SPANISH LANGUAGE 3

The course Spanish Language 3 consists of a theoretical half-year learning module and of an annual coursework. The overall objective of the course is to introduce the students to the discourse analysis and to prepare them for a C1 competence (CEFR) in Spanish language. Learning outcomes are assessed through a structured evaluation.

Students from curriculum in Literature and Linguistics (M-Z) must attend class 1.

1. Knowledge and understanding
Central concepts of pragmatics for utterance and discourse analysis.
Linguistic competence in Spanish and Latin American language at C1 CEFR level (grammatical, lexical, pragmatic, discursive contents).

2. Applying knowledge and understanding
Ability to recognize the different types of speech act; to distinguish between explicit and implicit meaning; to distinguish between conceptual and procedural meaning; to identify the different types and functions of discourse markers in Spanish; to describe the grammatical and semantic features of the most frequent discourse markers in Spanish; to recognize and explain the units and mechanisms of textual cohesion, coherence, adequacy; ability to interact in Spanish and Latin American language with the degree of correction, coherence, adequacy required at C1 level.

3. Making judgments
Ability to pass correctness/grammaticality/adequacy judgements based on linguistic reasoning; ability to make basic use of electronic resources for discourse study (such as databases or lexicographic resources as the Diccionario de partículas discursivas del español www.dpde.es ); ability to integrate class notes and readings.

4. Communication skills
Ability to explain the discourse phenomena making appropriate use of the linguistic terminology; ability to display oral and written communication skills at C1 level.

5. Lifelong Learning skills
Capacity for analysis and synthesis; for self-assessment, for bibliographical research.

B2 level. Good knowledge of the Spanish grammar.

Lectures
1. Basic notions of pragmatics
2. Basic notions of textual and discourse analysis
3. Discourse markers

Lectures
Bazzanella, Carla (1995): “I segnali discorsivi”, en Lorenzo Renzi, / Giampaolo Salvi / Anna Cardinaletti (eds): Grande grammatica italiana di consultazione, III, cap. 5, Bolonia: Il Mulino. 226-257.
Briz, A., Pons Borderia, S. y Portolés Lázaro, J. (2008): Diccionario de partículas discursivas, en línea: www.dpde.es
Cuenca, Maria Josep (2010): Gramática del texto. Madrid: Arco/Libros.
Grice H. P. (1975): “Lógica y conversación”, en L. M. Valdés Villanueva (ed.) (1991): La búsqueda del significado. Murcia: Tecnos.
Escandell Vidal, María Victoria et al. (eds.) (2011): Invitación a la lingüística, Madrid: Editorial Universitaria Ramón Areces.
Escandell Vidal, María Victoria (1996): Introducción a la pragmática. Barcelona: Ariel.
Martín Zorraquino, M. A. y Portolés Lázaro, J. (1999): “Los marcadores del discurso” en I. Bosque y V. Demonte (eds.): Gramática descriptiva de la lengua española. Entre la oración y el discurso, vol. 3, Madrid: Espasa Calpe, cap. 63. 4051-4213.
Martín Zorraquino, M. A. / Montolío Durán, E. (eds.) (1998): Los marcadores del discurso. Teoría y análisis, Madrid: Arco/Libros.
Pons Bordería, S. (2004): Conceptos y aplicaciones de la Teoría de la Relevancia. Madrid: Arco/Libros.
Portolés Lázaro, J. (1998): Los marcadores del discurso. Madrid: Ariel.
Reyes, Graciela (1996): El abc de la pragmática. Madrid: Arco/Libros.
Wilson, Deirdre y Dan, Sperber (2004): “Relevance Theory”, en L. Horn y G.Ward (eds.) (2004): Handbook of pragmatics, Oxford: Blackwell. Págs. 607-632.

Full year course (Language training)
VV.AA. (2017): C de C1. Libro del alumno y Cuaderno de ejercicios. Barcelona: Difusión.

Students’ learning is assessed via a written exam structured in two parts as follows:

- a written part (i) consisting of a multiple choice and gap filling cloze for assessing linguistic competence (B) (40% of the final mark);
- a written part (ii) consisting of open questions, multiple choice and gap filling cloze for assessing metalinguistic competence in pragmatics of Spanish as well as written skills (60% of the final mark).

Both parts are scheduled in the same day.
Duration (part i + part ii): 1 hour and 40'.

In order t o get an overall pass in Lingua Spagnola e Ispano-americana 3 (LT0071/LT007Q), students must:

- get a mark equal to or greater than 60% in the written part (i)
- get a mark equal to or greater than 60% in the written part (ii)

No partial marks will be kept for the following exam sessions.

Students holding a DELE certificate of B2 level (or higher) linguistic competence must only take part A, on the condition that the date of the exam is at the latest two years prior to the date in which the certificate was obtained and that they provide the lecturer with a paper or electronic copy (both sides) of the certificate. No other certificates shall be accepted. Mark achieved on DELE certificate (x/100) will be converted into a x/30 mark, regardless of the DELE certificate level.

Lectures (module)
Course moodle.
Language training (full-year course)
Language training moodle.

The teacher's module takes place during the second semester.
The program is the same for attending and non-attending students.
Non-attending students are encouraged to contact the teacher at the beginning of the academic year and the beginning of the second semester.

written

This subject deals with topics related to the macro-area "Poverty and inequalities" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development