Ateneo - UPO

Historical pragmatics: construction of dialogic interaction from a diachronic perspective.

(1) Slides and all the other material uploaded on DIR.
(2) Fedriani Chiara e Maria Napoli, Pragmatica storica dell’italiano: ieri, oggi, domani. In Studi e Saggi Linguistici LXIII, 2, 2025 [available on DIR].
(3) Sansò Andrea, I segnali discorsivi, Carocci, Roma, 2020: only chapter 2 (Come nascono e si sviluppano i segnali discorsivi).
(4) For students who do attend the course: 2 papers to be chosen among those that will be made available on DIR. For students who do not attend the course: 3 papers to be chosen among those that will be made available on DIR.
(5) Fedriani Chiara and Maria Napoli. 2020. Se insegnare la legge di Grimm ti fa sentire un brontosauro. Un esperimento per una didattica partecipata. In: A. Sansò (ed.), Insegnare linguistica: basi epistemologiche, metodi, applicazioni, Atti del LIII Congresso della Società di Linguistica Italiana, Università dell’Insubria, 19-21 settembre 2019. Officina 21, Milano: pp. 131-146 (https://www.societadilinguisticaitaliana.net/wp-content/uploads/2021/01/009_Fedriani_Napoli_Atti_SLI_LIII_Insubria.pdf).
(6) Domaneschi Filippo, Introduzione alla Pragmatica, Carocci, Roma, 2014 [as an introductory reference manual].

The first aim of this course is to bring students to tackle the main questions, problems and challenges posed by historical pragmatics, so that they can deepen: (1.1) their knowledge of the theoretical and methodological tools to analyze language use in different historical stages from an interactional perspective; (1.2) their understanding of the way in which languages change is pragmatically influenced.
A further, more advanced, aim is to develop students’ ability of applying theoretical and methodological principles to the survey of empirical data from various languages and to the examination of specific case studies, with a special focus on the Italian language, in order to understand and interpret the complex correlation between various pragmatic phenomena, structural linguistic elements, and contextual constraints.
Finally, didactic methods for teaching Historical and General Linguistics will be dealt with, taking the topics examined during the course as a starting point.

The 6 credits to be earned are allocated as follows for attending students:
1.5 credits of direct and interactive teaching;
4.5 credits of independent study.

Students should have basic knowledge of general linguistics and mainly historical linguistics.
Students who have never taken an exam in historical linguistics are required to contact the teacher in advance regarding supplementary study material, consisting of an introductory textbook (or parts of it, for those who already have basic knowledge of general linguistics). Fulfilment of these prerequisites will be assessed as a preliminary part of the exam.

Lectures and “Web didactic” (DIR). Interactive teaching is also included during the course. Students will be required to exam, discuss and present linguistic data and case studies (mainly taken from the DIADIta corpus) is also envisaged, in order to develop the ability to analyze language, the assimilation of didactic methodologies and communicative skills.

Since the course is conceived of as a seminar, attendance is strongly recommended.
Students with physical disabilities, learning disabilities or special education needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The final exam consists of an oral examination lasting approximately 30 minutes, aimed at verifying the acquisition of knowledge and understanding of the relevant topics (those included in the objectives and the expected learning outcomes) and the use of appropriate scientific terminology through a 3-section structure: Sect. 1 = questions on fundamental issues concerning historical pragmatics, with a focus on the different pragmatic phenomena analyzed; Sect. 2 = discussion of data on which to test both the theoretical and methodological knowledge acquired and the ability of applying it empirically (mainly on the basis of the material examined during the course and put on DIR); Sect. 3 = didactic methodologies for teaching linguistics.

The final evaluation will be based on the following criteria: use of appropriate scientific terminology = 10%; answers to questions from Section 1 = 40%; answers to questions from Section 2 = 40%; answers to questions from Section 3 = 10%.

Grades are assigned according to the following criteria:

A. Marks in the 18–22 range will be awarded for:
• sufficient knowledge and understanding of theoretical and methodological principles of historical pragmatics;
• limited autonomy in making critical judgments on linguistic data and case studies concerning pragmatic change;
• sufficient communication skills, particularly regarding the use of specific scientific terminology.
B. Marks in the 23–26 range will be awarded for:
• satisfactory knowledge and understanding of theoretical and methodological principles of historical pragmatics;
• satisfactory autonomy in making critical judgments on linguistic data and case studies concerning pragmatic change;
• satisfactory communication skills, particularly regarding the use of specific scientific terminology;
C. Marks in the 27–30 range will be awarded for:
• good or excellent knowledge and understanding of theoretical and methodological principles of historical pragmatics;
• good or excellent autonomy in making critical judgments on linguistic data and case studies concerning pragmatic change;
• excellent communication skills, fully appropriate and consistent with specific scientific terminology.
D. Honours (cum laude) will be awarded based on an assessment of accuracy, depth, and the ability to elaborate on the responses.

We will examine how speaker intentions, (inter)subjective relation with the hearer, context and social norms have influenced language use across different eras, taking into account internal structural factors and their influence on language change.

Part I, Introduction to pragmatics and historical pragmatics
Unit 1. Basic pragmatic notions: context, speech acts, the cooperative principle and conversational maxims.
Unit 2. From pragmatics to historical pragmatics: objects, methods, and challenges.

Part II, Data analysis
Unit 3. Analysis of case studies related to pragmatic phenomena from a historical perspective, such as speech acts and (im)politeness, deixis, discourse markers, and changes that may have affected them.
Unit 4. Pragmatic analysis of literary texts through the DIADIta corpus (https://www.diadita.it/il-corpus/).
Unit 5. Gender mainstreaming: ‘feminine’ speech acts?
Unit 6. Didactic methods for teaching historical linguistics.

To achieve a basic level of knowledge and skills students are required to show what follows:

Knowledge and understanding:
To know and understand the theoretical-methodological issues and main aspects related to the pragmatic analysis of languages from a historical perspective;
- to be acquainted with didactic methods for teaching Historical and General Linguistics.

Ability to apply knowledge and understanding:
To be able, at a basic level, (i) to analyze texts identifying pragmatic phenomena and interpreting them in relation to the specific socio-cultural context; (ii) to apply the learned notions to the analysis of different case studies on pragmatic phenomena in languages (or language stages) of the past and/or their development; (iii) to plan simple teaching activities.

Autonomy of judgment:
To demonstrate an initial level of autonomy in making critical judgments on linguistic data.

Communicative skills:
To appropriately use specific scientific terminology, to frame clear discussions on the various topics of study and the linguistic data examined.
Learning ability:
To deepen theoretical and methodological knowledge in the field of historical linguistics, and develop adequate proficiency in the empirical analysis of linguistic data on pragmatic phenomena from a historical and diachronic perspective (specifically drawn from Italian), at least with respect to illustrative case studies.

In order to achieve a more advanced level, students are required to show what follows: (i) have acquired a solid knowledge of the field of historical pragmatics; (ii) be able to apply knowledge and understanding in order to identify and interpret the complex correlation between various pragmatic phenomena, structural linguistic elements, and contextual constraints; (iii) demonstrate full autonomy in formulating critical, well-articulated judgments on specific pragmatic changes; (iv) communicate exclusively using specific scientific terminology; (v) combine theoretical learning of concepts and methodologies with direct observation of empirical data, displaying a high level of applied competence.