Turismo didáctico: Barcelona y el Quijote

[ES]Reflexionamos en este artículo sobre el concepto de “turismo didáctico o pedagógico” junto con el de “geografía cultural” como herramientas de aprendizaje del español como lengua extranjera a través de la obra maestra de Cervantes. Exploramos concretamente las posibilidades didácticas de los capítulos que ilustran el trasiego del hidalgo desde su natal Castilla-La Mancha (tradicional y castiza), hasta la moderna y cosmopolita ciudad de Barcelona. [EN]In this article we reflected on the concept of "educational or pedagogical tourism” along with "cultural geography" as tools for learning Spanish as a foreign language through the Cervantes masterpiece. We specifically explore the educational possibilities of the chapters that illustrate the movement of don Quixote, from his native Castilla - La Mancha (traditional and genuine) to the modern and cosmopolitan Barcelona.

Uso de textos musicales (canciones) en la enseñanza del inglés

[ES]El presente artículo de investigación tiene como objetivo principal evaluar cómo el uso de los textos musicales –canciones, como popularmente se conocen– influye en el aprendizaje del inglés como lengua extranjera. Una investigación llevada a cabo con estudiantes de una clase de 2º de ESO nos ha servido para confirmar las hipótesis que en un principio teníamos en lo concerniente a la adquisición de las ocho competencias básicas mediante tareas en las clases de lengua inglesa. Así, el diseño de rúbricas con unos criterios e instrumentos de evaluación específicos nos ha permitido evaluar el grado de adquisición de competencias básicas concretas. [EN]This paper focuses on the impact that the use of music texts –commonly referred to with the term ‘songs’– has on students in teaching English as a foreign language. Through a survey carried out with students of a 2nd year class of Spanish Secondary Education, our initial assumptions in terms of acquisition of key competences in English learning were validated. in acquiring specific key competences by using tasks, rubrics –consisting of detailed assessment criteria and tools– were designed and implemented as the assessment method in order for students to successfully attain specific learning objectives.

Il corpus DIRSI: creazione e sviluppo di un corpus elettronico per lo studio della direzionalità in interpretazione simultanea

Con questa tesi abbiamo messo a punto una metodologia per l'applicazione del "corpus-based approach" allo studio dell'interpretazione simultanea, creando DIRSI-C, un corpus elettronico parallelo (italiano-inglese) e allineato di trascrizioni di registrazioni tratte da convegni medici, mediati da interpreti simultaneisti. Poiché gli interpreti professionisti coinvolti hanno lavorato dalla lingua straniera alla loro lingua materna e viceversa, il fattore direzionalità è il parametro di analisi delle prestazioni degli interpreti secondo i metodi di indagine della linguistica dei corpora. In this doctoral thesis a methodology was developed to fully apply the corpus-based approach to simultaneous interpreting research. DIRSI-C is a parallel (Italian-English/English-Italian) and aligned electronic corpus, containing transcripts of recorded medical international conferences with professional simultaneous interpreters working both from and into their foreign language. Against this backdrop, directionality represents the research parameter used to analyze interpreters' performance by means of corpus linguistics tools.

El material didáctico para la enseñanza del español como lengua extranjera en Italia: el papel de los elementos culturales en la construcción de la imagen de “lo hispánico”

In this work we examine the reference to cultural elements in a sample of 13 textbooks of Spanish as a foreign language for Italian students. The aim is to observe how they treat the cultural component in the particular context of Spanish language teaching to Italians. In this context, especially relevant issues are the linguistic and cultural proximity between Italy and Spain, and the present fascination for Spain, which has given rise to some interesting phenomena, among others, a massive emigration of Italian youths to Spain.

Les TICE pour la production écrite et la traduction de l'italien vers le français : le cas de la SSLMIT de Forlì

