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SPANISH LANGUAGE AND SPECIALIZED TRANSLATION 5

Valentina RIPA SPANISH LANGUAGE AND SPECIALIZED TRANSLATION 5

4322100113
DEPARTMENT OF HUMANISTIC STUDIES
EQF7
MODERN LANGUAGES AND LITERATURES
2020/2021

YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2018
ANNUALE
CFUHOURSACTIVITY
1LINGUA E TRADUZIONE TECNICA SPAGNOLA V
630LESSONS
2LINGUA E TRADUZIONE TECNICA SPAGNOLA V
315LESSONS
VALENTINA RIPA1 T Curriculum
MARIA TERESA MARTIN SANCHEZ2 Curriculum
Objectives
THE EDUCATIONAL OBJECTIVES OF THIS COURSE ARE THAT AT THE END OF THE COURSE STUDENTS WILL BE ABLE TO CHARACTERIZE THE DIFFERENT TYPES OF DISCOURSE AND THE DIFFERENT METHODS OF TRANSLATION AND MANAGE BIBLIOGRAPHIC, LEXICOGRAPHIC AND TERMINOLOGICAL TOOLS AND THE MAIN LANGUAGE CORPORA WITH AUTONOMY AND A CRITICAL SENSE.
THE STUDENTS OF THE "LINGUISTICS AND DIDACTICS OF LANGUAGES" CURRICULUM WILL FOCUS ON IN-DEPTH LINGUISTIC STUDIES IN THE PERSPECTIVE OF TEACHING SPANISH AS A FOREIGN LANGUAGE; THOSE OF THE "LITERATURE AND LITERARY TRANSLATION" CURRICULUM WILL CONSOLIDATE THEIR SPECIFIC SKILLS IN LITERARY AND AUDIOVISUAL TRANSLATION, ALSO THROUGH TRANSLATING PRACTICE; THOSE OF THE "LANGUAGES FOR THE RESOURCES AND ECONOMICS OF THE TERRITORY" CURRICULUM WILL FOCUS ON THE TOOLS FOR TECHNICAL-SCIENTIFIC TRANSLATION IN ITS DIFFERENT TYPES.
MOREOVER, AT THE END OF THE COURSE STUDENTS WILL HAVE TO POSSESS THE COMMUNICATIVE SKILLS DESCRIBED IN LEVEL C1/C2 OF THE EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: THEY WILL BE ABLE TO UNDERSTAND WITHOUT EFFORT PRACTICALLY EVERYTHING THEY WILL HEAR OR READ; THEY WILL BE ABLE TO SUMMARIZE INFORMATION TAKEN FROM ORAL AND WRITTEN SOURCES, RESTRUCTURING IN A COHERENT TEXT THE ARGUMENTS AND THE INFORMATIVE PARTS; THEY WILL EXPRESS THEMSELVES SPONTANEOUSLY IN A VERY FLUENT AND PRECISE WAY, MAKING DISTINCTLY SUBTLE NUANCES OF MEANING EVEN IN RATHER COMPLEX SITUATIONS.
Prerequisites
BEFORE TAKING THE EXAM, STUDENTS MUST HAVE PASSED THE SPANISH LANGUAGE IV AND SPANISH LITERATURE IV EXAMS.
Contents
MONOLINGUAL LEXICOGRAPHY OF THE SPANISH LANGUAGE; DIATOPIC VARIATION AND DICTIONARIES.

SPANISH LANGUAGE CORPORA, TERMINOLOGY DATABASES.

CRITICAL DISCOURSE ANALYSIS.

C1-C2 LEVEL LINGUISTIC CONTENTS ACCORDING TO THE PLAN CURRICULAR OF THE INSTITUTO CERVANTES.


