Fiefs and vassals. Sources and historiographical perspectives, from the early to late Middle Ages.

G. Albertoni, Vassalli, feudi, feudalesimo, Rome, Carocci, 2015; S. Carocci, Signorie di Mezzogiorno. Società rurali, poteri aristocratici e monarchia (XII-XIII secolo), Rome, Viella, 2014, chapter 4.

Anno accademico 2017-2018
S.S.D. STORIA MODERNA M-STO/02

I SEMESTRE

STORIA MODERNA
(6 CFU)
(Prof. Stefano ANDRETTA)


I modulo (6 CFU)

Titolo del corso: Istituzioni di Storia Moderna
Nel corso verranno analizzate e argomentate le linee principali che identificano i contenuti dell’età moderna dal XV secolo alla prima metà del XIX secolo con un’attenzione preliminare alle categorie storiografiche, agli orientamenti interpretativi, alle fonti e agli strumenti propri della disciplina. L’obiettivo formativo è di offrire agli studenti solide basi per acquisire una familiarità conoscitiva e critica sulla “storia generale” dell’età moderna.
Le lezioni verteranno principalmente sui seguenti temi: l’Europa e la sua interrelazione con i mondi extraeuropei; Crisi e identità dell’Italia moderna; Umanesimo e Rinascimento; Riforma protestante e Controriforma cattolica; La società di antico regime: ceti e classi; Modelli economici: la terra, il lavoro, la finanza e il mercato nell’età moderna; I sistemi politici e le loro dinamiche: impero, monarchie e repubbliche; Famiglia e demografia; Alfabetizzazione e cultura; La nascita della scienza moderna; Illuminismo e riforme; La prima rivoluzione industriale; La Rivoluzione americana e la nascita degli Stati Uniti; La Rivoluzione francese; l’Età napoleonica e l’Europa delle nazioni.




II modulo (6 CFU)

Titolo del corso: L’età del Rinascimento tra Italia ed Europa
Nel corso saranno presi in esame i principali eventi storici che hanno caratterizzato la storia d’Italia e delle principali monarchie europee dall’ultimo trentennio del XV secolo alla prima metà del XVI secolo. Verranno inoltre affrontate tematiche in grado di illustrare la gamma dei contenuti intellettuali e concettuali dell’epoca rinascimentale e delineati i termini principali della discussione metodologica e interpretativa interni ai tempi e agli spazi di manifestazione e applicazione della categoria storiografica Rinascimento attraverso l’analisi di autorevoli testi e fonti appropriate.

Testi d’esame

A)

1)P. Burke, Il Rinascimento europeo. Centri e periferie, Roma-Bari, Laterza
2) M. Pellegrini, Le guerre d’Italia, Bologna, Il Mulino

B)Un testo a scelta tra i seguenti :

1) L’uomo del Rinascimento, a cura di E. Garin, Roma-Bari, Laterza,
2) A. Tenenti, L’Italia del Quattrocento. Economia e società, Roma-Bari, Laterza
3)R. von Albertini, Firenze dalla Repubblica al principato. Storia e coscienza politica, Torino, Einaudi
4) F. Chabod, Scritti sul Rinascimento, Torino, Einaudi (pp.1-239)
5) J. Burckhardt, La civiltà del Rinascimento in Italia ,Firenze, Sansoni
6) E. Bonora, Aspettando l’imperatore. Principi italiani tra il papa e Carlo V, Torino, Einaudi
7) M. Pellegrini, Il papato nel Rinascimento, Bologna, Il Mulino
8)Niccolò Machiavelli, Il principe, Torino, Einaudi , (o Milano,Garzanti)
9) Francesco Guicciardini, Storia d’Italia (1490-1534), 3 voll.(un volume a scelta), Torino, Einaudi, (o Milano, Mondadori)
10)Baldassar Castiglione, Il libro del cortegiano, Milano, Rizzoli

I corsi avranno inizio il 2 ottobre 2017

Orario delle lezioni

Lunedì ore 9-11, Martedì ore 9-11, Mercoledì ore 9-11 (aula A)

Orario di ricevimento

Nel primo semestre è fissato nei seguenti giorni: Lunedì e Martedì immediatamente dopo la lezione, Mercoledì ore 11-13. Dipartimento di Studi Umanistici area di Storia e Geografia (stanza 136 ). Per il ricevimento nel secondo semestre seguiranno successive informazioni.

Importante: si ricorda che tutti gli studenti iscritti al Collegio didattico di Scienze Storiche e coloro che, provenienti da altri Collegi didattici, intendono ottenere 12 CFU dell’insegnamento sono tenuti a sostenere l’esame su entrambe le unità inderogabilmente solo nelle date previste delle sessioni (Modulo I-II per 12 CFU complessivi).
Per informazioni particolarmente urgenti l’ indirizzo di posta elettronica del docente è stefano.andretta@uniroma3.it.
Per qualunque problema di carattere organizzativo o amministrativo (problemi di prenotazione, problemi di registrazione, di inserimento dati, di collegamento ai siti di Ateneo, difformità nei piani di studio, collocazione delle bacheche per informazioni ecc.) si prega di rivolgersi alla segreteria del Collegio Didattico di Scienze Storiche il cui indirizzo telefonico e telematico è il seguente:

Tel. +39.06.57338487 / Fax +39.06.57338541 / e-mail: didattica.scienzestoriche@uniroma3.it

Testi d’esame
A) Un manuale universitario di storia moderna, a scelta dello studente tra :

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

Contemporary History
XIX and XX Century

Testi
A) XIX Century :
Le “Rivoluzioni borghesi”, la Seconda rivoluzione industriale e la Società di massa,
available on Website

B) XX Century. One of those books:
- Alberto Mario Banti, L’età Contemporanea. Dalla Grande Guerra a oggi, Laterza, Roma – Bari, 2009
- Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier Università, Milano 2017, dal capitolo 10 in poi.

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.
STUDENTS MUST PASS THEIR B1 (first language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE. EXAM
STUDENTS MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS, INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY)
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.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).[chapters 3 and 6: all pages; Chapter 1: pp.-32-42 especially examples; Chapter 2: pp. 46-63; Chapter 4: pp. 102-113; Chapter 5: pp. 124-129; 134-137]
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 2, 3, 12).[Chapters 3 e 12 are to be adapted to the Dictionaries below]
• 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.
Students must pass their B1 (first language) or A2 (second language) language tests before taking this exam. Students will be awarded 12 ECTS only if they complete the whole module and pass the final exam.
Students are strongly advised to attend classes. Those students who cannot attend classes 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

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

Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

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

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

The aim of this course is the acquisition of a basic knowledge of the written and oral Portuguese language (the A2 level of the Common European Framework of Reference for Languages ), of the tools to achieve communication in an everyday situation as well as of the skills of comprehension and written production of short texts. The second objective is to acquire the main features of the diachronic development, from Latin to Portuguese.
The course includes the following modules:
Module A: Morphology and syntax of the simple sentence
Module B: History of the Portuguese language

Texts:
Modulo A: Lanciani, G. – Tavani, G., Grammatica portoghese, Milano, Led, 2006
Mateus, M. H. M. et al, Gramática da língua portuguesa, Lisboa, Caminho 2003 (cap. Frases simples)
Modulo B: Cardeira, E., História do português, Lisboa, Caminho 2006

Other teaching materials and bibliographical references will be provided to the students during the lessons.
Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007
Mea, G., Dicionário de Italiano-Português e Italiano-Português Editora, Porto Editora, 2 VV, 2010

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

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 how literary characters are shaped through narrative points of view with a particular attention on how the I/he/she comes forward in his/her relationship with the other(s), with him/herself, with his/her interiority from Elizabethan times to the Twentieth century.

William Shakespeare, Macbeth (any bilingual edition);
Daniel Defoe, Robinson Crusoe (any unabridged edition)
George Eliot, The Lifted Veil / Il velo sollevato (Marsilio bilingual edition)
Joseph Conrad, The Secret Sharer / Il compagno segreto (any bilingual edition)
Virginia Woolf, The Lady in the Looking-Glass (provided by the teacher)
Samuel Beckett, Not I / Non io (provided by the teacher)

History of literature: P. Bertinetti (a cura di), Storia della letteratura inglese, vol. I-II, chapters indicated by the teacher, Einaudi, 2000;
or
A. Sanders, The Short Oxford History of English Literature, chapters indicated by the teacher, Clarendon Press, 1994.

Selected bibliography: it will be posted in the teacher's website.

Through the reading of a selection of novels written between the 1830'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. Within the course we will watch a selection of film adaptations of some of the novels considered and will investigate what happens to a story when it travels across mediums.

Literary texts:
Charles Dickens, Oliver Twist (1838), Oxford World's Classics 2008 (suggested edition);
Virginia Woolf, The Voyage Out (1915), Oxford World's Classics 2009 (suggested edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition);
Hanif Kureishi, The Buddha of Suburbia (1990) (any English edition).

Films:
to be announced.

Secondary readings (provided by the instructor):
Buckley, J. H. Season of Youth: The Bildungsroman from Dickens to Golding, Cambridge, MA: Harvard UP, 1974 (selected chapters).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (selected chapters).
Extra secondary readings will be announced later.

History of English literature (textbook):
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

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

Drama
William Shakespeare, Julius Caesar/Giulio Cesare (1599), trad. A. Lombardo, Feltrinelli. Testo a
fronte

Poetry
John Donne, “Farewell Forbidding Mourning” (1611)
George Herbert, “Love III” (1633)
John Milton, “On the Late Massacre in Piedmont” (1655)
William Wordsworth, “I Wandered Lonely as a Cloud” (1807), “Composed upon Westminster Bridge, September 3, 1802” (1807)
William Blake, “Tyger”
P.B. Shelley, “Ode to the West Wind” (1820)
John Keats, “Ode to a Nightingale” (1819),
Lord Byron, “On This Day I Complete My Thirty-Sixth Year” (1824)
Thomas Hardy, “The Convergence of the Twain” (1912)
W. B. Yeats, “An Irish Airman Foresees His Death” (1919)
Ezra Pound, “In a Station of the Metro” (1913)
W. H. Auden, “Funeral Blues”(1938)
Dylan Thomas, “Do not go gentle into that good night” (1951)
Philip Larkin, “Church Going” (1954)
Derek Walcott, “The Castaway” (1965)
Seamus Heaney, “Digging” (1966)

Novels and Tales
(romanzo) Mary Shelley, Frankenstein (1818), qualsiasi edizione
(novella) Joseph Conrad, “Heart of Darkness” (1899), a cura di G. Sertoli, Einaudi
(racconto breve) D. H. Lawrence, “Odour of Chrysantemums” (1911)
(romanzo) Ian McEwan, Espiazione/Atonement (2001)

Fiefs and vassals. Sources and historiographical perspectives, from the early to late Middle Ages.

G. Albertoni, Vassalli, feudi, feudalesimo, Rome, Carocci, 2015; S. Carocci, Signorie di Mezzogiorno. Società rurali, poteri aristocratici e monarchia (XII-XIII secolo), Rome, Viella, 2014, chapter 4.

Anno accademico 2017-2018
S.S.D. STORIA MODERNA M-STO/02

I SEMESTRE

STORIA MODERNA
(6 CFU)
(Prof. Stefano ANDRETTA)


I modulo (6 CFU)

Titolo del corso: Istituzioni di Storia Moderna
Nel corso verranno analizzate e argomentate le linee principali che identificano i contenuti dell’età moderna dal XV secolo alla prima metà del XIX secolo con un’attenzione preliminare alle categorie storiografiche, agli orientamenti interpretativi, alle fonti e agli strumenti propri della disciplina. L’obiettivo formativo è di offrire agli studenti solide basi per acquisire una familiarità conoscitiva e critica sulla “storia generale” dell’età moderna.
Le lezioni verteranno principalmente sui seguenti temi: l’Europa e la sua interrelazione con i mondi extraeuropei; Crisi e identità dell’Italia moderna; Umanesimo e Rinascimento; Riforma protestante e Controriforma cattolica; La società di antico regime: ceti e classi; Modelli economici: la terra, il lavoro, la finanza e il mercato nell’età moderna; I sistemi politici e le loro dinamiche: impero, monarchie e repubbliche; Famiglia e demografia; Alfabetizzazione e cultura; La nascita della scienza moderna; Illuminismo e riforme; La prima rivoluzione industriale; La Rivoluzione americana e la nascita degli Stati Uniti; La Rivoluzione francese; l’Età napoleonica e l’Europa delle nazioni.




