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ISSN 1122 - 1917

L’ANALISILINGUISTICA E LETTERARIA

FACOLTÀ DI SCIENZE LINGUISTICHEE LETTERATURE STRANIERE

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PUBBLICAZIONE SEMESTRALE

L’ANALISI LINGUISTICA E LETTERARIAFacoltà di Scienze Linguistiche e Letterature straniereUniversità Cattolica del Sacro CuoreAnno XXIII - 2/2015ISSN 1122-1917ISBN 978-88-6780-963-9

DirezioneLuisa CamaioraGiovanni GobberLucia MorMarisa Verna

Comitato scientifi coAnna Bonola – Luisa Camaiora – Arturo Cattaneo Enrica Galazzi – Maria Cristina Gatti – Maria Teresa GirardiGiovanni Gobber – Dante Liano – Federica MissagliaLucia Mor – Margherita Ulrych – Marisa Verna Serena Vitale – Maria Teresa Zanola

Segreteria di redazioneSarah Bigi – Laura BignottiElisa Bolchi – Giulia Grata

© 2015 EDUCatt - Ente per il Diritto allo Studio universitario dell’Università CattolicaLargo Gemelli 1, 20123 Milano | tel. 02.7234.2235 | fax 02.80.53.215e-mail: editoriale.dsu@educatt.it (produzione(( ); librario.dsu@educatt.it (distribuzione)web: www.educatt.it/libri

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Questo volume è stato stampato nel mese di dicembre 2015presso la Litografi a Solari - Peschiera Borromeo (Milano)

I contributi di questa pubblicazione sono stati sottopostialla valutazione di due Peer Reviewers in forma rigorosamente anonima

Indice

Kompositionsfreudige Italienreisende Wortbildungsphänomenein Reiseberichten aus drei Jahrhunderten 189

Laura Balbiani

Verbale und non-verbale Kommunikation interkulturell: Eine sprachwissenschaftliche Perspektive für die Wirtschaftund die internationalen Beziehungen 211

Federica Missaglia

Une lecture textuelle de la violence cachée dansle discours idéologique écrit : L’écriture et la différence comme exemple 225e

Riham Jaradat

Sondaggi sul linguaggio di Clemente Rebora traduttore dal russo.Tra le novelle di Andreev e le prose di guerra 237

Anna Carminati

Argomentare parlando e parlare argomentando: la polisemia della parola ‘argomento’ nella Divina Commedia 265

Elena Musi

“Preposterous thicks and thins”: i libri ideali di William Morris fra intermedialità e teoria sociale 285

Paola Spinozzi

Recensioni e Rassegne

Recensioni 299

Rassegna di Linguistica generale e di Glottodidattica 315a cura di Giovanni Gobber

Rassegna di Linguistica francese 325a cura di Enrica Galazzi e Chiara Molinari

Rassegna di Linguistica inglese 335a cura di Amanda Murphy e Margherita Ulrych

188 Indice

Rassegna di Linguistica russa 343a cura di Anna Bonola

Rassegna di Linguistica tedesca 347a cura di Federica Missaglia

Indice degli Autori 355

l’analisi linguistica e letteraria xxiii (2015) 335-342

Rassegna di Linguistica inglese

a cura di Amanda Murphy e Margherita Ulrych

T. Nagle, The Visible and Invisible Influence of Yule’s Hobson-Jobson on Murray’s Oxford English Dictionary, “International Journal of Lexicography”, 27, 2014, 3, pp. 280-308

Standing appreciatively and critically on the ear-lier scholarly literature on the history and lexi-cographic practice behind the Oxford EnglishDictionary, this study provides new insight intothe coverage of words from outside Britain in thefirst edition of Murray’s dictionary. The authorevaluates both quantitatively and qualitatively the level of influence – from overtly attributedto invisible – that Yule’s 1879 Hobson-Jobsonhistorical dictionary had on Murray’s work re-garding the documentation of words current inthe South-Asian vocabulary from the sixteenthto the late nineteenth century that had been ab-sorbed into the English word stock.