N.B.
IN ORDER TO FAMILIARIZE WITH THE HISPANIC AMERICAN VARIETIES OF THE SPANISH LANGUAGE, STUDENTS OF ALL COURSES ARE INVITED TO WATCH AT LEAST SIX FILMS OF THEIR CHOICE, TAKING CARE TO GET IN TOUCH WITH DIFFERENT DIATOPIC VARIETIES.
TO THIS PURPOSE, PLEASE NOTE THAT THE LATIN AMERICAN FILM FESTIVAL OF TRIESTE HAS MADE AVAILABLE ONLINE, WITH FREE ACCESS, ABOUT A THOUSAND FILMS FROM ITS FILM LIBRARY: HTTPS://WWW.CINELATINOTRIESTE.ORG/ARCHIVIO/CINETECA

AND THEN,

FOR SPANISH LANGUAGE V:

IN-DEPTH ANALYSIS OF SOME GRAMMATICAL TOPICS ACCORDING TO THE META-OPERATIONAL APPROACH;

FOR SPANISH LANGUAGE AND TRANSLATION V:

ELEMENTS OF AUDIOVISUAL TRANSLATION.
DIATOPIC VARIATION AND DIAPHASIC-DIASTRATIC VARIATIONS IN LITERARY AND AUDIOVISUAL TRANSLATION FROM SPANISH INTO ITALIAN;

FOR SPANISH LANGUAGE AND TECHNICAL TRANSLATION V:

THEORETICAL REFLECTION ON PROBLEMS RELATED TO THE ANALYSIS AND DESCRIPTION OF THE LANGUAGE AND REFLECTION ON THE PROBLEMS OF TRANSLATION OF TEXTS OF SPECIFIC LANGUAGES.
THE COURSE CONTENTS ARE ORGANIZED IN TWO MAIN AREAS, THEORETICAL AND PRACTICAL.

A) ON THE THEORETICAL SIDE: REFLECTION ON THE PROBLEMS OF LANGUAGE ANALYSIS AND DESCRIPTION AND ON THE PROBLEMS OF TECHNICAL TRANSLATION. SMALL RESEARCHES ON LINGUISTIC AND TRANSLATION PROBLEMS.

B) ON THE PRACTICAL SIDE: ANALYSIS AND TRANSLATION OF TECHNICAL TEXTS ON TOURISM ISSUES. WE WILL DISCUSS THE LEXICAL PROBLEMS OF TECHNICAL TERMS, AND LINGUISTIC AND STYLISTIC PROBLEMS OF THE TEXTS STUDIED IN MODULE A.
Teaching Methods
THE COURSE INCLUDES 125 HOURS OF DIDACTICS BETWEEN LESSONS AND PRACTICE (9 CFU):
45 HOURS OF LESSONS IN THE CLASSROOM (30 WITH PROF.SSA RIPA FOR EVERY STUDENT AND 15 HOURS WITH PROF.SSA RIPA OR WITH PROF.SSA MARTÍN DEPENDING ON THE "CURRICULUM") AND 80 HOURS OF SPANISH PRACTICE WITH THE COLLABORATOR AND LANGUAGE EXPERT.

THE COURSE IS ORGANIZED IN THE FOLLOWING WAY:

-LESSONS IN THE CLASSROOM ON THE COURSE TOPICS, WITH APPLICATION ACTIVITIES (THEORY CLASSES, ANALYSIS OF DICTIONARIES, TEXT ANALYSIS, TRANSLATIONS);

-INDEPENDENT WORK TO BE CARRIED OUT AT HOME AND DISCUSSED IN CLASS;

-ASSISTED PRACTICAL STUDY ACTIVITIES IN THE CLASSROOM OR IN THE LABORATORY WITH THE LANGUAGE EXPERT;

-SELF-LEARNING BASED ON THE BIBLIOGRAPHY AND OTHER INDICATED TOOLS.
Verification of learning
THE EXAM CONSISTS OF A WRITTEN TEST AND AN ORAL TEST, ON DIFFERENT DATES ACCORDING TO THE CALENDAR ESTABLISHED BY THE TEACHERS, WITH THE WRITTEN TEST PREPARATORY TO THE ORAL TEST AND WITH A SINGLE OVERALL FINAL GRADE.
ATTENDING STUDENTS WILL BE ABLE TO TAKE TWO TESTS (ONE IN EACH SEMESTER) INSTEAD OF THE FINAL WRITTEN TEST.

PASSING THE WRITTEN TEST IS A FUNDAMENTAL REQUIREMENT IN ORDER TO BE ADMITTED TO THE ORAL TEST.

