MEBS01 Sociolingüística y Pragmática

Transcription

1 MEBS01 Sociolingüística y Pragmática

2 Asignatura: MEBS01 Sociolingüística y Pragmática Carácter: Obligatorio Idioma: inglés Modalidad: semipresencial Créditos: 4 Curso: Semestre: 1º Grupo: MEB Profesores/Equipo Docente: Dra. Marta Genis 1. PREVIOUS REQUIREMENTS Demonstrate sufficient performance at level B2 in English. 2. BRIEF DESCRIPTION OF CONTENTS This course presents an introduction to language as a social phenomenon dependent on context. It aims to help students reflect on the relationship between linguistic phenomena and social reality, and acquire the terminology and basic concepts in the theoretical and methodological aspects of sociolinguistic research, both theoretical and applied. The importance of a pragmatic approach to language will be considered. Concepts such as linguistic competence, communicative and pragmatic competence are reviewed along with the foundational theories of Pragmatics. Courtesy, self-image, social status and discursive strategies of non-native speakers are also examined within the perspective of contrastive studies. 3. COMPETENCIES AND LEARNING OUTCOMES The student will progressively acquire the following competences: Understand the role of communication in the creation, dissemination and preservation of culture. Recognise and be able to analyse cultural variables and apply that knowledge to the classroom practice. Reflect on the differences in intercultural communication, its tools and resources. Be aware of the difficulties in intercultural environments and particularly how to address them in the areas of teaching and learning materials design. Acquire the knowledge and skills necessary for mediating in multicultural environments. Understand the principles governing the use of language in communicative exchanges, especially those that occur between people of different cultures in an educational context. Reflect on the meaning of discourse in multicultural environments and their application in teaching. MEBS02-DLAE [2]

3 Discuss potential linguistic and cultural misunderstandings that may occur in such environments. Review verbal and nonverbal communicative interaction in order to design assessment instruments and resources of individual and contextual variables that influence the acquisition of communicative language proficiency. Value the use of different discursive strategies in multilingual learning contexts. Learning outcomes: Upon successful completion of this subject the student will be able to: Apply the various skills acquired in solving problems related to the use and description of English language. Know and apply the rules to socio-linguistic communicative acts relevant to the matter, taking into account all the pragmatic variables. Apply effective concepts, tools and methods learned in this course to their professional life. 4. LEARNING ACTIVITIES AND METHODOLOGY This course is taught through blended learning. Classes through virtual campus allow constant interaction between students and the contents and activities of the multimedia platform, interaction with the tutor and interaction with their classmates in the design of the learning tasks The typology of activities that master students do out of the face to face sessions is varied and is addressed to achieve, partially and gradually the competences described in section 3 above. As examples, these are some of the training activities that students do in this subject: Search, selection, organization and hierarchy of information in different sources. Analysis of qualitative and quantitative data from different sources (grammatical, sociolinguistic, from errors, etc.) Resolution of practical cases on different aspects of the process of learning a new language. Creation of outlines, conceptual maps, glossaries, didactic sequences, evaluation tools. Report writing after analyzing reviews, conceptual and practical questionnaires on areas, which are useful to prepare the course evaluation. On tutoring sessions, students will be guided on difficulties they might encounter, obtaining counselling mainly on skills and competencies they need in order to complete the academic papers required in the subject- 5. EVALUATION Assessment tools: 1. Attendance and participation in working groups, forums and class discussions 2. Group and individual activities. 3. Development and delivery of presentation of a research paper summary MEBS01-DLAE [3]

