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. |
A3 |
E03 – Capacity to reflect on the factors which influence the learning and acquisition of English as a foreign language. |
A4 |
E04 – Familiarity with cognition and processing studies within the scope of research into English linguistics. |
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. |
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 |
Learning aims |
Learning outcomes |
Study programme competences / results |
This course constitutes an introduction to psycholinguistics and language processing. Psycholiguistics is the discipline that studies how the human mind (and, ultimately, the human brain) stores and uses language on-line. The course seeks to provide students with basic knowledge about the psychological reality of language and of the way in which the mind makes use (or not) of grammatical knowledge in ordinary language use. |
AR1 AR2 AR3 AR4
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BR7 BR8 BR10
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Contents |
Topic |
Sub-topic |
1. Introduction to psycholinguistics: aims, scope and methods.
2. Experience or genes. Innateness.
3. The biology of language. Acquisition.
4. Words in the mind.
5. Syntactic comprehension.
6. Language production. Cognitive linguistics.
7.-Semantic production: the importance of meaning. |
COGNITIVE THEORIES and HISTORY
COGNITIVE LINGUISTICS THEORY- INTRODUCTION-
COGNITIVE AND FUNCIONAL THEORIES
COGNITIVE AND FUNCIONAL THEORIES II
The relationship between linguistic knowledge and cognition.
Language and speech production.
Comprehension (definition, coherence and cohesion,
assessing comprehension).
Chomsky's cognitive theory.
Functionalism and experientialism.
The symbolic function of language.
Language experience and lexical foundations.
Cognitive semantics
Categorization, prototypes, schema. The mental representation of categories.
The concept of frames.
Embodied experience.
Metaphor and metonymy.
The construction of the spaces of the mind.
Cognitive aspects of grammar
Cognition and literature. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Seminar |
A1 A2 A3 A4 B7 B8 B10 |
14 |
30 |
44 |
Long answer / essay questions |
A1 A2 A3 A4 |
0 |
30 |
30 |
|
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 |
Individual and Group work technique that aims to intensively study a topic. It is characterized by discussion, participation, the elaboration of documents and the conclusions to which all the components of the seminar must reach.
Classes and seminars, including debates, and written work, etc.
Moodle UDC |
Long answer / essay questions |
Written test used to evaluate learning, whose distinctive feature is the possibility of determining whether the answers given are correct or not. It is a measurement instrument, rigorously developed, that allows to evaluate knowledge, abilities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable for both diagnostic, formative and summative evaluation.
The objective test can combine different types of questions: multiple choice questions, ordering, short answer, discrimination, completion and / or association questions. You can also build it with just one type of one of these questions. |
Personalized attention |
|
Description |
Class attendance is complusory.
The teacher is available in office hours, and also via e-mail. Class sessions and tutorial meetings, if applicable, can be conducted via Teams, especially for students with academic exemption or partial enrolment.
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Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Seminar |
A1 A2 A3 A4 B7 B8 B10 |
Attendance is mandatory.
Active participation in classes which are considered as interactive: up to 20% of the final grade.
|
20 |
Long answer / essay questions |
A1 A2 A3 A4 |
Assessment (50%) will be based on:
a) Written or oral test in which the theoretical and practical contents of the course are included, together with theoretical questions and exercises.
Or, alternatively,
b) Coursework done in class and/or a written essay or an oral presentation.
Skills in English language, both oral and written English, style, punctuation, vocabulary, and correct structuring and presentation of activities, and other aspects: up to 30% |
80 |
|
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 according to the criteria applied to the July opportunity. It is necessary to achieve at least a mark of 4 points in the exams or assignments in order to obtain a final mark. Any student who does not carry out the supervised work, if any, or the class work, or has not performed work equal to or greater than 50% of the rest of the evaluation categories, will obtain the rating of NO PRESENTADO. Anyone who does not show up for the written test can only achieve the grade of 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 via two types of assessment: a supervised
project with the same percentage value and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer(s) as a
substitute for the other activities of the module. Plagiarism In this subject, the Turnitin tool could be used in the evaluation of essays and activities. Based on the recommendations of the Xunta de Facultade, the following text is added for the students' consideration: Turnitin is an application for teachers to review parts of a text from other texts and indicate their origin. This tool can identify papers presented previously in this or other universities, including those written by the same student. If this circumstance occurs, it will be understood that it is contrary to academic honesty and will be applied to the academic regulations for evaluations, grades, etc. "Any academic dishonesty (plagiarism, cheating in exams, etc.) will be penalised in accordance with the provisions of the 'Normas de avaliación, revisión e reclamación das cualificacións dos estudos de grao e mestrado universitario' article (14)'".
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Sources of information |
Basic
|
Evans, Vyvyan and Melanie Green (2006). Cognitive linguistics, 1. Edinburgh University Press
Ungerer & Schmid (1996). An Introduction to Cognitive Linguistics. Harlow: Pearson Education |
Aitchison, J. 2008. The Articulate Mammal. London: Unwin Hyman. Aitchison, J. 2001. Language Change: Progress or Decay? Cambridge: C.U.P. Aitchison, J. 2003. Words in the Mind. Oxford: Blackwell. Aitchison, J. 1996. The Seeds of Speech. Cambridge: C.U.P . Altman, G. 1997. The Ascent of Babel. Oxford: O.U.P. Carroll, D.W. 2008. Psychology of Language. Pacific Grove, California: Brooks/Cole. Field, John. 2004. Psycholinguistics: a resource book for students. London: Routledge. Field, John. 2005. Language and the mind. London: Routledge. Garman, M. 1990. Psycholinguistics. Cambridge: C.U.P . Jackendoff, R. 1993. Patterns in the Mind. New York: Harvester Wheatsheaf. Jackendoff, R. 2002. Foundations of language. Oxford: O.U.P. Pinker, S. 1994. The Language Instinct. London: Penguin. Steinberg, D. 1993. An Introduction to Psycholinguistics. Harlow, Essex: Longman. |
Complementary
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Chomsky, N. (1957). Syntactic structures. The Hague: Mouton. Chomsky, N. (1959). A Review of B. F. Skinner’s Verbal Behavior. Language, 35, 26–58. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press. |
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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