Hindi Ii
A.Y. 2023/2024
Learning objectives
First learning objective of the teaching is to develop knowledge relating to a general understanding of the narrative and expository structures and strategies of paper and online publications and video (extracts) in Hindi focusing on lexical, syntactic and grammatical peculiarities. Furthermore, this teaching aims to introduce the students to the phases and logics that accompany the realization of this communicative process in heterogeneous contemporary Indian society (indigenous communities etc.). In addition to the more purely linguistic and, above all, lexical notions, this teaching aims to offer the theoretical tools necessary to identify, analyze and understand the ideological, cultural, social and economic logics and dynamics that guide and govern communication and its process in Hindi, determining its expressive modalities and linguistic choices.
Expected learning outcomes
At the end of this teaching, the students should have improved their lexical knowledge by acquiring the terminology that characterizes the language of literary communication in its topics and various forms: written and audiovisual ones. The analysis of a large number of productions will allow them to improve and consolidate their skills, refining the sensitivity necessary to understand and transpose, not only the contents, but the socio-cultural basics and extra-linguistic elements increasing the persuasive force of the message expressed. Furthermore,
the study of the extra-linguistic component of communication will allow the students to consolidate their knowledge of the socio-cultural dynamics and ideological orientations that permeate the various components of contemporary Indian society as a heterogeneous entity. The students will therefore learn to apply their knowledge of Indian history and culture to the deciphering of linguistic and literary communication, thus developing their critical skills and learning to rework previous knowledge in order to penetrate the complexity of contemporary socio-cultural and linguistic products.
the study of the extra-linguistic component of communication will allow the students to consolidate their knowledge of the socio-cultural dynamics and ideological orientations that permeate the various components of contemporary Indian society as a heterogeneous entity. The students will therefore learn to apply their knowledge of Indian history and culture to the deciphering of linguistic and literary communication, thus developing their critical skills and learning to rework previous knowledge in order to penetrate the complexity of contemporary socio-cultural and linguistic products.
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
year
Course syllabus
During the lessons some theoretical essays concerning Hindi communication and Hindi literature area will be analyzed. Moreover, different texts and literary works (paper communication, online publications, online videos etc.) will be analyzed in depth. Adequate attention will be given to both the receptive competences, reading, listening, and productive skills, including speaking and writing in Hindi language. The teaching will focus both on the contents and on the lexicon adopted, in order to acquire the theoretical, linguistic and lexical tools and to be able to deal with linguistic components as well as socio-cultural implications of the materials (examined during the lessons).
Course syllabus for non-attending students is the same adopted for attending students. Non-attending students who will face difficulties in preparing for the exam syllabus do not hesitate to contact the teacher to request explanations about the contents of the exam program.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Course syllabus for non-attending students is the same adopted for attending students. Non-attending students who will face difficulties in preparing for the exam syllabus do not hesitate to contact the teacher to request explanations about the contents of the exam program.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Prerequisites for admission
This teaching includes as prerequisites the knowledge of the Hindi grammar and language (as better specified in the following lines) as well as the knowledge of the Indian fundamental historical-political and socio-cultural contexts.
Specifically, students should perfectly master the writing system of the Hindi language and thus be able both to read any kind of Hindi text fluently, regardless of its actual total comprehension, and to consult monolingual and bilingual dictionaries without uncertainty. Grammatical topics, syntactic constructions and the lexical repertoire covered by the following textbooks should be known and mastered:
M. Angelillo, Introduzione alla lingua hindi, Unicopli, 2020.
N. Sharma, Hindi Tutor. Grammar and Vocabulary Workbook, Hachette, 2018.
R. Snell, Complete Hindi, Teach Yourself, 2010.
This knowledge should find application in both oral and written comprehension and expression. Overall, students should possess receptive and productive Hindi language skills at least equal to B1/B2 level (Common Framework of Reference for Languages).
These prerequisites are the same for attending and non-attending students.
Lingua Hindi I teaching and passing successfully the Lingua Hindi I exam are, of course, prerequisites for admission to Lingua Hindi II teaching and registering for the Lingua Hindi II exam.