II modulo (6 CFU)

Titolo del corso: L’età del Rinascimento tra Italia ed Europa
Nel corso saranno presi in esame i principali eventi storici che hanno caratterizzato la storia d’Italia e delle principali monarchie europee dall’ultimo trentennio del XV secolo alla prima metà del XVI secolo. Verranno inoltre affrontate tematiche in grado di illustrare la gamma dei contenuti intellettuali e concettuali dell’epoca rinascimentale e delineati i termini principali della discussione metodologica e interpretativa interni ai tempi e agli spazi di manifestazione e applicazione della categoria storiografica Rinascimento attraverso l’analisi di autorevoli testi e fonti appropriate.

Testi d’esame

A)

1)P. Burke, Il Rinascimento europeo. Centri e periferie, Roma-Bari, Laterza
2) M. Pellegrini, Le guerre d’Italia, Bologna, Il Mulino

B)Un testo a scelta tra i seguenti :

1) L’uomo del Rinascimento, a cura di E. Garin, Roma-Bari, Laterza,
2) A. Tenenti, L’Italia del Quattrocento. Economia e società, Roma-Bari, Laterza
3)R. von Albertini, Firenze dalla Repubblica al principato. Storia e coscienza politica, Torino, Einaudi
4) F. Chabod, Scritti sul Rinascimento, Torino, Einaudi (pp.1-239)
5) J. Burckhardt, La civiltà del Rinascimento in Italia ,Firenze, Sansoni
6) E. Bonora, Aspettando l’imperatore. Principi italiani tra il papa e Carlo V, Torino, Einaudi
7) M. Pellegrini, Il papato nel Rinascimento, Bologna, Il Mulino
8)Niccolò Machiavelli, Il principe, Torino, Einaudi , (o Milano,Garzanti)
9) Francesco Guicciardini, Storia d’Italia (1490-1534), 3 voll.(un volume a scelta), Torino, Einaudi, (o Milano, Mondadori)
10)Baldassar Castiglione, Il libro del cortegiano, Milano, Rizzoli

I corsi avranno inizio il 2 ottobre 2017

Orario delle lezioni

Lunedì ore 9-11, Martedì ore 9-11, Mercoledì ore 9-11 (aula A)

Orario di ricevimento

Nel primo semestre è fissato nei seguenti giorni: Lunedì e Martedì immediatamente dopo la lezione, Mercoledì ore 11-13. Dipartimento di Studi Umanistici area di Storia e Geografia (stanza 136 ). Per il ricevimento nel secondo semestre seguiranno successive informazioni.

Importante: si ricorda che tutti gli studenti iscritti al Collegio didattico di Scienze Storiche e coloro che, provenienti da altri Collegi didattici, intendono ottenere 12 CFU dell’insegnamento sono tenuti a sostenere l’esame su entrambe le unità inderogabilmente solo nelle date previste delle sessioni (Modulo I-II per 12 CFU complessivi).
Per informazioni particolarmente urgenti l’ indirizzo di posta elettronica del docente è stefano.andretta@uniroma3.it.
Per qualunque problema di carattere organizzativo o amministrativo (problemi di prenotazione, problemi di registrazione, di inserimento dati, di collegamento ai siti di Ateneo, difformità nei piani di studio, collocazione delle bacheche per informazioni ecc.) si prega di rivolgersi alla segreteria del Collegio Didattico di Scienze Storiche il cui indirizzo telefonico e telematico è il seguente:

Tel. +39.06.57338487 / Fax +39.06.57338541 / e-mail: didattica.scienzestoriche@uniroma3.it

Testi d’esame
A) Un manuale universitario di storia moderna, a scelta dello studente tra :

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.
STUDENTS MUST PASS THEIR B1 (first language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE. EXAM
STUDENTS MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS, INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY)
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.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).[chapters 3 and 6: all pages; Chapter 1: pp.-32-42 especially examples; Chapter 2: pp. 46-63; Chapter 4: pp. 102-113; Chapter 5: pp. 124-129; 134-137]
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 2, 3, 12).[Chapters 3 e 12 are to be adapted to the Dictionaries below]
• 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.
Students must pass their B1 (first language) or A2 (second language) language tests before taking this exam. Students will be awarded 12 ECTS only if they complete the whole module and pass the final exam.
Students are strongly advised to attend classes. Those students who cannot attend classes 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

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

Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

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

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

The aim of this course is the acquisition of a basic knowledge of the written and oral Portuguese language (the A2 level of the Common European Framework of Reference for Languages ), of the tools to achieve communication in an everyday situation as well as of the skills of comprehension and written production of short texts. The second objective is to acquire the main features of the diachronic development, from Latin to Portuguese.
The course includes the following modules:
Module A: Morphology and syntax of the simple sentence
Module B: History of the Portuguese language

Texts:
Modulo A: Lanciani, G. – Tavani, G., Grammatica portoghese, Milano, Led, 2006
Mateus, M. H. M. et al, Gramática da língua portuguesa, Lisboa, Caminho 2003 (cap. Frases simples)
Modulo B: Cardeira, E., História do português, Lisboa, Caminho 2006

Other teaching materials and bibliographical references will be provided to the students during the lessons.
Dictionaries:
Dicionário da língua portuguesa, Porto Editora, 2007
Mea, G., Dicionário de Italiano-Português e Italiano-Português Editora, Porto Editora, 2 VV, 2010

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

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.

Il corso si propone di esplorare le manifestazioni e le manipolazioni del tragico nella tradizione spagnola del teatro aureo e degli anni ’20 e ’30 del Novecento, attraverso una lettura critica di alcuni testi rappresentativi.
Il corso si articolerà in 30 ore di didattica frontale in aula e 6 ore di altre attività di didattica assistita, il cui calendario sarà comunicato dal docente durante le lezioni e attraverso la pagina web dedicata al corso all’interno del sito http://lingueletteratureculturestraniere.uniroma3.it/bacheca/strecca/.

NOTA BENE: La partecipazione alle attività di didattica assistita non è obbligatoria. Gli studenti impossibilitati a partecipare alle suddette attività porteranno all’esame il materiale didattico integrativo indicato dal docente.

Materiale didattico (da studiare TUTTO per l’esame)

TESTI:
• Lope de Vega, Il cavaliere di Olmedo, a cura di F. Antonucci, in Il teatro dei secoli d’oro, a cura di MG Profeti, Milano, Bompiani (edizione obbligatoria);
• Pedro Calderón de la Barca, La vita è un sogno, a cura di F. Antonucci, Venezia, Marsilio (edizione obbligatoria);
• Ramón del Valle-Inclán, Le corna di don Friolera, in Eroi del martedì grasso, Roma, Bulzoni;
• Federico García Lorca, Nozze di sangue, a cura di E. Pittarello, Venezia, Marsilio (edizione obbligatoria).

CRITICA E NOZIONI DI STORIA LETTERARIA:
• Carlos Alvar, José Carlos Mainer, Rosa Navarro, Storia della letteratura spagnola. Vol. I: Il Medioevo e l’età d’oro, Torino, Einaudi (parte 2, “L’età d’oro”);
• F. Antonucci, Il Novecento letterario spagnolo. Percorsi, Pisa, ETS (parti indicate dal docente);
• Le introduzioni alle edizioni obbligatorie de Il cavaliere di Olmedo, La vita è un sogno e Nozze di sangue;
• tutto il materiale pubblicato sulla pagina del docente dedicata al corso.

GLI STUDENTI NON FREQUENTANTI devono prenotare un colloquio con il docente da tenersi almeno due mesi prima della data dell’esame per concordare integrazioni al programma che suppliscano alle informazioni e agli strumenti metodologici che vengono forniti in aula ai frequentanti.

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 how literary characters are shaped through narrative points of view with a particular attention on how the I/he/she comes forward in his/her relationship with the other(s), with him/herself, with his/her interiority from Elizabethan times to the Twentieth century.

William Shakespeare, Macbeth (any bilingual edition);
Daniel Defoe, Robinson Crusoe (any unabridged edition)
George Eliot, The Lifted Veil / Il velo sollevato (Marsilio bilingual edition)
Joseph Conrad, The Secret Sharer / Il compagno segreto (any bilingual edition)
Virginia Woolf, The Lady in the Looking-Glass (provided by the teacher)
Samuel Beckett, Not I / Non io (provided by the teacher)

History of literature: P. Bertinetti (a cura di), Storia della letteratura inglese, vol. I-II, chapters indicated by the teacher, Einaudi, 2000;
or
A. Sanders, The Short Oxford History of English Literature, chapters indicated by the teacher, Clarendon Press, 1994.

Selected bibliography: it will be posted in the teacher's website.

Through the reading of a selection of novels written between the 1830'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. Within the course we will watch a selection of film adaptations of some of the novels considered and will investigate what happens to a story when it travels across mediums.

Literary texts:
Charles Dickens, Oliver Twist (1838), Oxford World's Classics 2008 (suggested edition);
Virginia Woolf, The Voyage Out (1915), Oxford World's Classics 2009 (suggested edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition);
Hanif Kureishi, The Buddha of Suburbia (1990) (any English edition).

Films:
to be announced.

Secondary readings (provided by the instructor):
Buckley, J. H. Season of Youth: The Bildungsroman from Dickens to Golding, Cambridge, MA: Harvard UP, 1974 (selected chapters).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (selected chapters).
Extra secondary readings will be announced later.

History of English literature (textbook):
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

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

Drama
William Shakespeare, Julius Caesar/Giulio Cesare (1599), trad. A. Lombardo, Feltrinelli. Testo a
fronte

Poetry
John Donne, “Farewell Forbidding Mourning” (1611)
George Herbert, “Love III” (1633)
John Milton, “On the Late Massacre in Piedmont” (1655)
William Wordsworth, “I Wandered Lonely as a Cloud” (1807), “Composed upon Westminster Bridge, September 3, 1802” (1807)
William Blake, “Tyger”
P.B. Shelley, “Ode to the West Wind” (1820)
John Keats, “Ode to a Nightingale” (1819),
Lord Byron, “On This Day I Complete My Thirty-Sixth Year” (1824)
Thomas Hardy, “The Convergence of the Twain” (1912)
W. B. Yeats, “An Irish Airman Foresees His Death” (1919)
Ezra Pound, “In a Station of the Metro” (1913)
W. H. Auden, “Funeral Blues”(1938)
Dylan Thomas, “Do not go gentle into that good night” (1951)
Philip Larkin, “Church Going” (1954)
Derek Walcott, “The Castaway” (1965)
Seamus Heaney, “Digging” (1966)

Novels and Tales
(romanzo) Mary Shelley, Frankenstein (1818), qualsiasi edizione
(novella) Joseph Conrad, “Heart of Darkness” (1899), a cura di G. Sertoli, Einaudi
(racconto breve) D. H. Lawrence, “Odour of Chrysantemums” (1911)
(romanzo) Ian McEwan, Espiazione/Atonement (2001)

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

- C. 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.

The course aims to develop a greater autonomy in the translating practice, consolidating the intercultural and transcultural competences used to used to realize translating choices efficiently and with awareness. It is also proposed to lead the reflection in a contrastive way considering the peculiarity of the Spanish language, studying particularly the diaphasic variety.
The course consists of 36 hours which will be organized according to an interactive didactic model by which the student should:
• Experiment the lexicographic resources and the adequate concordance programs to run the translating choices;
• Analyze the results of the translating choices according to different textual typologies;
• Realize translating and mediation exercises.
The translating practice will be supported by a discussion about methodological problems throughout a reflection on the translation as linguistic- cultural mediation and about its specific implications.

Critical bibliography
Osimo, Bruno, Manuale del traduttore, Milano, Hoepli, 2011.
Briz Gómez, Antonio, El español coloquial: situación y uso, Madrid, Arco Libros, 2008.
It will be included an issue to the critical bibliography prepared by the teacher together with a selection of literary texts and some critical essays.

Consultation texts
Dictionaries
Laura Tam, Dizionario spagnolo-italiano e italiano-spagnolo, Milano, Hoepli, 2003.
Real Academia española, Diccionario de la lengua española, Madrid, EspasaCalpe, 2001 (consultabile on-line)
CLAVE. Diccionario de uso del españolactual, Madrid, SM, 2006.
María Moliner, Diccionario de uso del español, Madrid, Gredos, 1999.
Manuel Seco, Diccionario de dudas y dificultades de la lenguaespañola, Madrid, Espasa, 1998.

The course aims to develop a greater autonomy in the translating practice, consolidating the intercultural and transcultural competences used to used to realize translating choices efficiently and with awareness. It is also proposed to lead the reflection in a contrastive way considering the peculiarity of the Spanish language, studying particularly the diaphasic variety.
The course consists of 36 hours which will be organized according to an interactive didactic model by which the student should:
• Experiment the lexicographic resources and the adequate concordance programs to run the translating choices;
• Analyze the results of the translating choices according to different textual typologies;
• Realize translating and mediation exercises.
The translating practice will be supported by a discussion about methodological problems throughout a reflection on the translation as linguistic- cultural mediation and about its specific implications.

