Contribution of the course to the overall degree programme goals
This course aims at discussing aspects of Italian linguistics from the viewpoint of contemporary linguistic research, in a comparative perspective with other languages and dialects. Aim of the course is to develop the skill of formal analysis of language, with a focus on the syntax of Italian. Students will develop skills to analyse complex syntactic constructions in context and to conduct research in Italian linguistics.
Expected learning outcomes
1. Knowledge and understanding
The student knows the recent analyses on the grammar of Italian.
The student knows the phenomena of Italian in the context of language use.
The student has full understanding of the technical terminology and the main methodologies that allow to do research on Italian.
2. Applying knowledge and understanding
The student knows how to use the hypotheses of formal linguistics to describe and understand aspects of Italian.
The student knows how to use the technical terminology in all stages of application, e.g. when analysing new data or when teaching Italian.
The student knows how to collect new Italian data.
The student knows how to discuss different hypotheses on the same Italian data.
3. Making judgements
The student is able to formulate empirically and theoretically grounded hypotheses on Italian data.
The student is able to provide relevant data from Italian in favour or against different hypotheses.
4. Communication skills
The student is able to write with sound argumentation and appropriate terminology about the topics discussed during the course.
The student is able to elaborate on one of the topics discussed during the course.
During class, the student is able to ask questions and discuss with peers and professors in a critical and respectful manner.
5. Learning skills:
The student is able to develop critical thinking.
The student is able to share information, hypotheses, linguistic problems and solutions on Italian data.
The student is able to look for and select bibliographical resources to study Italian data.
The following texts will be discussed:
1. Benincà P. (2001), L’ordine degli elementi della frase e le costruzioni marcate, in Renzi, Salvi e Cardinaletti (eds), Grande grammatica italiana di consultazione, Bologna, il Mulino, Vol.1: pp. 129-162.
2. Berruto G. (2012), Sociolinguistica dell’italiano contemporaneo, Carocci, Capp. 1,3,4
Cardinaletti A. e G. Garzone (eds) (2005) L’italiano delle traduzioni, FrancoAngeli: Chapters by Garzone, Cardinaletti, Giusti.
Cardinaletti A. e N. Munaro (eds) (2009) Italiano, italiani regionali e dialetti, FrancoAngeli: Chapters by Benincà-Penello, Cardinaletti, Chinellato, Cordin, Munaro.
3. Cardinaletti, A. (2018) Equal opportunities for access to university education: language testing for students with disabilities, in S. Pace, M. Pavone, D. Petrini (eds), UNIversal Inclusion. Rights and Opportunities for Students with Disabilities in the Academic Context, FrancoAngeli, pp. 111-117 (available in photocopy in the library - Ca' Bembo).
Cardinaletti, A. (a cura di) (2018) Test linguistici accessibili per studenti sordi e con DSA. Pari opportunità per l'accesso all'Università, FrancoAngeli.
Borghi, M. (2018), Il testo semplificato semplifica la vita? Breve indagine sull’efficacia dei testi ad alta leggibilità nella comprensione testuale degli studenti stranieri, Italiano LinguaDue, n. 1. 2018, 373-394.
Voghera M. (2001) Riflessioni su semplificazione, complessità e modalità di trasmissione: sintassi e semantica, in Dardano M., Pelo A., Stefinlongo A. (eds), Scritto e parlato. Metodi, testi e contesti, Atti del Colloquio internazionale di studi, Aracne, pp. 65-78.
Volpato F., G. Bozzolan (2017), Explicit Teaching of Syntactic Movement in Passive Sentences and Relative Clauses. The Case of a Romanian/Italian Sequential Bilingual Child, Annali di Ca’ Foscari. Serie occidentale 51, 357-381
Other readings may be provided in class.
Renzi L., G. Salvi e A. Cardinaletti (eds.) (2001), Grande grammatica italiana di consultazione, il Mulino, Bologna, 3 voll.
Given the technical aspects of the course, the frequency of the course is recommended.
Accessibility, Disability and Inclusion
Accommodation and support services for students with disabilities and students with specific learning impairments:
Ca’ Foscari abides by Italian Law (Law 17/1999; Law 170/2010) regarding support services and accommodation available to students with disabilities. This includes students with mobility, visual, hearing and other disabilities (Law 17/1999), and specific learning impairments (Law 170/2010). If you have a disability or impairment that requires accommodations (i.e., alternate testing, readers, note takers or interpreters) please contact the Disability and Accessibility Offices in Student Services: email@example.com