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2022/2023

Norms and Use in Spanish

Code: 106372 ECTS Credits: 6
Degree Type Year Semester
2504012 Spanish and Chinese Studies: Language, Literature and Culture FB 1 2
2504211 Spanish Language and Literature OB 2 2
2504386 English and Spanish Studies OB 2 2
2504388 Catalan and Spanish Studies OB 2 2

Contact

Name:
Eva Araceli Mejía Ugarte
Email:
evaaraceli.mejia@uab.cat

Use of Languages

Principal working language:
spanish (spa)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
Yes

Prerequisites

Given that students have demonstrated by obtaining the credits corresponding to the basic training subjects that they have acquired the basic skills in the language, they must be able to express themselves correctly both orally and in writing. Considering that this subject is about regulations and use, it is expected that, at the end, the student will not make spelling or expression errors. For this reason, these errors will lead to a decrease in the score in the final evaluation activity of the subject.

The activities, practices and papers presented in the subject must be original and under no circumstances will the total or partial plagiarism of foreign materials published in any medium be accepted. The possible presentation of non-original material without adequately indicating its origin will automatically lead to a failing grade (0).

Likewise, it is considered that the student knows the general rules of presentation of an academic work. However, the student may apply the specific rules that the teacher of the subject may indicate, if she/he deems it necessary.

Objectives and Contextualisation

The subject aims to describe the use of the Spanish language and analyse the linguistic concepts related to the norm. In addition to reflecting on the relationships established between these two concepts, norm and use. After completing this course, students will master the essential concepts of the regulations of the Spanish language, they will understand the situation of its use in the world and the correlation between regulations and use. They will also learn about some institutional factors related to the language, such as the institutions that set the standard in the various Spanish-speaking countries and the evolution of their formation.

Competences

    Spanish and Chinese Studies: Language, Literature and Culture
  • Analyse the phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Spanish language and the Mandarin Chinese language.
  • Compare Spanish and Chinese from a literary and linguistic knowledge of both languages.
  • Demonstrate the capacity to work autonomously, engaging in self-analysis and self. Criticism.
  • Describe the linguistic foundations on which the standards of Spanish and mandarin Chinese are based.
  • Identify and apply different methods and focuses for teaching Spanish as a foreign language.
  • Recognise the factors of linguistic variation in Spanish from diachronic and synchronic viewpoints.
  • Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
    Spanish Language and Literature
  • Act in one's own field of knowledge evaluating inequalities based on sex/gender.
  • Advise organisations and institutions on linguistic or literary issues.
  • Analyse the main phenomena of linguistic variation in Spanish (historical, diatopic, semantic and pragmatic variation).
  • Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Spanish language, its evolution throughout history and its current structure.
  • Demonstrate a normative knowledge of the Spanish language and a command of it in all its applications in the academic and professional spheres.
  • Identify the linguistic characteristics of the different periods in the evolution of the Spanish language.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • 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.
  • Use digital tools and specific documentary sources to gather and organise information.
    English and Spanish Studies
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the English and Spanish languages, their evolution throughout history and their current structure.
  • Apply scientific ethical principles to information processing.
  • Apply the concepts, resources and methods acquired during the study of the English and Spanish language in a global, multilingual social context.
  • Correctly use written and oral English and Spanish for academic and professional purposes, related to the study of linguistics, history, culture and literature.
  • Demonstrate a normative knowledge of the Spanish language and a command of it in all its applications in the academic and professional spheres.
  • Demonstrate skills for professional development in the fields of linguistic applications, teaching, and literary and cultural management in English and Spanish.
  • Demonstrate the ability to work autonomously and in teams in order to achieve the planned objectives in multicultural and interdisciplinary contexts.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • 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 be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand and produce oral and written academic texts with appropriateness and fluency in distinct communicative contexts.
  • Use digital tools and specific documentary sources to gather and organise information.
    Catalan and Spanish Studies
  • Analyse the main factors of linguistic variation in the Catalan and Spanish languages, whether historical-political, diatopical, semantic or pragmatic and their historical evolution and current state.
  • Analyse the main phonetic, phonological, morphological, syntactic, lexical and semantic properties of the Catalan and Spanish languages, their historical evolution and their current structure.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Demonstrate knowledge of the rules of Catalan and Spanish and mastery of their applications in the academic and professional fields.
  • Demonstrate skills for professional development in the area of linguistic applications, teaching and literary and cultural management in Catalan and Spanish.
  • Demonstrate the ability to work autonomously and in teams with the aim of attaining the planned objectives in multicultural and interdisciplinary contexts.
  • Innovate in the methods and processes of this area of knowledge in response to the needs and wishes of society.
  • 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 have the ability to gather and interpret relevant data (normally within their study area) to issue judgments that include reflection on important issues of social, scientific or ethical.
  • Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
  • Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use digital tools and specific documentary sources to gather and organise information.