Critical bibliography
Osimo, Bruno, Manuale del traduttore, Milano, Hoepli, 2011.
Briz Gómez, Antonio, El español coloquial: situación y uso, Madrid, Arco Libros, 2008.
It will be included an issue to the critical bibliography prepared by the teacher together with a selection of literary texts and some critical essays.

Consultation texts
Dictionaries
Laura Tam, Dizionario spagnolo-italiano e italiano-spagnolo, Milano, Hoepli, 2003.
Real Academia española, Diccionario de la lengua española, Madrid, EspasaCalpe, 2001 (consultabile on-line)
CLAVE. Diccionario de uso del españolactual, Madrid, SM, 2006.
María Moliner, Diccionario de uso del español, Madrid, Gredos, 1999.
Manuel Seco, Diccionario de dudas y dificultades de la lenguaespañola, Madrid, Espasa, 1998.

(The lessons will be in German)

History of the German Language

The course focuses on the main stages in the evolution of the German language and the people who influenced its development. We will also cover the historical and cultural events that led to the creation of Standard German.

Ernst, Peter (22012): Deutsche Sprachgeschichte. Wien: Facultas.

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 must sign up online (GOMP) for all language tests and exams
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

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

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

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

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

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- CAMBRIDGE ADVANCED LEARNER’S DICTIONARY
- COLLINS COBUILD ADVANCED LEARNER’S ENGLISH DICTIONARY
- LONGMAN DICTIONARY OF CONTEMPORARY ENGLISH
- MACMILLAN ENGLISH DICTIONARY FOR ADVANCED LEARNERS
- OXFORD ADVANCED LEARNER’S DICTIONARY

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

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

Grammar, discourse analysis and summary

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil, qualsiasi ed.;
- R. Amossy, L’argumentation dans le discours, Paris, Colin, qualsiasi ed.

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
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 MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS,INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY).
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 the academic year

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

STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 LANGUAGE TESTS BEFORE TAKING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES AND HAVING PASSED THE EXAM.

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. UNITS: ‘TEXT AND CONTEXT’ & '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

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

I. Morphology.

1. Noun: declension (all exceptions), semantics of cases (deepening).
2. Adjective and Adverb comparative degrees.
3. Numbers, Numerals and Related Constructions: declension of cardinal numerals; concordance of cardinal numerals with nouns and adjectives; ordinal numerals. Time indication (in-depth).
4. Pronouns: negative pronouns (with не and ни), indefinite pronouns (with -то, -нибудь, кое-), reflexive pronouns. Use of possessive pronouns (in-depth). Plural pronouns with singular meaning: мы с ней, etc.
5. Verb: verb government, reflective verbs, verbs of motion without prefixes and prefixed verbs of motion, aspect usage (after negation, imperative, modal verbs); conditional mood; participles.

II. Syntax.

1. Simple sentence syntax. In-depth study of time expressions: use of prepositions (через, после, перед, до, за, в, на, без, при), date and time indication, action duration indication etc. Impersonal phrases.
2. In-depth study of motion and location expression; use of prepositions (у, к, в, из, на, с, между, над, под, за, перед, напротив, по).
3. Syntax of the Period: relative, causal, consecutive, concessional, conditional, temporal, final subordinates with the most common conjunctions.
4. Direct and indirect speech.

L. Miller, L. Politova, Žili-byli… 12 urokov russkogo jazyka. Bazovyj uroven’. Učebnik., Sankt-Peterburg, Zlatoust, 2009.

L. Miller, L. Politova, Žili-byli… 12 urokov russkogo jazyka. Bazovyj uroven’. Rabočaja tetrad’, Sankt-Peterburg, Zlatoust, 2008.

Bogomolov, Petanova Prichodite!.. Priezžajte!.. Priletajte! Sankt-Peterburg, Zlatoust, 2008.

I.P. Abdalyan, S.I. Yushmanova Učimsja čitat’ russkuju klassiku. Moskva, Kladez’-buks, 2001.

Grammar:
C.Cevese, J.Dobrovolskaja, E.Magnanini Grammatica russa. Morfologia: teoria ed esercizi, Hoepli, seconda edizione (2010).

Dictionary:
Dizionario russo-italiano, italiano-russo di Vladimir Kovalev, Zanichelli, terza edizione (2007).

Other materials will be provided during lessons.

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 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 how literary characters are shaped through narrative points of view with a particular attention on ho the I/he/she comes forward in his/her relationship with the other(s), with him/herself, with his/her interiority from Elizabethan times to the Twentieth century.

William Shakespeare, Macbeth (any bilingual edition);
Daniel Defoe, Robinson Crusoe (any unabridged edition)
George Eliot, The Lifted Veil / Il velo sollevato (Marsilio bilingual edition)
Joseph Conrad, The Secret Sharer / Il compagno segreto (any bilingual edition)
Virginia Woolf, The Lady in the Looking-Glass (provided by the teacher)
Samuel Beckett, Not I / Non io (provided by the teacher)

History of literature: P. Bertinetti (a cura di), Storia della letteratura inglese, vol. I-II, chapters indicated by the teacher, Einaudi, 2000;
or
A. Sanders, The Short Oxford History of English Literature, chapters indicated by the teacher, Clarendon Press, 1994.

Selected bibliography: it will be posted in the teacher's website.

Through the reading of a selection of novels written between the 1830'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. Within the course we will watch a selection of film adaptations of some of the novels considered and will investigate what happens to a story when it travels across media.

Literary texts:
Charles Dickens, Oliver Twist (1838), Oxford World's Classics 2008 (suggested edition);
Virginia Woolf, The Voyage Out (1915), Oxford World's Classics 2009 (suggested edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition);
Hanif Kureishi, The Buddha of Suburbia (1990) (any English edition).

Films:
to be announced.

Secondary readings (provided by the instructor):
Buckley, J. H. Season of Youth: The Bildungsroman from Dickens to Golding, Cambridge, MA: Harvard UP, 1974 (selected chapters).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (selected chapters).
Extra secondary readings will be announced later.

History of English literature (textbook):
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

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

Drama
William Shakespeare, Julius Caesar (1599), trad. A. Lombardo, Feltrinelli

Poetry
JJohn Donne, “Farewell Forbidding Mourning” (1611)
George Herbert, “Love III” (1633)
John Milton, “On the Late Massacre in Piedmont” (1655)
William Wordsworth, “I Wandered Lonely as a Cloud” (1807), “Composed upon Westminster Bridge, September 3, 1802” (1807)
William Blake, “Tyger”
P.B. Shelley, “Ode to the West Wind” (1820)
John Keats, “Ode to a Nightingale” (1819),
Lord Byron, “On This Day I Complete My Thirty-Sixth Year” (1824)
Thomas Hardy, “The Convergence of the Twain” (1912)
W. B. Yeats, “An Irish Airman Foresees His Death” (1919)
Ezra Pound, “In a Station of the Metro” (1913)
W. H. Auden, “Funeral Blues”(1938)
Dylan Thomas, “Do not go gentle into that good night” (1951)
Philip Larkin, “Church Going” (1954)
Derek Walcott, “The Castaway” (1965)
Seamus Heaney, “Digging” (1966)

Fiction
(novel) Mary Shelley, Frankenstein (1818), qualsiasi edizione
(novella) Joseph Conrad, “Heart of Darkness” (1899), a cura di G. Sertoli, Einaudi
(short story) D. H. Lawrence, “Odour of Chrysantemums” (1911)
(novel) J. M. Coetzee, Vergogna/Disgrace (1999)

Notes: The course will be taught in Italian. The literary texts used will be in English, but their Italian translations will be allowed. Students who cannot attend the course should inform the teacher about their situation as soon as possible. Extra-readings might be assigned according to their needs.

The module introduces the problems and central genres of nineteenth-century German literature through the reading of exemplary texts from different periods and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti, Einaudi.
J. W. Goethe, Werther, Einaudi.
J. W. Goethe, Wilhelm Meister. Gli anni di apprendistato, Adephi.
F. Schlegel, Dialogo sulla poesia, Einaudi.
E.T.A. Hoffmann, L’orco insabbia (1816)
R. M. Rilke, I quaderni di Malte Laurids Brigge, Adelphi.
R.M. Rilke, Nuove poesie. Requiem, Einaudi.
F. Kafka, Il processo, Einaudi.
Brecht, L’opera da tre soldi, Einaudi.

Viktor Zmegac et al., Breve storia della letteratura tedesca, Einaudi.
I non frequentanti dovranno inoltre preparare i seguenti testi:
Ulrike Kindl, Storia della letteratura tedesca, vol. 2: Dal Settecento alla prima guerra mondiale, Laterza.
Michael Dallapiazza, Claudio Santi, Storia della letteratura tedesca, vol. 3: Il Novecento, Laterza.

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.

The course aims to develop non-native students’ linguistic skills, in order to take them toward an advanced level of proficiency. More complex morphological and syntactic aspects of the French sentence structure will be focused from a contrastive perspective. Students will improve their understanding and awareness of the language use, appealing to the logical relations used by native speakers. The analysis will move from a sentence-based grammar to the discourse level, through an introduction to different text types and to the notions of coherence and cohesion.
A part of the course will be devoted to an approach to the theoretical and methodological problems concerning translation as a process of linguistic and cultural mediation.

M. Lederer, La traduction aujourd’hui. Le modèle interprétatif, Paris, Hachette, 1994.
M. Oustinoff, La traduction, Paris, PUF, 2003.
J. Podeur, Jeux de traduction. Giochi di traduzione, Napoli, Liguori, 2008.

The course aims to develop a greater autonomy in the translating practice, consolidating the intercultural and transcultural competences used to used to realize translating choices efficiently and with awareness. It is also proposed to lead the reflection in a contrastive way considering the peculiarity of the Spanish language, studying particularly the diaphasic variety.
The course consists of 36 hours which will be organized according to an interactive didactic model by which the student should:
• Experiment the lexicographic resources and the adequate concordance programs to run the translating choices;
• Analyze the results of the translating choices according to different textual typologies;
• Realize translating and mediation exercises.
The translating practice will be supported by a discussion about methodological problems throughout a reflection on the translation as linguistic- cultural mediation and about its specific implications.

Critical bibliography
Osimo, Bruno, Manuale del traduttore, Milano, Hoepli, 2011.
Briz Gómez, Antonio, El español coloquial: situación y uso, Madrid, Arco Libros, 2008.
It will be included an issue to the critical bibliography prepared by the teacher together with a selection of literary texts and some critical essays.

Consultation texts
Dictionaries
Laura Tam, Dizionario spagnolo-italiano e italiano-spagnolo, Milano, Hoepli, 2003.
Real Academia española, Diccionario de la lengua española, Madrid, EspasaCalpe, 2001 (consultabile on-line)
CLAVE. Diccionario de uso del españolactual, Madrid, SM, 2006.
María Moliner, Diccionario de uso del español, Madrid, Gredos, 1999.
Manuel Seco, Diccionario de dudas y dificultades de la lenguaespañola, Madrid, Espasa, 1998.

The course aims to develop a greater autonomy in the translating practice, consolidating the intercultural and transcultural competences used to used to realize translating choices efficiently and with awareness. It is also proposed to lead the reflection in a contrastive way considering the peculiarity of the Spanish language, studying particularly the diaphasic variety.
The course consists of 36 hours which will be organized according to an interactive didactic model by which the student should:
• Experiment the lexicographic resources and the adequate concordance programs to run the translating choices;
• Analyze the results of the translating choices according to different textual typologies;
• Realize translating and mediation exercises.
The translating practice will be supported by a discussion about methodological problems throughout a reflection on the translation as linguistic- cultural mediation and about its specific implications.

Critical bibliography
Osimo, Bruno, Manuale del traduttore, Milano, Hoepli, 2011.
Briz Gómez, Antonio, El español coloquial: situación y uso, Madrid, Arco Libros, 2008.
It will be included an issue to the critical bibliography prepared by the teacher together with a selection of literary texts and some critical essays.

Consultation texts
Dictionaries
Laura Tam, Dizionario spagnolo-italiano e italiano-spagnolo, Milano, Hoepli, 2003.
Real Academia española, Diccionario de la lengua española, Madrid, EspasaCalpe, 2001 (consultabile on-line)
CLAVE. Diccionario de uso del españolactual, Madrid, SM, 2006.
María Moliner, Diccionario de uso del español, Madrid, Gredos, 1999.
Manuel Seco, Diccionario de dudas y dificultades de la lenguaespañola, Madrid, Espasa, 1998.

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

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

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

(The lessons will be in German)

History of the German Language

The course focuses on the main stages in the evolution of the German language and the people who influenced its development. We will also cover the historical and cultural events that led to the creation of Standard German.

Ernst, Peter (22012): Deutsche Sprachgeschichte. Wien: Facultas.

