The present work aims at showing the didactic potential of the novel Zweinhalb Störche: Roman einer Kindheit in Siebenbürgen, written in 2008 by the German-Romanian author Claudiu M. Florian, for multilingual learning in GFL classes. The paper focuses on the possible use of corpus-based learning tasks and consists of two parts: the first will introduce the main features of multilingual didactics and multilingual competence and the possible teaching approaches of inter- and transcultural literature through the use of corpora; the second will focus on the use of the novel to promote multilingual competence within the GFL classroom. In particular, specific tasks will be suggested to achieve a didactic surplus through the use of corpus compilation and analysis tools such as Sketch Engine.
本作品旨在展示德籍罗马尼亚作家克劳迪乌-M-弗洛里安于 2008 年创作的小说《Zweinhalb Störche.Roman einer Kindheit in Siebenbürgen》的教学潜力，以促进 GFL 课程的多语言学习：Roman einer Kindheit in Siebenbürgen》的教学潜力，该小说由德裔罗马尼亚作家克劳迪乌-M-弗洛里安（Claudiu M. Florian）于2008年创作，适用于GFL课程中的多语言学习。论文重点讨论了基于语料库的学习任务的可能用途，包括两个部分：第一部分将介绍多语教学和多语能力的主要特点，以及通过使用语料库进行跨文化文学教学的可能方法；第二部分将重点讨论在 GFL 课堂上使用小说促进多语能力的问题。特别是，将提出通过使用语料库编纂和分析工具（如 Sketch Engine）实现教学盈余的具体任务。
{"title":"Entwicklung mehrsprachiger Kompetenz im DaF-Unterricht durch korpusbasierte Lernaufgaben.","authors":"Antonella Catone, D. Sorrentino","doi":"10.13092/lo.126.11043","DOIUrl":"https://doi.org/10.13092/lo.126.11043","url":null,"abstract":"The present work aims at showing the didactic potential of the novel Zweinhalb Störche: Roman einer Kindheit in Siebenbürgen, written in 2008 by the German-Romanian author Claudiu M. Florian, for multilingual learning in GFL classes. The paper focuses on the possible use of corpus-based learning tasks and consists of two parts: the first will introduce the main features of multilingual didactics and multilingual competence and the possible teaching approaches of inter- and transcultural literature through the use of corpora; the second will focus on the use of the novel to promote multilingual competence within the GFL classroom. In particular, specific tasks will be suggested to achieve a didactic surplus through the use of corpus compilation and analysis tools such as Sketch Engine.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140213353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present article provides a detailed overview of the lexicographical process adopted for the construction of a multilingual corpus-driven online specialised dictionary about COVID-19, which was built within the 4EU+ project Knowledge through Terminology – From Multilingual Data to Domain-specific Knowledge via Terminological Resources (TermiKnowledge). The dictionary is based on four specialised comparable corpora in five languages (Czech, English, German, Italian, Polish), that were compiled and analysed by the students, who also carried out the lexicographical work itself. The contribution thus highlights that the lexicographical process represents a valuable resource for German as a Foreign Language (GFL) teaching, since it fosters the acquisition of specific terminology as well as the reflection on differences and similarities between different text types and languages.
{"title":"Der lexikographische Prozess im DaF-Unterricht am Beispiel eines mehrsprachigen korpusbasierten Online-Fachwörterbuchs zum Thema COVID-19","authors":"Rita Luppi","doi":"10.13092/lo.126.11042","DOIUrl":"https://doi.org/10.13092/lo.126.11042","url":null,"abstract":"The present article provides a detailed overview of the lexicographical process adopted for the construction of a multilingual corpus-driven online specialised dictionary about COVID-19, which was built within the 4EU+ project Knowledge through Terminology – From Multilingual Data to Domain-specific Knowledge via Terminological Resources (TermiKnowledge). The dictionary is based on four specialised comparable corpora in five languages (Czech, English, German, Italian, Polish), that were compiled and analysed by the students, who also carried out the lexicographical work itself. The contribution thus highlights that the lexicographical process represents a valuable resource for German as a Foreign Language (GFL) teaching, since it fosters the acquisition of specific terminology as well as the reflection on differences and similarities between different text types and languages.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140217412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tourism communication, especially since the digital turn, has registered several attempts to open to new forms of multilingualism. For instance, the traditional multilingual experience offered by guided tours and audio guides has now been enhanced by social networking tools. Recent research points to the need of interdisciplinary work at the crossroads of linguistics, media sciences and museum studies to investigate communication strategies and linguistic devices by means of which an international audience of tourists can be addressed and get involved in museums in the digital age. The present paper illustrates the first findings of the project “Museo poliglotta”, a project run by two universities in the Italian towns of Bergamo and Brescia in cooperation with local museums with the goal of producing digital multilingual contents for international museum visitors. The empirical part of the paper describes a workshop activity in which students developed Instagram reels in Italian, German and English on the figure of the well-known Italian composer Gaetano Donizetti. A number of observations lead to the conclusion that synergies between language research and foreign language teaching on the one hand and museum institutions on the other can bring about important benefits for all parties involved, in particular the possibility to offer professionalising training in the academic world and stimuli to innovate and improve multilingual communication in the museum sector.