4 Evaluation criteria: Ability for teamwork and problem solving. Ability to search information through various sources and resources, to judge it with psycholinguistic criteria and to use it appropriately for teaching or research purposes. Ability to relate the content to teaching practice and other areas of knowledge. Active participation in class discussions. Ability to argue, defend with relevant data and contrast items proposed. Use of typographical, structural and presentation conventions as well as capacity for reflection, analysis and draw conclusions. Ordinary Evaluation: o Directed Activities (practice, tutorials, exercises & on-line activities, final assignment, etc.) 15% o Online and in campus classes participation 15% o Final Exam 70% Please note that your final mark is the result of the average of your marks providing you have completed compulsory assignments and exam. Students are expected to have all lessons and set tasks prepared on the dates indicated. Late work will not be accepted and will not receive a mark. Plagiarism (illegal and unauthorised copying) is penalised with a zero grade 0 for the entire course. Repeat Evaluation: Repeat exam 60% The grades obtained in on-line exercises and activities, written assignments and oral presentation are kept 40% Restrictions: In order to make up the final average grade, the student is required to attend a 75% of the sessions specified in the syllabus. Also, it is necessary to obtain a pass (5) in the final exam (either in the regular or repeat evaluation). Any grade under 5 is considered a fail. 6. BIBLIOGRAPHY AND FURTHER READING Basic bibliography - Austin, J. L. (1962) How To Do Things With Words. Oxford: Oxford University Press. - Crystal, D. (1997) English as a global language. Cambridge: CUP. - Grice, H. P. (1989) Studies in the Way of Words. Cambridge MA: Harvard University Press - Hymes, D. (1974) Foundations in Sociolinguistics: An ethnographic approach. Philadelphia, PA: University of Pennsylvania Press Sapir, E. (1933): Language, in Encyclopaedia of the Social Sciences, IX, pp MEBS01-DLAE [4]

5 - Searle, J. R. (1969) Speech acts: an essay in the philosophy of language. London: Cambridge University Press. - Wittgenstein, L. (1958). Philosophical Investigations. (translated by G.E.M. Anscombe). Oxford: Blackwell. - Whorf, B. l. (1956). Language, thought, and reality. The M.I.T. Press. Massachusetts institute of technology. Cambridge, Massachusetts Works on specific contents of the course - Brown, P. and Levinson, S. (1987) Politeness: Some Universals in Language Use. Cambridge: Cambridge University Press. - Fairclough, N. (1992) Discourse and social change. Cambridge: Polity Press. - Fiske, S. and Taylor, S. (1984) Social Cognition. Reading MA: Addison-Wesley - Fishman, J. A. (1970) Sociolinguistics: A brief introduction. Rowley, MA: Newbury House - Grice, H. P. (1975) Logic and conversation. In P. Cole and J. L. Morgan (Eds) Syntax and Semantics 3: Speech Acts. New York: Academic Press, pp Gumperz, J. (1982) Language and Social Identity. Cambridge: CUP. - Gumperz, J.J. (1982) Discourse strategies. Cambridge: CUP. - Hall, E. (1976) Beyond Culture. Garden City, NY, Anchor Books - Halliday, M. A. K. (1973) Explorations in the functions of language. London: Arnold. - Hoffman, C. (1991) An introduction to bilingualism. London: Longman. - Hofstede, G. and Bond, M. (1984). Hofstede's culture dimensions. Journal of crosscultural psychology 15: Hymes, D. (ed.) (1964) Language in culture and society. New York: Harper and Row. - Hymes, D. (1972) On communicative competence, In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin, pp Labov, W. (1994) Principles of linguistic change, vol. 1. Oxford: Blackwell. - Lakoff, G. (1987) Women, Fire, and Dangerous Things: What Categories Reveal About the Mind. University of Chicago Press - Lakoff, G. (2003) Metaphors We Live By. University of Chicago Press. - Leech, G. N. (1983) Principles of Pragmatics. London: Longman - Levinson, S. (1983) Pragmatics. Cambridge: Cambridge University Press. - Schiffrin, D. (1994) Approaches to Discourse. Oxford: Blackwell. - Sperber, D. & Wilson, D. (1986/1995) Relevance: Communication and Cognition. Oxford: Blackwell. - Watts, R. J. (2003). Politeness. Cambridge: Cambridge University Press. Complementary bibliography and further reading - Bach, K. and Harnish, R. M. (1979). Linguistic communication and speech acts. Cambridge, MA: MIT PressBrown, G. & and G. Yule (1983) Discourse Analysis. Cambridge: CUP. - Blum-Kulka, S. (1997) Discourse Pragmatics. In T. A. Van Dijk (Eds) Discourse as Social Interaction. London: Sage. - Coulthard, M. and Montgomery, M. (1981) Studies in Discourse Analysis. London: Routledge and Kegan Paul. - Coupland, N. (2007) Style: language variation and identity. Cambridge, Cambridge University Press. - Coates, J. (ed.) (1998) Language and gender: A reader. Oxford: Blackwell - Fairclough, N. (1989) Language and Power. Harlow: Longman - Goffman, E. (1959) The presentation of self in everyday life. Harmondsworth, Penguin MEBS01-DLAE [5]