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 must sign up online (GOMP) for all language tests and exams
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

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

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

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

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

- ONE OF THE FOLLOWING MONOLINGUAL DICTIONARIES (LATEST EDITION) (IN ALPHABETICAL ORDER):
- CAMBRIDGE ADVANCED LEARNER’S DICTIONARY
- COLLINS COBUILD ADVANCED LEARNER’S ENGLISH DICTIONARY
- LONGMAN DICTIONARY OF CONTEMPORARY ENGLISH
- MACMILLAN ENGLISH DICTIONARY FOR ADVANCED LEARNERS
- OXFORD ADVANCED LEARNER’S DICTIONARY

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

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

Grammar, discourse analysis and summary

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil, qualsiasi ed.;
- R. Amossy, L’argumentation dans le discours, Paris, Colin, qualsiasi ed.

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
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 MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS,INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY).
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 the academic year

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

STUDENTS MUST PASS THEIR 1ST YR 2ND LANGUAGE EXAM BEFORE DOING THIS EXAM. STUDENTS MUST PASS THEIR B1 LANGUAGE TESTS BEFORE TAKING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES AND HAVING PASSED THE EXAM.

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. UNITS: ‘TEXT AND CONTEXT’ & '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

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

I. Morphology.

1. Noun: declension (all exceptions), semantics of cases (deepening).
2. Adjective and Adverb comparative degrees.
3. Numbers, Numerals and Related Constructions: declension of cardinal numerals; concordance of cardinal numerals with nouns and adjectives; ordinal numerals. Time indication (in-depth).
4. Pronouns: negative pronouns (with не and ни), indefinite pronouns (with -то, -нибудь, кое-), reflexive pronouns. Use of possessive pronouns (in-depth). Plural pronouns with singular meaning: мы с ней, etc.
5. Verb: verb government, reflective verbs, verbs of motion without prefixes and prefixed verbs of motion, aspect usage (after negation, imperative, modal verbs); conditional mood; participles.

II. Syntax.

1. Simple sentence syntax. In-depth study of time expressions: use of prepositions (через, после, перед, до, за, в, на, без, при), date and time indication, action duration indication etc. Impersonal phrases.
2. In-depth study of motion and location expression; use of prepositions (у, к, в, из, на, с, между, над, под, за, перед, напротив, по).
3. Syntax of the Period: relative, causal, consecutive, concessional, conditional, temporal, final subordinates with the most common conjunctions.
4. Direct and indirect speech.

L. Miller, L. Politova, Žili-byli… 12 urokov russkogo jazyka. Bazovyj uroven’. Učebnik., Sankt-Peterburg, Zlatoust, 2009.

L. Miller, L. Politova, Žili-byli… 12 urokov russkogo jazyka. Bazovyj uroven’. Rabočaja tetrad’, Sankt-Peterburg, Zlatoust, 2008.

Bogomolov, Petanova Prichodite!.. Priezžajte!.. Priletajte! Sankt-Peterburg, Zlatoust, 2008.

I.P. Abdalyan, S.I. Yushmanova Učimsja čitat’ russkuju klassiku. Moskva, Kladez’-buks, 2001.

Grammar:
C.Cevese, J.Dobrovolskaja, E.Magnanini Grammatica russa. Morfologia: teoria ed esercizi, Hoepli, seconda edizione (2010).

Dictionary:
Dizionario russo-italiano, italiano-russo di Vladimir Kovalev, Zanichelli, terza edizione (2007).

Other materials will be provided during lessons.

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 ( 2, 5-14).
Szemerényi O., 1980, Introduzione alla linguistica indeuropea, II ed., Milano, Unicopli, 21-120.
Milizia P., 2002, Le lingue indoeuropee, Roma, Carocci.

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

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

Reading the Bible in Medieval England: The Fall od Adam and Eve
The course aims at giving students the ability to translate and discuss critically Old English texts and to relate them to their cultural and linguistic context. Passages from prose and poetic texts rendering the Bible into the vernacular will be analyzed considering the main features of Old English literature: style, symbolism, peculiarities of poetic language, of manuscript transmission and of the unity of word and image. Relationships between insular and continental texts will be considered.

1.Texts
- B. Mitchell - F. C. Robinson, A Guide to Old English, Blackwell, Oxford 2008.
-A. N. Doane, The Saxon Genesis. An Edition of the West Saxon Genesis B and the Old Saxon Vatican Genes University of Wisconsis Press, Madison 1991.

2. Old English Literature.
One of the following texts:
- F. C. Robinson, Old English, in B. Murdoch - M. Read (edd.), Early Germanic Literature and Culture, Camden House, Rochester-New York 2004, PP. 205-233;
- M. Francini, La letteratura anglosassone, in M. Battaglia (ed.), Le civiltà letterarie del Medioevo germanico, Carocci, Roma 2017;
- M. Godden-M. Lapidge, The Cambridge Companion to Old English Literature, Cambridge University Press, Cambridge 1991 (a selection of chapters);
- M. Amodio, The Anglo-Saxon Literature Handbook, Wiley-Blackwell, Malden, MA: 2014 (a selection of chapters) .

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

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

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

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

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.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015. 8ª ed. (chapter 1-5).
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996, 2ª ed. (chapter about andalusian: pp. 287-331).
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (chapter 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»).
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, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Delibes, Miguel, Diarios de un emigrante, Barcelona, Destino, 1999.
Puig, Manuel, Boquitas pintadas, Barcelona, Seix Barral, 2001.
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.
Lola Pons Rodrígues, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, or Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), or Moreno Fernández, Francisco, La lengua española en su geografía, Madrid, Arco Libros, 2009.

Language and cultural mediation

Starting from a contrastive point of view, we will compare the German and the Italian language in some specific linguistic structures and we will focus on practical language mediation. In particular we will concentrate on the mediation of all sorts of different texts, both oral and written, including videos, songs, newspaper articles and scientific texts. We will also study some aspects of cultural mediation, mainly stereotypes, how to analyze them scientifically and how to handle them in everyday life. Due to students' particular desire, we will also offer a short look on translation with same practical examples and exercises.

BIBLIOGRAPHY

P. Katelhön, M. Nied Curcio, Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin, Frank & Timme 2012

P. Kußmaul, Verstehen und Übersetzen, Ein Lehr- und Arbeitsbuch. 3., überarbeitete und erweiterte Auflage, Tübingen, Narr 2015


FURTHER BIBLIOGRAPHY

S. Bosco Coletsos, M. Costa (a c. di) Italiano e tedesco: un confronto, Alessandria, Edizioni dell’Orso 2006

M. Nied Curcio (a c. di) Ausgewählte Phänomene zur kontrastiven Linguistik Italienisch-Deutsch, Milano, Franco Angeli 2008

J. Theisen, Kontrastive Linguistik

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

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

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

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.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015. 8ª ed. (chapter 1-5).
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996, 2ª ed. (chapter about andalusian: pp. 287-331).
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (chapter 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»).
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, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Delibes, Miguel, Diarios de un emigrante, Barcelona, Destino, 1999.
Puig, Manuel, Boquitas pintadas, Barcelona, Seix Barral, 2001.
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.
Lola Pons Rodrígues, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, or Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), or Moreno Fernández, Francisco, La lengua española en su geografía, Madrid, Arco Libros, 2009.

Language and cultural mediation

Starting from a contrastive point of view, we will compare the German and the Italian language in some specific linguistic structures and we will focus on practical language mediation. In particular we will concentrate on the mediation of all sorts of different texts, both oral and written, including videos, songs, newspaper articles and scientific texts. We will also study some aspects of cultural mediation, mainly stereotypes, how to analyze them scientifically and how to handle them in everyday life. Due to students' particular desire, we will also offer a short look on translation with same practical examples and exercises.

BIBLIOGRAPHY

P. Katelhön, M. Nied Curcio, Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin, Frank & Timme 2012

P. Kußmaul, Verstehen und Übersetzen, Ein Lehr- und Arbeitsbuch. 3., überarbeitete und erweiterte Auflage, Tübingen, Narr 2015


FURTHER BIBLIOGRAPHY

S. Bosco Coletsos, M. Costa (a c. di) Italiano e tedesco: un confronto, Alessandria, Edizioni dell’Orso 2006

M. Nied Curcio (a c. di) Ausgewählte Phänomene zur kontrastiven Linguistik Italienisch-Deutsch, Milano, Franco Angeli 2008

J. Theisen, Kontrastive Linguistik

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.

Il corso si propone di illustrare, attraverso l’analisi di alcuni testi letterari e lo studio di interpretazioni ormai classiche, la complessa articolazione interna della realtà portoghese e il suo difficile rapporto con la cultura europea.

Valeria Tocco, Breve storia della letteratura portoghese, Roma, Carocci, 2011;
Orlando Ribeiro, Portugal, o Mediterrâneo e Atlântico, Lisboa, Letra Livre, 2011 (tr. It. Portogallo, il Mediterraneo e l’Atlantico, Roma, Universitalia, 2012);
Eduardo Lourenço, Noi e l’Europa o le due ragioni, nel vol. Il tempo dell’Europa, Venezia, Marsilio, 2002, pp. 27-46

Almeida Garrett, Viagens na minha terra, s/l, Ulisseia, 1997. (tr.it. Viaggi nella mia terra, Bracciano, Tuga Edizioni, 2016.
José Maria Eça de Queirós, A Cidade e as Serras, Lisboa, Livros do Brasil, s/d. (tr.it. La città e le montagne, Verbania, 1999)
José Saramago, Viagem a Portugal, Lisboa, Caminho, 1995 (tr.it. Viaggio in Portogallo, Milano, Feltrinelli, 2015).

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 how literary characters are shaped through narrative points of view with a particular attention on ho the I/he/she comes forward in his/her relationship with the other(s), with him/herself, with his/her interiority from Elizabethan times to the Twentieth century.

William Shakespeare, Macbeth (any bilingual edition);
Daniel Defoe, Robinson Crusoe (any unabridged edition)
George Eliot, The Lifted Veil / Il velo sollevato (Marsilio bilingual edition)
Joseph Conrad, The Secret Sharer / Il compagno segreto (any bilingual edition)
Virginia Woolf, The Lady in the Looking-Glass (provided by the teacher)
Samuel Beckett, Not I / Non io (provided by the teacher)

History of literature: P. Bertinetti (a cura di), Storia della letteratura inglese, vol. I-II, chapters indicated by the teacher, Einaudi, 2000;
or
A. Sanders, The Short Oxford History of English Literature, chapters indicated by the teacher, Clarendon Press, 1994.

Selected bibliography: it will be posted in the teacher's website.

Through the reading of a selection of novels written between the 1830'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. Within the course we will watch a selection of film adaptations of some of the novels considered and will investigate what happens to a story when it travels across media.

Literary texts:
Charles Dickens, Oliver Twist (1838), Oxford World's Classics 2008 (suggested edition);
Virginia Woolf, The Voyage Out (1915), Oxford World's Classics 2009 (suggested edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition);
Hanif Kureishi, The Buddha of Suburbia (1990) (any English edition).

Films:
to be announced.

Secondary readings (provided by the instructor):
Buckley, J. H. Season of Youth: The Bildungsroman from Dickens to Golding, Cambridge, MA: Harvard UP, 1974 (selected chapters).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (selected chapters).
Extra secondary readings will be announced later.

History of English literature (textbook):
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

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

Drama
William Shakespeare, Julius Caesar (1599), trad. A. Lombardo, Feltrinelli

Poetry
JJohn Donne, “Farewell Forbidding Mourning” (1611)
George Herbert, “Love III” (1633)
John Milton, “On the Late Massacre in Piedmont” (1655)
William Wordsworth, “I Wandered Lonely as a Cloud” (1807), “Composed upon Westminster Bridge, September 3, 1802” (1807)
William Blake, “Tyger”
P.B. Shelley, “Ode to the West Wind” (1820)
John Keats, “Ode to a Nightingale” (1819),
Lord Byron, “On This Day I Complete My Thirty-Sixth Year” (1824)
Thomas Hardy, “The Convergence of the Twain” (1912)
W. B. Yeats, “An Irish Airman Foresees His Death” (1919)
Ezra Pound, “In a Station of the Metro” (1913)
W. H. Auden, “Funeral Blues”(1938)
Dylan Thomas, “Do not go gentle into that good night” (1951)
Philip Larkin, “Church Going” (1954)
Derek Walcott, “The Castaway” (1965)
Seamus Heaney, “Digging” (1966)

Fiction
(novel) Mary Shelley, Frankenstein (1818), qualsiasi edizione
(novella) Joseph Conrad, “Heart of Darkness” (1899), a cura di G. Sertoli, Einaudi
(short story) D. H. Lawrence, “Odour of Chrysantemums” (1911)
(novel) J. M. Coetzee, Vergogna/Disgrace (1999)

Notes: The course will be taught in Italian. The literary texts used will be in English, but their Italian translations will be allowed. Students who cannot attend the course should inform the teacher about their situation as soon as possible. Extra-readings might be assigned according to their needs.

