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Welcome to the course Lingua Inglese 1, 2012, prof. Prat

Welcome to the course Lingua Inglese 1, 2012, prof. Prat. 1. How many first year students are there in our faculty ? 1,363 2. Where do they come from?

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Welcome to the course Lingua Inglese 1, 2012, prof. Prat

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  1. Welcome to the course Lingua Inglese 1, 2012, prof. Prat 1. How many first year students are there in our faculty ? 1,363 2. Where do they come from? 221 are foreign students. About ¾ of our graduates come from outside Torino. 25% of students of Lauree Magistrali have come from other universities. ( from our vice-chancellor’s, prof. Pellizzetti official report)

  2. Turin MUST be a good university and an interesting place... BUT there are problems: with funds for scholarships and with being able for some of you to be full-time students with finding a good job at the end of your studies about 17% of students drop out after the first year about 13% of students do not take or pass any exam during their first year

  3. MARIA TERESA PRAT LAUREA TRIENNALE LINGUA INGLESE 1, 2011-12 I ANNO L-12 , CODE: LIN.0009 9 CREDITS, 54 HOURS (MEDIAZIONE LINGUISTICA / ASIA E AFRICA )

  4. OFFICE HOURS Either before or after the lessons During the course every Tuesday from 2 to 3 p.m. , room 22, 3rd floor, Palazzo Nuovo When the course is over, check the Faculty news for the next office hours or use the email address mariateresa.prat@unito.it to ask for (brief) clarification or to make an appointment

  5. TITLE of the COURSE INTRODUCTION TO PRESENT-DAY ENGLISH: HISTORICAL BACKGROUND, GEOGRAPHICAL SPREAD AND LINGUISTIC FEATURES

  6. SET BOOK Virginia PULCINI, a cura di, A Handbook of Present-day English, Carocci, Roma , 2009 (Chapters 1, 2, 3, 4, pp. 1-237) * Chapter 5 will be covered in the second year

  7. COURSE TIMETABLE, Second Semester 2012 Monday, Tuesday, Wednesday, 10-12 Aula viola, Torino Esposizioni • 20, 21, 22, February: Introductory week • 27, 28,29 February, : Language change and variation in English • 5, 6 7, March: (follows) • 12, 13, 14 March: The pronunciation of English • 19, 20 21, March: (follows) • 26, 27, 28, March: The grammar of English • 2, 3 4, April: follows • 9, 10, 11 Ester break • 23, 24 April The English lexicon: from words to phraseology (25° April is a holiday, the day of the liberation of Italy) • 30 April, 2 May: end of the course and mock exam ( 1st May is a holiday, Workers’ Day )

  8. EXAM PROGRAMME ( see the official programme in the faculty website) • A WRITTEN EXAM • IT WILL CONSIST IN ACTIVITIES AND QUESTIONS IN ENGLISH, BASED ON THE COURSE CONTENTS and THE SET BOOK • THE WRITTEN EXAM CAN BE ACCESSED ONLY ONCE PER EXAM SESSION • STUDENTS MUST HAVE PASSED THE FIRST YEAR “PROVA PROPEDEUTICA” (or “LETTORATO), WHOSE RESULT WILL BE INTEGRATED WITH THE MARK OF THE LINGUA INGLESE COURSE

  9. EXAM SESSIONS 2010-2011 PROVE PROPEDEUTICHE: 3 per year (1 in the Summer Session 2010, 1 in the Autumn Session 2010, 1 in the Winter Session 2011) LINGUA INGLESE : 8 per year 4 in the Summer session 2011 (1 in May, 2 in June, 1 in July) 2 in the Autumn Session 2010( 1 in September, 1 in November) 2 in the Winter Session 2011 ( 1 in January, 1 in February)

  10. MARIA TERESA PRAT’ BLOG This blog can be accessed from either the faculty website or from http:// tarm.dm.unito.it/oslingue/prat using the student credentials to log in. The blog contains general information about the course and the slides shown in class, which will be made available at the end of each unit.

  11. PROS AND CONS OF THE BLOG (AND THE SLIDES) PROS IT MAY HELP STUDENTS WHO ATTEND TO REVISE THEIR NOTES IT MAY HELP STUDENTS WHO DO NOT ATTEND, OR DO NOT ATTEND REGULARLY , TO FOCUS ON THE MAIN POINTS TALKED ABOUT CONS IT CANNOT SUBSTITUTE THE STUDY OF THE SET BOOK IT SHOULD NOT BE STUDIED BY HEART WITHOUT UNDESTANTING IT IN DEPTH IT MAY MAKE STUDENTS LAZY AND DISCOURAGE THEM FROM TAKING NOTES

  12. PEDAGOGICAL ISSUES Students’ (and teachers’) beliefs and expectations

  13. TWO IMPORTANT QUESTIONS • What do I expect from this course? • What do I bring to this course?

  14. 1. Do you think that in order to learn a foreign language well a special “gift” is needed ? a) yes, it may help but it is not essential b) no, anyone can learn a foreign language c) yes, it helps but other factors are also important (e.g. motivation, curiosity, hard work, time devoted, total immersion, stays abroad, bilingual contexts) d) some people are more gifted than others (e.g. young children, people with a talent for music, people who take an interest in grammar) e) other …

