History of English Language
A.Y. 2023/2024
Learning objectives
The course aims to illustrate the evolution of the English language over time, as a possible way to explain the nature and functioning of today's English, through an approach that refers to the principles of historical sociolinguistics. Such learning objective is consistent with the general learning objectives of the Study Programme as it helps graduates gain an excellent linguistic and metalinguistic competence. In particular, the introductory lessons of the course aim to recall the fundamental concepts of historical linguistics (language change, the different types of variation, development of a standard language etc), and then broadly describe the features of language change - at the phonological, morphosyntactic and lexical levels - from Old to Late Modern English, the description of the various phenomena being substantiated by evidence of language usage in various periods. Finally, attention is focused on the monographic component of the course, dealing synchronically with a topic or problem that is relevant to the diachronic evolution of English.
Expected learning outcomes
Knowledge and understanding: essential lines of the development of the history of the English language from its beginnings to the present time; main changes and developments in terms of spelling, phonology, morphosyntax, and lexis; nature of language change. Applying knowledge and understanding: ability to read, understand and contextualize a variety of English language documents from the Old to the Late Modern times; ability to autonomously deal with 'new' language documents; improved language competence in and increased metalinguistic awareness of the nature and usage of the English language nowadays.
Lesson period: First semester
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
First semester
Course syllabus
The course is entitled "Making sense of sound-spelling relationships in English: A historical overview".
The sound/sign relationship in English, always problematic, has been defined as 'Frankenstein's monster' to indicate the difficult, artificial interaction between the normal tendency of the phonological system to variation and change and the repeated but always imperfect attempt of orthography to represent new sounds through writing.
The course aims to study the most significant stages of this interaction in the English language, focusing on the main phenomena of change in the phonological system and highlighting the regularities in the face of the 'anomalies' in the sound/sign relationship. This evolution will also be studied by analyzing some sample texts from the various periods of English history, without neglecting the main attempts to reform English spelling from the sixteenth century onwards and the tradition of pronunciation dictionaries.
The intent of the course - beyond its descriptive and explanatory purposes, typical of historical linguistics - is also to provide tools for a better mastery of the sound/sign relationship in present-day English, in its British variety as opposed to World Englishes.
The sound/sign relationship in English, always problematic, has been defined as 'Frankenstein's monster' to indicate the difficult, artificial interaction between the normal tendency of the phonological system to variation and change and the repeated but always imperfect attempt of orthography to represent new sounds through writing.
The course aims to study the most significant stages of this interaction in the English language, focusing on the main phenomena of change in the phonological system and highlighting the regularities in the face of the 'anomalies' in the sound/sign relationship. This evolution will also be studied by analyzing some sample texts from the various periods of English history, without neglecting the main attempts to reform English spelling from the sixteenth century onwards and the tradition of pronunciation dictionaries.
The intent of the course - beyond its descriptive and explanatory purposes, typical of historical linguistics - is also to provide tools for a better mastery of the sound/sign relationship in present-day English, in its British variety as opposed to World Englishes.
Prerequisites for admission
The course, which is taught in English, the texts read during the classes, and the bibliography for the exam all imply that students should be competent in English (QCER B2+/C1 level). Also, students are expected to know the basics of English linguistics and, if possible, Germanic philology.
Teaching methods
The following teaching methods will be used: lectures (but with ample space for discussion and interaction); a short anthology of works from different periods of the history of the English language will be read aloud, translated into modern English, and commented on from a philological and linguistic point of view.
Teaching Resources
1) Either of the following handbooks: (a) Stephan Gramley, The story of English. An introduction, Routledge, London and New York 2012; (b) David Graddol, Dick Leith & Joan Swann, English: history, diversity and change, Routledge, London and New York 1996;
2) prof. Iamartino's handouts and PowerPoint presentations (also available on the course website);
3) further material and references will be furnished during the classes;
4) one's lesson notes.
2) prof. Iamartino's handouts and PowerPoint presentations (also available on the course website);
3) further material and references will be furnished during the classes;
4) one's lesson notes.
Assessment methods and Criteria
The exam consists of an interview, which includes questions asked by the teacher, interactions between the teacher and the student, and the analysis of and comments on one or more language documents. The interview usually lasts between 15 and 20 minutes, depending on whether the student takes the exam for 6 or 9 credits, and it is carried out in either English or Italian at the student's choice.
The interview aims to verify the knowledge of the linguistic facts, phenomena, and changes covered by the course, the student's ability to contextualize and comment on the linguistic documents, his/her precision in the use of terminology, and his/her ability to connect the historical perspective of language analysis with English usage nowadays.
The final mark is out of 30, and the student has the right to refuse it (in this case, it will be recorded as "withdrawn").
International or Erasmus incoming students are invited to contact the teacher promptly. The examination procedures for students with disabilities and/or with DSA must be agreed with the teacher, in agreement with the proper Office.
The interview aims to verify the knowledge of the linguistic facts, phenomena, and changes covered by the course, the student's ability to contextualize and comment on the linguistic documents, his/her precision in the use of terminology, and his/her ability to connect the historical perspective of language analysis with English usage nowadays.
The final mark is out of 30, and the student has the right to refuse it (in this case, it will be recorded as "withdrawn").
International or Erasmus incoming students are invited to contact the teacher promptly. The examination procedures for students with disabilities and/or with DSA must be agreed with the teacher, in agreement with the proper Office.
Unita' didattica A
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 3
Lessons: 20 hours
Unita' didattica B
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 3
Lessons: 20 hours
Unita' didattica C
L-LIN/12 - LANGUAGE AND TRANSLATION - ENGLISH - University credits: 3
Lessons: 20 hours
Educational website(s)
Professor(s)
Reception:
In the afternoons from Monday to Friday, by appointment only, either in person or via Microsoft Teams 6.00-7.30 pm via Microsoft Teams; please make an appointment by email
The English Studies (Anglistica) branch of the Department (Prof. Iamartino's room)