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Crafting Sensation: The Alchemy of Sound in Gaspar Noé\u27s films. An Interview with Ken Yasumoto
No full textLanguage as a Lens: Italy’s Tourism Promotion for International Visitors from the 1920s to the 1950s: the DIETALY project
No full textThis article presents the DIETALY project, funded by the Italian Ministry of Education, which explores the intersection between language, translation and tourism promotion, highlighting how tourism is not only an economic sector but also a key player in the formation of cultural identities. Through a diachronic lens, the articles presented in this special issue explore the evolution of Italian tourism communication in English, focusing mainly on the work of ENIT, Italy\u27s national tourism agency, from the early 20th century to the post-war period. The DIETALY project examines the transformation that institutional tourism communication has undergone during this historical period by analysing a range of media, including written texts, images and audiovisual content. Using an interdisciplinary and multimodal methodology, the project examines how visual and verbal elements were combined to convey the image of Italy as a tourist destination abroad, adapting to the challenges posed by the economic crises and the Second World War. It highlights the resilience and adaptability of the tourism sector, which is also expressed in the strategic use of language. An interdisciplinary approach that integrates tourism studies, linguistics and translation studies, and history is essential to understanding tourism promotion in all its facets. This framework promotes deeper insights into how language shapes tourism experiences and offers new research opportunities by examining past practices to better understand today\u27s globalized tourism landscape. This article presents the DIETALY project, funded by the Italian Ministry of Education, which explores the intersection between language, translation and tourism promotion, highlighting how tourism is not only an economic sector but also a key player in the formation of cultural identities. Through a diachronic lens, the articles presented in this special issue explore the evolution of Italian tourism communication in English, focusing mainly on the work of ENIT, Italy\u27s national tourism agency, from the early 20th century to the post-war period. The DIETALY project examines the transformation that institutional tourism communication has undergone during this historical period by analysing a range of media, including written texts, images and audiovisual content. Using an interdisciplinary and multimodal methodology, the project examines how visual and verbal elements were combined to convey the image of Italy as a tourist destination abroad, adapting to the challenges posed by the economic crises and the Second World War. It highlights the resilience and adaptability of the tourism sector, which is also expressed in the strategic use of language. An interdisciplinary approach that integrates tourism studies, linguistics and translation studies, and history is essential to understanding tourism promotion in all its facets. This framework promotes deeper insights into how language shapes tourism experiences and offers new research opportunities by examining past practices to better understand today\u27s globalized tourism landscape. 
Promoting Italian regional tourism in the 1930s: a qualitative analysis of English-language brochures and booklets for international visitors
No full textThe aim of this work is to carry out a qualitative analysis of some English-language print material – mainly brochures and booklets – promoting Italian regional tourism during the 1930s. With the centralisation of the tourism industry under the Fascist regime in the 1930s (Berrino), Italy’s promotion as a tourist destination became primarily an economic and profitable opportunity (Syrjämaa Visitez). The analysis explores the “intersemiotic relations” (Barthes) between language and visual elements (photographs and other images such as drawings, maps, and so on) considered as a main strategy of cultural adaptation for international tourists. Using multimodal discourse analysis, particularly the theoretical model defined by Kress & van Leeuwen and Kress & Jewitt, the study examines how linguistic, visual, and cultural elements contributed to a “postcard effect” – a standardised representation of Italian regions within the English-speaking world and beyond – that shapes and reinforces the image of Italy as “Bel Paese” (Dann). The aim of this work is to carry out a qualitative analysis of some English-language print material – mainly brochures and booklets – promoting Italian regional tourism during the 1930s. With the centralisation of the tourism industry under the Fascist regime in the 1930s (Berrino), Italy’s promotion as a tourist destination became primarily an economic and profitable opportunity (Syrjämaa Visitez). The analysis explores the “intersemiotic relations” (Barthes) between language and visual elements (photographs and other images such as drawings, maps, and so on) considered as a main strategy of cultural adaptation for international tourists. Using multimodal discourse analysis, particularly the theoretical model defined by Kress & van Leeuwen and Kress & Jewitt, the study examines how linguistic, visual, and cultural elements contributed to a “postcard effect” – a standardised representation of Italian regions within the English-speaking world and beyond – that shapes and reinforces the image of Italy as “Bel Paese” (Dann). 