  15. WHAT ARE THE BEST WAYS OF TAKING ADVANTAGE OF ATTENDING THE LESSONS? Liatening carefully Listening and taking selected notes Making a note of the unclear points Ask the teacher for clarification during the lesson Ask fa fellow student for clarification Ask the teacher for clarificationt at the end of the lesson Compare your notes with the relevant sections in the set book after the lesson

  16. 2. WHO IS MOST RESPONSIBLE FOR SUCCESSFUL (LANGUAGE) LEARNING? • The teacher • The student • Both in the same way • Both but mainly the teacher • Both but mainly the student • The institution • Society at large • other

  17. 3) Is to learn two (or more) foreign languages at the same time an advantage or a disadvantage? • It helps a lot, the more languages you know the easier it is to learn new ones • It does not have any influence • It helps if languages are similar • It helps if languages are distant • It constitutes a difficulty unless you keep them separate • It helps if you are aware of similarities and differences • Other….

  18. What does to “study ” a foreign language at university mean ? • To use it as if you were a native speaker • To use it fluently and confidently, and to have a scientific, explicit and critical knowledge of it, which some native speakers may not have • To master it well enough to learn about its history and literature • To use it effectively for practical purposes in professional fields such as business and tourism • To acquire good translation skills into Italian • To acquire good translation skills into English • To acquire good interpreting skills into Italian • To acquire good interpreting skills into English • To understand how human language works • other…

  19. COMPLETE THE FOLLOWING STATEMENT… AT THE END OF MY THREE-YEAR DEGREE I EXPECT TO BE ABLE …

  20. Why did I choose English? Because… • I have already studied it • I have spent a study period in an English-speaking country • I like it • It is a modern and dynamic language • It is today’s global language • It is easy • It is useful to travel • It is necessary for any career in Italy or abroad • I want to learn more about its history and linguistic features • I am interested in British / American or other English-speaking cultures • It is very useful to study other ‘oriental’ languages • Other…

  21. WHAT OTHER LANGUAGE DID YOU CHOOSE, AND WHY? • I already knew it well • I have never studied it • I am challenged by a distant language and culture • It is a language spoken in a country I am interested in • It is easy • It will prove to be very useful in the future • It is close to the other language (s) I am studying • It is rarely chosen by other students • It was recommended by a friend • It is highly required in Italy • Other…

  22. LINGUA INGLESE STUDENTS SHOULD COMBINE TWO TYPES OF COMPETENCE 1. PRACTICAL COMPETENCE in the use of English, both spoken and written ( Practical classes) • EXPLICIT AND CRITICAL KNOWLEDGE of English: making implicit knowledge explicit, using a metalanguage to talk about language (Lingua course )

  23. PRACTICAL COMPETENCE: RESOURCES AND STRATEGIES . • Lettorati: regular attendance, active participation, homework and consultation of the website www. lettoratiinglese@unito.it • Audio-visual resources for individual study in the Language Centre (CLIFU) • Individual revision of difficult areas of grammars ( see the up-to-date comprehensive grammars available in the Department library and the lettorati set books) • Systematic use of advanced bilingual and monolingual general dictionaries in paper, CD-ROM and on-line format. The unabridged Oxford and Webster dictionaries, many general desk, pedagogical and specialised dictionaries are available in the department library. • Personal strategies to expand lexical competence ( e.g. make a note of new words, group words into semantic fields) • Reading as many types of text in English as possible, from newspapers and magazines to literature to specialized literature to reinforce both linguistic and cultural knowledge • Listening to TV or radio programmes in English ( e.g. BBC or CNN, e.g. the News or documentaries) • Searching the Internet ( e.g. authoritative and reliable websites in English and for the learning of English, e.g. wwwlearnenglish.britishcouncil.org/ and www.bbc.co.uk/worldservice/learningenglish/) • Practicing oral communication with both native speakers and foreign students • Planning a study or work period abroad ( refer to official institutions such as The British Council or the American Embassies) • Becoming aware of one’s learning styles and preferences • Becoming aware of one’s mistakes and areas of difficulty • Other

  24. OPTION 1 Regular course attendance Taking active part in the lessons; following the lecturer’s advice; taking notes, revising them and checking them against the set book; asking questions; linking new to previous knowledge; developing personal strategies for the study of the set book Studying individually, in pairs or small groups OPTION 2 Individual study Developing effective strategies to understand the contents of the book; to link new to previous knowledge and select the key points. Identifying difficulties and finding ways of sorting them out (e.g. dictionaries, encyclopaedias, other students, lecturers) Studying individually, in pairs or in small groups HOW TO STUDY THIS COURSE: OPTIONS AND STRATEGIES

