Welcome to the course Welcome to the course Lingua Inglese 1, 2012, Lingua Inglese 1, 2012,

prof. Pratprof. Prat1. 1. How many first year students are there in our How many first year students are there in our

faculty ? faculty ?

1,3631,363

2. Where do they come from?2. Where do they come from?

221 are foreign students. About ¾ of our 221 are foreign students. About ¾ of our graduates come from outside Torino. 25% of graduates come from outside Torino. 25% of students of Lauree Magistrali have come from students of Lauree Magistrali have come from other universities. other universities.

( from our vice-chancellor’s, prof. Pellizzetti ( from our vice-chancellor’s, prof. Pellizzetti official report)official report)

Turin MUST be a good university and Turin MUST be a good university and an interesting place...an interesting place...

BUT there are problems:BUT there are problems: with funds for scholarships and with funds for scholarships and

with being able for some of you to with being able for some of you to be full-time studentsbe full-time students

with finding a good job at the end of with finding a good job at the end of your studiesyour studies

about 17% of students drop out about 17% of students drop out after the first yearafter the first year

about 13% of students do not take about 13% of students do not take or pass any exam during their first or pass any exam during their first yearyear

MARIA TERESA PRATMARIA TERESA PRAT

LAUREA TRIENNALELAUREA TRIENNALELINGUA INGLESE 1, 2011-12LINGUA INGLESE 1, 2011-12

I ANNO L-12 , CODE: LIN.0009I ANNO L-12 , CODE: LIN.00099 CREDITS, 54 HOURS9 CREDITS, 54 HOURS

(MEDIAZIONE LINGUISTICA / ASIA E (MEDIAZIONE LINGUISTICA / ASIA E AFRICA )AFRICA )

OFFICE HOURSOFFICE HOURS

Either before or after the lessons Either before or after the lessons

During the course every Tuesday from 2 to During the course every Tuesday from 2 to 3 p.m. , room 22, 3rd floor, Palazzo Nuovo3 p.m. , room 22, 3rd floor, Palazzo Nuovo

When the course is over, check the Faculty When the course is over, check the Faculty news for the next office hours or use the news for the next office hours or use the email address email address mariateresa.prat@unito.it to to ask for (brief) clarification or to make an ask for (brief) clarification or to make an appointmentappointment

TITLE of the COURSETITLE of the COURSE

INTRODUCTION TO INTRODUCTION TO

PRESENT-DAY ENGLISH: PRESENT-DAY ENGLISH:

HISTORICAL BACKGROUND,HISTORICAL BACKGROUND,

GEOGRAPHICAL SPREAD GEOGRAPHICAL SPREAD

ANDAND

LINGUISTIC FEATURESLINGUISTIC FEATURES

SET BOOK SET BOOK

Virginia PULCINI, Virginia PULCINI, a cura dia cura di, , A Handbook of Present-day A Handbook of Present-day English, English,

Carocci, Roma , 2009Carocci, Roma , 2009(Chapters 1, 2, 3, 4, pp. 1-(Chapters 1, 2, 3, 4, pp. 1-237)237)

* Chapter 5 will be covered in the * Chapter 5 will be covered in the second yearsecond year

COURSE TIMETABLE, COURSE TIMETABLE, Second Second Semester 2012 Monday, Tuesday, Semester 2012 Monday, Tuesday,

Wednesday, 10-12 Wednesday, 10-12 Aula viola, Torino EsposizioniAula viola, Torino Esposizioni

20, 21, 22, February: Introductory week20, 21, 22, February: Introductory week 27, 28,29 February, : Language change and variation 27, 28,29 February, : Language change and variation

in Englishin English 5, 6 7, March: (follows)5, 6 7, March: (follows) 12, 13, 14 March: The pronunciation of English 12, 13, 14 March: The pronunciation of English 19, 20 21, March: (follows)19, 20 21, March: (follows) 26, 27, 28, March: The grammar of English 26, 27, 28, March: The grammar of English 2, 3 4, April: follows2, 3 4, April: follows 9, 10, 11 Ester break9, 10, 11 Ester break 23, 24 April The English lexicon: from words to 23, 24 April The English lexicon: from words to

phraseology (25° April is a holiday, the day of the phraseology (25° April is a holiday, the day of the liberation of Italy)liberation of Italy)