The module introduces the problems and central genres of nineteenth-century German literature through the reading of exemplary texts from different periods and their historical-cultural contextualization.

G. E. Lessing, Emilia Galotti, Einaudi.
J. W. Goethe, Werther, Einaudi.
J. W. Goethe, Wilhelm Meister. Gli anni di apprendistato, Adephi.
F. Schlegel, Dialogo sulla poesia, Einaudi.
E.T.A. Hoffmann, L’orco insabbia (1816)
R. M. Rilke, I quaderni di Malte Laurids Brigge, Adelphi.
R.M. Rilke, Nuove poesie. Requiem, Einaudi.
F. Kafka, Il processo, Einaudi.
Brecht, L’opera da tre soldi, Einaudi.

Viktor Zmegac et al., Breve storia della letteratura tedesca, Einaudi.
I non frequentanti dovranno inoltre preparare i seguenti testi:
Ulrike Kindl, Storia della letteratura tedesca, vol. 2: Dal Settecento alla prima guerra mondiale, Laterza.
Michael Dallapiazza, Claudio Santi, Storia della letteratura tedesca, vol. 3: Il Novecento, Laterza.

The course aims at introducing to Russian Culture and Literature, from the origins to the A.S.Pushkin's times,through the prism of the city's images.

Readings/Bibliography

Textbooks (or others in English/Russian for Erasmus students)
E. Lo Gatto, Storia della letteratura russa, Firenze, Sansoni
Storia della civiltà letteraria russa, a cura di M. Colucci e R. Picchio, Torino, UTET, 1997, v. I
A.S. Pushkin, Eugenio Onegin, a cura di E. Bazzarelli (parallel text), Milano, Bur, 1999


Readings
A.S. Pushkin Evgenii Onegin, Povesti pokoinogo Ivana Petrovicha Belkina, Pikovaia dama, Kapitanskaia dochka
M.Iu. Lermontov Geroi nashego vremeni
A.S. Griboedov Gore ot uma
N.V Gogol Peterburgskie povesti
F.M. Dostoevskii Belye nochi

1 reading Suggested Readings
Avvakum Zhitie protopopa Avvakuma, im samim napisannoe
A.N. Radiščev Puteshestvie iz Peterburga v Mosku
A.S. Puškin Kapitanskaia dochka/ Boris Godunov/Povesti Belkina


Literary Criticism
Iu.M. Lotman, “Roman v Stikhach Pushkina ‘Evgenii Onegin’: Kommentarii. Posobie dlia uchitelia”, in Id., Pushkin, Sankt Peterburg, Iskusstvo, 1995
B.A. Uspenskii, Izbrannye trudy. T. 1 Semiotika Istorii. Semiotika Kul’turyi, Moskva, Gnosis, 1994: “Historia sub specie Semioticae”; “Tsar i samozvanets: samozvanchestvo v Rossii kak kul’turno-istoricheskii fenomen”
Io. Brodsky, “A Guide to a Renamed City”, in Id., Less than One: Selected Essays, New York, Farrar Straus Giroux, 1886
Iu Lotman, Simvolika Peterburga i problemy semiotiki goroda


The bibliographical material is available in the library of Faculty. Additional materials will be provided during the lessons.



Additional info
Attendance and participation are highly encouraged. Non-attending students should contact us immediately at the beginning of academic year to discuss what they should be doing. The course is taught in Italian.

Teacher: Ilaria Resta
Subject: Spanish literature II LTI Spanish as second language
CFU: 6
SEMESTER: I (beginning from the 2 of october)
Subject code: 20702931
Course programme:
The course aims at analyzing some poetic and theatrical texts which contribute to build the Spanish literature between the XIX and the first twenty years of the XX century.
Didactic materials (which are necessary to attend the course and to do the exam)
1) TEXTS :
 Mariano José de Larra, two "artículos de costumbres" (they will be indicated by teacher);
 Benito Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Catedra;
 Leopoldo Alas “Clarín”, selection of Cuentos (online on the teacher's site);
 Pío Baroja, El árbol de la ciencia, ed. I. Fox, Madrid, Cátedra;
 Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra;
 Antonio García Gutiérrez, El trovador, ed. C. Ruiz Silva, Madrid, Cátedra;
 Gustavo Adolfo Bécquer, Rimas, ed. R. Montesinos, Madrid, Cátedra (selection of poems indicated by the teacher);
 Jacinto Benavente, Los intereses creados, ed. J. Montero (in: J. Benavente, Los intereses creados – La malquerida, Madrid, Castalia);
 Ramón del Valle-Inclán, Los cuernos de don Friolera (in R. del Valle-Inclán, Martes de Carnaval, esperpentos, ed. J. Rubio Jiménez, Madrid, Espasa Calpe).
2) CRITICS AND HISTORY OF LITERATURE:
a) L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Siglos XVIII al XX, Madrid, Castalia (chapters 3,4,5 of "Tercera parte"; chapters 1,2,3 of "Cuarta parte");
b) F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 1, 2, 3, 6, 7);
c) L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (cap. 3);
d) Le introduzioni alle edizioni consigliate (see point 1, Texts)and other didactic materials the teacher will indicate on her website.

Those students who will not attend the course must contact the teacher at least two months before the exam date. All students are invited to check the theacher's website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/iresta) for more info.

Didactic materials (which are necessary to attend the course and to do the exam)
1) TEXTS:
 Mariano José de Larra, two "artículos de costumbres" (they will be indicated by teacher);
 Benito Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Catedra;
 Leopoldo Alas “Clarín”, selection of Cuentos (online on the teacher's site);
 Pío Baroja, El árbol de la ciencia, ed. I. Fox, Madrid, Cátedra;
 Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra;
 Antonio García Gutiérrez, El trovador, ed. C. Ruiz Silva, Madrid, Cátedra;
 Gustavo Adolfo Bécquer, Rimas, ed. R. Montesinos, Madrid, Cátedra (selection of poems indicated by the teacher);
 Jacinto Benavente, Los intereses creados, ed. J. Montero (in: J. Benavente, Los intereses creados – La malquerida, Madrid, Castalia);
 Ramón del Valle-Inclán, Los cuernos de don Friolera (in R. del Valle-Inclán, Martes de Carnaval, esperpentos, ed. J. Rubio Jiménez, Madrid, Espasa Calpe).
2) CRITICS AND HISTORY OF LITERATURE:
a) L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Siglos XVIII al XX, Madrid, Castalia (chapters 3,4,5 of "Tercera parte"; chapters 1,2,3 of "Cuarta parte");
b) F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (capitoli 1, 2, 3, 6, 7);
c) L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (cap. 3);
d) Le introduzioni alle edizioni consigliate (see point 1, Texts)and other didactic materials the teacher will indicate on her website.

Those students who will not attend the course must contact the teacher at least two months before the exam date. All students are invited to check the theacher's website (http://lingueletteratureculturestraniere.uniroma3.it/bacheca/iresta) for more info.





Teacher: Ilaria Resta
subject: Spanish literature II LTI Spanish as second language
CFU: 6
SEMESTER: I (beginning from the 2 of october)
Subject code: 20702931
Course programme:
The course aims at analyzing some poetic and theatrical texts which contribute to build the Spanish literature between the XIX and the first twenty years of the XX century.
Didactic materials (which is necessary to attend the course and to do the exam)
1) TEXTS :
 Mariano José de Larra, two "artículos de costumbres" (they will be indicated by teacher);
 Benito Pérez Galdós, La desheredada, ed. G. Gullón, Madrid, Catedra;
 Leopoldo Alas “Clarín”, selection of Cuentos (online on the teacher's site);
 Pío Baroja, El árbol de la ciencia, ed. I. Fox, Madrid, Cátedra;
 Miguel de Unamuno, Niebla, ed. M. J. Valdés, Madrid, Cátedra;
 Antonio García Gutiérrez, El trovador, ed. C. Ruiz Silva, Madrid, Cátedra;
 Gustavo Adolfo Bécquer, Rimas, ed. R. Montesinos, Madrid, Cátedra (selection of poems indicated by the teacher);
 Jacinto Benavente, Los intereses creados, ed. J. Montero (in: J. Benavente, Los intereses creados – La malquerida, Madrid, Castalia);
 Ramón del Valle-Inclán, Los cuernos de don Friolera (in R. del Valle-Inclán, Martes de Carnaval, esperpentos, ed. J. Rubio Jiménez, Madrid, Espasa Calpe).
2) CRITICS AND HISTORY OF LITERATURE:
a) L. Rodríguez Cacho, Manual de historia de la literatura española, vol. II, Siglos XVIII al XX, Madrid, Castalia (chapters 3,4,5 of "Tercera parte"; chapters 1,2,3 of "Cuarta parte");
b) F. Antonucci, Il Novecento letterario spagnolo: percorsi, Pisa, ETS (chapters 1, 2, 3, 6, 7);
c) L. Chines, C. Varotti, Che cos’è un testo letterario, Roma, Carocci (chap. 3);
d) The introductions of the recommended editions (see point 1, Texts) and other didactic materials the teacher will indicate on her website.

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). Topics like the re-use of classical texts, literary sociability, the interart relations, the birth of the novel, the periods of Romantic poetry will be discussed through the reading of classics.

The course is delivered in Italian; texts will have to be read in the original (English) with the help of Italian translations. There will be lectures and workshops with an intermedial and comparative approach to texts in order to develop reading and rewriting techniques.

Alexander Pope, Il riccio rapito, traduzione e cura di Viola Papetti, BUR Classici, 2014.
William Blake, Poesie, eNewton Classici, formato Kindle
Shelley, Keats e Byron. I ragazzi che amavano il vento, trad. di Roberto Mussapi, Feltrinelli, 2009
Jane Austen, L'abbazia di Northanger, BUR, 1998
P. Bertinetti, Storia della letteratura inglese, a cura di Paolo Bertinetti, Einaudi, 2000 (VOL. 1, Cap. IV e V + VOL. 2, Cap. I)

Further texts will be available on the teacher's website (materiali didattici 2017-2018)

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

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

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

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

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.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015. 8ª ed. (chapter 1-5).
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996, 2ª ed. (chapter about andalusian: pp. 287-331).
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (chapter 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»).
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, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Delibes, Miguel, Diarios de un emigrante, Barcelona, Destino, 1999.
Puig, Manuel, Boquitas pintadas, Barcelona, Seix Barral, 2001.
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.
Lola Pons Rodrígues, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, or Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), or Moreno Fernández, Francisco, La lengua española en su geografía, Madrid, Arco Libros, 2009.

Language and cultural mediation

Starting from a contrastive point of view, we will compare the German and the Italian language in some specific linguistic structures and we will focus on practical language mediation. In particular we will concentrate on the mediation of all sorts of different texts, both oral and written, including videos, songs, newspaper articles and scientific texts. We will also study some aspects of cultural mediation, mainly stereotypes, how to analyze them scientifically and how to handle them in everyday life. Due to students' particular desire, we will also offer a short look on translation with same practical examples and exercises.

BIBLIOGRAPHY

P. Katelhön, M. Nied Curcio, Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin, Frank & Timme 2012

P. Kußmaul, Verstehen und Übersetzen, Ein Lehr- und Arbeitsbuch. 3., überarbeitete und erweiterte Auflage, Tübingen, Narr 2015


FURTHER BIBLIOGRAPHY

S. Bosco Coletsos, M. Costa (a c. di) Italiano e tedesco: un confronto, Alessandria, Edizioni dell’Orso 2006

M. Nied Curcio (a c. di) Ausgewählte Phänomene zur kontrastiven Linguistik Italienisch-Deutsch, Milano, Franco Angeli 2008

J. Theisen, Kontrastive Linguistik

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

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

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

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.

1) Textbooks and critical essays
Cano Aguilar, Rafael, El español a través de los tiempos, Madrid, Arco Libros, 2015. 8ª ed. (chapter 1-5).
Zamora Vicente, Alonso, Dialectología española, Madrid, Gredos, 1996, 2ª ed. (chapter about andalusian: pp. 287-331).
Moreno Fernández, Francisco, Las variedades de la lengua española y su enseñanza, Madrid, Arco Libros, 2010, pp.15-88 (chapter 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»).
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, José Luis, La estanquera de Vallecas. La sombra del Tenorio, Castalia, 2010.
Fernán Gómez, Fernando, Las bicicletas son para el verano, Teide, 2011.
Delibes, Miguel, Diarios de un emigrante, Barcelona, Destino, 1999.
Puig, Manuel, Boquitas pintadas, Barcelona, Seix Barral, 2001.
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.
Lola Pons Rodrígues, La lengua de ayer: manual práctico de historia del español, Madrid, Arco Libros, 2011, or Aleza Izquierdo, Milagros – Enguita Utrilla, José María (coords.), La lengua española en América: normas y usos actuales, Valencia, Universidad, 2010 (Disponibile online), or Moreno Fernández, Francisco, La lengua española en su geografía, Madrid, Arco Libros, 2009.

