Linguistic Computing Milano

The course presents advanced concepts and methodologies in Computational Linguistics, with particular emphasis on techniques for automatically processing the semantic layer of linguistic annotation, to perform tasks such as named-entity recognition, word-sense disambiguation, and coreference/anaphora resolution.
The program addresses the fundamentals of Distributional Semantics, focusing on various kinds of embeddings, and provides a detailed examination of the architecture, functioning and prompting of neural Large Language Models.
Upon completion, students will be provided with:
expertise in the automatic semantic processing of linguistic data;
advanced competence in selecting, setting, and deploying diverse Large Language Models for a range of Natural Language Processing tasks.
advanced competence in prompt engineering.
ability to effectively use, configure, and assess Natural Language Processing (NLP) tools and models in practical applications.

The course is organized into the following units:
Methods for Automatic Processing of Semantics
Word-sense disambiguation
Named-entity recognition
Coreference/Anaphora resolution
Distributional Semantics
Theoretical foundations
Overview of different kinds of embeddings
Architecture and operation of neural Large Language Models
Techniques for Knowledge Injection
Prompting Large Language Models
Hand-on Sessions on Computational Linguistics Techniques
End-to-end NLP pipelines for processing tasks
Pre-training and use of static embeddings
Application and fine-tuning of BERT-based models
Named-Entity Recognition in practice
Experimentation with Large Language Models
Lectures (in English) with exercises.

The examination is oral (in English) and evaluates the extent to which students have assimilated the course content.
The assessment consists of two parts: a practical component followed by a theoretical one.
The practical component is designed to evaluate students’ operational competences in the use of NLP tools and approaches presented during the hands-on sessions. It includes specific questions and tasks aimed at verifying students’ ability to apply the methods and techniques discussed during classes.
The theoretical part is based on questions addressing conceptual and methodological aspects. The questions address issues like the difference between static and contextual embeddings, and the fundamental theoretical assumptions of Distributional Semantics.
The final grade is calculated as the average of the scores obtained in the two parts.

[None of the readings listed below is mandatory for the examination]
E.M. Bender, A. Lascarides, Linguistic fundamentals for Natural Language Processing ii: 100 essentials from semantics and pragmatics Synthesis Lectures on Human Language Technologies, 2019, 12(3), pp. 1-268.
J. Devlin, et al., BERT: Pre-training of deep bidirectional transformers for language understanding, arXiv preprint arXiv:1810.04805 (2018). https://arxiv.org/pdf/1810.04805.pdf&usg=ALkJrhhzxlCL6yTht2BRmH9atgvKFxHsxQ
D. Jurafsky, J.H. Martin, Speech and Language Processing, 3rd ed. draft). Available online from https://web.stanford.edu/~jurafsky/slp3/. [Chapters 6-11]
M.T. Pilehvar, J. Camacho-Collados, Embeddings in Natural Language Processing: theory and advances in vector representations of meaning, Synthesis Lectures on Human Language Technologies 13.4, 2020, pp. 1-175.

The course aim is to (a) develop practical skills in linguistic analysis using corpus tools and AI applications to analyze spoken and written English texts from specialized and popularized genres; (b) foster critical thinking about the computational processing of language and the implications of AI-driven language technologies in linguistic analysis; (c) equip students with transferable skills in independent research, data visualization, and academic (and professional) communication.
At the end of the course, students are expected to be able to:
a) Identify, analyze, and produce the linguistic features of various English text types (e.g., social media, songs) genres, as well as formal and informal varieties, in both spoken and written forms;
b) Anticipate and analyze linguistic and computational challenges related to processing these textual varieties, with particular attention to issues arising in AI applications and spoken (and movie) discourse contexts;
c) Apply Multi-Dimensional Analysis (MDA) and corpus linguistics techniques to empirically examine English linguistic data;
d) Independently access and utilize corpus linguistics tools, including creating corpora, managing data resources, and applying methodologies for research and autonomous learning;
e) Deliver a clear, data-driven presentation in English, integrating linguistic evidence and visualization techniques, such as the Grammar of Graphics;
f) Critically evaluate the role of linguistics and artificial intelligence in analyzing, generating, and managing English language data;
g) Demonstrate critical reasoning about the challenges of computationally processing the English language.
h) Use ggplot2 and RStudio to investigate data and draw graphs.

The course will cover the following topics:
Overview of English Varieties and Text Types
Specialized vs. popularized vs. AI-generated genres;
Key linguistic features: phonetic/phonological, morphosyntactic, semantic, lexical, textual, visual, and pragmatic.
Computational Challenges in Linguistic Processing
Written vs. Spoken (and movie) discourse phenomena.
Multi-Dimensional Analysis & Corpus Linguistics
Core notions, tools, and data resources;
Hands-on corpus building and analysis for autonomous research.
AI-Driven Linguistic Computing Tools
Practical exploration of tools (e.g., ChatGPT);
Evaluating their use in text generation, analysis, and management
Academic Presentations
Grammar of Graphics & Data Visualization
Lectures, exercises, practical sessions to develop critical thinking and analyze texts, presentations and group work.

The assessment consists of a presentation with slides and an oral exam, marked out of 30. The presentation reports on the methodology and results of the analysis of a corpus and accounts for 50% of the final mark. The students need to demonstrate that they can apply the methods, tools and thoretical concepts presented in the course to carry out an in-depth analysis which highlights the features and issues related to the computing of English spoken and written texts. Assessment of the presentation takes into account the structure of the presentation (25%) and the quality of the linguistic analysis (25%).
At the oral exam, the students’ knowledge of the course contents, as well as the ability to discuss the topics critically and with linguistic competence in correct, fluent English will constitute 50% of the final mark.

Pierfranca Forchini (Ed). 2021. The American Movie Corpus: A Tool for the Development of Spoken Lexico-Grammatical Competence. Milano: EduCatt. Chapters 1, 2 and 3; one chapter to choose between Chapters 4, 5 and 6) Acquista da VP
Further materials will be communicated in class and through Blackboard.

The aim of this course is to lay the foundations for a sound understanding of the most computational and mathematical aspects of Computational Linguistics. There will be a special focus on formal and methodological elements (such as correct definitions and motivations for the use of given instruments) and their operative implementation. The topics will range over a variety of mathematical areas, among which most relevance will be given to statistics & probability, graph theory, and linear algebra (vector spaces). All covered subjects will be put into relation with problems and themes of Computational Linguistics/Natural Language Processing, possibly accompanied by the reading of related papers and works.
At the end of the course, the students will have gained some form of familiarity with the notions and methods underlying the most technical passages in works of literature belonging to the field of Computational Linguistics (and beyond). This will also allow the students to more easily implement concepts of a mathematical nature into their computer programming scripts, and to use existing modules of mathematical/statistical kind for such programming languages, helping them further develop their skills in this area. Moreover, the insights gained during the course will give the students some more confidence in redefining and tweaking already existing mathematical instruments towards their goals in tasks involving language analysis.

The course will include an introductive part about basic concepts and notational formalism. Each subsequent section will begin with the necessary basic definitions for that subject and will then proceed to illustrate methods and techniques with particular regard to Computational Linguistics.
The most relevant subjects will be:
words and texts from the statistical point of view, such as frequency and probability distributions, entropy, power (“Zipf's”) law;
word and text representations, such as bags of words, vector spaces, embeddings, word graphs;
comparison of strings and sets: editing distances, evaluation scores (precision, recall, F-measure), similarity measures between clusters.
introduction to Transformer architectures (encoders, decoders, encoder-decoders models) and LLMs core’s characteristics (decoding strategies, fine-tuning, instruction-tuning)
Lectures (in English) with excursions in language data and occasional illustrations of methods’ implementation in Python in class.

The exam will be divided into two parts: a written and an oral one. The written part has the form of two midterm tests, one in the middle and the other one at the end of the semester (corresponding to half of the final exam).
The written part will consist mostly of exercises tied to the arguments discussed in class (e.g. standard exercises of basic probability, computing precision, recall and F1-score for a simulated automated linguistic annotation...), with some related (possibly open) questions of more theoretical nature.
The oral part will range over the more theoretical parts of the course, and it will include more open-ended questions to stimulate reasoning, and possibly the reading and comment of an excerpt of an article or other work in the field of Computational Linguistics.
The two parts will be considered of equivalent weight when determining the final grade.

Various sources (papers, books...) will be proposed as readings during the course, ranging from closely related to the discussed topics to lectures for the curious or interested.
Some general texts which will serve as references for the main topics of the course are:
Jurafsky, Daniel, and James H. Martin. Speech and Language Processing: An Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition. Second edition. Englewood Cliffs, nj, usa: Prentice Hall, 2008. Drafts of third, updated edition freely accessible online.
Manning, Chris, and Hinrich Schütze. Foundations of Statistical Natural Language Processing. Cambridge, ma, usa: mit Press, May 1999. It has a companion website.
In addition to these, more general resources and handbooks of mathematical nature will be pointed out during the course.

The course is designed to present the foundational concepts and methodologies of Computational Linguistics, with particular emphasis on language resources, such as corpora and lexica, and on the methods and tools employed for the automatic processing of morphology and syntax.
Upon completion, students will be provided with:
expert knowledge of the theoretical linguistic frameworks most adopted in the construction and use of language resources;
practical competence in selecting and employing various types of language resources, and in applying Natural Language Processing tools for the automatic analysis of morphology and syntax;
proficiency in executing federated queries across distributed language resources published as Linked Open Data.
In addition, students will be equipped to conduct evaluation campaigns on tools for lemmatization, part-of-speech tagging, and dependency parsing, and to identify the resources and tools that best suit their specific research objectives.

Following a concise historical overview of the discipline, the course is organized into two main units:
Language resources — collections of empirical linguistic data
Textual resources: examination of different layers of linguistic annotation in a corpus, together with their corresponding tag sets; introduction to the principal theoretical frameworks and to a few query languages employed for syntactically annotated corpora (also using regular expressions), with particular attention to dependency treebanks, complemented by practical exercises.
Lexical resources: survey of WordNet, PropBank, NomBank, VerbNet and FrameNet, including their respective data formats.
Principles of interoperability among language resources in accordance with the Linked Open Data paradigm, detailing the SPARQL language for querying interoperable resources.
Methods and tools for Natural Language Processing. The module equips students with the essentials of using the command-line interface for text-processing tasks. Both rule-based and data-driven paradigms in Natural Language Processing are presented. A range of lemmatizers, part-of-speech taggers and dependency parsers are demonstrated and applied to textual data in multiple languages, alongside an introduction to diverse evaluation procedures.
Lectures (in English) with exercises.

The examination is oral (in English) and evaluates the extent to which students have assimilated the course content; it also includes one or more practical tasks involving language resources and/or Natural Language Processing tools.
The questions fall into two categories:
Theoretical issues: for example, the linguistic frameworks that support syntactic annotation in treebanks, and the contrast between rule-based and data-driven paradigms in Natural Language Processing.
Practical tasks: such as using regular expressions to query linguistic data, or writing and running a query on language resources.
The assessment criteria are identical for the theoretical and practical components of the course.

[None of the readings listed below is mandatory for the examination]
AA.VV., Le due culture. Almanacco Letterario 1962, pp. 143-144 & 313-318.
A. Abeillé, Introduction. In Treebanks. Building and Using Parsed Corpora, Dordrecht (The Netherlands), Kluwer Academic Publisher, 2003, pp. xiii-xxvi.
E.M. Bender, Linguistic fundamentals for natural language processing: 100 essentials from morphology and syntax, Synthesis lectures on human language technologies 6.3, 2013, pp. 1-184.
R. Busa, L'Analisi linguistica nell'evoluzione mondiale dei mezzi d'informazione, Almanacco Letterario 1962, pp. 103-108.
M.C. De Marneffe, et al., Universal dependencies, Computational linguistics 47.2, 2021, pp. 255-308. https://nlp.stanford.edu/pubs/demarneffe2021universal.pdf
J. Egbert, T. Larsson, D. Biber, Doing linguistics with a corpus: Methodological considerations for the everyday user, Cambridge University Press, 2020.
C.J. Fillmore, C.R. Johnson, M.R.L. Petruck, Background to framenet. International journal of lexicography 16.3, 2003, pp. 235-250.
J. Hutchins, ALPAC: the (in)famous report. MT News International, no. 14, June 1996, pp. 9-12. https://pangeanic.co.uk/wp-content/uploads/sites/2/2014/04/ALPAC-1996.pdf
D. Jurafsky, J.H. Martin, Speech and Language Processing, 3rd ed. draft). Available online from https://web.stanford.edu/~jurafsky/slp3/. [Chapters 2-5]
J. Nyhan, M. Passarotti (eds.), One Origin of Digital Humanities: Fr Roberto Busa in His Own Words, 2019, Springer Nature.
M. Palmer, D. Gildea, P. Kingsbury, The proposition bank: a corpus annotated with semantic roles. Computational Linguistics Journal 31, 1, 2005, pp. 71-105. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.439.6122&rep=rep1&type=pdf
W.K. Percival, Reflections on the history of dependency notions in linguistics, Historiographia linguistica 17.1-2, 1990, pp. 29-47. https://www.ingentaconnect.com/content/jbp/hl/1990/00000017/f0020001/art00004?crawler=true&casa_token=pvZP95DThSAAAAAA:zmr1L0QXNlcvFSp_iPmONxKLdsB5EBTNYV2Q69hzAqT9bdYS2Alvfube9XPEH5--1ogxZDXV5rPvFbU
C.P. Snow, The Two Cultures. In C. P. Snow, The Two Cultures and the Scientific Revolution. The Rede Lecture. New York: Cambridge University Press, 1959, pp. 1-22. http://www.jstor.org/stable/pdf/1578601.pdf
L. Tesnière, Elements of structural syntax, John Benjamins Publishing Company, 2015. https://library.oapen.org/bitstream/handle/20.500.12657/30722/643257.pdf?sequence=1
M. Wynne (ed.), Developing Linguistic Corpora: a Guide to Good Practice. Oxford: Oxbow Books, 2005. Available online from http://www.ahds.ac.uk/creating/guides/linguistic-corpora/ [Chapters 1, 2 and 3]

The overall aim of this course is to provide students with the basic information, terminology, and concepts of computer science and to provide also introductory practical elements on the use of computer for linguistic analysis.
The course will be structured in 2 separate modules that will be delivered one after the other. The first module will be covering the introduction of computer science and information technology including elements of the relevance of information systems in today’s digital value chains.
In the second module an introduction to the GNU/Linux based operating systems Command Line Interface (CLI) will be given. Commonly available Free and Open Source (FOSS) programs will be presented along with some basic technics to combine them to solve simple problems. A short introduction to scripting and programming in C, Perl and Python will be also given.
At the end of the first module, students will be able to understand the computer science basic concepts and components and to comprehend the relevance and the role of information technology in today’s working environments.
At the end of the second module students will know how to use CLI to control their system and to solve simple problems by means of FOSS software, to correctly read software manuals and to interact with repositories. They will also be able to write from scratch very simple programs and scripts on their own and to figure out what a generic script or program actually does.

