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.
Translated with www.DeepL.com/Translator (free version)
THEME 1. Discourse and argumentation. The discursive genre of the scientific article.
1) History of discursive traditions in the field of science and technology. Examples of their evolution.
2) Linguistic characteristics of current academic language. Scientific communication: specialised and popularisation texts.
THEME 2. The history of the language of science and technology. Origins and evolution of scientific language.
1) Middle Ages and Renaissance (Golden Age).
2) Enlightenment and 19th century.
3) Ss. XX-XXI.
THEME 3. The dictionary as a legitimiser and disseminator of science and technology.
1) Science and technology in modern lexicography: European monolingual dictionaries.
2) Institutional lexicography.
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.
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 |
Students will be assessed through the elaboration of two practicals (20% of the mark each), a presentation and oral defence of one of these practicals to be chosen by the student (20%), and an exam (40%).
The evaluation process will take into consideration the mastery of oral and written expression (spelling mistakes and normative errors, if any, will weigh negatively in the grade).
All assessment activities are compulsory and will be carried out on the dates agreed at the beginning of the course (the dates will be indicated on the Virtual Campus of the subject during the first weeks of the course). Failure to carry out any of the evaluable activities will result in the final grade of NOT EVALUABLE.
Recovery: The practical and the exam are recoverable tests if a median mark of no less than 3.5 points is obtained.
In the event that a student is found to have committed 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 initiated. In the event of several irregularities occurring in the assessment acts of the same subject, the final grade for this subject will be 0.
Translated with www.DeepL.com/Translator (free version)
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.
Holmes, Frederic L. (1991): "Argument and Narrative in Scientific Writing".In: Dear, Peter, The literary structure of scientific argument: historical studies, Philadelphia: University of Pennsylvania Press, 164-181. <https://es1lib.org/book/2746663/0c2f83>
Lerat, P. (1997): Las lenguas de especialidad. Barcelona, Ariel.
Nieto-Galan, A. (2011): Los públicos de la ciencia, Madrid, Marcial Pons.
No se requiere software específico.