Study programme competencies |
Code
|
Study programme competences / results
|
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
A14 |
Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos. |
A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
A18 |
Dominar a gramática da lingua inglesa. |
A19 |
Coñecer a situación sociolingüística da lingua inglesa. |
A20 |
Coñecer a variación lingüística da lingua inglesa. |
B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
B2 |
Manexar ferramentas, programas e aplicacións informáticas específicas. |
B3 |
Adquirir capacidade de autoformación. |
B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
B8 |
Apreciar a diversidade. |
B9 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To have a high.levelcommand, both written and oral, of the English language. |
A6 A15 A18
|
B4
|
|
To be able to evaluate, analyse and synthesise specialised information, in particular, that relating to the pronunciation processes of the English language. |
A11
|
B7
|
|
To be familiar with the oral variation to be found in English. |
A19 A20
|
B8
|
|
To use bibliographical resources, databases and search engines. |
|
B1 B2
|
|
Once they are familiar with the different resources, students should be able to learn on their own.
|
A14
|
B3
|
|
To be able to find connections with the things learnt in other subjects in the degree. |
|
B5
|
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To be able to organise both workload and timetable since all activities and assignments are announced beforehand. |
|
B6 B10
|
|
To use the basic tools of ICT since many activities will be based on Moodle. |
|
B9
|
C3
|
Contents |
Topic |
Sub-topic |
1. Phonology and Phonetics as linguistic disciplines |
1.1. Basic concepts and tools. Definition and description
1.2. Acoustic Phnetics
1.3. Auditive Phonetics
1.4. Articulatory Phonetics
|
2. Speech sounds and their graphic representation |
2.1. Vowels and consonants: functional and articulatory classifications
2.2. IPA and its representation. Classification of speech sounds
|
3. Speech organs |
3.1. The anatomy of speech
3.2. The phisiology of speech
|
4. Manner of articulation, place of articulation and voiced/voiceless sounds |
|
5. English vowels: descrption and graphic representation |
5.1. Vowels
5.2. Diphthongs and triphthongs
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6. English consonants: description and graphic representation: |
|
7. Syllables, words and connected speech. |
7.1. Syllables: definition and structure
7. 2. Connected speech phenomena: Gradation. Assimilation. Elision. Juncture. Liaison.
|
8. Stress. Accentual patterns of English |
|
9. The accents of English |
9.1. Great Britain: Received pronunciation, Estuary English
9.2. U.S.A.: American Standard English, African-American English, American- Indian English
9.3. Australia and New Zealand
9.3. English sa a second language accents
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Case study |
A14 A15 A18 A19 A20 B2 B5 B8 |
6 |
12 |
18 |
Guest lecture / keynote speech |
A11 B7 |
21 |
42 |
63 |
Problem solving |
B1 B3 B4 B9 B10 C3 |
7 |
25 |
32 |
ICT practicals |
B2 B6 |
6 |
17 |
23 |
Objective test |
A6 A15 A18 B5 |
2 |
6 |
8 |
|
Personalized attention |
|
6 |
0 |
6 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Case study |
This corresponds to Docencia Interactiva. In these sessions, students are expected to be able to solve particular problems such as recognition of phobetic transcriptions, identification of accents, etc. |
Guest lecture / keynote speech |
Lectures will take place once a week. Students are expected to participate. |
Problem solving |
Students will have to solve particular problems either in class or by means of the interactive platform Moodle. |
ICT practicals |
Students will be given exercises and activities to be carried out by means of the interactive platform Moodle. |
Objective test |
All students must take a final exam to test their general knowledge of the topics dealt with durting the course. |
Personalized attention |
Methodologies
|
Problem solving |
ICT practicals |
Guest lecture / keynote speech |
Case study |
|
Description |
All activities imply the direct attention of the teachers. It will take place both inside and outrside the classroom. Students will be able to contact the teachers in their office hours as well as by e-mail or Moodle.
Students with any specialneeds or impairmentare asked to contact the teachers as soon as possible and also ADI (unidad de atencióan á diversidade) in UDC. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Problem solving |
B1 B3 B4 B9 B10 C3 |
Students may be evaluated by collecting some of the activities they must carry out both in class or at home |
30 |
ICT practicals |
B2 B6 |
Students may be asked to solve some problem or do some kind of test in class, at home or on the Moodle platform. The activities carried out with the lector in the TGR classes every two weeks will be also taken into account. |
20 |
Objective test |
A6 A15 A18 B5 |
All students will have to sit for a final exam to be held in the official date in January . A minumum grade of 4 (out of 10) must be obtained in this test in order for the rest of the grades to be added to it. |
50 |
|
Assessment comments |
Students will be evaluated along the course by a maximum of 4 activities as well as by the final comprehensive test. In order to pass students must have a mark of, at least, 4 (of ten) in the final exam. They mus also hand in at least half the activities required. If not, the student will not be graded and will receive a "non presentado"
Students that do not pass in January may have another opportunity in July for which there will be a final test (50%) as well as one activity to be done at home(50%).
Those who are officially registered as part-time students, and have been granted
permission not to attend classes, as stipulated in the regulations of this
University, will be assessed in either of the opportunities according to the
same criteria specified for the second opportunity. Part-time students who have been granted a "dispensa académica" must contact the teacher at the beginning of the semester in order to design the necessary changes and adjustments relating to the different activities to be acarried out along the academic year.
|
Sources of information |
Basic
|
|
GIMSON, A.C. 1989 (4th ed.). An Introduction to the Pronunciation of English . London: Edward Arnold. LADEFOGED, P. 1993 (3rd ed.). A Course in Phonetics . Fort Worth, Texas:Harcourt Brace Jovanovich College. WELLS, J. C. Longman
Pronunciation Dictionary. Londres: Longman,
any edition. Internet resources as well as on-line phonetics courses and dictinaries will be provided on Moodle |
Complementary
|
|
ALCARAZ, E. and MOODY, B. 1984 (3rded.). FonéticaInglesa para Españoles . Third Edition, 1993. Alcoy:Editobal Maffil.
ASHBY, P. 1995. Speech Sounds. London: Routledge.
BALL, Martin J., and RAHILLY, Joan. 1999. Phonetics . The Science ofSpeech. London: Arnold.
CARR, Philip. 1999. English Phoneticsand Phonology . Oxford: Blackwell.
FINCH, D.F. and ORTIZ-LIRA, H. 1982, A Course in English Pronunciation forSpanish Speakers , London:: Heinemann.
GIMSON, A.C. 2001 (6th ed.). Gimson|sPronunciation of English. 5th ed. of An Introduction to the Pronunciation ofEnglish . Revised by A. Cruttenden. London: Edward Arnold.
LAROY, C. 1995. Pronunciation . Oxford: Oxford UniversityPress.
MONROY CASAS, R. 1979. LaPronunciación del Inglés R.P. para Hablantes del Español. Madrid: Paraninfo.
MOTT, Brian. A Course in Phonetics andPhonology for Spanish Learners of English . Barcelona: PPU Universitas 7.
ROGERS, Henry. 2000. The Sounds of Language. An Introduction to Phonetics . Essex: Pearson Education Ltd. |
Recommendations |
Subjects that it is recommended to have taken before |
Lingua Inglesa 1/613G03003 | Lingüística Xeral/613G03004 | Lingua Inglesa 2/613G03008 | Lingua Inglesa 3/613G03015 | Lingua Inglesa 4/613G03019 |
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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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Other comments |
A good command of English is required since grammatical mistakes,
non-English word order and lack of concordance will be penalised. |
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