6 - Goffman, E. (1981) Forms of talk. Philadelphia, PA: University of Pennsylvania Press. - Hughes, A. & Trudgill, P. (1996) English accents and dialects. London: Arnold. - Labov, W. (1966) The Social Stratification of English in New York City. Washington, DC Center for Applied Linguistics. - Labov, W. (1972) Sociolinguistic Patterns. University of Pennsylvania Press. - Tannen, D. (1994) Gender and discourse. Oxford: OUP. - Trudgill, P. (1990) The dialects of English. Oxford: Blackwell. - Wierzbicka, A. (1991). Cross-cultural Pragmatics: The Semantics of Human Interaction (Vol. 53). Berlin: Mouton de Gruyter. Resources on the Net - Ethnologue, at - European Minority Languages, at o - American Dialect Society, at - Phonological Atlas of North America, at o - Sociolinguistic resources, at Test your knowledge of sociolinguistics, at o - The Language and Gender Page, at www-english.tamu.edu/pers/fac/bucholtz/lng/ - Current papers by William Labov, at - Language and Culture (mailing list), at 7. PROFESSOR S BRIEF CURRICULUM VITAE Dr. Marta Genís holds a degree in Spanish Philology (UAM), a M.A. in Applied Linguistics (UCM), and a PhD in English Philology (UCM). Director of the Department of Applied Languages in Universidad Antonio de Nebrija since Former President of ACLES and present Vicepresident of CercleS. Her interests are Bilingualism & Intercultural Communication, CLIL methodology and Teacher Training. 8. PROFESSOR S DEPARTMENT LOCATION AND OFFICE HOURS: mgenis@nebrija.es Dehesa Campus. c/ Pirineos n. 55. Office 415, Ext Note: It is always advisable to make an appointment with the lecturer beforehand in order to ensure she is available. MEBS01-DLAE [6]

7 9. COURSE CONTENTS ON-LINE SESSIONS Session Contents Activity Nº of in campus hours 1 Sociolinguistics, psycholinguistics & Ethnography of Communication Languages in contact. Bilingualism, interference and code switching. Personal work 2 h 8 h 2 Language variation: diachronic, diaphasic, diatopic, diastratic. Variables of language change: age, sex, social status. 3 Intercultural communication. Ethnocentrism. Stereotypes. Cultural variables. 4 Symbols. Values, rituals. Taboos. Liminality. Negative and positive courtesy. Euphemisms 5 Verbal communication. Cooperative Principle (Grice). Conversational maxims. Speech Acts Theory (Austin and Searle) 6 Relevance theory (Sperber & Wilson ) Nonverbal communication. Kinesics. Proxemics. Oculesics. Haptics. Chronemics. Iconics. Appearance. Symbolism. Paralinguistics 7 Intercultural competence. Acquisition stages. Attention to diversity 2 h 8 h ON-LINE SESSIONS TOTA 12 h 51 h SUBTOTAL 63 h MEBS01-DLAE [7]

8 IN-CAMPUS SESSIONS Session Contents Activity Nº of in campus hours 1 Sociolinguistics, psycholinguistics & Ethnography of Communication Languages in contact. Bilingualism, interference and code switching. Language variation: diachronic, diaphasic, diatopic, diastratic. Variables of language change: age, sex, social status Text analysis & discussion Concept clarification Examples Work group on topic Personal work 75 m 8 h Intercultural communication. Ethnocentrism. Stereotypes. Cultural variables. Symbols. Values rituals. Taboos. Liminality. Negative and positive courtesy. Euphemisms. Verbal communication. Cooperative Principle (Grice). Conversational maxims. Speech Acts Theory (Austin and Searle) Relevance theory (Sperber & Wilson ) Nonverbal communication. Kinesics Proxemics. Oculesics. Haptics. Chronemics. Iconics. Appearance. Symbolism. Paralinguistics Intercultural competence. Acquisition stages. Attention to diversity Text analysis & discussion Concept clarification Examples Work group on topic Text analysis & discussion Concept clarification Examples Work group on topic Text analysis & discussion Concept clarification Examples Work group on topic Design of interventions aimed at developing intercultural skills in the classroom IN-CAMPUS SESSIONS TOTAL SUBTOTAL 75 m 8 h 75 m 8 h 75 m 8 h 5 h. 32 h 37 h Total number of hours 100 h MEBS01-DLAE [8]