Specifically, students should perfectly master the writing system of the Hindi language and thus be able both to read any kind of Hindi text fluently, regardless of its actual total comprehension, and to consult monolingual and bilingual dictionaries without uncertainty. Grammatical topics, syntactic constructions and the lexical repertoire covered by the following textbooks should be known and mastered:
M. Angelillo, Introduzione alla lingua hindi, Unicopli, 2020.
N. Sharma, Hindi Tutor. Grammar and Vocabulary Workbook, Hachette, 2018.
R. Snell, Complete Hindi, Teach Yourself, 2010.
This knowledge should find application in both oral and written comprehension and expression. Overall, students should possess receptive and productive Hindi language skills at least equal to B1/B2 level (Common Framework of Reference for Languages).
These prerequisites are the same for attending and non-attending students.
Lingua Hindi I teaching and passing successfully the Lingua Hindi I exam are, of course, prerequisites for admission to Lingua Hindi II teaching and registering for the Lingua Hindi II exam.
Teaching methods
The teacher will use: a) frontal lessons; b) thematic insights offered to students (with oral discussions and analysis in the classroom of the conclusions reached); c) preparation (by students) of written papers; d) telematic support. Each class will enable consistent interaction.
Since attendance at lessons is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, for expressive and oral skills, it is highly recommended.
Since attendance at lessons is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, for expressive and oral skills, it is highly recommended.
Teaching Resources
Reference texts are:
S. Staurengo, Corso di Traduzione Specialistica di Lingua Hindi. Società, cultura, lingua, Edizioni Unicopli, Milano, 2013;
महिपाल सिंह , देवेंद्र मिश्र , विश्व बाज़ार में हिंदी , वाणी प्रकाशन , नयी दिल्ली , ( प्रथम संस्करण ) 2008;
Dar V., Gallo S., Sette favole dall'India, Sinnos editrice, Roma, 2004.
Reference websites are:
www.gadyakosh.org
www.kavitakosh.org
The teacher has a few extra copies of the aforementioned texts and she can lend these texts to attending students if needed.
Additional teaching materials - if adopted - will be distributed to students
during the course and uploaded to the Ariel teaching page. However, it is highly recommended to have one of the following dictionaries:
R.S. McGregor (ed.), Oxford Hindi-English Dictionary, Oxford University Press, New Delhi, 1993.
or
R.C. Pathak, Bhargava's Standard Illustrated Dictionary of the Hindi Language (Hindi -English Edition), Bhargava Book Depot, Varanasi, 2004.
Bibliography for non-attending students is the same for attending ones.
Available to students, in the office of Prof. Angelillo, there are always several copies of the Hindi magazine Bhārat Pariprekṣyă (India Perspectives) published by the Indian Ministry of Foreign Affairs: students who are interested can view the issues of the magazine in the office and choose those of interest to them.
S. Staurengo, Corso di Traduzione Specialistica di Lingua Hindi. Società, cultura, lingua, Edizioni Unicopli, Milano, 2013;
महिपाल सिंह , देवेंद्र मिश्र , विश्व बाज़ार में हिंदी , वाणी प्रकाशन , नयी दिल्ली , ( प्रथम संस्करण ) 2008;
Dar V., Gallo S., Sette favole dall'India, Sinnos editrice, Roma, 2004.
Reference websites are:
www.gadyakosh.org
www.kavitakosh.org
The teacher has a few extra copies of the aforementioned texts and she can lend these texts to attending students if needed.
Additional teaching materials - if adopted - will be distributed to students
during the course and uploaded to the Ariel teaching page. However, it is highly recommended to have one of the following dictionaries:
R.S. McGregor (ed.), Oxford Hindi-English Dictionary, Oxford University Press, New Delhi, 1993.
or
R.C. Pathak, Bhargava's Standard Illustrated Dictionary of the Hindi Language (Hindi -English Edition), Bhargava Book Depot, Varanasi, 2004.
Bibliography for non-attending students is the same for attending ones.
Available to students, in the office of Prof. Angelillo, there are always several copies of the Hindi magazine Bhārat Pariprekṣyă (India Perspectives) published by the Indian Ministry of Foreign Affairs: students who are interested can view the issues of the magazine in the office and choose those of interest to them.