30 April, 2 May: end of the course and mock exam 30 April, 2 May: end of the course and mock exam ( 1( 1stst May is a holiday, Workers’ Day ) May is a holiday, Workers’ Day )

EXAM PROGRAMME EXAM PROGRAMME ( see the official programme in the ( see the official programme in the

faculty website)faculty website)• A WRITTEN EXAM A WRITTEN EXAM • IT WILL CONSIST IN ACTIVITIES AND IT WILL CONSIST IN ACTIVITIES AND

QUESTIONS IN ENGLISH, BASED ON QUESTIONS IN ENGLISH, BASED ON THE COURSE CONTENTS and THE SET THE COURSE CONTENTS and THE SET BOOKBOOK

• THE WRITTEN EXAM CAN BE ACCESSED THE WRITTEN EXAM CAN BE ACCESSED ONLY ONCE PER EXAM SESSIONONLY ONCE PER EXAM SESSION

• STUDENTS MUST HAVE PASSED THE STUDENTS MUST HAVE PASSED THE FIRST YEAR “FIRST YEAR “PROVA PROPEDEUTICAPROVA PROPEDEUTICA” ” (or “(or “LETTORATOLETTORATO), WHOSE RESULT WILL ), WHOSE RESULT WILL BE INTEGRATED WITH THE MARK OF BE INTEGRATED WITH THE MARK OF THE THE LINGUA INGLESELINGUA INGLESE COURSE COURSE

EXAM SESSIONS 2010-EXAM SESSIONS 2010-20112011

PROVE PROPEDEUTICHEPROVE PROPEDEUTICHE: 3 per year (1 : 3 per year (1 in the Summer Session 2010, 1 in the in the Summer Session 2010, 1 in the Autumn Session 2010, 1 in the Winter Autumn Session 2010, 1 in the Winter Session 2011)Session 2011)

LINGUA INGLESELINGUA INGLESE : 8 per year : 8 per year4 in the Summer session 2011 (1 in May, 4 in the Summer session 2011 (1 in May,

2 in June, 1 in July)2 in June, 1 in July)2 in the Autumn Session 2010( 1 in 2 in the Autumn Session 2010( 1 in

September, 1 in November)September, 1 in November)2 in the Winter Session 2011 ( 1 in 2 in the Winter Session 2011 ( 1 in

January, 1 in February)January, 1 in February)

This blog can be accessed from This blog can be accessed from either the faculty website or from either the faculty website or from

http:// http:// tarm.dm.unito.it/oslingue/prat tarm.dm.unito.it/oslingue/prat using the student credentials to log using the student credentials to log in.in.

The blog contains general information The blog contains general information about the course and the slides shown in about the course and the slides shown in class, which will be made available at class, which will be made available at the end of each unitthe end of each unit. .

MARIA TERESA PRAT’ BLOG MARIA TERESA PRAT’ BLOG

PROS AND CONS OF PROS AND CONS OF THE BLOG (AND THE THE BLOG (AND THE

SLIDES)SLIDES)PROSPROSIT MAY HELP STUDEIT MAY HELP STUDENTS WHO ATTEND TO REVISE NTS WHO ATTEND TO REVISE

THEIR NOTES THEIR NOTES

IT MAY HELP STUDENTS WHO DO NOT ATTEND, OR DO IT MAY HELP STUDENTS WHO DO NOT ATTEND, OR DO NOT ATTEND REGULARLY , TO FOCUS ON THE MAIN NOT ATTEND REGULARLY , TO FOCUS ON THE MAIN POINTS TALKED ABOUTPOINTS TALKED ABOUT

CONSCONSIT CANNOT SUBSTITUTE THE STUDY OF THE SET BOOKIT CANNOT SUBSTITUTE THE STUDY OF THE SET BOOK

IT SHOULD NOT BE STUDIED BY HEART WITHOUT IT SHOULD NOT BE STUDIED BY HEART WITHOUT UNDESTANTING IT IN DEPTHUNDESTANTING IT IN DEPTH

IT MAY MAKE STUDENTS LAZY AND DISCOURAGE THEM IT MAY MAKE STUDENTS LAZY AND DISCOURAGE THEM FROM TAKING NOTESFROM TAKING NOTES

