Degree | Type | Year | Semester |
---|---|---|---|
2504235 Science, Technology and Humanities | FB | 1 | 1 |
As a basic subject, it has no prerequisites.
To study language as an instrument of scientific construction.
To know the different linguistic, discursive, oral, etc. strategies involved in the process of constructing scientific knowledge.
To analyse the processes of metaphorisation that occur in scientific language.
Understand the procedures for the formation of scientific and technical vocabulary.
Recognise the history of the language of science as a driving force for scientific progress.
Conceive the dictionary as a legitimiser and disseminator of scientific and technical knowledge.
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Discourse and argumentation.
The discursive genre of the scientific article.
The history of the language of science and technology. Origins and evolution of scientific language.
The dictionary as a legitimiser and disseminator of science and technology.
The detailed timetable with the content of the different sessions will be displayed on the day the course is presented. It will also be posted on the Virtual Campus where students will be able to find a detailed description of the exercises and practices, the various teaching materials and any information necessary for the proper monitoring of the course.
The professor will allocate 15 minutes of a class to allow students to answer the evaluation questions about the teaching performance and the subject.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classroom practice and text commentary | 16 | 0.64 | 3, 4, 12, 6, 7, 15, 10, 14, 8, 9, 11 |
Theoretical lessons | 33 | 1.32 | 3, 4, 5, 12, 6, 7, 2, 14, 8, 9, 11, 1, 13 |
Type: Supervised | |||
Tutoring and work supervision | 4.25 | 0.17 | 12, 6, 9, 11, 1 |
Type: Autonomous | |||
Study and preparation of work | 84.75 | 3.39 | 4, 12, 6, 7, 2, 1, 13 |
In the event that tests or exams cannot be taken onsite, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools, or will offer them feasible alternatives.
Procedure for the review of qualifications: The teaching methodology and the evaluation proposed in the guide may undergo some modification subject to the onsite teaching restrictions imposed by health authorities.
In order to take part in the recovery, students must have previously been assessed in a set of activities, the weight of which is equivalent to at least 2/3 of the total qualification. The weight of these activities is equivalent to a minimum of 2/3 of the total qualification.
In the event that a student commits any irregularity that may lead to a significant variation in the grade of an evaluation act, this evaluation act will be graded with 0, regardless of the disciplinary process that may be instituted. In the event of several irregularities occurring in the assessment acts of the same subject, the final grade for this subject will be 0.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam | 30 % | 1.5 | 0.06 | 4, 12, 10, 2, 11, 1, 13 |
Exhibition and oral defence of the work | 30 % | 0.5 | 0.02 | 12, 6, 7, 10, 14 |
Preparation of a written work | 40 % | 10 | 0.4 | 3, 4, 5, 12, 6, 7, 15, 10, 14, 8, 9 |
Alberola, P. et al. (1996): Comunicar la ciencia. Teoria i Pràctica dels llenguatges d’especialitat, Picanya, Ediciones del Bullent
Alcaraz, E. (2003): El inglés profesional y académico, Madrid, Alianza.
Auger, P.- Rousseau, L. J. (2003): Metodología de la investigación terminológica. Málaga: Universidad de Málaga.
Bargalló, M. et al. (eds.) (2001): Las lenguas de especialidad y su didáctica. Actas del Simposio Hispano-Austriaco, Tarragona, Universitat Rovira i Virgili.
Cabré, M. T. (1993), La terminología. Teoría, metodología, aplicaciones, Barcelona, Antàrtida-Empúries.
Clavería, G. (2016): De vacunar a dictaminar. La lexicografía académica decimonónica y el neologismo, Madrid, Iberoamericana.
Garriga, C. (2019): "La lengua y el tecnicismo en el siglo XX", en Silva Suárez, M. (ed.), Técnica e ingenirería en España, Zaragoza, Real Academia de Ingeniería / Institución Fernando el Católico, pp. 109-170.
Guerrero Ramos, G. (1995): Neologismos en el español actual, Madrid, Arco/libros
Gutiérrez Cuadrado, J, / Garriga, C. (2019): "El vocabulario científico y técnico del español entre los siglos XIX y XX: planteamientos generales", Revista de lexicografía, 25, 193-218. <https://revistas.udc.es/index.php/rlex/article/view/rlex.2019.25.0.6000>
Gutiérrez Rodilla, B. (1998): La ciencia empieza en la palabra, Barcelona, Ediciones La Península.
Gutiérrez Rodilla, B. (2005): El lenguaje de las ciencias, Madrid, Gredos.
Lerat, P. (1997): Las lenguas de especialidad. Barcelona, Ariel.
Nieto-Galán, A. (2011): Los públicos de la ciencia, Madrid, Marcial Pons
No se requiere software específico.