Language and cultural mediation

Starting from a contrastive point of view, we will compare the German and the Italian language in some specific linguistic structures and we will focus on practical language mediation. In particular we will concentrate on the mediation of all sorts of different texts, both oral and written, including videos, songs, newspaper articles and scientific texts. We will also study some aspects of cultural mediation, mainly stereotypes, how to analyze them scientifically and how to handle them in everyday life. Due to students' particular desire, we will also offer a short look on translation with same practical examples and exercises.

BIBLIOGRAPHY

P. Katelhön, M. Nied Curcio, Hand- und Übungsbuch zur Sprachmittlung Italienisch – Deutsch, Berlin, Frank & Timme 2012

P. Kußmaul, Verstehen und Übersetzen, Ein Lehr- und Arbeitsbuch. 3., überarbeitete und erweiterte Auflage, Tübingen, Narr 2015


FURTHER BIBLIOGRAPHY

S. Bosco Coletsos, M. Costa (a c. di) Italiano e tedesco: un confronto, Alessandria, Edizioni dell’Orso 2006

M. Nied Curcio (a c. di) Ausgewählte Phänomene zur kontrastiven Linguistik Italienisch-Deutsch, Milano, Franco Angeli 2008

J. Theisen, Kontrastive Linguistik

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

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

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

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

This course 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.

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 how literary characters are shaped through narrative points of view with a particular attention on ho the I/he/she comes forward in his/her relationship with the other(s), with him/herself, with his/her interiority from Elizabethan times to the Twentieth century.

William Shakespeare, Macbeth (any bilingual edition);
Daniel Defoe, Robinson Crusoe (any unabridged edition)
George Eliot, The Lifted Veil / Il velo sollevato (Marsilio bilingual edition)
Joseph Conrad, The Secret Sharer / Il compagno segreto (any bilingual edition)
Virginia Woolf, The Lady in the Looking-Glass (provided by the teacher)
Samuel Beckett, Not I / Non io (provided by the teacher)

History of literature: P. Bertinetti (a cura di), Storia della letteratura inglese, vol. I-II, chapters indicated by the teacher, Einaudi, 2000;
or
A. Sanders, The Short Oxford History of English Literature, chapters indicated by the teacher, Clarendon Press, 1994.

Selected bibliography: it will be posted in the teacher's website.

Through the reading of a selection of novels written between the 1830'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. Within the course we will watch a selection of film adaptations of some of the novels considered and will investigate what happens to a story when it travels across media.

Literary texts:
Charles Dickens, Oliver Twist (1838), Oxford World's Classics 2008 (suggested edition);
Virginia Woolf, The Voyage Out (1915), Oxford World's Classics 2009 (suggested edition);
Jeanette Winterson, Oranges Are Not The Only Fruit (1985) (any English edition);
Hanif Kureishi, The Buddha of Suburbia (1990) (any English edition).

Films:
to be announced.

Secondary readings (provided by the instructor):
Buckley, J. H. Season of Youth: The Bildungsroman from Dickens to Golding, Cambridge, MA: Harvard UP, 1974 (selected chapters).
Abel, E., M. Hirsch, and E. Langland, eds. The Voyage In: Fictions of Female Development. Hanover and London: University Press of New England, 1983 (selected chapters).
Extra secondary readings will be announced later.

History of English literature (textbook):
P. Bertinetti (a cura di), Breve storia della letteratura inglese, Einaudi 2004.

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

Drama
William Shakespeare, Julius Caesar (1599), trad. A. Lombardo, Feltrinelli

Poetry
JJohn Donne, “Farewell Forbidding Mourning” (1611)
George Herbert, “Love III” (1633)
John Milton, “On the Late Massacre in Piedmont” (1655)
William Wordsworth, “I Wandered Lonely as a Cloud” (1807), “Composed upon Westminster Bridge, September 3, 1802” (1807)
William Blake, “Tyger”
P.B. Shelley, “Ode to the West Wind” (1820)
John Keats, “Ode to a Nightingale” (1819),
Lord Byron, “On This Day I Complete My Thirty-Sixth Year” (1824)
Thomas Hardy, “The Convergence of the Twain” (1912)
W. B. Yeats, “An Irish Airman Foresees His Death” (1919)
Ezra Pound, “In a Station of the Metro” (1913)
W. H. Auden, “Funeral Blues”(1938)
Dylan Thomas, “Do not go gentle into that good night” (1951)
Philip Larkin, “Church Going” (1954)
Derek Walcott, “The Castaway” (1965)
Seamus Heaney, “Digging” (1966)

Fiction
(novel) Mary Shelley, Frankenstein (1818), qualsiasi edizione
(novella) Joseph Conrad, “Heart of Darkness” (1899), a cura di G. Sertoli, Einaudi
(short story) D. H. Lawrence, “Odour of Chrysantemums” (1911)
(novel) J. M. Coetzee, Vergogna/Disgrace (1999)

Notes: The course will be taught in Italian. The literary texts used will be in English, but their Italian translations will be allowed. Students who cannot attend the course should inform the teacher about their situation as soon as possible. Extra-readings might be assigned according to their needs.

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.
STUDENTS MUST PASS THEIR B1 (first language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE. EXAM
STUDENTS MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS, INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY)
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.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).[chapters 3 and 6: all pages; Chapter 1: pp.-32-42 especially examples; Chapter 2: pp. 46-63; Chapter 4: pp. 102-113; Chapter 5: pp. 124-129; 134-137]
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 2, 3, 12).[Chapters 3 e 12 are to be adapted to the Dictionaries below]
• 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.
Students must pass their B1 (first language) or A2 (second language) language tests before taking this exam. Students will be awarded 12 ECTS only if they complete the whole module and pass the final exam.
Students are strongly advised to attend classes. Those students who cannot attend classes 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

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

Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

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

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

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

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

Acquisition of elementary skills of Modern Standard Arabic, both written and oral expression. Course consists in:
-alphabet and pronunciation
-nominal morphology (determination and non-determination mark, broken and sane plurals, personal pronouns, demonstratives, relatives)
-moprhology of regular verbs
-structure of nominal sentence
-relative clauses

Veccia Vaglieri L., Grammatica teorico-pratica della lingua araba. Roma:Istituto per l’Oriente, 2011.
Salem A., Solimando C., Imparare l’arabo conversando, Carocci, Roma, 2011. I testi da tradurre saranno forniti durante il corso.
Manca, A., Grammatica teorico-pratica di arabo letterario moderno. Roma: Associazione Nazionale di Amicizia e Cooperazione Italo-Araba, 1989.

Fiefs and vassals. Sources and historiographical perspectives, from the early to late Middle Ages.

G. Albertoni, Vassalli, feudi, feudalesimo, Rome, Carocci, 2015; S. Carocci, Signorie di Mezzogiorno. Società rurali, poteri aristocratici e monarchia (XII-XIII secolo), Rome, Viella, 2014, chapter 4.

Anno accademico 2017-2018
S.S.D. STORIA MODERNA M-STO/02

I SEMESTRE

STORIA MODERNA
(6 CFU)
(Prof. Stefano ANDRETTA)


I modulo (6 CFU)

Titolo del corso: Istituzioni di Storia Moderna
Nel corso verranno analizzate e argomentate le linee principali che identificano i contenuti dell’età moderna dal XV secolo alla prima metà del XIX secolo con un’attenzione preliminare alle categorie storiografiche, agli orientamenti interpretativi, alle fonti e agli strumenti propri della disciplina. L’obiettivo formativo è di offrire agli studenti solide basi per acquisire una familiarità conoscitiva e critica sulla “storia generale” dell’età moderna.
Le lezioni verteranno principalmente sui seguenti temi: l’Europa e la sua interrelazione con i mondi extraeuropei; Crisi e identità dell’Italia moderna; Umanesimo e Rinascimento; Riforma protestante e Controriforma cattolica; La società di antico regime: ceti e classi; Modelli economici: la terra, il lavoro, la finanza e il mercato nell’età moderna; I sistemi politici e le loro dinamiche: impero, monarchie e repubbliche; Famiglia e demografia; Alfabetizzazione e cultura; La nascita della scienza moderna; Illuminismo e riforme; La prima rivoluzione industriale; La Rivoluzione americana e la nascita degli Stati Uniti; La Rivoluzione francese; l’Età napoleonica e l’Europa delle nazioni.




II modulo (6 CFU)

Titolo del corso: L’età del Rinascimento tra Italia ed Europa
Nel corso saranno presi in esame i principali eventi storici che hanno caratterizzato la storia d’Italia e delle principali monarchie europee dall’ultimo trentennio del XV secolo alla prima metà del XVI secolo. Verranno inoltre affrontate tematiche in grado di illustrare la gamma dei contenuti intellettuali e concettuali dell’epoca rinascimentale e delineati i termini principali della discussione metodologica e interpretativa interni ai tempi e agli spazi di manifestazione e applicazione della categoria storiografica Rinascimento attraverso l’analisi di autorevoli testi e fonti appropriate.

Testi d’esame

A)

1)P. Burke, Il Rinascimento europeo. Centri e periferie, Roma-Bari, Laterza
2) M. Pellegrini, Le guerre d’Italia, Bologna, Il Mulino

B)Un testo a scelta tra i seguenti :

1) L’uomo del Rinascimento, a cura di E. Garin, Roma-Bari, Laterza,
2) A. Tenenti, L’Italia del Quattrocento. Economia e società, Roma-Bari, Laterza
3)R. von Albertini, Firenze dalla Repubblica al principato. Storia e coscienza politica, Torino, Einaudi
4) F. Chabod, Scritti sul Rinascimento, Torino, Einaudi (pp.1-239)
5) J. Burckhardt, La civiltà del Rinascimento in Italia ,Firenze, Sansoni
6) E. Bonora, Aspettando l’imperatore. Principi italiani tra il papa e Carlo V, Torino, Einaudi
7) M. Pellegrini, Il papato nel Rinascimento, Bologna, Il Mulino
8)Niccolò Machiavelli, Il principe, Torino, Einaudi , (o Milano,Garzanti)
9) Francesco Guicciardini, Storia d’Italia (1490-1534), 3 voll.(un volume a scelta), Torino, Einaudi, (o Milano, Mondadori)
10)Baldassar Castiglione, Il libro del cortegiano, Milano, Rizzoli

I corsi avranno inizio il 2 ottobre 2017

Orario delle lezioni

Lunedì ore 9-11, Martedì ore 9-11, Mercoledì ore 9-11 (aula A)

Orario di ricevimento

Nel primo semestre è fissato nei seguenti giorni: Lunedì e Martedì immediatamente dopo la lezione, Mercoledì ore 11-13. Dipartimento di Studi Umanistici area di Storia e Geografia (stanza 136 ). Per il ricevimento nel secondo semestre seguiranno successive informazioni.

Importante: si ricorda che tutti gli studenti iscritti al Collegio didattico di Scienze Storiche e coloro che, provenienti da altri Collegi didattici, intendono ottenere 12 CFU dell’insegnamento sono tenuti a sostenere l’esame su entrambe le unità inderogabilmente solo nelle date previste delle sessioni (Modulo I-II per 12 CFU complessivi).
Per informazioni particolarmente urgenti l’ indirizzo di posta elettronica del docente è stefano.andretta@uniroma3.it.
Per qualunque problema di carattere organizzativo o amministrativo (problemi di prenotazione, problemi di registrazione, di inserimento dati, di collegamento ai siti di Ateneo, difformità nei piani di studio, collocazione delle bacheche per informazioni ecc.) si prega di rivolgersi alla segreteria del Collegio Didattico di Scienze Storiche il cui indirizzo telefonico e telematico è il seguente:

Tel. +39.06.57338487 / Fax +39.06.57338541 / e-mail: didattica.scienzestoriche@uniroma3.it

Testi d’esame
A) Un manuale universitario di storia moderna, a scelta dello studente tra :

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

Contemporary History
XIX and XX Century

Testi
A) XIX Century :
Le “Rivoluzioni borghesi”, la Seconda rivoluzione industriale e la Società di massa,
available on Website

B) XX Century. One of those books:
- Alberto Mario Banti, L’età Contemporanea. Dalla Grande Guerra a oggi, Laterza, Roma – Bari, 2009
- Lucio Caracciolo, Adriano Roccucci, Storia contemporanea, Le Monnier Università, Milano 2017, dal capitolo 10 in poi.

This module will review the main theoretical approaches and historiographical debates in the history of international relations during the 19th, 20th and 21th centuries. More specifically, the course will debate the strategy of the main European and world powers, discussing key issues in international relations from the crisis of the Concert of Europe until the creation, evolution, and crisis of the World Concert.

