Foreign language C for translators and interpreters 2 (Italian)
Code: 101463 ECTS Credits: 9| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500249 Translation and Interpreting | FB | 1 | 2 |
| 2500249 Translation and Interpreting | OT | 4 | 0 |
Contact
- Name:
- Daniela Palmeri
- Email:
- Daniela.Palmeri@uab.cat
Use of Languages
- Principal working language:
- (ita)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- No
- Some groups entirely in Spanish:
- No
Teachers
- Daniela Palmeri
Prerequisites
At the beginning of the course the student should be able to:
- Understand written texts on everyday topics. (MCRE-FTI A2.2)
- Produce very short and simple written texts on topics related to the concrete and immediate environment. (MCRE- FTI A1.2.)
- Understand simple and clear oral texts on everyday subjects. (MCRE-FTI A2.1.)
- Produce very short, simple oral texts on topics relevant to the immediate environment. (MCRE-FTI A.1.2.)
Objectives and Contextualisation
The function of this subject is to consolidate the development of the student's basic communicative skills in Language C in order to prepare them for direct translation.
At the end of the course the student should be able to:
Understand texts written with a certain complexity on personal topics and general topics of known fields (MCRE-FTI B1.2.)
Produce written texts on everyday topics (MCRE-FTI A2.2.)
Understand clear oral texts on everyday topics (MCRE-FTI A2.2.)
Produce simple oral texts on everyday topics (MCRE-FTI A2.1.)
Competences
- Translation and Interpreting
- Producing oral texts in a foreign language in order to interpret.
- Producing written texts in a foreign language in order to translate.
- Understanding oral texts in a foreign language in order to interpret.
- Understanding written texts in a foreign language in order to translate.
Learning Outcomes
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying graphic, lexical and morphosyntactic basic knowledge.
- Applying lexical, morphosyntactic, textual, rhetorical and linguistic variation related knowledge: Applying phonological, lexical and morphosyntactic basic knowledge.
- Comprehending the communicative purpose and sense of verbal texts of several fields: Comprehending the sense of clear verbal texts about general topics.
- Comprehending the communicative purpose and sense of written texts of several fields: Comprehending the communicative purpose and sense of written texts of a certain complexity about personal and general topics of well-known areas.
- Implementing strategies in order to produce verbal texts from different fields and with specific communicative purposes: Implementing strategies in order to produce simple verbal texts about general topics.
- Implementing strategies in order to produce written texts of different fields and with specific communicative purposes: Implementing strategies in order to produce written texts about general topics.
- Implementing strategies in order to understand verbal texts from different fields: Implementing strategies in order to understand clear verbal texts about general topics.
- Implementing strategies in order to understand written texts from different fields: Implementing strategies in order to comprehend verbal texts of a certain complexity about personal and general topics of well-known areas.
- Producing verbal texts that are appropriate to their context and possess linguistic correctness: Producing basic verbal texts about general topics that are appropriate to their context.
- Producing written texts that are appropriate to their context and possess linguistic correctness: Producing written texts about general topics that are appropriate to their context.
Content
The effective development of the subject is based on the realization of a series of activities focused on the discovery of the rules that govern the formation and correct use of grammatical elements and structures, as well as on the notions (such as the acquisition of vocabulary) and functions of language (such as describing, asking questions, asking for something ...) and on the practice of language skills in specific situations and contexts.
Special emphasis will be placed on the development of reading comprehension and writing skills.
Communicative contents:
▪ Express wishes
▪ Express certainties in the past, present and future
▪ Express pleasure and displeasure
▪ Talk about your own needs, tastes, desires and possibilities
▪ Refer to third party statements made in the past, present or future (notions of "indirect speech" and "consecutio temporum")
Grammar contents:
- I PRONOMI DIRETTI. Tonici e atoni – Il tutto e le parti – I verbi – I tempi composti. Accordo del participio passato e il pronome diretto
- I PRONOMI INDIRETTI. Tonici e atoni – I verbi
- I PRONOMI COMBINATI. L’ordine – I verbi – Forma con i verbi riflessivi – I tempi composti. Accordo del participio passato e il pronome combinato
- IL FUTURO. Verbi regolari e irregolari – IL FUTURO COMPOSTO – Usi
- LA FORMA IMPERSONALE. “Uno” e “Si” – I verbi riflessivi
- IL CONDIZIONALE. Verbi regolari e irregolari – IL CONDIZIONALE COMPOSTO. Usi
- DISCORSO DIRETTO e DISCORSO INDIRETTO
Socio-cultural contents:
▪ Social conventions reflected in the language
▪ Use of formal language in various written and oral contexts.
▪ Customs and peculiarities of the Italian people.