Sonia Piotti

C.M. Laserna – Y.T. Seih – J.W. Pennebak-er, Um...Who Like Says You Know: Filler Word Use as a Function of Age, Gender, and Personality,“Journal of Language and Social Psychology”, 33,2014, 3, pp. 328-338

The authors examine the frequency of two cat-egories of filler words in spontaneous speech:discourse markers (I mean, you know, and like)and filled pauses (um and uh) in relation to gen-der, age and personality traits. 263 participantsaged 17-69 years wear the EARs (Electronically Activated Recorders), to record their daily talksfor three days. The data are analysed with LIWC(Linguistic Inquiry and Word Count). Thestudy shows that the use of discourse markers islinked to age and gender and to conscientiouspeople, while filled pauses are related just to ageand reflect speaker anxiety. This latter finding re-quires further investigation.

Nadia Abiatico

E. Chiavetta – S. Sciarrino – C. Williamsed., Popularisation and the Media, Edipuglia, Bari 2014, pp. 115

This volume is a collection of six selected pa-pers from the “Genre variations/Standardiza-tion and Popularization: Natural Sciences, Law and Commerce” Conference, held in Palermoin 2012. In the first study Antonio Campag-none investigates knowledge dissemination andenvironmentalism in a corpus of TED talks oneco-discourse, while the second study by Luisella Leonzini focuses on the presence of metaphori-cal constructs in the popularization of econom-ic discourse in a corpus of 67 articles from The Economist. The third paper by Science Education Consultant Sai Pathmanathan explores the roleof entertainment media in informal science edu-cation, using an online survey targeted to all agegroups who expressed their preference for clipswith engaging content, such as Lyre Bird. Alessia ddTranchese in the fourth study analyses the popu-larization of the Policing and Crime Bill of 2008in four British newspapers and Ljubica Urošević(TV Metropolis, Belgrade) is interested in thelack of science popularisation in Serbian media and advocates the implementation of technology and the development of research and evaluationpractices in this field (p.97). Lastly, Marianna Lya Zummo’s study is devoted to the analysis of recurrent patterns of discourse on health-relatedonline forums. In conclusion, the book offers a wide variety of genres and perspectives on thetopic of popularisation and knowledge dissemi-nation.

Caterina Allais

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S. Bullo, Evaluation in Advertising Reception. Asocio-cognitive and Linguistic Perspective, Palgrave Macmillan, Basingstoke 2014, pp. 207

Drawing on reception studies and discourse anal-ysis, the book is based on spoken data from fo-cus groups representing the intended market forthree products – IKEA, Mercedes Benz and theNetherlands Tourist Board – advertised throughads recontextualising famous paintings.

The author claims that the innovation of thebook consists firstly in addressing “an under-re-searched area of discourse analysis by focusing onreception processes” (p.3), which consider read-ers as creators of meanings, who associate infor-mation provided in texts with information storedin their reservoir of knowledge. Secondly, thebook combines appraisal theory and socio-cog-nitive approaches to discourse. The study movesfrom a bottom-up analysis of the evaluative lan-guage used by the informants to an examinationof the socio-cognitive resources underlying theevaluative choices.

Chapter 1 provides the rationale of the book,while in Chapter 2 a discussion of reception pro-cesses points out that research on advertising hasoften disregarded the role played by the audienceas a mediator between producers, advertising agencies and consumers. Chapter 3 introducesthe notions of recontextualisation and hybridi-ty, with reference to the advertisements used asstimuli in the study, while Chapter 4 analyses theconversation of the two focus groups, composedrespectively of people who are and are not inter-ested in art. Chapter 5 examines the implicationsof the study for discourse analysis and advertising practices.

Costanza Cucchi

B. Kazemian – S. Hashemi, Critical Discourse Analysis of Barack Obama’s 2012 Speeches: Viewsfrom Systemic Functional Linguistics and Rhetoric,“Theory and Practice in Language Studies”, 4,2014, 6, pp. 1178-1187

In this paper a corpus of five speeches by Pres-ident Obama is investigated as regards frequen-

cy and function of Nominalization, RhetoricalStrategies, Modality and Passivization appliedin political discourse, in the light of Halliday’sIdeational Grammatical Metaphor, CriticalDiscourse Analysis and Systemic FunctionalLinguistics. The speeches, available at www.americanrhetoric.com and amounting to 19383words, were delivered in 2012. Mr Obama main-ly uses Nominalization and Passivization to beimpersonal, while he applies Rhetorical Devicesto draw the audience’s attention and modal verbsto express his attitude. These rhetorical, syntacti-cal and lexical strategies suit the aims of politicalrhetoric: persuasion, delivery of information andaudience engagement.

