facultad de filosofÍa y letras 2019/20 year - uco.es · cambridge: cambridge university press....

2019/20 YearFACULTAD DE FILOSOFÍA Y LETRAS

COURSE DESCRIPTION

COURSE DETAILS

Code: 100551Title (of the course): SEMÁNTICA Y PRAGMÁTICA I

Degree/Master: Year: 4GRADO DE ESTUDIOS INGLESESField: LINGÜÍSTICA DESCRIPTIVA DEL INGLÉSCharacter: OBLIGATORIA Duration: FIRST TERMECTS Credits: 6.0 Classroom hours: 60Face-to-face classroom percentage: 40.0% Study hours: 90Online platform: moodle

LECTURER INFORMATION

Name: BLANCO CARRIÓN, OLGA (Coordinador)Department: FILOLOGÍAS INGLESA Y ALEMANAArea: FILOLOGÍA INGLESAOffice location: First floor next to the Administration office of the Departamento de Filologías Inglesa y AlemanaE-Mail: [email protected] Phone: 957218119

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

None

Students are recommended to have passed the courses Gramática I and Gramática II prior to their enrolment inthis course.Students are required to prepare the compulsory readings as well as the exercises corresponding to each sessionin advance to facilitate their active participation during contact hours.

Recommendations

INTENDED LEARNING OUTCOMES

Capable of analysis and synthesis.CB1

Capable of organisation and planning.CB2

Knowledge of a foreign language (English).CB3

Knowledge of ICTs for study and research.CB4

Students have the ability to gather and interpret relevant data (usually within their field of study) toinform judgements that include reflection on relevant social, scientific or ethical issues.

CB5

Decision makingCB7

Students can apply their knowledge and understanding in a manner that indicates a professionalapproach to their work or vocation, and have competences typically demonstrated through devisingand sustaining arguments and solving problems within their field of study.

CB8

Ability to work in an interdisciplinary team.CB10

Ability to work in an international context.CB11

Recognition of diversity and interculturality.CB12

Capable of self-assessmentCB13

www.uco.esfacebook.com/universidadcordoba@univcordoba

INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CORDOBA

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SEMÁNTICA Y PRAGMÁTICA I PAGE 1 11/ 2019/20 Year


COURSE DESCRIPTIONAdapt to new situations.CB14

Creativity.CB15

Knowledge of other cultures and customs.CB16

Motivation for quality, professional ambition and entrepreneurship.CB17

Students have demonstrated knowledge and understanding in a field of study that builds upon theirgeneral secondary education, and is typically at a level that, whilst supported by advanced textbooks,includes some aspects that will be informed by knowledge of the forefront of their field of study.

CB18

Students have developed those learning skills that are necessary for them to continue to undertakefurther study with a high degree of autonomy.

CB19

Accredit the use and mastery of a foreign language.CU1

User level knowledge and mastery of ICTs.CU2

Knowledge of the specific terminology of the main linguistic disciplines.CE10

Knowledge of the specific linguistic features of the English language with respect to the the nativelanguage, and their differences. Theoretical and practical knowledge of the Spanish/English languagemediation.

CE11

Analysis, commentary and explanation of texts in English of various registers, types, genres andhistorical periods.

CE12

Proficiency in oral and written academic English, as well as the techniques for writing academicpapers. Ability to defend and express abstract concepts, hypotheses and relationships in academicessays.

CE13

Use different resources for the study and research of English linguistics, both in print and electronicform (bibliographies, databases, relevant specialised computer applications in linguistic studies)

CE15

Knowledge of the methodologies, tools and resources of language industries and information andcommunication technologies.

CE16

Identify, classify, explain and evaluate the various language functions regarding units, relations andprocesses.

CE24

Ability to analyse the phonetic, phonological, morphosyntactic, semantic properties and discourse ofthe English language.

CE25

Participation in group learning activities: assignments, studiesCE27

Participation in learning forums and knowledge transfer: newsgroups, blogsCE28

Analyse factors related to the use of language in situations that affect the final form of written andspoken text.