Les recherches relatives à l'utilisation des TICE se concentrent fréquemment soit sur la dimension cognitive, sur la dimension linguistique ou sur la dimension culturelle. Le plus souvent, les recherches empiriques se proposent d'évaluer les effets directs des TICE sur les performances langagières des apprenants. En outre, les recherches, surtout en psychologie cognitive, sont le plus souvent effectuées en laboratoire. C'est pourquoi le travail présenté dans cette thèse se propose d'inscrire l'utilisation des TICE dans une perspective écologique, et de proposer une approche intégrée pour l'analyse des pratiques effectives aussi bien en didactique des langues qu'en didactique de la traduction. En ce qui concerne les aspects cognitifs, nous recourons à un concept apprécié des praticiens, celui de stratégies d'apprentissage. Les quatre premiers chapitres de la présente thèse sont consacrés à l'élaboration du cadre théorique dans lequel nous inscrivons notre recherche. Nous aborderons en premier lieu les aspects disciplinaires, et notamment l’interdisciplinarité de nos deux champs de référence. Ensuite nous traiterons les stratégies d'apprentissage et les stratégies de traduction. Dans un troisième mouvement, nous nous efforcerons de définir les deux compétences visées par notre recherche : la production écrite et la traduction. Dans un quatrième temps, nous nous intéresserons aux modifications introduites par les TICE dans les pratiques d'enseignement et d'apprentissage de ces deux compétences. Le cinquième chapitre a pour objet la présentation, l'analyse des données recueillies auprès de groupes d'enseignants et d'étudiants de la section de français de la SSLMIT. Il s’agira dans un premier temps, de présenter notre corpus. Ensuite nous procéderons à l’analyse des données. Enfin, nous présenterons, après une synthèse globale, des pistes didactiques et scientifiques à même de prolonger notre travail.

Kooperativer Fremdsprachenerwerb im Teletandem

Im Wintersemester 2006/07 wurde am Fachbereich Translations-, Sprach- und Kulturwissenschaft der Johannes Gutenberg Universität Mainz in Germersheim, in Zusammenarbeit mit der Fakultät für Natur- und Geisteswissenschaften der Universität des brasilianischen Bundesstaates São Paulo (Universidade Estadual Paulista Júlio de Mesquita Filho, UNESP) in Assis, das Pilotprojekt Teletandem initiiert. Ein Teil des Pilotprojektes, die Einführung, Entwicklung und Implementierung der Lehr- und Lernmethode Teletandem als Modul im BA-/MA-Studiengang Portugiesisch am FTSK, ist Grundlage der vorliegenden Dissertation.rnTeletandem (TT) ist eine innovative Methode zum autonomen, kooperativen Fremdsprachenlernen in Tandempaaren über das Internet. Die TT-Paare setzen sich aus einem brasilianischen und einem deutschen Studierenden zusammen, die sich ein- bis zweimal pro Woche im Internet treffen und mittels Webcam und Headset ‚unter vier Augen’ synchron, audiovisuell, mündlich und schriftlich miteinander kommunizieren. Dabei entscheiden sie gemeinsam mit ihrem Partner wann sie sich treffen, über was sie sprechen und wie sie die Teletandemsitzungen didaktisch gestalten. Durch die authentische Kommunikation mit Muttersprachlern erwerben und vertiefen die Teilnehmer zielgerichtet ihre Kenntnisse der fremden Sprache und Kultur.rnIn Teil I dieser Dissertation wird anhand einer Auswahl behavioristischer, kognitivistischer und konstruktivistischer (Lern-)Theorien wissenschaftlich untersucht, wie wir lernen, welche Faktoren unser Lernen positiv beeinflussen und welche Implikationen dies für institutionelles Lernen hat. Die Erkenntnisse werden auf das (Fremdsprachen-)Lernen im TT transferiert und es wird untersucht, inwieweit die Anwendung der Methode die Lernprozesse der Studierenden (und Lehrkräfte) begünstigt. In Teil 2 werden die Geschichte des Lernens im (Tele-)Tandem sowie die theoretische Grundlage und die Prinzipien von TT erläutert und das Pilotprojekt vorgestellt. Des Weiteren werden die im Rahmen des Projektes entwickelten vier Teletandemmodule (Modul Teletandem I, Modul Teletandem II, Intensivkurs Portugiesisch im Teletandem, Modul Fremdsprachenlernen im Teletandem), die von Studierenden des FTSK, des Karlsruher Instituts für Technologie (KIT) und der UNESP durchgeführt wurden, dargestellt. Im dritten Teil werden die Ergebnisse der Evaluation der Teletandemkurse vorgestellt und analysiert.rn

Tradurre per le imprese. Analisi e traduzione in inglese della Nota integrativa al Bilancio consolidato 2013 di MNLG S.r.l.-Holding Sorma Group

