corso|33534

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The three-year degree in Arabic language and translation is devoted to the study of Arabic grammar and syntax, and includes exercises in reading and translating texts (from and into Arabic), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Arabic literary texts, to write texts in Arabic, to translate from and into Arabic, and to converse in Arabic.
General Goals - The second year course aims at completing the study of Standard Arabic grammar and syntax. At the end of the course, the student should be able to read, comprehend and translate into Italian written texts of medium difficulty, and to carry on a conversation in Arabic.
Specific goals - Reached levels: spoken reception A2; written reception B1; overall spoken production A2, written production B1.

Educational objectives

General educational objectives: the course conveys the fundamental elements for the knowledge of the contemporary history of the Arab world (the regional system composed of 22 Arab countries) from the mid-nineteenth century to today.
Specific educational objectives: upon completion of the course the student will acquire the following knowledges and skills: 1) basic knowledge of the historical, social and cultural dynamics of the different phases of the historical development of the Arab world from the mid-nineteenth century to today and, within them, the specificity of the macro Arab regions and of individual countries, as well as the interaction between the Arab regional system and the international system; 2) ability to place in time and space the main historical-cultural events and phenomena characterizing the contemporary history of the Arab world; 3) basic knowledge of the common characteristics and the differentiations of the countries of the Arab world in terms of human geography (physical, demographic, economic, socio-cultural) and ability to compare and deepen them independently; 4) ability to present orally or in writing a topic related to the phenomenon under study, also based on oral and written exercises; 5) ability to continue the study autonomously, also based on in-depth research seminars.

Educational objectives

General aims: knowledge of the historical evolution of Arab literature from the Nahdah period (Renaissance) to the present day.
Specific aims: at the end of the course the student: 1) knows the historical, social and cultural dynamics of the period under study; 2) is able to contextualize literary currents, poetic schools, writers and their works in a wider historical-cultural framework. 3) is able to present and translate from Arabic some texts learned by teaching; 4) is able to present also in Arabic, and on the basis of oral and written exercises, some argument related to the topics and the literary works analysed.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on Islam both as a religion and as an
intellectual tradition. Such an understanding will include the founding texts, the main trends of Islamic
thought and the principal branches of Islamic religious knowledge, following their historical developments
from the Middle Ages to the present.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among legal norms, theological doctrines, ethical principles, spiritual and
mystical experiences of classical Islam by learning to distinguish the relevant domains and their
respective religious disciplines, without losing sight of interdisciplinary links.
- Analyzing passages from a translated version of the Qur’an and recognizing some of their thematic
and stylistic features, especially the ones that allow to situate a given passage within the traditional
internal chronology of the text; identifying at least some of the interpretative issues that a given
passage raises.
- Considering religion, and particularly Islam, through the methodological approach of human
sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and
joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islam (whatever their
leanings) which are currently spread through a variety of media, by putting them into historical
perspective
- Understanding the historical nature of religious phenomena under scrutiny, in both their genesis
and their further development, by relating them to the different historical contexts in which they
originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from religious studies, and most notably from
Islamic studies, without neglecting more general propriety of language, as far as both lexicon and
syntax are concerned.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it),
building both upon bibliographical suggestions provided throughout the course, and upon some
examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

With this course, that combines a theoretical and a practical side, the three-year program of Arabic is completed. Besides a comprehensive review of the grammatical basis already acquired in the previous years, the course is intended to deal in particular with the irregular verbs, the complements and the hypothetical sentences. Through a selection of Arabic texts – chosen within the press, the contemporary literature production and songs – it will be possible to approach some of the specialized expression of the modern Arabic culture.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

The course offers an introduction to the study of Arabic dialectology. By the end of the course, the student will have acquired a basic knowledge of the history of the Arabic
language in its main varieties; a general knowledge of the linguistic geography of Arabic and the main dialect areas; and a thorough knowledge of a specific dialect both
theoretically and practically. The student will also acquire the ability to identify the main Arabic dialects on the basis of the isoglosses that distinguish them and to transcribe
and analyze simple texts.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

First Semester: Chinese phonology, Hanyu pinyin romanization; simplified and complex Chinese characters, radicals (1 to 100); elementary grammar, simple sentence structure, word classes, verbs in series, direction verbs.
Second Semester: Radicals (101 to 214); classifiers, modal verbs, adjective predicates, nominal predicates, prepositional constructions, double objects verbs, aspectual and modal particles, localizers, pivotal sentences. During the second semester, will be held specific lesson regarding Chinese-Italian literary translation skills. At the end of the course, the students will be able to carry a simple conversation in Chinese, reaching the Official Chinese Certification Level HSK 1 and 2, compatible with European Common Framework levels: A.1 – A.2.1

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

General objectives: The course of History of Ancient and Modern China aims to provide students with a comprehensive and thorough framework of the history of China from the ancient to the modern times up to the end of the Empire (1911), following its chronological evolution. In the historical analysis, aspects of political, economic, social, and cultural history will be covered, with an emphasis on an interdisciplinary approach and the critical use of sources. The lessons will start from the development of the Chinese civilization and its influence in the surrounding regions and will follow its historical development in time and space. Particular attention will be paid to topics and cross-cutting themes related to the Far East Asia in order to analyze and define the relations between countries, their mutual influences, and connections in order to outline the essential features of the Far East Asian history and civilization. In addition to lectures, students will be asked to produce presentations (in power-point) on specific topics agreed with the teacher in order to deepen themes and encourage the production and processing of the knowledge acquired.

Educational objectives

This course has four learning objectives, modulated by four compulsory exercises of increasing difficulty: 1. developing the ability to observe and describe an artistic artefact; 2. developing critical thinking through analytical reading; 3. developing critical thinking through argumentative writing; 4. applying what has been studied to develop a mini-research project on a museum activity or art exhibition.
At the end of the course, students will be able to: describe, both orally and in writing, the materials and media through which the language of art is developed in China; identify and describe at least three artefacts from each of the artistic areas studied: ceramics, bronzes, paintings, sculptures, buildings; make connections between the topics studied in this course and those studied in other disciplines of their core curriculum.