  25. FOUR CHAPTERS WRITTEN BY FOUR LECTURERS IN THIS UNIVERSITY ( Mazzaferro, Pulcini, Minutella, Prat) on: LANGUAGE CHANGE AND VARIATION THE PRONUNCIATION OF ENGLISH THE GRAMMAR OF ENGLISH THE ENGLISH LEXICON; FROM WORDS TO PHRASEOLOGY SHARED FEATURES Each chapter …is composed of the main text, the chapter overview and a list of study questions and activities … is structured into titled and numbered sections … has key-terms and names in bold print (see analytic index) … has key concepts in the margin …has a selected bibliography of important references BECOMING FAMILIAR WITH THE HANDBOOK

  26. SOME FEATURES OF AN ACADEMIC HANDBOOK 1 ACADEMIC ENGLISH. A handbook is written by experts to experts-to be. e.g. concepts and terms, which are widely shared by the scientific community, are explained, or clarified through examples. e.g. Different approaches and terminologies may be presented and compared 2 ACADEMIC CONVENTIONS e.g. use of graphic devices (e.g. italics), abbreviations and phonetic symbols (pp.11-15), cross-references ( see Chapter 3, §4), bibliographic conventions in the text and in the final bibliographies The set book is a model of style for students in the written exam

  27. From A Handbook of Present-Day English, chapter 4, p. 183Read, understand and translate into Italian the following passage. Then discuss your translation with your neighbour and talk about how you sorted out the difficult points ( if any) 1. The study of words To many people words are the most central and obvious feature of language, almost a synonym of speech. At the same time, words have always attracted the interest of scholars from different domains of knowledge such as philosophy, history of the language, neuroscience, literature and cultural studies, and we have inherited a long and rich tradition of lexical studies. In particular, within linguistics lexicology deals with the description of the nature, meaning, history and use of the vocabulary of a language, also referred to as its lexis or lexicon. Lexicography covers the principles and the practices which are applied to the writing of different types of dictionaries and vocabulary reference works.

  28. (FOLLOWS) The scientific study of lexis presupposes the awareness of a core of concepts and terms that are shared with other areas of language study, mainly morphology. Some phenomena on which there is a good degree of consensus among scholars have already been dealt with in chapter 3. They are the definition – more complex than might be expected – of what a word is (chapter 3, § 1.1), the difference between word, word-form and lexeme (chapter 3, § 1.2) and the lexicographic concepts of entries, headwords or lemmas (chapter 3, § 1.2), the distinction between grammatical words and lexical words (chapter 3, § 1.3) and inflectional morphology and derivational morphology (chapter 3, § 2.4).

  29. The study of words Lo studio delle parole To many people words are the most central and obvious feature of language, almost a synonym of speech. Per molti le parole costituiscono l’aspetto più centrale e naturale del linguaggio, e ne sono quasi un sinonimo. At the same time, words have always attracted the interest of scholars from different domains of knowledge such as philosophy, history of the language, neuroscience, literature and cultural studies, and we have inherited a long and rich tradition of lexical studies. Al tempo stesso le parole hanno da sempre attirato l’interesse di studiosi di diversi settori della conoscenza quali la filosofia, la storia della lingua, le neuroscienze, la letteratura e gli studi culturali e noi abbiamo ereditato una lunga e ricca tradizione di studi sul lessico.

  30. In particular, within linguistics lexicology deals with the description of the nature, meaning, history and use of the vocabulary of a language, also referred to as its lexis or lexicon. In particolare, nell’ambitodellalinguistica, la lessicologiatrattadelladescrizione, dellanatura, del significato, dellastoria e dell’uso del vocabolariodiuna lingua, cioé del suolessico Lexicography covers the principles and the practices which are applied to the writing of different types of dictionaries and vocabulary reference works. La lessicografiacomprendeiprincipi e le pratichechesiapplicanoallastesuradidiversi tipi didizionario e testidiconsultazionesullessico.

  31. The scientific study of lexis presupposes the awareness of a core of concepts and terms that are shared with other areas of language study, mainly morphology. Lo studio scientifico del lessico presuppone la consapevolezza di un nucleo di concetti e termini che sono condivisi con altre aree della linguistica, in particolare con la morfologia. Some phenomena on which there is a good degree of consensus among scholars have already been dealt with in chapter 3. Alcuni fenomeni su cui c’è un buon grado di consenso tra gli studiosi sono già stati trattati nel capitolo 3.

  32. They are the definition – more complex than might be expected – of what a word is (chapter 3, § 1.1), the difference between word, word-form and lexeme (chapter 3, § 1.2) and the lexicographic concepts of entries, headwords or lemmas (chapter 3, § 1.2), the distinction between grammatical words and lexical words (chapter 3, § 1.3) and inflectional morphology and derivational morphology (chapter 3, § 2.4). Si tratta della definizione di parola, più complessa di quanto ci si potrebbe aspettare (capitolo 3, § 1.1.), della differenza tra parola, forma di parola e lessema (capitolo 3 , § 1.2) e i concetti lessicografici di voci/articoli e lemmi, la distinzione tra parole grammaticali e parole lessicali (capitolo 3, §1.3) e la morfologia flessiva e derivazionale ( capitolo 3, § 2.4)

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