Search

The contribution focuses on the historical development, the current situation and the future perspectives of Italian linguistics in German-speaking countries

International audience; Dieser Beitrag ist dem französischen Philologen Charles Bonnier (1861-1926) gewidmet. Seine Kritik an den Theorien und Methoden seiner Zeit hatte zur Folge, dass seine Abschlussarbeit an der Pariser École des chartes von dem damals einflussreichsten Romanisten Paul Meyer (1840-1917) abgelehnt wurde. Daraufhin ging Bonnier nach Deutschland, wo er an der Universität Halle bei Hermann Suchier (1848-1914) promovierte; später erhielt er eine Anstellung in England (Oxford, Liverpool). Heute gilt Bonnier als Vorläufer der modernen Skriptaforschung; über sein Denken und seine akademische Laufbahn ist indessen noch wenig bekannt.; This contribution is dedicated to the French philologist Charles Bonnier (1861-1926), who dared to criticize the philological doxa of his time. As a result, Paul Meyer (1840-1917), one of the most influential philologists, refused his thesis at the École des chartes (Paris). Bonnier went to Germany, where he completed his doctorate at the University of Halle under the supervision of Hermann Suchier (1848-1914); later on he held teaching positions in England (Oxford, Liverpool). While Bonnier is regarded today as a pioneer of modern scripta research, his ideas and academic career still remain widely unknown.; Cette contribution retrace le parcours de Charles Bonnier (1861–1926), philologue français qui osa critiquer la doxa philologique de son époque. La sanction fut immédiate : Paul Meyer (1840–1917), l’un de ses représentants les plus influents, refusa son mémoire de fin d’études à l’École des chartes. Bonnier partit alors pour l’Allemagne où il rédigea, à l’université de Halle, une thèse sous la direction de Hermann Suchier (1848–1914) avant d’obtenir un poste d’enseignant en Angleterre (Oxford, Liverpool). Si Bonnier est considéré aujourd’hui comme l’un des précurseurs de la scriptologie moderne, son parcours académique et sa réflexion philologique restent largement méconnus.

Stylometric analysis of medieval vernacular texts is still a significant challenge: the importance of scribal variation, be it spelling or more substantial, as well as the variants and errors introduced in the tradition, complicate the task of the would-be stylometrist, by inducing noise and perhaps even interferences in the authorship signal. Basing the analysis on the study of the copy from a single hand of several texts can partially mitigate these issues (Camps and Cafiero, 2013, Setting bounds in a homogeneous corpus: a methodological study applied to medieval literature. Revue Des Nouvelles Technologies de l’information (RNTI), SHS-1, pp. 55–84), but the limited availability of complete diplomatic transcriptions might make this difficult. In this article, we use a workflow combining handwritten text recognition and stylometric analysis, applied to the case of the hagiographic works contained in MS BnF, fr. 412. We seek to evaluate Paul Meyer's hypothesis about the constitution of groups of hagiographic works, as well as to examine potential authorial groupings in a vastly anonymous corpus.

This special issue of Romance Philology developed in response to the an-nouncement of celebrations in honor of the 50th anniversary of the Apollo 11 space ight, the rst manned landing on the Moon, which oc-curred on 20 July 1969. Many festivities and retrospectives were scheduled in anticipation of the event, yet it seemed unlikely that Philology would be among those invited to attend. If present-day concerns had failed to rec-ognize her rightful place at the table, if there was no longer any Martianus Capella to see to arrangements for the Liberal Arts, then Philology and her handmaidens, Astronomy among them, would just have to throw their own party.

Hermann Suchier, since the year 1876 Professor of Romance Philology at the University of Halle, was one of the most prominent scholars of his generation. Since he preserved all his correspondence, we are able to study his various international written relationships with his French colleagues, including Gaston Paris and Paul Meyer. However, a temporary disagreement between Suchier with Paris and Meyer did arise. This conflict was due to Suchier supporting the work of Wendelin Foerster, whose edition of Aiol et Mirabel was severely criticized by Paris and Meyer. Subsequently, Suchier once again changed support back to Paris and Meyer and then was invited to publish in their house journal, Romania, and additionally to contribute two editions in ancient French to the Société des Anciens Textes Français which had also be founded by Paris and Meyer. In this way Suchier became one of the most important intermediaries between German and French Philology in the years following the Franco-German war and the outbreak of World War I.

