Catalan Lexicology and Semantics
Code: 100698 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2501801 Catalan and Spanish Studies | OT | 3 | 1 |
| 2501801 Catalan and Spanish Studies | OT | 4 | 1 |
| 2501902 English and Catalan Studies | OT | 3 | 1 |
| 2501902 English and Catalan Studies | OT | 4 | 1 |
Contact
- Name:
- Sebastiā Salvā i Puig
- Email:
- sebastia.salva@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
None.
Objectives and Contextualisation
This subject analyzes the various aspects of the meaning of the statements involved in the construction of discourse, both orally and in writing. Students must understand the process of interpreting sentences in the context of use and identify the various factors involved in this process. They must also understand the construction of texts as a structured process aimed at the effective transmission of information.
Competences
- Catalan and Spanish Studies
- Analyse, with the help of the concepts of linguistic theory and contributions of applied linguistics when appropriate, the main properties phonetic, phonological, morphological, syntactic, lexical and semantic Catalan language, its evolution throughout history its current structure.
- Develop critical thinking and reasoning and knowing how to communicate effectively both in your mother tongue and in other languages.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- English and Catalan Studies
- Analyse, with the help of the concepts of linguistic theory and contributions of applied linguistics when appropriate, the main properties phonetic, phonological, morphological, syntactic, lexical and semantic Catalan language, its evolution throughout history its current structure.
- Develop critical thinking and reasoning and knowing how to communicate effectively both in your mother tongue and in other languages.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
Learning Outcomes
- Apply appropriate and thoughtfully prescriptive principles of oral and written standard Catalan.
- Express themselves in Catalan ortofōnica correctness standard.
- Knowing the principles of lexical semantics affecting the internal structure of words and their syntactic combinatorics.
- Master oral and written expression in Catalan.
- Producing an oral text that is grammatically and lexically correct.
- Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
- Understanding the processes of bending, derivation, composition and lexicalization.
- Work independently in the synchronic and diachronic study of Catalan language and literature.
Content
The curriculum of the combined philological degrees is being updated, so that this course is taught with alternative teaching in the course Structure, Meaning and Discourse, of which you can consult the Teaching Guide in the webpage of the Degree in Catalan Philology: studies of literature and linguistics.
1. The utterance as a unit of analysis: lexical semantics and sentence semantics, the compositionality of meaning, the role of context in interpretation.
2. Informaton structure: informative functions, their syntactic realization and their impact on discourse.
3. Anaphoric relationships in discourse: types of anaphoric relationships, their role in discursive cohesion.
4. The rhetorical structure of discourse: the hierarchical textual organization, types of relationships between utterances, their syntactic reflection.
Methodology
Learning activities are distributed as follow: 1) Directed (40%). 2) Supervised (30%). 3) Autonomous (30%).
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures | 39 | 1.56 | 1, 2, 3 |
| Text discussion and problem analysis at class | 15 | 0.6 | 5 |
| Type: Supervised | |||
| Essay writing | 35 | 1.4 | 6, 1, 5, 4, 8 |
| Online exercises | 10 | 0.4 | 6, 1, 5, 4, 8 |
| Type: Autonomous | |||
| Study | 30 | 1.2 | 6, 1, 3, 8 |
| Text reading | 15 | 0.6 | 6, 1, 2, 8 |
Assessment
The evaluation is continuous. Students must provide evidence of their progress by completing assignments and tests.
To pass the course you must obtain a minimum grade of 5.
The detailed calendar with the content of the different sessions will be exposed on the day of presentation of the subject. It will also be posted on the Virtual Campus, where students can find a detailed description of the exercises and practices, the various teaching materials and any information necessary for the proper monitoring of the subject. In the event that the tests cannot be carried out in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB virtual tools; homework, activities and participation in class will be done through forums, wikis and/or exercise discussions through Teams, ensuring that all students can access it.
In the event that the student commits any irregularity that may lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same subject, the final grade for this subject will be 0.
Review
By submitting the final grades before incorporating them into the student's transcripts, the teacher will post a date and time on the Virtual Campus to review the assessment activities. Students must arrange the review in agreement with the teacher.
Evaluable activities suspended / not presented
Failed students may recover suspended assessment activities or compensate for those not submitted, provided they meet the following two conditions. First of all,they have completed assessable items corresponding to two thirds of the total grade of the course or module; second, they must have obtained a weighted average grade of the set of assessable items of at least 3.5. Neither the partial test, nor the complementary activity nor group deliveries can be re-evaluated. The maximum grade for recovery is 5.
The teacher will inform the students of the recovery procedure through the Virtual Campus when he / she publishes the provisional final grades. Theteacher will be able to establish an evaluation activity for each activity passed or not presented or a single activity to cover all these activities.
Students will obtain a “Not assessed/Not submitted” course grade unless they have submitted at least a 30% of the assessment items.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Complementary activity | 10% | 0.5 | 0.02 | 6, 1, 5, 2, 3, 4, 8 |
| Delivery of individual and group exercises | 35% | 2 | 0.08 | 6, 1, 5, 4, 8 |
| Final written test | 40% | 2 | 0.08 | 1, 5, 2, 3, 7, 4 |
| Partial written test | 15% | 1.5 | 0.06 | 6, 1, 5, 2, 3, 7, 4, 8 |
Bibliography
Ahern, A. K., Amenós Pons, J., & Escandell Vidal, M. V. (2020). Pragmática. Akal. https://elibro.net/es/ereader/uab/174607?page=1
Bassols, M. M. (2001). Les claus de la pragmàtica. Eumo.
Mann, W. C., & Thompson, S. A. (1988). Rhetorical Structure Theory: Toward a functional theory of text organization. Text - Interdisciplinary Journal for the Study of Discourse, 8(3), 243–281. https://doi.org/10.1515/text.1.1988.8.3.243
Rigau, G. (1981). Gramàtica del discurs. Tesi doctoral UAB. https://ddd.uab.cat/pub/llibres/1981/138514/gradis_a1981.pdf
Vallduví, E. (2008). L’oració com a unitat informativa. In J. Solà, M. R. Lloret, J. Mascaró, & M. Pérez Saldanya (Eds.), Gramàtica del català contemporani (Vol. 2, pp. 1221–1279). Empúries
Software
None.