OVERVIEW

This course provides the theoretical and methodological tools to analyze meaning—specifically, word meaning—from a linguistic perspective. After an introduction to the fundamental concepts of lexical semantics, two specific aspects will be explored in greater depth: the lexicon from an interlinguistic perspective and the role of metaphors and other figures of speech in meaning extension. Both topics will also be addressed from a translation-oriented point of view.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to provide students with theoretical and methodological tools for the linguistic analysis of meaning, particularly the meaning of words. Additionally, the course seeks to encourage reflection on the diversity and similarities among the world’s languages at the lexical level, and on one of the main mechanisms of semantic extension: metaphor.

AIMS AND LEARNING OUTCOMES

By the end of the course, students will:

• Be familiar with the main theoretical models relevant to the discipline
• Possess the theoretical and terminological tools for describing the lexicon of languages and its structure
• Be able to collect and analyze data, also using computational linguistics tools (corpora, lexical resources)
• Have acquired basic knowledge of lexical typology and be familiar with the debate on so-called linguistic relativism
• Have acquired basic knowledge of figurative language and will be able to reflect on the theoretical and practical issues that metaphors pose to translators.

PREREQUISITES

Basic knowledge of general linguistics is required.
Students without a background in general linguistics may refer to textbooks such as (among others):

• Berruto, G. e Cerruti, M. 2017. La linguistica. Un corso introduttivo. Torino: UTET.
• Strik Lievers, F. 2020. La linguistica e le lingue. Roma: Carocci.

TEACHING METHODS

Lectures, accompanied by exercises and discussions on linguistic data, where active student participation will be encouraged.

SYLLABUS/CONTENT

The lexicon, often overlooked in introductory linguistics courses, is a fundamental component of language and languages. Contrary to intuitive belief, it is not simply a list of words. This course introduces the basic concepts needed to describe not only the meaning of individual words but also the structure and internal architecture of the mental lexicon.

In the first part of the course, after a brief overview of major linguistic theoretical approaches to semantics, the scope of lexical semantics will be defined, and the problematic definition of its unit of analysis—the word—will be discussed. Students will be introduced to key notions for the analysis of the relationship between words and meaning (e.g., polysemy, ambiguity) and of the structure of the lexicon (paradigmatic and syntagmatic semantic relations). Theoretical lectures will be accompanied by hands-on sessions aimed at exploring the use of corpora and other resources for lexical analysis.

The second part of the course focuses on two specific topics. The first concerns lexical diversity across languages: case studies from various lexical domains will be examined from the perspective of lexical typology (e.g., the lexicon of perception and the lexicon of color), and the debate on linguistic relativism will be introduced (are lexical differences across languages linked to different ways of “thinking” among speakers of those languages?). The second topic addresses metaphor and other rhetorical figures as mechanisms of semantic extension. Figurative language is introduced, with particular attention to its role in the evolution of word meaning and the challenges it may pose to translators.

RECOMMENDED READING/BIBLIOGRAPHY

• Deignan, A. (2005), Metaphor and corpus linguistics, Amsterdam: Benjamins. [Chapters 1 e 2]
• Jezek, E. (2011). Lessico. Classi di parole, strutture, combinazioni. Seconda edizione. Bologna: il Mulino [Chapters 1, 3, 5, 6]
• Koptjevskaja-Tamm, M. (2008). Approaching lexical typology. In M. Vanhove (Ed.), From polysemy to semantic change: Towards a typology of lexical semantic associations. Amsterdam: Benjamins, pp. 3-52.
• Lecture slides (AulaWeb)

Additional readings may be indicated at the beginning of the course.

Attendance is strongly recommended due to the course’s partially workshop-based format, during which case studies not covered in the bibliography are discussed and practical exercises on corpora are carried out.

Additional text for non-attending students (in addition to the texts listed above):

• Frana, I., Panzeri, F. 2024. Lingua e pensiero. Teorie e ricerca sperimentale, Roma: Carocci [Chapters 1, 2, 4]

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

October 2025

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Written examination.

ASSESSMENT METHODS

Learning objectives will be assessed through a written exam consisting of open-ended questions aimed at verifying mastery of the theoretical foundations of the discipline, and exercises requiring the application of theoretical knowledge to linguistic data.
Evaluation will consider both content mastery and the formal correctness and clarity of the answers.

FURTHER INFORMATION

Students who have officially submitted certification of a disability, specific learning disorder, or other special educational needs are encouraged to contact both the designated advisor Prof.ssa Sara Dickinson (sara.dickinson@unige.it) and the instructor at the beginning of the course, in order to discuss teaching and examination methods that, while respecting the course objectives, take individual learning styles into account and provide appropriate compensatory tools.