{"title":"La comunicazione turistica plurilingue: il Progetto “Museo poliglotta\"","authors":"Gabriella Carobbio, A. Lombardi","doi":"10.13092/lo.126.11047","DOIUrl":"https://doi.org/10.13092/lo.126.11047","url":null,"abstract":"Tourism communication, especially since the digital turn, has registered several attempts to open to new forms of multilingualism. For instance, the traditional multilingual experience offered by guided tours and audio guides has now been enhanced by social networking tools. Recent research points to the need of interdisciplinary work at the crossroads of linguistics, media sciences and museum studies to investigate communication strategies and linguistic devices by means of which an international audience of tourists can be addressed and get involved in museums in the digital age. The present paper illustrates the first findings of the project “Museo poliglotta”, a project run by two universities in the Italian towns of Bergamo and Brescia in cooperation with local museums with the goal of producing digital multilingual contents for international museum visitors. The empirical part of the paper describes a workshop activity in which students developed Instagram reels in Italian, German and English on the figure of the well-known Italian composer Gaetano Donizetti. A number of observations lead to the conclusion that synergies between language research and foreign language teaching on the one hand and museum institutions on the other can bring about important benefits for all parties involved, in particular the possibility to offer professionalising training in the academic world and stimuli to innovate and improve multilingual communication in the museum sector.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 0","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140214768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Corpora are electronic resources that students can use – in the context of data-driven learning – to explore language and clear up any linguistic uncertainties, by searching, for example, for frequent co-occurrences and collocations through a search query. Corpora serve as input factors (cf. Fandrych/Tschirner 2007) that draw the learners’ attention to recurring linguistic patterns (cf. Drumbl 2011: 67) and promote autonomous and explorative learning. This process also enables the development of language awareness (cf. Boulton 2010), which is a key element of multilingual competence (cf. Jessner 2008). The use of corpora is increasingly being integrated into university foreign language teaching but remains rather unknown in the school sector to date. This article explores how corpora could be used in schools and the extent to which students could work with them autonomously to improve their language skills and develop, over time, multilingual competence. To answer this question, a project carried out in an Italian high school specialized in the study of foreign languages (Liceo Linguistico) is examined and presented. The project took place in 2021 and required students to undertake several corpus analysis tasks.
{"title":"Korpora im DaF-Unterricht: Einsatz im Schulbereich","authors":"Cristina Farroni","doi":"10.13092/lo.126.11044","DOIUrl":"https://doi.org/10.13092/lo.126.11044","url":null,"abstract":"Corpora are electronic resources that students can use – in the context of data-driven learning – to explore language and clear up any linguistic uncertainties, by searching, for example, for frequent co-occurrences and collocations through a search query. Corpora serve as input factors (cf. Fandrych/Tschirner 2007) that draw the learners’ attention to recurring linguistic patterns (cf. Drumbl 2011: 67) and promote autonomous and explorative learning. This process also enables the development of language awareness (cf. Boulton 2010), which is a key element of multilingual competence (cf. Jessner 2008). The use of corpora is increasingly being integrated into university foreign language teaching but remains rather unknown in the school sector to date. This article explores how corpora could be used in schools and the extent to which students could work with them autonomously to improve their language skills and develop, over time, multilingual competence. To answer this question, a project carried out in an Italian high school specialized in the study of foreign languages (Liceo Linguistico) is examined and presented. The project took place in 2021 and required students to undertake several corpus analysis tasks.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140218628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on the Linguistic Landscape (LL) have become a particularly prolific object of study and research in the last fifteen years. The most recent research perspective has led to new categorizations for the LL, which not only form the basis for further empirical research, but are also of great use in foreign language teaching (Malinowski/Maxim/Dubreil 2020). Indeed, working with the LL that is also interculturally specific fulfils one of the primary goals of foreign language teaching, as the close relationship between language and culture also promotes intercultural communicative competence. Our paper will examine in particular the great potential of this tool in the context of teaching German as a Foreign Language in Italy, in order to stimulate greater language awareness and linguistic reflection in the processes of learning and teaching German in which learners are involved. By means of the administration of didactic sheets prepared by us, we will consider the possibility of applying to a didactic context data on both the German language and culture, taken from the observation of the LL of Alto Adige/Südtirol and collected on several occasions within a corpus, the LLSÜDTIROL, which will be discussed below.