Teaching will be based on four main units:
*Introduction to the main analytical approaches and historiographical debates
*1814/5 – 1945: analysis of the Concert of Europe, of the concept of balance of power, and of collective security from the 19th century until the end of the Second World War
*1945 – 1989: analysis of the system of collective security through the creation of the UN and its paralysis and, the formation of a World Concert, the balance of terror and its evolution, until the collapse of the Soviet bloc
*1989 ad oggi: analysis of the crisis of the logic of the balance of power and of the quest for a new international order after the Cold War

Required textbook:

Anthony Best, Jussi M. Hanhimaki, Joseph A. Maiolo, Kirsten E. Schulze (eds), Storia delle Relazioni Internazionali (Torino: UTET, 2014)

Suggested Reading:

Kissinger Henry, Ordine Mondiale (Milano, Mondadori, 2015)
Lucio Barbetta, L’Italia e l’avvio del processo di distensione internazionale (1955-1958) (Milano: Guerini, 2015)
Ennio di Nolfo, Storia delle relazioni internazionali. Vol. 3: Dalla fine della guerra fredda a oggi (Bari: Laterza, 2016)

The course will debate fundamental dynamics and key issues in the process of European integration, focusing on the main analytical approaches that have shaped the history of the EU, such as federalism, functionalism, and unionism, and on the European Union's evolution from its origins until the Brexit debate.

Required Reading:

Desmond Dinan, Europe Recast: A History of European Union. 2nd edition. (Boulder: Lynne Rienner, 2014)

or

Mark Gilbert, European Integration: A coincise history (Lanham, Md. : Rowman & Littlefield, 2012)

Students are also expected to read the following journal article:

Mark A. Pollack, 'International Relations Theory and European Integration', Journal of Common Market Studies, Vol. 39, no. 2, 2001, pp.221-244

Introduction to the Chinese history, from the Ming dynasty to the People's Republic of China.

J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252.
G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.

One reading to chose among the following texts:

Bertuccioli, G., Masini, F., Italia e Cina, L’asino d’oro, Roma, 2014.
Bloch, Apologia dello storia o mestiere dello storico, Einaudi, Torino, 2009.
Cheek, Vivere le riforme. La Cina dal 1989, EDT, Torino, 2008.
De Giorgi, G., Samarani, La Cina e la storia. Dal tardo impero ad oggi, Carocci, Roma, 2005.
Miranda, La democrazia in Cina, le diverse formulazioni dagli anni ’80 a oggi, Orientalia, Roma, 2012.
Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
Pomeranz, La grande divergenza, La Cina, l’Europa e la nascita dell’economia mondiale, Il Mulino, Bologna, 2012.
Said, E., Orientalismo, l’immagine europea dell’Oriente, Feltrinelli, Milano, 2013.
Samarani, M., Scarpari (a cura di), La Cina. Vol.III, verso la modernità, Einaudi, Torino, 2009, pp. 5-128, 215-252, 507-545. (contributi di Samarani, Bastid-Bruguiere e De Giorgi sull-evoluzione economica, politica e sociale nella tarda epoca imperiale e in epoca repubblicana)
Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.
Scarpari, Ritorno a Confucio, Il mulino, Bologna, 2015.

For non-attending students:

J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252.
G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.
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.
M., Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
P., Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.

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

Grammatica della lingua francese, by F.P.A. MADONIA A. PRINCIPATO, Carocci editore, Roma 2011.

Introduction to hispanic linguistics and to linguistic and cultural mediation (italian/spanish)
The module intends to introduce students to the study of some fundamental aspects of spanish language (phonetic-phonological system, orthographic norms, lexical morphology) and to their concrete use in different communicative situations, by considering different dialectal varieties in the hispanic world, in a contrastive and intercultural perspective (IT/SP).
The module, moreover, will introduce students to the basic notions on the history of spanish, to the use of dictionary and to the activity of mediation among spanish and italian.
The contents of the course will be articulated into four parts:
1. Fundamentals of phonetics, phonology and orthography
2. Lexical morphology, introduction to the use of dictionary
3. Basic notions on the history of language and to diatopic varieties
4. Exercises in interlinguistic mediation

- Ignacio, HUALDE et al., Introducción a la lingüística hispánica, Cambridge UP,
2012 (Cap. 2, 3, 5).
- Francisco MORENO FERNÁNDEZ, Las variedades de la lengua española y su
enseñanza, Madrid, Arco Libros, 2010, pp. 15-52.
- Pierangela DIADORI, Verso la consapevolezza traduttiva, Perugia, Guerra,
2012 (selected parts).
One of the following monolingual dictionaries:
- CLAVE. Diccionario de uso del español actual (con Prólogo de G. García Márquez), SM-Hoepli.
- Diccionario General de la Lengua Española, Zanichelli – Vox.
One of the following reference grammars:
- Manuel CARRERA DIAZ, Grammatica spagnola, Roma-Bari, Laterza, 1997.
- Juan Carlos BARBERO; Felisa BERMEJO CALLEJA; Félix SAN VICENTE (2010) Contrastiva. Grammatica della lingua spagnola, Bologna, CLUEB
Complete bibliographical references for the exam together with other didactic materials will be indicated during the course.

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.
STUDENTS MUST PASS THEIR B1 (first language) LANGUAGE TESTS BEFORE DOING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY IF THEY PASS THE. EXAM
STUDENTS MUST SIGN UP ONLINE (GOMP) FOR ALL EXAMS, INCLUDING LANGUAGE TESTS, AND ALL“PROVE INTERMEDIE”, AMONG WHICH THE SPEAKING COMPONENT ” (IN MAY AND JANUARY)
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.

• Jeffries L., Discovering language. The Structure of Modern English, Palgrave MacMillan, 2006 (chapters 1-6).[chapters 3 and 6: all pages; Chapter 1: pp.-32-42 especially examples; Chapter 2: pp. 46-63; Chapter 4: pp. 102-113; Chapter 5: pp. 124-129; 134-137]
• Jackson H., Words and Their Meaning, Longman, 1988 (chapters 1, 2, 3, 12).[Chapters 3 e 12 are to be adapted to the Dictionaries below]
• 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.
Students must pass their B1 (first language) or A2 (second language) language tests before taking this exam. Students will be awarded 12 ECTS only if they complete the whole module and pass the final exam.
Students are strongly advised to attend classes. Those students who cannot attend classes 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

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

Language improvement classes: reading, writing, listening and speaking activities leading to the required level.

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

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.

BIBLIOGRAPHY

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


FURTHER BIBLIOGRAPHY

M. Foschi Albert, M. Hepp, Manuale di storia della lingua tedesca, Napoli, Liguori Editore 2003

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

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

Acquisition of elementary skills of Modern Standard Arabic, both written and oral expression. Course consists in:
-alphabet and pronunciation
-nominal morphology (determination and non-determination mark, broken and sane plurals, personal pronouns, demonstratives, relatives)
-moprhology of regular verbs
-structure of nominal sentence
-relative clauses

Veccia Vaglieri L., Grammatica teorico-pratica della lingua araba. Roma:Istituto per l’Oriente, 2011.
Salem A., Solimando C., Imparare l’arabo conversando, Carocci, Roma, 2011. I testi da tradurre saranno forniti durante il corso.
Manca, A., Grammatica teorico-pratica di arabo letterario moderno. Roma: Associazione Nazionale di Amicizia e Cooperazione Italo-Araba, 1989.

Fiefs and vassals. Sources and historiographical perspectives, from the early to late Middle Ages.

G. Albertoni, Vassalli, feudi, feudalesimo, Rome, Carocci, 2015; S. Carocci, Signorie di Mezzogiorno. Società rurali, poteri aristocratici e monarchia (XII-XIII secolo), Rome, Viella, 2014, chapter 4.

Anno accademico 2017-2018
S.S.D. STORIA MODERNA M-STO/02

I SEMESTRE

STORIA MODERNA
(6 CFU)
(Prof. Stefano ANDRETTA)


I modulo (6 CFU)

Titolo del corso: Istituzioni di Storia Moderna
Nel corso verranno analizzate e argomentate le linee principali che identificano i contenuti dell’età moderna dal XV secolo alla prima metà del XIX secolo con un’attenzione preliminare alle categorie storiografiche, agli orientamenti interpretativi, alle fonti e agli strumenti propri della disciplina. L’obiettivo formativo è di offrire agli studenti solide basi per acquisire una familiarità conoscitiva e critica sulla “storia generale” dell’età moderna.
Le lezioni verteranno principalmente sui seguenti temi: l’Europa e la sua interrelazione con i mondi extraeuropei; Crisi e identità dell’Italia moderna; Umanesimo e Rinascimento; Riforma protestante e Controriforma cattolica; La società di antico regime: ceti e classi; Modelli economici: la terra, il lavoro, la finanza e il mercato nell’età moderna; I sistemi politici e le loro dinamiche: impero, monarchie e repubbliche; Famiglia e demografia; Alfabetizzazione e cultura; La nascita della scienza moderna; Illuminismo e riforme; La prima rivoluzione industriale; La Rivoluzione americana e la nascita degli Stati Uniti; La Rivoluzione francese; l’Età napoleonica e l’Europa delle nazioni.




II modulo (6 CFU)

Titolo del corso: L’età del Rinascimento tra Italia ed Europa
Nel corso saranno presi in esame i principali eventi storici che hanno caratterizzato la storia d’Italia e delle principali monarchie europee dall’ultimo trentennio del XV secolo alla prima metà del XVI secolo. Verranno inoltre affrontate tematiche in grado di illustrare la gamma dei contenuti intellettuali e concettuali dell’epoca rinascimentale e delineati i termini principali della discussione metodologica e interpretativa interni ai tempi e agli spazi di manifestazione e applicazione della categoria storiografica Rinascimento attraverso l’analisi di autorevoli testi e fonti appropriate.

Testi d’esame

A)

1)P. Burke, Il Rinascimento europeo. Centri e periferie, Roma-Bari, Laterza
2) M. Pellegrini, Le guerre d’Italia, Bologna, Il Mulino

B)Un testo a scelta tra i seguenti :

1) L’uomo del Rinascimento, a cura di E. Garin, Roma-Bari, Laterza,
2) A. Tenenti, L’Italia del Quattrocento. Economia e società, Roma-Bari, Laterza
3)R. von Albertini, Firenze dalla Repubblica al principato. Storia e coscienza politica, Torino, Einaudi
4) F. Chabod, Scritti sul Rinascimento, Torino, Einaudi (pp.1-239)
5) J. Burckhardt, La civiltà del Rinascimento in Italia ,Firenze, Sansoni
6) E. Bonora, Aspettando l’imperatore. Principi italiani tra il papa e Carlo V, Torino, Einaudi
7) M. Pellegrini, Il papato nel Rinascimento, Bologna, Il Mulino
8)Niccolò Machiavelli, Il principe, Torino, Einaudi , (o Milano,Garzanti)
9) Francesco Guicciardini, Storia d’Italia (1490-1534), 3 voll.(un volume a scelta), Torino, Einaudi, (o Milano, Mondadori)
10)Baldassar Castiglione, Il libro del cortegiano, Milano, Rizzoli

I corsi avranno inizio il 2 ottobre 2017

Orario delle lezioni

Lunedì ore 9-11, Martedì ore 9-11, Mercoledì ore 9-11 (aula A)

Orario di ricevimento

Nel primo semestre è fissato nei seguenti giorni: Lunedì e Martedì immediatamente dopo la lezione, Mercoledì ore 11-13. Dipartimento di Studi Umanistici area di Storia e Geografia (stanza 136 ). Per il ricevimento nel secondo semestre seguiranno successive informazioni.

Importante: si ricorda che tutti gli studenti iscritti al Collegio didattico di Scienze Storiche e coloro che, provenienti da altri Collegi didattici, intendono ottenere 12 CFU dell’insegnamento sono tenuti a sostenere l’esame su entrambe le unità inderogabilmente solo nelle date previste delle sessioni (Modulo I-II per 12 CFU complessivi).
Per informazioni particolarmente urgenti l’ indirizzo di posta elettronica del docente è stefano.andretta@uniroma3.it.
Per qualunque problema di carattere organizzativo o amministrativo (problemi di prenotazione, problemi di registrazione, di inserimento dati, di collegamento ai siti di Ateneo, difformità nei piani di studio, collocazione delle bacheche per informazioni ecc.) si prega di rivolgersi alla segreteria del Collegio Didattico di Scienze Storiche il cui indirizzo telefonico e telematico è il seguente:

Tel. +39.06.57338487 / Fax +39.06.57338541 / e-mail: didattica.scienzestoriche@uniroma3.it

Testi d’esame
A) Un manuale universitario di storia moderna, a scelta dello studente tra :

1) F. Benigno, L’età moderna. Dalla scoperta dell’America alla Restaurazione, Roma-Bari, Laterza
2) C. Capra, Storia Moderna (1492-1848), Firenze, Le Monnier Università
3) G. Gullino-G. Muto-E.Stumpo, Il Mondo Moderno, Bologna, Monduzzi

B) P. Prodi, La storia moderna, Bologna, Il Mulino

This module will review the main theoretical approaches and historiographical debates in the history of international relations during the 19th, 20th and 21th centuries. More specifically, the course will debate the strategy of the main European and world powers, discussing key issues in international relations from the crisis of the Concert of Europe until the creation, evolution, and crisis of the World Concert.