The first module (30 hours, five weeks) will occupy the first 5 weeks of the first semester and will be followed by a week of suspension of lessons where an optional exam session will be held to cover just the first module.
The second module will be delivered on the following 5 weeks (30 hours).
In the normal exam sessions students will bring both modules unless the first module was certified in the optional session on the sixth week.
After a brief historical introduction, the first module will cover the following main subjects:
Basics

• Hardware, software, CPU, RAM, storage
• Machine language and assembler
• Operating systems; operational software and application software
• Free and open-source vs proprietary software
  Systems architectures
• Architecture layers
• Architecture models
• Cloud architectures
  Coding languages and approaches
• Programming lifecycle: from requirements to solutions
• Programming languages basic concepts
  Data and data storing
• Structured and unstructured data
• Database evolution
• Data governance
• Big data and business intelligence
• Advanced and business analytics
• Artificial Intelligence and its evolution including automation
  Digital value chains
• Role of information and computing
• Platform economy and skill blending
• New trends: blockchain, internet of things, quantum computing, …
  The second module will cover the following main subjects:
  Linux-based Operating System
• Linux-based architecture
• Linux Kernel
• Command Line Interface
• File system and generic commands
• File permissions and ownership
  Text and Data manipulation
• Manipulating files and folders
• Accessing text files
• Standard Streams and redirection
• Manipulating (and accessing) text files
• Regular Expressions
• sed, grep, awk
• nano and vi
  Basic Bash scripting
• Variables
• Control Flow
  Programming Languages
• Interpreter sand Compilers
• Perl
• Outline of Python
  De-Facto Standard FOSS programs
• ssh, scp: using remote machines
• git: interacting with repositories
  Lectures with exercises.

For the first module, both in the intermediate and regular exam sessions, there will be 6 written questions with multiple choices and one final oral discussion where the answers will be reviewed, and additional questions will be asked.
For the second module: by means of a written test students will be asked to write a simple script/program to solve a simple problem and/or to describe what is the expected output/effects of a proposed program/script. Test will be discussed in the following oral exam.
The exams for the two modules can be taken in any order and the overall result of the course’s exam will be the arithmetic average of the two modules’ results.

All the readings reported below are not mandatory for the exam. Most of them are available in several formats including printed version. Additional optional consultation material will be provided during the course.
J. Valacich-C. Schneider, Information Systems Today, Managing in the Digital World – ‎Pearson, eight edition – ISBN: ‎978-1292215976 Acquista da VP
B. Kernighan, Understanding the Digital World: What You Need to Know about Computers, the Internet, Privacy, and Security, Second Edition – ‎Princeton Univ Pr; second edition (March 30, 2021) - ISBN: ‎978-0691219103
AA.VV., Introduction to the Command Line ISBN: 978-1-882114-04-7 https://static.fsf.org/nosvn/gnu-press/source-files/books/command-line.pdf
B.W. Kernighan-D.M. Ritchie, C Programming Languag – Pearson; second edition (March 22, 1988) - ISBN:‎ 978-0131103627
Al Aho-J. Ullman, Foundations of Computer Science – Computer Science Press; first edition (January 1, 1992) - ISBN: 978-0716782339 - http://infolab.stanford.edu/~ullman/focs.html
GNU coreutils https://www.gnu.org/software/coreutils/manual/
GNU Bash manual, https://www.gnu.org/software/bash/manual/
Perl Documentation, https://www.perl.org/docs.html
Python Documentation, https://docs.python.org/3/tutorial/
Git documentation, https://git-scm.com/docs
Openssh documentation, http://www.openssh.com/manual.html

The course aims to introduce the essentials of project management (PM) as well as change management (CM) from the concepts and methodology to techniques and practical applications. The course aims to provide students with the basics of typical project management activities such as project initiation and planning, scope and task definition, scheduling, budgeting, risk analysis, control, project organization. Moreover, on the change management side, the course aims to provide students with the basic of the nature of change, the change management methods and tools, the leadership styles and the role of change agents during change.
At the end of the course students will be able to:
understand the theoretical and conceptual foundations helpful to make ethical and sustainable strategic decisions concerning project and change selection and initiation that address business and managerial problems in local and global contexts (knowledge);
develop theoretical and conceptual knowledge on the design and use of both traditional and agile project management methodologies, as well as structured and emerging methods in change (knowledge);
analyze, interpret, and evaluate well-established tools and techniques and leverage them to plan scope, schedule, resources and budget for a project and for a change (intellectual skill);
develop a medium-to-long-term plan as a team manager, that embeds project control, audit and termination (practical skill);
develop critical decision making by recognising, assessing, and analysing project and change processes in complex environments and developing sustainable solutions through project plans and charters (transferable skill).

Module 1 - Project Management (prof. Francisco Javier Lara Garcia)
Introduction to project management
Project initiation
Project scope and activities planning
Scheduling
Resource Allocation and Budgeting
Agile project management
Project communication and team mamagement.
Module 2 - Change Management - (prof.ssa Chiara Frigerio)
The reasons and the drivers for change
The nature of organisational change
How change emerges in organizations
Ambidexterity and organization structures for change
Strategies of change and its management
Leadership styles in change management
Change agents and their role
Teaching methods include formal lectures and interactive sessions with analysis and discussion of case studies on the topics covered during the course as well as exercises. Students will be expected to study all assigned materials and to complete specific assignments in class. Teaching supporting materials include slides, case studies and exercises.
The instructors will normally devote a part of each class period to the exercises and discussions on selected items from the course materials. The objective of these discussions is to clarify and elaborate on certain items because of their special relevance or difficulty.
Students are required to participate actively to the lessons. In particular, students are encouraged to participate in discussions, ask questions and to request that particular points be explained in more detail if they remain confused or uncertain about specific items.

Students can choose between a multiple assessment route and a single assessment route.
Multiple assessment route
Grading will be based on teamwork and an oral test. More specifically, students will be asked to develop a project plan in small teams (no more than 5 students) for the first module. The final grade will be completed by an oral exam on the the second module of the course.
In case either of failure or the grade being rejected, students have to enroll again according to the “single assessment path”.
The overall grade will be composed of the following components:
50% of the final grade comes form the project assignment output on module 1 - i.e., submission and discussion of a project plan paper (no more than 20 pages) at the end of the first module (mid-term). The project plan teamwork assignment is useful to address the students' overall understanding of project initiation, planning, management and control, and their ability to translate the theoretical background into practical implementation, while utilizing critical thinking methods;
50% of the final grade comes form an oral exam on module 2 to be perfomed in the exam standard session (end of the course). The oral exam will check the general knowledge and comprehension of change manageemnt discipline as well as the ability of apply the content to real examples and applications.
For the multiple assessment route, the following conditions must be met: (i) each component of the assessment path is mandatory; (ii) the grade received in each one of the components must greater than or equal to 18.
Single assessment route
The exam will be a 1-hour written test as follow:
50% of the final grade comes form a case study about planning and multiple choice questions on module 1;
50% of the final grade comes form open questions on module 2;
The written test can be taken just during the official sessions.

Required readings
For the first module:
J.R. Meredith-S.J. Mantel Jr., Project Management: A Managerial Approach, International Student Version, 9th Edition Wiley, 2015, ISBN 978-1-118-94583-4, 2016. Acquista da VP
For the second module:
Readings and slide set on Blackboard.

The course is organized into two modules. The aim of module 1 (Semantics) is to provide some basic semantic notions concerning natural languages that can be useful in the development and use of Natural Language Processing (NLP) tools and linguistic resources. At the end of the module, the student will be able to understand some of the semantic concepts that are most often used in linguistic computing and to apply them to concrete examples. The module 2 (Terminological Resources) aims to provide students with the necessary knowledge to deal with the study of specialised terminologies in the Euro-American context for the management of multilingual specialised texts and terminology data. At the end of this module, students will be able to structure terminology research and extraction, to elaborate terminology projects, to know how to select primary and secondary sources, and how to select terminology information according to the types of text/discourse and communicative situations.

module 1: Semantics (Prof. Aldo Frigerio)

• Basic notions: sign, language, communication and their relationships.
• Lexical semantics: theories of meaning, extension and intension, trait semantics and prototypical semantics, semantic relationships among words, semantic fields, semantic hierarchies, ontologies. Different kinds of semantic relations holding among words in lexical resources, like WordNets and embeddings.
• Sentence semantics: predicates and arguments, thematic roles. How LLMs compose meaning
• Propositional logic and first order logic. Their application to sentence semantics and to complex sentences.
  module 2: Terminological Resources (Prof. Klara Dankova)
  the definition of reference notions: term, concept-term relationship, neologism formation, conceptual system and domain, typology of definitions, terminological databases, institutions operating in the field of terminology, types of specialised oral and written texts;
  terminology activities: corpora building and analysis, terminology extraction, terminology data management and notions of tools to support them, criteria for selecting sources for specific projects, the construction of a glossary;
  quality and usability criteria for the terminology product; FAIR principles, accessibility and exportability for digital sources.
  Elaboration of a terminology project.
  Lectures. Exercises under the supervision of the lecturer.

The examination for Module 1: oral exam in which the learning of the theoretical concepts introduced during the course and the ability to apply them to texts will be assessed. In particular, it will be assessed the ability of applying general notions to concrete examples and of connecting concrete examples with general notions. In mid-course, students can take a halfway exam (50% value in the final assessment).
The examination for Module 2: oral exam in which the learning of the theoretical concepts introduced during the course and the ability to apply them in a terminology project will be assessed (50% value in the final assessment).

1. Module 1
Texts and materials provided by the lecturer during the course.
2. Module 2
Suggested (non compulsory) references:
M.T. Cabré, Terminology: Theory, methods and applications, Benjamins, Amsterdam 1999.
J. Sager, A Practical Course in Terminology Processing, Benjamins, Amsterdam 1990.
M.T. Zanola - R. Resi, From terminological neology to terminology planning for corporate and professional initiatives. The Italian case, in R. Resi, F. Steur (ed.), Handbook of Terminology: Volume 4. Terminology planning in Europe, Benjamins, Amsterdam 2025, pp. 616- 637.
Further essays and study materials will be made available in the course page on the Blackboard platform.

Il corso si propone di fornire agli studenti conoscenze approfondite della sintassi e dei diversi registri linguistici della lingua araba (arabo classico/arabo contemporaneo; arabo formale/educated spoken Arabic; arabo letterario/arabo dei media), con particolare attenzione all’ambito culturale, religioso e della tradizione (turāth) delle relazioni internazionali, del management e alla lingua dell’attualità in generale.
Al termine dell’insegnamento gli studenti saranno in grado di utilizzare strutture sintattiche complesse, comprendere i diversi registri linguistici, classici e contemporanei, esaminare la struttura profonda di un testo e scegliere il registro linguistico e il lessico più adeguati alla situazione, ai fini della produzione scritta e orale.
Il corso contribuirà inoltre allo sviluppo di competenze trasversali quali la capacità di analisi e interpretazione di testi complessi, la comunicazione efficace in contesti interculturali, la capacità argomentativa e l’autonomia nella gestione e valutazione delle informazioni provenienti da fonti differenti.
Il corso è volto al consolidamento e all’approfondimento delle strutture morfosintattiche avanzate, all'acquisizione ed al corretto utilizzo del lessico specialistico in ambito culturale, economico, politico e giuridico, con particolare attenzione alla lingua dei mass media.
Al termine del corso lo studente dovrà dimostrare di saper leggere ed analizzare correttamente i testi esaminati in aula e discutere le tematiche emerse e analizzate durante il corso, dando prova di saper utilizzare correttamente il lessico specialistico.
Le attività proposte nel ciclo delle Esercitazioni di lingua araba per la prima annualità della Laurea magistrale mirano al raggiungimento, nelle quattro abilità, di un livello di competenze che, misurato sul Portfolio Europeo delle lingue, corrisponde a un livello C1.

• Lingua araba e registri linguistici: aspetti lessicali e sintattici.
• Comprensione e produzione di testi orali e scritti in lingua araba relativi ai vari registri linguistici.
  Lezioni frontali.
  Lezioni interattive.
  Attività a coppie ed in gruppi.
  Esercitazioni in aula.
  Lettura ed analisi di testi scritti.
  Comprensione e analisi di audio/video.
  Esercizi di comprensione, produzione orale e scritta con utilizzo del lessico specialistico appreso attraverso il lavoro sui testi.
  Traduzione dall’arabo all’italiano e dall’italiano all’arabo.
• Lezioni frontali.
• Lezioni interattive.
• Attività a coppie ed in gruppi.
• Esercitazioni in aula.
  Le lezioni sono tenute interamente in lingua araba.