Neste artigo lembramos a contribución á lingüística galega de Dámaso Alonso (1898-1990) nas décadas centrais do século XX. Tras anotar algúns datos biográficos sobre el e contextualizar os seus traballos de lingüista dentro da Romanística, nos cales ocupan un lugar destacado os dedicados ó galego, damos a coñecer oito cartas dirixidas a Ramón Otero Pedrayo entre 1943 e 1946. Nelas, Dámaso Alonso solicítalle ó daquela grande patriarca das letras galegas datos de tipo lingüístico; pero a correspondencia revela tamén as súas reflexións sobre o estudo do galego, o seu método de traballo e a súa relación con Galicia. This paper deals with the biography of Dámaso Alonso (1898-1990) and, more specifically, with his contribution to Galician linguistics by the middle of the twentieth century. After having provided some biographical data and contextualized his work as a linguist within the field of Romance Philology, where his studies devoted to Galician had a prominent place, our main purpose has been to analyze the contents of a eight letters with Ramón Otero Pedrayo between 1943 and 1946. The examined correspondence shows the kind of linguistic data requested from the so-called “patriarch of the Galician language” but it also reveals his thoughts on the study of Galician, his working methods, and his relationship with Galicia.

Gustav Gröber (1844–1911), Professor of Romance Philology at the Universities of Zurich, Breslau (Wrocław) and Strasbourg, went down in the annals of his discipline for the founding of the «Zeitschrift für romanische Philologie» (1877), which exists still today. Gröber’s merits have been appreciated by the writers of his obituaries, but as he has destroyed his personal papers prior to his death, we know little about his professional environment. The present article evaluates more than six-hundred letters which Gröber wrote to certain peers and traces back the period of time the «Zeitschrift» needed to consolidate and gain international reputation.

Editorial practice in literary traditions still dominated by neo-Lachmannian philology remains focussed on the establishment of the text as the medieval author knew it himself. For adherents of this method, the influence of “foreign” languages is labelled as a contamination that should, if possible, be removed as unauthentic. This article proposes a less doctrinaire practice and demonstrates its fruits when brought to bear at the interstices of literary history and Romance philology, as represented by poems by Guillem de Berguedà, Giacomo da Lentini, and Bonifacio Calvo. Approaching both medieval poets and their modern editors in the light of Derrida’s Le monolinguisme de l’autre, the present contribution counters the tendency to impose linguistic and cultural identities on medieval authors, instead allowing their manuscripts to speak for themselves. It further considers the thinking of medieval poets and their transmitters on the nature of language and lyric poetry, and how these systems could and should be used and developed.

Professor Witold Mańczak – an Educator This memoir on Professor Witold Mańczak as an academic teacher opens with a list of grammars and textbooks of the history of Romance languages which he wrote for students of Romance philology. This is followed by a description of Professor’s lectures in historical grammar of Romance languages – erudite but clear, with multiple examples and digressions which widened the scrutinized topic. Also his manner of examining is mentioned, known and strictly defined criteria of evaluation, and its objectivity. Professor’s colleagues from the Institute of Romance Philology like to reminisce his friendly and selfless help and cordiality towards students – beside his attributed severity. Lastly, we emphasize the importance of Professor’s scientific views and methodology in the shaping of academic staff.

The singularity of Francesc Alegre's translation of Ovid's Metamorphoses into Catalan has been associated with its dependence on the Latin poem in contrast to the other versions of this text that circulated in print prior to 1500. This article argues that the Catalan translation is the work of a learned author who places himself in relation to the Italian tradition and draws on different sources to complete a work influenced by humanist ideas. Moreover, the evidence strongly supports the impact of Giovanni Bonsignori's Ovidio Metamorphoseos Vulgare (c. 1375-1377) throughout the fifteen books of Alegre's translation and in his allegorical interpretations in the second part of the work. I also contend that he may have known the Expositio and the Allegorie written by Giovanni del Virgilio (1322-1323).