Nadia Abiatico

M. Groves – K. Mundt,t Friend or foe? Google Translate in language for academic purposes,“English for Specific Purposes”, 37, 2015, pp.112-121

In this paper, Michael Groves and Klaus Mundtdiscuss the uses of digital technology in theteaching of academic English, focusing theirattention on machine translation (MT). In thestudy, some essays written in their L1 by Malay-sian and Chinese students were translated intoEnglish through Google Translate. Investigating the linguistic accuracy of these texts, the authorspoint out the limitations of this translation en-gine in the areas of word choice and sentencestructure, despite some degree of grammaticalaccuracy. Nevertheless, they conclude that MTmay be used to enhance students’ understanding of language and cohesion in EAP.

Claudia Andreani

J.W. Unger – M. Krzyźanowski – R.Wodak ed., k Multilingual encounters in Europe’sinstitutional spaces, Bloomsbury, London & New York 2014, 279 pp

The book explores and analyzes the discursivenature of multilingualism in the areas of private,public and educational institutions in Europe.

Rassegna di linguistica inglese 337

It is divided into three main parts. The firstdeals with business meetings and activities inSwitzerland, with emphasis on the way data arecollected e.g., through official documents, web-sites, ads and especially tape-recorded examplesof the language used at work where more thanone language is spoken. Attention is also givento the concepts of lingua franca, lingua receptiva,OLAT and OLON. Part Two is about the mul-tilingual institutions of the European Parliamentand Commission seen in their sociopoliticalcontext. The link between language and ideol-ogy in multilingual interactions is seen througha series of interviews with MEPs and a researchon code-switching and multilingualism carriedout in the European Commission in 2009, bothfrom an observer and a participant point of view.The third part of the book deals with education:examples include a local school in the West Mid-lands of England and its classroom practices in-volving the children of migrants; multiculturalschools in Madrid (a Spanish-English bilingualprogramme sponsored by the Spanish Ministry of Education and the British Council); the im-pact of multilingualism in the Dutch-speaking part of Belgium, and a final chapter on the role of English as a means for building multilingualismin Catalan universities.

Emanuela Bossi

L. Biel, Lost in the Eurofog: The Textual Fit of Translated Law, Peter Lang, Frankfurt am Main2014, pp. 347

The book investigates EU translation and the in-fluence of translated EU legislation on nationallanguages. The first part of the book deals withthe constraints of the translation process whendealing with legal texts. Biel argues that, al-though EU translation partly overlaps with legaltranslation, due to its specific features, it shouldbe considered as an independent research fieldfalling within the broader category of institu-tional translation. The author presents an over-view of different categorizations of EU transla-tion, which can be based either on the flow of

work and documents within the institutions,or on the different text types or on functionalaspects. Referring to the drafting process, theauthor discusses the growing use of English as a lingua franca in the multilingual EU and the po-tential problems arising from the common-law conceptual framework of legal English appliedto the civil-law foundation of EU legal discours-es. In consideration of the above, Biel questionswhether translated EU legislation differs fromnon-translated national legislation and wheth-er national legal languages are gradually being affected by EU legislation. The author appliesChesterman’s concept of textual fit which shedefines more generically as “a linguistic distancebetween translations and nontranslations of a comparable genre.” An in-depth analysis of thetextual fit both at a macrostructural and a mi-crostructural level is carried out empirically on a parallel corpus of SL original texts in English andtheir translations into Polish and a monolingual-ly comparable corpus of non-translated Polishlegislation.

