Degree | Type | Year | Semester |
---|---|---|---|
2500245 English Studies | OT | 3 | 2 |
2500245 English Studies | OT | 4 | 2 |
2500248 Spanish Language and Literature | OT | 3 | 2 |
2500248 Spanish Language and Literature | OT | 4 | 2 |
2501801 Catalan and Spanish Studies | OT | 3 | 2 |
2501801 Catalan and Spanish Studies | OT | 4 | 2 |
2501902 English and Catalan Studies | OT | 3 | 2 |
2501902 English and Catalan Studies | OT | 4 | 2 |
2501907 English and Classics Studies | OT | 3 | 2 |
2501907 English and Classics Studies | OT | 4 | 2 |
2501910 English and Spanish Studies | OT | 3 | 2 |
2501910 English and Spanish Studies | OT | 4 | 2 |
2501913 English and French Studies | OT | 3 | 2 |
2501913 English and French Studies | OT | 4 | 2 |
2503998 Catalan Philology: Literary Studies and Linguistics | OT | 4 | 2 |
2504211 Spanish Language and Literature | OT | 3 | 2 |
2504211 Spanish Language and Literature | OT | 4 | 2 |
2504212 English Studies | OT | 3 | 2 |
2504212 English Studies | OT | 4 | 2 |
2504380 English and Catalan Studies | OT | 3 | 2 |
2504380 English and Catalan Studies | OT | 4 | 2 |
2504386 English and Spanish Studies | OT | 3 | 2 |
2504386 English and Spanish Studies | OT | 4 | 2 |
2504388 Catalan and Spanish Studies | OT | 3 | 2 |
2504388 Catalan and Spanish Studies | OT | 4 | 2 |
2504393 English and French Studies | OT | 3 | 2 |
2504393 English and French Studies | OT | 4 | 2 |
2504394 English and Classics Studies | OT | 3 | 2 |
2504394 English and Classics Studies | OT | 4 | 2 |
Students must be familiar with the most basic concepts on the structure and use of language.
Introduction to the study of linguistic meaning.
The main goals of this course are the following:
Classes in which the main concepts are exposed will be combined with the resolution of exercises and oral presentations. The teaching methodology and the evaluation may undergo some modification subject to the onsite teaching restrictions imposed by health authorities.
The calendar will be available on the first day of class. Students will find all information on the Virtual Campus: the description of the activities, teaching materials, and any necessary information for the proper follow-up of the subject. In case of a change of teaching modality for health reasons, teachers will make readjustments in the schedule and methodologies.
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: Autonomous | |||
Readings | 75 | 3 | 2, 4, 3, 6, 5, 1, 8, 7, 34, 35, 18, 17, 14, 13, 16, 19, 21, 38, 37, 28, 23, 24, 26, 29, 32 |
Evaluation is based on the following activities:
(a) Active participation in classes and tutorials. 10%.
(b) Delivery of exercises and/or oral presentations, as will be established in due time. 40%.
(c) Exam. 50%.
Students will pass with a minimum 5 score.
Access to reevaluation will be allowed to those students that have delivered at least two thirds of the activities, and have obtained between 3.5 and 4.9. The maximal score that can be obtained in this exam is 5.
Activity (a) cannot be recovered.
Dates for the delivery of activities and their revision will be announced in the Virtual Campus.
In case that the above mentioned activities cannot be done at the UAB, their format will be adapted (keeping the weight) to the possibilities offered by the virtual tools recommended by the UAB. Exercises, activities and participation in class will be undertaken through forums, wikis and/or discussion of exercises by means of Teams. All students should have access to them.
Students will be qualified as “Not evaluable” when not more than 25% of the evaluable activities have been delivered.
In case of any irregularity committed by a student that might lead to a significant variation of the score of an act of evaluation, this will be qualified 0, independently of any additional disciplinary process that might be instructed. In case various irregularities are produced with respect to evaluable activities, the final score will be 0.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Exam | 50% | 0 | 0 | 2, 4, 3, 6, 1, 20, 7, 35, 34, 18, 16, 21, 12, 38, 37, 28, 23, 24, 26, 30, 29, 32 |
Exercises | 40% | 75 | 3 | 2, 4, 3, 6, 5, 1, 9, 20, 11, 10, 8, 7, 35, 34, 18, 17, 15, 14, 13, 16, 19, 21, 12, 38, 36, 37, 28, 23, 24, 26, 30, 29, 25, 27, 22, 32, 31, 33 |
Participation | 10% | 0 | 0 | 3, 30, 29 |
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Birner, B. (2013), Introduction to pragmatics. Oxford: Wiley-Blackwell.