Learning Outcomes

  1. Accurately drawing up normative texts.
  2. Acquire knowledge of techniques and methods of dialectal linguistic analysis for their application in the learning and teaching of the Spanish language.
  3. Acquire techniques and methods of linguistic analysis related to variation.
  4. Analyse inequalities due to sex or gender and gender bias in the field of social-historical knowledge.
  5. Analyze properties phonetic, phonological, morphological, syntactic, lexical and semantic language that current problems arise.
  6. Apply appropriate and thoughtfully prescriptive principles of oral and written standard Catalan.
  7. Apply the knowledge and methodological uses of discourse analysis and pragmatics to interpret texts and communicative intentions and argue accordingly.
  8. Apply the principles of correctness required in the standard language and the different registers and variants.
  9. Appreciate the importance of the Pan-Hispanic norm in the international context.
  10. Be able to solve problems related to discourse analysis in professional linguistic situations (political communication, electoral campaigns, business interaction, language teaching, etc.).
  11. Be tolerant of linguistic diversity and richness.
  12. Communicate using a non-sexist use of language.
  13. Communicate using language that is not sexist or discriminatory.
  14. Communicate using non-sexist language.
  15. Construct a spoken text using the correct grammar and vocabulary
  16. Construct texts according to the established rules.
  17. Correctly draw up a previously analysed non-regulatory text.
  18. Correctly write previously analysed non-standard texts
  19. Create an organised and correct discourse, spoken and in writing, in the corresponding language.
  20. Define the concepts of semantic and pragmatic competence.
  21. Describe and analyse pragmatic variation taking into account verbal, paraverbal and non-verbal communication.
  22. Explain spelling rules.
  23. Explain the rules of spelling.
  24. Express oneself fluently, correctly, appropriately and effectively, both orally and in writing, in an academic environment.
  25. Express oneself in English orally and in writing in a formal register and using the appropriate terminology in relation to the characterisation of academic discourse.
  26. Identify different theoretical and methodological perspectives in discourse analysis.
  27. Identify the primary and secondary ideas and express them correctly.
  28. Incorporate ideas and concepts from published sources into work, citing and referencing appropriately.
  29. Interpret regulatory information regulatory institutions localized websites on the Internet.
  30. Interpret the problem areas and factors that have conditioned the correct use of standard Catalan throughout history in a multicultural society.
  31. Interpret the process of acquiring Spanish as a foreign language compared with other languages.
  32. Know the current geolectal varieties of Spanish in the world, with special attention to the sociolinguistic varieties of Spanish in America.
  33. Know the linguistic phenomena according to the social, geographical and stylistic variability of the Spanish language and know how to relate them to the normative.
  34. Learn the necessary skills to carry out discourse analysis of oral and written texts.
  35. Learn to use linguistic terminology related to norm and variation accurately.
  36. Locate specialised and academic information and select this according to its relevance.
  37. Manage databases and Internet sources or materials for the analysis of linguistic variation in Spanish.
  38. Master oral and written expression in Catalan.
  39. Modulate written and oral discourse in order to express oneself respectfully and ethically in a context of academic interaction.
  40. Place linguistic changes in their chronological context.
  41. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  42. Produce academic written and oral speeches at advanced higher-proficient-user level (C2) and adapting them to the conventions of the different genders.
  43. Produce academic written and oral speeches at an advanced proficient-user level (C1) and adapting them to the conventions of the different genders.
  44. Properly apply the knowledge gained to data collection and management of documentary sources application to the study of Catalan language and literature.
  45. Propose projects and actions that incorporate the gender perspective.
  46. Recognise the processes of linguistic change.
  47. Relate linguistic theory with the methodology employed in the areas of Spanish as a foreign language.
  48. Relate the linguistic norm with other grammatical disciplines.
  49. Solve problems of the Spanish language, and carry out linguistic analysis and commentary, from both a synchronic and historical-comparative perspective.
  50. Summarise the knowledge acquired about the origin and changes experienced by the different fields of study in the discipline.
  51. To gain theoretical and practical knowledge of the linguistic diversity of Spanish.
  52. Understand written and oral academic discourse in the field of human and social sciences at an advanced proficient-user level (C1).
  53. Understand written and oral academic discourse in the field of human and social sciences at higher-proficient-user level (C2).
  54. Use appropriate metalanguage to describe the knowledge acquired in relation to the subject.
  55. Use discourse analysis to take a critical stance on different social linguistic uses (discourse of power, discourse of gender and sexism, etc.).
  56. Use evaluation instruments to measure the level of knowledge of a foreign language.
  57. Use technological resources (digital and audiovisual) to acquire knowledge and apply it in language and literature.
  58. Work independently in the synchronic and diachronic study of Catalan language and literature.
  59. Write text commentaries from a critical standpoint.