L’esame finale prevede un colloquio orale, da svolgersi in lingua araba, in cui lo studente dovrà dimostrare di saper comprendere, e analizzare correttamente e tradurre i testi esaminati in aula con particolare attenzione alla sintassi, al lessico e ai registri linguistici. In particolare, l’esame sarà suddiviso in due parti:
Presentazione orale di 10-15 minuti di un argomento a scelta trattato durante il corso (40% del voto complessivo): lo studente dovrà dimostrare di aver acquisito il lessico e la fraseologia relativa all’ambito preso in considerazione, nonché una comprensione adeguata dell’argomento scelto e la capacità di strutturare un discorso coerente e argomentato in lingua araba.
Discussione della presentazione orale e/o domande su un argomento o un testo scelto dal docente fra quelli trattati durante il corso (60% del voto complessivo).
Al voto finale concorre il voto che risulta dalla media ponderata degli esiti delle prove intermedie di lingua scritta e orale (rispettivamente fino a un massimo di 1/6 e 2/6 del voto finale).
Il corso prevede una prova scritta e una prova orale.
La prova scritta consiste nella redazione di un testo scritto di circa 600-800 parole (50% del valore della valutazione finale), in una prova di traduzione dall’arabo all’italiano (20% del valore della valutazione finale) e in una prova di traduzione dall’italiano all’arabo (30% del valore della valutazione finale).
Durata di svolgimento della prova: 4 ore.
La prova orale consiste nella verifica delle competenze comunicative dello studente attraverso l’analisi e la lettura dei testi esaminati in aula e nella discussione delle tematiche relative ai diversi ambiti settoriali, con attenzione all’uso del lessico specialistico.

Testi e materiali audiovisivi forniti in classe dal docente.
Testi di riferimento obbligatori:
W. Farouq-E. Ferrero, Imparare l’arabo dei mass media, Carocci, Roma (i.c.s.). Acquista da VP
W. Farouq-E. Ferrero, Le parole in azione. Grammatica della lingua araba, Volume IV, Vita e Pensiero, Milano (2022). Acquista da VP
W. Farouq-E. Ferrero, Imparare l’arabo dei mass media, Carocci, Roma (2024). Acquista da VP
W. Farouq-E. Ferrero, Le parole in azione. Grammatica della lingua araba, Volume IV, Vita e Pensiero, Milano (2022). Acquista da VP
Ulteriori indicazioni bibliografiche verranno fornite nel corso delle lezioni e pubblicate nella pagina web del Docente.

Il corso ha l’obiettivo di fornire agli studenti nozioni specifiche per comprendere le strategie comunicative utilizzabili nella produzione di testi formali in cinese, al fine di migliorare la capacità di comunicazione, interazione e negoziazione degli apprendenti con interlocutori sinofoni in ambiente professionale.
Al termine dell’insegnamento, lo studente avrà acquisito gli strumenti di base utili a comprendere e a redigere brevi testi formali e saprà comporre brevi discorsi formali; potrà affrontare semplici interazioni economico-commerciali; saprà identificare le strategie linguistiche utilizzate per la promozione dei marchi occidentali in Cina. Si prenderanno in considerazione le caratteristiche lessicali, le forme grammaticali e la fraseologia degli ambiti suddetti, portando lo studente ad essere in grado di analizzare e produrre autonomamente in forma sia orale che scritta testi brevi delle tipologie prese in esame. In particolare, al termine del corso, lo studente sarà in grado di:
Fare una breve presentazione di sé in vista di un possibile colloquio lavorativo.
Utilizzare espressioni formali per presentare e discutere un’attività e/o un progetto lavorativo.
Preparare un testo di tipo commerciale allo scopo di contattare un potenziale partner lavorativo.
Formulare una breve presentazione di luoghi di interesse storico di Milano.
Analizzare le campagne pubblicitarie tratte dai social network cinesi.
L’obiettivo del corso è dare le nozioni teoriche e pratiche per raggiungere un livello avanzato nella comprensione e nella produzione della lingua cinese, con particolare riferimento allo sviluppo delle abilità orali e scritte, attraverso l’analisi di testi di tipo specialistico di settori attinenti a quelli del curriculum di riferimento.
Le attività proposte nel ciclo delle esercitazioni di lingua per la prima annualità di corso mirano al raggiungimento, nelle quattro abilità, di un livello di competenze che, misurato sull’HSK, corrisponde a un livello HSK 4 avanzato.
Al termine dell’insegnamento lo studente sarà in grado di esprimersi in modo autonomo sia per iscritto che oralmente ad un livello avanzato. Le competenze di comprensione scritta e orale e produzione scritta e orale verranno sviluppate gradualmente e contemporaneamente.
Durante il corso dell’anno agli studenti verranno proposti esercizi che permetteranno agli stessi una autovalutazione in merito alla propria preparazione personale.
L’abilità di comunicare e interagire verrà sviluppata tramite le interazioni con i docenti madrelingua.

Il contenuto del corso consiste in una serie di riflessioni teoriche che faranno da guida alla presentazione di testi (circa 600 caratteri) provenienti dall’ambito pubblico, economico-commerciale e turistico e selezionati dal testo indicato in bibliografia. Ad ogni ambito preso in considerazione verrà dedicato un terzo del programma svolto. I testi suddetti saranno analizzati dalla docente e ne verranno evidenziate le strategie comunicative. Successivamente, gli studenti dovranno elaborare autonomamente composizioni appartenenti ai temi studiati e fare analisi dei testi proposti dalla docente. Queste produzioni saranno oggetto di valutazione.
Lezioni frontali, revisione guidata in aula degli esercizi assegnati agli studenti e presentazioni di gruppo di una parte dei contenuti del corso.

• Nozioni grammaticali e sintattiche studiate a partire dal testo di riferimento, con particolare riguardo alla comprensione sia dei dialoghi che dei testi narrativo-descrittivi.
• Competenze avanzate e di tipo specialistico per produrre e comprendere le notizie, i temi di attualità e le espressioni idiomatiche della lingua orale, con i riferimenti culturali e metaforici che le caratterizzano.
• Strutture sintattiche di livello avanzato per la comprensione e la sintesi di testi orali (scelti tra i programmi di più ampia divulgazione e tratti da materiale multimediale di tipo specialistico).
• Produzione e comprensione di testi scritti e di dialoghi contenenti lessico specifico.
• Scrittura a mano e a computer. Revisione di traduzioni automatiche.
  I docenti comunicheranno in aula e su Blackboard quali parti dei testi indicati in bibliografia saranno oggetto d’esame.
  Le lezioni prevedono:
• Attività di ascolto e comprensione orale di testi.
• Lettura, comprensione, traduzione e redazione di testi scritti.
• Esercitazioni di produzione orale di frasi e conversazioni.
• Esercitazioni di videoscrittura.

L’esame sarà in forma orale e consisterà in domande in lingua cinese volte ad accertare la conoscenza dei contenuti trattati durante le lezioni. In particolare, l’esame finale sarà suddiviso nel modo seguente:
Gli studenti frequentanti esporranno oralmente in aula un tema in ambito specifico tra quelli svolti in aula durante il semestre; gli studenti dovranno dimostrare di aver acquisito il lessico e la fraseologia spiegate dalla docente durante il corso e dovranno possedere proprietà di linguaggio, usando in modo appropriato i termini specifici dell’ambito preso in considerazione. Questa prima parte dell’esame varrà il 40% del voto complessivo.
Agli studenti non frequentanti verrà chiesto di esporre uno dei temi specifici del corso scegliendolo con il metodo del sorteggio. La docente farà domande sul tema estratto. Questa prima parte dell’esame varrà il 40% del voto complessivo.
Sia frequentanti che non frequentanti dovranno rispondere a quesiti generali sulle caratteristiche testuali e sui contenuti relativi ai testi selezionati e analizzati dalla docente durante il corso. I contenuti di queste analisi saranno resi disponibili su Blackboard. Questa seconda parte varrà il 60% del voto d’esame.
Al voto finale concorre il voto che risulta dalla media ponderata degli esiti delle prove intermedie di lingua scritta e orale
Ulteriori informazioni saranno date durante le lezioni e saranno rese disponibili su Blackboard.
La valutazione finale sarà data sulla base di una prova scritta e di una prova orale.
Per quanto riguarda la prova orale sarà valutata la capacità di interagire con parlanti madrelingua.
Nella prova scritta verrà richiesto agli studenti di svolgere esercizi inerenti i contenuti studiati durante l’anno e produrre un testo in lingua cinese.
Il superamento di entrambe le prove intermedie dà accesso all’esame di Strategie comunicative della lingua cinese.

Paternicò Luisa M., Tiziana Lioi, Ma Xiaomo, Serena Di Fusco, Il cinese per il lavoro, Editore Ulrico Hoepli, Milano, 2024. Acquista da VP
Dispensa preparata dalla docente.
Su Yingxia, Read for Joy – An International Chinese Reading Series 4 乐读—国际中文阅读教学课本4, Beijing Language and Culture University Press, Beijing, 2021. Acquista da VP
Mao Yue, Short-term Listening Chinese – Pre-Intermediate (Textbook 2nd edition) 汉语听力速成-提高篇, Beijing Language and Culture University Press, Beijing, 2010. Acquista da VP
I testi sono accompagnati da tracce audio per l’ascolto individuale delle lezioni e le esercitazioni. È disponibile anche la versione in formato E-book.
Testi consigliati:
Dizionari (uno a scelta tra i seguenti):

• AA.VV, Dizionario di Cinese, Hoepli, 2007 Acquista da VP
• Casacchia Giorgio, Bai Yukun, Dizionario cinese-italiano, Cafoscarina, Venezia, 2013
• Zhao Xiuying, Il Dizionario di Cinese, Zanichelli, 2013 Acquista da VP
  Grammatica:
• Romagnoli Chiara e Wang Jing, Grammatica d’uso della lingua cinese. Teoria ed esercizi, Hoepli, 2016 Acquista da VP
  Dizionario monolingua:
• Zhongguo shehui kexueyuan yuyan yanjiusuo cidian bianji shi 中国社会科学院语言研究所词典编辑室, Xiandai Hanyu cidian 现代汉语词典（第7版）(Dizionario di cinese moderno) (7^ ed.), The Commercial Press 商务印书馆, Beijing, 2016.

The primary objective of this course is to provide students with a robust foundation in computational methodologies specifically tailored for philological research spanning the medieval, modern, and contemporary eras. The theoretical component focuses on two core areas: first, the application of state-of-the-art computational methods to philological research (ranging from codicology and character recognition to stemmatology and the automated reconstruction of textual traditions) and second, the analytical study of texts through stylometry, semi-automatic stylistic analysis, and authorship attribution.
Participants will develop expertise in automated text recognition technologies, such as Intelligent Character Recognition and Handwritten Text Recognition, and learn to extract meaningful variants through the application of automatic alignment algorithms. Beyond these technical fundamentals, the curriculum emphasises the development of advanced skills in morphosyntactic and stylometric analysis to support the rigorous establishment and verification of literary texts.
Expected learning outcomes include a comprehensive theoretical and practical understanding of methodologies for assessing textual similarity, the core principles of stemmatology, and the governing frameworks of semi-automatic linguistic and textual analysis. Furthermore, the course ensures mastery of distant reading techniques alongside stylometry and authorship attribution. Ultimately, participants will develop the capacity to conduct complex textual investigations within novel research environments, exercising the critical judgment necessary to select the most effective analytical methodologies for any specific object of study.

The curriculum explores central philological themes through the application of quantitative and computational methods:
Intelligent Character Recognition (ICR) and Handwritten Text Recognition (HTR).
Similarity Assessment between strings and complex digital objects.
Alignment Algorithms and their role in collation.
Textual Encoding and Modelling: Domain-Specific Languages (DSLs) for the encoding and annotation of texts.
Stemmatology and the reconstruction of textual traditions.
Semi-automatic Linguistic Analysis: Core elements and practical applications.
Stylometry and Authorship Attribution: Utilising computational tools for detailed stylistic analysis and identity verification.
The integration of Artificial Intelligence (AI) models within philological research workflows.
Lectures (in English) with exercises.

Oral exam with questions and practical presentation of coursework to verify the degree of acquisition of the course contents.
In terms of assesment criteria, there is no difference between the questions about the theoretical questions of the course and those on the practical aspects.

Students will be asked to read and acquire notions from the titles listed below. Other titles will be advised during the course.
Philip Roelli, Handbook of Stemmatology, De Gruyter, Berlin, 2020 (selected chapters)
Elena Pierazzo, Digital Scholarly Editing: Theories, Models and Methods. 2014. ⟨hal-01182162⟩
Serena Carlamaria Crespi, Alice Gydé, Carlos-Emiliano González-Gallardo, Elena Pierazzo. AI for Managing Complex Textual Traditions: How to Handle Multiple Variant Readings?. International Conference AI for SCIENCE 2025 - AI & Digital Humanities, University of Ljubljana, Sep 2025, Ljubljana, Slovenia. ⟨hal-05248289⟩
Peter Stokes, “On Digital and Computational Humanities for Manuscript Studies: Where Have we Been, Where are we Going?”, Manuscript Cultures 15 (2020): 37–46.
Computational Stylistics in Poetry, Prose, and Drama, edited by Anne-Sophie Bories, and Fabo, Pablo Ruiz, Walter de Gruyter GmbH, 2022 (selected chapters)
Sperling, D.M.; Neyt, V. & Kestemont, M., “The authorship of Stephen King’s books written under the pseudonym “Richard Bachman”: a stylometric analysis”, Journal of Computational Literary Studies 2 (1) 2023, p. 1-35

The course aims to provide students with a critical perspective on current customer behaviors and brand communication strategies in the Semantic Web and Artificial Intelligence era, and to reflect on how today's customers, objects, brands, technology, and culture are subtly interwoven and rapidly co-evolving. Hence, the course engages with customer behavior from a contemporary cultural perspective that examines how the Semantic Web and Artificial Intelligence have transformed the customer’s expressive, communication, and socialization practices, the objects’ properties and ontologies, and thus brands’ communication issues, which had to adapt to the fast-evolving technocultural scenario through new strategies and contents. This scenario, indeed, continuously challenges brands to innovate and redefine their role for consumers, companies, society, and institutions.
The course develops a cross-disciplinary approach that combines basic and advanced conceptual foundations with up-to-date managerial issues and challenges that the brands must confront to face reality.
At the end of the course, students will be able to:
develop conceptual knowledge on the design, content, and use of brand communication strategies in the Semantic Web context;
understand how the Semantic Web has driven the evolution of customer behavior, and how brands have managed this turn to develop the actual communication strategies performed;
develop critical decision-making by recognizing, assessing, and analyzing the territory in which brands and customers live;
apply theoretical and conceptual knowledge of the new object properties (smart objects and artificial intelligence) and consequent evolution of customer behavior to the design and implementation of brand communication strategies;
develop conceptual knowledge on how to use the necessary tools to design a communication strategy (or campaign) for a brand, being able to work within a realistic scenario.