THE ORAL TEST CONSISTS OF A DISCUSSION OF THE TOPICS TREATED IN THE COURSE AND STUDIED ON THE BASIS OF THE BIBLIOGRAPHY AND OF THE REVISION AND COMMENTARY OF THE WRITTEN TEST WITH IN-DEPTH QUESTIONS AIMED AT ASSESSING THE AWARENESS OF ONE'S OWN MISTAKES AND THE ABILITY TO SELF-CORRECT, AS WELL AS A TEST OF VOCABULARY, OF METALINGUISTIC REFLECTION AND OF CONVERSATION THAT ALLOWS STUDENTS TO DEMONSTRATE THEIR COMMUNICATIVE COMPETENCE IN A C1-C2 LEVEL OF QCER.

FOR INFORMATION ABOUT THE VALIDATION OF DELE CERTIFICATIONS, PLEASE CONSULT THE DEGREE COURSE WEB PAGE AND THE WEBSITE OF THE CERVANTES INSTITUTE AT: HTTP://CVC.CERVANTES.ES/AULA/DELE/DEFAULT.HTM.
Texts
CASTILLO CARBALLO, M. A., LA MACROESTRUCTURA DEL DICCIONARIO; GARRIGA, C., LA MICROESTRUCTURA DEL DICCIONARIO: LAS INFORMACIONES LEXICOGRÁFICAS, MEDINA GUERRA, A. M.A., LA MICROESTRUCTURA DEL DICCIONARIO: LA DEFINICIÓN, EN A.M. MEDINA GUERRA (COORD.), LEXICOGRAFÍA ESPAÑOLA, BARCELONA, ARIEL, 2003, PP. 79-146.

GARRIGA, C., DE NUEVO SOBRE LAS MARCAS DE USO: DEL PASADO INMEDIATO AL FUTURO IMPERFECTO, EN J. SANMARTÍN SÁEZ & M. QUILIS MERÍN (EDITORAS), RETOS Y AVANCES EN LEXICOGRAFÍA: LOS DICCIONARIOS DEL ESPAÑOL EN EL EJE DE LA VARIACIÓN LINGÜÍSTICA, EN "NORMAS. REVISTA DE ESTUDIOS LINGÜÍSTICOS", ANNEXO NO 10, 2019.

LAURIA, D., "LA POLÍTICA LEXICOGRÁFICA ACTUAL DE LAS ACADEMIAS DE LA LENGUA ESPAÑOLA: EL CASO DEL DICCIONARIO DE AMERICANISMOS (ASALE, 2010)", EN LEXIS, XLI (2), 2017, PP. 263-310.

VAN DIJK, T., DISCURSO Y PODER, BARCELONA, GEDISA, 2009, CAPP. 4-6 ("EL ANÁLISISIS CRÍTICO DEL DISCURSO", "DISCURSO Y RACISMO", "EL DISCURSO Y LA NEGACIÓN DEL RACISMO"), PP. 149-250.

ZIMMERMANN, K., "LEXICOGRAFÍA DIFERENCIAL Y LEXICOGRAFÍA INTEGRAL" EN E. X. GONZÁLEZ SEOANE, M. ÁLVAREZ DE LA GRANJA (EDS.), LÉXICO DIALECTAL Y LEXICOGRAFÍA EN LA IBERORROMANIA, MADRID, IBEROAMERICANA VERVUERT, 2018, PP. 121-144.

FOR STUDENTS OF SPANISH LANGUAGE AND SPANISH TRANSLATION

BARTOLL E. (2015), INTRODUCCIÓN A LA TRADUCCIÓN AUDIOVISUAL, BARCELONA, EDITORIAL UOC (SOME CHAP.).

BLINI, L. & F. MATTE BON, "OSSERVAZIONI SUI MECCANISMI DI FORMAZIONE DEI SUBTITOLI", IN C. HEISS E R.M. BOLLETTIERI BOSINELLI, MULTIMEDIA TRANSLATION FOR CINEMA, TELEVISION AND THE SCENE, BOLOGNA, CLUEB, 1996, PP. 317-332.