The aim of this dissertation is to provide a translation in English of the Notes on the Consolidated Financial Statements of MNLG S.r.l., holding company of the Italian Sorma Group. This translation work is one example of the technical material produced in accordance with the project called Language Toolkit, set up by the Chamber of Commerce of Forlì-Cesena, to support the internationalization of the companies established in the territory. This initiative has represented a unique opportunity for me to put into practice the knowledge and abilities learnt in the translation field during these years at university. It also allowed me to give a concrete purpose to my dissertation, that is to provide a technical document translated into a foreign language. By making its Consolidated Financial Statement readily available in English, the company MNLG S.r.l. can in fact increase the number of possible investors and guarantee a more transparent financial informative to its shareholders. This translation work is divided into six chapters: the first one describes the project, its main objectives and the ways in which it was developed. The second chapter deals with the notions of Consolidated Financial Statements and presents the accounting documents of which the Financial Statements are made up as well as the norms according to which they are prepared. The third chapter, instead, focuses on the translation procedure applied and especially on the documentation process, analysing the differences between the International Accounting Standards and the accounting standards used in Italy. The fourth chapter provides a description of the translation resources built for the translation of this specific document. The fifth chapter includes the English version of the Notes on the Consolidated Financial Statements and, to conclude, the sixth chapter analyses the difficulties encountered in translating and the strategies adopted to overcome them.

La competenza comunicativa in giapponese: indagine empirica sulle difficoltà frequenti degli apprendenti italofoni in interazioni orali

Smooth intercultural communication requires very complex tasks, especially when participants are very different in their cultural and linguistic backgrounds: this is the case of native Italian and Japanese speakers. A further difficulty in such a context can be found in the usage of a foreign language not mastered perfectly by speakers, which is the case for Italian intermediate learners of Japanese. The aim of this study is therefore to identify the linguistic difficulties common among Italian learners of Japanese as a foreign language and to further examine the consequences of incorrect pragma-linguistic deliveries in actual conversations. To this end, a series of linguistic aspects selected on the basis of the author's experience have been taken into consideration. Some aspects are expected to be difficult to master because of linguistic differences between Italian and Japanese, while some may be difficult due to their connection to the specific Japanese cultural context. The present study consists of six parts. The Introduction presents the state of the art on the research topic and defines the purpose of this research. Chapter 1 outlines the linguistic aspects of the Japanese language investigated in the study, specifically focusing on the following topics: writing system, phonology, loan words, numbers, ellipsis, levels of speech and honorifics. Chapter 2 presents an overview of the environment of teaching Japanese as a foreign language in the university setting in Italy. In Chapter 3 the first phase of the research is described, i.e. an online survey aimed at identifying the most problematic linguistic aspects. Chapter 4 presents the second phase of this study: a series of oral interactions between Japanese and Italian native speakers, conversing exclusively in Japanese, focusing on the management of misunderstandings with the use of actual linguistic data. The Conclusion outlines the results and possible future developments.

I fumetti e la glottodidattica: Proposte di insegnamento per l'italiano ls.

This study explores comics as an educational tool in teaching Italian as a foreign language, and shows that, in this perspective, the potential of this medium goes beyond the idea that pictures can help to understand words. Comics has to be understood as a unified text, where it is precisely the combination of pictures and words that promotes the development of the students' linguistic and communicative competences. The general educational potential of comics is analyzed in Chapter 1, with a focus on the notions of closure, cartooning and here and now, which are in harmony with the application of ludic teaching theories; an analysis then follows on the features of comics that can be exploited in the field of language teaching; finally a description is provided of the linguistic competences whose development can be favored by comics. Emphasis was placed only on those competences that are most affected by the context of use, i.e, lexical, textual, pragmatic and (inter-)cultural competences. In Chapter 2, three Italian comic books are analyzed with an eye to their use as teaching material in three ideally homogeneous classes, respectively belonging to the Common European Framework of Reference for Language A2, B2 and C2 levels. The cognitive processes carried out by students to achieve a global understanding of each book are postulated both for picture-to-picure and picture-to-word relations. After an overview of the main planning phases of a language-learning pathway, the educational approach adopted in Chapter 3 places the students at the core of the learning process, and emphasizes the need for a cooperative and interactional relationship between learners and teachers. In Chapter 4, three hypothetical learning pathways are described. Their main goal is to develop the linguistic and communicative competences of the students, who would then be able to understand and produce text not merely as learners, but rather as readers, hence users of an Italian cultural product.