Educational objectives

The course is aimed at strengthening the student's four basic skills in Chinese (reading, writing, speaking, oral and written comprehension). At the end of the course, the student will be able to maintain a conversation on topics related to his/her school, family or social life; he/she will be able to read short texts in Chinese characters, whether in colloquial or literary language, dedicated to ancient and modern Chinese culture and society, or passages related to the daily and social life of the youth of today; finally, he/she will be able to compose short texts that describe his/her daily life, interests and goals. At the end of the course, the student will reach a level of linguistic competence equivalent to level B1-B2 of the Common European Framework of Reference for Languages, preparatory to pursuing studies at university or further linguistic education in China.

Educational objectives

General aims: The course aims to outline the political and institutional history of China from the 1911 revolution until the end of the Cultural revolution in 1969. Moreover it will focus on some political and institutional aspects of the period considered.
Specific aims: a knowledge of the political, social and cultural dynamics of the period under study; the ability to contextualize single events within a broader framework of historical dynamics; the ability to deal with critical and interpretative literature on the basis of notions taught by the teacher; the ability to discuss or to submit papers about the period under study, also on the basis of oral and written exercises.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The course provides transversal principles and fundamental notions necessary for the knowledge of the Religions and Philosophies of East Asia with reference to Buddhism and the major autochthonous traditions, namely, Taoism, Korean Shamanism, and Shinto (Dublin Descriptor 1).
The above-mentioned knowledge is aimed at the development of the management skills of users vis-à-vis the understanding of the emic and ethical components of the subject-matter as related to the socio-anthropological aspects characterizing the oriental cultures studied (DD2).
The activities capable of developing critical and judgmental skills will consist of critical-analytical audio-vision of multimedia material, and meetings with experts and scholarly conferences focused on specific topics (DD3).
The activities aimed at the ability to communicate and transmit the acquired knowledge will be characterized by hermeneutical exercises on the basis of the teaching and reference material provided and the tutoring of the teacher (DD4).
The teaching strategies related to the course involve the transmission of methodological techniques fostering an optimized organization vis-à-vis the learning activities at stake, inspired by maieutic and heuristic principles which are in turn supported by pertinent teaching and reference material, proposed to facilitate independent perusal as well as future individual in-depth analysis of the treated subject-themes (DD5).
At the end of the course the students must be able to demonstrate: a) a general knowledge of the diachronic structures of the main themes; b) specific knowledge of at least one thematic area; c) critical knowledge of the relationship between present and past; d) ability to think in scientific terms, pose problems, and propose hypotheses.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

The course is aimed to improve students’ Chinese language skills: reading comprehension, speaking, spoken and oral comprehension, and writing, and to take the student to an advanced level.
At the end of the course, students will be able to conduct a conversation on different topics related to China modern contemporary society and politics; they will be able to read complex texts in Chinese language about Chinese contemporary culture, economy and society; they will also be able to write texts about cultural and social issue of contemporary China; they will be able to reach a C1-C2 level.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

General objectives: The course of Chinese Philology aims to provide student with a
comprehensive framework of the Chinese classical language and its morphological,
grammatical, and syntactic features, as well as its periodization. The knowledge of
classical stylistic forms, their structures, as well as the acquaintance with the non-
simplified characters, will allow the learner to acquire the necessary tools for the
critical reading of Chinese classical texts, and it will provide him with the necessary
skills to extricate himself in the Chinese modern language. The basic linguistic
features will be learned together with the reading, analysis and translation of selected
texts of classical poetry and prose, in non-simplified characters, from the period of
the Warring States (Lunyu, Mengzi etc.) to the Song dynasty.
Specific objectives: At the end of the course the student has acquired the knowledge
of the basic features of the morphology, grammar, and syntax of the Chinese classical
language, as well as the knowledge of the development of the Chinese language. He
is familiar with non-simplified characters and has acquired the means to deal with
critical reading and translation of texts in literary Chinese. The student knows the
main authors, as well as the and literary trend and school of thought of the classical
period up to the Song dynasty that he faced with the translation of selected pieces.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the knowledge of grammar, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the First year, the student must be able to cover the A1 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK Proficiency Test (first level).

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Educational Goals: This course offers an insight into pre-modern Korea with an emphasis on major historical changes and continuities from the ancient period to the
late-nineteenth century. It will explore particular topics relevant to understanding politics, economy, and society in pre-modern Korea. The course will follow an historical and
comparative approach, possibly with specific attention to the position of pre-modern Korea in the East Asian context. In addition to lectures, the program uses readings from
historical sources and audiovisual materials in order to bring the student as close as possible to historical events.
Specific Goals: By the end of the course, students will understand the main historical developments and gain a general insight into politics, economy, and society in pre-
modern Korea. The aim is not only to convey knowledge of pre-modern Korea, but also to lay the groundwork for understanding Korea’s historical path toward modernity.
In order to achieve this objective, the reading and the critical and contextualised analysis of some extracts from written sources, which are more representative for the examined
historical period, will be particularly helpful.

Educational objectives

The course aims to provide basic knowledge of the historical, artistic, and cultural developments of Korea from the Neolithic period (ca. 6000–1500 BCE) to the Goryeo/Koryo dynasty (918–1392), based on the results of archaeological research conducted in Korea from its introduction during the colonial period to the present day. Particular and necessary attention will be devoted to the interactions that took place during the period under examination between Korea and other countries and regions of East Asia — China, Japan, and Manchuria (northeastern China) — in order to offer students an understanding of the complex network of relationships connecting Korea to other cultural areas, the outcomes of which are also reflected in artistic production.
By the end of the course, students will have acquired a general knowledge of Korean artistic production prior to the Joseon period, along with the main interpretative hypotheses concerning significant historical, artistic, and cultural phenomena, as well as a foundational command of relevant terminology.

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the grammar knowledge, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.
Specific Goals: At the end of the three-year period the student must reach a good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the Second year, the student must be able to cover the A2 level of the common European reference framework and acquire the necessary skills to obtain the first level of the TOPIK I Proficiency Test ( second level).

