Study programme competencies |
Code
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Study programme competences / results
|
A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
A3 |
Coñecer as correntes teóricas da lingüística e da ciencia literaria. |
A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
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. |
A17 |
Coñecer a historia e a cultura das comunidades anglófonas. |
A18 |
Dominar a gramática da lingua inglesa. |
A19 |
Coñecer a situación sociolingüística da lingua inglesa. |
A20 |
Coñecer a variación lingüística da lingua inglesa. |
A21 |
Coñecer a evolución histórica externa e interna 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. |
B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
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. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
Learning aims |
Learning outcomes |
Study programme competences / results |
To know and apply the methods and techniques of libguistic analysis to texts from different historical periods |
A1 A20
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To be familiar with the linguistic theoretical approaches in that influenced the development of philology and historical linguistics |
A3
|
B1 B7
|
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To be familiar with the historical evolution of the English language |
A17 A21
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To be familiar with the sociolinguístic situation of English |
A19 A20 A21
|
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C4 C6
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To be able to cmmunicate correctly both orally and in writing |
A6 A18
|
B4
|
C2
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To be able to organise own's tasks as well as to plan working time and to solve problems in an effective way |
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B6
|
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To be able to speak and write in different registers in English |
A9
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To be able to interpret texts from different periods in the history of English according to different levels of analysis (morofologica, fonological, sintactic, etc) |
A2 A10 A11 A14 A15
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To use specific tools, applications and software |
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B2
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Contents |
Topic |
Sub-topic |
Basic concepts |
Linguistic notation
The periods of the history of English |
Hypotheses on the origin of language |
Continuist theories
Discontinuist theories
Language as an innate faculty
Language as a social construct |
Language change and language variation
|
What is language change? Theoretical frameworks for its study
|
The methods of historical linguistics |
Comparison
Reconstruction |
language diversity and grouping |
Cognates
Attested forms and languages |
Indoeuropean and its dialects |
External history
Satem languages and centum languages
Sound change in Indoeuropean
Indouropean morpology
The Indoeuropean lexicon |
The place of English in the Indoeuropean context and the dialects of Common Germanic |
Germanic innovations in the lexicon
Germanic innovations in phonology: stress, Grimm's and Verner's laws
Germanic syntax
|
Germanic dialects |
Features of East Germanic
Features of North Germanic
Features of West Germanic |
West Germanic innovations |
Phonological innovations
Morphologival innovations
Lexical innovations |
Old English |
External history
Old English lexicon: external history and borrowing
Spelling and phonology
Morphological features
Old English syntax
Old English dialects |
Middle English |
External history
Sound change and its consequences
The morphological simplification of English
Syntax, word-order and analytic processes in Middle English
Diatopic variation |
The standard |
Theories accounting for the rise of a standard variety |
Early Modern English |
External history
Attitudes towards English
English vs Latin
The spread of literacy
The enlarging of Vocabulary
The language debates
The dictionary makers
Grammars and prescriptivism
The Great Vowels Shift and the spelling reform
Diastratic variation
The geographical spread of English |
Late Modern English |
External history
Perfecting English
Registers and variation |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
A9 A11 B1 B6 |
2 |
2 |
4 |
Guest lecture / keynote speech |
A3 A14 A17 A19 A20 A21 B2 B7 C6 |
21 |
42 |
63 |
Workbook |
A11 A14 |
0 |
15 |
15 |
Collaborative learning |
A9 B6 C4 C6 |
7 |
10 |
17 |
ICT practicals |
B1 B2 |
0 |
6 |
6 |
Mixed objective/subjective test |
A1 A2 A3 A6 A9 A15 A17 A18 A19 A20 A21 B7 C2 |
2 |
10 |
12 |
Collaborative learning |
A11 A17 A21 B1 B2 B6 |
2 |
3 |
5 |
Seminar |
A1 A2 A6 A10 A15 A18 B4 C2 C4 |
14 |
7 |
21 |
|
Personalized attention |
|
7 |
0 |
7 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Introductory activities |
Students will have to revisa some materials on Moodle and answer some questions as part of a warm-up activity |
Guest lecture / keynote speech |
The teacher will explain those issues students must know in order to attain the competences specific for this subject. Llikewise, there will be some interaction in order to check whether students have obtained the abilities and knowledge they should on their own. |
Workbook |
Students must do those readings the teacher will upload to Moodle or those assigned in class which others they must find themselves in the library/on the Internet as part of their self-learning process |
Collaborative learning |
Students will have to work in groups to find sources and be prepared for the activities to be held in seminars and interactive sessions. |
ICT practicals |
Students will make some on-line (Moodle and other academic webpages) and off-line activities |
Mixed objective/subjective test |
Sstudents will sit for an exam which will consist of several types of questions (short, long, development of a particular topic) and maybe the linguistic analysis of a text fragment |
Collaborative learning |
Students will have to do some collaborative assignments. For this, they will need to be well-coordinated as they will not know which member of the pair or group will have to answer questions regarding their assignment in the classroom. |
Seminar |
We will work on case studies and real texts in order to detect and apply all the phenomena and aspects dealt with in lectures |
Personalized attention |
Methodologies
|
ICT practicals |
Seminar |
Collaborative learning |
|
Description |
All activities imply some kind of personalised attention on the part of lecturers either in the classroom, during office hours or by e-amail.
