginning of the course.

Elements of literary history:
P. Bertinetti (a cura di), Breve storia della letteratura inglese (chap. VII-VIII-IX), Einaudi, 2004.

This course provides an overview of English literature through the study of a variety of texts by some of the most representative authors of the British canon.

Obligatory Reading material
Novels:
William Makepeace Thackeray, Pendennis (any complete edition in English); James Joyce, A Portrait of the Artist as a Young Man (any complete edition in English);
Other texts. Students will be provided with a selection of short texts that must be read. Among them will be extracts and poems by (among others) John Henry Newman, Thomas Carlyle, Matthew Arnold (“Dover Beach), Alfred Lord Tennyson (“Ulysses”), W.B. Yeats, T.S. Eliot, “The Lovesong of Alfred J. Prufrock".
Critical Texts:
Paul Poplawski, English Literature in Context. Cambridge: Cambridge University Press, 2008. (pages 403-592.
The full critical reading list will be supplied during the course.

Aims: Students will develop a good knowledge of English literature and culture from the
Restoration (1660) to Romanticism (1830). T

Programme: This course provides an overview of English literature through the study of a variety
of texts by some of the most representative authors of the British canon

Poetry
John Milton, “Lycidas”, Sonnets (“Piedmont”),
Andrew Marvell,
Alexander Pope, The Rape of the Lock (1714)
Thomas Gray, Elegy Written in a Country Churchyard (1751)
Poeti

John Milton
Andrew Marvell
John Dryden
Jonathan Swift
Alexander Pope
Thomas Gray
William Cowper
William Blake
William Wordsworth
Samuel T. Coleridge
P. B. Shelley
George Byron, Lord
Walter Scott, Sir
John Keats


Novels
Daniel Defoe, Robinson Crusoe (1719)
Jane Austen, Pride and Prejudice (1813)

Reading List,
Mary Shelley, Frankenstein (1818)

The course will offer an historical and literary overview of the Long Eighteenth Century in which the most important cultural trends of the Restoration, the Enlightenment and Romanticism will be highlighted through the analysis of a number of meanignful texts by different authors and genres (prose, poetry, drama). In the second part of the module will focus on the second-generation Romantics and Italy.

An anthology of texts and a number of critical essay will be uploaded on the module convenor's webpage (Materiali didattici 2016-17)
P. Bertinetti, English Literature. A Short History, Einaudi, Torino 2010 (Chapters v, vi, vii)

Primary sources
Shelley, Keats e Byron. I ragazzi che amavano il vento, traduzione di Roberto Mussapi, Feltrinelli, MIlano 2009

Critical texts
Marcello Pagnini (a cura di), Il Romanticismo, Il Mulino, Bologna 1986 (selected chapters)
Keymer T, and J. Mee, The Cmabridge Companion to English Literature 1740-1830, CUP 2004 (selected Chapters)

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

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

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

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

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

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.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. Lecture attendance is strongly recommended.

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

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

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.

Requirements:
Students must pass all the language skills exams at the required level in order to access the final oral exam. Lecture attendance is strongly recommended.

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

The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

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, Hoepli, 2006.
T. LIOI ET AL, Introduzione alla scrittura cinese, Hoepli, 2016.

Suggested readings:

M.ABBIATI, Guida alla lingua cinese, Carocci 2008.

The course intends to introduce students to the study of hispanic linguistics and to linguistic and cultural mediation between sister languages (spanish/italian). The course is structured into three thematic sections:
1. Overview of the hispanic world: the diffusion of Spanish; varieties and variation; fundamentals of the history of the spanish language.
2. Main characteristics of the spanish linguistic system: typological introduction; focus on the description of the phonetic-phonological level and on word formation processes; lexicon and semantics; introduction to the use of dictionary.
3. Introduction to the concept of linguistic and cultural mediation and to the fundamental theoretical and methodological problems involved in translation processes; interlinguistic and intercultural communication; mediation and translation activities based on simple texts belonging to different contexts of use.

Manuali e saggi
Una selezione di saggi di linguistica ispanica (rivolgersi alla docente).
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli selezionati);
Raffaella BERTAZZOLI, La traduzione: teorie e metodi, Carocci, 2015.
Marina ROMERO FRÍAS y Alessandra ESPA, “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Espéculo (Revista de estudios literarios), Universidad Complutense de Madrid, 2005, (accessibile online: http://www.ucm.es/info/especulo/numero29/l_afines.html)

Libri di lettura e materiale audiovisivo
Horacio QUIROGA, Anaconda.
Gustavo Adolfo BECQUER, Leyendas. (parti selezionate)
Film: Alex de la Iglesia, La comunidad, 2000.
Guillermo del Toro, El laberinto del Fauno, 2006.

Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam date.

The module illustrates the main phonological, morphological, syntactic and lexical features of contemporary English. It also trains students in the use of monolingual dictionaries.
Language improvement classes: reading, writing, listening and speaking activities leading to the required level.
Teaching/learning activities include: lectures; language improvement classes; use of language laboratory
STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).
• 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

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

STUDENTS MUST PASS THEIR B1 (first language) OR A2 (second language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE 2nd yr. EXAM
STUDENTS ARE STRONGLY ADVISED TO ATTEND CLASSES. IF THEY CAN'T, THEY ARE REQUESTED TO MEET THE COURSE TEACHER AT THE BEGINNING OF THE ACADEMIC YEAR.

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

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

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

Introduction into the German language


This course aims to introduce into the field of German language and linguistics. We will start studying theories and strategies about language learning trying to find a way to help the students with their difficult task to learn the German language. After a short introduction into the history of the German language we will analyze linguistic variation (German as a pluricentric language) and the most difficult aspects of the German language for Italian students. Finally we will concentrate on syntax. We will also discuss some aspects of verb valency, word formation, phonetics and phonology. And, last but not least, we will practice some small exercises of language mediation.

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, Hoepli, 2006.
T. LIOI ET AL, Introduzione alla scrittura cinese, Hoepli, 2016.

Suggested readings:

M.ABBIATI, Guida alla lingua cinese, Carocci 2008.

Classes aim at illustrating the main features of modern Chinese. In particular, it will be described the meaning and usage of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence. The course will also provide basic notions of Chinese linguistics, including the fields of lexicon, morphology, syntax and history of language.

F. Masini et al. Il cinese per gli italiani, vol. 2, Hoepli, Milano, 2010.
C. Romagnoli. Grammatica cinese- Le parole vuote del cinese moderno, Hoepli, Milano, 2012.
Students are also required to read a selection of academic papers on Chinese Linguistics.

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

Classes aim at illustrating the main features of modern Chinese. In particular, it will be described the meaning and usage of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence. The course will also provide basic notions of Chinese linguistics, including the fields of lexicon, morphology, syntax and history of language.

F. Masini et al. Il cinese per gli italiani, vol. 2, Hoepli, Milano, 2010.
C. Romagnoli. Grammatica cinese- Le parole vuote del cinese moderno, Hoepli, Milano, 2012.
Students are also required to read a selection of academic papers on Chinese Linguistics.

Political history of China from the Ming dynasty to nowadays.

BIBLIOGRAFIA PER FREQUENTANTI
A) Parte generale:
1. J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252 (capitoli sulle dinastie Ming e Qing).
2. G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.
Una lettura obbligatoria da scegliere tra le seguenti:
1. Bertuccioli, G., Masini, F., Italia e Cina, L'asino d'oro, Roma, 2014.
2. M.,Bloch, Apologia dello storia o mestiere dello storico, Einaudi, Torino, 2009.
3. T. Cheek, Vivere le riforme. La Cina dal 1989, EDT, Torino, 2008.
4. L., De Giorgi, G., Samarani, La Cina e la storia. Dal tardo impero ad oggi, Carocci, Roma, 2005.
5. M., Miranda, (a cura di), Politica, società e cultura di una Cina in ascesa, Carocci, Roma, 2016.
6. M., Miranda, La democrazia in Cina, le diverse formulazioni dagli anni ’80 a oggi, Orientalia, Roma, 2012.
7. M., Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
8. K., Pomeranz, La grande divergenza, La Cina, l’Europa e la nascita dell’economia mondiale, Il Mulino, Bologna, 2012.
9. G., Samarani, M., Scarpari (a cura di), La Cina. Vol.III, verso la modernità, Einaudi, Torino, 2009, pp. 5-128, 215-252, 507-545.
10. P., Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.
11. M., Scarpari, Ritorno a Confucio, Il mulino, Bologna, 2015.

BIBLIOGRAFIA D'ESAME PER STUDENTI NON FREQUENTANTI:
Parte generale:
1. J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252 (capitoli sulle dinastie Ming e Qing).
2. G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.
Letture obbligatorie:
1. L., De Giorgi, “La società cinese fra l'ultima parte del XIX secolo e il 1949”, in G., Samarani, M., Scarpari (a cura di), La Cina. Vol.III, verso la modernità, Einaudi, Torino, 2009, pp. 507-545.
2. M., Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
3. P., Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.