Educational objectives

This course offers an insight into modern and contemporary Korea with an emphasis on major historical changes and continuities. It will explore particular topics relevant to understanding politics and society in modern and contemporary Korea.
The course will follow an historical and comparative approach, possibly with specific attention to the position of modern and contemporary Korea in the regional and world history context. In addition to lectures, the program uses readings from historical sources and audiovisual materials in order to bring the student as close as possible to historical events.
Specific Goals: By the end of the course, students will understand the main historical developments and gain a general insight into modern and contemporary Korean politics and society. The goal is not just the transmission of information, but to provide new perspectives on Korea to help students develop their own. In order to achieve this objective, the reading and the critical and contextualised analysis of some extracts from written sources, which are more representative for the examined historical period, will be particularly helpful.

Educational objectives

Educational Goals:
The Korean Studies curriculum at ISO aims to help both international and domestic students better understand Korea not only from a linguistic perspective but also from a cultural one. This Korean Classic Literature course introduces the overall characteristics and historical development of Korean literature, from ancient times up to the Joseon period (1392-1910). The course will explore the categories and characteristics of Korean literature, including poetic literature, narrative literature, classical Chinese literature, and oral literature, through representative works and selected original texts. Students will read and comment on selected passages from these works.
Specific Goals:
By the end of the course, students should understand the general history of Korean classic literature from its origins to the Joseon period (1392-1910), paying particular attention to the relationship between literary texts and their cultural, historical, artistic, and linguistic contexts. Specifically, students are expected to acquire a solid knowledge of the literature and culture of Korea by utilizing tools necessary for the analysis and interpretation of literary texts. To achieve these goals, in addition to lectures, critically and contextually reading and analyzing excerpts from representative works of the relevant period will be particularly helpful. Thus, students will be able to analyze not only literary and stylistic features, but also the historical, social, and philosophical aspects of a text in the future.

Educational objectives

The course provides transversal principles and fundamental notions necessary for the knowledge of the Religions and Philosophies of East Asia with reference to Buddhism and the major autochthonous traditions, namely, Taoism, Korean Shamanism, and Shinto (Dublin Descriptor 1).
The above-mentioned knowledge is aimed at the development of the management skills of users vis-à-vis the understanding of the emic and ethical components of the subject-matter as related to the socio-anthropological aspects characterizing the oriental cultures studied (DD2).
The activities capable of developing critical and judgmental skills will consist of critical-analytical audio-vision of multimedia material, and meetings with experts and scholarly conferences focused on specific topics (DD3).
The activities aimed at the ability to communicate and transmit the acquired knowledge will be characterized by hermeneutical exercises on the basis of the teaching and reference material provided and the tutoring of the teacher (DD4).
The teaching strategies related to the course involve the transmission of methodological techniques fostering an optimized organization vis-à-vis the learning activities at stake, inspired by maieutic and heuristic principles which are in turn supported by pertinent teaching and reference material, proposed to facilitate independent perusal as well as future individual in-depth analysis of the treated subject-themes (DD5).
At the end of the course the students must be able to demonstrate: a) a general knowledge of the diachronic structures of the main themes; b) specific knowledge of at least one thematic area; c) critical knowledge of the relationship between present and past; d) ability to think in scientific terms, pose problems, and propose hypotheses.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

Educational Goals: The three-year course aims at the Korean language acquisition through the grammar knowledge, reading and comprehension abilities, translation and composition practice. Lectures are focused on different communication tasks that the student is called to play in the domains of social life. They are supported by language instructors lectures that include hours of conversations and practical tests at the language lab.

Specific Goals: At the end of the three-year period the student must reach a good oral and written communication skills, and be able to carry out translations from and into Korean. With the achievement of the Third year, the student must be able to cover the B1 and B2 levels of the common European reference framework and acquire the necessary skills for the TOPIK II Proficiency Test and be able to gain the level 3 and 4.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

Educational Objectives
The Korean Studies curriculum at ISO aims to provide both international and domestic students with an in-depth understanding of Korea, encompassing not only the linguistic but also the cultural aspect. The course in Korean Philology intends to present and analyze the fundamental stages of the historical evolution of the Korean language, distinguishing between Old Korean, Middle Korean, and Modern Korean. In particular, with regard to Old Korean, the course will explore the main transcription systems that utilized Chinese characters, such as idu, hyangch’al, and kugyŏl. The study of Middle Korean will be divided into two parts: one before and one after the invention of the Korean alphabet, Hunmin Chŏngŭm, analyzing the language from the Goryeo period until its creation, and then from the period following its introduction up to the Japanese invasions (Imjin waeran). Modern Korean will be examined from the period after the Imjin waeran until the Gabo Reforms. The main objective of this course is to guide students beyond merely tracing linguistic transformations, allowing them to understand and interpret the social, cultural, and historical contexts that accompanied these changes.
Specific Objectives
During the course, the historical evolution of Korean phonology, grammar, semantics, and writing systems will be explored in depth, investigating the causes of such changes and providing students with a richer understanding of Korea’s linguistic traditions and classical materials. Furthermore, by studying the origins and development of the Korean language, the course aims to foster a thorough knowledge of the process through which the Korean script emerged and became established.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. The following descriptions refer to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The lectures introduce the basic syntax, as well as the writing of alphabets and ideograms covered in the first five units of the textbook; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.
Specific Goals
The student will be able to introduce themselves and others, communicate in simple everyday situations, and translate basic sentences from Japanese to Italian and vice versa.

Educational objectives

The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. The following descriptions refer to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels.
At the end of first year the student will reach the basic knowledge of grammar and their application in everyday life situations. The course includes language lessons aimed at providing the elementary syntax, the writing of alphabets and about 220 ideograms; many hours are dedicated to the development of communication skills, according to new language teaching techniques, to the strengthening of the concepts learned through class exercises and translation tests. Classes with native speakers further support the writing and conversation exercises.
Specific Goals
At the end of the first year the student will be able to present himself and others, to communicate in simple everyday situations, to translate basic sentences from Japanese to Italian and vice versa; he will then be able to obtain the N5 level and to use some grammatical and communicative structures of the JLPT level N4.