Module 1: Prof. Angela Antonia Beccanulli
The following topics will be covered:

• The dawn of a new Brand Management Era
• Navigating the new brand communication scenario
• Studying how to construct a brand and a brand positioning
• Understanding the consumer insight
• Understanding the consumer insight through the semantic web
• Studying the use of the consumer insight for brand communication strategies
• Introducing Customer Behavior and the Semantic Web
• Defining Customer Behavior
• Defining Customer Behavior through consumer insights
• Defining the Semantic Web: Key Concepts and Principles
• Understanding the evolution of customers’ needs, wants, and desires after the introduction of the Semantic Web.
• The customer evolution. Navigating new expressive forms and practices of communication and socialization
• Analyzing new consumers’ expressive forms and relative dynamics that emerged in the Semantic Social Networks: the selfie, the Haul, the Photo Dump, the meme.
• Analyzing new consumers’ communication practices that emerged in the Semantic Social Networks: a deep-dive into the rise of the Phatic Culture.
• Analyzing new consumers’ socialization practices that emerged in the Semantic Social Networks: a study of consumers’ tribes and virtual communities.
• The Artificial Intelligence & the emergence of a new object conceptualization
• Studying the Anthropocentric Theory.
• Analyzing the Humanization Perspectives.
• Analyzing the Post-Humanization Perspectives: the Actor-Network Theory and Assemblage Theory
• Studying the smart-objects semantic web for a new consumer insight
• Studying how to use Artificial Intelligence for new branding strategies
  Module 2: Prof. Giovanni Mordenti
  The following main topics will be covered:
  Introduction on the actual scenario: interdependence between multinational companies, agencies and customers
  How companies adapt to consumers macro-trends
  The role of communication agencies in the contemporary business scenario
• Knowing the customers: how companies investigate customer behaviors
  Which data are available about customers in the semantic web
  Principle of data analysis: how to segment a target audience
  How to build effective target personas
  Investigate customer behavior through search engine optimization techniques
  Search engine technology has evolved making semantic search essential for SEO
  Understanding the evolution from a keyword-based model to an intent-based/ behavior-based model
  How brands are adapting their strategy according to this new paradigm
  The new era of social media is rewriting the rules of the game: how companies try to understand their customers in the Semantic Web
  Introduction to web e social listening
  How to write a Boolean query
  How to interpret, organize and present the results of a web listening analysis
• Technology is redefining customer behavior and online marketing
  The use of AI into web listening
  How companies are leveraging machine learning and AI technology to evolve their marketing strategies.
  The course will be based on critical interactive lessons, group case study discussions, discussion of digital and video materials, a group assignment sharpening analytical skills, and a group project work facing a real company issue. A few experts will be invited as guest speakers to provide their points of view on the evolution of customer behavior and the semantic web evolution.

Students can choose between a multiple assessment route and a single assessment route.
Multiple assessment route
The assessment will consist of three components including an individual written test in the First Module, an individual oral test in the Second Module, and a business group project, that each student is required to take in a group (groups of students will be purposively multicultural in their composition) and present at the end of the second Module. More in detail:
the intermediate individual written test is going to be composed of two open-ended questions relevant to the theoretical and conceptual foundations faced in the First Module of the course (50% of the final grade);
the intermediate individual oral test is going to be composed of three questions relevant to the conceptual foundations faced in the Second Module of the course (25% of the final grade);
the group project work is going to face a real brand communication challenge provided by a partner company, with an emphasis on consumer brand strategy, and tactics (25% of the final grade).
For a PASS in the multiple assessments, the following conditions must be met: (i) the three components are mandatory; (ii) the final weighted average mark must be greater or equal to 18.
Students who do not pass the multiple assessments are evaluated according to the single assessment. The participation to group activities requires attendance.
Single assessment route
For those who decide not to participate in the group project and intermediate test, the exam consists of a written test based on four open-ended questions relevant to all the course materials uploaded in Blackboard and the required readings (100% of the final grade).

Required readings
R.V. Kozinets, U. Gretzel, R.C. Gambetti, Influencers and Creator, Business, Culture and Practice, Sage Publications, 2023. Acquista da VP
Additional course materials (e.g. lesson slide decks, academic journal articles, book chapters, conference papers, and research reports) that constitute required readings will be provided by Prof. Beccanulli and Prof. Mordenti throughout their modules and will be uploaded on the Blackboard platform.

The course aims to acquire the knowledge for modelling, designing, implementing
and querying a database.
The course will provide an updated overview of the main storage systems (e.g.,
Relational, NoSQL and RDF) and the currently available architectures (including
commercial ones).
Expected learning outcomes

• Knowledge and understanding
  At the end of the course, the student will know:
  the concept of information and data;
  the concept of data model and data structure;
  the concept of schema and instance;
  the database design methodologies;
  the main DBMSs (e.g., MySQL/MariaDB, MongoDB, Neo4J, Virtuoso)
  the main query languages (e.g., SQL, MQL, Cypher, SPARQL);
  the creation of semantic databases;
  the use of Python libraries for querying databases (e.g., PyMongo, Py2neo).
• Ability to apply knowledge and understanding
  At the end of the course, the student will be able to:
  model real-world scenario data;
  design a database;
  select the technologies for the creation of a database concerning the types of
  data to be persisted;
  writing instructions to query databases.
• “Making judgments”, “Communication skills” and “Learning skills”
  The student will be able to identify and formally model a real scenario's entities and
  related relationships. The student will also manage data through a DBMS.

The course program is structured as follows:
Introduction to Databases and DBMSs
General concepts
Information and data
Schema and instance
Relational model
MySQL/MariaDB and SQL
Document model
MongoDB and MQL
Graph model
Neo4J and Cypher
Knowledge Graph
RDF and SPARQL
The course includes classroom and remote lessons with slides for the
theoretical aspects and Jupyter notebooks for the exercises.
The exercises and other practical activities will be performed individually and in
groups.
Experts will organise seminars during the course to better understand the
theoretical concepts.

• Evaluation method
  Students will work on a small project as part of a group or individually based on a
  given brief. The project will be evaluated, and students must achieve a positive score
  to access the written text. The test will consist of four open-ended questions on topics
  discussed in the lessons, exercises, and bibliography.
  The final evaluation will be obtained by taking the average of the project evaluation
  and the test evaluation, resulting in a single evaluation.
• Evaluation criteria
  As part of their project, students are expected to showcase their skills in creating a
  database that reflects real-world scenarios and models entities and relationships. This
  project will require them to apply the techniques learned in class.
  The test will evaluate the student's understanding of the theoretical aspects of
  database creation and management. The relevance of the answers and the
  appropriate use of terminology will contribute to the overall evaluation.

P.Atzeni Ceri, Paraboschi, Torlone, Basi di Dati – Modelli e linguaggi di interrogazione
4/ED, McGraw-Hill, 2013. Acquista da VP
other readings will be discussed in the first lesson

The course explores the main research questions and methods in the field traditionally known as “Humanities computing”, focusing on the computational analysis of the literary languages. The course provides a general introduction to the fundamental aspects of the computational approaches to literary studies, equipping students with the essential theoretical knowledge and practical skills required to engage with digital texts and tools. Special emphasis is placed on computational approaches to the study of literary works, and on the process of characterization in them. The course explores how computational tools can help critics assess how characters are constructed and perceived in literary texts. A topic of special interests is how modern language models (including foundational models and Large Language Models) can be applied to enhance our reading of literary texts and characters, and how those models can be combined with more traditional statistical approaches.
The course is articulated in two parts. The first section provides a general introduction to the history of computational approaches to literature, as well as on methods and techniques for corpus exploration and text editing. The second part is dedicated to the problem of characterization, character studies, as well as direct-speech detection and analysis. The Children’s Literature CCR Corpus (University of Birmingham) is used as testbed for the different types of computational investigations. Occasionally, other works can be used to illustrate special aspects. All methodologies discussed in the theoretical sessions will be replicated using Python during hands-on sessions guided by the instructor.
By the end of the course, the students will have gained a comprehensive understanding of the benefits and limitations of computational methods to the analysis of texts for research in the Humanities. They will know how to perform simple and more advanced analyses on a corpus of novels using Python and how to include computational analyses in their research on textual sources and literary works.

The course covers the following topics.
Introduction to Humanities Computing:
Humanities Computing in/and the Digital Humanities today.
The quantitative analysis of language for the Humanities: key concepts and problems.
Data and metadata for Humanities computing:
Digital corpora and standard for editions.
The corpus used: The Children’s Literature CCR Corpus (University of Birmingham).
The computation of style: basic notions
From words to vectors
Distance measures for literary analysis.
More advanced explorations: authorship attribution and Burrows’ Delta
Even more advanced: Word2Vec and LLMs for literary studies.
The language of characterization
Characterization and language in current narratology.
Corpus-based and computational approaches to characterization.
The style of direct speech as a characterization device and a computational problem.
The course will consist of a combination of lectures and hands-on exercises that will be performed together by the lecturer and the students.

The final assessment will consist in an oral exam articulated in two parts:
discussion of a final project with computational analysis of a literary work or a corpus of works;
questions and answers on the topics illustrated in class.
The final project will consist in the analysis of a corpus of literary works (selected by the student, with the help of the instructor, if necessary) that puts into practice one or more research methods discussed in class.
The second part of the exams aims to verify the degree of acquisition of the course contents and will consist of general questions on the topics discussed in class.
The two sections will contribute to the final grade in the following proportion: 67% will be determined by the final project, 33% by the answers to the general questions about the course.

[All the readings reported below are not mandatory for the exam]
Burrows, J.F. 1987. Computation into Criticism: A Study of Jane Austen’s Novels and an Experiment in Method. Oxford: Clarendon Press.
———. 2002. “‘Delta’: A Measure of Stylistic Difference and a Guide to Likely Authorship.” Literary and Linguistic Computing 17 (3): 267–87. https://doi.org/10.1093/llc/17.3.267.
———. 2003. “Questions of Authorship: Attribution and Beyond: A Lecture Delivered on the Occasion of the Roberto Busa Award ACH-ALLC 2001, New York.” Computers and the Humanities 37 (1): 5–32.
Karsdorp, F., M. Kestemont, and A. Riddell. 2021. Humanities Data Analysis: Case Studies with Python. Princeton University Press.
Hockey, S. 2004. “The History of Humanities Computing.” In A Companion to Digital Humanities, edited by S. Schriebman, R. Siemens, and J. Unsworth. Oxford: Blackwell. https://companions.digitalhumanities.org/DH/?chapter=content/9781405103213_chapter_1.html.
Hoover, D. L. 2003. “Multivariate Analysis and the Study of Style Variation.” Literary and Linguistic Computing 18 (4): 341–60. https://doi.org/10.1093/llc/18.4.341.
———. 2008. “Quantitative Analysis and Literary Studies.” A Companion to Digital Literary Studies, eds R. Siemens and S. Schreibman. Oxford: Blackwell. http://www.digitalhumanities.org/companionDLS/.
Jockers, M. 2013. Macroanalysis. Digital Methods and Literary History. Urbana: University of Illinois Press.
Jurafsky, D. and J.H. Martin (in preparation). Speech and Language Processing. Chapter 5, “Embeddings”. Draft of the 3rd edition: https://web.stanford.edu/~jurafsky/slp3/5.pdf
Kestemont, M., S. Moens, and J. Deploige. 2015. “Collaborative authorship in the twelfth century. a stylometric study of Hildegard of Bingen and Guibert of Gembloux.” Digital Scholarship in the Humanities, 30(2):199–224.
Mahlberg, M. and V. Wiegand. 2020. “Literary Stylistics.” In The Routledge Handbook of English Language and Digital Humanities, edited by Svenja Adolphs and Dawn Knight, 306–27. New York: Routledge.
Stockwell, P., and M. Mahlberg. 2015. “Mind-modelling with corpus stylistics in David Copperfield”. Language and Literature, 24(2):129–147. https://doi.org/10.1177/0963947015576168