Thematic blocks (specific course contents, according to the book and the moodle):
In this course there are 6 thematic blocks: 5 blocks coincide with 5 units of the book Nuovo Contatto A2, second volume, and also with the extra Moodle material. The sixth block refers to the extra material, present in Moodle.
BLOCK 1: Le ultime vacanze (unità 1 del libro “E tu, dove sei andato in vacanza?” + materiale extra nel moodle)
BLOCK 2: Descrizione fisica e psicologica. Il rapporto con la famiglia. Il rapporto con gli animali (unità 3 del libro “Mi fai vedere qualche foto della tua famiglia?” + materiale extra nel moodle)
BLOCK 3: La moda (unità 2 del libro “Cercavo qualcosa…”+ materiale extra nel moodle)
BLOCK 4: La casa(unità 4 del libro “Verrà proprio un bell’appartamento!”+ materiale extra nel moodle)
BLOCK 5: Benessere: stile alimentare, salute e consigli(unità 5 del libro “Come stai?” + materiale extra nel moodle)
BLOCK 6: Verso un colloquio di lavoro. Professioni e curriculum(materiale extra nel moodle).
Methodology
The fundamental didactic methodology will be the communicative and situational one, which allows the student to come into direct contact with the language from the first moment, assimilate the phonetic system through oral practice, improve pronunciation and acquire the rhythm of expression and normal reading of the Italian language, while gradually incorporating into his creations the grammatical structures and lexical acquisitions that the course provides. Therefore, it is considered of vital importance the participation in the communicative acts that the classes propose and promote.
In order to achieve the objectives (point 4) and conveniently develop all the competences (point 5) we will also put into practice other teaching methodologies that are totally compatible with this one. From the master class to the performance of tasks, problem solving, cooperative learning or autonomous learning (supervised or not). The different methodologies will allow us to carry out a series of activities that can be classified as indicated in the table below. The use of the virtual campus is essential for the follow-up of the subject: publication of class materials, review of the evaluation activities, dates of delivery of works, etc.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Activities focused on the induction of standards and rules | 5 | 0.2 | 2, 5, 9 |
| Exercises | 10 | 0.4 | 2, 1 |
| Listening comprehension activities | 5 | 0.2 | 2, 7, 3 |
| Master class | 9 | 0.36 | 2, 1, 7, 3 |
| Reading Comprehension Activities | 20 | 0.8 | 1, 8, 4 |
| Speaking activities | 5 | 0.2 | 2, 1, 5 |
| Writing activities | 10 | 0.4 | 1, 6, 10 |
| Type: Supervised | |||
| Supervision of reading comprehension activities | 10 | 0.4 | 2, 1 |
| Supervision and revision of exercises | 15 | 0.6 | 2, 1 |
| Supervision of written production activities | 13 | 0.52 | 1, 6, 10 |
| Type: Autonomous | |||
| Preparation of writing activities | 50 | 2 | 1, 6, 10 |
| Exercise resolution | 32 | 1.28 | 1 |
| Preparation of reading comprehension activities | 30 | 1.2 | 1, 8, 4 |
Assessment
Assessment is continuous. Students must provide evidence of their progress by completing tasks and tests. Task deadlines will be indicated in the course schedule on the first day of class.
Review
At the time of submitting the final grade prior to the record, the teacher will communicate in writing a date and time of review. The review of the different evaluation activities will be agreed between the teaching staff and the students.
Failed assessment activities
Students may retake assessment activities they have failed. Failed assessment activities are available to students who have presented themselves to activities with a weight equivalent to 66.6% (two-thirds) or more of the final grade and who have earned a weighted average grade of 3.5 or more.
At the time of submitting the final grade prior to the course report, the teacher will communicate in writing the recovery procedure. The teacher may propose a remedial activity for each activity suspended or not presented or may group several activities into a single activity.
Classification as “not assessable”
A "non-assessable" will be assigned when the evaluation evidence provided by the student is equivalent to a maximum of one quarter of the total grade for the subject.
Misconduct in assessment activities
Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will be given a final mark of “0” for the subject. Students may not retake assessment activities in which they are found to have engaged in misconduct.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Listening assignments | 15 % | 1.5 | 0.06 | 2, 1, 7, 5, 3, 9 |
| Reading assignments | 30% | 3.5 | 0.14 | 2, 1, 8, 7, 6, 5, 4, 3, 10, 9 |
| Speaking assignments | 15 % | 2 | 0.08 | 2, 1, 7, 5, 3, 9 |
| Vocabulary and grammar assignments | 20 % | 2 | 0.08 | 2, 1, 8, 6, 4 |
| Writing assignments | 20 % | 2 | 0.08 | 2, 1, 8, 6, 5, 4, 10, 9 |
Bibliography
Bibliography
Bozzone Costa, Rosella, Chiara Ghezzi, et ál., Nuovo Contatto. Corso di lingua e civiltà italiana per stranieri (A1+A2), Loesher editore, 2015 [Isbn: 9788858308646]
Photocopies. Moodle. Additional reading materials and digital resources will be published on the Virtual Campus
Grammars and reference manuals
De Giuli, Alessandro, Le preposizioni italiane, Firenze, Alma, 2001.
