Lingüística Inglesa

Enseñanza de la especialidad

Salidas docentes, investigadoras, asesoría lingüística, mediación intercultural, industrias de gestión cultural

Module 1

1. Introduction: Semantics as the study of meaning

2. Constructing meaning

2.1 Cognitive semantics: General aspects of conceptualization, categorization and representation: Prototypes, frames, mental spaces and mental models.

2.1.1 The conceptual theory of metaphor.

2.1.2 Blending theory.

2.1.3 The conceptual integration network model

Module 2

2.2. Discourse semantics: Structure and functions of text and discourse.

2.2.1 The semantic constituents of discourse (1). Cohesion: Cohesive devices: Reference, substitution, ellipsis, conjunction, lexical cohesion.

2.2.2 The semantic constituents of discourse (2). Coherence: Local and global coherence, types of meaning relations, the hierarchical organization of the information, the notions of theme, topic and comment, the concept of macrostructure, the macrorules, global discourse topic and global discourse coherence.

2.3. Interpreting meaning: The Semantics / Pragmatics interface.

1. Poseer y comprender conocimientos en un área de estudio que parte de la base de la educación secundaria general, y se suele encontrar a un nivel que, si bien se apoya en libros de texto avanzados, incluye también algunos aspectos que implican conocimientos procedentes de la vanguardia de su campo de estudio.

2. Aplicar sus conocimientos a su trabajo o vocación de una forma profesional y poseer las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio

3. Tener la capacidad de reunir e interpretar datos relevantes (normalmente dentro de su área de estudio) para emitir juicios que incluyan una reflexión sobre temas relevantes de índole social, científica o ética.

4. Transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado.

5. Desarrollar aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía.

1. Consolidación del uso de la lengua inglesa como vehículo comunicativo y como herramienta de trabajo y de investigación
2. Conocimiento teórico-práctico de los procesos de conceptualización y categorización, así como de los recursos estructurales y cognitivos  que aportan cohesión y coherencia al discurso en lengua inglesa.
3. Conocimiento de las técnicas y métodos del análisis lingüístico

1. Capacidad para desenvolverse en entornos bilingües.
2. Capacidad de expresar oralmente conceptos teóricos en lengua inglesa.
3. Capacidad de expresión escrita adaptada a entornos internacionales.
4. Reconocimiento de la diversidad multicultural, de la igualdad entre hombres y mujeres, así como el respeto a la diferencia.
5. Capacidad de síntesis.
6. Capacidad para aplicar conocimientos teóricos a situaciones prácticas.
7. Capacidad para establecer análisis comparativos (España/Paises de habla inglesa).
8. Capacidad para generar nuevas ideas. 
9. Capacidad de adaptación a nuevas situaciones y nuevos entornos.
10. Capacidad de asimilar, manejar y aplicar conceptos teóricos.
11. Capacidad de realizar un análisis crítico de la realidad.
12. Capacidad de tomar decisiones.

In preparation for each lesson students will be required to read extracts from:

Alonso, P. (2005). Semantics. A Discourse Perspective. Oviedo: Septem.

Celce-Murcia, M. and E. Olshtain. (2000). Discourse and Context in Language Teaching. Cambridge: Cambridge U.P.

Fauconnier, G. and Turner, M. (2003). “Conceptual Blending, Form and Meaning.” Recherches en communication, n° 19, pp.58-86.

Fauconnier, G. and Turner, M. “Conceptual Integration Networks”. This article is a reprint with revisions of an article published in Cognitive Science, 22(2) 1998, 133-187. Copyright © Cognitive Science Society, Inc.  Used by permission. Available at http://www.cogsci.ucsd.edu/~faucon/BEIJING/CIN.pdf

Lakoff, G. (1993). “The Contemporary Theory of Metaphor.” In Ortony, A. (ed.) Metaphor and Thought (2nd edition). Cambridge University Press. Pp. 202-251.

Rosch, E. (1978). “Principles of Categorization.” In Rosch, E. and Lloyd, B. (eds.) Cognition and Categorization. Hillsdale, N.J.: Lawrence Erlbaum Associates. Pp. 27-48.