Objectifs du Cours: Le Cours se propose de fournir à l’étudiant les compétences adéquates pour la gestion des stratégies de communication dans des situations d’échanges professionnels et interculturels. L’étudiant.e sera formé/e aux méthodologies principales de la maîtrise argumentative visant à approfondir les aptitudes nécessaires à argumenter, questionner et réfuter pour bien négocier.
Résultats d’apprentissage attendus: A la fin du Cours, l’étudiant.e sera en mesure d’organiser un texte/discours argumentatif dans des situations de communication professionnelle, de comprendre la construction d’un texte/discours argumenté; l’analyse des cas lui permettra de s’orienter et de prendre des décisions en langue française dans toute démarche communicative d’influence. L’étudiant.e pourra comprendre des conférences/discours très longs, les émissions médiatiques sur l’actualité et les informations, suivre et diriger une argumentation complexe; il/elle pourra lire des articles d’essai et des rapports sur des questions contemporaines, prendre part à une conversation et communiquer avec un degré de spontanéité et d’aisance normale avec un locuteur natif, s’exprimer oralement en continu et de façon claire et détaillée sur une grande gamme de sujets relatifs à ses centres d’intérêt.
Plus précisément, l’étudiant.e aura formé les capacités suivantes:
Capacités d’application des connaissances acquises
L’apprentissage par investigation permettra à l’étudiant.e d’obtenir une implication soutenue et de former les capacités de gestion des acquis. Les apprentissages par projet, par problème et par la conception lui permettront de: 1. bien maîtriser la compréhension écrite et orale des textes; 2. élaborer l’expression orale adéquate appliquée à plusieurs types de textes écrits/oraux et de situations communicatives interculturelles, relatives aux domaines du français langue de la culture et des relations professionnelles.
Capacités d’analyse critique et des compétences communicatives
Grâce à l’analyse de textes argumentatifs variés par typologie et situation communicative, l’étudiant.e sera en mesure de maîtriser les techniques rhétoriques de production et de réélaboration de ces catégories textuelles de manière à pouvoir interpréter les informations et à évaluer leur degré de fidélité/infidélité par rapport aux faits et aux événements considérés, leur degré de vérité ou de manipulation. La capacité de développement des ressources argumentatives dans des situations de communication interculturelle dans l’espace français et francophone sera ainsi stimulée et approfondie.
Les capacités cognitives et d’apprentissage seront entraînées grâce aux activités libres et/ou guidées de présentations écrites et orales, aux discussions et rapports oraux, à l’utilisation des supports d’IA les plus courants. A la fin du parcours de formation, l’étudiant.e sera en mesure d’appliquer un esprit d’analyse critique sur les faits et les documents concernant la communication professionnelle qui le/la concernent, aussi bien que de maîtriser les ressources de compréhension et d’expression écrites et/ou orales pertinentes face aux sujets principaux relatifs au français langue de la culture, de la diplomatie internationale et des relations professionnelles.
À la fin du cours, l’étudiant.e doit savoir analyser et produire un texte argumentatif bien structuré, et faire un exposé clair et bien structuré sur un sujet complexe, inhérent à son profil.
Les activités proposées dans le cycle des travaux dirigés de langue pour la première annualité de cours visent à atteindre, dans les quatre compétences, un niveau correspondant à un niveau C1 avancé du Cadre européen commun de référence pour les langues.
Objectifs linguistiques/culturels : consolidation des connaissances, apprentissage de nouvelles structures complexes et du lexique de spécialité, de manière à pouvoir comparer parfaitement les deux langues (français et italien).
Objectif professionnel : renforcement des capacités communicatives dans un cadre professionnel.
Les activités proposées dans le cycle des travaux dirigés de traduction pour la première annualité de cours visent à atteindre, en expression écrite, un niveau correspondant à un niveau C1 avancé du Cadre européen commun de référence pour les langues.
Le cours propose un travail de lecture approfondie et de traduction de documents authentiques en langue de spécialité (niveau C1 du Cadre européen commun de référence pour les langues) dont l’objectif est de permettre aux étudiant.es :

• d’affiner leur compétence de compréhension écrite de textes présentant des difficultés de niveau avancé du point de vue morphosyntaxique, lexical, terminologique, stylistique et thématique;
• d’approfondir l’analyse contrastive français/italien, visant la traduction et la révision en italien;
• d’avoir un aperçu de la méthodologie du métier de traducteur, post-réviseur ou correcteur de textes avec l’avènement des technologies d’IA.
  À la fin du cours l’étudiant.e aura accru sa compétence linguistique fort d’une capacité de faire une lecture « active » d’un texte (sens profond, contexte, style, terminologie…) ainsi que d’une connaissance plus approfondie des terminologies spécialisées relevant des domaines des textes abordés en cours.
  De plus, l’étudiant.e saura reconnaître les expressions idiomatiques, relever les changements de registre, les traits stylistiques propres à un auteur ou à un texte et l’emploi d’une langue de spécialité.
  L’ensemble de ces compétences lui permettra de mieux comprendre la différence entre une traduction scolaire, une traduction littérale et une pratique de la traduction moderne à visée professionnelle. Il ou elle saisira l’importance pour cette dernière, de prendre en considération le type de discours et le contexte de communication comme paramètres fondamentaux dans le transfert du français langue/culture étrangère à l’italien langue/culture maternelle, ce qui le/la rendra capable de tirer profit des progrès numériques, sans perdre de vue la valeur ajoutée de l'humain qui demeure centrale dans la médiation linguistique.

Le français langue de la culture, des relations professionnelles, de la diplomatie internationale : analyse de cas significatifs du point de vue culturel.
Le français langue de la citoyenneté : le droit au français.
Analyse de textes argumentatifs : le plan, la thèse, les types d’argument (faibles et gagnants).
Stratégies rhétoriques pour l’oral et techniques de la communication professionnelle: la synthèse, la paraphrase et la reformulation du texte; la présentation d’un ppt; la préparation d’un discours de persuasion; prendre la parole en public.
Analyse des ressorts de l’influence et de la communication (en présence et à distance) dans des situations professionnelles et interculturelles.
Les stratégies de communication dans le secteur de la mode, du luxe et de ses métiers d’art, en perspective diachronique et synchronique : le système de la mode et du luxe du XIXe siècle à la haute couture, au prêt-à-porter (XXe s.) jusqu’à la mode durable, une histoire de communication à la française.
Cours magistral, cours par exercices, pédagogies actives (activités de groupe ou projet) développées pendant les séances des ”Esercitazioni” (10 heures). Visites guidées, participation à des conférences sur les contenus du cours.
Production écrite

• Caractères du texte argumentatif : démontrer, argumenter, persuader, manipuler.
• Techniques de recherche systématique d’idées (inventio).
• Plan, introduction et conclusion, titres, transitions, connecteurs (dispositio).
• Énonciation et modalisation.
  Production orale
• Elocutio : entraînement à différentes situations de production orale, exposé et prise de parole en public, éloquence.
• Étude du langage non verbal (ex. : mimique, gestuelle et voix).
• Préparation d’une intervention orale : plan, supports (Powerpoint).
• Débats sur des sujets d’actualité ou inhérents aux différents profils.
  Exploration de certains sujets, selon les divers profils :
  LM in Scienze linguistiche e in Languages for international relations
• Profil Management internazionale : crise et avenir de la mondialisation, développement durable, changement climatique, inégalités, caractères de l’économie française/italienne, etc.
• Profil Media, AI and digital management : communication médiatisée, caractères de la télévision, de la presse et du journalisme français, manipulation, fausses nouvelles, désinformation, guerre de l’opinion.
• Profil Languages for international relations: géopolitique et diplomatie.
  LM in Lingue, letterature e culture straniere
• Profil Industria delle lingue e terminologie per la formazione e l’intelligenza digitale e profil Lingue, letterature e culture d’Europa e d’America: lecture, littérature, écriture.
  Trois heures avec tous les profils réunis seront consacrées à :
• entraînement à l’analyse du texte et du film argumentatif;
• entraînement aux techniques de rédaction du texte argumentatif/narratif;
• exercices variés visant à stimuler la production orale, organisation de débats, polémiques et controverses;
• présentation et discussion des ouvrages au programme;
• étude du lexique inhérent au profil choisi;
• présentation d’exposés. Ces exposés en classe sont soumis à évaluation et la note sera prise en compte à l’examen oral.
• Révision et consolidation des structures linguistiques, dans une perspective comparative français/italien.
• Étude transculturelle : les réalités française et italienne face à face, à travers la traduction de plusieurs romans, essais, films et documentaires italiens en français.
• Entraînement à la traduction écrite et orale, sous diverses formes : immédiate, différée, à vue, à partir de documents authentiques écrits, audio et vidéo.
• Utilisation des outils multimédias et hypertextuels : dictionnaires et glossaires monolingues et bilingues sur Internet.
  Afin d’assurer un meilleur équilibre des effectifs et de mieux cibler la didactique de la traduction, les étudiant.es seront subdivisé.es pour les cours de traduction en deux groupes en fonction de leur profil. La subdivision sera indiquée dans l’emploi du temps de la faculté.
  Chaque groupe aura deux heures au laboratoire:
• Traduction et correction de travaux préparés à la maison.
• Entraînement à la traduction à vue.
• Étude comparée des deux langues (grammaire, lexique de spécialité).
• Simulation d’examens.
• Utilisation régulière de dictionnaires électroniques bilingues et monolingues en ligne et hors ligne, et de l’Internet (notamment les moteurs de recherche) comme outils d’aide à la traduction.
  Traduction de passages sélectionnés tirés d’ouvrages ayant fait l’objet de traductions publiées dans un contexte extra-scolaire (pages web et textes de la communication des entreprises / un roman contemporain / un essai), accompagnée de recherches terminologiques en contexte et/ou d’analyse des résultats obtenus à l’aide des traductions automatiques.
  Les étudiant.es des différents "profils" seront regroupé.es en un seul groupe Indépendamment de leur profil, ils seront confrontés à différentes typologies de textes et de langues de spécialité, pour une première approche des enjeux de la pratique de la traduction moderne à visée professionnelle.
  L’activité en cours consistera en:
• étude des textes de départ (typologies textuelles, destinataire, auteur, style…);
• traductions à préparer à la maison et analyse en cours des résultats obtenus;
• correction collective de travaux effectués à la maison;
• rédaction de listes de termes.

L’examen oral final est organisé en deux parties: la présentation d’un exposé oral ou du projet réalisé et la discussion autour des sujets traités dans le Cours.
a. Présentation de l’exposé/projet (sujet au choix de l’étudiant): explication du choix du sujet choisi; annonce du plan (20% de la valeur de l’évaluation finale); étude analytique de l’organisation argumentative du texte (distribution des arguments et évaluation de leur nature; construction rhétorique; choix syntaxiques et lexicaux; indices et renvois culturels) (30% de la valeur de l’évaluation finale).
b. Discussion autour des sujets traités dans le Cours: entretien dialogal, questionnement et réponses (50% de la valeur de l’évaluation finale).
Le projet développé pendant les séances des « Esercitazioni » sera pris en considération lors de l’évaluation finale avec un bonus d’un point, selon l’importance du travail effectué.
Les pourcentages se rapportent à l’évaluation de la présentation des contenus et des facteurs impliqués dans la performance orale: pertinence des réponses aux questions posées; mise en relation des textes, élargissement de la réflexion; capacité à se référer aux textes et aux documents objet de la discussion; bilan de l’analyse argumentative du texte; qualité de l’argumentation et maîtrise avancée de la langue française; aptitude au dialogue (réactivité, audibilité du discours, gestuelle); gestion du temps; connaissances personnelles et savoirs culturels sur les textes/l’œuvre; connaissances du contexte culturel.
La note finale est basée sur la moyenne pondérée des résultats des épreuves écrites et orales intermédiaires de langue (dans la limite de 1/6 et 2/6 de la note finale respectivement).
Écrit
Le candidat dispose de 2h30 pour écrire une dissertation d’une longueur de 600 mots, sur l’un des deux sujets proposés pour son profil. Un des deux sujets est traité dans les ouvrages donnés en bibliographie. Il peut utiliser tous les dictionnaires en sa possession (monolingues, bilingues, analogiques) sauf les dictionnaires électroniques.
Critères d’évaluation : on vérifiera que le candidat peut écrire des textes clairs et détaillés sur une gamme étendue de sujets relatifs à son profil en faisant la synthèse et l’évaluation d’informations et d’arguments empruntés à des sources diverses, et ce pour parvenir à une conclusion nette et appropriée.
La dissertation représente 50% de la note finale de l’épreuve écrite de LM1.
Oral
Exposé oral et discussion de l’ouvrage au programme pour chaque profil (v. Bibliografia), dont l’étudiant.e devra avoir une connaissance détaillée.
Critères d’évaluation : on vérifiera que le candidat a une élocution et une phonétique correctes et qu’il sait argumenter lors d’un débat, à savoir qu’il peut: développer une argumentation claire, en élargissant et confirmant ses points de vue par des arguments secondaires et des exemples pertinents; enchaîner des arguments avec logique; expliquer un point de vue sur un problème en donnant les avantages et les inconvénients d’options diverses
L’examen final consiste en une épreuve écrite de traduction d’un texte de 250 mots environ, portant sur les sujets traités en cours et différencié selon les profils.
Le thème représente 25% de la note finale de l’épreuve écrite de LM1.
L’évaluation de la traduction prendra en compte les aspects :

• linguistique (compréhension de l’italien et correction du français);
• textuel (adéquation au genre et au contexte);
• stylistique (adéquation au style de l’auteur et au registre de langue);
• terminologique (connaissance et emploi pertinent du lexique de spécialité);
• référentiel (prise en compte du destinataire final - le lecteur/usager français - et des éléments extra-linguistiques).
  L’épreuve de traduction dure 2h30 au total pour la version + le thème; il est conseillé de consacrer 1h30 à la traduction de l’italien vers le français (thème) et 1h pour la traduction du français vers l’italien (version).
  Les dictionnaires monolingues, bilingues et de spécialité sont autorisés.
  Examen final écrit consistant en une épreuve de traduction d’un même texte pour tous les profils, de 250 mots environ, portant sur l’un des thèmes traités en cours.
  La version représente 25% de la note finale de l’épreuve écrite de LM1.
  L’évaluation de la traduction prendra en compte les aspects:
• linguistique (compréhension du français et correction de l’italien);
• textuel (adéquation au genre et au contexte);
• stylistique (adéquation au style de l’auteur et au registre de langue);
• terminologique (connaissance et emploi pertinent des termes de spécialité);
• référentiel (prise en compte du destinataire final - le lecteur/usager italien - et des éléments extra-linguistiques).
  L’épreuve de traduction dure 2h30 au total pour la version + le thème; il est conseillé de consacrer 1h30 à la traduction de l’italien vers le français (thème) et 1h pour la traduction du français vers l’italien (version).
  Les dictionnaires de langue (français et italiens), monolingues et bilingues ainsi que les dictionnaires des synonymes sont autorisés.