Francesca Seracini

K. Koskinen, Institutional Translation: the art of government by translation, “Perspectives: Studies in Translatology”, 22, 2014, 4, pp. 479-492

The paper investigates “institutional translation”with the aim of clarifying why this concept hasvarious interpretations. It also intends to providemore uniformity in its understanding. In heranalysis, Koskinen approaches the terminologicalissue by focusing on the reasons why institutionsuse translation. The author states that institu-tions operating in a multilingual setting “governby translation,” that is, they frequently use trans-lation to perform their core governing functions,and the translation practices that result from thisare structured and regulated. Koskinen discussesthe various options that are available to institu-tions when dealing with multilingualism. Theserange from monolingual governance, to multidi-rectional multilingualism, to temporary transla-

338 Rassegna di linguistica inglese

tion services, to multilingualism combined withmonolingualism.

Francesca Seracini

F. Prieto Ramos, Legal Translation Studiesas Interdiscipline: Scope and Evolution, “Meta:Translators’ Journal”, 59, 2014, 2, pp. 260-277

Legal Translation Studies (LTS) have evolvedwithin Translation Studies (TS) in the pastthirty years from being a mere branch of TS tobecoming an “interdiscipline” in its own right.The paper provides an overview of the specificelements which characterise this field where TS,Law and Legal Linguistics come together. Prietoretraces the historical development of TS fromthe “cultural turn” of the 1980s and 1990s, to an“interdisciplinary turn”, then to a “technologicalturn” and highlights how the current trend in TSis going towards increasing specialisation in bothpractice and research. The author brings togetherthe various models of classification of legal textsand identifies three major groups of texts as theobject of study of LTS: normative texts, judicialtexts and legal scholarly texts. Legal translationmethodology is identified as a key area where theevolving field of LTS needs to develop further.

Francesca Seracini

D. Pedersen, Exploring the concept of transcreation – transcreation as ‘more thantranslation’?, “Cultus: the Intercultural Journal??of Mediation and Communication”, 7, 2014, pp.57-71

Among the different translation-related practicesthat have become increasingly visible, ‘transcre-ation’ features prominently, especially in the fieldof marketing, where it refers to the process andproduct of adjusting an advertising campaign toeach target market, while preserving its originalcreative intent as well as brand identity. Pedersenthoroughly discusses this concept by analyzing various definitions taken from the transcreationindustry itself and contrasting them with well-es-tablished conceptualizations of translation.

There emerges a tendency to depict transcre-ation as something more than ‘just’ translation,even though its alleged uniqueness is something that has always been at the heart of all translationactivity. This raises the question as to why the in-dustry needs a different discourse, a question thatscholars will surely find stimulating.

Costanza Peverati

V. Enríquez Raído, Translation and WebSearching, Routledge, New York/Oxon 2014,gg212 pp.

This book analyses web-searching processes intranslation seen as a problem-solving activity. Thefocus on the Information Behaviour of transla-tors puts Enríquez Raído’s work at the forefrontof the most recent studies about the way trans-lators (both professional and trainees) searchfor language resources on the web. The firstpart presents an overview of the various ways inwhich “the translator’s mind” can be investigatedthrough a scientific method (e.g. thinking-aloudprotocols) as it selects information from internalresources, but more specifically from externalconsultation sources in translation. EnríquezRaído tested four translators (two students andtwo professionals) in Spanish-English textualtranslation through specific “web search tasks”,so as to better understand the information needsand uses that inform a translator’s decision-mak-ing process. The scholar gathered informationfrom Information Sciences, Psycholinguistic andCognitive Sciences to delve into the resourcesavailable as well as the cognitive processes under-lying the choices made by translators in carrying out a specific task. The methodology mixed in-trospective and direct observation tools to reflectthe complexity of tracking decision-making pro-cesses in translation. The results show the needto raise translation students’ awareness of the ar-ray of online resources available, and to develop a critical stance in the selection of the appropriatesources to solve a given problem.

Claudia Alborghetti

Rassegna di linguistica inglese 339

S. Marshall, Evidential Stance in Translation:Patterns of Complementation in Mediated Memories, “The Translator”, 21, 2015, 1, pp. 50-67

Autobiographies allow for the analysis of evi-dential stance in the production of immediateknowledge vs. mediated knowledge provided by autobiography translation, and the analysis of the difference between author/translator perso-na. This article analyses “remember-construc-rrtions” as linguistic markers for evidential stanceused by the narrator to describe memories. Theinvestigation of a purpose-built, bi-directionalelectronic corpus of non-translated and trans-lated autobiographies in English and Japanesebetween 1990 and 2010 shows that translationspresent a higher proportion of markers relatedto a non-experiential (or “mediative”) stance intranslation. These preliminary results may sug-gest a non-coincidence of the author/translatorpersona in the texts analysed, where the transla-tor becomes a mediator of the memory reported.

