1,721,066 research outputs found
Pugliese, "Tradurre per la compagna di banco Child language brokering e interazioni costruttive nella classe plurilingue"
No full textv. Outline del corso 2017-1
Come si impara una lingua straniera
No full textIl contributo descrive le caratteristiche principali dell’apprendimento di una lingua straniera, un’attività umana complessa e, al tempo stesso, ordinaria
Traduire l’interlangue : la traductologie au carrefour de la sociolinguistique et de la linguistique de l’acquisition
Full text linkDe nombreux romans contemporains relevant des littératures de migration mettent en scène la langue parlée par les immigrés, ce qui peut s’avérer problématique dans le passage à la traduction. Dans Rue des Italiens de Girolamo Santocono (1986) et Les amandes amères de Laurence Cossé (2011), la représentation de cette « interlangue » emprunte des voies distinctes tant dans la version originale française que dans la traduction en italien. L’analyse de ces oeuvres à l’aide de perspectives différentes (traductologie, sociolinguistique et linguistique de l’acquisition) contribue à une meilleure compréhension de leurs implications linguistiques, traductives et (inter)culturelles. Les connaissances générées permettent en effet de comprendre les mécanismes langagiers représentés et leur fonction dans le cadre des projets esthétiques originaux, tous deux sous-tendus par une volonté de donner la parole à des locuteurs marginalisés par leur appartenance sociale et leur origine géographico-culturelle. Les traductions italiennes de ces deux romans réalisent différemment l’effet de distance propre à la caractérisation des locuteurs immigrés, celle de Rue des Italiens (2006) conservant l’impression d’une langue hybride, mais sans systématicité et sans se soucier du public d’arrivée, alors que Mandorle amare (2012) recherche une équivalence plus globale, qui sonne plus crédible et efficace aux oreilles des lecteurs italophones. Nous croyons que la linguistique de l’acquisition peut favoriser une prise de conscience de la part du traducteur, en lui fournissant des clés d’interprétation et des instruments plus adéquats au traitement de l’interlangue telle qu’elle est représentée dans une oeuvre littéraire, évitant l’arbitraire, l’improvisation et la caricature.Many contemporary novels belonging to migration literature provide an insight into the language spoken by immigrants, which can cause problems in translation. In Rue des Italiens by Girolamo Santocono (1986) and Les amandes amères by Laurence Cossé (2011), this “interlanguage” is represented in distinct ways both in the French original and the Italian translation. An analysis conducted from different perspectives (translation studies, sociolinguistics, and language acquisition research) has proved useful for a better understanding of these works and their linguistic, translational, and (inter)cultural issues. This knowledge makes it possible to understand the linguistic mechanisms represented and their function in the context of the original aesthetic projects, both of which underpinned by a desire to give a voice to speakers who are marginalised by their social background and geographico-cultural origin. The Italian translations of these two novels achieve an effect of distance in diverse ways that characterizes immigrant speakers. Rue des Italiens (2006) retains the impression of a hybrid language, without being systematic and without concern for the target audience. Mandorle amare (2012) seeks a more global equivalence, which sounds more credible and effective to Italian-speaking readers. It seems to us that language acquisition research can foster awareness on the part of translators, providing them with interpretation tools and more adequate means of treating interlanguage as represented in a literary work, avoiding arbitrariness, improvisation and caricature
Interazioni narrate di una literacy in L2. Mandorle amare tra letteratura e case study
No full textThe main purpose of this paper is to reflect on the empirical effects that a novel such as Les amandes amères by the French writer Laurence Cossé may have on lay and professional readers. In the first part of the paper I present a theoretical framework that allows the novel, a portrayal of L2 literacy acquisition in an immigration context, to be analysed in a linguistic-didactic rather than literary perspective. I then consider some practical outcomes that a reading of the novel may produce in three types of readers: the common reader, the language teacher and the linguist
"Figurati", tra i segnali discorsivi. Una prospettiva pedagogica
No full textIl capitolo si focalizza su "figurati" come segnale discorsivo, esaminato soprattutto da un punto di vista pedagogico. Dopo aver richiamato le principali caratteristiche pragmatiche dei segnali discorsivi (SD) – attraverso l'analisi di un dialogo autentico trascritto – e dopo aver preso in esame alcuni studi linguistico-descrittivi di "figurati", nel capitolo viene discussa una prospettiva pedagogica adeguata all'insegnamento dei SD, centrata in un senso più ampio sulla gestione dell'interazione verbale. L'esemplificazione didattica che segue, rivolta agli appredenti di italiano L2, integra il modello induttivo di McCarthy/Carter (1995) e l'approccio task-based
Insegnare la scrittura accademica per le discipline e nelle discipline: una sperimentazione sull’italiano
No full textThis article presents the results of a pilot educational experimentation aimed at developing academic writing skills in Italian L1. More specifically, from an academic socialisation perspective, the goal was to evaluate if and how the practice of integrating activities and reflections on writing within a regular disciplinary course can help develop students’ writing skills. While a substantial number of studies have investigated the effects of different instructional practices for teaching writing to students in higher education, forms of writing intervention research specifically designed for disciplines and within disciplines are seldom dedicated to Italian L1. The data collection was carried out at the University of Bologna (a.y. 2018/2019). It involved two classes, both attending the teaching course Teaching L2 Italian Language; one acted as experimental group, the other as the control group. Each student wrote a text at the beginning of the semester and one at the end of the course. The topics addressed with the control group covered the regular course contents, i.e. they were not writing-oriented. Differently, the instructional practices designed for the experimental group included activities aimed at developing the students’ awareness of the textual features of the academic genres and at encouraging the conscious management of the processes that govern text planning, drafting and revision. The teaching activities included guided analyses of the exam readings and a variety of individual and group exercises. All texts were examined by means of analytical measurements related to general text organisation, as well as use of cohesion mechanisms, punctuation, and lexicon. In terms of mean values, the results are encouraging for what concerns paragraph management, and use of connectives and commas; on the contrary, forms of explicit instruction seem to be needed to help student focus on lexical choices. Overall, although no always statistically significant differences emerged between the two groups in relation the measures considered, this exploratory study has contributed to identify a number of corrective measures to be made to the research design in view of the next phase of the investigation
Audiovisual translation and media accessibility in language learning contexts. Multiple modes, innovative practices and further explorations
No full textThis special issue – which lies at the interface of translation studies (TS), media accessibility (MA) and language acquisition (LA) – brings together a selection of studies representative of current research strands in the field of audiovisual translation (AVT) in foreign language education (FLE).