Content

Part 1. Introductory concepts

The concept of idiomatic correctness: what is correct and what is usual. Differences between grammatical description and grammatical regulations. The concept of standard. The pan-Hispanic norm(s). The organisms that set the norm in Spanish-speaking countries.

 Part 2. Orthology and ortography issues

Orthology or orthoepy. Most frequent problems in the oral language: monophthongations, metatheses, vowel and consonantal elisions and vowel and consonantal additions. Orthography. Ortography manuals. The most recurrent mistakes: use of accent marks, spelling problems derived from pronunciation, foreign words and Latin words. Punctuation marks: regulations and most frequent errors.

Part 3. Lexical issues

Selection and lexical-semantic adaptation. Existing words and possible words: conditions to consider that a word is well formed. Lexical inaccuracies. Adaptation of words from other languages.

Part 4. Morphosyntax issues

Problems with gender and grammatical number. Problems with determiners.

Syntactic problems with prepositions and conjunctions. Other issues related to the norm: anacoluthons, discrepancies, word order, the use of the degrees of the adjective and mixture of direct and indirect speech. Linguistic interferences.

Methodology

The students' activities are distributed as follows:

-Teacher-directed activities (35%): they include classroom classes, practical classes and seminars, with a combination of theoretical presentations and discussion of all kind of texts.

-Tutorials (10%): devoted to the comment and correction of problems and exercises.

-Autonomous and cooperative activities (50%), which include individual study, the elaboration of reports and exercises and the resolution of problems, as well as the preparation of an oral presentation.

-Evaluation activities (5%): the evaluation of this subject will be carried out through oral presentations and written tests.

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      
Theory and practice classes 74 2.96 3, 5, 35, 34, 12, 16, 15, 51, 33, 32, 23, 24, 29, 37, 18, 48, 47, 11, 9
Type: Supervised      
Tutorials 5 0.2 3, 35, 34, 12, 16, 15, 51, 33, 32, 23, 24, 29, 37, 18, 48, 11, 57, 9
Type: Autonomous      
Class and exam preparation 63 2.52 3, 5, 35, 34, 12, 16, 15, 51, 33, 32, 23, 24, 29, 37, 18, 48, 11, 54, 9

Assessment

The subject will be evaluated continuously so that the teacher can observe the evolution of the students in terms of the assimilation and application of the contents.

The evaluation activities will be the following:

•Theoretical-practical test 35%: students must show mastery of the terminology and the theoretical foundations seen during the sessions, in addition to knowing how to apply them in a practical way.

• Final test 35%: students must apply and demonstrate mastery of the content seen in class by solving practical and theoretical exercises.

• Practical teamwork 20%: students must apply the theoretical-practical knowledge learned in class through teamwork.

• Oral presentation of practical team work (10%).

Spelling, expression, vocabulary, and syntax errors will have a penalty of 0.25 each, with no limit. To pass the subject, all tests must be taken and passed (with a minimum grade of 5). Once all the grades have been added and the percentages indicated above have been applied, the final grade must be equal to or greater than 5 to pass the subject. Although it is the responsibility of the students to keep up to date with the subject, the teacher will indicate the date of each of the exams well in advance.

The grade "Not evaluable" will be obtained when the student does not take any of the tests or when a student has taken only 30% of the assessment evidence.

Make-up tests can be accessed only if the student has presented the evaluation activities whose weight is equivalent to 65% or more of the total percentage of evaluation activities and has obtained a weighted grade of 3, 5 or more of the final grade. Only the theoretical-practical tests will be recovered, oral presentations and teamwork are not recovered.