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes geographical areas and sectorial perspectives in which related projects are activated; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The course aims at making students familiar with artistic developments in Japan, through the analysis of relevant art forms. Through critical reading of the selected texts for this class and active participation in classroom discussion, students will develop knowledge and understanding of the technical, stylistic and formal aspects of many artworks, and acquire familiarity with the broad outlines of the evolution of Korean and Japanese visual cultures (sculpture, painting and architecture). My objective is for the students to leave the course with an increasingly refined ability to read critically. They are expected to learn visual skills in recognizing styles of art and different iconographies. They will also learn analytical skills in connecting artwork with its social, philosophical, and political context. Last, through practice carried on in class (requiring the application of information and concepts from the textbook and lectures to images and experiences not covered in the classroom), students will acquire the ability to develop their critical opinions, and communication skills in expressing ideas about art historical concepts.

Educational objectives

Educational Goals
The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
At the end of second year the student will be able to use intermediate level structures of grammar and knowledge of ideograms. The lessons introduce the writing and syntax, with many hours dedicated to the development of communication skills, to the systematization and fixing of the concepts learned through classroom exercises and translation tests, according to updated language teaching techniques. Classes with native speakers further support the writing and conversation exercise.

Specific Goals
At the end of the second year the student is able to express, orally and through written productions, experiences, events, as well as explain in a simple way their opinions and ambitions; he will then be able to obtain the N4 of the JLPT.

Educational objectives

General aims: General History of Japan in the period 1868-1972
Specific aims: at the end of the course, the student – 1) knows the political, social and cultural dynamics of the period under study; 2) is able to contextualize single events within the framework of general or global contemporary history ; 3) is able to deal with critical and interpretative literature on the basis of notions taught by the teacher; 4) can present an argument related to the period under study both orally and in writing, also on the basis of oral exercises; 5) is able to autonomously continue his studies.

Educational objectives

Upon completing the course, students will be proficient in recognizing Japan's major literary milestones, spanning from its inception to modern times, within the context of the nation's social and cultural evolution. Students will be capable of tracing the development of key literary genres, exploring their adaptation and reimagining of cultural influences from external origins. They will also have developed skills useful for tackling a critical reading of a literary text.

Educational objectives

The course provides transversal principles and fundamental notions necessary for the knowledge of the Religions and Philosophies of East Asia with reference to Buddhism and the major autochthonous traditions, namely, Taoism, Korean Shamanism, and Shinto (Dublin Descriptor 1).
The above-mentioned knowledge is aimed at the development of the management skills of users vis-à-vis the understanding of the emic and ethical components of the subject-matter as related to the socio-anthropological aspects characterizing the oriental cultures studied (DD2).
The activities capable of developing critical and judgmental skills will consist of critical-analytical audio-vision of multimedia material, and meetings with experts and scholarly conferences focused on specific topics (DD3).
The activities aimed at the ability to communicate and transmit the acquired knowledge will be characterized by hermeneutical exercises on the basis of the teaching and reference material provided and the tutoring of the teacher (DD4).
The teaching strategies related to the course involve the transmission of methodological techniques fostering an optimized organization vis-à-vis the learning activities at stake, inspired by maieutic and heuristic principles which are in turn supported by pertinent teaching and reference material, proposed to facilitate independent perusal as well as future individual in-depth analysis of the treated subject-themes (DD5).
At the end of the course the students must be able to demonstrate: a) a general knowledge of the diachronic structures of the main themes; b) specific knowledge of at least one thematic area; c) critical knowledge of the relationship between present and past; d) ability to think in scientific terms, pose problems, and propose hypotheses.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

Educational Goals
The three-year course aims at the Japanese Language acquisition in the written and oral component and the development of communication skills from the elementary to the advanced level, with different degrees for each year. Although a framework of reference as for the European languages has not yet been definited for the Japanese language, the JF Standard proposed by the Japan Foundation, based on the European CEFR, is in use; this scheme refers to the Japanese Language Proficiency Test (JLPT) with the N1-N2-N3-N4-N5 levels that are used in the following descriptions.
The lessons aims to increase the study of the modern Japanese language of intermediate-advanced level, also through the reading of passages of newspapers, with translation exercises from Japanese into Italian, exercise on the use of vocabularies, laboratory exercises with mother tongue readers.

Specific Goals
At the end of the third year the student is able to express, orally and through written productions, complicated arguments, to manage to explain his point of view on a specific topic by providing argumentation of the varoius opinions, he can interact clearly with native speackers; he will then be able to obtain the N3 of the JLPT.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

The course aims at enabling students to develop a basic knowledge of Japanese philology, particularly the phases of the language comprised into the late-old and medieval Japanese. The main goal is to enable the students to read, understand and translate classical texts in both prose and poetry directly from the originals. In order to achieve these goals, the course will comprise a series of classes planned to introduce the student to the fundamentals of classical Japanese grammar and syntax, with reading and exercising sections specifically designed to tackle the main issues of interpreting ancient texts in which students are expected to actively participate and engage in the discussion. The course will also deal with the fundamentals of the history of the Japanese language, particularly the history of the writing systems, and aims at developing a basic knowledge of Japanese palaeography, so as to enable students to examine and interpret original excerpts directly from the original cursive writing exempla, and will include an outline of the archaeology of the book in Japan dealing with kinds and format of books, writing materials and techniques, and a presentation of the main features of the manuscript and old printed editions.

Specific goals:
By the end of the course, students will be able to read and interpret texts written in classical Japanese, in both prose and verses and in a variety of genres. Students will also have a knowledge of the history of the Japanese writing systems from the beginning up to the modern era, and will be able to examine and transcribe documents in cursive handwriting and to locate and classify the main features of ancient manuscripts and old-printed editions.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

Students of the language course “Hindi 1” are expected to achieve the equivalent of A1/A2 level of the CEFR (Common European Framework of Reference for Languages). By the end of the course, they will reach a basic (though not elementary) knowledge of both written and spoken Hindi.
More specifically, they will:
- be able to understand and communicate general information regarding a range of everyday issues;
- be able to read and write simple texts, using a descriptive language with no mistakes – though within the limits of the set of grammatical rules that are taught during the course.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just one year, the course “Hindi 1” aims also at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.).
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

General aims

This course is designed to provide the students with a survey of Indian history – tracing both major political events as well as socio-economic and cultural transformations – from 2500 BCE until 5th century CE.

