78705 - English Linguistics 2 (LM)

Learning outcomes

The global aim of this course – which includes lectures and language classes - is to provide students with an expert knowledge of a number of aspects of English linguistics, enabling them not only to communicate effectively in English, but also to think critically about and describe the metalinguistic factors at play in language use. This aim will be achieved by providing students with theoretical knowledge related to one or more of the following areas of English linguistics: phonology, morphology, syntax, lexicology, semantics, pragmatics, sociolinguistics, psycholinguistics, stylistics and corpus linguistics. The focus of the course will be on real language use, with authentic texts (written and/ or spoken, belonging to different registers) and electronic language corpora used as examples. Language classes aim to improve students’ linguistic competence; over the two year period students’ knowledge of English should reach level C2 according to the European framework in all four abilities. These classes will work in connection with the lectures to improve students’ writing skills in particular.

Course contents

General Objectives

This course aims to develop awareness of the relationship between language and society, and how language contributes to the constitution of the social fabric. The course is designed to develop: 1) students’ knowledge of discourse analytical theories and tools to the study of language and other semiotic resources that occur in discourse in everyday life; 2) students’ critical understanding of the form, meaning and use of language and the principles involved in the interpretation of texts, both written and spoken; students’ awareness and knowledge of the contextual influences which affect English language in use and develop students’ autonomy in the learning process as well.

The course emphasizes the use of empirical evidence in the study of language and discourse, and for that purpose samples of authentic texts will be examined, such as digital communication (email and instant communication), videos (developed for TV and online circulation/consumption) and comic books, to name a few examples.

At the same time, all course activities take place in English and are thus intended to improve students’ proficiency in the language itself, in the same way as the language practice classes associated with the lectures.

Course content

The course will provide students with a theoretical understanding of the role of language in society and the importance of a critical thinking approach to communication. Among the issues addressed there are: the Macdonaldization of society (and what discourse has to do with it);the importance of argumentation; different views on discourse analysis; differences between spoken and written discourse; the relation between language and context and how it affects linguistic choices (Context of Situation: register variables, field, tenor and mode); the multimodality of contemporary discourse; myth in discourse: rhetorical strategies and connotation and denotation in discourse; production and consumption of meanings.

Readings/Bibliography

Bateman, John, Wildfeuer, Janina, Hiippala, Tuomo. (2017). Multimodality - Foundations, research and analysis: a problem-oriented introduction. Berlin and Boston: De Gruyter Mouton (Chapter 4).

Bateman, J. A. (2011). The Decomposability of Semiotic Modes. In Kay L. O'Halloran & Bradley A. Smith (Eds.), Multimodal Studies: Multiple Approaches and Domains (pp. 17-38). London: Routledge.

Barthes, Roland. (2006). Operation Margarine; (ii) Myth today. In: Meenakshi Gigi Durham & Douglas Kellner (eds). Media and cultural studies: Keyworks. Malden, USA: Blackwell Publishing.

Hall, Stuart. (2006). Encoding/decoding. In: Meenakshi Gigi Durham & Douglas Kellner (eds). Media and cultural studies: Keyworks. Malden, USA: Blackwell Publishing.

Halliday, Michael AK (1989) Spoken and written language. Oxford: Oxford University Press (chapter 7).

Martin, J. R. (2011). Language, register and genre (1984 revised 2008). IN: Wang Zhenhua (ed.), Register Studies. Shanghai: Shanghai Jiao Tong University Press, pp. 47 -68.

Meurer, J. L. (2004). Role prescriptions, social practices, and social structures: a sociological basis for the contextualization of analysis in SFL and CDA. In: L. Young and C. Harrison (eds.). Systemic functional linguistics and critical discourse analysis: studies in social change.London, New York: Continuum.

Paltridge, Brian. (2006). Discourse Analysis. London and New York: Continuum (Chapter 1).

Ritzer, George. (2011). The McDonaldization of society. Thousand Oaks, CA: Sage Publications. 6^thedition.

Robbins, R. H. (2006). Cultural anthropology: a problem-based approach. Plattsburgh, USA: Wadsworth Publishing. (Chapter 4).

Teaching methods

The official course (60 hours in class), taught wholly in English, includes:

1. lectures;
2. class discussion and student presentations of approved topics;
3. as well as individual study.
4. lectures will be delivered with the support of slides and worksheets

The language component, also in English,comprises 36 hours of classroom work which focuses on English for Academic Purposes (EAP) and places particular emphasis on: oral presentation skills, question and answer practice; writing extended essays and short research papers, as well as on the discussion of ideas presented in written work.

Pre-requisites:

As the course is exclusively in English, the minimum level of competence in all abilities that is required is C1, with reference to the Council of Europe’s descriptors.

Language classes:

Through the language classes, students will be able to put into practice analyses of discursive and communicative strategies/modalities in modern and contemporary discourse concerning civil rights, immigration and conflict.
The classes aim to consolidate and expand students' language skills, with particular emphasis placed on oral and writing skills. They also aim to broaden critical reading skills.
The language classes will train students in argumentative and expository academic writing, involve class discussion on notions presented in written works.

Medium of Instruction:

English, exclusively.

Assessment methods

Lectures component: 2/3 of the students’ final grade

Testing methods are different for attenders and non-attenders. Both categories offer the exact same possibility for getting top marks, so that the choice to be one or the other is simply a question of the individual’s preferences and /or needs.

For attendee students: 1) a 500 word essay to be done on the last lecture. The essay will specifically focus on course content and aims at assessing students’ comprehension of readings and in-class discussion. Further details will be provided in class in due course. 2) a research paper with around 2,500 words. Students will be given consultation hours to discuss the paper development (topic, argumentation, data to be analyzed/discussed). Details will be provided in class around Week 3 (submission date, format, consultation hours). The research paper aims to assess students’ understanding of key theoretical aspects covered during the course and their applicability through, data selection, analysis and discussion of findings. The paper should reflect students’ ability to cover relevant and accurate information; theoretical concepts are thoroughly understood and applied very effectively to analysis; language and register are appropriate.

For non-attendee students: a research paper of about 3,000 words AND an oral exam on the contents of the course reading pack, information on which will be provided at the first lesson.

Language practice component (1/3 of the students’ final grade)

In addition, for attenders but also non-attenders, there is also a written exam for the language component of the course, which consists of an argumentative essay of approximately 500 words on a topic related to the course, to be written in no more than 90 minutes. The exam is offered once per session and must be passedbefore the final mark for the full course can be registered in almaesami.

Correction will apply the criteria for written skills expected at level C2 of the Common European Framework and in particular will apply detailed evaluation scales concerning: appropriacy of argumentation with reference to topic; presentation (layout, spacing, but also spelling and punctuation); structure/organization (academic conventions but also coherence/cohesion), and accurateness of Standard Academic English lexicogrammatical usage.

This component of the course counts for 1/3 of the average final mark.

Two dates for mark registration and oral exams are offered in each session. The final mark for the whole course will be calculated by multiplying the mark for the lectures component by 2, adding the mark for the language component, and dividing the sum of these by 3.

In line with the Scuola’s policy, all written exams are valid for 4 sessions only.

Teaching tools

1. lectures;
2. class discussion and student presentations of approved topics;
3. individual study;
4. slides will be used to assist lectures, and will include examples and supporting references related to the topic;
5. worksheets to worked in class or as homework for preparation for coming lectures;
6. readings: students are expected to engage with readings and be actively contributing to class through observations, remarks and questions.

Office hours

See the website of Francisco Osvanilson Dourado Veloso