Claudia Alborghetti

B. Garzelli – M. Baldo ed., Subtitling and Intercultural Communication. EuropeanLanguages and beyond, Edizioni ETS, Pisa 2014,dd360 pp.

Il libro, che racchiude i contributi di svariatiautori, si propone di creare un contatto tra la traduzione audiovisiva da un lato e la comuni-cazione interculturale dall’altro. In particolare,il volume analizza il ruolo della sottotitolazionecome strumento ideale per esplorare la comuni-cazione interculturale dal momento che la cre-azione di un sottotitolo sottende sempre unoscambio tra almeno due culture e le due lingueche ne sono espressione, nonché una coesistenza di diversi codici. Il volume è organizzato attornoa tre sezioni che si richiamano e si completano a vicenda. La prima sezione mette a confronto la sottotitolazione interlinguistica e le potenzialità della comunicazione interculturale. Nella secon-da, invece, si approfondisce la tematica dell’usodei sottotitoli per l’apprendimento linguistico,

in Europa ma non solo. Infine, nell’ultima sezio-ne ci si occupa dell’accessibilità della sottotitola-zione soprattutto per non udenti, del respeakinge dell’uso di software che aiutino la produzionedi sottotitoli.

Laura Anelli

S. Massidda, Audiovisual Translation in the Digital Age. The Italian Fansubbing Phenomenon, Pelgrave Macmillan – Pelgrave Pivot, Basingstoke– New York 2015, pp. 133

In this book, the author studies the phenomenonof fansubbing in Italy as a new audiovisual trans-lation mode. In particular, after explaining theorigins of the phenomenon and focusing on themuch debated question of its legality, the authortakes into account the role played by fansubbing in shaping and influencing the professional prac-tice. The study subsequently focuses on the twomajor fansubbing communities in Italy, namely ItaSa and Subsfactory, and analyses their transla-tions of the American TV series Lost, comparing ttthem with the official subtitled version, to show differences and similarities and to demonstratethat professional subtitling, in this case, benefit-ed from amateur subtitling. A hybrid proposalthat blends the best resources offered by bothprofessional subtitling and fansubbing is then ad-vanced: the aim of the method proposed here isto offer a better translation, more faithful to theoriginal and able to reproduce the context, thecore message and the style of the foreign product.

Laura Anelli

S. Monti, Code-switching in British and American films and their Italian dubbed version, “Linguisitca Antverpiensa, New Series, Themesin Translation Studies”, 13, 2014, pp. 135-168

Code-switching is a crucial linguistic process inmultilingual and multicultural realities and it isoften used to represent such realities on screen.Through the analysis of two British films (Bend ((It Like Beckham and Ae Fond Kiss) and two American films (Spanglish and Gran Torino),

340 Rassegna di linguistica inglese

Monti studies how code-switching is used tomark different views of the world by first- andsecond-generation immigrants and how it is sub-sequently dubbed into Italian. Different transla-tion strategies are used to render code-switching in the dubbed versions and sometimes it is evenleft in the original language without being trans-lated. Results show that a new trend that prefers a more faithful rendering of the otherness appearsto be discernible in the films analysed.

Laura Anelli

S. Mourão – M. Lourenço eds, Early YearsSecond Language Education: International Perspectives on Theory and Practice, Routledge,London/New York 2015, 240 pp.

This is the first volume of edited chapters con-cerned exclusively with L2 learning in early yearseducation. The editors aim to bring togetherresearch into theory and practice in the fieldof language education for the 0-6 age group.Their introduction begins with a brief accountof a range of different studies in the field, all of which are based on different definitions of ‘ear-ly language learning’. The chapters present thefindings and analysis of a wide range of researchprojects in Europe and beyond. The book is di-vided into three parts, ‘Focus on the child’, ‘Focuson classroom approaches’ and ‘Focus on teachersand parents’, each with five chapters. The firstpart is concerned with children learning the L2in naturalistic and formal settings and address-es some of the cognitive, linguistic and psycho-logical aspects of language acquisition as well asproviding accounts of two different reading proj-ects. The narrative format method (NF), CLILand the role of technology in early L2 learning are some of the methodologies discussed in thesecond part. The third part focuses on teachertraining and family involvement in L2 learning.The book is suitable for researchers, teacher edu-cators and practitioners and opens up many areasworthy of future enquiry.