Blakemore, D. (1992), Understanding utterances. An introduction to pragmatics, Oxford: Blackwell.
Cann, R. (1993), Formal semantics. Cambridge: CUP.
Cann, R. R. Kempson & E. Gregoromichelaki (2009), Semantics. An introduction to meaning and language. Cambridge: CUP.
Chierchia, G. (1997). Semantica. Bologna, Il Mulino.
Cuenca, M.J. & J. Hilferthy (1999), Introducción a la lingüística cognitiva, Barcelona: Ariel.
Cruse, A. (2000), Meaning in language, Oxford: Oxford University Press.
Davis, S. & B. Gillon (eds.) (2004), Semantics. A reader. Oxford: OUP.
Davis, S. (ed) (1991) Pragmatics: a Reader. Oxford: Oxford University Press.
*Escandell, M.V. (1996, 2006), Introducción a la pragmática, Barcelona: Ariel. https://www.planetadelibros.com/libro-introduccion-a-la-pragmatica/112776#soporte/113053
*Escandell, M.V. (2004): Fundamentos de Semántica Composicional. Barcelona: Ariel.
Escandell, M.V. (2020), La comunicación. Lengua, cognición y sociedad. Madrid: Akal. https://www.akal.com/libro/la-comunicacion_34994/edicion/ebook-57291/
Escandell, M.V., J. Amenós-Pons, A.K. Ahern (eds.), Pragmática. Madrid: Akal.
Espinal, M.T. (1988), Significat i interpretació, Barcelona: Publicacions de l’Abadia de Montserrat.
*Espinal, M.T (coord.) (2002),Semàntica. Del significat del mot al significat del’oració, Barcelona: Ariel.
*Espinal, M.T (coord.) (2014). Semántica. Madrid: Akal.
https://www.akal.com/libro/semantica_34976/edicion/ebook-57501/
García Murga, F. (2002), El significado. Una introducción a la semàntica. Munich: Lincom.
García Murga, F. (2014), Semántica. Madrid: Síntesis.
Geeraerts, D. & H. Cuyckens (2010), The Oxford handbook of cognitive linguistics. Oxford: OUP.
Horn, L. & G. Ward (eds.) (2004, 2006), The handbook of pragmatics. Oxford: Blackwell.
Jackendoff, R.S. (1983), Semantics and cognition. Cambridge MA: The MIT Press.
*Kearns, K. (2000, 2011), Semantics. Londres: Palgrave.
Lappin, S. (ed.) (1997), The handbook of contemporary semantic theory. Oxford: Blackwell.
Löbner, S. (2002, 2013), Understanding semantics. London: Routledge.
Lyons, J. (1995), Linguistic semantics. Cambridge: Cambridge University Press.
Maienborn, C., K. Von Heusinger & Paul Portner (2011), Semantics: an international handbook of natural language meaning. 3 vols. Berlin: de Gruyter.
de Miguel, E. (ed.) (2009), Panorama de Lexicología. Barcelona: Ariel.
Moreno Cabrera, J.C. (2003), Semántica y gramática, Madrid: Antonio Machado Libros.
Portner, P. (2005), What is meaning? Fundamentals of formal semantics, Oxford: Blackwell.
Portner, P. & B. Partee (eds.) (2002). Formal semantics: The essential readings. Oxford: Blackwell.
*Saeed, J.I. (1997, 2015), Semantics. Oxford: Blackwell.
Turner, K. (ed.) (1999), The semantics / pragmatics interface from different points of view, Amsterdam: Elsevier.
Yule, G. (1996), Pragmatics. Oxford: OUP.
Zimmermann, T.E. & W. Sternefeld (2013). Introduction to Semantics: An Essential Guide to the Composition of Meaning. Berlín: De Gruyter.