Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
This information is intended exclusively for students already enrolled in this course.If you are a new student interested in enrolling, you can find information about the course of study on the course page:
Laurea in Lingue e letterature straniere - Enrollment from 2025/2026The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
2° Year activated in the A.Y. 2017/2018
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
3° Year activated in the A.Y. 2018/2019
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
One course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
1st foreign language
2nd foreign language
1st foreign literature
2nd foreign literature
One course to be chosen among the following
One course to be chosen among the following
Modules | Credits | TAF | SSD |
---|
Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Introduction to Russian Linguistics (2017/2018)
Teaching code
4S002967
Teacher
Coordinator
Credits
6
Language
Russian
Scientific Disciplinary Sector (SSD)
L-LIN/21 - SLAVIC STUDIES
Period
Semester 2 dal Feb 26, 2018 al Jun 9, 2018.
Learning outcomes
At the end of the course students will be able to:
– apply formal linguistic notions to Russian syntax
– describe Russian grammatical phenomena at the interface between syntax and pragmatics, in both Italian and Russian
– identify the most problematic aspects in the acquisition of the grammar of Russian as a second language
– reflect critically on the construction of a syllabus for teaching Russian grammar to second language learners
===============
В результате освоения дисциплины, студенты сумеют:
− применять сведения общего языкознания в синтаксисе русского языка
− описывать грамматические явления русского языка в пределах синтаксиса и прагматики, как на итальянском так и на русском языке
− идентифицировать проблемы обучения грамматики русского языка как иностранного
− критично обсуждать программы преподавания грамматики русского языка как иностранного
Program
*PROGRAMME*
(a) Theory
We will analyse the means by which Russian encodes the main grammatical functions (subject, object, etc.) and discourse functions (topic, focus, etc.), as well as how speakers use such means to provide the propositional content with their own perspective. Special attention will be given to cross-linguistic comparisons with Italian.
(b) Applications to the theory
We will investigate the sequence in which learners of Russian as a second language acquire the structures analysed in the first part of the course, as well as discuss how to teach them most effectively.
*BIBLIOGRAPHY*
• Slides and handouts of the lecturer – uploaded on the e-learning webpage.
• King, T. H. 1995. Configuring Topic and Focus in Russian. Stanford, CA: CSLI Publications. Chh. 4 (pp. 63-94) and 8 (pp. 175-184).
• Bettoni, C. & Di Biase, B. Processability Theory. Theoretical bases and universal schedules. In C. Bettoni & B. Di Biase (eds), Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory, pp. 19-79. EUROSLA Monograph series, 2015.
• Artoni, D. & Magnani, M. Acquiring case marking in Russian as a second language. In C. Bettoni & B. Di Biase (eds), Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory, pp. 177-193. EUROSLA Monograph series, 2015.
• Magnani, M. & Artoni, D. Teaching learnable grammar in Russian as a second language: a syllabus proposal for case. In E. F. Quero Gervilla, B. Barros García, T. R. Kopylova (eds), Trends in Slavic Studies, pp. 57-70. Editorial URSS, 2015.
All texts are uploaded on the e-learning webpage.
Programme and bibliography are the same for both attending and non-attending students.
*TEACHING METHODS*
– Slides and handouts, uploaded on the e-learning webpage
– Workshops
– Group work
The course will be taught partly in Russian and partly in Italian.
===============
*ПРОГРАММА*
(1) Теоретическая часть
Эта часть курса сосредоточится на лингвистических средствах, употребленных русским языком для кодификации грамматических функций (субъект, объект, и т.д.) и дискурсивных функций (топик, фокус). Главная цель – определить каким образом эти средства позволяют говорящему отдать собственную перспективу пропозициональному содержанию. Особое внимание будет уделяться на сравнению русского и итальянского языков.
(2) Прикладная часть
Эта часть курса посвящается обучению грамматики русского языка как иностранного, особенно применительно к синтаксическим структурам, анализированным в первой части курса. Главный фокус – понятие существования последовательного порядка в обучении грамматики и ее преподавания.
*БИБЛИОГРАФИЯ*
• Слайды доцента, в странице e-learning.
• King, T. H. 1995. Configuring Topic and Focus in Russian. Stanford, CA: CSLI Publications. Capp. 4 (pp. 63-94) e 8 (pp. 175-184).
• Bettoni, C. & Di Biase, B. Processability Theory. Theoretical bases and universal schedules. In C. Bettoni & B. Di Biase (eds), Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory, pp. 19-79. EUROSLA Monograph series, 2015.
• Artoni, D. & Magnani, M. Acquiring case marking in Russian as a second language. In C. Bettoni & B. Di Biase (eds), Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory, pp. 177-193. EUROSLA Monograph series, 2015.