Destination Italy in English translation and language over the years (1919-1959)
No full textDestination Italy in English translation and language over the years (1919-1959)
(a cura di) Mirella Agorni
(Università Ca’ Foscari Venezia)
e Ilaria Parini
(Università di Torino)
Introduzione di Mirella Agorni
Destination Italy in English translation and language over the years (1919-1959)
(a cura di) Mirella Agorni
(Università Ca’ Foscari Venezia)
e Ilaria Parini
(Università di Torino)
Introduction by Mirella Agorni
 
THE INFLUENCE OF RATING EXPERTISE AND LANGUAGE BACKGROUND ON JUDGMENTS OF SYNTACTIC COMPLEXITY IN L2 WRITING IN ITALIAN
No full textThe purpose of the study is to examine, by means of a quantitative and a qualitative analysis, the influence of rating expertise and language background on judgments of syntactic complexity in L2 writing in Italian. An additional aim is to explore the extent to which raters’ reflections are related to current views in SLA (Second Language Acquisition) on the development of syntactic complexity in L2. By means of a quantitative and a qualitative analysis, the paper compares the complexity ratings and score motivations of three groups of raters: 16 language teachers with Italian as their first language (L1); 18 (high)intermediate L2 university students of Italian, with Finnish and Hungarian as their L1); 20 Italian university students, native speakers of Italian. All raters were asked to evaluate the syntactic complexity of six argumentative texts written by (low) intermediate learners of Italian. No impact of rating expertise or L1 vs. L2 background could be established, as high correlations were found between the three groups. The qualitative analysis of the score motivations revealed, however, some interesting differences between expert en non-expert raters. In a number of cases, raters’ scoring motivations and feedback were found to be influenced by syntactic characteristics of their L1. Raters’reflections on syntactic complexity appeared to be only partly aligned with existing theoretical views on syntactic complexity.
L’IMPATTO DELL’EXPERTISE E DELLA (NON) NATIVESSNESS NELLA VALUTAZIONE DELLA COMPLESSITÀ SINTATTICA NELLE PRODUZIONI SCRITTE IN ITALIANO L2
L’obiettivo di questo contributo è l’esame dei giudizi e il tipo di feedback di un gruppo di valutatori esperti (insegnanti) e ínesperti (studenti), della complessità sintattica nelle produzioni scritte in italiano L2, attraverso un’ analisi quantitativa e qualitativa. Una seconda variabile su cui lo studio si focalizza è l’impatto della (non)nativeness (parlante nativo vs. parlante non nativo) del valutatore. Lo studio si propone inoltre di esplorare la misura in cui i giudizi dei valutatori sono allineati con le ipotesi sulla crescità della complessità sintattica nella letteratura SLA (Second Language Acquisition). Lo studio compare i giudizi di tre gruppi di valutatori: 16 insegnanti di lingua, parlanti nativi dell’italiano; 18 apprendenti di italiano (studenti universitari, di lingua materna ungherese e finlandese); 20 parlanti L1 (studenti universitari, di madrelingua italiana). Agli informanti è stato chiesto di giudicare la complessità sintattica di un piccolo campione di testi argomentativi (n=6), scritti da apprendenti di livello basso-intermedio. L’analisi quantitativa dei dati ha dimostrato che i giudizi di insegnanti vs. studenti, e di parlanti nativi vs. parlanti non nativi, concordano largamente e risultano altrettanto affidabili. L’analisi qualitativa del feedback e delle motivazioni dei giudizi assegnati, ha invece evidenziato delle differenze interessanti tra valutatori ‘esperti’ e ‘non-esperti’. Anche le preferenze sintattiche della lingua materna (L1 vs. L2) sembrano influenzare i loro giudizi nella lingua target. Lo studio ha infine fatto vedere che le motivationi su cui si basano i giudizi degli insegnanti rispecchiano solo in parte i risultati emersi dalla ricerca sullo sviluppo della complessità in L2