CE29

Ability to develop critical and independent thinking through the reading and analysis of literary textsand other cultural manifestations in the English language.

CE33

Ability to critically evaluate a bibliography and situate it within a theoretical perspective.CE34

Ability to design and develop training materials and materials for self-learning related to the academiccontent of the module.

CE35

Ability to identify the cognitive and functional determinants of language structure and use.CE39

Develop autonomy to select linguistic and methodological resources according to the objective to bepursued.

CE40

Develop an interest in linguistic theory and its application to various fields such as the study ofcreative texts in English and English language teaching and learning methodology.

CE41

Develop an interest in both synchronic and diachronic linguistic theory and description.CE42

Develop an interest in the various theories of language teaching and learning in a heterogeneouscontext of diverse traditions, methods and approaches.

CE43



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COURSE DESCRIPTIONAbility to synthesize, organize, manipulate and effectively convey the knowledge acquired in thedifferent modules.

CE44

Accept critical currents of thought that differ from that of the students.CE45

Ability to distinguish between different theoretical/critical approaches to the same problem.CE51

Ability to identify research problems and topics and assess their relevance.CE52

Ability to analyse texts and discourse in English using the proper techniques of analysis.CE53

Scientific knowledge of the semantics and pragmatics of English.CE55

OBJECTIVES

1. Introduction to the study of meaning in human communication, and to the main contemporary theories ofmeaning in which semantics and pragmatics are considered parts of a continuum, with a special focus on cognitivelinguistics.2. Develop the student's ability to:a. understand the differences between some of the main theories of meaning and the overlaps between them.b. understand the field of study to be covered in an approach to meaning in which semantics and pragmatics areparts of the same continuum.c. grasp the main concepts and terminology used in the study of meaning in contemporary research pratice,especially in cognitive linguistics.d. apply the knowledge acquired, both content and procedural types of knowledge, to practical cases differentfrom those used to introduce the main concepts in the course syllabus. e. design and present a research project on any of the topics in the syllabus.f. integrate the skills and knowledge acquired in previous courses.g. improve practical knowldge of the English language, esp. that regarding the lexicon and phraseology.

CONTENT

1. Theory contentsSECTION I: GENERAL NOTIONS:UNIT 1: SOME FUNDAMENTAL CONCEPTS IN CLASSICAL SEMANTICS.UNIT 2: BASIC NOTIONS IN COGNITIVE SEMANTICS. SECTION II: LEXICAL AND PHRASAL SEMANTICS (I):UNIT 3: MORPHEMIC AND LEXICAL SENSE.UNIT 4: REFERENCE.

SECTION III: LEXICAL AND PHRASAL SEMANTICS (II):UNIT 5: THE STRUCTURE OF THE LEXICON (A): COGNITIVE AND CULTURAL MODELS IN THE LEXICON.UNIT 6: THE STRUCTURE OF THE LEXICON (B): INTERLEXEMIC AND INTRALEXEMIC SENSE RELATIONS.BASIC PHRASAL SEMANTICS. SECTION IV: LEXICAL AND PHRASAL SEMANTICS (III):UNIT 7: METAPHOR, METONYMY, AND BLENDING IN LEXICAL AND PHRASAL SEMANTICS.



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COURSE DESCRIPTION

There will be practical cases and exercises to apply the knowledge acquired in every unit of the course syllabus.

2. Practical contents

METHODOLOGY

General clarifications on the methodology (optional)Most contact hours will be devoted to didactic seminars. Students will be required to prepare a series ofcompulsory readings prior to their attending the class seminars. In them, they are expected to engage by askingquestions about the theoretical aspects introduced and providing possible solutions to the practical casesproposed by the lecturer.

Methodological adaptations for part-time students and students with disabilities and specialeducational needsPart-time students must contact the lecturer at the begining of the course to learn about the activities andassignments they must prepare to pass the course.