Radden, G. and Kövecses (2007). “Towards a Theory of Metonymy.” In Evans, V., Bergen, B. and Zinken, J. (eds.) The Cognitive Linguistics Reader. London: Equinox. Pp. 335-359.

Turner, Mark & Fauconnier, Gilles. (1995). Conceptual Integration and Formal Expression. Journal of Metaphor and Symbolic Activity. 10. Pp. 183-203.

These extracts are available in pdf. format at Studium https://studium.usal.es/

Complementary reading material will also be made available in electronic format at Studium.

Alonso, P. (2014). A Multi-dimensional Approach to Discourse Coherence: From Standardness to Creativity. Bern: Peter Lang.

Beaugrande, R. de (2004). A New Introduction to the Study of Text and Discourse. Beaugrande, R. de & W. Dressler (1981). Introduction to Text Linguistics. London: Longman.

Fauconnier, G. (1997). Mappings in Thought and Language. Cambridge: Cambridge U.P. (2.1.1)

Fauconnier G. and M. Turner (2002). The Way We Think. Conceptual Blending and the Mind’s Hidden Complexities. New York: Basic Books.

Gee, J. (2005). An Introduction to Discourse Analysis: Theory and Method. New York: Routledge.

Goded, M. (2016). The Codification of Meaning in English. Madrid: McGraw Hill Education, UNED.

Halliday, M.A.K. (1985). An Introduction to Functional Grammar. London: Arnold.

Hoey, M. (2005). Lexical priming. London: Routledge.

Kehler, A (2006). “Discourse Coherence.” In L. Horn and G. Ward (Eds.), The Handbook of Pragmatics. Oxford: Blackwell.

Lakoff, G. (1987). Women Fire and Dangerous Things. What Categories Reveal about the Mind. Chicago: The University of Chicago Press. (2.1.1)

Lakoff, G. and M. Johnson (1980). Metaphors We Live By. Chicago: The University of Chicago Press. (2.1.2)

Nuttall, C. (1982/2005). Teaching Reading Skills in a Foreign Language. Oxford: MacMillan.

Sanders, T. and W. Spooren (2009). “The cognition of disocurse coherence.” In J. Renkema (Ed.) Discourse, of Course. Amsterdam: Benjamins. 197-212.

Schiffrin D., D. Tannen and H. Hamilton (Eds.) (2001). Handbook of Discourse Analysis. Oxford: Blackwell.

van Dijk, T. A. (Ed.) (1997). Discourse as Structure and Process. London: Sage. Venhuizen, N., Johan Bos, Petra Hendriks, Harm Brouwer (2018). “Discourse Semantics with Information Structure.” Journal of Semantics, Volume 35, Issue 1, 21 February 2018. 127–169, https://doi.org/10.1093/jos/ffx017

Wood, L. and R. Kroger (2000). Doing Discourse Analysis: Methods for Studying Action in Talk and Text. London: Sage.

Students are expected to attend classes (minimum 80%), read the theoretical material in advance and participate actively in all class work activities and assignments.

For those students who attend class on a regular basis (minimum 80%), there will be two tests, one at the end of each module, to ensure understanding of the subject matter.

Students who are unable to attend classes regularly (less than 80%) will be assessed on the basis of the final exam.

Students who attend classes regularly (80% minimum) will be assessed on the basis of class attendance, class participation, reading assignments and activities (40%), and two end-of-module tests (60%). Students must pass the two modules tests for the course to be successfully completed. In order to achieve the maximum grade, students must score at least 27/30 in the two tests.

Students who do not attend classes regularly (less than 80%) will be graded on the basis of the final exam only. The final exam can be on any aspect of the course contents

Class participation, reading assignments and activities and two end-of-module tests.

Students are recommended to thoroughly read and understand the theoretical material, to participate in all class activities conducive to the application of concepts and practices, and to reflect on the course topics and their relevance to linguistic studies and experiential learning.

Bring your questions to class/office hours. Contact via email to arrange office hours.