Specific aims:

The course will familiarize students with major historical events, themes and debates in ancient Indian history.

Primary and secondary readings will enable students to analyse and interpret historical data.

It will equip students writing, communication, analysis and critical skills.

Educational objectives

The course provides basic knowledge on the results of archaeological research and on the artistic and architectural production of the Indian subcontinent. Upon completion of the course students will have acquired general knowledge of the analytical methods and critical interpretation of archaeological and historical-artistic research, adequate communicative skills in the description of archaeological or art historical themes and analytical skills to relate them with the relevant historical, cultural and religious context.

Educational objectives

Students of the language course “Hindi 2” are expected to achieve the equivalent of B1 level of the CEFR (Common European Framework of Reference for Languages).
B1 level of CEFR entails that the learner:
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
In addition to that, students will reach a good proficiency in written Hindi, linguistically evaluating and critically translating literary texts of medium difficulty.
Thanks to a teaching methodology that is also based on a comparison with other Indo-European languages, students will develop general linguistic skills that will allow them to formulate well founded judgements on issues falling within and beyond the specific disciplinary boundaries.
Since the students can learn Hindi language for just two years, the course “Hindi 2” aims at enabling them to go on studying Hindi independently, with the help of the most popular tools for language self-teaching (reference books, videos, internet, etc.), and to read and translate independently a large number of widely diffused texts, such as newspapers, magazines, narrative works, etc.
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian culture and society, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.

Educational objectives

General aims: knowledge of historical evolution of the British colonial domination in India.
Specific aims: at the end of the course, the student – 1) knows the political, social and cultural dynamics of the period under study; 2) is able to contextualize single events within a general frame of historical dynamics; 3) is able to deal with critical and interpretative literature on the basis of notions taught by the teacher; 4) can present an argument related to the period under study both orally and in writing, also on the basis of oral and written exercises.

Educational objectives

General Objectives
The main objective of the course is to provide students with an in-depth knowledge of the main literary movements and of the most relevant authors of modern and contemporary South Asia. The classes are organized through interactive lectures where students are asked to read literary texts and critical essays and are encouraged to carry out preliminary researches on assigned topics, in order to share their findings, ideas and comments with their peers, under the supervision of the professor. Rather than transferring knowledge in a passive way, the course aims to stimulate students’ individual interests and to create a constructive and thought-provoking environment where scientific curiosity towards the literatures of the Indian subcontinent is constantly elicited and provocatively addressed. Through the use of audiovisual sources to support written and oral literatures, students are encouraged to draw useful links between various forms of literary and artistic narrations. Watching and analyzing films based on novels and/or literary figures, reading and critically engaging with theatrical works adapted into experimental plays, tracing and working through migrant narratives, interacting with literary materials produced in diasporic contexts are also encouraged and stimulated as a way to further deepen the critical knowledge of modern and contemporary literatures of the Indian subcontinent. This can be more easily achieved if the students are willing to take as propaedeutic courses the teachings of Hindi, Bengali, Sanskrit and/or Tibetan languages. Moreover, the courses of History of India, Religions and Philosophies of India and Archeology and Art History of India and Central Asia are extremely relevant for the understanding of the historical, artistic and philosophical contexts that underly the production of literary works.
Specific Objectives
The students are supposed to acquire the following skills and competencies:
• Demonstrate commanding knowledge and a deep understanding of the main literary currents of the Indian subcontinent in modern and contemporary times;
• Analyze and critically interpret a literary text (written, oral, performed, or adapted for cinema);
• Develop good analytical skills and formulate critical comments on the proposed texts, studying their form in relation to the content;
• Critically proposing, through short essays and presentations, arguments and thought-provoking ideas regarding the main authors and the most important works of the Indian subcontinent from the mid-19th century to the present day;
• Acquire a deep knowledge of the modern literatures of the Indian subcontinent in an interdisciplinary perspective, without neglecting contemporaneity and the relationship with the diasporic communities of the subcontinent living in Italy.

Educational objectives

General objective
The general objective of the course is acquisition of an overall picture of the salient categories, seen in broad historical perspective, of Hindu thought. This competence will be achieved largely by frontal classes, during which ample space will be given to discussion. By means of debate the students will compare western philosophico-religious categories with Hindu philosophico-religious categories, in order to highlight similarities and differences, so as to foster better understanding of the Indian specificity. The understanding of the main categories of Hindu thought can be enhanced by the choice, within the optional group, of Sanskrit Language and Literature. The historical perspective can be further examined through the course of History of India, in order to highlight the fact that paradigm shifts in philosophical thought correspond to social and historical changes.

Specific objectives
Qualifications that signify completion of the course are awarded to students who:
• have demonstrated knowledge and understanding of the main categories of Hindu thought, and are typically at a level that, whilst supported by primary sources (such as Vedic Hymns or Upaniṣadic passages), includes an awareness of the evolution and the interconnectedness of the above-mentioned categories in the overall picture of Indian philosophical debate;
• can apply their knowledge and understanding in a manner that indicates that they understand, at least in broad terms, a religious or philosophical text, and have competences typically demonstrated through assessing it in a historical framework;
• have the ability to gather and interpret, by preparing brief book reports, relevant data to summarise the contents of primary sources;
• can communicate, by preparing brief reports to be discussed with the teacher and the other students, information, ideas, problems and solutions relating to the main issues that characterise Hindu thought;
• have developed those learning skills that are necessary for them to undertake further study of specific philosophical systems or religious movements in the historical context.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

General Objectives
Students of the language course “Hindi 3” are expected to achieve the equivalent of B2 level of the CEFR (Common European Framework of Reference for Languages).
The general objective of this course is to provide students with the linguistic and methodological skills necessary to deal with written texts of medium difficulty and to allow them to acquire a good competence of the spoken language. The course is structured in three different kind of interactive classes: 1. Reading, analyzing and translating modern and contemporary literary texts; 2. Acquiring a good knowledge of the Hindi grammar through exercises and practical tests; 3. Oral exercises to improve the capacity to communicate and feel comfortable with the use of the spoken language.
Thanks to the seminars and the conferences that are regularly organized by the teaching staff, students will also reach a fair level of knowledge on major issues regarding contemporary Indian cultures, societies and literatures, which will strengthen their operating skills in the ultimate perspective of their employment or self-employment in various professional domains.
The teachings of Sanskrit, Bengali and Persian languages and literatures are considered very useful (sometimes of crucial importance) to deepen the comprehension of the Hindi language, especially for students interested in expanding their knowledge of Hindi literature.