Knowledge of phonetics, orthography and principal morphologic and syntactic structures of French language

Verbal morphology. Adjectives, verbs and adverbs typology. Introducing to translation.

a) Grammatica della lingua francese, a cura di F.P.A. MADONIA e A. PRINCIPATO, Carocci editore, Roma 2011: cap. 5 (L'aggettivo), cap. 7 (il verbo), cap. 8 (L'avverbio);

b) Aurelio Principato, Per una classificazione ragionata delle irregolarità verbali nel francese, SILTA n.1.

The aim of the course is to enlarge the competences already acquired on the spanish language, by dealing with a selection of relevant themes in hispanic linguistics, in a synchronic and contrastive perspective, and by introducing to the activity of translation as a form of linguistic and cultural mediation.
The description of the main structures of the linguistic system, focused on lexicon and phraseology and on syntax, will be accompanied by the analysis of real examples of linguistic use in spanish, with special attention to the various dimensions of variation (diatopic, diamesic, diaphasic, diastratic). The linguistic and textual analysis will aim to familiarize students with texts of different genre and typology, and will serve as a basis to carry out various kinds of activity of translation and oral and written mediation. Another part of the module will be dedicated to the illustration of the main instruments used by translators.

Manuali e saggi
Saggi selezionati di linguistica ispanica sugli argomenti in programma (rivolgersi alla docente);
Manuel CARRERA DÍAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997 (capitoli scelti).

Libri di lettura e testi audiovisivi
Jordi GALCERÁN, El metodo Grönholm (per tutti);
Antonio SKÁRMETA, Ardiente paciencia (Prima lingua LLE e OCI);
Luis SEPÚLVEDA, Historia de la gaviota y del gato que le enseñó a volar (Seconda lingua LLE).

Film:
Montxo Armendáriz, Historias del Kronen, 1995.
Alejandro González Iñárritu, Babel, 2006.


Reference grammars and dictionaries, additional readings, listenings or exercise texts together with all relevant information regarding the course are available on the personal website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/mpalmerini/).

Students are requested to contact the professor (by email or during office hours) to confirm the detailed course programme and to receive the necessary instructions regarding the individual works due (also by email) within 10 days before the exam.

Title of the course: „Wort – Wörter – Wörterbuch“

The students are introduced in the german semantics and german lexicology, especially based on a contrastive perspective italian-german. Issues: simple words vs. composed words, description of the meaning, semantic relations, false friends, word formation, phraseology, loan words, german words in other languages, Youth Language, culture words.

Martina Nied Curcio (2016): La lingua tedesca. Aspetti linguistici tra contrastività e interculturalità. Roma: Universitalia.

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.

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

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.

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

History of Chinese modern and contemporary literature through the works of the major authors of the XX century.

G.Bertuccioli, La letteratura cinese, L’asino d’oro, 2013; Dolezelova- Velingerova, “La Cina e l’Occidente: incontri e transvalutazioni” , in F. Moretti, Il romanzo, vol. III, Einaudi, 2002, pp.479- 504; Noel Dutrait, Leggere la Cina, Pisani, 2005; Bonnie McDougall- Kam Louie, The Literature of China in the Twentieth Century, Columbia University, 1997; Mostow, J., Denton, K., eds., The Columbia Companion to Modern East Asian Literature Columbia University Press, New York, 2003
Compulsory readings: Mo Yan, Sorgo rosso, Einaudi , 1997; three of the following books: Mo Yan, Le Rane, Einaudi, 2012; Yu Hua, Vivere,Donzelli, 1998; Acheng, Il re degli scacchi, Bompiani, 2000; Su Tong, Mogli e concubine, Feltrinelli; Su Tong, Racconti fantastici e crudeli,Eir, 2015; Wang Shuo, Metà acqua metà fuoco, Mondadori, 1998; Shen Congwen, il vecchio e il nuovo, Nutrimenti 2008; Han Dong, Mettere Radici, ObarraO, 2012.
Recommended readings: Qiu Xiaolong, Visto per Shanghai, Marsilio, 2004; Qiu Xiaolong, La misteriosa morte della compagna Guan, Marsilio, 2005.

Learning of grammar structures: the passive sentence, ways to express comparison and emphasis, methaphorical use of directional complements. Reading and analysis of texts on different topics and press articles.