P. D’Achille, M.T. Zanola (éds.), La moda francese e italiana 1880-1980, Franco Cesati, Firenze 2025, https://www.francocesatieditore.com/catalogo/la-moda-francese-e-italiana-1880-1980/.
J. Castarede, Histoire du luxe en France. Des origines à nos jours, Eyrolles, Paris, 2007.
C. Delhay, L’art de la parole, Dalloz, Paris 2021.
F.-M. Grau, La haute couture, P.U.F., Paris 2000.
G. Milleret, Haute couture. Histoire de l'industrie de la création française – Des précurseurs à nos jours, Eyrolles, Paris 2015.
Ministere de la culture, Rapport au Parlement sur la langue française, Délégation générale à la langue française et aux langues de France, Paris 2025, https://www.culture.gouv.fr/fr/evenements-nationaux/semaine-de-la-langue-francaise-et-de-la-francophonie3/Actualites/rapport-au-parlement-sur-la-langue-francaise-2025-trois-questions-a-paul-de-sinety.
B. Périer, La parole est un sport de combat, Poche, Paris 2019.
M.T. Zanola, Francese e italiano, lingue della moda: scambi linguistici e viaggi di parole nel XX secolo, « Lingue Culture Mediazioni », 7/2, 2021, https://www.ledonline.it/index.php/LCM-Journal/article/view/2211.
M.T. Zanola, Le feutre, du Caudebec au Borsalino: hommage au Chapeau, in M. Modenesi et al., “La grâce de montrer son âme dans le vêtement”: scrivere di tessuti, abiti, accessori, LED Edizioni, Milano 2015, pp. 433-447: https://books.openedition.org/ledizioni/6722.
M.T. Zanola (éd.), Le français de nos jours. Caractères, formes, aspects, Carocci, Roma 2023 (chapitres choisis).
La Professeure fournira de références bibliographiques ultérieures pendant le Cours, selon les profils d’étude des étudiant.es. Les étudiant.es doivent suivre les communications dans la page de la plateforme Blackboard consacrée à ce Cours.
Un ouvrage pour chaque profil. Ce sera un ouvrage de réflexion/discussion dont il faudra se servir pour se documenter pour l’épreuve écrite et comme sujet de discussion/argumentation pour l’épreuve orale.
Laurea in Scienze linguistiche

• Profil Management internazionale
  H. Kempf, Que crève le capitalisme, Seuil, 2020.
• Profil Media, AI and digital management, vous avez le choix entre :
  Pierre Bourdieu, Sur la télévision, Liber-Raisons d’agir, Paris, 1996.
  DAVID CHAVALARIAS, Toxic data, Comment les réseaux manipulent nos opinions, flammarion, Champs actuel, 2023
• Profil : Languages for international relations
  D. Moisi, Le triomphe de l’émotion, la géopolitique entre peur, colère, espoir, Robert Laffont, 2024.
  Laurea in Lingue, letterature e culture straniere
• Profils Lingue, letterature e culture d’Europa e d’America et Industria delle lingue e terminologie per la formazione e l’intelligenza digitale
  D. Pennac, Comme un roman, Folio Gallimard.
  Ouvrages à consulter
  Production écrite
  G. Vigner, Écrire pour convaincre, Hachette FLE, 1996.
  P. Breton, Convaincre sans manipuler, La Découverte, 2008.
  B. Meyer, Maîtriser l'argumentation, Exercices et corrigés, Armand Colin, 2002.
  N. Baillargeon, Petit cours d’autodéfense intellectuelle, Lux, 2006.
  P. Breton-G. Gauthier, Histoire des théories de l’argumentation, La découverte, 2000.
  Production orale
  B. Perier, La parole est un sport de combat, JC Lattès, 2017.
  Ouvrages de référence pour tous les groupes
  M. Merger-L. Sini, Le Nouveau Côte à côte, préparation à la traduction de l’italien en français, Amon, 2013. Acquista da VP
  Dictionnaires conseillés
  J. Rey Debove-A. Rey, Le Nouveau Petit Robert, dictionnaire alphabétique et analogique de la langue française, Paris. Acquista da VP
  Dizionario Garzanti francese-italiano, italiano-francese, ultima edizione.
  Polycopié (dispensa)
  Les indications sur la période et le lieu de publication du polycopié seront fournies pendant le cours.
  Grammaires de référence
  M. Riegel-R. Rioul, Grammaire méthodique du français, P.U.F, Paris 1998.
  M. Grevisse-A. Goosse, Le Bon usage, De Boeck-Duculot, Paris-Bruxelles 2011.
  L. Serianni, Grammatica italiana, Italiano comune e lingua letteraria, UTET, Torino.
  Dictionnaires conseillés
  Grande dizionario di francese, Garzanti Linguistica (ultima edizione)
  Le Robert & Zanichelli Il Boch, Dizionario Francese-Italiano Italiano-Francese, (ultima edizione)
  Vocabolario Treccani, http://www.treccani.it/vocabolario/
  N. Zingarelli, Lo Zingarelli, Vocabolario della lingua italiana, Zanichelli.
  F. Palazzi-G. Folena, Dizionario della lingua italiana, Loescher, Torino.
  F. Sabatini-V. Coletti, Il Sabatini-Coletti: dizionario della lingua italiana, Rizzoli Larousse.
  Le Petit Robert de la langue française, (dernière édition).
  Le Trésor de la langue française informatisé, http://atilf.atilf.fr/
  Il est conseillé d’avoir un dictionnaire bilingue au choix, un monolingue français et monolingue italien au choix, mais en version complète, numérique et papier.
  Ouvrages en consultation
  Francesca Chessa- Ida Porfido, Tradurre il francese, Il Mulino Itinerari, 2024.
  Patrizia Guasco, La révision bilingue: Principes et pratiques, Quaderni del Selda, Educatt 2013.
  Josiane Podeur, La pratica della traduzione dal francese in italiano e dall’italiano in francese, Liguori 2013.
  Alberto Bramati, Le trappole del francese, Cortina Editore, 2019.

Il Corso intende esaminare i principali tipi di testo (testi argomentativi, persuasivi, prescrittivi, narrativi ecc.) e i corrispondenti generi testuali per mettere in luce le diverse strategie espressive della comunicazione scritta, con particolare attenzione agli ambiti di economia, turismo, politica, relazioni internazionali. Verranno inoltre trasmessi i fondamenti della linguistica testuale e dell’analisi stilistica.
Al termine del Corso gli studenti saranno in grado di identificare e descrivere le diverse tipologie testuali in base alle loro specificità linguistiche, sapranno riconoscere aspetti legati a coesione e coerenza e gli elementi strutturali costitutivi dei diversi generi testuali, in vista di una più efficace produzione e ricezione dei testi specialistici.
Im ersten Studienjahr zielen die im Rahmen der sprachpraktischen Lehrveranstaltungen vorgesehenen Aktivitäten darauf ab, in den vier kommunikativen Fertigkeiten ein Kompetenzniveau zu erreichen, das dem fortgeschrittenen Niveau C1+ des Gemeinsamen Europäischen Referenzrahmens für Sprachen (GER) entspricht.
Der Kurs verfolgt das Ziel, eine kompetente und differenzierte Sprachverwendung insbesondere im Bereich der mündlichen und schriftlichen Textproduktion zu fördern. Zu diesem Zweck werden Techniken zur sachlich-informativen Darstellung sowie zur reflektierten und kritischen Auseinandersetzung mit aktuellen, fachbezogenen Themen vermittelt und insbesondere die mündliche Sprachfertigkeit in Debatten geschult.
Am Ende des Kurses werden die Studierenden in der Lage sein, Inhalte unterschiedlicher Textsorten mit thematischem Bezug zu ihrem Fachgebiet sowohl schriftlich als auch mündlich strukturiert zu präsentieren und eigene Standpunkte in Form einer fundierten und kritisch reflektierten Stellungnahme zum Ausdruck zu bringen. Darüber hinaus werden sie konkrete Sprachmittlungssituationen berücksichtigen und in der Lage sein, Inhalte angemessen vom Deutschen ins Italienische sowie vom Italienischen ins Deutsche zu übertragen.

Texttypen und Textsorten des Deutschen
Il corso intende approfondire le diverse tipologie testuali e il loro ruolo nella comunicazione scritta, a partire da un campione rappresentativo di testi. Una prima parte del Corso tratterà aspetti linguistico-teorici e metodologici (definizione; principali modelli di classificazione; funzionalità testuali); nella seconda parte si esamineranno le specificità dei diversi generi testuali e le loro realizzazioni concrete tramite l’analisi e il commento di testi selezionati tratti da internet e riviste specializzate.
Saranno approfonditi in particolare i seguenti temi:

• tipi e generi testuali, definizione e principali modelli di classificazione
• sviluppo diacronico delle tipologie testuali
• le diverse tipologie funzionali (testo narrativo, informativo, prescrittivo…)
• generi testuali rilevanti nella comunicazione specialistica
• coesione e coerenza del testo
• elementi macro- e microstrutturali
• rapporto tra testo e immagine nella comunicazione specialistica.
  Il corso si svolge nel II semestre e prevede lezioni in aula (in lingua tedesca) con supporto di slides, alternate ad attività pratiche guidate, individuali e di gruppo, con la partecipazione attiva degli studenti. I materiali didattici saranno regolarmente caricati sulla piattaforma Blackboard.
  Il corso è affiancato da 20 ore di esercitazioni, che saranno dedicate all’approfondimento degli argomenti trattati durante il corso, con particolare attenzione all’analisi diacronica, e all’elaborazione di un project work su uno specifico genere testuale.
  Die mündliche und schriftliche Textproduktion ist auf die studienspezifischen Themenschwerpunkte ausgerichtet und berücksichtigt unterschiedliche Sprachmittlungskontexte sowie Texttypologien. Auf der Grundlage aktueller fachbezogener Texte aus deutschsprachigen Tages- und Wochenzeitungen, einschlägigen Fachpublikationen sowie audiovisueller Beiträge werden im Unterricht die kommunikativen Kompetenzen in den Bereichen mündlicher und schriftlicher Ausdruck systematisch vertieft.
  Darüber hinaus werden erweiterte Kompetenzen in der fachsprachlichen Sprachmittlung vom Italienischen ins Deutsche und vom Deutschen ins Italienische vermittelt. Dabei finden unterschiedliche Inhalte und Textsorten Berücksichtigung, insbesondere aus den Bereichen Internationale Beziehungen, Internationales Management, Digitale Medien, Literatur, Terminologiewissenschaft sowie Linguistic Computing. Die Einbindung KI-gestützter Sprachmodelle ist integraler Bestandteil des Lernprozesses. Ihre Funktionalität sowie ihr Potenzial im Kontext professioneller Sprachverwendung werden im Unterricht kritisch analysiert und reflektiert.
  Das aktuelle, detaillierte Unterrichtsprogramm der einzelnen Sprachkurse wird auf der Lernplattform Blackboard bereitgestellt und im Rahmen der Lehrveranstaltungen erläutert. Neben der aktiven Teilnahme an den Sprachkursen (esercitazioni) wird von den Studierenden eine ergänzende, eigenständige Nachbereitung und Vertiefung der im Unterricht behandelten Inhalte erwartet.
  Seminarstunden.

Esame orale in lingua tedesca con presentazione di un project work dopo il superamento delle prove di lingua (orale e scritta). Al voto finale concorre il voto che risulta dalla media ponderata degli esiti delle prove intermedie di lingua scritta e orale.
Durante il colloquio saranno valutate le conoscenze teoriche e applicative acquisite durante il corso, la competenza linguistico-espressiva (con attenzione all’uso della terminologia specifica) e la capacità di analisi ed esposizione delle argomentazioni. – In presenza di un elevato numero di iscritti, l’appello potrebbe svolgersi in forma scritta con la somministrazione di domande aperte.
Schriftliche Prüfung: Teil 1: Selbstständiges Verfassen eines argumentativen Aufsatzes mit thematischem Bezug auf die jeweiligen Studienrichtungen (Umfang 400-450 Wörter).
Teil 2: Sprachmittlung vom Italienischen ins Deutsche und vom Deutschen ins Italienische mit Bezug auf fach- und themenspezifische Textvorlagen sowie praxisnahe Sprachmittlungssituationen.
Mündliche Prüfung: Teil 1: Präsentation und Kommentar eines aktuellen fachspezifischen Beitrags auf der Grundlage eines Zeitungsartikels.
Teil 2: Kritische Stellungnahme und Diskussion einer Thematik, die im Verlauf des Studienjahres behandelt wurde.
Für alle Prüfungsteile sind ein- und zweisprachige Wörterbücher als Hilfsmittel zugelassen.
Hinweis: Im Verlauf des Studienjahrs erbrachte mündliche Präsentationen können Bestandteil der mündlichen Prüfung sein.. Weiterführende Informationen werden zu Beginn des Semesters im Seminar und auf der Lernplattform Blackboard bereitgestellt.

C. Fandrych / Maria Thurmair, Textsorten im Deutschen. Linguistische Analysen aus sprachdidaktischer Sicht, Stauffenburg, Tübingen, 2011.
H. Bußmann, Lexikon der Sprachwissenschaft, Kröner, Stuttgart, 2008.
Ulteriori indicazioni bibliografiche saranno fornite durante le lezioni.
Nachschlagewerke
Duden - Die Grammatik. Unentbehrlich für richtiges Deutsch, 10. Auflage, Dudenredaktion Bibliograph. Institut, Berlin. , 2016.
Duden - Deutsches Universalwörterbuch, 10. Auflage, Dudenredaktion Bibliograph. Institut, Berlin.
Duden - Das Stilwörterbuch, 10. Auflage, Dudenredaktion Bibliograph. Institut, Berlin.
Duden - Das Synonymwörterbuch, 8. Auflage, Dudenredaktion Bibliograph. Institut, Berlin.
Zweisprachige Wörterbücher
L. Giacoma – S. Kolb (a cura di), Il nuovo dizionario di Tedesco, Zanichelli/Klett,
Langenscheidt, Maxi-Wörterbuch Italienisch-deutsch/Deutsch-italienisch.
DIT Paravia - Il dizionario Tedesco-Italiano e Italiano-Tedesco, Paravia, Torino.
Il Sansoni Tedesco, Dizionario Tedesco-Italiano/Italiano-Tedesco, Sansoni, Firenze.
Unterrichtsmaterialien
U. Becky et al., Einfach zum Studium! Deutsch für den Hochschulzugang C1, telc Verlag, Frankfurt (auch als E-Book erhältlich). ISBN 978-3-946447-15-3.
B. Lindemann, Informieren und kommentieren. Materialien für den mündlichen Sprachgebrauch im Aufbaustudium DaF, EDUCatt, Milano, 2009.
U. Turtur, Übungen zum Wortschatz der deutschen Schriftsprache, Verlag Liebaug-Dartmann, Meckenheim.
Ergänzende Materialien sowie aktuelle Beiträge werden im Rahmen der Lehrveranstaltungen und über die Lernplattform Blackboard zur Verfügung gestellt.
Die regelmäßige Lektüre deutschsprachiger Tages- und Wochenzeitungen (z. B. Frankfurter Allgemeine Zeitung, Die Zeit, Süddeutsche Zeitung, Neue Zürcher Zeitung, Handelsblatt, Der Spiegel u. a.) während des Studienjahres wird als Bestandteil der Prüfungsvorbereitung vorausgesetzt.