COLL-IT: UNO STRUMENTO DI VALUTAZIONE DELLA COMPETENZA COLLOCAZIONALE. REALIZZAZIONE E SOMMINISTRAZIONE DI UN TEST SULLE COLLOCAZIONI VERBO-NOME PER APPRENDENTI DI ITALIANO L2/LS
No full textQuesto contributo presenta uno studio preliminare su COLL-IT, un test di valutazione della competenza collocazionale in italiano L2/LS basato su un sillabo di riferimento delle collocazioni verbo-nome per i livelli B1, B2 e C del QCER. COLL-IT è un test di completamento a scelta multipla volto a valutare la capacità degli apprendenti di abbinare ad una determinata base il collocato appropriato ed è stato somministrato a 103 apprendenti ispanofoni. Le analisi statistiche rivelano risultati incoraggianti in termini di affidabilità del punteggio e forniscono prove preliminari a sostegno della validità del costrutto. Nonostante una serie di limitazioni che potranno essere superate mediante future somministrazioni, COLL-IT rappresenta un contributo innovativo alla ricerca sulla competenza collocazionale in italiano L2/LS.
COLL-IT: an instrument for assessing collocational competence. Realisation and administration of a test on verb-name collocations for learners of Italian L2/LS
This contribution presents a preliminary study on COLL-IT, a collocational competence test for learners of Italian L2/LS. The test assesses learners’ ability to match appropriate verb-noun pairs and is based on a reference syllabus of collocations at B1, B2, and C CEFR levels. It was administered to 103 Spanish speaking learners of Italian. Statistical analyses reveal encouraging outcomes in terms of score reliability and provide preliminary evidence supporting construct validity. Despite a number of limitations that may be overcome in future administrations, COLL-IT makes an innovative contribution to collocational competence testing in Italian L2/LS research.
 
SPUNTI DI RIFLESSIONE SUL CURRICOLO VERTICALE DI EDUCAZIONE LINGUISTICA
No full textA partire dall’individuazione delle abilità linguistiche e della capacità metalinguistica di riflessione sulla lingua come dimensioni basilari del progetto di educazione linguistica, i criteri di impostazione di un curricolo verticale sono il filo tematico che attraversa le questioni discusse nell’articolo: che cosa intendere per continuità e gradualità nel sillabo di riflessione grammaticale e nello sviluppo delle abilità ricettive e produttive, come creare occasioni di intersezione e reciprocità funzionale tra queste diverse dimensioni dell’educazione linguistica, che includono, tra l’altro, anche le formedi comunicazione veicolate dalle tecnologie digitali e dalla peculiarità dei relativi generi testuali. Sullo sfondo altre questioni: da un lato, il sistema di formazione iniziale dei docenti e il radicamento nelle loro competenze dei nuclei teorici di linguistica educativa insieme alla consapevolezza critica delle scelte metodologiche, dall’altro gli ostacoli creati dalla rigidità di certi stereotipi della comunicazione didattica.
