Study programme competencies |
Code
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Study programme competences
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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. |
A6 |
E06 – Familiarity with studies on variation and linguistic change in the English-speaking domain. |
A8 |
E08 – Awareness of the role of English in communication in the different kinds of media. |
A9 |
E09 – Familiarity with the main models and resources in literary/cultural research in the English-speaking domain. |
A11 |
E11 – Ability to identify and analyse the most relevant characteristics of culture and institutions in the English-speaking world through the study of different types of texts belonging to different historical periods. |
A12 |
E12 – Understanding of different theoretical and critical approaches, as well as their application to the analysis of literary and cultural texts in the English-speaking domain. |
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 |
A practice-oriented linguistic approach is offered, seeking to describe the differences and similarities between a pair of languages(English/Spanish/Galician). |
AR1 AR2 AR5 AR6 AR8 AR9 AR11 AR12
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BR6 BR7 BR8 BR10 BR11 BR13 BR14
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Different kinds of texts will be compared in terms of register, period, context, both written and audiovisual. Topics for student research will be encouraged. |
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BR9 BR12 BR15
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Contents |
Topic |
Sub-topic |
1.Brief history of Contrastive Linguistics
2. Terminological issues. Basic principles of theoretical and applied contrastive linguistics.
3. Types of contrastive studies. Methodology of inter-and intra-linguistic comparison.
4. Contrastive Linguistics and corpus Linguistics.
5. Practical applications of contrastive studies: a. Translation studies b. Foreign language acquisition and teaching; c. Lexicography |
Readings and commentaries. Practical applications to translation studies and the teaching of foreign languages. Various themes (press, media, advertising, tourism, literature, children's literature) |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Supervised projects |
A2 A9 A11 A12 B6 B7 B8 B10 B11 B13 B14 |
2 |
10 |
12 |
Oral presentation |
B9 B12 B15 |
2 |
10 |
12 |
Workbook |
A12 B7 B11 |
4 |
10 |
14 |
Directed discussion |
B9 B11 B12 |
10 |
7 |
17 |
Seminar |
A1 A5 A6 A8 |
14 |
0 |
14 |
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Personalized attention |
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6 |
0 |
6 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Supervised projects |
Individual research assignment supervised by the teacher. |
Oral presentation |
Presentation in class of draft of research assignment. |
Workbook |
Reading and analysis of texts related to the subject-matter. |
Directed discussion |
Participation in class activities |
Seminar |
Teacher-guided debate of primary texts and their problems. |
Personalized attention |
Methodologies
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Oral presentation |
Seminar |
Supervised projects |
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Description |
Personalised supervision in class and via the virtual platform.
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Assessment |
Methodologies
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Competencies |
Description
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Qualification
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Oral presentation |
B9 B12 B15 |
Oral presentation of draft of the individual research work. |
20 |
Workbook |
A12 B7 B11 |
Tasks based on the reading of recommended texts. |
10 |
Supervised projects |
A2 A9 A11 A12 B6 B7 B8 B10 B11 B13 B14 |
Individual written research assignment. |
60 |
Directed discussion |
B9 B11 B12 |
Active participation in class activities, based on the comparison and analysis of relevant texts. |
10 |
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Assessment comments |
Given that this degree programme is part distance learning, part actual attendance, students are required to attend the compulsory sessions, unless they have applied for exemption within the time period specified by the Academic Commission of the degree, and this exemption has been granted. This exemption will be valid provided students comply with the rules on attendance in force in the three universities participating in the programme, and provided they comply with the assessment systems which are specified in the teaching guides for each module. Students should be aware, however, that not attending certain classroom sessions may affect their final grades. Students who have been granted exemption, as specified in the university regulations, will be assessed as follows: Activities related to the course syllabus (20%) and an individual written research paper (80%). The research paper must also be presented orally. Students who do not submit a supervised project, or who fail to submit at least 50% of the other tasks for assessment, will be graded as absent from assessment (NP: no presentado). Students who do not pass in the first opportunity will be able to re-sit in July, when they will be required to demonstrate that they have acquired the skills for each module: - Individual written research assignment. Submission deadline: exam date established on official calendar for second opportunity. Oral presentation of this assignment on exam date for second opportunity(80%).
- Exercises based on recommended reading and topics dealt with in the module (20%).
Important: Any instance of PLAGIARISM will derive in the student failing this module.
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Sources of information |
Basic
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VALERO GARCÉS, C. (1997). A CROSS-LINGUISTIC STUDY OF THE VERBAL SYNTAGM: A CASE STUDY OF ECONOMIC TEXTS IN eNGLISH AND SPANISH. UNESCO ALSED NEWSLETTER 20.1 (43): 25-39
FISIAK, J. (1981). CONTRASTIVE LINGUISTICS AND THE LANGUAGE TEACHER. OXFORD: PERGAMON PRESS
OLEKSY, W. (1989). CONTRASTIVE PRAGMATICS. AMSTERDAM/PHILADELPHIA: JOHN BENJAMINS
WIERZBICKA, A. (1991). CROSS-CULTURAL PRAGMATICS: THE SEMANTICS OF HUMAN INTERACTION. BERLIN/NEW YORK: MOUTON DE GRUYTER
BLUM-KULKA, S. J. HOUSE 6 G. KASPER (1989). CROSS-CULTURAL PRAGMATICS: REQUESTS AND APOLOGIES.. N.J. NORWOOD: ABLEX
LADO, R. (1957). LINGUISTICS ACROSS CULTURES: APPLIED LINGUISTICS FOR LANGUAGE TEACHERS. ANN ARBOUR: UNIVERSITY OF MICHIGAN PRESS
NICKEL, G. (1971). PAPERS IN CONTRASTIVE LINGUISTICS. CAMBRIDGE: CUP
TANEN, D. (1984). THE PRAGMATICS OF CROSS-CULTURAL COMMUNICATION. APPLIED LINGUISTICS 5: 189-195
WOOWARD-SMITH, E.& E. EYNULLAEVA. (2012). The Verbal and the Visual in Advertising Language: A Cross-cultural Analysis. Relational Designs in Literature and the Arts: Page and Stage, Canvas and Screen. RODOPI.
BENSON, C. (2002). TRANSFER/CROSS-LINGUISTIC INFLUENCE. ELT JOURNAL 56.1:68-70
WOODWARD-SMITH, E. (2002). What's on the menu? The cultural implications of terms for food and drink in English literary texts. 2nd Internacional contrastive Linguistics Conference (ISBN: 84-9750-027-X) |
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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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