Identifying Data 2019/20
Subject (*) Models and theories in English Linguistics Code 613505105
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2019)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
 First Obligatory 4.5
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Crespo Garcia, Maria Begoña
 E-mail
begona.crespo.garcia@udc.es
Lecturers
Crespo Garcia, Maria Begoña
 E-mail
begona.crespo.garcia@udc.es
Web http://https://www.udc.es/grupos/muste/
General description Esta materia ofrece aos alumnos unha visión dos principais modelos lingüísticos e as suas metodoloxías.

Study programme competencies
Code Study programme competences
A1 E01 – Familiarity with the main research models in linguistic research.
A4 E04 – Familiarity with cognition and processing studies within the scope of research into English linguistics.
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
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

Learning aims
Learning outcomes Study programme competences
BR6
BR7
BR9
BR10
AR1
AR4

Contents
Topic Sub-topic
1. Preliminaries.
2. Formal theoretical frameworks.
3. Functional, cognitive and construction grammar models.
1. Introdución
2. Marcos teóricos Formais
3. Marcos teóricos funcionais, cognitivos e de gramática constructivista.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Workbook A4 A1 0 36.5 36.5
Mind mapping B7 0 9 9
ICT practicals A1 B6 B7 15 5 20
Oral presentation B9 1 9 10
Short answer questions A4 A1 B10 1 9 10
Objective test A1 A4 B6 B7 2 22 24
Introductory activities B6 1 0 1
 
Personalized attention 2 0 2
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Workbook Readings about different linguistic models.
Mind mapping Creation of a mind map of the whole course content incuding movemnets, authors, concepts, characteristics, etc.
ICT practicals Different tasks such as exercises, searching for information, etc.
Oral presentation About one of the proposed models.
Short answer questions At the middle of the course, about the contents already presented.
Objective test Final test about the whole course contents.
Introductory activities Ice-breaking activities.

Personalized attention
Methodologies
Mind mapping
Description
Individual tutorials to make sure the student understands how to do it.

Assessment
Methodologies Competencies Description Qualification
Mind mapping B7 Elaboración do mapa mental da asignatura contendo conceptos, datas, movementos e nomes de autores. 20
Objective test A1 A4 B6 B7 Realización dunha proba mixta con preguntas de resposta breve e non tan breve. 50
Short answer questions A4 A1 B10 Test de coñecemento na metade do curso. 15
Oral presentation B9 Presentación na aula dun determinado modelo lingüístico. 15
 
Assessment comments

Attendance
to class is compulsory.

Assessment in July: written
examination (100%)

In all other cases (students unable to attend
classes, students retaking the course, etc.): assessment will be based on a
final written examination (= 100%).

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 carried out along the academic year.

LINGUISTIC ACCURACY

Both the theoretical and practical examination must meet the minimum requirements of linguistic correctness (spelling and grammar, punctuation, syntax concordance, lexical precision, or formal register). The level in English language expected of students is equivalent to a C1 level. Deficiencies in this area will be penalized in qualifying.

Essays and written work may be tested through Turnitin in order to detect wrong citations, plagiarism or any other type of fraud. Should this occur, the rules for plagiarism will be applied. (Normasde avaliación, revisión e reclamación das cualificacións dos estudos de grao emestrado universitario). Turnitin recognises papers previously turned in by other people (or the student him/herself) at this university or other universities, as well as other material found on Internet.

Sources of information
Basic

Archangeli, Diana. 1997. “Optimality Theory: An introduction to linguistics in the 1990's”. In Diana Archangeli & D. Terence Langendoen, eds. Optimality Theory: An overview. Oxford: Blackwell, 1-32.

Benson, James D., Michael J. Cummings & William S. Greaves, eds. 1988. Linguistics in a Systemic Perspective. Amsterdam: John Benjamins.

Brown, Keith, ed. 2006. The Encyclopedia of Language and Linguistics, 2nd. ed. Oxford: Elsevier.

Butler, Christopher S. 2006. “Functionalist theories of language”. In Keith Brown, ed. The Encyclopedia of Language and Linguistics, Vol. 4. Oxford: Elsevier, 696-704.

Cook, Vivian J. & Mark Newson. 2007 [1996]. Chomsky's Universal Grammar. An introduction. Oxford: Wiley-Blackwell.

Croft, William & D. Alan Cruse. 2004. Cognitive Linguistics. Cambridge: Cambridge University Press.

Evans, Vyvyan & Melanie Green. 2006. Cognitive Linguistics. An introduction. Edinburgh: Edinburgh University Press.

Fontaine, Lise. 2013. Analysing English grammar. A Systemic Functional introduction. Cambridge: Cambridge University Press.

Goldberg, Adele E. 1995. Constructions: A Construction Grammar approach to argument structure. Chicago: University of Chicago Press.

Halliday, M.A.K. & Christian Matthiessen. 2014. Halliday's introduction to Functional Grammar. London: Routledge (4th ed.).

Hilpert, Martin. 2014. Construction Grammar and its application to English. Edinburgh: Edinburgh University Press.

Ibarretxe-Antuñano, Iraide & Javier Valenzuela, eds. 2012. Lingüistica Cognitiva. Barcelona: Anthropos.

Kager, René. 1999. Optimality Theory. Cambridge: Cambridge University Press.

McCarthy, John J. 2002. A thematic guide to Optimality Theory. Cambridge: Cambridge University Press.

Langacker, Ronald W. 2008. Cognitive Grammar. A basic introduction. Oxford: Oxford University Press.

Taylor, John R. 2002. Cognitive Grammar. Oxford: Oxford University Press.
Complementary


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus
Methodology and Research in English Linguistics/613505001
Corpus Linguistics and Computer Science in English/613505109
Contrastive Linguistics in English /613505111
Cognition and Cognitive Processes in English/613505110

Other comments


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.