The course provides an introduction to the concepts and practices of working with Knowledge Graphs and Linked Open Data (LOD) in the field of linguistics. By the end of the course, the students will have gained a comprehensive understanding of the importance of Knowledge Graphs in the current panorama of Computational Linguistics, as well as on the principles of LOD, the technologies of the Semantic Web (RDF, SPARQL, OWL) and of the ontologies that are used to work with linguistic resources. They will acquire the technical skills necessary to build, query, and extract information from linked data resources. They will see avenue of potential interaction between Knowledge Graphs and Large Language Models. They will be able to apply this knowledge to enhance language technology applications, evaluate existing resources, and develop their own projects in this exciting and rapidly evolving field.

The course is articulated in the following sections.
Introduction to Knowledge Graphs (KG) and Linguistic Linked Data:
The history: from the “web of documents” to the “web of data”.
Organizing knowledge in graphs: KG and LLMs.
Modeling for the Semantic Web: concepts and techniques.
The Semantic Web technologies: an overview.
Representing data in RDF.
Querying data with SPARQL.
Modeling the data: vocabularies, schemas, and ontologies.
Building ontologies with OWL.
Representing Linguistic Information as Linked Data:
Lexical resources: the Ontolex-Lemon model and its extensions: translation, semantics, morphology and beyond.
Corpora and annotation.
Applications of Linguistic Linked Data:
How to create a successful (mini)project of Linguistic Linked Data.
The language and the “world”: linguistic linked data and beyond (SKOS, DBPedia, Wikidata, Babelnet).
Linguistic Linked Data and LLMs: how to make them interact.
The course will consist of a combination of lectures, hands-on exercises that will be performed together by the lecturer and the students, and a final project. In addition to traditional classroom instruction, students will have the opportunity to work with real-world linguistic linked data resources and to develop their own linked data project for the final exam.

Oral exam, articulated in two parts:
discussion of a final project related to linguistic linked data;
questions and answers on the topics illustrated in class.
The final project will consist in the creation of a small linguistic resource (dataset, ontology, or application) as linked data. Some examples will be discussed in class. The students will be requested to submit the data and/or code of their project before the exam; during the exam, they will have to give a brief presentation of their work and be prepared to answer questions about it. Students are encouraged to work in teams for the preparation and presentation of the project.
The second part of the exams aims to verify the degree of acquisition of the course contents and will consist of questions (directed to students individually) on the course topics.
The two sections will contribute to the final grade in the following proportion: 67% will be determined by the final project, 33% by the answers to the general questions about the course.

[All the readings reported below are not mandatory for the exam]
Allemang, D., J. Hendler, and F. Gandon. 2020. Semantic Web for the working ontologist: effective modeling in RDFS and OWL. 3rd Edition. New York: ACM.
Cimiano, Ph., Ch. Chiarcos, J.P. McCrae, and Jorge Gracia. 2020. Linguistic Linked Data: Representation, Generation and Applications. Cham: Springer. https://doi.org/10.1007/978-3-030-30225-2.
Han, H., et al. 2025. “Retrieval-augmented generation with graphs (GraphRAG)”. arXiv. https://doi.org/10.48550/arXiv.2501.00309
Khan, A.F., et al. 2022. “When Linguistics Meets Web Technologies. Recent Advances in Modelling Linguistic Linked Data.” Semantic Web 13 (6): 987–1050. https://doi.org/10.3233/SW-222859.
Negro, A., V. Kus, G. Futia, and F. Montagna. 2026. Knowledge graphs and LLMs in action: Build AI systems using connected data. Shelter Islands: Manning.
Passarotti, M., F. Mambrini, G. Franzini, F.M. Cecchini, E. Litta, G. Moretti, P. Ruffolo, and R. Sprugnoli. 2020. “Interlinking through Lemmas. The Lexical Collection of the LiLa Knowledge Base of Linguistic Resources for Latin.” Studi e Saggi Linguistici 58: 177–212. https://doi.org/10.4454/ssl.v58i1.277.

This course aims at introducing the students to current research on Natural Language Processing (NLP) tools and methods for processing social media texts, highlighting the challenges to deal with when analysing those texts in contrast with traditional documents (e.g. news).
At the end of the course, students will be able to collect social media data, perform the linguistic pre-processing of social media texts, annotate such texts both manually and automatically by using a set of NLP tools.

The topics covered by this course will be the following:

• introduction to social media analysis;
• social media data collection and annotation;
• linguistic pre-processing of social media texts;
• applications of social media text analysis with a specific focus on Sentiment Analysis and Hate Speech Detection;
• ethical issues in social media analysis.
  Lectures (in English) with use and demonstration of NLP tools in class.

The exam consists of two parts:
discussion of a project prepared by the student during the course;
questions about the theoretical and practical contents of the course.
The two parts will be considered of equivalent weight when determining the final grade.

Mandatory consultation material will be provided during the course.
The following readings are not mandatory, and serve as references for many topics of the course:
Jurafsky, Daniel, and James H. Martin. Speech and Language Processing: An Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition. Second edition. Drafts of third, updated edition freely accessible at https://web.stanford.edu/∼jurafsky/slp3/. Englewood Cliffs, NJ, USA: Prentice Hall, 2008.
Farzindar, Atefeh, and Inkpen, Diana. Natural language processing for social media. Third edition. Morgan & Claypool Publishers (Synthesis lectures on human language technologies, Number 46), 2020.

The goal of the course is to provide students with basic software design skills applied to linguistic research. A set of design principles is introduced (namely, correctness, testability, reusability, reproducibility) and throughout the course techniques are demonstrated to fruitfully develop Python code that relies on such guidelines.
At the end of the course, students will know:
why software design matters for research reproducibility, and will be able to recognize imperative, functional, and object-oriented programming as different lenses on the same problem;
the fundamentals of Unicode text handling and normalization issues typical of multilingual linguistic data, and the stream/iterator data model;
the role of testing and test-driven development in producing reproducible research code;
how to package and distribute a Python project, in order to successfully reuse code and distribute their own projects.
Students will therefore be able to:
identify hard-to-maintain code and apply simple best practices to software development;
practice test-driven development on data-processing code, following the red-green-refactor cycle;
design basic CLI interfaces and interact with external APIs;
write documentation for their code.

The exact shape of the course will be modeled according to the interest of the participants and the subjects encountered by them in other courses. Generally speaking, the course will follow this outline:
Basic Python programming refresher (9h)
Advanced programming practices (6h)
Test driven development and modularity (6h)
Programming interfaces (6h)
Code documentation (3h)
Live sessions of programming around introduced tasks, introduction and explanation of code snippets and pair-programming sessions to test out examples and develop new code.

The final grade is based on two components:
1. Pair project (30% of the final grade, collaborative, developed on GitHub): graded on the final state of the project repository and on the quality of the collaboration workflow (commit history, pull requests, code review).
2. Final exam (70% of the final grade, individual): each student is assigned one linguistics-oriented Python library and is asked to produce a short tutorial, including a worked use case, that documents and demonstrates that library.
Prior to the presentation of the final exam tutorial, it will need to be sent to the teacher for approval and to collect feedback to be used as the basis for possible improvements.

No particular bibliography is tied to this course, and suggested readings will be provided during the course. The official Python documentation will be one of the main references during the course.

The course aims to promote the understanding of authentic oral and written texts in Russian, as well as the most widespread communicative strategies that often exploit pragmatic aspects, and therefore become more familiar with the cultural dimension of the Russian language. At the end of the course, students will have acquired the necessary theoretical tools, and will be able to identify and interpret the weak meanings of the utterances that are transmitted without being explicitly stated. The course will analyse different registers of discourse in some forms of Russian oral (official speeches, interviews, presentations of projects, products and services) and written (journalistic, economic, scientific, literary texts) communication. The course requires students to acquire practical skills in the linguistic and pragmatic analysis of texts from a contrastive perspective with Italian. In addition, students will learn how to use neural machine translation tools based on artificial intelligence.

The course will explore in particular the following topics:
Text and communication strategies: structure, speech act theory.
Pragmatic meaning theories and the reconstruction of the unsaid.
Intercultural pragmatics: a comparison between Russian and Italian communicative strategies.
Russian etiquette, courtesy and manipulation strategies.
Textual cohesion and the functions of discursive words.
Use of the most innovative tools for artificial intelligence-assisted translation, knowledge of critical points for targeted post-editing.
The texts that will be analysed during lectures will be made available on Blackboard in the ‘Materiali del corso’ folder, and activated in the group library on the Revita learning platform (https://revita.cs.helsinki.fi/).
The course will based on classroom lectures in Russian, characterised by a theoretical and illustrative approach (with the analysis and translation of written and oral texts in Russian). Students will be asked to carry out some practical activities in order to consolidate their newly-acquired theoretical knowledge. There will be a particular focus on the comparative analysis of strategies and communication failures in both written and oral texts. Some lectures will be held in ‘flipped classroom’ mode. Teaching will be integrated with task-based learning and flipped classroom methods and enhanced with artificial intelligence tools (for all profiles).
In addition to the theoretical lectures (30 hours), the course will include 120 hours of practical activities (please see below the ‘Russian Language Practical Activities (Year 1)’ programme).
Furthermore, it will include 20 hours of Practical Activities, that will be held by Dr Valentina Noseda.
The students including the History of the Russian Language exam (4 ECTS) in their degree curriculum will have to attend further 10 hours of Practical Activities, held by Dr Valentina Noseda.

Students will be assessed through a final oral exam, divided into three parts:
An oral exam in Russian, in which students will have to demonstrate that they can find their way among the topics discussed in class. It will consist of two questions focused on the theoretical part of the course and the textbooks specified in the Reading list. It will determine one third of the final mark.
In the second part, students will have to demonstrate that they can apply the theoretical knowledge acquired during the course and, using all the material available, carry out an accurate pragmatic analysis of a 2-3 minute video in Russian, preferably a dialogue (that must be previously approved by the lecturer), that they can present during the course or the exam. It will determine one third of the final mark.
The final test consists of assessing the student's practical ability to translate orally and reconstruct the unspoken meaning of a short Russian passage (max. 80 words) proposed by the lecturer, with a few minutes available for preparation and the possibility of using their own materials. This part also accounts for one third of the final mark. Passing the final assessment held at the end of the practical classes taught by Dr Valentina Noseda exempts students from taking this final part of the exam.
The lecturer in charge of the course will assign their mark to the final part of the exam, and will also take into account the weighted average of the marks for the written and oral preliminary exam (the weight of the oral exam is two-thirds, while that of the written exam is one-third). Students who demonstrate effective use of the Revita learning platform throughout the academic year (https://revita.cs.helsinki.fi/) will have the opportunity to raise their final mark by 1 point.

For all Curricula:
A. Bonola, Strategie di organizzazione del testo russo, EDUCatt Università Cattolica, Milan 2008. Acquista da VP
P. Leopardi, Presupposizioni e implicature, in Pragmatica, F. Orletti (ed.), Carocci, Rome, 2001.
One of the following readings:
N. Allott, Relevance theory, in Perspectives on Pragmatics and Philosophy, A. Capone, F. Lo Piparo, M. Carapezza (eds.), Springer, Berlin/New York 2013.
H. P. Grice, Studies in the Way of Words, Harvard University Press, Harvard 1989.
L. R. Horn, G. Ward (eds.), The handbook of pragmatics, Blackwell publishing, Oxford 2004.
I. Kecskes, Intercultural pragmatics, Oxford University Press, Oxford 2013.
V. A. Plungjan, Vvedenie v grammatičeskuju semantiku: grammatičeskie značenija i grammatičeskie sistemy jazykov mira, Rossijskij Gosudarstvennyj Gumanitarnyj Universitet, Moscow 2011.
D. Wilson, R. Carston, A Unitary Approach to Lexical Pragmatics: Relevance, Inference and Ad Hoc, in Pragmatics, N. Burton-Roberts (ed.), Palgrave, London 2007: p. 230-259.
Further readings and teaching material will be specified in class and on Blackboard.

Il corso si propone di fornire agli studenti gli strumenti metodologici e pratici per una mediazione linguistica orale e scritta efficace in diversi contesti ispanofoni. Particolare attenzione sarà dedicata alle strategie pragmatiche e sociolinguistiche che regolano le dinamiche di interazione sociale tenendo conto della variazione pluriculturale interna che caratterizza le comunità ispanofone. Inoltre, il corso intende proporre spunti di riflessione sull’uso consapevole delle applicazioni basate sull’intelligenza artificiale generativa con l’obiettivo di stimolare l’analisi critica degli output prodotti e valutarne potenzialità e limiti.
Al termine corso lo studente sarà in grado di riconoscere i tratti caratterizzanti delle strategie di interazione sopra menzionate e di riprodurle rispettando le convenzioni testuali e socioculturali proprie dei contesti analizzati. Inoltre, avrà acquisito la competenza pragmatica e sociolinguistica necessaria per interagire in modo adeguato sia in contesti peninsulari che ispano-americani.
Le esercitazioni mirano a mettere in pratica i contenuti teorici e metodologici trattati nel corso monografico con il fine di sviluppare negli studenti le competenze scritte e orali che permettano di interagire in modo adeguato nel mondo ispanofono.
Al termine del corso lo studente sarà in grado di analizzare criticamente messaggi e strategie comunicative provenienti da diversi contesti ispanofoni. Sarà anche in grado di riconoscere le variazioni di registro proprie del discorso formale e informale così come le varianti diatopiche e le modalità di interazione verbale e non verbale che caratterizzano il mondo ispanico.