Face-to-face activities

Activity Large group Medium group Total

Assessment activities 1 - 1

Case study 20 15 35

Lectures 20 - 20

Presentation 3 - 3

Projects 1 - 1

Total hours: 45 15 60

Off-site activities

Activity Total

Exercises 50

Information search 5

Self-study 35

Total hours 90



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COURSE DESCRIPTION

WORK MATERIALS FOR STUDENTS

DossierExercises and activitiesOral presentations

ClarificationsMaterials will be left in the copy shop on a regular basis for students to collect them.

EVALUATION

Intendedlearnig

Cas

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cien

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disc

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Ora

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Pro

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CB1 X X

CB10 X X

CB11 X X

CB12 X X X

CB13 X X

CB14 X X X

CB15 X X

CB16 X X

CB17 X X X

CB18 X X X

CB19 X X

CB2 X X X

CB3 X X X

CB4 X X

CB5 X X

CB7 X X

CB8 X X

CE10 X X X

CE11 X X X

CE12 X X

CE13 X X X

CE15 X X



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COURSE DESCRIPTION

Intendedlearnig

Cas

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y/cl

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n/s

cien

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disc

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CE16 X X

CE24 X X

CE25 X X

CE27 X X

CE28 X X X

CE29 X X

CE33 X X

CE34 X X

CE35 X X X

CE39 X X X

CE40 X X

CE41 X X

CE42 X X

CE43 X X

CE44 X X X

CE45 X X

CE51 X

CE52 X X

CE53 X X

CE55 X X X

CU1 X X X

CU2 X X

Total (100%)

Minimum grade

40%

7

10%

3.5

50%

5(*)Minimum grade necessary to pass the course



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COURSE DESCRIPTION

Method of assessment of attendance:Case study/clinical case discussion includes class discussion of cases presented in each unit as well as thecompulsory exercises to pass the course. These will be handed in due time and discussed in the classroom.Attendance is considered as part of this assessment item.

General clarifications on instruments for evaluation:There is no exam in this course. There will be continuous assessment. The final project to be conducted will be anoriginal case study about one of the topics presentes in class. The oral presentation of the project will take placeduring classroom time. Presentation dates will be assigned to students at the beginning of the academic year. Thewritten version of tge project will be handed in within two weeks after its oral presentation.

Clarifications on the methodology for part-time students and students with disabilities andspecial educational needs:Part-time students must contact the instructor at the beginning of the academic year to get instructions on how toprepare the course contents.

Qualifying criteria for obtaining honors:

obtaining a minimum qualification of 9.0 points and being an outstanding student.

BIBLIOGRAPHY

<style isBold="true">Some classic references:</style><style isBold="true"></style>Greenbaum, S. & Quirk, R. 2010. A Student's Grammar of the English Language. London: Longman.(Available in paper format at our library).Lyons, J. 1995. Linguistic Semantics: An Introduction. Cambridge: Cambridge University Press (selected parts willbe included in the dossier).Sperber, D. & D. Wilson. 1995. Relevance: Communication and Cognition, 2nd ed. Oxford, Cambridge:Blackwell Publishers. (1990 available in paper format at our library.)Yule, G. 2006. The Study of Language. Cambridge: Cambridge University Press. (cht 1, 3 & 11 will beprovided.)Yule, G. 1996. Pragmatics. Oxford: Oxford University Press. (available in paper format at our library.)<style isBold="true">Contemporary introductions to the study of meaning (Coursebooks):</style>Cruse, D. A. 2004. Meaning in language: an Introduction to Semantics and Pragmatics. Cambridge: CambridgeUniversity Press. (available at our library in paper format. Selected parts will be included in the dossier.)Goded Rambaud, M. 2016. The Codification of Meaning in English. Madrid; Bogotá; Nueva York: McGraw HillEducation. (selected parts will be included in the dossier).Hurford, J. & Heasley, B. 2007. Semantics. A Coursebook. Cambridge: Cambridge University Press. (Selectedreadings will be included in the dossier). (2003 available in paper format at our library).Saeed, J. I. 2016. Semantics (4th edition). Oxford: Blackwell. (Available as e-book in our library. Selected readingsfrom chapters 1, 2, 3 and 4 will be included in the dossier.)Valenzuela, J. 2017. Meaning in English. An Introduction. Cambridge: Cambridge University Press. (selected partswill be included in the dossier.)<style isBold="true">With a focus on pragmatics</style>:Givón, T. 2005. Context as Other Minds. The Pragmatics of Sociality, Cognition and Communication. Amsterdam;Philadelphia. John Benjamins.

