CdSLINGUISTICA E TRADUZIONE
|LINGUA E TRADUZIONE - LINGUA INGLESE II||L-LIN/12||LEZIONI||54|
The course is aimed at a C1+ level of English proficiency.
At the end of the course, students will be familiar with the notions and categories for the analysis of English figurative language so that they can be used as as tools for the study of real texts and conversations. Moreover, students will be aware of the cultural specificities of some figures of speech and of their (un)translatability into Italian.
Students will be able to deliver a power point presentation and to discuss their presentation with the rest of the class.
The course presupposes a C1 level of English knowledge and is aimed at a C1+ level of language proficiency. To this end, students are also expected to follow, as part of their individual job, two “lettorati” –one for the written and one for the oral skills practice . The two “lettorati” are active during the first and the second semester. After the two semesters, students must sit for a language test aimed at the C1+ level (information on the Lettorati is available on MOODLE-CLI). Passing the test is essential to get the credits and the final mark. The Lettorato report can be replaced by an international certificate.
TITLE OF THE COURSE:
English Figurative Language. Pragmatic, cognitive and translation issues
The course will focus on the literal-non literal debate with specific attention to figurative language : metaphor, metonymy, hyperbole, understatement, idioms, irony, will be investigated as described and analysed in the following theoretical models: Gricean Pragmatics, Relevance Theory, Cognitive Linguistics. Emphasis will be placed also on the cross-cultural/cross-linguistic differences between English and Italian.
Attardo, 2000, Irony as relevant inappropriateness, Journal of pragmatics 32:793-826.
Carston RA, Wearing C., 2011, Metaphor, hyperbole and simile: A pragmatic approach.. Language and Cognition, 3(2), 283 - 312the Aristotelian Society, Senate House, London.
R.Carston, 2012, Metaphor and the literal/nonliteral distinction. In Allan K, Jaszczolt KM (Ed.), The Cambridge Handbook of Pragmatics: Cambridge University Press.
Fernando, Chitra,1996, Idioms and idiomaticity. Oxford University Press, USA,
R.Gibbs & H.L. Colston , 2012,Interpreting Figurative Meaning, Cambridge University Press, Cambridge, (chapters 1,2,3,4).
Gibbs, R. , 2007, Idioms. in Geeraerts, D. and Cuyckens, H., (eds.), The Oxford Handbook of Cognitive Linguistics. Oxford: OUP.
M.McCarthy- R. Carter, 2004, “There’s millions of them”: hyperbole in everyday conversation, Journal of pragmatics 36, 149-184.
Panther, K.U. & Thornburg, L.L., 2007, Metonymy, in Geeraerts, D. and Cuyckens, H., (Eds.), The Oxford Handbook of Cognitive Linguistics. Oxford: OUP.
Sperber, D. & Wilson, D., 2008, A deflationary account of metaphors, In R.W. Gibbs (ed.), Cambridge Handbook of Metaphor and Thought, New York: Cambridge University Press.
Tendahl, M. & Gibbs, R., 2008, Complementary perspectives on metaphor: Cognitive linguistics and relevance theory. Journal of Pragmatics 40: 1823-1864
Wilson, D., 2009, Parallels and differences in the treatment of metaphor in relevance theory and cognitive linguistics. Studies in Pragmatics (Journal of the Pragmatics Society of Japan) 11.
D.Wilson- D.Sperber, 2012, Explaining Irony, in Meaning and Relevance, C.U.P, ch. 6: 123-145
Students who cannot attend the course are kindly invited to contact the Teacher.
The exam is a written test on the topics of the course.
Language of the course: ENGLISH
IL CORSO SI SVOLGE NEL SECONDO SEMESTRE. IL LETTORATO SI SVOLGE SIA NEL PRIMO SIA NEL SECONDO SEMESTRE