30094 - Spanish Language (LM)

Learning outcomes

By the end of the course, students will have acquired a thorough knowledge of the linguistic and discursive aspects of Spanish, from both a synchronic and a diachronic perspective. They will also understand how different applications of textual analysis and translation operate in Spanish. This will be achieved through practical exercises to develop students’ communicative skills, active and passive, in order to progress to a C2 level in the Common European Framework of Reference. Students will effectively interpret the socio-linguistic and cultural codes of all subjects in communication.

Course contents

At the end of the course, the student achieves competence in the Spanish language (phonology, morphology, vocabulary, syntax) corresponding to level C1/C2 of the Common European Framework of Reference for Foreign Languages.

The objective of this module is to lay the theoretical and practical foundation for the analysis of Spanish-language texts, emphasizing different discursive types and the production of critical texts in Spanish. The course will focus mainly on three topics:

1. Introduction to monolingual and bilingual Italian-Spanish lexicographic resources: You will learn how to effectively use the main tools available for learning and teaching Spanish as a foreign language and for translation, particularly lexicographic resources such as monolingual and bilingual dictionaries, glossaries, databases, etc.

2. Translation theory: The student's translation competence will be developed through the use of basic tools and learning basic translation methods

3. Translation practice: Activities will be carried out on the analysis, documentation and translation of texts attributable to various text types and subject areas (literary, tourism, food and wine, journalism, etc.), as well as the practice of terminology research and glossary writing.

 

Source texts used in translation activities will be provided via Virtual e-learning platform that will be activated at the beginning of the course.

 

ESSERCITAZIONI (Spanish Language Lectureship, Dr. XXXX, 36 hours)

 

The exercise program is available on the page:

 

IMPORTANT INFORMATION

Erasmus+ (incoming) students.

ERASMUS male and female students should get in touch with the Exercise Lecturer (Dr. XXXXX) and the Linguistics Lecturer (Prof. Natalia Peñín) within the first two weeks of the start of the course to find out if they can attend the course and to orient themselves on the required language level, syllabus and exam arrangements of both parties.

 

Students who have not written to the lecturers at least three months before the exam will not be admitted to the Exercise and Linguistics exams.

 

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Students/s with temporary or permanent DSAs or disabilities:

It is suggested to get in touch immediately with the responsible Athenaeum office (https://site.unibo.it/studenti-con-disabilita-e-dsa/it ) and the lecturers (Dr. XXXXX, Prof. Natalia Peñín), in order to seek together the most effective strategies in taking classes and/or preparing for the exam.

Any requests for adjustments must be made within 15 days of the exam date, by sending an email to the lecturer and including in cc the email address disabilita@unibo.it [mailto:disabilita@unibo.it] (in case of disabling conditions) or dsa@unibo.it [mailto:dsa@unibo.it] (for students with DSA).

Readings/Bibliography

The texts of the dossier will be made available in pdf format in the Virtual Platform - SPANISH LANGUAGE, along with the presentations (ppt) of the course and other materials provided during the lectures or will be available in the library (Lilec)

Required texts:

1. – (Dossier lecturas Virtuale)

Carmen Castillo Peña (2007). “Las marcas de uso en los diccionarios bilingües español-italiano”, en F. San Vicente (ed.), Perfiles para la historia y crítica de la lexicografía bilingüe delespañol, Polimetrica International Scientific Publisher Monza, pp. 39-58

2. - (Dossier lecturas Virtuale)

Humberto Hernández (1991) “De la teoría lexicográfica al uso del diccionario: el diccionario en el aula”, Asele, Actas III

3. – (Dossier lecturas Virtuale)

San Vicente “Diccionario bilingüe: contenidos y finalidad”, en Domínguez y San Marco, Lexicografçia y didáctica, Peter Lang, pp. 81-108

4. – (Dossier lecturas Virtuale)

Forga Berdet (2021), “Diccionario e ideología: tres décadas de la sociedad española a través de los ejemplos lexicográficos”, Espéculo, 17

5. - (Dossier lecturas Virtuale)

Humberto Hernández (1988), “Hacia un modelo del diccionario monolingüe del español para usuarios extranjeros”, Asele, Actas III

6.- (Dossier lecturas Virtuale)

Valero Gisbert (2005), “Crítica de diccionarios bilingües: tratamiento de la colocación de adjetivo/sustantivo + sustantivo/adjetivo del español al italiano”, AISPI, Actas XXIII

7.- (Dossier lecturas Virtuale)

Zaro,Truman (1998), “Procedimientos de traducción” En Manual de traducción, Madrid, SGEL, pp. 23-27

8.- (Dossier lecturas Virtuale)

Romero Frías, Spa (2005), “Problemas lingüísticos y extralingüísticos en la traducción de lenguas afines”, Especulo, Revista de estudios literarios,

