Modalitá di erogazione:
tradizionale

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Organizzazione didattica:
lezioni

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Metodi di Valutazione:
mista

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Anno di Corso

• Terzo Anno

• [ Lauree Triennali ] Corso di Lingue e Culture Europee ed Extraeuropee

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Anno Accademico:
2008/2009

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Risultati di Apprendimento:
Declarative knowledge: a grounding in fundamental concepts of the relationships between English language and culture. Procedural knowledge: ability to apply these concepts when analysing spoken or written texts.          

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Attivitá di supporto alla didattica:
1. The practical part of this course consists of esercitazioni devoted to developing writing, speaking, listening and reading skills. For details of level, materials used and timetable please see either the notice board outside the offices of the Collaboratori ed Esperti Linguistici (Studios 6B and 6C on the ground floor of this Faculty), or the appropriate part of this website dedicated to personnel (Collaboratori ed Esperti Linguistici).    

 

2. Self-learning facilities with assistance of i Tutor per l'Autoapprendimento. For details, see the noticeboard outside the offices of the Collaboratori ed Esperti Linguistici (Studios 6B and 6C on the ground floor of this Faculty).

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Testi di riferimento:
·          Language and Culture, C. Kramsch, Oxford University Press, Oxford, 1998. (The other texts, mentioned below, can be found at the end of Kramsch’s book.)
·          The Language of Newspapers, D. Reah, Routledge, London, 1998. 

·          Supplementary materials will be indicated in the lesson when necessary.

IT IS ESSENTIALTHAT STUDENTS POSSESS THESE TEXTS AT THE BEGINNING OF THE COURSE

Programma del corso:

CORSO DI LAUREA TRIENNALE IN LINGUE E CULTURE EUROPEE ED EXTRAEUROPEE
LINGUA INGLESE – TERZO ANNO ­
Programma Anni Accademici 2007/2008; 2008/09; 2009/2010
Dott: Geoffrey Gray
LANGUAGE AND CULTURE

The course aims to provide a theoretical and practical introduction to the varied and complex ways in which meaning making in language can function as a construction, and not only as a reflection, of who belongs (and who does not belong) to certain social groups. As well as covering such issues as linguistic relativity and the Sapir-Whorf hypothesis, the arbitrary nature of the sign and the import of denotative, connotative and iconic meanings, the course will involve more practical work that focuses on the way cultural groups are represented in the news media.

 * For the programme concerning the practical part of this course (esercitazioni), please see either the notice board outside the offices of the Collaboratori ed Esperti Linguistici (Studios 6B and 6C on the ground floor of this Faculty), or the appropriate part of this website that is dedicated to personnel.

Lesson 1: Introduction Discourse communities ▪ Insiders/outsiders and representation ▪ Linguistic relativity and the Sapir-Whorf hypothesis. Reading texts: Extracts from Sapir, Whorf, and Gumperz and Levinson (see Kramsch, pp. 85-87, 89-90).

Lesson 2: Cultural Semantic Meaning, Part I. The arbitrary nature of linguistic signs ▪ Denotative, connotative and iconic meaning ▪ Semantic cohesion, co-text and prior text. Reading text: Extract from Wierzbicka (see Kramsch, pp. 93-94). 

Lesson 3: Cultural Semantic Meaning, Part II. Metaphor ▪ The non-arbitrary nature of linguistic signs ▪ Naturalisation, conventionalisation and stereotypes. Reading text: Extract from Lakoff and Johnson (see Kramsch, pp. 91-93).        

Lesson 4: Cultural Pragmatic Meaning. Context of situation and context of culture ▪ Structures of expectation ▪ Contextualisation clues and situated references ▪ Pragmatic coherence ▪ Grice’s Cooperative Principle ▪ Participants’ roles and the construction of culture. Reading texts: Extracts from Malinowski and Geertz (see Kramsch, pp. 94-97). 

Lesson 5: Spoken Language, Oral Culture, Part I. Comparison of speech and writing ▪ Indicating status and social deixis ▪ Footing and code switching. Reading Text: Extract from Goffman (see Kramsch, pp.99-101).

Lesson 6: Spoken Language, Oral Culture, Part II. Protecting face ▪ Conversational style ▪ Narrative style. Reading texts: Extracts from Brown and Gilman, Brown and Levinson, and Heath (see Kramsch, pp. 98-99, 101-103).   

Lesson 7: Written Language, Literate Culture. Written language and textual culture ▪ Print and power ▪ Social construction of literacy ▪ Text and discourse ▪ The context for a literacy event ▪ Genre. Reading texts: Extracts from Ong, Widdowson, Gee, and Cope and Kalantzis (see Kramsch, pp. 103-107).

 

Lesson 8: Language and Cultural Identity, Part I. Cultural identity ▪ Cultural stereotypes ▪ Language crossing as act of identity. Reading texts: Extracts from Anderson, and Le Page and Tabouret-Keller (see Kramsch, pp. 107-109).

Lesson 9: Language and Cultural Identity, Part II. Linguistic nationism ▪ Standard language and cultural totem ▪ Linguistic rights, linguicism and linguistic imperialism. Reading texts: Extracts from Rampton and Pennycook (see Kramsch, pp. 109-112).   
Lesson 10: Current Issues. Who is a native speaker? ▪ Cultural authenticity, appropriateness and appropriation ▪ Cross-cultural, intercultural and multicultural ▪ Politics of recognition. Reading texts: Extracts from Kachru and Taylor (see Kramsch, pp. 112-114).