251029_G251_2012-13

ANÁLISIS PRAGMÁTICO-

CONVERSACIONAL

Grado en Estudios Ingleses Universidad de Alcalá

Curso Académico 2012/2013 3º-4º Curso – 2º Cuatrimestre

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GUÍA DOCENTE

Nombre de la asignatura: Análisis Pragmático-conversacional Código: 251029

Titulación en la que se imparte: Estudios Ingleses Departamento y Área de Conocimiento:

Filologia Moderna – Filología Inglesa

Carácter: Optativa Créditos ECTS: 8

Curso y cuatrimestre: 3º/4º - Segundo cuatrimestre Dra. Mercedes Díez Prados

Profesorado: [email protected]

Horario de Tutoría: Por determinar

Idioma en el que se imparte: Inglés

1. PRESENTACIÓN This is an optional course that tackles theories and issues within the fields of pragmatics and discourse analysis with the final aim of providing a more specific and, at the same time, complementary vision of the contents covered in the compulsory subject of Discourse Analysis. The issues dealt with in this subject will be, on the one hand, a succinct introduction to the discipline of Pragmatics, covering the most widely-know theories in the field, such as Grice’s Cooperative Principle, Speech Act Theory, or politeness phenomena, as well as their application to the acquisition of a second language and cross-cultural communication. On the other hand, different approaches to the study of casual conversation will be revised, with special focus on the construction and distribution of turns, interactional patterns, and means to achieve and organize units of meaning in text and talk. The final aim of this course is for students to acquire the main fundamental concepts for the study and analysis of the pragmatic function of language, which underlies successful communication both in the first and second languages. Students will also become aware of the interdisciplinary character of the study of language as a socialization vehicle. The knowledge acquired in the subject will be of use for students in their future careers as prospect English teachers, translators or intercultural communicators, where they need to have a thorough understanding of how language is used according to pragmatic principles. Prerrequisitos y Recomendaciones (si es pertinente)

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Following the Department of Modern Philology criteria, students are expected to have acquired the language level required for each course (C1.1 by the end of the 3rd year and C1.2 by the end of the 4th year).

2. COMPETENCIAS Competencias genéricas:

1. To enhance language competence in the communication of information, ideas, opinions, problems and solutions.

2. To establish cross-curricular connections between this subject and others in the syllable (particularly those within the field of linguistics

3. To become aware of inter/intra-cultural conventions that govern communication and to develop an understanding and deep respect for cultures and communication conventions of speakers of other languages or socio-cultural backgrounds.

4. To develop critical, analytical and synthesizing skills. 5. To make efficient use of library and research skills to find and organise

information. 6. To become competent in using some computer resources that aid the

linguistic analysis in the disciplines studied. 7. To strengthen their capacity to work both individually and in teams as well as

to learn autonomously.

Competencias específicas:

1. To acquire the concepts and terminology basic to the discipline, so that students can become autonomous in searching and consulting information found in relevant bibliographical references on the topic.

2. To analyze written and spoken texts applying the theoretical frameworks and models studied in class.

3. To recognize, name and explain the factors that contribute to successful communication, taking into account, not only linguistic rules but also socio-pragmatic conventions of language use.

4. To become aware of the unconscious processes that take place in language use.

5. To conduct research with the aim of analyzing diverse discursive realizations following the models tackled in class.

6. To write essays and longer papers in an accurate and appropriate way to explain the results of their own research.

7. To discuss and present orally the results of their research projects as well as their reflections on how language is used for communicative purposes.

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3. CONTENIDOS

Units

Topics

Total hours

Unit 1

An introduction to Pragmatics

• What is Pragmatics? • Grice’s Cooperative Principle • Speech Act Theory. • The conversational-maxim

view of politeness: Leech’s and Lakoff’s approaches.

• 11 class sessions

• 36 hours students’ independent work

Unit 2 • Pragmatics and

Second Language Acquisition (SLA)

• Grice’s Cooperative Principle: Implications for SLA.

• Speech Act Theory: Implications for SLA.

• Cultural awareness and cross-cultural pragmatics.



Unit 3 Structural-functional

approach to analysing conversation

• Strands of meaning: ideational, interpersonal and textual meanings.

• Cohesion and coherence in text and talk.

• The Birmingham School: Patterns in classroom interaction and its application to everyday talk.



Unit 4 Other approaches to

analysing conversation

• Conversation Analysis.

• Analysing style in casual conversation.

• Ethnography of Speaking.



4. METODOLOGÍAS DE ENSEÑANZA-APRENDIZAJE.-ACTIVIDAD ES FORMATIVAS

4.1. Distribución de créditos (especificar en horas )

Número de horas presenciales: 48 (45 one-hour whole group sessions, 2 workshops and 1 small-group tutorial).

Número de horas del trabajo propio del estudiante:

152

5

Total horas 200

4.2. Estrategias metodológicas, materiales y recurs os didácticos

Lectures, debates and practical activities of linguistic analysis.

The whole-group sessions will be devoted to the exposition, explanation and illustration of the course contents, as well as sharing and debating compulsory readings. Students are also expected to analyze spoken and written texts according to the theoretical models studied. Active participation in all activities is encouraged. Students will be provided with theoretical and practical handouts, and they should read some bibliographical resources facilitated by the teacher.

