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 | 2 |
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:
-
- RIPASSO PASSATO PROSSIMO E ACCORDO del participio passato con il pronome diretto
- L’IMPERFETTO. Verbi regolari e irregolari – Uso e Rapporto con il passato prossimo
- I PRONOMI DIRETTI. Tonici e atoni
- I PRONOMI INDIRETTI. Tonici e atoni
- L'IMPERATIVO FORMALE E INFORMALE
- IL FUTURO. Verbi regolari e irregolari – Usi
- LA FORMA IMPERSONALE. “Si”
- IL CONDIZIONALE. Verbi regolari e irregolari – Usi
- CONNETTORI
- PRONOMI RELATIVI
- DISCORSO DIRETTO e DISCORSO INDIRETTO
- I PRONOMI COMBINATI (introduzione)
- CONGIUNTIVO PRESENTE (introduzione)
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.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
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
Assessment is continuous. Students must provide evidence of their progress by completing various tasks and tests. Tasks and tests deadlines will be indicated in the course schedule on the first day of class. The information on assessment activities and their weighting is a guide. The subject's lecturer will provide full information when teaching begins.
Review
When publishing final marks prior to recording them on students' transcripts, the lecturer will provide written notification of a date and time for reviewing assessment activities. Students must arrange reviews in agreement with the lecturer.
Missed/failed assessment activities
Students may retake assessment activities they have failed or compensate for any they have missed, provided that those they have actually performed account for a minimum of 66.6% (two thirds) of the subject's final mark and that they have a weighted average mark of at least 3.5.
The lecturer will inform students of the procedure involved, in writing, when publishing final marks prior to recording them on transcripts. The lecturer may set one assignment per failed or missed assessment activity or a single assignment to cover a number of such activities. Under no circumstances may an assessment activity worth 100% of the final mark be retaken or compensated for.
Classification as "not assessable"
In the event of the assessment activities a student has performed accounting for just 25% or less of the subject's final mark, their work will be classified as "not assessable" on their transcript.
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 student involved will be given a final mark of “0” for the subject. Assessment activities in which irregularities have occurred (e.g. plagiarism, copying, impersonation) are excluded from recovery.
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
Compulsory 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.
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.
b) Monolingual dictionaries:
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/,
Self-study
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.
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.educational.rai.it/ioparloitaliano/corso.htm
http://www.oneworlditaliano.com/index.htm
https://www.almaedizioni.it/it/almatv/grammatica-caffe/
https://italianoperstranieri.loescher.it/archivio-di-grammatica
Software
There is no specific software for this subject.