University
of Rome III _ School of Humanities _
Degree in Languages and International Communication |
Academic Year: 2004-05 _ Course convener: Patrick Boylan _ Email: 3LL @ boylan.it for this module
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Third
Year English for the curriculum Languages and
Linguistics |
Topic: Methodologies for the study of contemporary English. |
click
on the orangedots
cliccare
sui puntini
rossi
N.B.
I programmi dei moduli
offerti nel 2004-05 non sono più materia d'esame dopo febbraio
2008
non verranno più
conservati dopo tale data i compiti svolti dagli studenti né i
relativi voti assegnati..
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1st
semester -
Lesson
dates> |
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Mon.
1-3 pm, Room 16 |
Wed.
1-3 pm, Room 11 |
Fri.
2-4 pm, Room 11 |
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*Mid-term tests: To take the mid-term tests (esoneri), you must enroll in this course (use the form above). But no booking is required since they are not "real"exams -- they simply reduce the study load for the final exam (for which you must book). Each mid-term test you pass eliminates one of the texts from the final exam and counts for a part of your final mark. But only the final mark goes on your libretto. |
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Syllabus |
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Success or failure in intercultural communication in English (both in Native/Non-Native or Non-Native/Non-Native encounters) depends only to a certain extent on the speakers' mastery of English vocabulary, syntax and phonology. What are the other communicative instruments that speakers need to master? What parameters can be devised to describe the adequate or inadequate use of these instruments? How can students use this knowledge to guide their "permanent education" as linguistic-cultural mediators? The present course will seek answers through individual and group reflection and experimentation, inside and outside the classroom.
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Handouts |
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<cliccare "Learning
language as culture" |
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LESSONS |
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November 5 8 *
November 10, 12: No lesson, teacher
away (conference, Dublin) Students who attend regularly and do all assignments will be exonerated from half or more of the books. "Attend regularly" means no more than 3 absences (the exam days do not count).
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5 |
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8 |
How to search the Internet
with Google
to find pages on 1. Click on Advanced
search and build your query in this order: 2. Results of my search:
three pages that you can use to compare with what you found and
agreed upon in your group: 3. Use the bibliographies and
keyword syntagmes from theses pages as leads to other pages. For
example, once you have discovered that the expression "Using
English for Academic Purposes" exists, put
the expression in the "exact phrase" field to
discover similar sites.
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CLASS DISCUSSION -
What does "understanding others" mean? For next time: learn to use spontaneously the cue sheet explaining how, in four steps, to obtain a clarification from an interlocutor whom you do not understand. (To be valid, you must use all four steps.)
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Discussion topics - American academic English:
Eastern Central pronunciation and lexico-syntax; semi-formal
register (colloquialisms and metaphors based on pop culture, but
only for effect); terminological
precision; explicit argumentation.
Anglo explicitness: first conclusions and premises, then
empirical evidence, finally connection between evidence and
conclusions (repeated). - Simulation of a lecture in
British English (the "sense" of your adaptation
to British or American style: Accommodation
Theory Revisited) |
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(Exam preparation) Questions on recent class discussions QUESTION 1. In class I
described, on 3 levels, the custom. in many Irish pubs, of
singing the national anthem upon closing. Level 1 was the
empirical description of the event. What were levels 2 (deeper)
and 3 (the deepest)? |
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-Choose a scene
from a film in English (best if some national, regional, ethnic,
class-distinctive variety).
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speech act theory
locuationary "The door is open" door = / / open = 0
illocutionary force "Please close the door" social values for giving orders - imperative or - declarative = rising tone + pointing out evident situation
perlocutionary force = strong or weak social convention
1.
- According to the authors brought together by Kistler
and Konivuori, what is "intercultural communication"?
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1 Dec. |
Transportation strike. No lesson. |
6 Dec. |
A introjects B's value system B introjects A's value system then they must create a common space "third space" Tomic, Homi Bhabha
both A and B must make the effort
Example from Byram: "An Italian student, in a British University, comes late to class (there was a traffic jam and the bus was late). He enters the class and excuses himself to the teacher and starts to explain why he is late. The (British) teacher interrupts him angrily, tells him to sit down and be quiet, and continues the lesson. The Italian is hurt. That evening he complains to other Italian students that the British are cold and unfeeling.
Each group selects a leader: - what was behind (underneath) the conflict 1) story or "official explanation" (myth) 2) value system What should the student do in the future?
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10 Dec. |
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15 Dec |
For more details of the
"redefinition of key terms", click here.