Some remarks about the vertical curriculum of language education
Starting from the identification of the linguistic skills and from the metalinguistic capacity as basic dimensions of a language education project, the setting criteria of a vertical curriculum are the thematic thread that runs through the issues discussed in the article: what is meant by continuity and gradualness in the grammatical syllabus and in the receptive and productive linguistic skills development; how to create opportunities for intersections and functional reciprocity among these language education dimensions that moreover include characteristic features of the communication coenveyed by the digital technologies with their peculiar textual genres. There are other underlying questions: on the one hand the initial teachers education system, the rooting of educational linguistics and methodological awareness in their professional competence, on the other the obstacles of certain rigid stereotypes of educational communication.Some remarks about the vertical curriculum of language education
Starting from the identification of the linguistic skills and from the metalinguistic capacity as basic dimensions of a language education project, the setting criteria of a vertical curriculum are the thematic thread that runs through the issues discussed in the article: what is meant by continuity and gradualness in the grammatical syllabus and in the receptive and productive linguistic skills development; how to create opportunities for intersections and functional reciprocity among these language education dimensions that moreover include characteristic features of the communication coenveyed by the digital technologies with their peculiar textual genres. There are other underlying questions: on the one hand the initial teachers education system, the rooting of educational linguistics and methodological awareness in their professional competence, on the other the obstacles of certain rigid stereotypes of educational communicatio
TE TO TÉ? COSTRUIRE E CONDIVIDERE L’ESPERIENZA LINGUISTICA
No full textIl contributo riflette sull’educazione linguistica nel primo ciclo di istruzione, partendo dai repertori linguistici degli allievi per sviluppare percorsi interdisciplinari con obiettivi comuni. Dall’anno scolastico 2018-2019, queste attività si svolgono in un istituto comprensivo della provincia di Bolzano in un contesto di plurilinguismo endogeno (insegnamento in italiano e tedesco) ed esogeno (lingue degli allievi). I materiali utilizzati mostrano un percorso di organizzazione delle conoscenze tramite riflessioni metalinguistiche spontanee in un contesto plurilingue. Dalla scuola dell’infanzia alla secondaria di primo grado, le attività integrate favoriscono la riflessione metalinguistica esplicita attraverso racconti in lingue “inventate”, riflessioni semantico-lessicali e morfologiche in italiano, matematica e scienze. Il contributo evidenzia lo sviluppo delle capacità di ragionare sulla lingua ed esplicitare le riflessioni metalinguistiche.
Te To Tè? Constructing/building and sharing language experience
The contribution gives insights on language education in primary and secondary school, starting from the learners’ linguistic repertoires to develop projects with common interdisciplinary objectives. The activities have been taking place from school year 2018-19 in a comprehensive school in South Tyrol, Italy, in a context of endogenous (subjects taught in Italian and German) and exogenous multilingualism (the students’ heritage languages). The materials show a path of knowledge organization through spontaneous metalinguistic reflections in a multilingual context. From kindergarten to lower secondary school, integrated activities promote explicit metalinguistic reflection through stories in “invented” languages, semantic-lexical and morphological reflections in Italian, mathematics, and science. The contribution highlights the development of learners’ ability to reason about language and articulate metalinguistic reflections
NEOLOGISMI E CODICE CINESICO DEL VAR NEL LINGUAGGIO SETTORIALE DEL CALCIO: DAI TESTI NORMATIVI AI MEDIA FINO ALL’USO COMUNE
No full textAbstract
L’articolo si propone di tracciare i neologismi portati nella lingua italiana dall’introduzione normativa della tecnologia VAR per il calcio internazionale. Anglicismi che dai testi normativi dell’International Board e dell’AIA passano alla voce diretta degli arbitri, invadendo la lingua trasmessa e quella scritta, fino a diventare nuovi tecnicismi del linguaggio settoriale calcistico. Lo studio si concentra sugli undici neologismi più recenti, osservando l’uso morfologico delle principali espressioni portate dal VAR anche in altre lingue romanze oltre all’italiano. In conclusione, un importante ambito d’analisi sono i corpora del progetto “Open VAR”, che archivia gli audio della sala VOR e li trasmette su DAZN in collaborazione con AIA e FIGC.
Neologisms and the VAR kinesic code in the sectoral language of football: from regulatory texts to media to common usage
The article aims to trace the neologisms brought into the italian language by the regulatory introduction of VAR technology, anglicisms which from the direct voice of the referees pass from the transmitted language to the written one, becoming new technicalities of the sectoral language of football. The study focuses on the eleven most recent neologisms, observing the morphological use of the main expressions brought by the VAR also into other romance languages besides Italian. Finally, an important area of the analysis is the corpora of the “Open VAR” project, which archives the audio from the VOR room and broadcasts it on DAZN in collaboration with AIA and FIGC