1,721,162 research outputs found
Le guide dello studente in inglese: tra interazione e adempimento burocratico
No full textQuesto saggio fa parte di un volume in memoria di Daniela Zorzi, per lungo tempo docente di Linguistica applicata presso la Facoltà di Lettere e Filosofia (Bologna) e successivamente presso la Scuola Superiore di Lingue Moderne per Interpreti e Traduttori (Forlì). Il volume raccoglie contributi di colleghi e alllievi della studiosa prematuramente scomparsa, e si focalizza sugli ambiti di ricerca da lei prediletti: il presente saggio, in particolare, si situa nell'ambito della comunicazione istituzionale, analizzando un particolare tipo di comunicazione didattica a livello universitario, che spesso rappresenta il primo impatto tra lo studente e l’istituzione accademica, ossia le guide dello studente. Più precisamente, a essere analizzati nel saggio sono, come vuole la prassi odierna, i programmi degli insegnamenti pubblicati sui siti web degli Atenei, detti anche "syllabi".Ci si sofferma sui programmi di uno specifico insegnamento, la prima annualità di lingua inglese, in una singola classe di laurea triennale (L-11, Lingue e culture moderne), prendendo in esame i programmi di questo insegnamento in tutti gli Atenei italiani in cui è attivato e ponendosi i seguenti interrogativi: quali argomenti si insegnano, chi sono gli insegnanti, come insegnano, come effettuano la valutazione, e come comunicano tutto ciò agli studenti?
Trattandosi di un insegnamento che, per la quasi totalità dei casi, si tiene in inglese, ma anche per ragioni di analogia e comparabilità con uno studio precedente (Fusari, Luporini 2015 e 2016), ci si sofferma sulla versione inglese dei programmi. La scelta della lingua pone infatti, di per sé, alcuni interrogativi su cui vale la pena di riflettere, ad esempio: la guida in inglese è veramente rivolta agli studenti (e, se sì, solo o prioritariamente agli studenti Erasmus?) oppure, rispondendo a un’esigenza di internazionalizzazione legata ad adempimenti amministrativi e di accreditamento, ha per interlocutore prioritario l’Ateneo stesso e le agenzie di valutazione? Il contributo osserva vari aspetti della struttura e del contenuto dei programmi e formula alcune proposte per migliorarne la fruibilità per gli studenti
The Role of Corpus Annotation in the SFL-CL Marriage: A Test Case on the EU Debt Crisis
No full textAlthough raw text corpora have been felt to be "inadequate for many of the questions Systemic Functional Linguistics asks" (Honnibal 2004: 7), annotation also creates problems, not only for its costs in terms of time and money (Wu 2009: 142), but also due to technical and philosophical issues. This chapter looks at issues surrounding automatic versus manual annotation, and discusses whether SFL corpus annotation is worthwhile. The results of a test on two taggers (UAM Corpus Tool and Halliday Center Tagger) are presented
La comunicazione tra studenti e docenti via forum e e-mail: strategie di cortesia
No full textThis study discusses the role of politeness in computer mediated communication between students and teachers in an English Linguistics course held in 2012-2014 within a BA in Foreign Languages and Literatures at the University of Bologna. E-mails and forum posts on an e-learning platform are assembled in an electronic corpus and compared, in order to identify recurrent patterns of linguistic behaviour, with respect to speech acts, modality, grammatical metaphors, and especially politeness. As students belong to 16 different nationalities, patterns of intercultural variation are also considered. The data show that students deployed politeness strategies competently and were aware of the specificity of these two electronic media: this emerges from their use of modal verbs, external modification, interpersonal grammatical metaphors, terms of address and degree of directness
Introduction
Full text linkThe idea of putting together a collection of studies about Linguacultural Spaces: Inclusion, Extension and Identification in Discourse and Society developed originally from the collaboration between academics at the Centre for Linguistic-Cultural Studies of the University of Bologna (CeSLiC) and at the School of Critical Studies at the University of Glasgow, particularly in connection with the conference Diversity and Inclusion: Overcoming Fragmentation, organised in Bologna by the Department of Modern Languages, Literatures and Cultures (LILEC) of the University of Bologna on 21-23 February 2019, within its multiyear DIVE-IN Research Project. On the back of the collaboration between CeSLiC and Glasgow’s School of Critical Studies, a Memorandum of Understanding between the two institutions was signed in September 2019, in order to further