PEDAGOGICAL ISSUESPEDAGOGICAL ISSUES

Students’ (and Students’ (and teachers’) beliefs and teachers’) beliefs and expectationsexpectations

TWO IMPORTANT QUESTIONS

1 What do I expect from this course?

2 What do I bring to this course?

1. Do you think that in order to learn a 1. Do you think that in order to learn a foreign language well a special “gift” foreign language well a special “gift”

is needed ?is needed ?

a) yes, it may help but it is not essentiala) yes, it may help but it is not essential b) no, anyone can learn a foreign b) no, anyone can learn a foreign

languagelanguage c) yes, it helps but other factors are also c) yes, it helps but other factors are also

important (e.g. motivation, curiosity, important (e.g. motivation, curiosity, hard work, time devoted, total hard work, time devoted, total immersion, stays abroad, bilingual immersion, stays abroad, bilingual contexts)contexts)

d) some people are more gifted than d) some people are more gifted than others (e.g. young children, people with others (e.g. young children, people with a talent for music, people who take an a talent for music, people who take an interest in grammar)interest in grammar)

e) other … e) other …

WHAT ARE THE BEST WAYS OF WHAT ARE THE BEST WAYS OF TAKING ADVANTAGE OF TAKING ADVANTAGE OF

ATTENDING THE LESSONS?ATTENDING THE LESSONS?

1.1. Liatening carefullyLiatening carefully2.2. Listening and taking selected notesListening and taking selected notes3.3. Making a note of the unclear points Making a note of the unclear points 4.4. Ask the teacher for clarification during Ask the teacher for clarification during

the lessonthe lesson5.5. Ask fa fellow student for clarification Ask fa fellow student for clarification 6.6. Ask the teacher for clarificationt at the Ask the teacher for clarificationt at the

end of the lesson end of the lesson 7.7. Compare your notes with the relevant Compare your notes with the relevant

sections in the set book after the lessonsections in the set book after the lesson

2. WHO IS MOST 2. WHO IS MOST RESPONSIBLE FOR RESPONSIBLE FOR

SUCCESSFUL (LANGUAGE) SUCCESSFUL (LANGUAGE) LEARNING?LEARNING?1.1. The teacherThe teacher

2.2. The studentThe student3.3. Both in the same wayBoth in the same way4.4. Both but mainly the teacherBoth but mainly the teacher5.5. Both but mainly the studentBoth but mainly the student6.6. The institutionThe institution7.7. Society at largeSociety at large8.8. otherother

3) Is to learn two (or more) foreign 3) Is to learn two (or more) foreign languages at the same time an languages at the same time an advantage or a disadvantage?advantage or a disadvantage?

a)a) It helps a lot, the more languages you It helps a lot, the more languages you know the easier it is to learn new onesknow the easier it is to learn new ones

b)b) It does not have any influenceIt does not have any influence

c)c) It helps if languages are similarIt helps if languages are similar

d)d) It helps if languages are distantIt helps if languages are distant

e)e) It constitutes a difficulty unless you It constitutes a difficulty unless you keep them separatekeep them separate

f)f) It helps if you are aware of similarities It helps if you are aware of similarities and differencesand differences

g)g) Other….Other….

What does to “study ” a foreign What does to “study ” a foreign language at university mean ? language at university mean ?

a)a) To use it as if you were a native speakerTo use it as if you were a native speakerb)b) To use it fluently and confidently, and to have a To use it fluently and confidently, and to have a

scientific, explicit and critical knowledge of it, scientific, explicit and critical knowledge of it, which some native speakers may not havewhich some native speakers may not have

c)c) To master it well enough to learn about its To master it well enough to learn about its history and literaturehistory and literature

d)d) To use it effectively for practical purposes in To use it effectively for practical purposes in professional fields such as business and professional fields such as business and tourismtourism

e)e) To acquire good translation skills into ItalianTo acquire good translation skills into Italianf)f) To acquire good translation skills into EnglishTo acquire good translation skills into Englishg)g) To acquire good interpreting skills into ItalianTo acquire good interpreting skills into Italianh)h) To acquire good interpreting skills into EnglishTo acquire good interpreting skills into Englishi)i) To understand how human language worksTo understand how human language worksj)j) other…other…