9.- (Dossier lecturas Virtuale)

España Pérez, S. (2023). Rasgos esenciales de la cartela de museos e implicaciones para su traducción. Transletters. International Journal of Translation and Interpreting, 2(7). https://doi.org/10.21071/tlijti.v2i7.16339

10.- (Dossier lecturas Virtuale)

Medina Regera, España Pérez (2022), “Los géneros textuales digitales en los museos, el macrogénero 'sitio web' en una serie de museos públicos andaluces”, en CIMED - II Congreso Internacional de Museos y Estrategias Digitales / Ana Martí Testón (ed. lit.), Beatriz Garrido Ramos (ed. lit.), 2022, ISBN 978-84-1396-076-0, págs. 259-273

11.- (En biblioteca)

Hurtado Albir (2001, 2004) Traducción y Traductologia, Catedra, pp.236-302

El método traductor/Las técnicas de traducción/Las estrategias de traducción/Los problemas de traducción/Los errores de traducción.

Bibliografia di consultazione:

Calvi, M. V.; Calvo Rigual, C. (2014). Traducción y lexicografía: un diálogo necesario. MonTI, 6, pp. 9–36.

Castillo Peña, C. (2007). Las marcas de uso en los modernos diccionarios bilingües español-italiano. En SAN VICENTE, F. (Ed.). Perfiles para la historia y crítica de la lexicografía bilingüe del español. Monza: Polimetrica, pp. 39-58

Elena García P. (1996). "La documentación en la traducción general" in La enseñanza de la traducción, A. Hurtado Albir (ed.). Barcelona:Universitat Jaume.

Grijelmo A.(1997) El estilo del periodista, Madrid: Taurus

Hurtado Albir A.(2001) Traducción y traductología. Barcelona:Cátedra Lingüística.

Lozano, P. (2003). La traducción a una lengua extranjera: uno de los muchos desafíos a la competencia traductora. En Kelly, D.; Martin, A.; Nobs, M.; Sánchez, D. y Way, C. (Coords.). La direccionalidad en Traducción e Interpretación. Perspectivas teóricas, profesionales y didácticas. Granada: Atrio

J. C. Barbero, F. Bermejo, F. San Vicente (2018). Contrastiva : grammatica della lingua spagnola / . - 3. ed. riveduta e corretta
Bologna : Clueb

Teaching methods

Considering that this is a language course, class participation is highly recommended.

Classes will have an eminently practical approach, structured in three main phases: initially, the texts are analyzed, the main communicative functions and difficulties of interpretation and rendering are identified; then there is the corresponding individual or group translation; and finally, it concludes with revision in pairs and/or in class.

The active participation of students in Spanish and the independent preparation of translations is indispensable for this purpose

Assessment methods

Students who have passed the written and oral examination of the lectureship with Dr. LXXXXX will be admitted to take the examination of lecturer Natalia Peñín.

The overall grade for the exam (lectureship + lectureship) will be the result of the sum obtained 1/3 from the lectureship grade (36 hours of tutorials) and 2/3 from the lectureship grade (60 hours of tutorials).

*PLEASE NOTE: It is not possible to take the lecturer's exam without passing the exams of the tutorials.

In addition, cooperative and collaborative work skills, progressive skill development during group dynamics, and the acquisition of strategic and inductive skills during independent work activities will be enhanced during assisted lessons. In addition, the enrichment and stimulation of others' participation and thus mediation skills during interventions will be enhanced.

ERASMUS STUDENTS: It is necessary and important that Erasmus students get in touch with the lecturers at the beginning of the course.

 

 

Teaching tools

Dizionari e risorse on line:

Arqués / Padoan (2012). Il grande dizionario di spagnolo. Bologna: Zanichelli.

CLAVE, Diccionario de uso del español actual (2002). Madrid: Ediciones SM.

Fundación del Español Urgente ‹http://www.fundeu.es/›

Garzanti (2009), Dizionario di spagnolo. Milano: Garzanti Linguistica.

Moliner, M. (2007) Diccionario de uso del español. Madrid: Gredos (3 ed.).

Real Academia Española (2015), Diccionario de la lengua española, 23.ª ed. ‹http://www.rae.es/obras-academicas/diccionarios/diccionario-de-la-lengua-espanola›

Real Academia Española, Corpes, Corpus del español del siglo XXI,http://www.rae.es/recursos/banco-de-datos/corpes-xxi›.

Real Academia Española, CREA, ‹http://www.rae.es/recursos/banco-de-datos/crea›

REDES, Diccionario Combinatorio del español contemporáneo (2004). Madrid: Ediciones SM.

- PC with Internet connection, webcam and microphone and video projector;

- Virtual platform with materials uploaded by the lecturer.

- Teams platform.

Office hours

See the website of Natalia Penin Fernandez