• Magnani, M. & Artoni, D. Teaching learnable grammar in Russian as a second language: a syllabus proposal for case. In E. F. Quero Gervilla, B. Barros García, T. R. Kopylova (eds), Trends in Slavic Studies, pp. 57-70. Editorial URSS, 2015.
Все материалы можно скачать в странице e-learning.
Для углубления тем общего синтаксиса, рекомендуется этот сборник:
Donati, C. La sintassi. Regole e strutture. Il Mulino, 2008.
Программа и библиография одинаковы для всех студентов (посещающих и не посещающих уроки).
*МЕТОДИКА ПРЕПОДАВАНИЯ*
Слайды, которые студенты могут скачать в странице e-learning
Критичное обсуждение лингвистических явления через конкретные примеры
Групповая работа
языки: русский и итальянский
Author | Title | Publishing house | Year | ISBN | Notes |
---|---|---|---|---|---|
King, T.H. | Configuring Topic and Focus in Russian | Stanford, CA: CSLI Publications | 1995 | ch. 4 (pp. 63-94) and ch. 8 (pp. 175-184) | |
Bettoni, C. & Di Biase, B. | Grammatical Development in Second Languages: Exploring the Boundaries of Processability Theory | EUROSLA Monograph series | 2015 | ch. 1 & ch. 5 | |
Magnani, M. & Artoni, D. | Teaching learnable grammar in Russian as a second language: a syllabus proposal for case | Editorial URSS | 2015 | Article in journal |
Examination Methods
Oral exam. Attending students can write a short essay related to the second part of the course, on a topic chosen with the help of the lecturer.
*PREREQUISITES*
There is no formal requirement to follow this course and take the exam. However, in order for students to follow the course effectively, it is desirable that they have at least taken a course in general linguistics, as well as being up-to-date with language exams.
*CONTENTS*
The exam will cover all topics dealt with thoughout the course.
At the end of the course, students will be provided with a more detailed list of the topics.
*LANGUAGE*
Students can choose whether they want to take the exam in Russian or in Italian, but it is crucial that they are able to interpret and provide examples in Russian of the language phenomena analysed.
*ASSESSMENT CRITERIA*
Particular attention in the final evaluation is given to:
– content accuracy and completeness
– knowledge of the subject-specific lexicon
– precision in the discussion of the topics
– critical ability in reasoning, commenting on and bringing examples as evidence for specific argumentations
– originality in establishing connections among the various topics
– active participation in class (for attending students)
Repeating mechanically and mnemonically the contents of the course, logical fallacies in the argumentation, insufficiently mastering the technical terminology will have a negative impact on the evaluation.
*ASSESSMENT METHODS*
Each of the two parts of the course covers half of the exam. The final mark (expressed in thirties) is thus the mean score of the two parts.
Students who write the essay on the second part will receive a mark in thirties on the essay, which will count as half of the exam.
===============
Устный экзамен. Студенты, посещающие уроки, могут сочинить маленькую статью о теме, связанной со второй частью курса.
*УСЛОВИЯ ДОПУСКА К ЭКЗАМЕНУ*
Не существует никакого формального условия допуска к экзамену, НО желательно, чтобы студенты уже посетили курс по общему языкознанию и сдали экзамены по русскому языку за первый и второй год.
*СОДЕРЖАНИЕ*
Вопросы экзамена будут отражать основные понятия и темы курса.
В конце курса студенты получают подробный список аргументов экзамена.
*ЯЗЫК*
Студенты имеют возможность выбрать язык экзамена, но они должны уметь понять русский язык и привести примеры синтаксических структур на русском.
*КРИТЕРИИ КОНТРОЛЯ КАЧЕСТВА ЗНАНИЙ*
Чтобы получить положительную оценку, студенты должны показать
– полноту ответа с точки зрения содержания
– владение специальной терминологией и лексикой дисциплины
– точность в обсуждении разных тем
– критичные способности рассуждения, умение понять и привести примеры как доказательство собственной аргументации
– оригинальность в установлении связей между разными темами
– активное участие на лекции (для студентов, посетивших уроки)
Отрицательный эффект на итоговую оценку имеют: мнемоническое повторение содержаний, логичные пробелы в аргументации, незнание специальной терминологией дисциплины
МЕТОДИКА КОНТРОЛЯ:
Каждая часть курса считается половиной экзамена. Поэтому, итоговая оценка (выражена до 30/30) является средним арифметическим между двумя частями.
Если студенты пишут статью о теме связанной со второй частью курса, статья будет оценена по 30-бальной системе, и считается половиной экзамена.