COMPLETE THE COMPLETE THE FOLLOWING STATEMENT…FOLLOWING STATEMENT…

AT THE END OF MY AT THE END OF MY THREE-YEAR DEGREE THREE-YEAR DEGREE

I EXPECT TO BE ABLE I EXPECT TO BE ABLE ……

Why did I choose English? Why did I choose English? Because…Because…

a)a) I have already studied itI have already studied itb)b) I have spent a study period in an English-speaking I have spent a study period in an English-speaking

countrycountryc)c) I like itI like itd)d) It is a modern and dynamic languageIt is a modern and dynamic languagee)e) It is today’s global languageIt is today’s global languagef)f) It is easyIt is easyg)g) It is useful to travel It is useful to travel h)h) It is necessary for any career in Italy or abroadIt is necessary for any career in Italy or abroadi)i) I want to learn more about its history and linguistic I want to learn more about its history and linguistic

featuresfeaturesj)j) I am interested in British / American or other I am interested in British / American or other

English-speaking culturesEnglish-speaking culturesk)k) It is very useful to study other ‘oriental’ languagesIt is very useful to study other ‘oriental’ languagesl)l) Other…Other…

WHAT OTHER LANGUAGE DID YOU WHAT OTHER LANGUAGE DID YOU CHOOSE, AND WHY?CHOOSE, AND WHY?

a)a) I already knew it wellI already knew it wellb)b) I have never studied it I have never studied it c)c) I am challenged by a distant language and cultureI am challenged by a distant language and cultured)d) It is a language spoken in a country I am It is a language spoken in a country I am

interested ininterested ine)e) It is easyIt is easyf)f) It will prove to be very useful in the futureIt will prove to be very useful in the futureg)g) It is close to the other language (s) I am studyingIt is close to the other language (s) I am studyingh)h) It is rarely chosen by other studentsIt is rarely chosen by other studentsi)i) It was recommended by a friendIt was recommended by a friendj)j) It is highly required in Italy It is highly required in Italy k)k) Other…Other…

LINGUA INGLESELINGUA INGLESE STUDENTS SHOULD STUDENTS SHOULD COMBINE TWO TYPES OF COMBINE TWO TYPES OF

COMPETENCECOMPETENCE

1. PRACTICAL COMPETENCE in the use 1. PRACTICAL COMPETENCE in the use of English, both spoken and written of English, both spoken and written

( Practical classes)( Practical classes)

2.2. EXPLICIT AND CRITICAL KNOWLEDGE EXPLICIT AND CRITICAL KNOWLEDGE of English: making implicit knowledge of English: making implicit knowledge explicit, using a metalanguage to talk explicit, using a metalanguage to talk about language about language

(Lingua course ) (Lingua course )

PRACTICAL COMPETENCE: PRACTICAL COMPETENCE: RESOURCES AND RESOURCES AND

STRATEGIESSTRATEGIES

Lettorati:Lettorati: regular attendance, active participation, homework and consultation of the regular attendance, active participation, homework and consultation of the website www. lettoratiinglese@unito.itwebsite www. lettoratiinglese@unito.it

Audio-visual resources for individual study in the Language Centre (CLIFU) Audio-visual resources for individual study in the Language Centre (CLIFU) Individual revision of difficult areas of grammars ( see the up-to-date comprehensive Individual revision of difficult areas of grammars ( see the up-to-date comprehensive

grammars available in the Department library and the grammars available in the Department library and the lettoratilettorati set books) set books) Systematic use of advanced bilingual and monolingual general dictionaries in paper, Systematic use of advanced bilingual and monolingual general dictionaries in paper,

CD-ROM and on-line format. The unabridged Oxford and Webster dictionaries, many CD-ROM and on-line format. The unabridged Oxford and Webster dictionaries, many general desk, pedagogical and specialised dictionaries are available in the department general desk, pedagogical and specialised dictionaries are available in the department library. library.