Workshops

Students will attend 2 workshops throughout the semester to be presented and guided on a research project they have to conduct.

Tutorial

Students will attend 1 one-hour tutorial in small groups to get individual guidance and feedback on the research they will conduct as a result of the workshops.

Autonomous work

Students will have to review the theoretical handouts as well as do the exercises proposed in order to come prepare to class-contact sessions. They will also have to read some bibliographical resources to expand their knowledge of the subject and they will have to conduct some preliminary research on the field of enquiry.

Materiales y recursos

Computer and beam in the classroom for multimedia material. Bibliographical resources in library. Internet for data gathering and bibliographic reference search.

5. EVALUACIÓN: Procedimientos, criterios de evaluación y de califi cación Assessment Criteria

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Following the Department of Modern Philology criteria, students are expected to have acquired the language level required for each course (C1.1 by the end of the 3rd year and C1.2 by the end of the 4th year). By means of completing assignments and developing their final project, as well as by readings and classroom interaction and activities, students should demonstrate they have acquired the main contents and competences aforementioned. Thus, by the end of the course, students are expected to be able to:

o Distinguish among different approaches of linguistic analysis. o Recognize that the linguistic analysis can be interdisciplinary by

applying a miscellany of methodological frameworks. o Define main concepts, using the appropriate terminology, of the

discipline(s) covered. o Analyze written and spoken texts applying the theoretical models

studied. o Recognize different discourse units and patterns of interaction in the

analyses carried out. o Organize and write an academic report with rigour, according to the

guidelines provided. o Acquire sufficient background knowledge to be able to make a

comprehensible and critical reading of required and suggested bibliographical references.

Grading Criteria The final grade will be based on continuous assessment and will be obtained from:

1. Attendance (minimum 80% of the classes) and participation 15% 2. Tasks 25% 3. Readings 25% 4. Research project 35%

Total 100% Students who do not follow the continuous assessment process will have to apply for a final exam that will amount to a 100% of their mark. IMPORTANT NOTICE FOR STUDENTS ON CONTINUOUS ASSESSMENT: • All assignments to be completed and handed in order to pass the subject. Assessment Procedures Assessment will be continuous, so regular work, participation in class and attendance will be compulsory. Students will be required to fulfil the following assignments:

1. Attendance and active participation in class, workshops and tutorials. 2. Practical tasks on different models revised during the course. 3. Questionnaires on compulsory readings. 4. A final research project applying one or more of the models proposed by the

teacher on a corpus chosen by the student. Students who do not follow continuous assessment will have a final exam that will assess all the competences stated in Section 2 and will cover the theoretical and

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practical contents tackled in the course syllable (see Section 3), as well as in the readings which are deemed compulsory (to be determined at the beginning of the course). These students must contact the teacher of the course in order to get information on the conditions and characteristics of the final exam. Those students on continuous evaluation that fail and those on non-continuous evaluation who have either not taken the exam in May or have failed it will have to take an extraordinary exam in June of the same basic characteristics of the final exam in May.

6. BIBLIOGRAFÍA Bibliografía Básica: Alba Juez, L. (2005) Discourse Analysis for University Students. Madrid: UNED. Berry, A. (1994) “Spanish and American turn-taking styles: A comparative study”. In

Bouton, L. (ed.) Pragmatics and Language Learning. Monograph Series. Vol. 5, Urbana, IL: University of Illinois,180-190.

Chapman, S. (2011) Pragmatics. London: Palgrave Levinson, S. (1983) Pragmatics. Cambridge: Cambridge University Press. Paltridge. B. (2006) Discourse Analysis. London: Continuum International Publishing

Group. Renkema, J. (2004) Introduction to Discourse Analysis. Amsterdam/Philadelphia:

John Benjamins. Tannen, D. (1984) Conversational Style: Analyzing Talk among Friends. Norwood,

NJ: Ablex Publishing Corporation. Tsui, A.B. (1994) English Conversation. Oxford: Oxford University Press. Yule, G. (1996) Pragmatics. Oxford: Oxford University Press. Bibliografía Complementaria Coulthard, M. (1985) An Introduction to Discourse Analysis, 2nd ed. London & New

York: Longman. Dijk, T. A. van (ed.) (1985) Handbook of Discourse Analysis (4 vols.). London:

Academic Press. Dijk, T. A. van (ed.) (1997) Discourse Studies: A Multidisciplinary Introduction.. Vol.

I.: Discourse as Structure and Process and Vol. II: Discourse as Social Interaction. London: Sage Publications.

Eggins, S. and Slade, D. (1997) Analysing Casual Conversation. London and Washington: Cassell.

Sacks, H., Schegloff, E.A. and Jefferson, G. (1974) “A simplest systematics for the organisation of turn-taking in conversation”, Language, 50: 696-735.

Sinclair, J. McH. and R.M. Coulthard (1975) Towards an Analysis of Discourse. The English used by Teachers and Pupils. Oxford: Oxford University Press.

Sinclair, J. and M. Coulthard (1992) Towards an analysis of discourse. In Coulthard, M. (ed.) Advances in Spoken Discourse Analysis. London: Routledge, 1-34.

251029_G251_2012-13

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