Gorecka Joanna, Developper la competence mediatique pour mieux apprendre une langue etrangere : travailler avec les ressources virtuelles au niveau avance (Developing media and information literacy education to improve foreign language learning : working with Internet resources at advanced levels), Studia Romanica Posnaniensia, Adam Mickiewicz University Press, Poznan, vol. XXXVIII/2 : 2011, pp. 47-60. ISBN 978-83-232-2335-1. ISSN 0137-2475. DOI 10.2478/v10123-011-0013-y. The aim of the paper is to discuss the relevance of media and information education in language learning at advanced levels. The present paper is based on the empirical data obtained during the action-research conducted with the Romance philology students attending the course of French as a foreign language. The main object of the research is to establish to what degree an oral argumentation task, preceded by the task of planning the discussion on Wiki is considered to be a learning situation by students themselves. The research focuses on a selected aspect of the learning process, namely, on the use of media resources while negotiating the discussion outline and specifi cally, while negotiating its topic, objectives and its cognitive value. The principal conclusions indicate 1) that the task scenario should be based on the critical and dia- logical approach to media and 2) that this kind of instruction can reinforce the argumentative dimension of the discussion.

This essay examines the origins, principles and recent developments in material philology as a branch of Romance philology, especially in the fields of Old Occitan, Old French and early Italian, in the United States. The study begins with a clarification of the distinctions between the short-lived ideology of New Philology and the long and continuing practice of material philology both as an interdisciplinary method and in its relationships a) with developments in Romance philology in France and Italy from the late 1960s to today and b) with significant advances in the fields of codicology and visual perception, the latter led by the work of experimental psychologists James Gibson and Irvin Rock. Considering a fusion of these advances, the essay concludes with brief examples of the application of material philology – particularly its use in isolating historical-critical accretions – in pivotal manuscripts of Dante’s Vita nova, Petrarch’s Rerum vulgarium fragmenta, Guittone d’Arezzo’s song cycle of the Trattato d’amore, and in the fusion of notarial and poetic writing systems in the Memoriali bolognesi.

One of the most important challenges for European integration is the strengthening of the sense of a European cultural identity. The investigation of the origins of the European culture is at the core of the Romance Philology, a discipline that has a very prestigious tradition, but that seems now inexorably destined to disappear. How can we explain this paradox? In this paper, I will investigate the status of the Romance Philology in the French-speaking Belgian universities, with particular consideration for the initial stage, the establishment of the discipline at the University of Liege at the end of the nineteenth century.

In the academic landscape of Switzerland, the existence and place of Romance philology may, at first glance, appear traditional, that is, conforming to its German origins. In reality, however, there is a Swiss approach to Romance philology, which appeared with the introduction of the discipline to the University of Zurich in 1872. The present article provides a retrospective of the arrival and activities of Gustav Grober, the first to hold the Chair of Romance Philology in Zurich, as well as the emergence of a Swiss model, distinct from its German mould. Included in the annex is a selection of documents from the archives of the University of Zurich relating to the Chair of Grober.

The article focuses on some areas of intersection of Romance philology and medieval epigraphy: these two disciplines naturally interact in the field of the medieval epigraphic production written in neo latin languages, i.e. a sort of texts that is – for some reasons – an exception for both of them. On the one side, medieval epigraphy is a relatively young discipline, mainly devoted to documents written in Latin (they are indeed the large majority of its research topics); on the other side, Romance philology is a discipline born and raised on the study of texts mainly drafted in parchment and paper. Thus, these disciplines must integrate and adapt their respective methodology when they turn to a sort of production which is generally unusual for both of them. A methodological reflection is integrated, in this article, by the edition (or critical re-edition) of some epigraphic texts from Italy, France and Portugal.

During the last twenty years, Romance Philology in Spain has suffered a serious setback. This fact is due to several factors: the hispanocentrism of its origins, the later supremacy of English language as well as of other cross-cutting disciplines, the fall in students demand, the atomization of each language and literature in different degrees, and, finally, the cultural policy of governments and academic authorities to the detriment of the Humanities. In front of this complex situation, it is necessary to recover the most cross-cutting essence of the Romance tradition, drawing on some of the proposals done by Curtius and Auerbach and in the advances made by the theories of knowledge.

