Learning outcomes of the course unit
At the end of the course in Dialectology students obtain a knowledge about the most important issues of theoretical dialectology, which will be useful for a deeper investigation of the matter and for a better comprehention of the historical processes, through which vulgar Latin developed into different Italian dialects.
Knowledge and understanding
Students will acquire knowledge and comprehension skills in the field of dialectology thanks to two main sources: textbooks and frontal lectures, during which the theory is illustrated with dialectal examples, mostly taken from the dialects of Parma and its neighbouring towns
Applying knowledge and understanding
Students will be able to apply their knowledge and comprehension skills successfully in the study of areal linguistics as well as the teaching of history of Italian language
Students will acquire evaluation skills which will allow them to express autonomous judgements on the areal study of languages and on the relation between dialects and national language.
Thanks to the critical considerations made on the main points of the subject, students will be able to communicate information, ideas, problems and solutions to both specialists and non-specialists regarding dialectology.
Students will also obtain a cultural baggage which will allow them to deepen the question of the areal variation of languages and to judge more critically books and articles concerning dialectology.
The course does not require any particular notions different from those acquired during the Bachelor of Arts.
Course contents summary
The course of 30 hours is divided in two parts. In the first part (16 hours), the general principles of dialectology will be discussed, starting from the issue of the linguistic variation from a geographical perspective, as well as the subject of isoglosses. After this, the discussion will focus on the sociolinguistic perspective of dialects , defining the difference between dialect and standard language (that is, the official language of institutions). Thus, a relationship between dialects and "roof languages" (Dachsprachen) will be established. During the final lessons of this first part, there will be a brief overview of Italian dialects, with particular emphasis on those of the region Emilia Romagna. The second part (14 hours) is dedicated to the dialect of Parma, whose phonology, morphology and syntacs will be analyzed. The last part of the final lecture will be held entirely in the dialect of Parma, in order to prove that it is possible to talk about scientific topics using this dialect as if it were Italian. For those interested, a 4-hour long seminar will be held, dedicated to the reading and listening of the dialect of Parma, during which dialectal actors and enthusiasts will participate.
Grassi C., Sobrero A. A., Telmon T., Fondamenti di dialettologia italiana, Editore Laterza, pp. 161-269.
Marcato C,, Dialetto, dialetti e italiano, Editore Il Mulino, pp. 75-132.
Foresti F. Profilo linguistico dell’Emilia-Romagna, Editore Laterza, pp. 3-131.
Michelini G, Il dialetto di Parma. Il sistema linguistico, Silva Editore
The topics are presented during the course of 15 2-hour long lectures, held in a classroom equipped with blackboard, which allows to show students a visual representation of the schemes and analysis discussed. At the end of each lecture, the Professor will receive students in his office, in order to give students clarifications on the different topics undertaken during class, as well as on the readings needed in order to prepare for the final exam.
Assessment methods and criteria
The examination is oral only.
During the examination the student will be given four questions: two on the textbooks and two regarding topics addressed during lectures. Students who are unable to attend lectures will need to arrange with the teacher some alternative readings, which will be the argument of two of the four questions. The aim of the examination is to verify acquired knowledge, presentation skills and independent judgement. Starting from the acquired knowledge, through textbooks and lectures or potential alternative readings, a discussion aimed at verifying critical ability and independent judgement is encouraged.
An insufficient evaluation is motivated by the lack of a minimal knowledge of the subject, the inability to present coherently the main topics of the examination, and a complete lack of a critical approach toward the subject.
An evaluation between 18 and 21 out of 30 is motivated by a minimal level of knowledge of the subject and a performance during which the student proves a marginal ability to present coherently the main topics of the examination and a marginal critical approach.
An evaluation between 22 and 25 out of 30 is motivated by a fair level of knowledge of the subject and a performance during which the student proves a fair ability to present coherently the main topics of the examination and a fair critical approach.
An evaluation between 26 and 28 out of 30 is motivated by a good level of knowledge of the subject and a performance during which the student proves a good ability to present coherently the main topics of the examination and a good critical approach.
An evaluation between 29 and 30 out of 30 is motivated by an excellent level of knowledge of the subject and a performance during which the student proves an excellent ability to present coherently the main topics of the examination and an excellent critical approach.