| Study programme competencies |
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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. |
| A7 |
E07 – Ability to analyse different types of discourse and discursive genres, both oral and written, in the English language |
| 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. |
| B3 |
CB8 - Students must be able to integrate knowledge and to deal with the complexity of judgement formulation starting with information, which might be incomplete or limited, and which includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgement. |
| 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 |
| 1. Description of the basic concepts of DA.
2. Familiarization with the main approaches and applications of DA in English.
3. Analysis of different types of discourse in natural settings.
4. Critical reading of specialized literature related to the field.
5. Use of new resources and technologies to carry out research in the field.
6. The carrying out of a small-scale research project in DA.
7. Individual and group work.
8. Participation in class discussions on DA-related topics. |
AR1
AR2
AR7
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BR1
BR2
BR3
BR4
BR5
BR6
BR7
BR8
BR9
BR10
BR11
BR12
BR13
BR14
BR15
|
|
| Contents |
| Topic |
Sub-topic |
1. Introducing Discourse Analysis
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1.1. Basic concepts
1.2. Overview of the field
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| 2. Principais aproximacións e aplicacións |
2.1. Pragmática, Procesamento da Información e Organización do Discurso
2.2. Análise da Conversa
2.3. Análise Critico do Discurso |
| Planning |
| Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
| Seminar |
A1 A2 A7 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1 B14 B15 |
14 |
60 |
74 |
| |
| 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 |
| Seminar |
The syllabus will be covered and the projects will be presented in 14 hours of class sessions. In addition, a maximum of 10 hours will correspond to online self-assessment tasks and to other activities normally implemented through virtual learning environments (VLE), while the remaining 51 hours will be required to read the recommended literature and to prepare the project in the light of the class sessions and tutorials, during which attendance in class is not required. |
| Personalized attention |
|
|
| Description |
Class attendance is complusory.
The teacher is available in office hours, and also via e-mail. |
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| Assessment |
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Methodologies
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Competencies / Results |
Description
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Qualification
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| Seminar |
A1 A2 A7 B13 B12 B11 B10 B9 B8 B7 B6 B5 B4 B3 B2 B1 B14 B15 |
The percentages of the final mark corresponding to each of the parameters assessed are the following:
• Active participation in classroom sessions: 20%
• In-class and out-of-class activities related to the study of the contents of the course: 30%
• Oral presentation in class of a written project: 50%
|
100 |
| |
|
Assessment comments |
Students’ progress will be assessed during the course, including attendance and active participation in the classroom sessions, and also individual work outside the classroom. Active participation will be assessed taking into account the carrying out of all kinds of oral and written tasks related to the course, both in the classroom and outside (e.g. exercises, problems, commentaries, written tasks, oral presentations, exams). |
| Sources of information |
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Basic
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Basic bibliography:
Alba-Juez. 2009. Perspectives on Discourse Analysis: Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Publishing.
Brown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press.
Cook, G. 1989. Discourse. Cambridge: Cambridge University Press.
Coulthard, M. 1985. An Introduction to Discourse Analysis. London: Longman, 1985 (2nd edition).
Gee, J. P. 1999. An Introduction to Discourse Analysis. London: Routledge.
Georgakopoulou, A. and Goutsos, D. 1997. Discourse Analysis: An Introduction. Edinburgh: Edinburgh University Press.
Grundy, P. 2000. (2nd ed.) Doing Pragmatics. London: Arnold. 105-111.
Johnstone, B. 2008. Introduction to Discourse Analysis. CUP (2nd revised edition).
Liddicoat, A.J. 2007. An Introduction to Conversation Analysis. London: Continuum.
McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
Renkema, J. 2004. Introduction to Discourse Studies. Amsterdam/Philadelphia: John Benjamins.
Renkema, J. 2009a. Discourse, of course. An Overview of Research in Discourse Studies. Amsterdam/Philadelphia: John Benjamins.
Rogers, R. 2004. An Introduction to Critical Discourse Analysis in Education. Mahwah, NJ: Lawrence Erlbaum.
Schiffrin, D. 1994. Approaches to Discourse. Oxford: Blackwell. |
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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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