Hindi Specialised Translation
A.Y. 2024/2025
Learning objectives
The teaching aims to introduce students to the phases and logic that accompany the making of the advertisement. Furthermore, the teaching intends to introduce students to the lexical, syntactic and grammatical peculiarities that characterize advertising in Hindi. In addition to the more purely linguistic and, above all, lexical notions, the teaching aims to offer the theoretical tools necessary to identify, analyze and understand the ideological, cultural, social and economic logic and dynamics which guide and govern communication in the advertising industry, determining the expressive methods and linguistic choices.
Expected learning outcomes
At the end of the teaching, students should have broadened their lexical knowledge with the acquisition of the terminology that characterizes the industry and the advertising market. The analysis, then, of advertising texts will allow them to improve and consolidate their translation skills necessary to transpose not only the contents, but the socio-cultural and the extra-linguistic elements aimed at increasing the persuasiveness of the advertising message. Furthermore, the study of the extra-linguistic component of advertising communication will allow students to consolidate their knowledge of the socio-cultural dynamics and ideological orientations that permeate a component of contemporary Indian society. Students will therefore learn to apply their knowledge of Indian history and culture to the deciphering of advertising messages, thus developing their critical skills and learning to rework previous knowledge in order to penetrate the complexity of contemporary socio-cultural and linguistic products.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Lesson period
Second semester
Course syllabus
During the lessons we will analyze a monograph and theoretical essays in Hindi concerning the advertising sector, focusing not only on the contents related to the realization of the advertisement itself, but also on the lexicon adopted, in order to acquire the theoretical linguistic and lexical tools to examine and understand the various practical, linguistic and socio-cultural implications of advertisements (examined during the lessons).
Course syllabus for non-attending students is the same as for attending students. Non-attending students who will face difficulties in preparing the exam syllabus do not hesitate to contact the teacher to request explanations about the contents of the exam program.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Course syllabus for non-attending students is the same as for attending students. Non-attending students who will face difficulties in preparing the exam syllabus do not hesitate to contact the teacher to request explanations about the contents of the exam program.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Prerequisites for admission
This teaching includes as prerequisites the knowledge of the Hindi grammar and language (as better specified in the following lines) as well as the knowledge of the Indian fundamental historical-political and socio-cultural contexts.
Specifically, students should master the writing system of the Hindi language and thus be able both to read any kind of Hindi text fluently, regardless of its actual total comprehension, and to consult monolingual and bilingual dictionaries without uncertainty. Grammatical topics, syntactic constructions and the lexical repertoire covered by the following textbooks should be known and mastered:
M. Angelillo, Introduzione alla lingua hindi, Unicopli, 2020.
N. Sharma, Hindi Tutor. Grammar and Vocabulary Workbook, Hachette, 2018.
R. Snell, Complete Hindi, Teach Yourself, 2010.
This knowledge should find application in both oral and written comprehension and expression. Overall, students should possess receptive and productive Hindi language skills at least equal to B1/B2 level (Common Framework of Reference for Languages).
These prerequisites are the same for attending and non-attending students.
Specifically, students should master the writing system of the Hindi language and thus be able both to read any kind of Hindi text fluently, regardless of its actual total comprehension, and to consult monolingual and bilingual dictionaries without uncertainty. Grammatical topics, syntactic constructions and the lexical repertoire covered by the following textbooks should be known and mastered:
M. Angelillo, Introduzione alla lingua hindi, Unicopli, 2020.
N. Sharma, Hindi Tutor. Grammar and Vocabulary Workbook, Hachette, 2018.
R. Snell, Complete Hindi, Teach Yourself, 2010.
This knowledge should find application in both oral and written comprehension and expression. Overall, students should possess receptive and productive Hindi language skills at least equal to B1/B2 level (Common Framework of Reference for Languages).
These prerequisites are the same for attending and non-attending students.
Teaching methods
The teacher will use: a) frontal lessons; b) thematic insights offered to students (with oral discussions and analysis in the classroom of the conclusions reached); c) preparation (by students) of written papers; d) telematic support.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Since class attendance is considered an integral part of the learning process, which is not intended only for the acquisition of theoretical knowledge of a grammatical nature, but, equally, of expressive and oral skills, it is highly recommended to students.
Teaching Resources
Reference texts are:
एन० सी० पंत, इंद्रजीत सिंह, विज्ञापन पत्रकारिता। वर्त्तमान तकनीक एवं अवधारणा, कनिष्क पब्लिशर्स डिस्ट्रीब्यूटर्स, नई दिल्ली, (प्रथम संस्करण) 2008;
महिपाल सिंह, देवेंद्र मिश्र, विश्व बाज़ार में हिंदी, वाणी प्रकाशन, नयी दिल्ली, (प्रथम संस्करण) 2008;
S. Staurengo, Corso di Traduzione Specialistica di Lingua Hindi. Società, cultura, lingua, Edizioni Unicopli, Milano, 2013.
The teacher has a few extra copies of the aforementioned texts and she can lend these texts to attending students if needed.
Additional teaching materials - if adopted - will be distributed to students during the course and uploaded to the Ariel teaching page. However, it is highly recommended to have one of the following dictionaries:
R.S. McGregor (ed.), Oxford Hindi-English Dictionary, Oxford University Press, New Delhi, 1993.
or
R.C. Pathak, Bhargava's Standard Illustrated Dictionary of the Hindi Language (Hindi -English Edition), Bhargava Book Depot, Varanasi, 2004.
Bibliography for non-attending students is the same for attending ones.
Available to students, in the office of Prof. Angelillo, there are always
several copies of the Hindi magazine Bhārat Pariprekṣyă (India Perspectives) published by the Indian Ministry of Foreign Affairs: students who are interested can view the issues of the magazine in the office and choose those of interest to them.
