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 an
instrument of knowledge.

Teaching Unit Cognitive Linguistics 2nd level:
The course will introduce the cognitive revolution that reaches linguistics from cognitive sciences; also the opposition between chomskian theories and those more properly cogntive. The principal phases of the cognitive process will be illustrated: perception, categorization, representation. The most important cognitive linguistic theories will be presented showing how they share the notion that conceptualization is at the basis of linguistic expression. The cognitive theory of metaphor will be described. The most important projects in the field will be described (FrameNet, MetaNet, CMR) as well as the resources necessary. In particular the cognitive models of space will be shown and their implication for the spatial language, including linguistic typology. In particular motion verbs and motion expressions will be treated. In addition, a brief sketch of the studies in NVC will be presented. Finally the possibility that neurolinguistics may offer an alternative to cognitive linguistics wil be discussed.

Teaching unit Applied Linguistics A 2nd level:
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 (caps. 1
to 8, pp.7-157).
For non-attending students add:
4) C. Severi, Il percorso e la voce. Un’antropologia
della memoria, Torino, Einaudi, 2004 (part.: cap. III,
pp. 185-239).

Teaching Unit Cognitive Linguistics 2nd level:
1) Croft W e Cruse D. A. (2010), Linguistica cognitiva, Roma, Carocci. Edizione italiana a cura di Silvia Luraghi.
2) Monica Mosca (2010), Eventi di moto in italiano tra sintassi e semantica. Uno studio cognitivo empirico, Pisa, Edizioni Plus. only few chapters: I, II, VII.

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.

In particular:

Teaching Unit Advanced applied Linguistics:
The first objective of the course is to provide the
student with the main linguistic, sociolinguistic and
ethnopragmatic notions necessary to correctly
analyze language in all its diaphasic and diamesic
aspects (orality, aurality, literacy, etc.), both in the
examples provided in class than during the final
check. A second, more advanced objective is to
enable the student to apply the metalanguage and
independently develop the concepts and
methodologies learned for linguistic reasoning on
theoretical and empirical data connected to the
performative component of languages and to 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:
Students will acquire knowledge of the foundations of cognitive semantics, typological aspects of languages and principal processes of grammaticalisation. They will be able to identify the theories and the processes studied and to give examples. They will recognise the structures analysed during the course and to derive implications. They will be able to carry simple field research. They will explain organically the phenomena studied during the course and to identify logical conections. They will be able to read general texts and scientific articles (also in English).

Both modules require a good knowledge of
general linguistics; given the seminar and advanced nature of the
and advanced nature of the courses, attendance is strongly
highly recommended.

Specifically:

Teaching unit Applied Linguistics A 2nd level:
Those who have never taken a linguistics examination in their previous university career must replace this course/program with General Linguistics A from the three-year Languages programme.

Teaching Unit Cognitive Linguistics 2nd level:
Foundations of linguistics, with particular attention for the cognitive paradigm both chmoskian and not. No knowledge of classical language is required, but the ability to discriminate the variety of linguistic forms is necessary.

Teaching unit Applied Linguistics A 2nd level:

Lectures and online teaching (DIR); the material in DIR
however, constitutes only and only an aid and does NOT replace in any
way the texts indicated in the program bibliography.
During the course of the lectures, it is expected that
active involvement of students through the examination, analysis and commentary of
linguistic and ethnological data, including short papers and mandatory reports assigned by the lecturer, in order to
develop the ability to analyze material
diachronic and synchronic, the assimilation of teaching methodologies
of applied linguistics and specific communication skills.

Teaching Unit Cognitive Linguistics 2nd level:

lectures, on-line educational materials, workshops in the course of the year, experiences in field research.

Students with disabilities or Specific Disorders
Learning (DSA) or with
Special Educational Needs (BES) may request services and tools
specifically dedicated to them
by contacting the Career Development and Coordination Staff and Services to
Students and
by consulting the dedicated page of the University website:
https://uniupo.it/it/servizi/servizi-studentidisabilie-
dsa. Students with disabilities, DSA, BES, once they have
once contacted the University Staff,
they must contact the teacher in charge of the teaching to agree on the
examination arrangements at least 15 days before the examination itself; some of
these arrangements must be approved by the teacher in advance.

Those who wish to take the integrated examination as a course
single or externally will necessarily have to
agree with both lecturers of the two modules on a
personal program.

Teaching unit Applied Linguistics A 2nd level:
Those who have never taken a linguistics exam during their previous college career are required to substituting this course with General Linguistics A from the three-year Languages program.
This syllabus is valid until the examination session
of February 2026, after which everyone is required to ask the lecturer for a
new updated syllabus.

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 examination lasting approximately 30-40
minutes.
During the examination it is possible to withdraw
and at the end of the examination to reject the grade
if positive; the grade accepted on the spot can no
longer be changed. The formulation of the overall
grade will be based on the assessment of the
appropriate use of the specific metalanguage and
the accuracy and appropriateness of the answers to
the questions on the texts indicated in the syllabus
and in class. Honours will be awarded on the basis
of an assessment of in-depth and independent
elaboration skills. In accordance with Art. 35 of the
University Teaching Regulations, students may sit
for the same examination no more than three times
in one academic year.