{"title":"Il paesaggio linguistico plurilingue e la didattica: il caso dell’Alto Adige/Südtirol","authors":"S. Palermo, G. Sgambati","doi":"10.13092/lo.126.11046","DOIUrl":"https://doi.org/10.13092/lo.126.11046","url":null,"abstract":"Studies on the Linguistic Landscape (LL) have become a particularly prolific object of study and research in the last fifteen years. The most recent research perspective has led to new categorizations for the LL, which not only form the basis for further empirical research, but are also of great use in foreign language teaching (Malinowski/Maxim/Dubreil 2020). Indeed, working with the LL that is also interculturally specific fulfils one of the primary goals of foreign language teaching, as the close relationship between language and culture also promotes intercultural communicative competence. Our paper will examine in particular the great potential of this tool in the context of teaching German as a Foreign Language in Italy, in order to stimulate greater language awareness and linguistic reflection in the processes of learning and teaching German in which learners are involved.\u0000By means of the administration of didactic sheets prepared by us, we will consider the possibility of applying to a didactic context data on both the German language and culture, taken from the observation of the LL of Alto Adige/Südtirol and collected on several occasions within a corpus, the LLSÜDTIROL, which will be discussed below.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140214749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper deals with the role of lexicographic resources in the South Tyrolean (i. e. the Autonomous Province of Bolzano/Bozen, Italy) educational context against the backdrop of legal provisions (Das neue Autonomiestatut 2019/1972) and the relevance of language education on the part of educational institutions (Rahmenrichtlinien DE, Rahmenrichtlinien IT), taking into account both normative requirements and their application in practice. The focus is on two questions that have been little researched so far, not only in the specific context but also internationally (cf. Abel 2022; Nied Curcio 2022): To what extent are lexicographic resources represented in the school framework guidelines? How are they actually used in schools? For the case study presented here, the South Tyrolean framework guidelines provided by the German and the Italian school boards at all levels of education for German and Italian as first (L1) and second (L2) languages, as well as for English as a foreign language (L3) were examined by means of a document analysis. In a second step, a questionnaire survey with language teachers at all school levels (German and Italian as L1/L2, English as L3; number of survey respondents: 644) determined the actual use of lexicographic resources.