Personal strategies to expand lexical competence ( e.g. make a note of new words, Personal strategies to expand lexical competence ( e.g. make a note of new words, group words into semantic fields)group words into semantic fields)

Reading as many types of text in English as possible, from newspapers and magazines to Reading as many types of text in English as possible, from newspapers and magazines to literature to specialized literature to reinforce both linguistic and cultural knowledgeliterature to specialized literature to reinforce both linguistic and cultural knowledge

Listening to TV or radio programmes in English ( e.g. BBC or CNN, e.g. the News or Listening to TV or radio programmes in English ( e.g. BBC or CNN, e.g. the News or documentariesdocumentaries))

Searching the Internet ( e.g. authoritative and reliable websites in English and for the Searching the Internet ( e.g. authoritative and reliable websites in English and for the learning of English, e.g. learning of English, e.g. wwwlearnenglish.britishcouncil.org/ and / and www.bbc.co.uk/worldservice/learningenglish/) )

Practicing oral communication with both native speakers and foreign students Practicing oral communication with both native speakers and foreign students Planning a study or work period abroad ( refer to official institutions such as The Planning a study or work period abroad ( refer to official institutions such as The

British Council or the American Embassies) British Council or the American Embassies) Becoming aware of one’s learning styles and preferencesBecoming aware of one’s learning styles and preferences Becoming aware of one’s mistakes and areas of difficultyBecoming aware of one’s mistakes and areas of difficulty Other Other

.

HOW TO STUDY THIS COURSE: HOW TO STUDY THIS COURSE: OPTIONS AND STRATEGIESOPTIONS AND STRATEGIES

OPTION 1 OPTION 1 Regular course Regular course

attendanceattendance Taking active part in Taking active part in

the lessons; following the lessons; following the lecturer’s advice; the lecturer’s advice; taking notes, revising taking notes, revising them and checking them and checking them against the set them against the set book; asking questions; book; asking questions; linking new to previous linking new to previous knowledge; developing knowledge; developing personal strategies for personal strategies for the study of the set the study of the set bookbook

Studying individually, Studying individually, in pairs or small groupsin pairs or small groups

OPTION 2OPTION 2 Individual study Individual study Developing effective Developing effective

strategies to strategies to understand the contents understand the contents of the book; to link new of the book; to link new to previous knowledge to previous knowledge and select the key and select the key points. Identifying points. Identifying difficulties and finding difficulties and finding ways of sorting them out ways of sorting them out (e.g. dictionaries, (e.g. dictionaries, encyclopaedias, other encyclopaedias, other students, lecturers)students, lecturers)

Studying individually, in Studying individually, in pairs or in small groups pairs or in small groups

BECOMING FAMILIAR BECOMING FAMILIAR WITH THE HANDBOOKWITH THE HANDBOOK

FOUR CHAPTERS WRITTEN FOUR CHAPTERS WRITTEN BY FOUR LECTURERS BY FOUR LECTURERS IN THIS UNIVERSITY IN THIS UNIVERSITY

( Mazzaferro, Pulcini,( Mazzaferro, Pulcini, Minutella, Prat) on:Minutella, Prat) on:

1.1. LANGUAGE CHANGE LANGUAGE CHANGE AND VARIATIONAND VARIATION

2.2. THE PRONUNCIATION THE PRONUNCIATION OF ENGLISHOF ENGLISH

3.3. THE GRAMMAR OF THE GRAMMAR OF ENGLISHENGLISH

4.4. THE ENGLISH LEXICON; THE ENGLISH LEXICON; FROM WORDS TO FROM WORDS TO PHRASEOLOGYPHRASEOLOGY

SHARED FEATURESSHARED FEATURESEach chapter Each chapter 1.1. ……is composed of the is composed of the

main text, the chapter main text, the chapter overview and a list of overview and a list of study questions and study questions and activities activities

2.2. … … is structured into is structured into titled and numbered titled and numbered sectionssections

3.3. … … has key-terms and has key-terms and names in bold print names in bold print (see analytic index)(see analytic index)

4.4. … … has key concepts in has key concepts in the marginthe margin

5.5. ……has a selected has a selected bibliography of bibliography of important referencesimportant references

SOME FEATURES OF AN SOME FEATURES OF AN ACADEMIC HANDBOOK ACADEMIC HANDBOOK

1 ACADEMIC ENGLISH. A handbook is written by experts 1 ACADEMIC ENGLISH. A handbook is written by experts to experts-to be. to experts-to be.

e.g. concepts and terms, which are widely shared by the e.g. concepts and terms, which are widely shared by the scientific community, are explained, or clarified scientific community, are explained, or clarified through examples. through examples.