एन० सी० पंत, इंद्रजीत सिंह, विज्ञापन पत्रकारिता। वर्त्तमान तकनीक एवं अवधारणा, कनिष्क पब्लिशर्स डिस्ट्रीब्यूटर्स, नई दिल्ली, (प्रथम संस्करण) 2008;
महिपाल सिंह, देवेंद्र मिश्र, विश्व बाज़ार में हिंदी, वाणी प्रकाशन, नयी दिल्ली, (प्रथम संस्करण) 2008;
S. Staurengo, Corso di Traduzione Specialistica di Lingua Hindi. Società, cultura, lingua, Edizioni Unicopli, Milano, 2013.
The teacher has a few extra copies of the aforementioned texts and she can lend these texts to attending students if needed.
Additional teaching materials - if adopted - will be distributed to students during the course and uploaded to the Ariel teaching page. However, it is highly recommended to have one of the following dictionaries:
R.S. McGregor (ed.), Oxford Hindi-English Dictionary, Oxford University Press, New Delhi, 1993.
or
R.C. Pathak, Bhargava's Standard Illustrated Dictionary of the Hindi Language (Hindi -English Edition), Bhargava Book Depot, Varanasi, 2004.
Bibliography for non-attending students is the same for attending ones.
Available to students, in the office of Prof. Angelillo, there are always
several copies of the Hindi magazine Bhārat Pariprekṣyă (India Perspectives) published by the Indian Ministry of Foreign Affairs: students who are interested can view the issues of the magazine in the office and choose those of interest to them.
Assessment methods and Criteria
This exam includes - on the same day - a written test and an oral test. Passing successfully the written test is binding for access to the immediate subsequent (on the same day) oral one. The written test involves the translation from Hindi into Italian of a topic examined and an analysis (of the same topic or of another known one) in Hindi in which the student, using the critical tools and theoretical contents offered during the lessons, will produce a short discursive and argumentative paper. MODERATE use of the dictionary is allowed. The oral exam will start from the correction of the written exam and will include a translation from Hindi into Italian. The teacher will then evaluate the oral expression skills of the candidate by asking him/her to answer questions or talk about a topic known.
The vote will be expressed in thirtieths. In addition to the obvious language and grammatical mastery (generically required) in the written exam will be evaluated: the ability, effectiveness and appropriateness (both of the Hindi and Italian languages); the ability to organize knowledge discursively and linearly; the ability of critical reasoning on the study carried out and the effectiveness and competence of the specialized vocabulary used. All these skills, together with the quality of the presentation, will also be assessed in the oral interview.
Serious deficiencies or language, lexical and/or grammatical inappropriateness together with a lack of linearity and expository exhaustiveness and an ineffective critical re-elaboration of the contents could lead to the failure (NOT passed) of the written test itself.
Language, lexical and/or grammatical inappropriateness of medium
entity together/or not with a summary, but still correct exposition and re-elaboration, could allow access to the oral exam with a score that could start from 18/30 to 23/30.
Few and slight language, lexical and/or grammatical inappropriateness together with/or not an appropriate presentation and re-elaboration, even if perhaps not complete, could allow access to the oral test with a score that could start from 24/30 to 27 /30.
Conversely, a written test with rare, if not non-existent inappropriateness and a complete and effective exposition and reworking, could allow access to the oral test from 28/30 to full score.
The same criteria - combined with the mastery and fluency of the oral exposition - will determine the outcome of the oral interview.
The final mark then obtained will be the result of the arithmetic average of the written and oral exams.
Being an exam in two phases (written and oral) in the same session (same day), the outcome of the written exam will be communicated to the candidate as soon as the due correction has been made.
The exam is the same for both attending and non-attending students.
There are no intermediate tests.
A written test (previous years) will be uploaded to the Ariel page of the teaching, as an example.
The vote will be expressed in thirtieths. In addition to the obvious language and grammatical mastery (generically required) in the written exam will be evaluated: the ability, effectiveness and appropriateness (both of the Hindi and Italian languages); the ability to organize knowledge discursively and linearly; the ability of critical reasoning on the study carried out and the effectiveness and competence of the specialized vocabulary used. All these skills, together with the quality of the presentation, will also be assessed in the oral interview.
Serious deficiencies or language, lexical and/or grammatical inappropriateness together with a lack of linearity and expository exhaustiveness and an ineffective critical re-elaboration of the contents could lead to the failure (NOT passed) of the written test itself.
Language, lexical and/or grammatical inappropriateness of medium
entity together/or not with a summary, but still correct exposition and re-elaboration, could allow access to the oral exam with a score that could start from 18/30 to 23/30.
Few and slight language, lexical and/or grammatical inappropriateness together with/or not an appropriate presentation and re-elaboration, even if perhaps not complete, could allow access to the oral test with a score that could start from 24/30 to 27 /30.
Conversely, a written test with rare, if not non-existent inappropriateness and a complete and effective exposition and reworking, could allow access to the oral test from 28/30 to full score.
The same criteria - combined with the mastery and fluency of the oral exposition - will determine the outcome of the oral interview.
The final mark then obtained will be the result of the arithmetic average of the written and oral exams.
Being an exam in two phases (written and oral) in the same session (same day), the outcome of the written exam will be communicated to the candidate as soon as the due correction has been made.
The exam is the same for both attending and non-attending students.
There are no intermediate tests.
A written test (previous years) will be uploaded to the Ariel page of the teaching, as an example.
L-OR/19 - MODERN LANGUAGES AND LITERATURES OF THE INDIAN SUBCONTINENT - University credits: 6
Lessons: 40 hours
Professor:
Barnabei Valentina