1. Basic Bibliography



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COURSE DESCRIPTIONHuang, Y. 2007. Pragmatics. Oxford/ New York: Oxford University Press. (6, 10-17, 132-177). (Selected readingswill be included in the dossier.)Marmaridou, S.A. 2000. Pragmatic Meaning and Cognition, Amsterdam; Philadelphia: John Benjamins. (availableas e-book at our library. Parts 1.3.,2.2. and chapter 3 will be included in the dossier.)<style isBold="true">The Cognitive linguistic approach to meaning):</style><style isBold="true"></style><style isBold="true">Introductions:</style><style isBold="true"></style>Bergen, B. 2012. Louder Than Words. The New Science of How the Mind Makes Meaning. New York: Basic Books(selected parts will be included in the dossier).Croft, W. & D. A. Cruse. 2007. Cognitive Linguistics. Cambridge: Cambridge University Press. (2004 availableas e-book at our library. Selected readings from chapters 1-8 will be included in the dossier.)Dabrowska, E. & D. Divjak (eds.) 2015. Handbook of Cognitive Linguistics. Berlin: Mouton de Gruyter.(available at our library in paper format. Selected chapters will be included in the dossier.)Dirven, R. & Verspoor, M. 2004. Cognitive Exploration of Language and Linguistics, Amsterdam /Philadelphia: J. Benjamins. (available as e-book at our library. Selected readings will be included in the dossier.)Evans, V. & Green, M. 2006. Cognitive Linguistics. An Introduction. Edinburgh: Edinburgh University Press.(available as e-book at our library).Fauconnier, G. 1999. "Methods and Generalizations". In Jansen, T. & Redeker, G. (Eds.).Cognitive Linguistics. Foundations, Scope and Methodology. Berlin: Mouton de Gruyter. (Available as e-book atour library. It will be included in the dossier.)Geeraerts, D. (ed.). 2006. Cognitive Linguistics: Basic Readings<a href="http://www.amazon.com/Cognitive-Linguistics-Readings-Mouton-Reader/dp/3110190850/sr=1-1/qid=1165954679/ref=sr_1_1/102-5463217-9476954?ie=UTF8&s=books" type="Reference"></a>. Berlin: Mouton de Gruyter. (Selected chapters will be included in the dossier.)Kövecses, Z. 2006. Language, Mind, and Culture. Oxford; New York: Oxford University Press. (available in paperformat at our library.)Lakoff, G.<style isBold="true"> </style>1987. Women, Fire and Dangerous Things. University of Chicago Press.(available in paper format at our library. Selected readings will be included in the dossier.)Langacker, R. 1987. Foundations of Cognitive Grammar. Standford Univeristy Press. (Available in paper format atour library.)Langacker, R. L. 2008. Cognitive Grammar: A Basic Introduction. Oxford University Press. pp. 1–26. (Available ase-book at our library.)Langacker, R. L. 2009. Investigations in Cognitive Grammar. Berlin; New York: Mouton de Gruyter. (Available ase-book at our library.)Radden, G. 2008. The cognitive approach to language, in J. Andor, B. Hollósy, T. Laczkó, & P. Pelyvás(eds.). When Grammar Minds Language and Literature: Festschrift for Prof. Béla Korponay on the Occasion of his80th Birthday, 387-412. Debrecen: Institute of English and American Studies. (It will be included in the dossier.)Radden, G. & R. Dirven. 2007. Cognitive English grammar. Amsterdam and Philadelphia: Benjamins.(Available as e-book in our library. Selected readings from Part I and Part II will be provided in the dossier).Talmy, L. 2000. Toward a cognitive semantics. Volume I: Concept structuring systems, i-viii, 1-565. Cambridge,MA: MIT Press. (available in paper format at our library.)Talmy, L. 2000. Toward a cognitive semantics. Volume II: Typology and process in concept structuring, i-viii, 1-495. Cambridge, MA: MIT Press (available in paper format at our library.)Talmy, L. 2018. Ten lectures on cognitive semantics. In the "Distinguished lectures in cognitivelinguistics" Series. Leiden, the Netherlands: Brill.Ungerer, F. & H.-J. Schmid. 2011. Cognitive linguistics, in Simpson, J. The Routledge Handbook of AppliedLinguistics. Routledge. available at: https://www.researchgate.net/publication/316702247_Cognitive_LinguisticsUngerer, F. & H.-J. Schmid. 2006. An Introduction to Cognitive Linguistics. London: Longman. (available inpaper format at our library. Selected parts will be included in the dossier.)<style isBold="true">On lexical semantics and semantic analysis:</style>