e.g. Different approaches and terminologies may be e.g. Different approaches and terminologies may be presented and comparedpresented and compared

2 ACADEMIC CONVENTIONS 2 ACADEMIC CONVENTIONS e.g. use of graphic devices (e.g. italics), abbreviations e.g. use of graphic devices (e.g. italics), abbreviations

and phonetic symbols (pp.11-15), cross-references ( see and phonetic symbols (pp.11-15), cross-references ( see Chapter 3, §4), bibliographic conventions in the text and Chapter 3, §4), bibliographic conventions in the text and in the final bibliographiesin the final bibliographies

The set book is a model of style for students in the written The set book is a model of style for students in the written exam exam

From From A Handbook of Present-Day English,A Handbook of Present-Day English, chapter 4, p. 183 chapter 4, p. 183Read, understand and translate into Italian the following passage. Then discuss Read, understand and translate into Italian the following passage. Then discuss your translation with your neighbour and talk about how you sorted out the your translation with your neighbour and talk about how you sorted out the difficult points ( if any)difficult points ( if any)

1. The study of words 1. The study of words

To many people words are the most central and To many people words are the most central and obvious feature of language, almost a synonym of obvious feature of language, almost a synonym of speech. At the same time, words have always attracted speech. At the same time, words have always attracted the interest of scholars from different domains of the interest of scholars from different domains of knowledge such as philosophy, history of the language, knowledge such as philosophy, history of the language, neuroscience, literature and cultural studies, and we neuroscience, literature and cultural studies, and we have inherited a long and rich tradition of lexical have inherited a long and rich tradition of lexical studies. In particular, within linguistics lexicology studies. In particular, within linguistics lexicology deals with the description of the nature, meaning, deals with the description of the nature, meaning, history and use of the history and use of the vocabularyvocabulary of a language, also of a language, also referred to as its referred to as its lexis or lexicon.lexis or lexicon. Lexicography Lexicography covers the principles and the practices which are covers the principles and the practices which are applied to the writing of different types of applied to the writing of different types of dictionariesdictionaries and vocabulary reference works. and vocabulary reference works.

(FOLLOWS) (FOLLOWS)

The scientific study of lexis presupposes the The scientific study of lexis presupposes the awareness of a core of concepts and terms that are awareness of a core of concepts and terms that are shared with other areas of language study, mainly shared with other areas of language study, mainly morphology. Some phenomena on which there is a morphology. Some phenomena on which there is a good degree of consensus among scholars have good degree of consensus among scholars have already been dealt with in chapter 3. They are the already been dealt with in chapter 3. They are the definition – more complex than might be expected – definition – more complex than might be expected – of what a word is (chapter 3, § 1.1), the difference of what a word is (chapter 3, § 1.1), the difference between between word, word-form and lexemeword, word-form and lexeme (chapter (chapter 3, § 1.2) and the lexicographic concepts of 3, § 1.2) and the lexicographic concepts of entries, entries, headwords or lemmasheadwords or lemmas (chapter 3, § 1.2), the (chapter 3, § 1.2), the distinction between distinction between grammatical words and grammatical words and lexical wordslexical words (chapter 3, § 1.3) and (chapter 3, § 1.3) and inflectional inflectional morphology and derivational morphologymorphology and derivational morphology (chapter 3, § 2.4). (chapter 3, § 2.4).

The study of words The study of words

Lo studio delle paroleLo studio delle parole To many people words are the most central and obvious To many people words are the most central and obvious

feature of language, almost a synonym of speech. feature of language, almost a synonym of speech. Per molti le parole costituiscono l’aspetto più centrale e Per molti le parole costituiscono l’aspetto più centrale e

naturale del linguaggio, e ne sono quasi un naturale del linguaggio, e ne sono quasi un sinonimo.sinonimo.

At the same time, words have always attracted the interest of At the same time, words have always attracted the interest of scholars from different domains of knowledge such as scholars from different domains of knowledge such as philosophy, history of the language, neuroscience, literature philosophy, history of the language, neuroscience, literature and cultural studies, and we have inherited a long and rich and cultural studies, and we have inherited a long and rich tradition of lexical studies. tradition of lexical studies.