本文以法律规定（Das neue Autonomiestatut 2019/1972）和教育机构语言教育的相关性（Rahmenrichtlinien DE, Rahmenrichtlinien IT）为背景，讨论了词汇资源在南蒂罗尔（即意大利博尔扎诺/波岑自治省）教育环境中的作用，同时考虑到规范要求及其在实践中的应用。重点是两个迄今为止研究甚少的问题，不仅是在特定情况下，而且在国际上也是如此（参见 Abel 2022；Nied Curcio 2022）：学校框架指南在多大程度上体现了词汇资源？学校实际是如何使用这些资源的？在本文介绍的案例研究中，我们通过文件分析，研究了由德国和意大利各级教育机构提供的南蒂罗尔框架指南，这些指南涉及作为第一语言（L1）和第二语言（L2）的德语和意大利语，以及作为外语的英语（L3）。第二步，对各级学校的语言教师进行问卷调查（德语和意大利语为 L1/L2，英语为 L3；调查对象人数为 644 人），以确定语言教学法的实际使用情况：调查对象人数：644 人）确定了词汇资源的实际使用情况。
{"title":"Von Duden bis Deepl: zur Verwendung lexikografischer Ressourcen im Südtiroler Sprachunterricht (L1, L2, L3) im Spannungs-feld normativer Vorgaben und schulischer Praxis","authors":"A. Abel","doi":"10.13092/lo.126.11041","DOIUrl":"https://doi.org/10.13092/lo.126.11041","url":null,"abstract":"The paper deals with the role of lexicographic resources in the South Tyrolean (i. e. the Autonomous Province of Bolzano/Bozen, Italy) educational context against the backdrop of legal provisions (Das neue Autonomiestatut 2019/1972) and the relevance of language education on the part of educational institutions (Rahmenrichtlinien DE, Rahmenrichtlinien IT), taking into account both normative requirements and their application in practice. The focus is on two questions that have been little researched so far, not only in the specific context but also internationally (cf. Abel 2022; Nied Curcio 2022): To what extent are lexicographic resources represented in the school framework guidelines? How are they actually used in schools? For the case study presented here, the South Tyrolean framework guidelines provided by the German and the Italian school boards at all levels of education for German and Italian as first (L1) and second (L2) languages, as well as for English as a foreign language (L3) were examined by means of a document analysis. In a second step, a questionnaire survey with language teachers at all school levels (German and Italian as L1/L2, English as L3; number of survey respondents: 644) determined the actual use of lexicographic resources.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper is devoted to the analysis of partially lexically specified constructions in different diatopic varieties of Italian. These word combinations can be defined as constructions since they are pairings of form and meaning characterized by the presence of fixed and empty positions. The investigation examines examples of partially lexically specified (phrasal and sentence) constructions in Sardinian and in the regional Italian of Rome. The analysis shows that this combinatorial type is widespread within the national language as well as in local varieties. The phenomena which have been considered mainly concern: i) the presence of indigenous constructions in the local variety; ii) the presence of constructions modelled on the roof language; iii) the lexicalisation of forms in the local variety from roof language constructions, which radiate back as fixed sequences into the national language. The analysis also considers the lexicographic perspective and shows that these constructions are generally underrepresented in lexicographic tools, even though their single instantiations are often recorded in the corresponding entries.
{"title":"Costruzioni a schema fisso in alcune varietà diatopiche d’Italia.","authors":"Valentina Piunno, Simone Pisano","doi":"10.13092/lo.125.10793","DOIUrl":"https://doi.org/10.13092/lo.125.10793","url":null,"abstract":"The paper is devoted to the analysis of partially lexically specified constructions in different diatopic varieties of Italian. These word combinations can be defined as constructions since they are pairings of form and meaning characterized by the presence of fixed and empty positions. The investigation examines examples of partially lexically specified (phrasal and sentence) constructions in Sardinian and in the regional Italian of Rome. The analysis shows that this combinatorial type is widespread within the national language as well as in local varieties. The phenomena which have been considered mainly concern: i) the presence of indigenous constructions in the local variety; ii) the presence of constructions modelled on the roof language; iii) the lexicalisation of forms in the local variety from roof language constructions, which radiate back as fixed sequences into the national language. The analysis also considers the lexicographic perspective and shows that these constructions are generally underrepresented in lexicographic tools, even though their single instantiations are often recorded in the corresponding entries.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":"140 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this obituary, the editors of the present special issue share memories of Professor Fiorenzo Toso, who passed away at 60 on 24 September 2022 after a short, serious illness. Erica Autelli and Christine Konecny pay their respects to the deceased with personal words and in the form of a poem written in Genoese in collaboration with the poet Alessandro Guasoni, which concludes the obituary. Fiorenzo Toso taught and researched at the University of Sassari from 2007 to 2022, first as an associate and then as a full professor. He was a recognised expert on Ligurian and, above all, Genoese, on which he wrote numerous articles and several monographs. He was also involved in GEPHRAS and GEPHRAS2, the phraseographic projects which led to the publication of this volume of the journal Linguistik online. Therefore, this special issue is dedicated to him and is entitled Fraseografia e metafraseografia delle varietà diatopiche. Studi in onore di Fiorenzo Toso (‘Phraseography and metaphraseography of diatopic varieties. Studies in honour of Fiorenzo Toso’).
