ENGLISH LANGUAGE 2

The course, as part of the LCSL degree course, will develop and improve the linguistic skills acquired during the previous year. In particular, it will develop the students' integrated skills in terms of the metalinguistic and textual analyses required to understand and produce texts in English in communicative contexts that include academic and specialized situations.

English Language 2 is a year-long course with the module held by the course Professor (second semester) and associated language practice labs ("esercitazioni linguistiche", first and second semester) facilitated by the "Collaboratori Esperti Linguistici" (CEL). The aim of the Professor's module is to consolidate the metalinguistic competences necessary to understand the English language as it is used in communicative situations in academic or specialized contexts. In order to actively and successfully participate in the Professor's module, the practice labs ("esercitazioni") develop the students' integrated language skills at a C1 level of the Common European Framework of Reference for Languages (CEFR). The integrated language skills focus on the comprehension and production of spoken and written discourse in academic and specialised contexts.

Knowledge and understanding:
Students will gain theoretical and applied knowledge of the English language. The course will have a particular focus on the English morphology, syntax, lexicon, and discourse organization.

Applying knowledge and understanding:
Students will be able to understand, analyse and produce autonomously multimodal texts in English produced for specific communicative contexts. Students will also be able to identify the register and the discipline of the texts, analysing them from a diaphasic and diamesic perspective.

Making judgements:
Students will be able to analyse complex texts produced in English.

Communication skills:
Students will be able to appropriately interact and discuss the extra-linguistic factors (socio-cultural, historical and political) that induce linguistic variation and change in English. In so doing, students will demonstrate they have reached the C1 level of the CEFR.

Learning skills:
Students will be able to select appropriate bibliographical sources (printed and in digital form) to enhance their knowledge on the topics studied in the Professor's module as well as their linguistic competence. In the following academic year, students will take advantage of what they have learned in the English-Language-2 course to study in their English-Language-3 course. Students will be able to self-assess their progress with respect to their metalinguistic and communicative competence in English.

B2+ level of the CEFR, obtained after having successfully passed the English-Language-1 course.

MODULE TO BE ATTENDED BY STUDENTS IN THE INTERNATIONAL POLITICS CURRICULUM (SURNAMES A-L)

Title of the theoretical module: AN INTRODUCTION TO ESP AND EAP

The Professor's module will provide students with some preliminary theoretical and methodological frameworks to be used to understand, analyse and produce texts in English in academic and specialized contexts. In particular, students will observe and analyse the lexicogrammatical features and the organizational structure of authentic multimodal texts from the diaphasic and diamesic perspective.

The language practice labs ("esercitazioni") will help students develop their linguistic integrated skills at the C1 level of the CEFR to be used in academic and specialized contexts.

Professor's module (attenders and non-attenders):
- Lecture/Course material available in Moodle (http://moodle.unive.it/ ).

Optional suggested reading list:
- Biber, Douglas and Conrad, Susan (2009). Register, Genre, and Style. Cambridge: Cambridge University Press.
- Coccetta, Francesca (2016). Access to Discourse in English through Text Analysis. A Preparatory Guide for Undergraduate Students. Como-Pavia: IBIS.
- Garzone, Giuliana (2006). Perspectives on ESP and Popularization. Milano: CUEM.
- Garzone, Giuliana (2020). Specialized Communication and Popularization in English. Roma: Carocci.
- Gotti, Maurizio (2011). Investigating Specialized Discourse. New Edition. Bern: Peter Lang.
- Swales, John (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.
- Swales, John (2004). Research Genres. Explorations and Applications. Cambridge: Cambridge University Press.

Optional suggested list of grammar books for EAP/ESP:
- Biber, Douglas, Conrad, Susan, Leech, Geoffrey (2002). Longman Student Grammar of Spoken and Written English. Harlow: Longman.
- Carter, Ronald and McCarthy, Michael (2006). Cambridge Grammar of English. A Comprehensive Guide. Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.
- Swan, Michael (2016). Practical English Usage. Fully Revised | Fourth Edition. Oxford: Oxford University Press.

Suggested monolingual dictionaries (in alphabetical order):
- Collins Cobuild Advanced Learner's Dictionary. 10th Edition.
- Longman Dictionary of Contemporary English. 6th Edition
- Oxford Advanced Learner's Dictionary. 10th Edition.

Suggested dictionary for EAP:
- Oxford Learner's Dictionary of Academic English. Oxford: Oxford University Press.

Language practice labs with the CEL:
- Latham-Koenig, Christina, Oxenden, Clive and Chomacki, Kate (2020). English File fourth edition Advanced Plus. Oxford: Oxford University Press.

- Foley, Mark / Hall, Diane (2012). MyGrammarLab. Advanced C1/C2. London: Pearson.

The expected learning outcomes are assessed in a final written and oral exam as well as through a portfolio-based continuous assessment.

The written exam, which lasts 90 minutes, consists in a structured test which includes direct questions and the production of a written academic text. The exam assesses the students' competence in the contents of the Professor's module. Students are allowed to use a monolingual English dictionary.

The oral exam with the Professor assesses the students' metalinguistic competence in presenting the contents of the module using the appropriate terminology. To take the oral exam, students are required to have successfully passed the written exam. The written and the oral exam have to be taken in the same 'appello'.

The portfolio assesses the students' integrated language skills at a C1 level of the CEFR (see the section 'Expected learning outcomes' in this syllabus). The portfolio includes the following tasks: two gap-filling tests (Grammar and Lexicon in Context, GLiC), a register-transformation task, the production of a written report based on given data, and a brief interview (which does not replace the oral exam with the Professor). The portfolio can be submitted in two different ways: (1) during the academic year, or (2) before each exam session (three slots, one for each session). In both cases, the students have to meet specific deadlines given at the beginning of the first term. The portfolio has also to be submitted before sitting the written exam with the Professor. The portfolio can be submitted only through Moodle. The assessment contributes in due proportion to the final mark. The mark will be kept for two academic years. The deadlines, instructions for the submission and further information of the portfolio are available as of September 2024 on the Professor's A.Y. 2024/2025 Moodle page. Students cannot submit the portfolio with different deadlines or procedures from those detailed in Moodle.

For further information, please contact only Professor Coccetta (francesca.coccetta@unive.it).

NB: In September 2024, the Professor organises an online informative meeting with interested students. The meeting will inform students about the organization of the course and the final exam. The meeting will be communicated and publicised in due time through the Professor's and the Department's pages. Students who will not be able to participate in the meeting will find information material in the Professor's Moodle page.

The course with the Professor is held with the blended modality (70% classroom lessons, 30% online lessons). Traditional teaching methods will be integrated with the use of multimedia resources and by the students' active participation in the class activities given by the Professor aiming to train students in identifying and analysing the lexicogrammatical features and organizational structure of multimodal texts. In addition, the course will integrate peer-review and cooperative learning activities. During the course, students will be provided with mock exams.

The language practice labs with the CEL will support students in the consolidation of the language skills necessary to successfully approach the Professor's module.

English

Please note that:
- the Professor's module is a blended course held in English and starts in the second semester;
- the module materials and the online classes will be available on Moodle;
- the CEL language practice labs start in the first semester and end in May 2025.

The students who attended the course in the previous academic years should take the exam in the A.Y. 2024/2025 format.

The students of the Literatures-and-Culture curriculum, of the Linguistics curriculum, and of the elective courses should attend Professor Daniela Cesiri's classes.

written and oral

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development