Guia docente
DATOS IDENTIFICATIVOS							2011_12
Asignatura	LENGUA INGLESA: MODELOS DESCRIP. CONTEMP					Código	00408127
Enseñanza	LIC. EN FILOLOGIA INGLESA
Descriptores	Cr.totales	Tipo	Curso	Semestre
	6	Optativa	Tercero	Segundo
Idioma
Prerrequisitos
Departamento	FILOLOGIA MODERNA
Responsable	GUZMÁN GONZÁLEZ , TRINIDAD				Correo-e	tguzg@unileon.es
Profesores/as	GUZMÁN GONZÁLEZ , TRINIDAD
Web	http://
Descripción general	The aim of the course is to help students find answers to the question of what helps us perceive a text as coherent (i.e. meaningful and unified). In the search for answers to this question, the course familiarises students with some of the key concepts and methods of analysis used in current theories of Discourse Analysis and Pragmatics- the study of spoken and written language in its textual, social and psychological context- and provides them with an opportunity to explore these concepts and methods in practice. The course also attempts to help students improve their own communicative and discourse skills. "
Tribunales de Revisión	Tribunal titular Cargo Departamento Profesor Tribunal suplente Cargo Departamento Profesor

Objetivos

The aim of the course is to help students find answers to the question of what helps us perceive a text as coherent (i.e. meaningful and unified). In the search for answers to this question, the course familiarises students with some of the key concepts and methods of analysis used in current theories of Discourse Analysis and Pragmatics- the study of spoken and written language in its textual, social and psychological context- and provides them with an opportunity to explore these concepts and methods in practice. The course also attempts to help students improve their own communicative and discourse skills. "

Metodologías

There will be four one-hour sessions of class per week during the second semester, which will count as six credit units. Classes will be a combination of lectures, discussions and practical work, covering the following basic components. The first is exposition, through which the content, or syllabus, is presented and discussed. The second element is texts -samples of spoken and written language taken from a variety of sources, which will illustrate the major points in the syllabus. The final element is a number of tasks, projects, reading and written assignments through which students will be invited to explore discourse and the analysis of discourse within their own context and their own point of view. Students will be encouraged to share their findings with the group in the form of oral presentations and group discussions. This will help students to understand the key concepts more fully and to improve their own communicative and discourse skills. "

Contenidos

Bloque

Tema

"1. INTRODUCTION. 1.1. What is discourse? 1.2. Coherence. 1.3. Text-forming devices. 1.4. Grammar within and beyond the sentence. 1.5. Language in and out of context. 1.6. Two views of language study. 1.6.1. Discourse analysis. 1.6.2. Sentence linguistics. 1.7. The origins of discourse analysis. 2. THE TEXTUAL CONTEXT OF DISCOURSE: THE CO-TEXT. 2.1. Text-forming devices. 2.2. Texture. 2.3. Cohesive tie. 2.4. Cohesion. 2.5. Texture and structure. 2.6. Cohesive relations. 2.7. Types of cohesion. 2.7.1. Lexical cohesion. 2.7.2. Referential cohesion. 2.7.3. Substitution. 2.7.4. Ellipsis. 2.7.5. Conjunction. 2.8. Application to text analysis. 3. LANGUAGE FUNCTIONS AND COHERENCE. 3.1. Why formal links are not enough. 3.2. Language functions. 3.3. The classification of macro-functions. 3.3.1. The elements of communication. 3.3.2. Macro-functions. 3.4. Micro-functions. 3.5. Functional analysis and coherence. 3.6. Application to text analysis. 4. UNDERSTANDING UTTERANCES. 4.1. Implicature. 4.2. Assumption. 4.3 Presupposition. 4.4 Inference. 4.5. Strength of assumptions. 4.6. Sources of contextual information. 5. A PSYCHOLOGICAL VIEW OF THE CONTEXT. 5.1. Context. 5.1.1. Contextual assumptions. 5.1.2. Initial context, expanding the initial context. 5.2. Knowledge structures. 5.2.1. Concept or address. 5.2.2. Frame or schema. 5.2.2.1. Evidence for schemata. 5.2.3. Complex schemata. 5.3. Mutual knowledge. 5.3.1. Misunderstanding. 6. STANDARDS IN COMMUNICATION. 6.1. Conversational principles: co-operation. 6.2. Flouting the co-operative principle. 6.2.1. Standard implicature / conversational implicature. 6.3. Conversational principles: politeness. 6.4. The principle of relevance. 6.4.1. Contextual effects."

Otras actividades

Tasks, reading assigments and discussion questions will be given as homework and either discussed in class or handed in as written assignments. These activities will be announced as the course progresses and deadlines given for each at the beginning of each unit. Participation in the discussion of tasks and reading assignments will be taken into account as part of the final mark. Any written assignment handed in late will be given zero marks. "

Evaluación

	descripción	calificación
Otros comentarios y segunda convocatoria
"All students are required to pass an end-of-year examination which will consist of three parts. To pass the exam students are required to attain a 50% pass mark in each exam part. For those students who attend classes regularly (over 85%), it will be possible to add a continuous assessment mark (provided it is higher) to the overall pass mark. This will be obtained from participation in class in relation to tasks and discussion of reading and written assignments. For those students who neither attend classes regularly (below 85%) nor participate in discussions nor hand in assignments by the deadline, the final exam will count as 100% of the final mark." "

Fuentes de información

Acceso a la Lista de lecturas de la asignatura

Básica
	"MATERIALS It will not be necessary to buy a textbook for the course, but there will be many photocopies and reading assignments available throughout the year. Students should make sure they have all of these along with the class notes. RECOMMENDED BIBLIOGRAPHY Cook, G. (1989). Discourse. Oxford: Oxford University Press. Halliday, M.A.K. and Hasan, R. (1976). Cohesion in English, English Language series, 9. London: Longman. Moreno, A.I, (2003). The role of cohesive devices as textual constraints on relevance: a discourse-as-process view. International Journal of English Studies. Monograph. Discourse Analysis Today, 3 (1): 111-165. Nunan, D. (1993). Introducing Discourse Analysis. London: Penguin Books. Salkie R. (1995). Text and Discourse Analysis. London: Routledge." "
Complementaria
	"Austin, J. L. (1962). How to do things with Words. London: Oxford University Press. Blakemore, D. (1992). Understanding Utterances. Cambridge, Massachusetts: Blackwell Publishers, Inc. Brown, P. & Levinson, S.C. (1987). Politeness. Some Universals in Language Usage. Cambridge: Cambridge University Press. Brown G and Yule G. (1983). Discourse Analysis. Cambridge: Cambridge University Press. Halliday. M.A.K. and Hasan R. (1989). Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective. Oxford: Oxford University Press. Jaworski, A., & Coupland, N. (1999). The Discourse Reader. London: Routledge. Levinson, S. (1983). Pragmatics. Cambridge: C.U.P. McCarthy M. (1991). Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. McCarthy M. and Carter R. (1994). Language as Discourse. Perspectives for Language Teaching. Harlow, Essex: Longman Schiffrin, D. (1994). Approaches to Discourse. Malden, Massachusetts: Blackwell Publishers Ltd. Searle, J.R. (1969). Speech Acts. Cambridge: Cambridge University Press. Sperber, D. & Wilson, D. (1986). Relevance. Oxford: Basil Blackwell." "