In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless ofany disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject. No evaluation activity where irregularities have been found is recoverable.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Final test 35% 2 0.08 3, 4, 5, 44, 6, 7, 8, 35, 34, 52, 53, 12, 14, 13, 16, 1, 15, 51, 33, 32, 20, 21, 38, 19, 23, 22, 24, 25, 56, 55, 2, 26, 27, 28, 31, 29, 30, 36, 37, 39, 41, 42, 43, 45, 46, 59, 18, 17, 48, 47, 49, 10, 11, 50, 40, 58, 54, 57, 9
Oral presentation of the practical team work 10% 2 0.08 44, 12, 14, 16, 15, 19, 24, 55, 37, 42, 43, 18, 48, 49, 11, 54
Practical teamwork 20% 2 0.08 7, 35, 34, 19, 24, 27, 36, 39, 48, 50
Theoretical-practical test 35% 2 0.08 3, 4, 5, 6, 7, 8, 35, 34, 52, 53, 12, 13, 16, 15, 51, 33, 32, 20, 21, 19, 23, 24, 56, 55, 2, 26, 27, 28, 31, 30, 36, 37, 39, 41, 42, 43, 45, 46, 59, 18, 48, 47, 49, 10, 11, 50, 40, 54, 57, 9

Bibliography

Aleza Izquierdo, Milagros y José M.ª Enguita Utrilla (coords.) (2010). La lengua española en América: normas y usos actuales, Universitat de València, págs. 95-132. [Disponible en línea: http://www.uv.es/aleza/esp.am.pdf ].

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Demonte Barreto, Violeta (2003). «Lengua estándar, norma y normas en la difusión actual de la lengua española», Circunstancia: revista de ciencias sociales del Instituto Universitario de Investigación Ortega y Gasset, 1. [Disponible en: https://digital.csic.es/handle/10261/13074 ].

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Gómez Torrego, Leonardo (1997). Gramática didáctica del español. España: Ediciones SM.

Gómez Torrego, Leonardo (1997). Manual del español correcto I. Madrid: Arco/Libros.

Gómez Torrego, Leonardo (1997). Manual del español correcto II. Madrid: Arco/Libros.

Mangado Martínez, Javier (2005-2006). «El concepto de corrección idiomática: lo "recto", lo usual y lo ejemplar en la práctica del idioma», Contextos educativos, 8-9, págs. 261-278. [Disponible en línea: https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/568].

Millán Chivite, Alberto (1997-1998). «La ortología, una disciplina normativa presente en la obra de amado alonso», CAUCE, Revista de Filología y su Didáctica, 20-21, págs. 139-171. [Disponible en línea: https://cvc.cervantes.es/Literatura/cauce/pdf/cauce20-21/cauce20-21_10.pdf].

Millán, José Antonio (2005). Perdón, imposible. Guía para una puntuación más rica y consciente. Barcelona: RBA Libros

Miotti, Renzo (2018) «Variedad de modelos ortológicos en los manuales europeos y americanos para la enseñanza o el (auto)aprendizaje de la pronunciación española», Loquens: revista española de ciencias del habla, 5(1), [Disponible en línea: https://dialnet.unirioja.es/servlet/articulo?codigo=7419203].

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Moreno Fernández, Francisco (2017). Las variedades de la lengua española y su enseñanza. Madrid: Arco/Libros.

Poch-Olivé, D. (ed.). (2019). El español de Cataluña y los medios de comunicación. Madrid – Frankfurt am Main: Iberoamericana – Vervuert.

Poch-Olivé, D. (ed.). (2020). Lenguas juntas y revueltas. El español y el catalán en contacto: prensa, traducción y literatura (pp. 37-59). Valencia: Tirant lo Blanch.

Real Academia Española (2005). Diccionario panhispánico de dudas. Madrid: Real Academia Española, Asociación de Academias de la Lengua Española y Santillana Ediciones Generales. [Disponible en: https://www.rae.es/dpd ]

Real Academia Española (2019). Libro de estilo de la lengua española: según la norma panhispánica. Madrid: Planeta.

Real Academia Española / Asociación de Academias de la Lengua Española (2009). Nueva gramática de la lengua española. Madrid: Espasa.

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Real Academia Española / Asociación de Academias de la Lengua Española (2010). Ortografía de la lengua española. España:Real Academia Española, Asociación de Academias de la Lengua Española y Editorial Espasa.

Software

No specific software is required.