Study programme competencies |
Code
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Study programme competences / results
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A1 |
E01 – Familiarity with the main research models in linguistic research. |
A2 |
E02 – Familiarity with the main resources, tools and methodologies in linguistic research. |
A5 |
E05 – Familiarity with studies related to English for specific purposes and their application to other subject fields. |
B1 |
CB6 – Students should have the knowledge and understanding necessary to provide a basis or opportunity for originality in the development and/or application of ideas, often in a research context. |
B2 |
CB7 - Students should be able to apply the knowledge acquired and a problem-solving capacity to new or lesser known areas within wider contexts (or multidisciplinary contexts) related to the study area. |
B4 |
CB9 – Students must be able to communicate their conclusions, as well as the knowledge and reasoning behind them, to both specialized and general audiences in a clear and unambiguous way |
B5 |
CB10 – Students should have the necessary learning skills to allow them to continue studying in a largely autonomous manner. |
B6 |
G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology. |
B7 |
G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies |
B8 |
G03 – An efficient use of new information technology and communication in English Studies is a necessary skill. |
B9 |
G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language |
B10 |
G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students |
B11 |
G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research. |
B12 |
G07 –Linguistic competence (C2 level) in oral and written English must be developed and consolidated. |
B13 |
G08 – Students should become progressively autonomous in the learning process, and in the search for appropriate resources and information, via the use of bibliographic and documentary sources related to English Studies. |
B14 |
G09 – Students are expected to be able to carry out research projects of an academic nature in the different fields of English Studies |
B15 |
G10 – The ability to present and defend a research project using adequate terminology and resources appropriate to the field of study is a skill which should be acquired. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To acquire a general knowledge of ESP as a whole and a deep acquaintance with several of its sub-branches. |
AR2 AR5
|
BR5 BR6 BR12 BR13
|
|
To get acquanted with the main structural and linguistic features of the different text types used in ESP contexts.
|
AR5
|
BR5 BR8 BR10 BR12 BR13
|
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To develop a basic competence in the composition and translation of the main text types used in specific areas of ESP.
|
AR5
|
BR5 BR6 BR7 BR8 BR12 BR13
|
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To get familiar with the key issues and concepts and develop basic teaching competences in ESP.
|
AR2 AR5
|
BR2 BR4 BR9 BR12 BR13
|
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To get acquainted with and develop an ability to use the main research tools (data, analytical instruments, relevant software, etc.) in ESP for practical or research purposes.
|
AR1
|
BR1 BR8 BR11 BR12 BR14 BR15
|
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Contents |
Topic |
Sub-topic |
An overview of the discipline. |
Historical, pedagogic, sociological and linguistic issues in ESP.
|
Different branches of ESP. |
Textual analysis. Study of different ESP documents. Translation. Lexicon analysis. |
Research and applied perspectives.
ESP perspectives. |
Doing research in ESP. Quantitative and qualitative methods in ESP research.
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Document analysis |
A1 A2 A5 B1 B5 B7 B8 B10 B12 B13 |
5 |
13 |
18 |
Online forum |
A2 B2 B5 B7 B8 B12 B13 |
0 |
10 |
10 |
Seminar |
A5 B1 B4 B6 B7 B9 B11 B12 |
7 |
7 |
14 |
Oral presentation |
A1 A2 B4 B6 B9 B11 B12 B14 B15 |
2 |
10 |
12 |
Objective test |
B5 B6 B7 B12 B13 |
0 |
20 |
20 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Document analysis |
Practical work by the students, monitored by the teacher. Practical activities will consist, for instance, in the analysis of text samples, participation in class discussions, translations, etc. |
Online forum |
Virtual debate (Moodle). Relevant to Exchange personal opinions and experiences about the subject. |
Seminar |
A teaching-learning process based on cooperative work, group and pair work, together with the teacher's theoretical support. |
Oral presentation |
It is part of the assessment process for this subject. Students are supposed to use the knowledged adquired and skills to do some research around the subject and present it to the rest of the classroom. |
Objective test |
Written exam. |
Personalized attention |
Methodologies
|
Document analysis |
Online forum |
Objective test |
|
Description |
Students will be monitored and will be provided with teacher's support and guidance during the learning-teaching process, namely in those methodologies in which personalized attention in specifically recommended (projects, oral presentations, etc). |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Document analysis |
A1 A2 A5 B1 B5 B7 B8 B10 B12 B13 |
Practical work by the students, monitored by the teacher. Practical activities will consist, for instance, in the analysis of text samples, participation in class discussions, translations, homework assignments, etc. |
20 |
Online forum |
A2 B2 B5 B7 B8 B12 B13 |
Debate e aportacións no eido virtual entre os alumnos e o profesor ao longo do curso, en lingua inglesa. |
10 |
Objective test |
B5 B6 B7 B12 B13 |
Written exam. |
50 |
Oral presentation |
A1 A2 B4 B6 B9 B11 B12 B14 B15 |
Research Project related any of the EFL typologies. Individual. |
20 |
|
Assessment comments |
Students’ active participation will be monitored continuously. Regular class attendance is required, however students with special dispensation must inform teachers beforehand. A series of practical tasks, including text analyses, class presentations or writing essays, will be set throughout the course in relation to the course contents. These will also include the completion of a small research Project (oral presentation). The following factors will be considered, among others, in the assessment of the student’s completion of the set activities: ability to summarize and combine information from different sources; clarity in the presentation of ideas; accuracy in the use of specialized concepts and terminology; involvement in seminars and group or cooperative activities; rigor and originality in the formulation of research proposals; comprehensiveness and punctuality in the analyses and the realization of the set tasks in general; and use of an appropriate academic style.
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Sources of information |
Basic
|
Flowerdew, John and Matthew Peacock (eds.) (2001). (2001) Research perspectives on English for academic purpes. Cambridge: Cambridge University Press.
Ventola, Eija & Anna Mauranen (eds.) (1996). Academic writing: intercultural and textual issues.. Amsterdam: John Benjamins.
Dudley Evans, Tony & Maggie Jo St John (1998). Developments in English for Specific Purposes, A multi-disciplinary Approach.. Cambridge: Cambridge U. P.
Hyland, Ken (2006). English for academic purposes: an advanced resource book. . London: Routledge
Belcher, D. (2009). English for specific purposes in theory and practice. Ann Arbor: University of Michigan Press
Hutchinson, Tom & Alan Waters. (2006). English for Specific Purposes.. Cambridge: Cambridge U.P.,
Swales, John M. & Christine B. Feak. (2000). English in today's research world: a writing guide.. Ann Arbor: University of Michigan Press.
Fortanet, I., Palmer, J. C., Posteguillo, S. (eds.) (2004). Linguistic studies in academic and professional English.. Castelló de la Plana: Publicacions de la Universitat Jaume I.
Ammon, U. (Ed.). (2001). The dominance of English as a language of science. Effects on other languages and language communities. . Berlin: Mouton de Gruyter.
Ventola, Eija; Celia Shalom & Susan Thompson (eds.) (2002). The Language of Conferencing.. Frankfurt am Main; New York: Peter Lang. |
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Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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