Ateneo - UPO

The integrated course consists of two teaching units that aim to provide the student with advanced notions of general, applied and cognitive linguistics: - Advanced applied Linguistics A - Advanced cognitive Linguistics. Teaching unit Advanced applied Linguistics A: Language, orality, and writing: the voice as a tool for knowledge and selfwareness. Teaching Unit Cognitive Linguistics 2nd level The fundamental principles of Cognitive Linguistics and their application to linguistic analysis from both synchronic and diachronic perspectives

Teaching unit Advanced applied Linguistics: 1) F. Albano Leoni, Voce. Il corpo del linguaggio, Roma, Carocci, 2022 (ALL); 2) D. Crepaldi, Neuropsicologia della lettura, Roma, Carocci, 2020 (ALL); 3) A. De Dominicis (a cura di), La voce come fenomeno culturale, Roma, Carocci, 2002, n. ed. 2023 (caps. 1 to 8, pp.7-157). 4) C. Severi, Il percorso e la voce. Un’antropologia della memoria, Torino, Einaudi, 2004 (part.: cap. III, pp. 185-239). Teaching unit Applied Linguistics A 2nd level: 1) Croft, W. and D. A. Cruse (2010). Linguistica cognitiva (edited by S. Luraghi). Roma: Carocci (chapters 6 and 7 excluded). 2) Luraghi, S. and L. Gaeta (2003, eds.). Introduzione alla linguistica cognitiva. Roma: Carocci (only chapters 7 and 8). 3) Any other content that will be uploaded on the platform DIR, including the slides used during the lessons.

The integrated course aims at enabling students to acquire the theoretical foundations necessary to analyze the main dynamics of applied and cognitive linguistics, in a more advanced way, to enable them to use the acquired theoretical knowledge in an autonomous and appropriate way. The measurement of these objectives will be possible during the verification of learning. Teaching unit Applied Linguistics A 2nd level: The course's primary objective is to provide students with the key linguistic, sociolinguistic, and ethnopragmatic notions necessary to correctly analyze language in all its diaphasic and diamesic aspects (orality, aurality, literacy, etc.), both through examples provided in class and during the final exam. A second, more advanced objective is to enable students to apply metalanguage and independently develop the concepts and methodologies learned to linguistic reasoning based on theoretical and empirical data related to the performative component of languages and the mythical-ritual aspects of the voice. A third objective is to prepare students for the teaching of applied linguistics. Teaching Unit Cognitive Linguistics 2nd level: The aim of the course at a basic level is to enable students to acquire the following knowledge, skills, and abilities: - Basic knowledge of the fundamental principles and notions of Cognitive Linguistics. - Basic knowledge of the main cognitive mechanisms influencing language, especially at the semantic and lexical levels, with particular reference to conceptual metaphor and theories of embodied cognition. - Ability to apply the cognitive approach to the analysis of linguistic phenomena, in both synchronic and diachronic perspectives. - Ability to explain the topics studied with sufficient clarity and using appropriate specialized terminology. The aim of the course at an advanced level is to enable students to acquire the following knowledge, skills, and abilities: - In-depth knowledge of the principles and notions of Cognitive Linguistics. - In-depth knowledge of the main cognitive mechanisms influencing language, especially at the semantic and lexical levels, with particular reference to conceptual metaphor and theories of embodied cognition. - Ability to apply the cognitive approach to the analysis of linguistic phenomena, in both synchronic and diachronic perspectives, with autonomy and by framing the strengths and limitations of this approach. - Ability to communicate even complex concepts of the discipline in an articulate manner and with full mastery of specialized terminology.

Both modules require a good knowledge of general linguistics; given the seminar and advanced nature of the courses, attendance is strongly recommended. Anyone who has never taken a general linguistics exam in the Triennio is required to replace the present integrated exam with the integrated exam LANGUAGE AND COGNITION L0686. Teaching unit Advanced applied Linguistics: Students who do not attend at least two-thirds of the lectures must agree on a specific program with the instructor at least three months before the chosen exam session. This program is valid until the February 2027 exam session, after which all students are required to request a new, updated program from the instructor.

Teaching unit Applied Linguistics A 2nd level: Lectures and online teaching (DIR); however, the material in the DIR is intended solely as an aid and does NOT replace the texts listed in the program's bibliography. During the lessons, students are expected to actively engage in the analysis and commentary on linguistic and ethnological data, including through short essays and written or oral reports that will contribute to the final assessment. This will develop the ability to analyze diachronic and synchronic material, the assimilation of applied linguistics teaching methodologies, and specific and appropriate communication and metalinguistic skills. Teaching Unit Cognitive Linguistics 2nd level: Lectures; practical activities based on online resources to explore the semantic and conceptual dimensions of language.

Students with disabilities, Specific Learning Disabilities (SLD), or Special Educational Needs (SEN) can request dedicated services and tools by contacting the Career Development and Coordination and Student Services Staff and by visiting the dedicated page on the University website: https://uniupo.it/it/servizi/servizi-studentidisabilied-dsa. Students with disabilities, SLD, or SEN, after contacting the University Staff, must contact the instructor in charge of the course to arrange the exam procedures at least 20 days before the exam; some of these procedures must be approved by the instructor in advance.