Al tempo stesso le parole hanno da sempre attirato Al tempo stesso le parole hanno da sempre attirato l’interesse di studiosi di diversi settori della l’interesse di studiosi di diversi settori della conoscenza quali la filosofia, la storia della lingua, le conoscenza quali la filosofia, la storia della lingua, le neuroscienze, la letteratura e gli studi culturali e noi neuroscienze, la letteratura e gli studi culturali e noi abbiamo ereditato una lunga e ricca tradizione di abbiamo ereditato una lunga e ricca tradizione di studi sul lessico.studi sul lessico.

In particular, within linguistics lexicology deals with In particular, within linguistics lexicology deals with the description of the nature, meaning, history and the description of the nature, meaning, history and use of the use of the vocabularyvocabulary of a language, also referred to of a language, also referred to as its as its lexis or lexicon.lexis or lexicon.

In particolare, nell’ambito della linguistica, la In particolare, nell’ambito della linguistica, la lessicologia tratta della descrizione, della lessicologia tratta della descrizione, della natura, del significato, della storia e dell’uso del natura, del significato, della storia e dell’uso del vocabolario di una lingua, cioé del suo lessicovocabolario di una lingua, cioé del suo lessico

Lexicography covers the principles and the practices Lexicography covers the principles and the practices which are applied to the writing of different types of which are applied to the writing of different types of dictionariesdictionaries and vocabulary reference works. and vocabulary reference works.

La lessicografia comprende i principi e le La lessicografia comprende i principi e le pratiche che si applicano alla stesura di diversi pratiche che si applicano alla stesura di diversi tipi di dizionario e testi di consultazione sul tipi di dizionario e testi di consultazione sul lessico. lessico.

The scientific study of lexis presupposes the The scientific study of lexis presupposes the awareness of a core of concepts and terms that awareness of a core of concepts and terms that are shared with other areas of language study, are shared with other areas of language study, mainly morphology. mainly morphology.

Lo studio scientifico del lessico presuppone la Lo studio scientifico del lessico presuppone la consapevolezza di un nucleo di concetti e consapevolezza di un nucleo di concetti e termini che sono condivisi con altre aree termini che sono condivisi con altre aree della linguistica, in particolare con la della linguistica, in particolare con la morfologiamorfologia. .

Some phenomena on which there is a good degree Some phenomena on which there is a good degree of consensus among scholars have already been of consensus among scholars have already been dealt with in chapter 3. dealt with in chapter 3. Alcuni fenomeni su cui Alcuni fenomeni su cui c’è un buon grado di consenso tra gli c’è un buon grado di consenso tra gli studiosi sono già stati trattati nel capitolo 3.studiosi sono già stati trattati nel capitolo 3.

They are the definition – more complex than might be They are the definition – more complex than might be expected – of what a word is (chapter 3, § 1.1), the expected – of what a word is (chapter 3, § 1.1), the difference between difference between word, word-form and lexemeword, word-form and lexeme (chapter 3, § 1.2) and the lexicographic concepts of (chapter 3, § 1.2) and the lexicographic concepts of entries, headwords or lemmasentries, headwords or lemmas (chapter 3, § 1.2), the (chapter 3, § 1.2), the distinction between distinction between grammatical words and grammatical words and lexical lexical wordswords (chapter 3, § 1.3) and (chapter 3, § 1.3) and inflectional morphology inflectional morphology and derivational morphologyand derivational morphology (chapter 3, § 2.4). (chapter 3, § 2.4).

Si tratta della definizione di parola, più complessa di Si tratta della definizione di parola, più complessa di quanto ci si potrebbe aspettare (capitolo 3, § 1.1.), della quanto ci si potrebbe aspettare (capitolo 3, § 1.1.), della differenza tra differenza tra parola, forma di parola e lessema parola, forma di parola e lessema ((capitolo 3 , § 1.2) e i concetti lessicografici capitolo 3 , § 1.2) e i concetti lessicografici di di voci/articoli e lemmi,voci/articoli e lemmi, la distinzione tra la distinzione tra parole parole grammaticali e parole lessicaligrammaticali e parole lessicali (capitolo 3, §1.3) e la (capitolo 3, §1.3) e la morfologia flessiva e derivazionalemorfologia flessiva e derivazionale ( capitolo 3, § 2.4) ( capitolo 3, § 2.4)