Olivia Mair

C. Gabarre – S. Gabarre – R. Din – P.M.Shah – A.A. Karim, iPads in the foreign lan-guage classroom: A learner’s perspective, “South-east Asian Journal of English Language Studies”,20, 2014, 1, pp.115-127

This research paper investigates the potential of the iPad in the foreign language classroom in a Malaysian public university. Through a narra-tive qualitative approach using classroom obser-vations, interviews and field notes, the authorsidentify learner’s perceptions towards and strat-egies regarding the use of the tablet device forlanguage learning. They aim to explore how theiPad can be used to enhance language learning providing learners with flexible and active learn-ing opportunities. The study, conducted overfour weeks with an iPad2, provides valuable in-sights into how the learners were carrying out in-dividual language tasks, focusing in particular ontheir strategies and styles and showing how tabletdevices have the potential to engage learners by keeping them motivated. The paper provides ed-ucators with pedagogical hints and recommen-dations for implementing the iPad in the foreignlanguage classroom.

Valentina Morgana

B.T. Wang – C.W. Teng – H.T. Chen, Using iPad to Facilitate English Vocabulary Learning. gg“International Journal of Information and Edu-cation Technology”, 5, 2015, 2, pp. 100-104

Using the iPad App “Learn British English Word-Power” in a 15-week project in a private univer-sity in Taiwan, the authors investigate potentialdifferences in students’ English vocabulary ac-quisition performances under different teaching instructions. They divided the classes in twogroups. In the experimental group the instructorused the iPad app to teach English vocabulary while the control group used the semantic-mapmethod. The authors argue that the iPad app en-hances significant progress in students’ Englishvocabulary acquisition and that ICT teaching inthe classroom increase their learning motivation.The results confirmed this idea. According to the

Rassegna di linguistica inglese 341

authors, the effectiveness of vocabulary acquisi-tion depends on the teacher’s methodology, sup-ported by a meaningful learning interface such asthe iPad.

Valentina Morgana

M. Okamoto, Is corpus word frequency a good yardstick for selecting words to teach? Threshold levels for vocabulary selection, “System”, 51, 2015,3, pp. 1-10

In this paper, the author examines how corpusfrequency is related to native speakers’ self-re-ported frequency of word use, as well as how word frequency is related to word dispersion incorpora. Such relations are important as nativespeaker judgments play a key role in determin-ing the words to include in EFL textbooks. Theresults indicate that corpus word frequency isclosely related to native speakers’ self-reportedfrequency of word use up to the 7000-word lev-el, and that word frequency is related to worddispersion up to the 6000-word level. Thus,there may be a threshold level beyond which itis not possible to tell which words are useful tolearners. Consequently, the author recommendssetting the upper limit of vocabulary teaching atthe 6000-word level in terms of frequency anddispersion.

James Rock

V. Brezina – D. Gablasova, Is There a Core General Vocabulary? Introducing the New General Service List, “Applied Linguistics”, tt 36, 2015, 1,pp. 1-22

In this paper, the authors aim to compile a gen-eral vocabulary list that is more reflective of cur-rent language use than West’s (1953) GeneralService List. Unlike West, they do not includeany qualitative measures in their word selectionprocedure, but prefer instead to focus solely ona combination of three quantitative measures:frequency, dispersion, and distribution acrosslanguage corpora. In their view, these measuresensure that the words chosen for the new vocab-

ulary list are frequently used in a vast number of texts and that the wordlist is compiled in a trans-parent and replicable way. Moreover, instead of using word-families as the organising principleof the new word list, the new-GSL is compiledaccording to the lemma principle. The new listconsists of a total of 2,494 words and is primarily intended for beginner learners.