collaborative research. Within this agreement, a yearly postgraduate symposium is organized to enhance the collaborative ethos of the agreement and to create broader inter-institutional ties through the inclusion of the School of Humanities and Digital Sciences at the University of Tilburg and the School of Modern Languages and Cultures in Glasgow. Each of these institutions has an active research culture in the sociolinguistics of diversity and inclusion and this volume reflects this spirit cooperation as well as the impact it has on PhD students’ research. The book includes eight chapters by PhD students from Glasgow and Bologna who presented their studies in the May 2022 edition of the annual symposium Linguacultural Spaces: Inclusion, Extension and Identification in Discourse and Society. It explores various aspects of linguistic and cultural diversity, inclusion and identification, from a variety of theoretical and methodological angles, i.e. ecolinguistics, gender studies, multimodality, critical discourse analysis, travel literature, foreign language teaching, language contact in post-colonial settings, and media literacy. The red thread running through this book is discourse, seen from a variety of points of view showing how it can both promote and prevent social cohesion, and how fundamental its role is to articulate identity and belonging in inclusive and diverse manners
Does meat cause cancer? The discursive construction of meat carcinogenicity in a corpus of scientific texts
Full text linkIn 2015, the International Agency for Research on Cancer (IARC) published a report on the carcinogenicity of red and processed meat, incorporating red meat in Group 2A carcinogens (probably carcinogenic to humans) and processed meat in Group 1 (carcinogenic to humans). This announcement attracted immediate interest from other scientists, especially in medical research, where the relation between cancer and food has been investigated extensively for many years. This paper aims to analyze the discursive construction of meat carcinogenicity in a set of scientific papers published in the wake of the IARC communiqué. For this purpose, an electronic corpus was assembled from a range of academic journals featured in the database Elsevier Science Direct, for a total of 384,491 words, which were fully POS-tagged, partially parsed using a systemic functional grammatical formalism, and subsequently analyzed on Antconc. The methodology adopted to analyze these data is a combined corpus assisted discourse analysis approach, focusing mainly on experiential noun group structures, specifically those involved in patterns of nominalization, which typically aim to achieve monorefentiality in scientific discourse. However, in this corpus, the denotational boundaries of meat (what animal-based foods count as meat or meat products; what animals have red rather than dark or white meat; the exact nature of meat processing) are not entirely clear, and this “semantic debate” (Lippi et al. 2016, p. 2) is central to the preoccupations of medical and nutrition experts. Therefore, conclusions show that linguists could make a useful contribution to cancer science by devising a set of universally agreed definitions of meat types, so as to agree on the level of health risk that each may cause
Ideology and identity representation in the British Fascist Press of the 1930s
No full textThis paper aims to investigate patterns of identity construction and ideological discursive practises of far-right parties that can also be found in populist communication. In particular, I will focus on the British fascist communication of the 1930s, best represented by the British Union of Fascists (BUF), founded by Oswald Mosley, to examine its distinctive features and commonalities with continental fascism (Sinatra, 2015). The underlying assumption of this study is that British Fascism, like other totalitarian nationalist languages, represents a type of populist communication characterised by an antagonistic rhetoric (us versus them) and an exaggerated anti-elitism, i.e. a rejection of the existing system that leads to the exclusion of the out-group (Reinemann et al., 2017)
Kitchen, B. Yoshimoto (English translation by Megan Backus)
No full text"Kitchen" is a 1988 novel by Japanese author Banana Yoshimoto. This novel enjoyed enormous popularity in the anglophone world (when it was published in English, in Megan Backus' 1993 translation), and is still very widely read. These 3 files include the beginning of the novel. Please print them out (or save them to your laptop/ tablet) so you can bring them to class when we start on Ideational Meanings
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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