Assessment methods and Criteria
This exam includes a written test and an oral test. Passing successfully the written test is binding for access to the oral one. The written test (lasting approximately three hours) involves the writing of a critical article in hindi about one of the topics covered. MODERATE use of the dictionary is allowed. Oral test (lasting about half an hour) will start from the correction of the written one and will provide a translation from Hindi to Italian. The teacher will then evaluate the oral expression skills of the candidate by asking him/her to answer questions or to talk about a topic known to the student.
The vote will be expressed in thirtieths. In addition to the obvious language and grammatical mastery (generically required) in the written test will be evaluated: the ability, effectiveness and appropriateness (both of the Hindi and Italian languages); the ability to organize knowledge discursively and linearly; the ability of critical reasoning on the study carried out and the effectiveness and competence of the specialized vocabulary used. All these skills, together with the quality of the presentation, will also be assessed in the oral interview.
Serious deficiencies or language, lexical and/or grammatical inappropriateness together with a lack of linearity and expository
exhaustiveness and an ineffective critical re-elaboration of the contents could lead to the failure (NOT passed) of the written test itself.
Language, lexical and/or grammatical inappropriateness of medium entity together/or not with a summary, but still correct exposition and re-elaboration, could allow access to the oral exam with a score that could start from 18/30 to 23/30.
Few and slight language, lexical and/or grammatical inappropriateness together with/or not an appropriate presentation and re-elaboration, even if perhaps not complete, could allow access to the oral test with a score that could start from 24/30 to 27 /30.
Conversely, a written test with rare, if not non-existent inappropriateness and a complete and effective exposition and reworking, could allow access to the oral test from 28/30 to full score.
The same criteria - combined with the mastery and fluency of the oral exposition - will determine the outcome of the oral interview.The final mark then obtained will be the result of the arithmetic average of the written and oral exams.
The results of the written test will be uploaded to the Ariel page of the teaching providing only the indication of the roll number of the candidate and the result expressed in thirtieths.
The exam is the same for both attending and non-attending students.
There are no intermediate tests.
A written test from previous years will be uploaded to the Ariel page of the course, as an example.
The vote will be expressed in thirtieths. In addition to the obvious language and grammatical mastery (generically required) in the written test will be evaluated: the ability, effectiveness and appropriateness (both of the Hindi and Italian languages); the ability to organize knowledge discursively and linearly; the ability of critical reasoning on the study carried out and the effectiveness and competence of the specialized vocabulary used. All these skills, together with the quality of the presentation, will also be assessed in the oral interview.
Serious deficiencies or language, lexical and/or grammatical inappropriateness together with a lack of linearity and expository
exhaustiveness and an ineffective critical re-elaboration of the contents could lead to the failure (NOT passed) of the written test itself.
Language, lexical and/or grammatical inappropriateness of medium entity together/or not with a summary, but still correct exposition and re-elaboration, could allow access to the oral exam with a score that could start from 18/30 to 23/30.
Few and slight language, lexical and/or grammatical inappropriateness together with/or not an appropriate presentation and re-elaboration, even if perhaps not complete, could allow access to the oral test with a score that could start from 24/30 to 27 /30.
Conversely, a written test with rare, if not non-existent inappropriateness and a complete and effective exposition and reworking, could allow access to the oral test from 28/30 to full score.
The same criteria - combined with the mastery and fluency of the oral exposition - will determine the outcome of the oral interview.The final mark then obtained will be the result of the arithmetic average of the written and oral exams.
The results of the written test will be uploaded to the Ariel page of the teaching providing only the indication of the roll number of the candidate and the result expressed in thirtieths.
The exam is the same for both attending and non-attending students.
There are no intermediate tests.
A written test from previous years will be uploaded to the Ariel page of the course, as an example.
L-OR/19 - MODERN LANGUAGES AND LITERATURES OF THE INDIAN SUBCONTINENT - University credits: 9
Lessons: 60 hours
Professors:
Angelillo Maria Del Carmelo, Staurengo Silvia
Professor(s)