This contribution seeks to define the concept of Romance philology («Romanische Philologie») from the perspective of the German-language tradition. Special attention will be given to the linguistic aspects of the subject. The individual sections focus on the situation of Romance Philology in Germany from an institutional point of view, on traditional and more recent research trends, on methodological approaches and on the question of what languages are used or should be used by German-speaking Romance philologists in teaching and research.

The letters written between 1912-1927 by the young scholar Leo Spitzer to the distinguished Romanist Hugo Schuchardt, allow us to look at the situation of Hispanic Studies in its european context. At the same time, this correspondence describes the foundation of the RFE in a great period for Hispanic and Romance Philology., La correspondencia dirigida por el joven Leo Spitzer al ya consagrado romanista Hugo Schuchardt entre 1912 y 1927 permite llevar la mirada a la situación de los estudios hispánicos en su marco europeo, así como asistir a la aparición de la RFE en el ámbito románico en un momento de gran relieve para la Filología hispánica.

Ludovik Osterc lived in his early youth in Bezigrad, a northern section of the town of Ljubljana. Here he completed primary school. In 1938, after the completion, also in Ljubljana, of the secondary school (Vegova gimnazija), he enrolled at the Ljubljana Faculty of Philosophy to study Romance philology. This he concluded in 1941 with a diploma in French language and literature as his main subject.

The discovery, made by E. Langlois in 1910, of a notated musical staff at the end of a little-known parodic laisse probably written within the 13th century by an otherwise unknown Thomas de Bailleul (MS London, BL, Royal 20 A XVII) immediately raised the interest of medieval musicologists, who have debated its function and interpretation until recent times, whereas romance philologists haven’t payed due attention to this intriguing and unique musical evidence, undoubtedly related to an Old French chanson de geste. In this paper I shall defend G. Schläger’s forgotten hypothesis that the musical staff could well represent a vocal-ized ‘short line’ (petit vers), arguing that this question should be brought back to the issues concerning the formal aspects of epic laisse and to the field of Romance Philology as a whole. La découverte, faite par E. Langlois en 1910, d’une portée musicale à la fin d’une laisse parodique peu connue, composée probablement pendant le XIIIe siècle par un Thomas de Bailleul et copiée sur les dernières feuillets du ms. Londres, BL, Royal 20 A XVII, suscita l’intérêt des musicologues qui se sont interrogés jusqu’à nos jours sur sa fonction et en ont donné des interprétations divergeantes, alors que les philologues n’ont pas accordé à cette ‘trace’ musicale, sûrement associée à une chanson de geste, l’attention qu’elle mérite. Dans cet article, je me propose de défendre l’hypothèse oubliée de G. Schläger, qui voyait dans cette portée musicale la représentation d’un ‘petit vers’ vocalisé, en essayant de ramener ce problème particulier à l’ensemble des questions posées par les dispositifs formels de clôture de la laisse épique et au domaine de la philologie romane en général.

The paper addresses the two following questions: 1) how should a discourse perspective on specialized communication training course be introduced ? 2) should student’s identity attending a course in specialized communication be taken into account, or, conversely, left out ? Special attention is paid to methodological problems of teaching linguistics. Two MA postgraduate programmes run at Romance Philology are taken as examples La manipulation et ses aspects linguistiques (Linguistic aspects of interpersonal manipulation) and L’image linguistique du monde. Les stéréotypes racistes dans la langue et la culture (Racist stereotypes in language and culture).

Se reseñó: Romance Philology, 1947.

Speaking foreign language does not imply only mastering its lexical and morphosyntactic code, but, more importantly, learning to conceptualize differently the world around us. One of major sources of deviations in L2 is due to a very poor mastery of conventional structures (formulaic competence), an incorrect linguistic profiling and the confusion between the synthetic and analytical character of the L1 and the L2 (here Polish and French). Beginners in Romance philology often fall into a trap when trying to verbalize in a written form their communicative intentions. We propose here to analyze their sociolinguistic and sociocultural mistakes in order to imagine a course of remedial teaching.