It comprises five contributions, which are mostly experiment-based and practice-related, and deal with a plurality of integrated perspectives, a variety of audiovisual (AV) modes, a range of learning and teaching contexts, a scale of language levels and different language combinations. Significantly, the contributions focus on still under-researched areas, such as the involvement of alternative AV modes to dubbing and subtitling, the most recent integration of MA practices such as subtitling for the deaf and hard of hearing (SDH) – in its less common interlingual mode –, and audio description (AD) addressed to visually impaired audiences, along with more traditional subtitling practices albeit with a metalinguistic value (mainly sociolinguistic and pragmatic) and the less common use of so-called reverse subtitles. Furthermore, many of the activities proposed by the authors are action-oriented tasks, in which learners are actively involved in creating AVT material, also thanks to the most recent free software applications. Technology plays a major role in some of the contributions, as well as the multi-faceted learning and teaching environments of current educational settings, including not only face-to-face but also e-learning and distant learning experiences. Although technological skills, combined with language skills, are a key element in various contributions, all articles also share a focus on ‘awareness raising’ concerning, by turns, different issues, from reflecting on social inclusion, thanks to the use of accessibility modes, to gaining a better understanding of semiotic codes or of a transposition of one code into another in intersemiotic modes as well as film literacy; from increasing one’s own appreciation of intercultural differences and thus laying the ground for achieving an intercultural competence to thinking about one’s own translational skills while only watching reverse subtitling.
AVT is seen as a vibrant research and applied area, now innovatively combined with MA, whose fruitfulness is made evident in the issue by means of its main facets
“Numeri, parole, significati”
No full textSi accenna a vari casi di numeri approssimati (o Numeri per parlare: cfr: Bazzanella, Pugliese, Strudsholm 2011) che ‘violano’ il valore standard di un numero in un determinato contesto per assumere un significato caratterizzato dalla indeterminatezza invece che dal valore aritmetico (ad esempio facciamo due passi). In particolare, si presentano esempi di questo tipo in espressioni idiomatiche ed alcune traduzioni relative a testi letterari dall’italiano in altre lingue
Audiovisual translation and media accessibility in language learning contexts
Full text linkThe integration of audiovisual translation (AVT), in its
multiple forms (i.e., interlingual, intralingual and intersemiotic, Jakobson 1959)
and modes (revoicing and subtitling), with a key focus on multimodality have
found their way more recently in the foreign language education (FLE) context.
If subtitles and subtitling remain a hugely discussed topic in their pedagogical
application (see Díaz-Cintas and Wang 2022), over recent years studies about
didactic AVT have definitely enlarged their scope and come to comprise the various
AVT techniques that can be used in the classroom as a motivating booster
of language learning, since, especially in active practices, the learner is really at
the centre of his/her learning process. Current research on didactic AVT shares the premises that this kind of translation
is beneficial not only as a complex problem-solving activity triggering
integrated skills as well as critical thinking, but also as a multisensorial and intersemiotic
experience demanding a holistic approach, which fosters sociopragmatic
competences and intercultural awareness in learners (Incalcaterra McLoughlin, and Talaván 2018).
In the past twenty years, one of the most innovative and promising fields within
AVT has been Media Accessibility (MA) research and practice, in line with the urgent need of providing
accessible and inclusive services to all members of society (Díaz-Cintas, Orero,
and Remael 2007). The great potentials of MA tools, including SDH and AD
addressed to the aurally and visually impaired audiences respectively, also started
to attract the interest of scholars in AVT in language learning.
Learning a language by learning to translate, as well as by reflecting
on translation(s) through media resources, has certainly gained a specific status in
the ongoing “new relationships” between translation and contemporary language
teaching (Koletnik and Froeliger 2019). However, while a lot has been achieved in
AVT, there is much still to explore and learn
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