Teaching will be based on four main units:
*Introduction to the main analytical approaches and historiographical debates
*1814/5 – 1945: analysis of the Concert of Europe, of the concept of balance of power, and of collective security from the 19th century until the end of the Second World War
*1945 – 1989: analysis of the system of collective security through the creation of the UN and its paralysis and, the formation of a World Concert, the balance of terror and its evolution, until the collapse of the Soviet bloc
*1989 ad oggi: analysis of the crisis of the logic of the balance of power and of the quest for a new international order after the Cold War

Required textbook:

Anthony Best, Jussi M. Hanhimaki, Joseph A. Maiolo, Kirsten E. Schulze (eds), Storia delle Relazioni Internazionali (Torino: UTET, 2014)

Suggested Reading:

Kissinger Henry, Ordine Mondiale (Milano, Mondadori, 2015)
Lucio Barbetta, L’Italia e l’avvio del processo di distensione internazionale (1955-1958) (Milano: Guerini, 2015)
Ennio di Nolfo, Storia delle relazioni internazionali. Vol. 3: Dalla fine della guerra fredda a oggi (Bari: Laterza, 2016)

The course will debate fundamental dynamics and key issues in the process of European integration, focusing on the main analytical approaches that have shaped the history of the EU, such as federalism, functionalism, and unionism, and on the European Union's evolution from its origins until the Brexit debate.

Required Reading:

Desmond Dinan, Europe Recast: A History of European Union. 2nd edition. (Boulder: Lynne Rienner, 2014)

or

Mark Gilbert, European Integration: A coincise history (Lanham, Md. : Rowman & Littlefield, 2012)

Students are also expected to read the following journal article:

Mark A. Pollack, 'International Relations Theory and European Integration', Journal of Common Market Studies, Vol. 39, no. 2, 2001, pp.221-244

Introduction to the Chinese history, from the Ming dynasty to the People's Republic of China.

J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252.
G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.

One reading to chose among the following texts:

Bertuccioli, G., Masini, F., Italia e Cina, L’asino d’oro, Roma, 2014.
Bloch, Apologia dello storia o mestiere dello storico, Einaudi, Torino, 2009.
Cheek, Vivere le riforme. La Cina dal 1989, EDT, Torino, 2008.
De Giorgi, G., Samarani, La Cina e la storia. Dal tardo impero ad oggi, Carocci, Roma, 2005.
Miranda, La democrazia in Cina, le diverse formulazioni dagli anni ’80 a oggi, Orientalia, Roma, 2012.
Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
Pomeranz, La grande divergenza, La Cina, l’Europa e la nascita dell’economia mondiale, Il Mulino, Bologna, 2012.
Said, E., Orientalismo, l’immagine europea dell’Oriente, Feltrinelli, Milano, 2013.
Samarani, M., Scarpari (a cura di), La Cina. Vol.III, verso la modernità, Einaudi, Torino, 2009, pp. 5-128, 215-252, 507-545. (contributi di Samarani, Bastid-Bruguiere e De Giorgi sull-evoluzione economica, politica e sociale nella tarda epoca imperiale e in epoca repubblicana)
Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.
Scarpari, Ritorno a Confucio, Il mulino, Bologna, 2015.

For non-attending students:

J.A.G., Roberts, Storia della Cina, Società editrice il Mulino, Bologna, 2001, pp. 153-252.
G., Samarani, La Cina del Novecento. Dalla fine dell’impero a oggi, Einaudi, Torino, 2008.
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.
M., Meisner, Mao e la rivoluzione, Einaudi, Torino, 2010.
P., Santangelo, L’impero del mandato celeste, la Cina nei secoli XIV-XIX, Laterza, Bari, 2014.

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

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

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

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. 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 must sign up online (GOMP) for all language tests and exams
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)

MODULE:
WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS

LANGUAGE IMPROVEMENT CLASSES:
READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
STUDENTS MUST PASS THEIR 1ST YR 1ST LANGUAGE EXAM BEFORE DOING THE SECOND YEAR EXAM.
STUDENTS MUST PASS THEIR B2 LANGUAGE TESTS BEFORE TAKING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES AND AFTER PASSING THEIR FINAL EXAM.

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. UNITS: ‘TEXT AND CONTEXT’ & '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)

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

Course books:
- Idema W., Haft L. (2000), Letteratura cinese, Cafoscarina, Venezia (fino a p. 274)
- Bertuccioli G. (1968), La letteratura cinese, Sansoni, Firenze (oppure nuova edizione 2013 a cura di Federica Casalin, edizione L’Asino d’oro – da pag. 165 a pag. 305)
- Savarese N. (1997), Il racconto del teatro cinese, Roma, Carrocci Editori (fino a p. 90)
- Masi E., Cento capolavori della letteratura cinese, Macerata, Quodlibet, 2009 ( 138-366)

Essays:
- Owen Stephen, “La poesia nella tradizione cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
- Ropp Paul S., “La particolare arte della narrativa cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
- Plaks A. (2002), “Il romanzo nella Cina premoderna”, in Moretti F. (a cura di), Il Romanzo. Storia e geografia Vol. III, Einaudi, Torino, pp. 57-82.
- Zhao H. (2001), “Storiografia e fiction nella gerarchia culturale cinese”, in Moretti F. (a cura di), Il Romanzo. La cultura del romanzo Vol. I, Einaudi, Torino, pp. 47-69.

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

Some Tang and Song poems in Chinese language delivered during lessons

The program aims at providing students with the linguistic instruments for the translation of different textual typologies. The texts will be selected among the most significant modern literature works. It will be provided to the students several texts from Arabic media, such as al-Jazeera and a-Arabiyya.

A. Salem, C. Solimando, Imparare l’arabo conversando. Carocci editore, Roma 2011.
L. Veccia Vaglieri, Grammatica teorico-pratica della lingua araba, Istituto Per l’Oriente, Roma 2011.
Grammatica teorico pratica di arabo letterario moderno, Manca Agnese, Herder, Roma 2008.
Dizionari:
- Tresso M. C., DizionarioArabo Italiano-arabo, Hoepli, Milano 2014.
- Traini R., Vocabolario arabo-italiano, Istituto Per l’Oriente, Roma, 1993
Testi e dispense forniti durante il corso.

The course encloses two sections: the first one aims to provide a historical-cultural framework of the Arabic literary renessaince; the second part is specifically devoted to the discussion of the main actors in Modern and Contemporary Arabic literature. Classes will have the goal to give students an introduction to the main literary movements in Modern and Contemporary Arabic literature, with a reference to Classical literature, in the framework of the historical-cultural evolution of the Arabic-Islamic world.

Camera D'Afflitto, Isabella, La Letteratura araba contemporanea, Carocci, Roma, 2007;
Gabrieli, Francesco, Storia della letteratura araba, Sansoni-Accademia, Firenze, varie ed.
Kanafānī, Uomini sotto il sole, Sellerio Editore Palermo, 1991 and Ritorno a Haifa, Edizioni Lavoro (collana L'altra riva), 2003

Usage and functions of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence.
History of the Chinese language, periodization and typological classification, main features of modern Chinese lexicon, morphology and syntax.

F. MASINI ET AL, Il cinese per gli italiani (vol. 2), Hoepli, 2006.
C. ROMAGNOLI, J. WANG, Grammatica d’uso della lingua cinese, Hoepli, 2016.
A selection of papers on Chinese linguistics and chapters from Linguistica cinese, G.F. Arcodia, B. Basciano, Patròn, 2016.

Grammar, discourse analysis and summary.

- Grammatica della lingua francese, a cura di A. Principato e F. P. A. Madonia, Roma, Carocci, 2011, capp. 5, 7, 8;
- V. Anglard, Le résumé de texte, Paris, Seuil.
- R. Amossy, L’argumentation dans le discours, Paris, Colin.

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. 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 must sign up online (GOMP) for all language tests and exams
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)

MODULE:
WRITTEN TEXT ANALYSIS. DEFINITION OF WORD AND OF MEANING. DENOTATION AND CONNOTATION. COHESION, COHERENCE, CO-TEST, CONTEXT, TEXT-TYPES, ADVERTISEMENTS, ROLE OF ADDRESSEES. MAIN DIFFERENCES BETWEEN WRITTEN AND SPOKEN TEXTS

LANGUAGE IMPROVEMENT CLASSES:
READING, WRITING, LISTENING AND SPEAKING ACTIVITIES AT B2 LEVEL
STUDENTS MUST PASS THEIR 1ST YR 1ST LANGUAGE EXAM BEFORE DOING THE SECOND YEAR EXAM.
STUDENTS MUST PASS THEIR B2 LANGUAGE TESTS BEFORE TAKING THIS EXAM. STUDENTS WILL BE AWARDED 12 ECTS ONLY ON COMPLETING ALL ACTIVITIES AND AFTER PASSING THEIR FINAL EXAM.

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. UNITS: ‘TEXT AND CONTEXT’ & '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)

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

Course books:
- Idema W., Haft L. (2000), Letteratura cinese, Cafoscarina, Venezia (fino a p. 274)
- Bertuccioli G. (1968), La letteratura cinese, Sansoni, Firenze (oppure nuova edizione 2013 a cura di Federica Casalin, edizione L’Asino d’oro – da pag. 165 a pag. 305)
- Savarese N. (1997), Il racconto del teatro cinese, Roma, Carrocci Editori (fino a p. 90)
- Masi E., Cento capolavori della letteratura cinese, Macerata, Quodlibet, 2009 ( 138-366)

Essays:
- Owen Stephen, “La poesia nella tradizione cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
- Ropp Paul S., “La particolare arte della narrativa cinese”, in L’eredita della Cina / a cura di Paul S. Ropp
- Plaks A. (2002), “Il romanzo nella Cina premoderna”, in Moretti F. (a cura di), Il Romanzo. Storia e geografia Vol. III, Einaudi, Torino, pp. 57-82.
- Zhao H. (2001), “Storiografia e fiction nella gerarchia culturale cinese”, in Moretti F. (a cura di), Il Romanzo. La cultura del romanzo Vol. I, Einaudi, Torino, pp. 47-69.

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

Some Tang and Song poems in Chinese language delivered during lessons

The program aims at providing students with the linguistic instruments for the translation of different textual typologies. The texts will be selected among the most significant modern literature works. It will be provided to the students several texts from Arabic media, such as al-Jazeera and a-Arabiyya.

A. Salem, C. Solimando, Imparare l’arabo conversando. Carocci editore, Roma 2011.
L. Veccia Vaglieri, Grammatica teorico-pratica della lingua araba, Istituto Per l’Oriente, Roma 2011.
Grammatica teorico pratica di arabo letterario moderno, Manca Agnese, Herder, Roma 2008.
Dizionari:
- Tresso M. C., DizionarioArabo Italiano-arabo, Hoepli, Milano 2014.
- Traini R., Vocabolario arabo-italiano, Istituto Per l’Oriente, Roma, 1993
Testi e dispense forniti durante il corso.

The course encloses two sections: the first one aims to provide a historical-cultural framework of the Arabic literary renessaince; the second part is specifically devoted to the discussion of the main actors in Modern and Contemporary Arabic literature. Classes will have the goal to give students an introduction to the main literary movements in Modern and Contemporary Arabic literature, with a reference to Classical literature, in the framework of the historical-cultural evolution of the Arabic-Islamic world.

Camera D'Afflitto, Isabella, La Letteratura araba contemporanea, Carocci, Roma, 2007;
Gabrieli, Francesco, Storia della letteratura araba, Sansoni-Accademia, Firenze, varie ed.
Kanafānī, Uomini sotto il sole, Sellerio Editore Palermo, 1991 and Ritorno a Haifa, Edizioni Lavoro (collana L'altra riva), 2003

Usage and functions of the aspectual particles, verbal complements, ‘ba’ sentence, passive sentence and comparative sentence.
History of the Chinese language, periodization and typological classification, main features of modern Chinese lexicon, morphology and syntax.

F. MASINI ET AL, Il cinese per gli italiani (vol. 2), Hoepli, 2006.
C. ROMAGNOLI, J. WANG, Grammatica d’uso della lingua cinese, Hoepli, 2016.
A selection of papers on Chinese linguistics and chapters from Linguistica cinese, G.F. Arcodia, B. Basciano, Patròn, 2016.

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

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