• Pragmatica socioculturale e variazione nella realizzazione di atti linguistici
• Valori e funzioni dei marcatori discorsivi dell’oralità e della scrittura
• Analisi del registro e della sua variazione
• La cortesia verbale come strumento regolativo dell’interazione verbale
• Strategie di intensificazione e rinforzo dell’immagine positiva
• Strategie di attenuazione dell’assertività
• La cortesia convenzionale: usi e funzioni nel mondo ispanofono
• La cinesica e la prossemica nel mondo ispanofono
  All’insegnamento ufficiale saranno collegate 30 ore di esercitazioni destinate agli studenti di tutti i profili della LM. Le esercitazioni saranno tenute dal Dott. Mario Salvatore Corveddu.
  Lezioni teoriche frontali in lingua spagnola, attività pratiche di analisi testuale e lavori di gruppo volti a mettere in pratica le conoscenze e le competenze acquisite attraverso la simulazione di varie situazioni comunicative.
  Sulla piattaforma Blackboard verranno rese disponibili tutte le informazioni e i materiali utilizzati a lezione.
  Attività pratiche consistenti in:
• Analisi e produzione di testi descrittivi, narrativi, espositivi e argomentativi.
• Analisi del discorso orale in contesti formali e informali.
• Identificazione dei principali elementi della comunicazione non verbale nel mondo ispanofono.
• Identificazione e analisi della variazione diatopica tra lo spagnolo peninsulare e quello americano.
  Le esercitazioni consistono in attività pratiche, individuali e di gruppo, che affiancano l’insegnamento di Strategie Comunicative della Lingua Spagnola della Prof.ssa Sonia Bailini. I materiali utilizzati verranno resi disponibili sulla piattaforma Blackboard.

L’esame si svolge interamente in lingua spagnola e prevede una prova orale sui contenuti teorici del corso (70%) e un lavoro di gruppo, su base volontaria, relativo ai contenuti delle esercitazioni (30%) tenute dal Dott. Mario Salvatore Corveddu. Gli studenti che non intendono partecipare ai lavori di gruppo dovranno sostenere, in sede d’esame, una prova orale di carattere pratico sui contenuti delle esercitazioni.
Ai fini della valutazione concorreranno la pertinenza delle risposte, l’uso appropriato della terminologia specifica, la strutturazione argomentata e coerente del discorso, la capacità di individuare nessi concettuali e di applicare con esempi concreti modelli teorici di analisi al contesto ispanofono. Si ricorda che è possibile sostenere questo esame solo dopo aver superato le prove intermedie di lingua spagnola scritta e orale previste dal piano di studi di Facoltà. Al voto finale concorre il voto che risulta dalla media ponderata degli esiti delle prove intermedie di lingua scritta e orale.
La prova relativa al programma del corso di esercitazioni consiste nella produzione di testi, in piccoli gruppi, in un ambito specifico della comunicazione, seguendo diverse linee guida. Il voto maturato contribuisce alla determinazione del voto finale dell’insegnamento nella misura del 30%.
Prueba escrita:
La prueba escrita consta de:
Traducción y análisis razonado de textos traducidos del italiano al español y viceversa, diferenciados según el perfil (MI/LIR o MAIDM, ILFID, LLCEA).
Redacción de un texto argumentativo o expositivo de 500 palabras a partir de un texto común para todos. Se permite el uso del diccionario bilingüe y monolingüe.La duración total de la prueba es de 4 horas.
Los estudiantes pueden optar entre dos modalidades de evaluación de la prueba escrita (evaluación final / evaluación continua).
Opción 1. Realizar la prueba completa durante las convocatorias oficiales previstas en el calendario académico. Evaluación de las dos partes del examen de forma conjunta al final del curso. Con esta modalidad, el alumno puede asistir libremente a clase y no hay requisitos de asistencia mínima.
Opción 2. Realizar las actividades de traducción y análisis razonado en el aula durante el curso. Para acceder a esta modalidad de evaluación se requiere una participación activa y una asistencia mínima a clases del 75 %. Los estudiantes que cumplan este requisito, en la prueba escrita final solo realizarán la parte de redacción. La calificación final se determinará aplicando la media entre la mejor calificación obtenida en las traducciones y análisis realizados durante la evaluación continua y la calificación obtenida en la prueba de redacción.
Prueba oral
La prueba oral consta de una exposición oral a partir de un texto de opinión/actualidad en la que el alumno deberá demostrar que es capaz de resumir, dar su propia opinión, defenderla y argumentar en una conversación adecuada al nivel C1 (Marco Común Europeo de Referencia).
Los alumnos pueden optar entre dos modalidades de realización la prueba (evaluación final/evaluación continua).
Opción 1: Realizar la prueba completa durante las convocatorias oficiales establecidas en el calendario académico. Preparación autónoma de 15 artículos (publicados en Blackboard) a partir de los cuales el estudiante deberá elaborar una presentación o resumen, exponer su opinión personal, defenderla y argumentarla en una conversación acorde al nivel requerido (C1).
Opción 2: Preparación de un artículo de opinión o de actualidad, de libre elección por parte del estudiante y relacionado con los macrotemas propuestos (material disponible en Blackboard). A partir de dicho artículo, el estudiante deberá elaborar una presentación o resumen, exponer su opinión personal, defenderla y argumentarla en una conversación acorde al nivel requerido (C1). La evaluación continua requiere una participación activa del alumnado y una asistencia mínima a clase correspondiente al 75%. La calificación final de la prueba oral dependerá tanto del trabajo realizado en clase a lo largo del curso como de la prueba final sobre el artículo presentado.
Prueba escrita:
La prueba escrita consta de:
Traducción y análisis razonado de textos traducidos del italiano al español y viceversa, diferenciados según el perfil (MI/LIR o MAIDM, ILFID, LLCEA).
Redacción de un texto argumentativo o expositivo de 500 palabras a partir de un texto común para todos. Se permite el uso del diccionario bilingüe y monolingüe.La duración total de la prueba es de 4 horas.
Los estudiantes pueden optar entre dos modalidades de evaluación de la prueba escrita (evaluación final / evaluación continua).
Opción 1. Realizar la prueba completa durante las convocatorias oficiales previstas en el calendario académico. Evaluación de las dos partes del examen de forma conjunta al final del curso. Con esta modalidad, el alumno puede asistir libremente a clase y no hay requisitos de asistencia mínima.
Opción 2. Realizar las actividades de traducción y análisis razonado en el aula durante el curso. Para acceder a esta modalidad de evaluación se requiere una participación activa y una asistencia mínima a clases del 75 %. Los estudiantes que cumplan este requisito, en la prueba escrita final solo realizarán la parte de redacción. La calificación final se determinará aplicando la media entre la mejor calificación obtenida en las traducciones y análisis realizados durante la evaluación continua y la calificación obtenida en la prueba de redacción.
Prueba oral
La prueba oral consta de una exposición oral a partir de un texto de opinión/actualidad en la que el alumno deberá demostrar que es capaz de resumir, dar su propia opinión, defenderla y argumentar en una conversación adecuada al nivel C1 (Marco Común Europeo de Referencia).
Los alumnos pueden optar entre dos modalidades de realización la prueba (evaluación final/evaluación continua).
Opción 1: Realizar la prueba completa durante las convocatorias oficiales establecidas en el calendario académico. Preparación autónoma de 15 artículos (publicados en Blackboard) a partir de los cuales el estudiante deberá elaborar una presentación o resumen, exponer su opinión personal, defenderla y argumentarla en una conversación acorde al nivel requerido (C1).
Opción 2: Preparación de un artículo de opinión o de actualidad, de libre elección por parte del estudiante y relacionado con los macrotemas propuestos (material disponible en Blackboard). A partir de dicho artículo, el estudiante deberá elaborar una presentación o resumen, exponer su opinión personal, defenderla y argumentarla en una conversación acorde al nivel requerido (C1). La evaluación continua requiere una participación activa del alumnado y una asistencia mínima a clase correspondiente al 75%. La calificación final de la prueba oral dependerá tanto del trabajo realizado en clase a lo largo del curso como de la prueba final sobre el artículo presentado.

Albelda Marcos, Marta; M. Jesús Barros García, La cortesía en la comunicación, Madrid, Arco Libros, 2018, 2nda edición.
Calsamiglia Blancafort, Helena; Amparo Tusón Valls, Las cosas del decir: manual de análisis del discurso, Ariel, Barcelona, 2012.
Carricaburo, Norma, Fórmulas de tratamiento en el español actual, Arco Libros, Madrid, 2015.
Muñoz-Basols, J., Pérez Sinusía, Y. (2022), Técnicas de escritura en español y géneros textuales, Routledge, London/New York, segunda edición, capp.1-4.
Reyes, Graciela, Palabras en contexto. Pragmática y otras teorías del significado, Arco Libros, Madrid, 2018.
Bravo, D., Briz, A. (eds.), Pragmática sociocultural: estudios sobre el discurso de la cortesía en español, Barcelona, Ariel 2004.
Briz, A., Albelda, M. Saber hablar, Aguilar, Madrid 2017.
Cervera Rodríguez, Ángel; Alberto Hernando García-Cervigón (eds.), Pragmática y análisis del discurso en español, Arco Libros, Madrid, 2021.
De Santiago Guervós, Javier, Principios de comunicación persuasiva, Arco Libros, Madrid, 3ª ed. 2017.
Fuentes Rodríguez, Catalina; Esperanza R. Alcaide Lara, La argumentación lingüística y sus medios de expresión, Arco Libros, Madrid, 2ª ed. 2020.
Lovón, M., Parini, A., “Inteligencia artificial, discurso digital y lenguaje: la lingüística en la era de las nuevas tecnologías”, Lengua y Sociedad, 23(2), 2024, pp. 577–598.
Ulteriori indicazioni bibliografiche verranno fornite durante il corso.
Muñoz-Basols, J., Pérez Sinusía, Y. (2022), Técnicas de escritura en español y géneros textuales, Routledge, London/New York, segunda edición.
Textos aconsejados
AA.VV, Gramática. Nivel superior C1-C2, Anaya E.L.E., 2020.
Real Academia Española: Diccionario de la lengua española, 23.ª ed., Madrid, Espasa, 2014. https://dle.rae.es/
L. Gómez Torrego, Gramática didáctica del español, Madrid, SM, 2017.
R. Odicino; C. Campos; M. Sánchez, Gramática española. Niveles A1-C2, UTET Universitaria, Torino, 2022.
F. San Vicente (Dir, y Coord.) GREIT. Gramática de referencia del español para italófonos, 3 voll., Bologna, CLUEB, 2016.
Recursos en línea:
Aveteca https://cvc.cervantes.es/ensenanza/actividades_ave/aveteca.htm
Las palabras del español https://aprendevocabularioespanol.org/inicio.html
Diccionario del Español Coloquial. Diccionarios de Gestos Españoles. Corpus de Conversaciones Coloquiales https://www.coloquial.es/
Textos aconsejados
AA.VV, Gramática. Nivel superior C1-C2, Anaya E.L.E., 2020.
Real Academia Española: Diccionario de la lengua española, 23.ª ed., Madrid, Espasa, 2014. https://dle.rae.es/
L. Gómez Torrego, Gramática didáctica del español, Madrid, SM, 2017.
R. Odicino; C. Campos; M. Sánchez, Gramática española. Niveles A1-C2, UTET Universitaria, Torino, 2022.
F. San Vicente (Dir, y Coord.) GREIT. Gramática de referencia del español para italófonos, 3 voll., Bologna, CLUEB, 2016.
Recursos en línea:
Aveteca https://cvc.cervantes.es/ensenanza/actividades_ave/aveteca.htm
Las palabras del español https://aprendevocabularioespanol.org/inicio.html
Diccionario del Español Coloquial. Diccionarios de Gestos Españoles. Corpus de Conversaciones Coloquiales https://www.coloquial.es/

This course aims at providing the student with in-depth knowledge of linguistic annotation as the practice of adding descriptive notations to raw language data, and of all the necessary steps needed to model and create an annotation language, build a linguistic resource and evaluate its correctness.
Linguistic annotation is a crucial activity in the field of (computational) linguistics because of its role in both the development of language models for natural language processing applications and the empirical evaluation of theoretical statements.
At the end of this course, the student will have a thorough overview of linguistic annotation types and standards, evaluation practices and annotation tools. During the course, the students will be given the tools to decide which kinds of annotations to add to textual material according to a specific research question, build their own annotation model, draw linguistic theoretical information from it and evaluate the results. Students will be able to demonstrate operative knowledge of what they have learned through thematic activities held during the course.

The course is organized into the following units:
Theory:
Introduction to linguistic annotation (what is annotation, brief history, why we annotate, what we annotate).
Annotation Schemes: Model to representation (research question, types of annotations, standards, formats)
Annotation Creation and best practices: cycles, guidelines, annotator training and evaluation, iterative enhancement, documentation
Focus on Standards: POS tagging, NE, Dependency, Sentiment/Irony/ABSA
LLMs as annotators
Hands-on Sessions:
Search and manipulation of different annotation formats
Visualizations of annotated data
Manual annotation of an NLP task
Inter-annotator agreement
Documentation of the annotated dataset
Comparison of different prompting strategies for LLM-based annotation
30 hours theoretical learning + 30 hours hands-on learning. All lessons are in English.

Students will be involved in thematic activities on the theories and techniques they have learned in class, in the form of planning, discussing and troubleshooting a personal linguistic annotation project, which will be considered coursework to be presented at the final exam.
Students can choose between two assessment options:
A mid-term test covering the theoretical unit, followed by a final oral assessment consisting solely of a practical presentation of coursework to verify mastery of the course content.
A full oral exam featuring both theoretical questions and a practical presentation of coursework to verify mastery of the course content.
For both options, students must submit their coursework as a written report one week before the oral exam, which will then be discussed during the examination. In terms of assessment criteria, theoretical and practical components are weighted equally.

Suggested Reading List
Nancy Ide – James Pustejovsky (editors), Handbook of Linguistic Annotation, Springer
(pp. 21-440)
Bernd Heine (ed.), Heiko Narrog (ed.), Oxford handbook of linguistic analysis, OUP
(Chapter 8 and chapter 10)
Daniel Jurafsky and James H. Martin. 2025. Speech and Language Processing: An Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition with Language Models, 3rd edition https://web.stanford.edu/~jurafsky/slp3/. (Chapter 10, and 17 to 22).
Other reading requirements will be made known during the course according to the student’s personal interests in the subject.