(or, for a version you can download onto your computer and read
with your word processor, click here. |
17 Dec |
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10 Jan |
The
concept of critical incident -- examples from your own travels
abroad. |
12 Jan |
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14 Jan. |
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Marking Scheme |
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Italian school marking system: |
1 - 3 |
4, 5 |
6 |
7, 8 |
(9, 10) |
Points for each Task completed: |
1 |
2 |
3 |
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(5) |
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What
does it mean to speak English using "British academic
discussion style"? If you had to prepare for a discussion before the Cambridge Board of Examiners, in view of a scholarship award to a British University, how would you prepare yourself for the interview from the linguistic/cultural standpoint? For
Nov. 8th bring a list of features you would practice (and which
you will use for our next activity: a discussion in British
academic style). |
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TASK
1b Make a Group List of Features of British Academic Discussion Style that the members of the group consider understandable, important, and easy to put into practice for the recorded discussion session. This list will substitute the "official" criteria found on the evaluation sheet that the group leader will use: Then organize a group discussion on the text "Understanding Others". Be active as listeners, interrupting for clarification (use gambits to be polite), backchanneling, focusing your gaze on the speaker. When it is your turn to present the paragraphs you have studied, use the British Academic Speech characteristics that your group has selected as important. After the recording the group leader will listen to the cassette and evaluate everyone: you can participate in the evaluation and offer your comments.
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1. Determine your double's
values and why they might feel intrinsically good. |
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What
is the “logic” behind this kind of research task?
This
task is composed of five steps: N.B. Some of you asked if you could change your character: yes, this is possible. It may even be advisable, to make your "Credito di laboratorio" project easier. For this project (your last task for this module), you will be asked to interview a person who shares your character's culture. For example, if you chose Crocodile Dundee, you must find and interview an Australian from the Outback: this is not too difficult, if you visit the hostels around the Stazione Termini. But if, on the other hand, you chose a Tok Pisin-speaking fisherman from New Guinea (one of the characters in a James Bond film), you will probably want to change your character since you are not likely to find anyone like that in Rome. 2.
Then, dig deeper into your character's culture. Imagine ten
maxims that your character seems to say to her/himself every
morning when s/he gets up, and that make her/him speak and
interact the way s/he does. Write these maxims down on a
sheet of paper. Examples
of the maxims a student might write if he has chosen the
"Outback" culture of Crocodile Dundee: Then do the same thing in italiano. Cioè, scrivere 10 massime che sembrano guidare il tuo comportamento e che ti fanno comunicare ed interagire "da italiano/a" con altri italiani, che ti "sentono" come uno di loro proprio perché capisci intimamente (e forse condividi) i valori evocati dalle massime. Solo che, a differenza della lista in inglese, dopo ogni massima, apri una parentesi e scrivi un buon motivo per criticarla, o addirittura per ripudiarla.
Esempio:
1. La mamma è sempre la mamma. (Mah! Le mamme sono
soprattutto una tirannia matriarcale! Via!) Le massime non devono necessariamente seguire, tema per tema, quelle in inglese come in questi esempi. Inoltre, le ragioni che dai per ripudiare ogni valore italiano (ossia, le contro-massime) non devono necessariamente essere quelle che il vostro personaggio avrebbe potuto inventare. Ma se fosse possible, sarebbe meglio (perché rinforza la tua alter identità). 3.
Choose a day you want to spend with your family as your
character. (Maybe you won't resist the whole day, but
try as long as you can.) When you wake up in the morning, first
repeat your Italian maxims: read the "positive" maxim
silently and then say the counter-maxims (the ones between
parentheses) out loud. If you share your bedroom with
others, do it in the bathroom, to be alone! Do this twice.
and,
tornando alla tua persona italiana
abituale, descrivi in italiano l'esperienza complessivamente, ciò
che essa ti ha insegnato o che non ti ha insegnato, insomma il
suo valore educativo o meno, ai fini
dell'apprendimento della lingua inglese. Il tutto, sia la
parte in inglese che la parte in italiano, in tre-quatto pagine
dattiloscritte, doppia interlinea, ampie margini. |
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For
students intending to give the Final Exam in June, Due
date for the Autumn Exam Session: 1.
Task: Analysis of Native/Non-native communication in English
using the constructs and terminology presented in Clyne. Non-frequentanti: The English of the native speaker with whom you converse must be a marginal variety of an "inner circle" English or ANY of the Englishes from the outer circle (second ring), as described by Kachru here. In a word, choose any native speaker of English who uses a variety of English other than R.P. (British Received Pronunciation) or G.A. (General American). You do not have to learn to use this variety, as the frequentanti do; you can speak with your informant as you normally do in your non-native English. 2.
The Frequentanti have to do more than just analyze
breakdowns and breakthroughs. They have to test whether by
"accommodating" linguistically and culturally they
manage to establish a better rapport with the native
speaker of English. ____________________________ POSTILLA ________________________
La
studentessa M.M. Mi ha scritto una e-mai dicendo di non capire
bene, anche dopo aver letto le istruzioni che precedono, come
fare il lavoro di ricerca assegnato per il Credito di
Laboratorio.
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