The Power of Tragedy: An Eighteenth-Century Debate on Theater and its Relevance to Literature Pedagogy Today

This article brings to light a debate on tragic fiction in eighteenth-century France, and more specifically, on whether or not tragedy has the power to transform individuals intellectually and emotionally. Through analysis of abbé Dubos’s Reflexions critiques sur la poésie et sur la peinture and Jean-Jacques Rousseau’s Lettre à d’Alembert sur les spectacles, I contend that Dubos’s overwhelmingly positive conception of fiction—and especially his contention that we learn through the emotions when we engage with tragic fiction—can serve as an admirable pedagogical model for today’s fiction-focused foreign language classrooms.

Comparative Analysis of Russian and French Prosodies: Theoretical, Experimental and Applied Aspects"

Experience shows that in teaching the pronunciation of a foreign language, it is the native syllable stereotype that resists correction most strongly. This is because the syllable is the basic unit of the perception and production of speech, and syllabic production is highly automatic and to some degree determines the prosody of speech at all levels: accent, rhythm, phrase, etc. The results of psycho-physiological studies show that the human acoustic analyser is a typical contemplator organ and new acoustic qualities are perceived through their inclusion into the already existing system of values characteristic to the mother tongue. This results in the adaptation of the perception and so production of foreign speech to native patterns. The less conscious the perception of the unit and the more 'primitive' its status, the greater the degree of its auditory assimilation, and the syllable is certainly among the less controllable linguistic units. The group carried out a complex investigation of the French and Russian languages at the level of syllable realisation, focusing on the stressed syllable of both open and closed types. The useful acoustic characteristics of the French/Russian syllable pattern were determined through identifying a typical syllable pattern within the system of each of the two languages, comparing these patterns to establish their contrasting features, and observing and systematising deviations from the pattern typical of the French/Russian language teaching situation. The components of the syllable pattern shown to need particular attention in teaching French pronunciation to Russian native speakers were intensity, fundamental frequency, and duration. The group then developed a method of correction which combines the auditory and visual canals of sound signal perception and tested this method with groups of Russian students of different levels.

Diskursforschung. Ein interdisziplinäres Handbuch

Das zweibändige Handbuch zur interdisziplinären Diskursforschung gibt einen systematischen und umfassenden Überblick über das neue Feld der Diskursforschung. Der erste Band versammelt nationale und internationale Tendenzen, Entwicklungen und Fragen der Diskursforschung. Der zweite Band stellt wichtige diskursanalytische Methoden am Beispiel des Diskurses über die neoliberalen Hochschulreformen vor. Mit seinem Schwerpunkt auf theoretischen Modellen und Strategien der diskursanalytischen Forschungspraxis im disziplinären und interdisziplinären Kontext richtet sich dieses Referenzwerk der Gruppe DiskursNetz an forschungsorientierte Studierende und alle Diskursforschenden, die sich für den Zusammenhang von Sprache und Gesellschaft interessieren.

Populismus in der digitalen Mediendemokratie

Welche Rolle politische Inhalte („linke“ oder „rechte“) in populistischen Bewegungen und Parteien eigentlich spielen, ist zwar, wie der Populismusbegriff selbst, von jeher Gegenstand wissenschaftlicher Auseinandersetzungen. Dass Populismus vor allem auch mit der Art und Weise der politischen Artikulation zu tun hat, wird nur von wenigen bestritten. Daher liegt es für die AutorInnen des 86. OBST-Heftes auf der Hand, Populismus mit sprachwissenschaftlichen und diskursanalytischen Mitteln zu untersuchen, um die Spezifika dieser Artikulationsweise zu beschreiben und zu erklären. In diesem Zusammenhang ist unter anderem der Frage nachzugehen, in welcher Beziehung der Populismus zu den Medien steht. Diese Frage drängt sich umso mehr auf, als der Populismus immer – also gegenwärtig ebenso wie zu früheren Zeiten – ein besonderes Naheverhältnis zu den jeweils modernen Massenmedien zu haben scheint. Die ersten Beiträge des Bandes beginnen mit der Betrachtung des deutschen und deutschsprachigen Populismus und gehen zur Analyse des italienischen, britischen und norwegischen Populismus über. Die Vielfalt populistischer Rhetorik in ihrer medialen Performanz wird damit gut sichtbar, auch wenn noch zahlreiche weitere Länder in vergleichende Analysen einbezogen werden könnten und – in zukünftiger Forschung – auch einbezogen werden sollten. (OBST 86, Editorial)