Specific Objectives

Students will be able to pass the exam meeting the following specific objectives:

• Demonstrate good ability to read and translate written texts of medium difficulty;
• Can critically analyzes a literary text;
• Develop good critical and analytical skills and can formulate reasoned comments on the proposed texts, studying their form in relation to the content;
• Acquire a good knowledge of the Hindi grammar and can correctly apply it;
•Develop the necessary skills

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

General objective
The general objective of this course is the acquisition of a complete picture of Indian literature and history from ancient times up to the colonial era. This aim will be achieved mostly by frontal classes, during which students will be stimulated to discuss and to analyze different Indian texts in the contexts in which they have been produced. The debate will shed light to the peculiarities of Indian literature and philosophy, characterized by a multiplicity of languages and models. At the same time, it will aim to a deeper understanding of the constructed idea of Indian culture in Europe. A critical approach to the history of Old Indian literature is the main competence that students should achieve at the end of this course. This can be enhanced by the choice of Sanskrit Language and Literature, which is necessary to read the original texts. Moreover, the historical and philosophical perspectives can be further examined through the courses of History of India and Indian Religions and Philosophies.
Specific objectives
Qualifications are awarded to students who:
• have demonstrated knowledge and understanding of the main literary works of ancient and medieval India, such as kāvyas and śāstras, and are able to approach primary sources in a historical perspective;
• are capable to apply their knowledge and understanding in a manner that they can analyze and critically read translated or — just for students of Sanskrit Language — original Indian texts, and have competences that help them to reconstruct the historical framework through different epochs and contexts;
• have the ability to critically interpret and comment texts, by analyzing both the form and the content;
• can communicate, by preparing reports, commentaries, and annotated translations, the main philosophical and literary models of classical and medieval India;
• have developed those learning skills that are necessary to a deeper understanding of Indian literature in a historical perspective.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General Goals - The second year course aims at completing the study of Persian grammar and syntax, and familiarizing the students with the contemporary variety of spoken Persian of Iran. At the end of the course, the student should be able to read, comprehend and translate into Italian written texts of medium difficulty, and to carry on a conversation in Persian.
Specific goals - Reached levels: spoken reception A2; written reception B1; overall spoken production A2, written production B1.

Educational objectives

General goals: presentation of a panorama of the history of Persian literature, the different poetic genres, and the characteristics of the traditional figurative language. Specific goals: at the end of the course, the student (1) knows a general sketch of the history of Persian literature and its main texts and authors, especially with reference to classical literature; (2) is able to recognize the different formal genres of classical poetry and is able to interpret its main images; (3) knows how to judge a literary text, also thanks to the knowledge of the relevant bibliography; (4) can explain to others the main characters of Persian literature, also on the basis of training and readings in class; 5) can autonomously continue his studies also on the basis of instructions on how to plan research projects.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on Islam both as a religion and as an
intellectual tradition. Such an understanding will include the founding texts, the main trends of Islamic
thought and the principal branches of Islamic religious knowledge, following their historical developments
from the Middle Ages to the present.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among legal norms, theological doctrines, ethical principles, spiritual and
mystical experiences of classical Islam by learning to distinguish the relevant domains and their
respective religious disciplines, without losing sight of interdisciplinary links.
- Analyzing passages from a translated version of the Qur’an and recognizing some of their thematic
and stylistic features, especially the ones that allow to situate a given passage within the traditional
internal chronology of the text; identifying at least some of the interpretative issues that a given
passage raises.
- Considering religion, and particularly Islam, through the methodological approach of human
sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and
joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islam (whatever their
leanings) which are currently spread through a variety of media, by putting them into historical
perspective
- Understanding the historical nature of religious phenomena under scrutiny, in both their genesis
and their further development, by relating them to the different historical contexts in which they
originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from religious studies, and most notably from
Islamic studies, without neglecting more general propriety of language, as far as both lexicon and
syntax are concerned.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it),
building both upon bibliographical suggestions provided throughout the course, and upon some
examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

General goals: acquisition of translation skills of modern Persian texts into Italian, with awareness of the theoretical problems of translation (with reference to Persian texts). Specific goals: at the end of the course the student (1) improves his/her competence of the modern Persian language (spoken reception B1; written reception B2; overall spoken production B1, written production A2); (2) is able to read, understand and translate into Italian the texts read during the course; (3) on the basis of the translation exercises carried out in class and at home, he/she is able to read and translate autonomously into Italian modern texts of different contents, both literary and non-literary; (3) is able to discuss with others the interpretation of a Persian text and to use appropriately a dictionary; 5) is able to face and plan autonomously the translation of Persian texts, also on the basis of instructions on how to plan translation projects.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

General goals: introduction to the history of the Iranian languages and to the texts written in West Middle
Iranian and in New Iranian languages. Specific goals: at the end of the course, the student, as far as
Middle Persian, Parthian, and the most significant New Iranian languages are concerned, (1) knows their
general development trends and their most important documentation; 2) is able to situate the most evident
phenomena within the general framework of Iranian linguistic history; 3) is able to deal with simple texts
and the problems they pose also on the basis of an appropriate training; 4) knows the relevant secondary
literature on the basis of what one has learnt in class; 5) is able to continue one’s studies under appropriate
guidance.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General goals - The first year course aims at familiarizing students with the Arabic-Persian script and with the main structures of Persian grammar and syntax, enabling them to comprehend and produce basic oral and written tasks.
Specific goals - Reached levels: spoken reception A1; written reception A2; overall spoken production A1, written production A2.