Teaching Unit Cognitive Linguistics 2nd level:
The final test consists into an interview of about 30'. The interview starts with the discussion on a subject chosen by the student (about 10'). If the student has written a personal research thesis the interview will continue with a discussion on the thesis, otherwise it will include two more question on subjects chosen by the teacher. The examination will be passed if the student will have reached ht emote of at least 18/30. To the final evaluation contribute 1) the ability to speak fluently of the required subjects (20%), 2) the mastering of the fundamentals of the discipline (50%) and 3) the ability to express motivated personal opinions on the different subjects of the discipline (30%).

Teaching unit Applied Linguistics A 2nd level:
The course will focus on the analysis of the main
characteristics of the voice as an intrinsic and
indissoluble element of language and its coevolution,
both from a pragma-linguistic, sociocultural
and historical-cognitive point of view. After
having identified the animal and human origins and
the basic functions related to the use of the phonicacoustic
apparatus and its biological evolution, the
voice will face perception and classification, its use
as a work tool and as a cultural asset, and the
relationships between voice and historical-natural
languages, between voice and writing, between
voice and neurolinguistics of reading (graphematics
of languages and history of alphabets, reading
aloud, dyslexia, etc.). Finally, the examination of the
ethnolinguistic characteristics of the ritual voice will
highlight some metalinguistic and cognitive
peculiarities of the voice that is embodied in a
traditional cantor, linking them to the development of
consciousness and self-awareness, to the voices
within.

Teaching Unit Cognitive Linguistics 2nd level:
unit 1 (2 hrs): Cognitive linguistics, one name many souls; relations with Cognitive Science
unit 2 (1 hrs): Chomsky and the theories of language and of human mind
unit 3 (1 hrs): the reaction against chomskian formalism
unit 4 (2 hrs): the basis of cognition: perception and "embodiment"
unit 5 (2 hrs): categorization; Rosch's prototypes.
unit 6 (2 hrs): The representation: mental spaces, image schemas, frames
unit 7 (1 hrs): FrameNet project
unit 8 (1 hrs): Form and content; a quasi-saussurian approach
unit 9 (2 hrs): cognitive grammars
unit 10 (2 hrs): cognitive theory of metaphor; figurative language
unit 11 (2 hrs): the most important projects on metaphor:MML, MetaNet, CMR
unit 12 (1 hrs): universalism vs. relativism
unit 13 (2 hrs): the basic metaphor, space ( and time)
unit 14 (2 hrs): space language
Unit 15 (2 hrs): verbal and non-verbal language.
Unit 16 (2 hrs): Cognitive vs. neural approach
Unit 17 (2 hrs): Theoretical vs. corpus-based approach
Unit 18 (1 hrs): field research on spatial language; collection of spontaneous and elicited language samples.
Unit 17 (2 hrs): elaboration of the collected materials and discussion.
Free discussions will be held during the course after Units 5, 7, 11, 14.

The integrated course consists of two didactic units
that aim to make the student understand and learn
advanced notions of general and applied linguistics
and cognitive linguistics, both theoretical and
practical notions that will be applied to concrete
case studies, including in foreign languages, in
which he or she will have to prove, at an advanced
level, that he or she can critically and autonomously
use what has been learned. Specifically, the
expected learning outcomes are as follows:

Teaching unit Applied Linguistics A 2nd level:
The pre-established objective is the achievement of
a level of competence such as to profitably allow the
conclusion of the course of study and subsequent
work applications wherever in-depth and advanced
knowledge of general and applied linguistics are
required.
KNOWLEDGE AND UNDERSTANDING: knowing
how to illustrate the theoretical bases of linguistic
and ethnopragmatic analysis presented in the
course with the appropriate specific metalanguage;
knowing how to understand the linguistic differences
between the different types of performative agency
and texts produced in the utterance. • ABILITY TO
APPLY KNOWLEDGE AND UNDERSTANDING:
Knowing how to set up the linguistic analysis of
texts, even those that have never been analyzed
before; identify, explain and evaluate at least three
of their main pragmatic, diamesic and diaphasic
characteristics (context characteristics and their
textual impact, type of linguistic register chosen,
focusing mechanisms, discursive signals,
interruptions, overlaps, dialogic repetitions, evaluate
the degree of involvement , of symmetry or
dissymmetry between the interlocutors, selfreferentiality
and identity of those who take turns,
etc.); provide examples of at least two of the types
of written and oral texts addressed during the
course. • MAKING JUDGMENTS: Knowing how to
recognize which are the main linguistic phenomena
that operate in the proposed examples and
appropriately propose their own. •
COMMUNICATION SKILLS: knowing how to
express one's knowledge using the specific
metalinguistic terminology with awareness. •
LEARNING SKILLS: knowing how to deepen the
topics presented and develop a capacity for critical
analysis with respect to the theoretical references
presented during the course and their concrete
application.

Teaching Unit Cognitive Linguistics 2nd level:
Students will acquire knowledge of the foundations of cognitive semantics, typological aspects of languages and principal processes of grammaticalisation. They will be able to identify the theories and the processes studied and to give examples. They will recognise the structures analysed during the course and to derive implications. They will be able to carry simple field research. They will explain organically the phenomena studied during the course and to identify logical connections. They will be able to read general texts and scientific articles (also in English).