DÍAZ-CINTAS, J., LA TRADUCCIÓN AUDIOVISUAL: EL SUBTITULADO, SALAMANCA, EDICIONES ALMAR, 2001 (SOME CHAPTERS).

FOR SPANISH LANGUAGE STUDENTS

GRADUNCIO, A., ¿QUÉ PASA ? O ¿QUÉ ESTÁ PASANDO?: ANÁLISISIS DIFERENCIAL ENTRE EL PRESENTE SIMPLE DEL INDICATIVO Y EL PRESENTE DE LA PERÍFRASIS ESTAR + GERUNDIO DESDE UNA PERSPECTIVA ENUNCIATIVA ENUNCIATIVA, IN CALVI, M.V., B. HERNÁN-GÓMEZ PRIETO, E. LANDONE (EDS.), EL ESPAÑOL Y SU DINAMISMO: REDES, IRRADIACIONES Y CONFLUENCIAS, AISPI, 2017, PP. 369-391.

MATTE BON, F., LA GRAMÁTICA METAOPERACIONAL COMO CLAVE PARA LA COMPRENSIÓN DEL FUNCIONAMIENTO DE LAS LENGUAS: EL DOUBLE CLAVIER Y EL PRINCIPIO DE CICLICIDAD EN ESPAÑOL, IN I. SOLÍS GARCÍA & E. CARPI (EDS.) ANÁLISISIS Y COMPARACIÓN DE LAS LENGUAS DESDE LA PERSPECTIVA DE LA ENUNCIACIÓN, PISA UNIVERSITY PRESS, 2015, PP. 13-72.

MUSTO, S. & RIPA, V., LE PERIFRASI GERUNDIVALI IN SPAGNOLO E IN ITALIANO: UN STUDIO CONTRASTIVO, IN LINGUISTICA CONTRASTIVA TRA ITALIANO E LINGUE IBERICHE, AISPI, 2007, .

FOR THE CURRICULUM OF SPANISH LANGUAGE AND TECHNICAL TRANSLATION

P. LERAT. LAS LENGUAS ESPECIALIZADAS. BARCELONA. ED. ARIEL 1997.

M. V. CALVI. LENGUA Y COMUNICACIÓN EN EL ESPAÑOL DEL TURISMO. MADRID. ARCO LIBROS, 2006.

GRAMMATICS

MATTE BON, F., GRAMÁTICA COMUNICATIVA DEL ESPAÑOL, MADRID, EDELSA, 1998.

REAL ACADEMIA ESPAÑOLA Y ASOCIACIÓN DE ACADEMIAS DE LA LENGUA ESPAÑOLA, NUEVA GRAMÁTICA DE LA LENGUA ESPAÑOLA. MORPHOLOGÍA Y SINTAXIS, MADRID, ESPASA, 2009.

SAN VICENTE, F. (DIR.), GRAMÁTICA DE REFERENCIA DE ESPAÑOL PARA ITALÓFONOS, BOLOGNA, CLUEB, .

N.B.
SOME ESSAYS, ESPECIALLY FOR THE PARTS OF THE COURSE SPECIFICS FOR EVERY CURRICULUM, MAY BE ADDED DURING THE COURSE AND THERE MAY BE FURTHER VARIATIONS FROM THE BIBLIOGRAPHY INDICATED HERE: TEACHERS WILL TAKE CARE TO SPECIFY THEM AND GIVE THEM DIFFUSION IN OUR WEB PAGES. AS FOR THE MATERIALS USED IN THE EXERCISES, THE LANGUAGE EXPERT WILL INDICATE THEM DURING EACH SEMESTER.
More Information
PARTICIPATION IN THE COURSE IS HIGHLY RECOMMENDED.
NON-FREQUENTING STUDENTS ARE INVITED TO GET IN TOUCH WITH THE PROFESSOR (OR WITH THE PROFESSORS, FOR THE STUDENTS OF LINGUA E TRADUZIONE TECNICA SPAGNOLA V) AND WITH THE COLLABORATOR AND LANGUAGE EXPERT WITH A LARGE ADVANCE AND IN ANY CASE AT LEAST TWO MONTHS BEFORE THE EXAM.
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