University
of Rome III _ School of Humanities _
Degree in Languages and International Communication |
Academic Year: 2004-05 _ Course convener: Patrick Boylan _ Email: 3oi @ boylan.it for this module
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click
on the orangedots
cliccare
sui puntini
rossi
N.B.
I programmi dei moduli
offerti nel 2004-05 non sono più materia d'esame dopo febbraio
2008
non verranno più
conservati dopo tale data i compiti svolti dagli studenti né i
relativi voti assegnati..
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Students' |
MISSING ENROLLMENT FORMS Please tell the following students that they have NOT enrolled and therefore the work they have done cannot be entered into the computer and will not count. Tell them they can still enroll now but to hurry up and do so. Thanks. Michela Marcoccio
All students who qualify as frequentanti:
read chapters 2, 5, 9. Sara Garofolo (3 absences) you are a
frequentante mica tanto but if you do all the activies,
read just chapters 2, 5,9 and 3; Would the current group leader please send me the names of the people in the photos, in the order in which the people appear? Thanks.
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Syllabus |
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Interactants
in L1/L2 and lingua franca encounters in English are often
uncertain about the other party's linguistic-cultural matrix
(felt values). This leads them to adopt collegially a
so-called "neutral stance" in framing utterances or in
communicating behaviorally, in order to ensure minimal
understanding and to avoid critical incidents.
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Handouts |
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<cliccare "Learning
language as culture" |
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Slides
written by prof. Roger Bell of the Esade School of Negotiation,
Universitat Ramon Llull, Barcellona (Spain), by courtesy of the
author. |
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LESSONS |
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*
October 29: No
lesson, teacher away (conference, Berlin)
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11 Oct. |
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13 Oct. |
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15 Oct. |
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18 Oct. |
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20 Oct. |
There were many absent students last time (they had an exam for another class), so repetition of the previous lesson. Since the first lesson of this course was (necessarily) spent on organizing groups and explaining procedure, and since one lesson will be lost because of the bus strike and two lessons have been lost repeating previous lessons, out of the eight lessons composing this course you will have attended, to all effects: 4 lessons. This is a problem. You see, the purpose of this course is to teach you English in a new perspective ("Language as a behavioral matrix, a will to mean"). You have learned English so far as lists of words to analyze and lists of syntax rules to use. But, in the new perspective of this course, learning a foreign language becomes much more: it involves internalizing a new will to mean through a transformation of consciousness; it involves acquiring an ethnographic capacity to learn from one's interlocutors the precise cultural meanings of the expressions they use. QUESTION: Is it possible to do all this in 4 lessons when you have been indoctrinated in the philological and descriptive-linguistic view of language (and, specifically, English) for hundreds of hours of lessons? ANSWER: It will be possible only if you put in the individual effort to learn on your own what, in this class, I can only illustrate as a possible alternative to the lexis/syntax view of language and language learning. And if you put in all the effort you can to make the best use of the 4 lessons we have at our disposition.
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22 Oct. |
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25 Oct |
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27 Oct |
- Photos of the people
not in the photo album here> |
3 Nov |
Chapter 2: Onion:
symbols, heroes, rituals, values. Chapter 5: LAC
= Linguistic Awareness of Cultures to analyze communicative
events. Social meaning: lexicon. Predicative meaning:
speech acts. Genre meaning: discourse conventions.
Thematic meaning: topics. Situational meaning: register.
Cultural meanings: values/attitudes. Chapter 9: Defining communicative competence. Defining intercultural communicative competence. Dialog features.
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Marking Scheme |
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Italian school marking system: |
1 - 3 |
4, 5 |
6 |
7, 8 |
(9, 10) |
Points for each Task completed: |
1 |
2 |
3 |
4 |
(5) |