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COURSE DESCRIPTIONBrugman, C. [1981] 1983. The story of "over". Duisburg/Essen: LAUD, 1983. (selected pages will beprovided in the dossier.)Fillmore, C. J. 1982. "Frame Semantics". In Linguistics in the Morning Calm. Hanshin Publishing Co.,Seoul, South Korea. (it will be included in the dossier.)Fillmore, C. J. 1985. Frames and the semantics of understanding. In Quaderni di Semantica, 6:222-254. (it will beincluded in the dossier.)Fillmore, C. J. & Atkins, B.T.S. 1992. Towards a frame-based lexicon: The sematics of RISK and its neighbors.In A. Lehrer and Kittay, E. (eds.) Frames, Fields and Contrasts: New Essays in Semantics and LexicalOrganization. Lawrence Erlbaum Associates, Hillsdale, edition. (It will be included in the dossier.)Fillmore, C. J. & C. Baker. 2012. A Frames Approach to Semantic Analysis. In The Oxford Handbook ofLinguistic Analysis. Oxford: Oxford University Press. (Available in paper format at our library.)<style isBold="true">On the referential function of language:</style>Fillmore, C. J. 1997. Lectures on Deixis. Stanford, CA: CSLI Publications. (selected parts will be provided in thedossier.)Radden, G. 2009. Generic reference in English: A metonymic and conceptual blending analysis, in K.-U. Panther,L. L. Thornburg, & A. Barcelona (eds.), Metonymy and Metaphor in Grammar. Amsterdam and Philadelphia:Benjamins. (available as e-book at our library.)Talmy, L. 2018. The targeting system of language. Cambridge, MA: MIT Press. (selected parts will be presented inclass.)<style isBold="true">On meaning construction:</style>Fauconnier, G. 1997. "The Importance and Relevance of Meaning Construction" & "TheCognitive Construction Perspective". In Mappings in thought and Language. Cambridge: CUP. (available inpaper format at our library. They will be included in the dossier.)Fauconnier, G. & M. Turner. 2002 Conceptual Blending and the mind's hidden complexities. New York:Basic Books (selected parts will be included in the dossier.)Radden, G., K.-M. Köpcke, T. Berg & P. Siemund (eds.). 2007. Aspects of meaning construction.Amderdam/Philadelphia: John Benjamins.Taylor, J. R. & R. E. MacLaury (eds.) 1995. Language and the Cognitive Construal of the World. Berlin; NewYork: Mouton de Gruyter.<style isBold="true">On conceptual metaphor and conceptual metonymy:</style>Barcelona, A. 2000. "Introduction. The cognitive theory of metaphor and metonymy". In Barcelona, A.(ed.), Metaphor and Metonymy at the Crossroads. A Cognitive Perspective. Berlin; New York: Mouton de Gruyter.(2003 available as e-book at our library. It is chapter 1.)Barcelona, A. 2009. "Clarifying and applying the notions of metaphor and metonymy within cognitivelinguistics: An update", in R. Dirven & R. Pörings (eds.) Metaphor and metonymy in comparison andcontrast. Berlin; New York: Mouton de Gruyter. (available as e-book at our library.)Barcelona, A. 2011. "Reviewing the properties and prototype structure of metonymy", in R. Benczes,A. Barcelona, & F.J. Ruiz de Mendoza Ibáñez (eds.) Defining metonymy in cognitive linguistics. Amsterdam;Philadelphia: John Benjamins. (available as e-book at our library.)Benczes, R., A, Barcelona & F. J. Ruiz de Mendoza Ibáñez (eds.) 2011. Defining Metonymy in CognitiveLinguistics: Towards a Consensus View. Amsterdam; Philadelphia: John Benjamins. (available as e-book at ourlibrary.)Brdar, M. 2009. Metonymies we live without, in K.-U. Panther, L. L. Thornburg, & A. Barcelona (eds.),Metonymy and Metaphor in Grammar. Amsterdam; Philadelphia: John Benjamins. (available as e-book at ourlibrary.)Brdar, M. & Brdar-Szabó, R. 2014. In search of motivation in language. An interview with Klaus-Uwe Panther.In Review of Cognitive Linguistics, Vol. 12:1, pp. 223–242 (it will be included in the dossier.)Kövecses, Z. 2010. Metaphor: a practical introduction. Oxford: Oxford University Press. (2002 & 2010.Available as e-book at our library.)Kövecses, Z., V. Szelid, E. Nucz, O. Blanco-Carrión, E. A. Akkök, & R. Szabó. 2015. Anger metaphors acrosslanguages. In R. Heredia y Cieslika (eds.) Bilingual Figurative Language Processing. Cambridge: Cambridge



