- Author:
Silvia Corino Rovano
- E-mail:
silviamargherita.corinorovano@unito.it
- Institution:
Università degli Studi di Torino
- Year of publication:
2018
- Source:
Show
- Pages:
51-69
- DOI Address:
https://doi.org/10.15804/IW.2018.09.03
- PDF:
iw/09_1/iw9103.pdf
The “Golden Rules ” of GDLI: When Style Sheet Becomes Grammar
All dictionary editors have editorial rules. In fact, every collaborator must follow the style foreseen by the publication. To this end, every person who intends to participate in the editorial work is usually provided with a more or less consistent style sheet that contains the rules for writing the lemmas.
The editors of the GDLI were also provided with this type of material. Each collaborator, in fact, received a thin booklet entitled “Auree norme”, or “Golden rules”, that he had to follow. However, upon a careful examination of this precious file, the indications provided by the GDLI appear richer and more articulated than the usual set of editorial norms. In fact, they do not only contain a set of formal and typographical rules, but they have a much wider perspective: the editor is faced with a series of indications concerning spelling and grammar. The present research aims to identify the norms of grammatical interest and some elements of morphology and syntax that emerged during the discussion of the editing process of these dictionaries.
- Author:
Enrico Serena
- E-mail:
enrico.serena@ruhr-uni-bochum.de
- Institution:
Ruhr-Universität Bochum
- Year of publication:
2018
- Source:
Show
- Pages:
247-269
- DOI Address:
https://doi.org/10.15804/IW.2018.09.13
- PDF:
iw/09_1/iw9113.pdf
Models of Grammatical Description in Italian Textbooks for German-Speaking Learners
This paper investigates the conceptual and terminological framework employed in the grammatical sections of Italian textbooks for German-speaking adult learners. The paper especially aims to establish what relationship these sections have with the framework of traditional grammar (TG) and models of grammatical description in modern linguistics (ML). The analysis takes the following variables into account: 1) treatment of parts of speech, paying particular attention to manners of presentation and criteria of definition; 2) presence or absence of explicit or implicit references to the concept of “phrase”; 3) treatment of the syntactic functions of subject, direct and indirect objects, and complements; and 4) employed terminology. The analysis leads to several conclusions. First, the most remarkable differences in the treatment of parts of speech from textbook to textbook concern articles and transversal classes such as demonstratives, indefinites, and possessives. Additionally, when parts of speech are explicitly defined, the definitions do not follow homogeneous criteria. Furthermore, references to the concept of “phrase”, fundamental in ML and unknown or ignored in TG, are only implicit. Moreover, though the functions of subject, object, and complements are mentioned often, they are never explicitly defined. Finally, terminological choices are somewhat eclectic, as they include terms from international metalinguistic terminology as well as technical vocabulary from the German and Italian school traditions.
- Author:
Elżbieta Jamrozik
- E-mail:
e.jamrozik@uw.edu.pl
- Institution:
Uniwersytet Warszawski
- ORCID:
https://orcid.org/0000-0003-1614-0908
- Year of publication:
2018
- Source:
Show
- Pages:
93-117
- DOI Address:
https://doi.org/10.15804/IW.2018.09.18
- PDF:
iw/09_2/iw9205.pdf
The evolution of grammatical terminology in course books of the Italian language for Poles (17th–19th centuries)
The subject of research is that of changes in grammatical terminology that can be observed on the basis of four course books of Italian language for Poles published between 1675 and 1869. The first of them is marked by the Latin terminology that manifests in the adaptation of Latin terms as well as in the direct translation of their basic meaning into Polish. Moreover, the instability of terminology results in the co-occurrence of various forms of the Polish term or in the co-occurrence of Polish and Latin terms. The other two course books by anonymous authors, which seem to be adaptations of French course books, do not include Latin terminology, whereas names for word classes are, with a few exceptions, consistent with the Polish nomenclature devised by the Commission of National Education in the Enlightenment. In comparison to the previous course books, the last one involved in this research is more modern with regards to solutions that are typical for articles and other categories that are characteristic of Romance languages.
- Author:
Camilla Spaliviero
- E-mail:
camilla.spaliviero@unive.it
- Institution:
Università Ca’ Foscari Venezia
- ORCID:
https://orcid.org/0000-0001-8070-5745
- Year of publication:
2018
- Source:
Show
- Pages:
255-275
- DOI Address:
https://doi.org/10.15804/IW.2018.09.26
- PDF:
iw/09_2/iw9213.pdf
Teaching Italian grammar as a foreign language: a didactic resource
Teaching Italian grammar involves several critical aspects, amongst which is a recurring lack of motivation in students. Therefore, combining the teaching of grammar with the use of potentially appealing resources for students is a challenge for the teacher of Italian as a foreign language (FL). With regards to this, songs represent an important didactic resource; in fact, they can motivate students’ learning, are texts full of linguistic and cultural references (such as the variety of sociolinguistic registers or rhetorical figures), and foster the memorisation of lexical and grammatical structures thanks to their intrinsic characteristics (like rhythm and melody). In order to take advantage of the potentialities of songs, the teacher of Italian as a FL should acquire both appropriate methodological competences and a broad collection of didactic techniques to present the various grammatical topics.
The essay is divided into four sections: the first attempts to explore the teaching of Italian grammar from a humanistic perspective; the second is devoted to the presentation of the critical aspects that characterise it, together with the introduction of some possible solutions, such as the use of songs, which is debated in the third section. Finally, the fourth and last part is concerned with some didactic considerations about how and when to use songs for grammatical purposes.
- Author:
Khuraman Aghasalam Aliyeva
- E-mail:
kifa.m@bk.ru
- Institution:
Baku Slavic University, Azerbaijan
- ORCID:
https://orcid.org/0009-0001-6786-3068
- Year of publication:
2024
- Source:
Show
- Pages:
85-95
- DOI Address:
https://doi.org/10.15804/so2024406
- PDF:
so/32/so3206.pdf
This study provides a comparative understanding of how German and Azerbaijani texts are formed, perceived and evaluated in their respective linguistic and cultural contexts, by studying lexico-grammatical relationships and their functions in building thematic coherence and semantic relations. This analysis shows that each language uses certain syntactic and lexical techniques to create coherence and convey meaning, reflecting broader cultural and communicative practices. In Germany, for example, attention to syntax and precision in word choice are the main elements of a critical approach to the text, while Azerbaijanis prefer situational actions focused on word order and context. The difference in these two aspects leads not only to a better understanding of the unique presentation of the text in each language, but also to intercultural communication and translation practice. Moreover, from this point of view, we become more informed about how linguistic elements relate to social and cultural frameworks, and thus see vital intersections of linguistic structure and cultural values. The German language often uses strict word order and clear grammatical markers to determine the relationship of ideas, which is the main factor ensuring the logical and structured organization of the text. This indicates that it also contains broader societal values that require a clear, formal and systematic presentation of information. This applies not only to a specific aspect of linguistic structures, but also to how translation, intercultural communication and language learning should be carried out based on the existing context. It is emphasized that context-sensitive methods are necessary to convey values using different languages. In addition, this study shows that scientific language affects oral and structural written speech. While in intonation and grammar, the language uses the functionality of the flow of words, relying on cultural and communicative realities and consolidating them.