LINGUAGGI SETTORIALI E TRADUZIONE SPAGNOLA

The aim of the course is to consolidate and develop the foundations already acquired the Spanish language and deepen their knowledge of the Spanish language system in phonological, morphological, semantic and pragmatic through the analysis of texts belonging to various types of texts in a way that developing the students' competence not only lessicosemantica but also intercultural competence and linguistic and pragmatic.

The course consists of two modules, both lasting one year:

a) a grammar and translation module;

b) a module of sociolinguistic analysis and gender studies: analysis in administrative and dramatic texts.

Within module 1, ample space will be left for conversation lessons on socio-cultural and current issues as well as in-depth studies on American Spanish.

Furthermore, the module aims to provide students with the technical and cultural tools necessary for an autonomous approach to translation problems, deepening their theoretical-linguistic skills in order to encourage a more informed learning of the Spanish language.

Specifically, the course program includes the study of:

- The notions and the specialized lexicon of translation: general translation and specialized translation; the plurality of the concept of "equivalence" (meaning, connotative and translational); the notion of "contextual selection"; the forms of translation (interlingual, intralinguistic, intersemiotic); linguistic communication and semiotic noises; the "distances" (cultural, diachronic, diatopic);

- Linguistic, semantic and stylistic analysis (and translation into Italian) of Spanish texts and authors aimed at acquiring and deepening the notions of morphology and syntax previously addressed.

The sociolinguistics module proposes a reflection on the use of the literary (dramatic) text as a non-normative approach to the study of the language. It will take its cue from the interdisciplinary study of language and gender initiated by Robin Lakoff in his book Language and Woman's Place (1975). The text therefore presents itself as an excellent test bench for tackling, with an inductive method, the study of linguistic variation and the new standard of Spanish, even literary. It also allows us to demonstrate that the linguistic behavior of each speaker or writer makes it possible to obtain information on their position within society, on their desire to distance themselves from "other" social groups or, on the contrary, their desire to emphasize your membership in a group.

Specifically, it is:

- Study the ways in which words are used, and how they can reflect and reinforce social attitudes towards gender.

- The sociolinguistic analysis of dramatic texts: traits of different registers where regional varieties and dialects are systematically intertwined in the voices of the characters and the narrator.

- Analyze the "constructed" language in the works that will be studied: in the lexical choices, in the forms of words (derivation and inflection), in the syntactic structuring of sentences and even in the phonetic facies of some expressions where the different levels of variation are represented (diaphasic, diastratic and diatopic) that characterize the expressions in the Spanish language.

1. AA.VV., Guía de Comunicación No Sexista, Instituto Cervantes, Madrid, Santillana, (úl. ed.), pp. 89-135; Bibliografía, pp. 233-234.

2. Aleza Izquierdo, Milagros, José María Enguita Utrilla, El español de América: aproximación sincrónica, Valencia, Tirant lo Blanch, (úl. ed.), pp. 15-64.

3. Bachman, L. (1990). «Habilidad lingüística comunicativa». En Llobera et al.(1995). Competencia comunicativa. Documentos básicos en la enseñanza de lenguas extranjeras. Madrid: Edelsa. pp. 105-129.

4. Bolaño S. (1982). Introducción a la teoría y práctica de la sociolingüística, México, Trillas.

5. Canale, M. (1983). «De la competencia comunicativa a la pedagogía comunicativa del lenguaje». En Llobera et al. (1995). Competencia comunicativa. Documentos básicos en la enseñanza de lenguas extranjeras.Madrid: Edelsa, pp. 63-83.

6. Calvi, María Victoria, Bordonaba Zabalza, C. (2009). Las lenguas de especialidad en español, Roma, Carocci, (úl. ed.), pp. 15-74.

7. Consejo de Europa (2001). Marco común europeo de referencia para las lengua: aprendizaje, enseñanza, evaluación.(http://cvc.cervantes.es/obref/marco). Madrid: Instituto Cervantes - Ministerio de Educación Cultura y Deporte, Anaya, 2002.

8. Hurtado Albir, A. (1996). Enseñar a traducir, Phaidon; 1° edizione (7 luglio 1996).

9. Jiménez Cano J. (1996). Bosquejo general para el comentario sociolingüístico de textos literarios, Universidad de Murcia. (selezione).

10. Lakoff R. (1995). El lenguaje y el lugar de la mujer, Barcelona, Editorial Hacer.

11. Llobera, M. et al. (1995). Competencia comunicativa. Documentos básicos en la enseñanza de lenguas extranjeras. Madrid: Edelsa.

12. Claves textuales, pragmáticas y sociolingüísticas para el comentario de textos José María Jiménez Cano (Universidad de Murcia), 2003.

13. Vidal Claramonte, Á. (1998). El futuro de la traducción: ultimas teorias, nuevas aplicaciones, Valencia.

14. Vidal Claramonte, Á. (1996). Transatin/Power/Subversion, Clavedon, UK.

15. Vidal Claramonte, Á. (2007). En los límites de la traducción (Granada, 2005) e Traducir entre culturas: diferencias, poderes, identidades. Frankfurt a. M.

16. Chirinos Bravo K. (2021), Sin tapujos... otra forma de escritura femenina in http://siba-ese.unisalento.it/index.php/linguelinguaggi/article/view/22868