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COURSE DESCRIPTIONUniversity Press. (It will be included in the dossier).Lakoff, G., & Johnson, M. 2003. Metaphors We Live By. Chicago, University of Chicago Press. (available inpaper format at our library. Selected readings will be included in the dossier).Paradis, C. 2011. Metonymization a key mechanism in semantic change, in R. Benczes, A. Barcelona, & F.J.Ruiz de Mendoza Ibáñez (eds.) Defining metonymy in cognitive linguistics. (available as e-book at our library)Radden, G. 2004. The metonymic folk model of language, in B. Lewandowska-Tomaszczyk, & A. Kwiatkowska(eds.), Imagery in Language: Festschrift in Honour of Professor Ronald W. Langacker, 543-565. Frankfurt/Main:Lang. (It will be included in the dossier.)Ruiz de Mendoza-Ibáñez, F. J. 2014. "On the nature and scope of metonymy in linguistic description andexplanation: towards settling some controversies" In J. Littlemore, & J. Taylor. Bloomsbury Companionto Cognitive Linguistics. London: Bloomsbury; 143-166 (It will be included in the dossier.)Ruiz de Mendoza-Ibáñez, F. J. 2011a. "The Contemporary Theory of Metaphor: myths, developments andchallenges" in Metaphor & Symbol 26(3): 161-185. (It will be included in the dossier.)Ruiz de Mendoza-Ibáñez, F. J. 2011b. Metonymy and cognitive operations, in R. Benczes, A. Barcelona, & F.J.Ruiz de Mendoza Ibáñez (eds.) Defining metonymy in cognitive linguistics. (available as e-book at our library.)Turner, M. & G. Fauconnier. 202. Metaphor, metonymy and binding, in R. Dirven & R. Pörings(eds.) Metaphor and metonymy in comparison and contrast. Berlin; New York: Mouton de Gruyter. (available as e-book at our library).<style isBold="true">On human communication and the mind:</style><style isBold="true"></style>Lakoff, G. & M. Johnson. 1999. Philosophy in the Flesh. The Embodied Mind and its Challenge toWestern Thought. New York: Basic Books. Tomassello, M. 2008. Origins of Human Communication. Cambridge, MA: MIT Press. (Available as e-book at ourlibrary).Tomassello, M. 2014. A natural history of human thinking. Cambridge, MA; London: Harvard University Press.(Available as e-book at our library).<style isBold="true">Dictionaries:</style>Cruse, D. A. 2006. A dictionary of semantics and pragmatics. Edinburgh: Edinburgh University Press. (Available ase-book at our library.)