Tartaglione, Roberto, Grammatica italiana, Firenze, Alma, 1997.
__________, Verbissimo, Firenze, Alma, 1999.
Mezzadri, M.-Pederzani, L., Grammatica essenziale della lingua italiana con esercizi : testo di grammatica per studenti stranieri dal livello elementare all'intermedio, Perugia, Guerra, 2001.
Nocchi, Susanna, Grammatica pratica della lingua italiana, Firenze, Alma, 2002.
Salvi, G. – Vanelli, L., Grammatica essenziale di riferimento della lingua italiana, Firenze, Istituto Geografico De Agostini, 1992.
Serianni, L., Grammatica italiana, Torino, UTET Università, 2013.
Dictionaries
a) Bilingual dictionaries:
Arqués, Rossend, Diccionari català-italià, Barcelona, Enciclopèdia Catalana, 1992.
______________, Diccionari italià-català, Barcelona, Enciclopèdia Catalana, 2002.
Arqués, Rossend, Adriana, Padoan, Il Grande dizionario di Spagnolo, Bologna, Zanichelli, 2012.
Aa.Vv., Diccionario Pocket español-italiano / italiano-spagnolo, Barcelona, Larousse, 2004.
Aa.Vv., Diccionario Mini español-italiano / italiano-spagnolo, Barcelona, Larousse, 2001.
Calvo Rigual, C.-Giordano, A., Diccionario italiano-español /español-italiano, Barcelona, Herder, 1995.
b) Monolingual dictionaries:
De Mauro, Tullio, DIB. Dizionario di base della lingua italiana, Torino, Paravia, 1996.
Zingarelli, N., Lo Zingarelli 2007. Vocabolario della lingua italiana, Bologna, Zanichelli, 2006. [con CD-Rom]
——————, Lo Zingarelli minore. Vocabolario della lingua italiana, Bologna, Zanichelli, 2006.
Zingarelli, N., Lo Zingarelli 2020. Vocabolario della lingua italiana di Nicola Zingarelli, Bologna, Zanichelli, 2019
c) Monolingual dictionaries on line:
Dizionario Garzanti: http://www.garzantilinguistica.it/
Dizionario De Mauro-Paravia: http://www.demauroparavia.it/
Grande dizionario italiano dell’uso online De Mauro: http://dizionario.internazionale.it/
L'Enciclopedia Italiana. Vocabolario: http://www.treccani.it/vocabolario/,
Easy books
Alma, col·lecció “Italiano Facile” (amb audio)
Bonacci, col·lecció “Mosaico italiano” i “Classici italiani per stranieri”
ER (Easy Readers-Letture Facili)
Self-study
Aa.Vv., Allegro 1. Corso multimediale di italiano, Atene, Edilingua, 2004.
Aa.Vv., Celi 1. Certificato di conoscenza della lingua italiana. Livello 1, Perugia, Guerra, 1997.[5 livelli].
Aa.Vv., Cliccando l’Italia. Programma multimediale di lingua e civiltà italiana per stranieri, Perugia, Guerra, 2000 [cd rom].
Aa.Vv., Exámenes Escuela Oficial de Idiomas: Italiano, Madrid, Ed. Idiomas, 1997.
Aa.Vv., 1000 tests di esami recenti della “Escuela Oficial de Idiomas”, Stanley, Hondarribia, 1993.
De Giuli, A.-Naddeo, C., Parole crociate. 1º livello, Firenze, Alma, 1998.
Lucarelli, S. et al., Obiettivo CILS 1. Eserciziario di preparazione agli esami CILS. Livello uno e due, Atene, La Certosa, 2001.
Manella, C.-Tanzini, A., L’italiano da soli. Esercizi e test di grammatica italiana, Firenze, Progetto Lingua, 2000.
Tanzini, A., Giochiamo in italiano (tre livelli di difficoltà con chiavi), Firenze, Progetto Lingua Firenze, 2004.
Self-study on line
http://www.international.rai.it/parliamoitaliano/index.php
http://www.educational.rai.it/ioparloitaliano/corso.htm
<ahref="http://www.iluss.it/schede_gram_free.html">http://www.iluss.it/schede_gram_free.html
http://www.oneworlditaliano.com/index.htm
http://webs.racocatala.cat/llengua/it/index.htm
http://www.italianonline.it/esercizi.html