Students with special needs are kindly asked to contact the teacher as soon as possible as well as the ADI (unidade de atencióan á diversidade) at UDC. |
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Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Mixed objective/subjective test |
A1 A2 A3 A6 A9 A15 A17 A18 A19 A20 A21 B7 C2 |
All students will have to sit for a fianl exam in the offical date in January. The lowest possible mark to be taken into consideration together with the marks for other activities is 4 (out of ten) . |
40 |
Seminar |
A1 A2 A6 A10 A15 A18 B4 C2 C4 |
Students may have to solve some problem or do some test in the classroom, at home or via Moodle. |
30 |
Workbook |
A11 A14 |
Studants may be qualified by some activities relating to the readings they have to do either in the classroom or at home. |
20 |
Collaborative learning |
A11 A17 A21 B1 B2 B6 |
Studants will have to do and present dome collaborative project. Some of theose assignments may be taken into account for the ecaluation |
10 |
|
Assessment comments |
Students will be evaluated throughout the course with no more than four activities as well as by means of a final exam. In order to pass this course, students must have at least a score of 4 out of 10 in the exam. They must have also handed in and passed (with 5) half the required activities. Deadlines for assignments are
strict. Late arrivals will be penalised (25% of the mark), unless they are duly justified. Pieces of work including plagiarised material will be marked with 0. To detect plagiarism, the application Turnitin could be used. This application recognises papers previously turned in by other people (or the student him/herself) at this university or other universities. There will be apenalisation as well if the student does not show a good command of English, the one required according to the Memoria de Verificación del Tñitulo (C1). The students who do not attend the official exam in January or July will be given a grade of NP (absent) if they have not handed in more than 50% of the continuous assessement activities. Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity. July opportunity: Students who do not pass in January will have another opportunity in July in which both the final exam (50%) and an activity (50%) will be taken into account. Students who have previously passed the activities for continuous evaluation will not have to hand it in again. Part-time students who have been granted officially "dispensa académica" (exemption) as stated in the University regulations will be evaluated in either of the opportunities according to the criteria established for the second opportunity (July). Part-time students with "dispensa
académica" must contact the teacher at the beginning of the first semester (imoskowich@udc.es).
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Sources of information |
Basic
|
Millward, Celia M. and Hayes, Mary (2012). A Biography of the English Language. Wadsworth, Cengage learning
Crowley, T. (1992). An Introduction to Historical Linguistics. Oxford: OUP (90-132).
Moskowich, Isabel (1999). An(other) introduction to old English for non-English speaking students. Santiago de Compostela: Tórculo
Tejada Caller, Paloma (1999). El cambio lingüístico. Claves para interpretar la lengua inglesa. Alianza. Madrid: Alianza
Freeborn, Dennis (1998). From Old english ro Standard Englisf. London: Macmillan Press.
Fernández, Francisco (1982). Historia de la lengua inglesa. Madrid: Gredos
Campbell, L (1998). Historical Linguistics. An Introduction. . Edinburgh: Edinburgh University Press
Sankoff, Gillian (2001). Linguistic Outcomes of Language Contact. In In Peter Trudgill, J. Chambers & N. Schilling-Estes, eds., Handbook of Sociolinguistics.. Oxford: Basil Blackwell (638-668)
Hogg, Richard.M. et al. (eds) (1992). The Cambridge History of the English Language. Cambridge: Cambridge UP.
Pyles,T.and Algeo, J. (1993). The Origins and development of the English Language. New York: Harcourt Brace Jovanovich Publishers
Morgan, Kenneth O. (ed.) (2001). The Oxford History of Britain. Oxford University Press |
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Complementary
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Baugh, A.; Cable, T. (2010). A History of the English Language. London: Routledge
Barber, Charles (1997). Early Modern English. Edinburgh University Press
Bourcier, George (1981). Introduction to the History of the English Language. Dufour Editions
Moskowich, Isabel (2012). Language contact and vocabulary enrichment : Scandinavian elements in Middle English/. Bern: Peter Lang
Whitelock, Dorothy (1976). The beginnings of English Society. Penguin Books
Barber, Charles (1997). The English Language: A Historical Introduction. Cambridge
Ramat, G. & Ramat, P. (eds). (1998). The Indo-European Languages. London: Routledge
Soul, Nigel (ed.) (1997). The Oxford illustrated history of medieval England. Oxford University Press |
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Recommendations |
Subjects that it is recommended to have taken before |
Lingua Inglesa 1/613G03003 | Lingua Inglesa 2/613G03008 | Lingua Inglesa 3/613G03015 | Lingua Inglesa 4/613G03019 | English Phonetics/613G03023 |
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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 linguistic competence in English is recommended sincce grammar errors, non-English word-order and lack of agreement will be penalised. |
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