For both courses there is an oral exam; the exam will be passed when the grade is equal to or greater than 18/30. The final evaluation of the integrated exam will take into account the marks obtained in the single tests of the two teaching units of which it is composed and the evaluation of the overall degree of in-depth knowledge, autonomy in their application and communication skills, as specified by the training objectives and expected learning outcomes. In particular: Teaching unit Applied Linguistics A 2nd level: Oral exam lasting approximately 30-40 minutes. Students may withdraw during the exam and reject the grade at the end of the exam if they pass; a grade accepted immediately cannot be changed. The overall grade will be based on an evaluation of the appropriate use of specific meta-language, the accuracy and appropriateness of responses to questions on the texts indicated in the syllabus and in class, and the essay submitted by each student during the course. Honors will be awarded based on an evaluation of the student's ability to delve deeper and develop independent research. Teaching Unit Cognitive Linguistics 2nd level: The final exam is an oral assessment lasting approximately 30 minutes. Students will be asked questions covering topics from lectures and the core bibliography. This aims to check their understanding of the course objectives and expected learning outcomes. At least one question will focus on describing a specific case where the cognitive approach is applied to study past linguistic situations or analyze linguistic changes. The final grade will be based on: mastery of fundamental concepts (50%); ability to apply acquired knowledge to describe or analyze concrete linguistic phenomena (35%); use of scientific terminology when presenting arguments (15%). A cum laude distinction will be awarded for demonstrating a very in-depth understanding of all topics discussed during the exam, along with full mastery of the discipline’s terminology.

Teaching unit Applied Linguistics A 2nd level: The course will focus on analyzing the key characteristics of the voice as an intrinsic and inseparable element of language and its coevolution, from both a pragma-linguistic and sociocultural and historical-cognitive perspective. After identifying its animal and human origins and the basic functions related to the use of the phononic-acoustic apparatus and its biological coevolution, the course will address its perception and classification, its use as a working tool and as a cultural asset, and the relationships between the voice and historical-natural languages, between the voice and writing, between the voice and the neurolinguistics of reading (graphematics of languages and the history of alphabets, reading aloud, dyslexia, etc.). Finally, an examination of the ethnolinguistic and ethnopragmatic characteristics of the ritual voice will highlight some metalinguistic and cognitive peculiarities of the voice embodied by a traditional singer, linking them to the development of consciousness and self-consciousness, to inner voices. Teaching Unit Cognitive Linguistics 2nd level: This course will explore the foundational principles of Cognitive Linguistics. After a brief historical overview, the curriculum will delve into key concepts, including frames and prototypes, and examine the essential elements that underpin the processes of categorization and conceptualization of experience. The cognitive approach’s contribution (and limits) to lexical semantics will be illustrated and discussed, with particular attention to embodied cognition. A significant portion of the course will focus on metaphor as a fundamental mechanism for conceptualizing reality and its role in language. Through specific case studies, the course will further demonstrate how core assumptions of Cognitive Linguistics can be effectively applied to investigating past linguistic situations and analyzing linguistic change. Additionally, valuable resources for exploring the semantic and cognitive dimension of language, such as FrameNet, MetaNet, and linguistic corpora, will be presented and utilized during lectures.

Teaching Unit Advanced applied Linguistics: The goal is to achieve a level of competence that will allow successful completion of the course and subsequent professional applications wherever in-depth and advanced knowledge of general and applied linguistics is required. KNOWLEDGE AND UNDERSTANDING: Ability to illustrate the theoretical foundations of linguistic and ethno-pragmatic analysis presented in the course using the appropriate specific meta-language; ability to understand the linguistic differences between the various types of performative agency and texts produced in utterance. • ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: Ability to conduct linguistic analysis of texts, even those never analyzed before; identify, explain, and evaluate at least three of their main pragmatic, diamesic, and diaphasic characteristics (contextual characteristics and their textual impact, type of linguistic register chosen, focalization mechanisms, discourse cues, interruptions, overlaps, dialogic repetitions, evaluate the degree of involvement, symmetry or dissymmetry between interlocutors, self-referentiality and turn-taking identity, etc.); provide examples of at least two of the types of written and oral texts covered during the course. • JUDGMENT ABILITY: Know how to recognize the main linguistic phenomena at work in the proposed examples and propose their own appropriately and independently. • COMMUNICATIVE SKILLS: know how to express one's knowledge using specific metalinguistic terminology with awareness and fluency of expression. • LEARNING SKILLS: knowing how to delve into the topics presented and developing a capacity for critical analysis with respect to the theoretical and practical references presented during the course and their concrete application in one's own paper, also written with the aid of audiovisual and IT material, but withpou the use of IA. Teaching Unit Cognitive Linguistics 2nd level. To achieve the knowledge, skills, and abilities corresponding to a basic level, students are asked to demonstrate the following: Knowledge and understanding: Acquired a basic understanding of the topics covered in the course and the exam bibliography. Applying knowledge and understanding: Developed the ability to apply the fundamental notions of Cognitive Linguistics to the analysis of linguistic phenomena (at least those presented in lectures or the reference bibliography), from both a synchronic and diachronic perspective. Communication skills: Able to present arguments using specialized terminology with a good level of linguistic proficiency. To achieve the knowledge, skills, and abilities corresponding to an advanced level, students are asked to demonstrate the following: Knowledge and understanding: Acquired an in-depth understanding of the topics covered in the course and the exam bibliography. Applying knowledge and understanding: Developed the ability to autonomously apply the fundamental notions of Cognitive Linguistics to the analysis of linguistic phenomena, from both a synchronic and diachronic perspective. Communication skills: Able to present arguments with full mastery of specialized terminology.