The objective of this paper is to present the role of metaphors in the acquisition of language and then to examine thoroughly the possibility of their usage in the development of communicative and intercultural skills, that are at the centre of foreign language acquisition. Our refl ection originated in the observation of students’ work during the creative workshop offered to students in the second year of Romance Philology. This course builds on the «creativity training» proposed by Nęcka, whose purpose is the activation of mental processes and the development of conceptual categories through metaphors (used both as a means and as an outcome). This notion is based on research in cognitive psychology. After an overview of the different approaches to metaphors, we try to defi ne their relationship with the acquisition of the mother tongue. We then propose some possible usage of metaphors taking as illustration the activities implemented during our workshop whose originality is to integrate the activities proposed by Nęcka in a task-oriented approach to teaching French as a foreign language. Finally, we conclude our refl ection on the benefi ts, limitations and possible obstacles to their implementation during a course as well as some suggestions likely to optimize the objectives.

In this article I will show that oral interaction is an independent competence in the language learning / teaching process and it requires adequate strategies. At the beginning of the article, I will present a description of a spoken language and verbal oral interaction as a subject of linguistic studies. Next, I will present a description of oral interaction in accordance with The Common European Framework of Reference for Languages (CEFR), as well as, a description of the interactive strategies presented by the authors of the Framework. After that, I will present the place of oral interaction strategies in various administrative documents regulating learning / teaching foreign languages at present. The last part of the article will describe examples of didactic actions which had an objective of developing this strategic competence among the beginner students of Romance philology.

Alberto Navarro was born in Villanueva del Aceral, Avila, in 1917 and educated in a Salesian college and a seminary. As a seminarist he was arrested with his class-mates and spent the early months of the Civil War in a Republican death-cell; after escaping, he hid in the Guatemalan embassy until the Nationalists took Madrid, and then studied Romance Philology in Salamanca. After graduating in 1943, he lectured in Salamanca while preparing the thesis on Gracian which won him a doctorate in 1945. Immensely hard-working, he became Professor of Spanish at the University of La Laguna in 1949, and its Rector in 1951.

SUMMARYThis bio-bibliographical account of Georg Cohn (1866-194?) essays to sketch out the life of a Berlin Privatgelehrter at the end of the 19th and the early period of the 20th century. It characterizes the intellectual milieu of time and place, both inside and outside the vistas of Romance philology at the University of Berlin, and traces in particular the influence on Georg Cohn of scholars such as the general linguist, philosopher, and psychologist of language, Heymann Steinthal (1823-99), on the one hand, and the Romanist Adolf Tobler (1835-1910), on the other. In addition, a detailed analysis is offered of Cohn's most important contributions to Romance scholarship.RESUMECette esquisse de la vie et l'oeuvre de Georg Cohn (1866-194?) tente de tracer la carriere d'un erudit berlinois vers la fin du XIXe et au debut du XXe siecle. Elle caracterise l'atmosphere intellectuelle du milieu et de l'epoque en nous donnant un apercu de l'etendue de la philologie romane a l'Universite de Berlin. Elle demontre surtout l'influence d'hommes de science, tels le professeur de linguistique generale Heymann Steinthal (1823-99) et le romaniste Adolf Tobler (1835-1910), sur Georg Cohn. En outre, on y trouvera une analyse detaillee des contributions les plus importantes de Cohn a l'erudition romane.

Se reseñó: Romance philology: tomo 4 (1950-51), tomo 5 (1951-52), tomo 6 (1952-53).

Se reseñó: Romance Philology: tomo 2 (1948-1949), tomo 3 (1949-50).

Se reseñó: Romance philology: tomo 1 (1947-48).

Se reseñó: Romance Philology, vol. II, núms. 2 y 3, noviembre de 1948, febrero de 1949.

Se reseñó: Romance Philology, vol. I, 1947-1948.

Se reseñó el libro: Romance Philology, vol. III, núm. 1, 1949.