Educational objectives

The course aims at presenting the students with a general overview of the field of Historical Linguistics. The linguistic change will be analyzed in all the possible theoretical and methodological perspectives. The students, who has already acquired, during the first semester course in General Linguistics, the main concepts referring to the synchronic functioning of linguistic systems, will be now guided to the understanding of the main phenomena that distinguish linguistic change in the subsystems of semantics, lexicon, phonology and morphosyntax, through a rich exemplification of concrete cases taken from modern and classical European languages, as well as from ancient and modern Oriental languages. In the second part of the course the way in which the comparative-reconstructive method has been elaborated and the reasons why it is not equally applicable to any language will be illustrated. The goal is to ensure that the student reflects on the history and typology of the languages of the Far East that are studied in this degree program to evaluate on the one hand which general principles of change are exactly reflected in Japanese, Korean, Chinese, Persian, Arabic and Hindi and, on the other, what are the reasons why the comparative-reconstructive method is in fact inapplicable to the specific case of Japanese and Korean. The course also aims at refining the students' capacity to critically and comparatively revise the different opinions put forward by historical linguists over time regarding the main topics covered during the course. It is also assumed that the students will sharpen their ability to historicize linguistic thought and then make a conscious use of the bibliography that will be faced in the preparation of the degree thesis.

Educational objectives

Upon completion of the course the students are supposed to acquire a set of base level skills in the following subfields of Linguistics: semiotics of language, articulatory and acoustic phonetics, phonology, morphology, history of writing systems. The student will be guided to the understanding of the main phenomena and categories that characterize human language: the double articulation, phonemes and morphemes, their allophonic and allomorphic variation, the articulatory reality behind the phonological patterns, the acoustic reality behind phonetic events. It is expected that the student will be able to apply the abstract linguistic categories to the material coming from both modern and classical European languages, and from ancient and modern Oriental languages. The aim is to make students reflect on the languages ​​of the Near East, Central Asia and the Far East, studied in this degree program, and to be able to evaluate how the general principles of the functioning of human language manifest themselves unfailingly, although with great variability, in very different languages. The course also aims to refine the student's critical skills through the comparative analysis of different phonological and morphological systems, and, on the other hand, through the comparison of different scientific approaches to the problems of language. At the end of the course it is assumed that the student acquires the ability to perform basic tasks of linguistic analysis: phonetic transcription of words of his own mother-tongue, morphological analysis and glossing of words and sentences, ability to distinguish between graphic reality and linguistic reality. These skills will be verified through written exercises and oral presentations during the final exam. The course also aims to allow the student to access the reading of specialist texts related to the linguistic fields analyzed during the course.

Educational objectives

The course aims to provide knowledge and understanding of the methodological, critical and applicable aspects of the Discipline; it proposes general questions and specific perspectives by focusing on their interactions on a global scale; it shows the variability of fields of interest; it enables the student to master the specific topics in order to use them and apply them in other fields of study while using the correct specific language. With the acquired knowledge the student will be able to develop autonomous ability of
connections with other disciplines in the various historical epochs and cultural contexts.

Educational objectives

Knowledge
The present course aims at providing students with basic knowledge of the history of Muslim societies from the origins of Islam to the late Middle Ages and, within available time, to the Early Modern era. One of its objectives is that students acquire an understanding of the current diffusion and distribution of Muslim presence in the world and, more precisely, in its different geographical areas. It also aims at providing students with a general framework of historical references within which they might integrate any further
knowledge they will acquire in courses of Arabic and Persian languages and literatures (as well as Bengali, and potentially also other languages of the Muslim world which are not currently taught in our Oriental Languages and Civilizations Bachelors Program), Islamic Studies, History of Islamic Art, etc. A further goal is that students start to familiarize themselves with technical terms in Arabic and, to a lesser extent, in the other main languages of Islamic civilization.
Skills
This course aims at planting the following skills in the students’ minds:
- Collocating in time and space the main events and processes in the history of the medieval (and, within available time, early modern) Muslim world.
- Consulting thematic maps, statistic databases and interactive websites focused on current religious demography of global Islam, which will have been explained in class and made available on the e-learning platform; using these tools independently and combining different data to formulate fresh comparative remarks.
- Tracing back, at least in broad terms, the remote origins and historical developments of social, political and religious institutions, as well as other longue-durée features, which still characterize Muslim societies.
- Deconstructing with a critical mind some simplistic representations of the Muslim world (whatever their leanings) which are currently spread through a variety of media, by putting them into historical perspective.
- Using in an appropriate way some technical terms from historical sciences, especially from historical studies on Islamic civilization, without neglecting more general propriety of language, as far as both lexicon and syntax are concerned.
- Reasoning on acquired notions and concepts and on their possible interactions instead of reproducing them passively.
- Being able to pursue their study of this discipline autonomously (and feeling motivated to do it), building both upon bibliographical suggestions provided throughout the course, and upon some examples of open historiographical debates which will have been shown by the teacher.

Educational objectives

The course is designed for initiate non-Arabic-speaking students into the study of standard Arabic, the course aims at enabling students to use and correctly pronounce simple Arabic sentences, and to comprehend and produce basic oral and written tasks.
The course combines a theoretical and a practical side: on the one hand the student will learn basic notions of grammar and syntax of the classical Arabic language and on the other had these theoretical competences will be integrated by some practical exercises - readings and dialogues - with a mother tongue teacher.

Educational objectives

The three-year degree in Persian language and translation is devoted to the study of Persian grammar and syntax, and includes exercises in reading and translating texts (from and into Persian), progressively applied to the acquired knowledge of the students. Classes of spoken language exercise are provided by mother tongue lecturers.
At the end of the three-year degree students will be able to understand Persian literary texts, to write texts in Persian, to translate from and into Persian, and to converse in Persian.
General Goals - The second year course aims at completing the study of Persian grammar and syntax, and familiarizing the students with the contemporary variety of spoken Persian of Iran. At the end of the course, the student should be able to read, comprehend and translate into Italian written texts of medium difficulty, and to carry on a conversation in Persian.
Specific goals - Reached levels: spoken reception A2; written reception B1; overall spoken production A2, written production B1.