2. Further readingBlanco-Carrión, O., A. Barcelona & R. Pannain (eds) 2018. Conceptual Metonymy. Methodological, theoretical, anddescriptive issues. Amterdam/Philadelphia: John Benjamins.Coulson, S. and T. Oakley 2000. 'Blending Basics', Cognitive Linguistics, 11, 3-4, 175-96.Cruse, D. A. 1997. Lexical semantics. Cambridge: Cambridge University Press.Cuyckens, H., S. Dominiek, and S. Rice, 1999. 'Towards an Empirical Lexical Semantics', in B. Smeija and M.Tasch (eds.), Human Contact Through Language and Linguistics. Peter Lang, pp. 35-54.Gibbs, R.W. 2006. 'Metaphor Interpretation as Embodied Simulation', Mind and Language, 21, 3, 434-58.Langacker, R. W. 1991. Concept, Image, and Symbol. Walter de Gruyter, pp. 1–32.Matsumoto, Y. 1999. 'Interaction of Factors in Construal', in M. Shibatani and S. A. Thompson (eds.), GrammaticalConstructions. Oxford University Press, pp. 103–214.Petruck M. R. L. 1996. 'Frame Semantics', in J.-O. Östman, J Blommaert, and C. Bulcaen (eds.), Handbook ofPragmatics. John Benjamins.Sweetser, E. 1990. From Etymology to Pragmatics. Cambridge University Press.Talmy, L. 1988. 'Force Dynamics in Language and Cognition', Cognitive Science, 1988, 12, 49–100.Taylor, J. 1995. Linguistic Categorization. Oxford University Press, pp. 222–38.Wheeler, K. and B. K. Bergen. 2006. 'Meaning in the Palm of Your Hand', in S. Rice and J. Newman (eds.),Empirical and Experimental Methods in Cognitive/Functional Research, pp. 1–14.



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COURSE DESCRIPTION

COORDINATION CRITERIA

Common evaluation criteriaCommon tasks for different coursesJoint activities: lectures, seminars, visits ...Tasks deadlines

Clarifications"Semántica y Pragmática I" shares some of its contents with the optional course "El Lenguaje Figurado del Inglés",therefore if the student was enrolled in both courses (s)he can enjoy joint activities such as seminars orconferences on topics relevant to both. Also, if the student chose to do the final assignment in Semántica yPragmática I, (s)he may select the same topic (s)he chose for El Lenguaje Figurado del Inglés but increase theamount of data and/or depth of the research that (s)he wishes to present for this course. The lecturer will provideguidelines for the preparation of this optional assignment. Students who chose to prepare the project will beassigned a date for its oral presentation after the first partial examination (as they will need to pass this exam toprepare the project). They will also need to hand-it within the following three weeks after its oral presentation.

SCHEDULE

Period

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1# Fortnight 0.0 4.0 3.5 0.0 0.0

2# Fortnight 0.0 4.5 3.0 0.0 0.0

3# Fortnight 0.0 4.5 2.5 0.5 0.0

4# Fortnight 0.0 4.5 2.5 0.5 0.0

5# Fortnight 0.0 4.5 1.5 0.5 1.0

6# Fortnight 0.0 4.5 2.5 0.5 0.0

7# Fortnight 0.0 4.5 2.5 0.5 0.0

8# Fortnight 1.0 4.0 2.0 0.5 0.0

Total hours: 1.0 35.0 20.0 3.0 1.0

The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according tothe needs presented by students with disabilities and special educational needs in the cases that are required.



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facultad de filosofÍa y letras 2019/20 year - uco.es · cambridge: cambridge university press....

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