James Rock

K. Csizér – M. Magid ed., The Impact of Self-Concept on Language Learning, MultilingualggMatters, Bristol 2014, 407 pp.

This edited volume explores the impact of self-concept on L2 learning and teaching by conside-ring a wide range of theories related to self-con-cept as well as their practical applications. Thebook is divided into five parts. The first part,which consists of three chapters, addresses severaltheories related to self-concept. Thus, the focusmoves from investigating the importance of self-guides and vision to describing how the conceptsof self and identity are described in three widely-used motivational frameworks. Part one conclu-des with an analysis of how Network Theory canbe used to examine the self-concept as a network of relationships. The second part consists of ele-ven chapters and is devoted to the presentation of various empirical studies that research how self-related concepts might contribute to the processof language learning. The third part of the book consists of two studies investigating L2 teachers’motivation, which includes analysing teachermotivation from a Complex Dynamic SystemsTheory perspective. The fourth part of the book consists of three intervention studies that exami-ne how self-related training enhances students’motivation. The final part considers future re-search directions regarding the self-concept andlanguage learning. The volume includes studiesfrom all over the world and incorporates a widerange of research methods, with both quantita-tive and qualitative as well as longitudinal andcross-sectional investigations.

James Rock

342 Rassegna di linguistica inglese

M.L. Walsh - R. Wilkinson, Integrating Content and Language in Higher Education.From Theory to Practice (Selected papers fromethe 2013 ICLHE Conference), Peter Lang,Frankfurt am Main 2015, 341 pp.

The volume explores the topical issue of thespread of English-medium courses and pro-grammes in Higher Education. English as a me-dium of instruction has become a popular phe-nomenon, also at universities with a long-stand-ing tradition of using the national languagesfor all academic purposes. Combining selectedpapers from the third ICLHE (Integrating Con-tent and Language in Higher Education) con-ference held in April 2013, the book offers new insights into the practices of using English as thelanguage for tertiary-level teaching and learning.As argued by the editors in the introduction:“Changing the language of instruction not only has an effect on content and language teachers. Ithas an overall effect on the institution and on so-ciety as a whole”. The language used for instruc-tion may change the value of learning outcomeand the linguistic work may not have the samevalue. It raises questions for universities deciding whether to provide instruction in the currently dominant language – English - or whether tooffer other instructional language combinations.It is salient that two contributions relate to pro-nunciation and it would be interesting to know if it could be one of the serious impediments to ef-fective instruction through another language. By way of illustrating the differing institutional andnational contexts, the individual contributionsreport on policies, frameworks and design, in-tegration, and competences, calling for a sharedontology to frame the ICLHE field.

Susanna Broggini

C. Wolk – J. Bresnan – A. Rosenbach – B.Szmrecsanyi, Dative and Genitive variability in Late Modern English. Exploring cross-construc-tional variation and change, “Diachronica”, 30,2013, 3, pp. 382-419

This study makes use of modern statistical tech-niques to investigate the syntactic variation overtime of two parallel constructions - the dativeand the genitive - in the under-studied period of Late Modern English (1650–AD). Basing theirinvestigation on the ARCHER corpus, the au-thors track a cross-constructional history of al-ternation and place it in the original framework of probabilistic grammar. By narrowing theirresearch to the animacy and length constraintsof constructional word order, they produce evi-dence of diachronic stability and conclude thathistorical data might offer new insights into thestudy of syntactic variation and change.

Chiara Rubagotti

M. Freddi, Constructing a corpus of translated films: a corpus view of dubbing, “Perspectives: ggStudies in Translatology”, 21, 2013, 4, pp. 491-503

The paper aims at highlighting the importance of corpus linguistic research for audiovisual transla-tion (AVT). According to the author, as corpora are both investigative and explanatory tools, cor-pus-based research can be useful to find normsand to investigate translation universals in AVTand results from previous research show how it ispossible to make generalizations independently from the samples chosen. Freddi introduces thePavia Corpus of Film Dialogue, consisting of 24Anglophone movies and their dubbed versionsalong with a sub-corpus of six original Italianmovies. The corpus includes transcriptions of thefilm lines as well as paralinguistic, contextual andmetadata annotations. Insights from the corpusare presented as evidence of the exploratory forcederiving from the use of corpus tools in AVT.

Laura Anelli

2015

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