Educational objectives

General goals: presentation of a panorama of the history of Persian literature, the different poetic genres, and the characteristics of the traditional figurative language. Specific goals: at the end of the course, the student (1) knows a general sketch of the history of Persian literature and its main texts and authors, especially with reference to classical literature; (2) is able to recognize the different formal genres of classical poetry and is able to interpret its main images; (3) knows how to judge a literary text, also thanks to the knowledge of the relevant bibliography; (4) can explain to others the main characters of Persian literature, also on the basis of training and readings in class; 5) can autonomously continue his studies also on the basis of instructions on how to plan research projects.

Educational objectives

Knowledge
This course aims at providing students with basic knowledge on Islam both as a religion and as an
intellectual tradition. Such an understanding will include the founding texts, the main trends of Islamic
thought and the principal branches of Islamic religious knowledge, following their historical developments
from the Middle Ages to the present.

Skills
This course aims at planting the following skills in the students’ minds:
- Finding their bearings among legal norms, theological doctrines, ethical principles, spiritual and
mystical experiences of classical Islam by learning to distinguish the relevant domains and their
respective religious disciplines, without losing sight of interdisciplinary links.
- Analyzing passages from a translated version of the Qur’an and recognizing some of their thematic
and stylistic features, especially the ones that allow to situate a given passage within the traditional
internal chronology of the text; identifying at least some of the interpretative issues that a given
passage raises.
- Considering religion, and particularly Islam, through the methodological approach of human
sciences, regardless of one’s own personal beliefs, by combining empathy with critical thinking, and
joining the use of neutral language with an understanding from within of Islamic key concepts.
- Deconstructing with a critical mind some simplistic representation of Islam (whatever their
leanings) which are currently spread through a variety of media, by putting them into historical
perspective
- Understanding the historical nature of religious phenomena under scrutiny, in both their genesis
and their further development, by relating them to the different historical contexts in which they
originated and to a variety of changes in Muslim societies.
- Using in an appropriate way some technical terms from religious studies, and most notably from
Islamic studies, without neglecting more general propriety of language, as far as both lexicon and
syntax are concerned.
- Being able to pursue their study of this discipline independently (and feeling motivated to do it),
building both upon bibliographical suggestions provided throughout the course, and upon some
examples of open debates in Islamic studies which will have been shown by the teacher.

Educational objectives

This educational activity aims to assess and enhance computer literacy skills within the
specific field of digital humanities. Its main objective is to convey: the fundamental
concepts of computers and their use in educational and research activities, the essential
functions required for efficient computer usage, the role of programs as interfaces between
the computer and the user, and the functional and operational characteristics of virtual
work environments useful for students in the degree programs of foreign languages and
literatures and languages and cultures. In particular, the focus will be on digital
applications in the cultural sector explored from various perspectives, with both theoretical
and practical knowledge of the changes and processes of knowledge production
reorganization that underlie the ongoing dialogue between computer science and
humanities disciplines.

Educational objectives

General goals: acquisition of translation skills of modern Persian texts into Italian, with awareness of the theoretical problems of translation (with reference to Persian texts). Specific goals: at the end of the course the student (1) improves his/her competence of the modern Persian language (spoken reception B1; written reception B2; overall spoken production B1, written production A2); (2) is able to read, understand and translate into Italian the texts read during the course; (3) on the basis of the translation exercises carried out in class and at home, he/she is able to read and translate autonomously into Italian modern texts of different contents, both literary and non-literary; (3) is able to discuss with others the interpretation of a Persian text and to use appropriately a dictionary; 5) is able to face and plan autonomously the translation of Persian texts, also on the basis of instructions on how to plan translation projects.

Educational objectives

General objective

The course aims to provide students with the fundamental notions of the discipline, in its theoretical and applied aspects. The core topics will concern Linguistic Diversity, the Learning and Teaching Mechanisms of a Language, the main Language Teaching Theories.

Following those premises, we will analyze the four language skills (listening, speaking, writing and reading), in relation with their development and use. During the curse will be explained and studied in depth notions of Linguistic and Communicative Competence, in relation to the process of learning a foreign and/or second language, also on the basis of the indications of the Common European Framework of Reference for Languages. From this perspective, the acquisition of knowledge relating to the notion of text and textual variety, and relating to the internal dimensions of the language, from the lexicon to the syntax, from phonology to morphology are of particular importance both from a theoretical and an application point of view.

There will also be a comparison between languages, to enhance students' ability to make a metalinguistic reflection, asking them to intervene and actively participate during the lessons.

Specific objectives:

• knowledge of the principles and notions that characterize the different language teaching theories that constitute the general reference of the discipline;

• knowledge of the Common European Framework of Reference for Languages, for what concerns both its general principles and the articulation of the levels of competence as well as the dimensions that compose it;

• awareness of the specificity of the learning plan of a second language, its role, together with other social and educational factors, the impact of the speakers’ first language in such plan

• ability to compare the structures of different languages in a teaching perspective

• ability to analyze the notion of linguistic and communicative competence in its various aspects and to refer to this competence for autonomous processing, also in order to analyze a personal learning plan

Educational objectives

General goals: introduction to the history of the Iranian languages and to the texts written in West Middle
Iranian and in New Iranian languages. Specific goals: at the end of the course, the student, as far as
Middle Persian, Parthian, and the most significant New Iranian languages are concerned, (1) knows their
general development trends and their most important documentation; 2) is able to situate the most evident
phenomena within the general framework of Iranian linguistic history; 3) is able to deal with simple texts
and the problems they pose also on the basis of an appropriate training; 4) knows the relevant secondary
literature on the basis of what one has learnt in class; 5) is able to continue one’s studies under appropriate
guidance.

Educational objectives

The training consists of formative activities performed out of the frame of the study course, preferably in multilinguistic and multicultural contexts.

Educational objectives

The final exam consists in the discussion of a written essay, aimed at verifying the student's linguistic skills, his/her competence in the historic-cultural field, methods and tools of learning as well as propension to analysis and synthesis.