在这篇讣告中，本特刊的编辑们共同回忆了费奥伦佐-托索教授，他在经历了一场短暂的重病后于2022年9月24日去世，享年60岁。埃里卡-奥特利（Erica Autelli）和克里斯蒂娜-科尼（Christine Konecny）用个人的语言以及与诗人亚历山德罗-瓜索尼（Alessandro Guasoni）合作用热那亚语创作的诗歌表达了对逝者的哀思。菲奥伦佐-托索从2007年至2022年在萨萨里大学任教和从事研究工作，先是副教授，后是正教授。他是公认的利古里亚语专家，尤其是热那亚语专家，撰写了大量文章和多部专著。他还参与了 GEPHRAS 和 GEPHRAS2 项目，这两个短语项目促成了《语言学》在线杂志本卷的出版。因此，本特刊将以 Fraseografia e metafraseografia delle varietà diatopiche 为题献给他。Studi in onore di Fiorenzo Toso（《二元变体的词法和元词法》。为纪念 Fiorenzo Toso 而进行的研究）。
{"title":"In ricordo di Fiorenzo Toso, partner e co-autore di GEPHRAS e GEPHRAS2","authors":"Erica Autelli, Christine Konecny","doi":"10.13092/lo.125.10780","DOIUrl":"https://doi.org/10.13092/lo.125.10780","url":null,"abstract":"In this obituary, the editors of the present special issue share memories of Professor Fiorenzo Toso, who passed away at 60 on 24 September 2022 after a short, serious illness. Erica Autelli and Christine Konecny pay their respects to the deceased with personal words and in the form of a poem written in Genoese in collaboration with the poet Alessandro Guasoni, which concludes the obituary. Fiorenzo Toso taught and researched at the University of Sassari from 2007 to 2022, first as an associate and then as a full professor. He was a recognised expert on Ligurian and, above all, Genoese, on which he wrote numerous articles and several monographs. He was also involved in GEPHRAS and GEPHRAS2, the phraseographic projects which led to the publication of this volume of the journal Linguistik online. Therefore, this special issue is dedicated to him and is entitled Fraseografia e metafraseografia delle varietà diatopiche. Studi in onore di Fiorenzo Toso (‘Phraseography and metaphraseography of diatopic varieties. Studies in honour of Fiorenzo Toso’).","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":"132 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The phraseography of regional varieties of Italian is under-represented in lexicographic sources. This article aims to briefly review the main obstacles faced by the phraseological lexicography of regional Italian and to offer a working proposal based on the latest edition of the Dizionario di Fraseologia dell’Italiano Regionale (DFIR). The intention is to overcome the stereotypes that affect regional phraseography and to prepare the foundations for future work, which will involve, indispensably, improving the research methodology, consolidating the theoretical proposals on phraseology developed in recent years and, finally, taking advantage of technological advances to make the phraseological repertoires more accessible and more easily updatable.
{"title":"La fraseografia degli italiani regionali: da ieri a domani","authors":"Francisco Núñez-Román","doi":"10.13092/lo.125.10794","DOIUrl":"https://doi.org/10.13092/lo.125.10794","url":null,"abstract":"The phraseography of regional varieties of Italian is under-represented in lexicographic sources. This article aims to briefly review the main obstacles faced by the phraseological lexicography of regional Italian and to offer a working proposal based on the latest edition of the Dizionario di Fraseologia dell’Italiano Regionale (DFIR). The intention is to overcome the stereotypes that affect regional phraseography and to prepare the foundations for future work, which will involve, indispensably, improving the research methodology, consolidating the theoretical proposals on phraseology developed in recent years and, finally, taking advantage of technological advances to make the phraseological repertoires more accessible and more easily updatable.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":"7 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By retracing the historical stages of the relations between Liguria and Spain since the Middle Ages, the article outlines, through a series of examples, some considerations on the phraseology of Spanish and Genoese. A promising panorama of perspectives on the history of linguistic relations between Genoa and Spanish-speaking countries emerges out of the analysis.
{"title":"Relazioni linguistico-letterarie tra Genova e la Spagna: aspetti fraseologici","authors":"Marta Galiñales Gallén, †Fiorenzo Toso","doi":"10.13092/lo.125.10783","DOIUrl":"https://doi.org/10.13092/lo.125.10783","url":null,"abstract":"By retracing the historical stages of the relations between Liguria and Spain since the Middle Ages, the article outlines, through a series of examples, some considerations on the phraseology of Spanish and Genoese. A promising panorama of perspectives on the history of linguistic relations between Genoa and Spanish-speaking countries emerges out of the analysis.","PeriodicalId":56243,"journal":{"name":"Linguistik Online","volume":"7 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140397391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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