P. De Troia e altri, Il cinese dei giornali, Hoepli, 2013.
Testi consigliati: C.Romagnoli, Grammatica cinese- le parole vuote del cinese moderno, Hoepli, 2012; Li Dejin- Cheng Meizhen, A Practical Chinese Grammar for Foreigners, Sinolingua, Beijing, 1988 e succ.
Dictionaries: R.Lombardi (a cura di), Dizionario piccolo di cinese, Garzanti, 2012; Xiandai Hanyu cidian, (diwuban), Beijing, Shangwu yinshuguan, 2009; The Contemporary Chinese Dictionary (Chinese English Edition), Foreign Language Teaching and Research Press, 2002 e segg.

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

Duranti A., Antropologia del linguaggio, Meltemi 2000.
Félix-Brasdefer J.C., Declining an invitation: A cross-cultural study of pragmatic strategies in American English and Latin American Spanish, in Multilingua 22(3), 2003, pp. 225-255.
Garcìa C., Teaching speech act performance: Declining an invitation, in Hispania 79(2), 1996, pp. 267-279.
Nuzzo E., Fonti di input per l'insegnamento della pragmatica in italiano L2: riflessioni a partire dal confronto tra manuali didattici, serie televisive e parlato spontaneo, in E. Santoro, I. Vedder (a cura di), Pragmatica e interculturalità in italiano lingua seconda, Cesati, 2016, pp. 15-27.

Description of course
The course aims to introduce students into varieties of Spanish Language: diachronic, diatopic, diastratic and diaphasic. Guided by the teacher, students will analyze and translate different kinds of texts.


Attendance, student work and assessment
Attendance, although not compulsory, is strongly recommended. It supports students to personal study.
For attending students:
1) Active attendance and coursework (20%);
2) Written exam (30%);
3) Oral exam (50%).
For non attending students:
1) Non-attendant students have to contact the teacher at least two months before the final exam in order to accord program’s integration and written essay;
2) Written essay;
3) Oral exam conform with integrations previously accorded in point 1) e 2).

Notes
All students are exhorted to consult website of Dr. Elena Marcello (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/emarcello/), where they will found updaten information about class, programs and teaching material. They will read and comment on texts during the lessons, so it’s essential for the students to get them in time.

Teaching material (To be studied for the finals)
1) Textbooks and critical essays
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996 (2ª ed.), pp. 287-331.
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (capitoli 1 e 2).
Calvi, Maria Vittoria et alii, Las lenguas de especialidad en español, Roma, Carocci, 2014, pp. 15-38 («Las lenguas de especialidad»), pp. 75-100 («El lenguaje de los medios de comunicación»), pp. 123-144 («El lenguaje económico»).
Other bibliographical references will be provided during the course.
2) Texts
Selection of texts (download from teacher’s website) for practice exercises and translation during the course.
Alonso de Santos, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010
Carrasco, Jesús, Intemperie, Seix Barral, 2013.
Mendoza, Eduardo, La verdad sobre el caso Savolta, Seix Barral, 2003.
Pérez Reverte, Arturo, Perros e hijos de perra, Barcelona, Alfaguara, 2014.
3) Dictionaries
Tam, Laura, Grande dizionario di spagnolo con CD-ROM, Milano, Hoepli, 2009 (2ª ed.)
Arqués, Rossend – Padoan, Adriana, Il grande dizionario di spagnolo, Bologna, Zanichelli, 2012.
RAE, Diccionario de la Real Academia Española, Madrid, RAE, 2014 (23ª ed.)
Seco, Manuel; Ramos, Gabino; Andrés, Olimpia, Diccionario del Español Actual, Madrid, Santillana, 2006.

Additional mandatory material will be provided for students who have failed their final tests and for non attending students.

Learning of grammar structures: the passive sentence, ways to express comparison and emphasis, methaphorical use of directional complements. Reading and analysis of texts on different topics and press articles.

P. De Troia e altri, Il cinese dei giornali, Hoepli, 2013.
Testi consigliati: C.Romagnoli, Grammatica cinese- le parole vuote del cinese moderno, Hoepli, 2012; Li Dejin- Cheng Meizhen, A Practical Chinese Grammar for Foreigners, Sinolingua, Beijing, 1988 e succ.
Dictionaries: R.Lombardi (a cura di), Dizionario piccolo di cinese, Garzanti, 2012; Xiandai Hanyu cidian, (diwuban), Beijing, Shangwu yinshuguan, 2009; The Contemporary Chinese Dictionary (Chinese English Edition), Foreign Language Teaching and Research Press, 2002 e segg.