Miscellanea - 5 (2000)

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  • Publication
    Preface
    (EUT Edizioni Università di Trieste, 2003)
    Parks, Gerald
      603  280
  • Publication
    Le sfide didattiche dell'arabo
    (EUT Edizioni Università di Trieste, 2003)
    Kallas, Elie
    The author accuses Arab glottodidactics of ideological compIicity with the political systems of the Arab countries and of a leveling of the cultural and linguistic reality, by adopting the archaic and anachronistic motto: "one nation, one language." Indeed, beneath the apparent linguistic homogeneity of Arabic, the fragmentation of the oral language should not be underestimated. In designing a possible project for the teaching of Arabic in the Italian schools, it is necessary, first of all, to define who the recipients are and what their needs are, in order then to be able to evaluate the adequacy of the variety or varieties of the language to be taught, of the teaching aids and methods to be used, the level and types of competence to be reached, and the tools to be developed for testing such competence. The author then draws up a profile of the teaching staff, illustrates and evaluates the French and American experiences in this field, and suggests creating a European Association of Teachers of Arabic (EATA), while expressing the hope that such a project will be realistic, secular and pluralistic in nature.
      1001  1196
  • Publication
    La formazione iniziale degli insegnanti di lingua tedesca delle scuole secondarie
    (EUT Edizioni Università di Trieste, 2003)
    Ivančić, Barbara
    After its official institutionalization in 1990, the initial training of secondary- education teachers was implemented in Italy in the 1999/2000 academic year by the introduction of the so-called "Scuola di specializzazione per l'insegnamento nella scuola secondaria", a two-year postgraduate course leading to a final examination. This important step in the Italian educational system pointed to the necessity to define precisely the contents and the form of initial training for teachers. This paper deals specifically with the initial formation of German language teachers, as exemplified by the training provided in the Scuola di Specializzazione in Trieste. Far frorn proposing an ideal model to be applied, the author shows how this course has been applied at the University of Trieste (the observations refer to the academic years 1999/2000 and 2000/2001) and raises some crucial issues of initial training for foreign language teachers. In order to provide a basis for tackling these issues, several other training models that are offered in other European countries are presented.
      676  531
  • Publication
    Miscellanea n. 5: Teaching and Learning Languages and Translation
    (Dipartimento di Scienze del Linguaggio dell'Interpretazione e della Traduzione, 2003)
    Parks, Gerald
    Il libro analizza il rapporto insegnamento–apprendimento, docente–studente rispetto all'interpretazione simultanea. Il tema dell'interpretazione simultanea è importante per gli studenti-interpreti che devono acquisire le abilità e gli automatismi necessari. Gli scritti raccolti in questo volume si occupano delle strategie interpretative, della formazione degli insegnanti e di come questa influenzi l'apprendimento degli studenti.
      1077  3028
  • Publication
    The language of Drama: an analysis of Graham Greene's 'The Complaisant lover'
    (EUT Edizioni Università di Trieste, 2003)
    Randaccio, Monica
    This essay is divided into two parts. The first part defines theatrical language from a theoretical point of view, while the second shows a practical application of the theoretical bases governing such language. The text chosen for this analysis is The Complaisant Lover (1959) by Graham Greene. The essay identifies not only the linguistic structures of dramatic discourse, but also other factors involved in communication, such as the context, setting, social and institutional constructs, power relations, ideology, and the possibility of change. In The Complaisant Lover special attention is given to three principles that, according to David Birch in The Language of Drama (1991), regulate the discourse strategies of communication, i.e. conflict, control and role. When systems of meaning compete with one another, they give rise to a conflict of systems; this shows that language is based on the struggle to impose one system on another, one idea on another, one linguistic classification on another. Every communicative act aims at influencing the thoughts and actions of others, and thus to keep others under control. The choices speakers make, both in linguistic terms and in discourse strategies, are determined by social and ideological situations that serve to keep others under control or to be controlled. Lastly, if we start from the assumption that, in every moment of life we enact an institutionally determined role, it is clcar that identity, and hence subjectivity, are not intrinsic to human beings, but are always realized in social and institutional discourse. According to the French linguist Emile Benviste, "man constructs himself as a subject only through language": when we say T or 'you' we are actually trying to create a discourse in which interaction can take place. Since, however, language is never innocent, the use made of it signals the presence of given ideologies.
      2100  6053