Lingua inglese per la comunicazione
- A.A. 2016/2017
- CFU 8
- Ore 40
- Classe di laurea LM-19
Competenza linguistica a livello Intermediate/Upper intermediate. Il corso si avvale di strumenti informatici: è necessario disporre di un account e-mail e di una competenza informatica di base.
This course focuses on explaining how the world and our relationships within it and to it are constructed through reading and writing, and aims to develop an understanding of how we are socially positioned by the discourse in which we participate, of how discourse enacts the power relations and conflicts within society.
Students will not simply learn to reproduce generically "pure" texts but also to experiment with combining and modifying genres. This will give an opportunity to question their structural and linguistic conventions, in order to explore their communicative justifications, if any, or their ideological underpinnings.
The course provides an introduction to the language and choices which writers consciously or unconsciously make in composing and revising texts, also raise critical awareness of how these choices structure our thought processes and affect our social and environmental behaviour. Contents will include the following themes: - Computer-mediated discourse analysis; - Language and the internet; - Reporting, writing and editing in digital contexts.
- 1. (A) Andrew Goatly, Preet Hiradhar Critical Reading and Writing in the Digital Age Routledge, London/New York, 2016 » Pagine/Capitoli: 978-1-4533-2918-4
- 2. (C) Caroline Tagg Exploring Digital Communication: Language in action Routledge, London/New York, 2015
- 3. (C) Rodney H Jones, Alice Chik, e Christoph A Hafner Discourse and Digital Practices: Doing discourse analysis in the digital age Routledge, London/New York, 2015
- 4. (C) David Barton, Carmen Lee Language Online: Investigating Digital Texts and Practices Routledge, London/New York, 2013
- 5. (A) Arhlene A. Flowers Global Writing for Public Relations: Connecting in English with Stakeholders and Publics Worldwide Routledge, London/New York, 2016 » Pagine/Capitoli: 978-0415748841
Students are encouraged to use an electronic portfolio to provide evidence of learning. An e-portfolio provides a means of collecting, documenting, reflecting on, and sharing various experiences and texts (written, visual, multimedia, etc.). It would, at a minimum, be a record of the coursebook activities and projects attempted, responses to any differences between their "answers" to activities and the comments provided, and feedback and reflection on the projects carried out. But it could include any other examples of texts which students came across which they can relate, through commentary, to the theories in the textbook and which may be shared with other students. It might also contain general reflection on their responses to the coursebook and what they find most useful and interesting, or contentious. Through an e-portfolio students will create their own personal learning space for the course.
L'attività didattica è organizzata secondo la metodologia ILV (Informazione / Laboratorio / Verifica), che prevede alcuni momenti informativi, seguiti da attività laboratoriali di analisi e poi di ricostruzione, per consentire agli studenti di coniugare il pensiero teorico e il pensiero pratico, e di sviluppare attività riflessiva sui propri prodotti e processi di apprendimento.
Si utilizzerà un mix delle seguenti modalità didattiche:
- Didattica frontale
- Didattica dialogata
- Analisi di casi
- Laboratori didattici
- Lavori di gruppo
- Ricerche individuali svolte dagli studenti