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
Discursive markers of Spanish in the light of the main theories and notions of pragmatics and textual linguistics.
Linguistic competence in Spanish and Latin American language at C1 CEFR level (grammatical, lexical, pragmatic, discursive contents).

2. Applying knowledge and understanding
Ability to apply theoretical notions of pragmatics and text linguistics to text and discourse analysis in Spanish; to recognize and explain the units and mechanisms of textual cohesion, coherence, and adequacy; to describe the grammatical, semantic, and functional features of the most frequent discourse markers of Spanish; to use corpora and electronic resources for the study and research; to make lexicographic proposals of Spanish/Italian lexical entries according to the digital model of the "Diccionario de partículas discursivas del español" online (http://www.dpde.es/ #/ ): definition, example, translation to Italian.
Ability to interact in Spanish and Latin American languages with the degree of correction, coherence, and adequacy required at C1 level.

3. Making judgments
Ability to pass correctness/grammaticality/adequacy judgments based on linguistic reasoning; to formulate hypotheses and solve parsing problems; to appreciate the function of discourse markers on a cognitive level and their strategic contribution to text processing and discourse/speech comprehension; to appreciate the relevance of open access digital lexicography and experimental research; to appreciate the value of discursive competence on an individual, social and professional level; to self-assess one’s own language learning and acquisition process with particular attention to discourse competence and translation activity.

4. Communication skills
Ability to address the issues and problems presented during the course in a reasoned way; to discuss them and present their own ideas and proposals.
Ability to use discursive markers to organize information and structure one's discourse.
Ability to communicate (describe, explain, argue, translate and interact) with the degree of correction and adequacy required at level C1+ / C2 of the CEFR.

5. Lifelong Learning skills
Ability to perform analysis and synthesis, self-assessment, bibliographical research, and planning and drafting the final thesis research; ability to apply knowledge and skills in a professional context.

B2 level. Good knowledge of the Spanish grammar.

Lectures
Basic notions of pragmatics, textual linguistics, and discourse analysis
Discursive markers: procedural meaning and functions
Discursive markers and lexicographic description

Half-year course
Referral texts
Portolés Lázaro, J. (1998): Los marcadores del discurso. Madrid: Ariel.
Cuenca, Maria Josep (2010): Gramática del texto. Madrid: Arco/Libros.

Supplementary readings
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.
Bernárdez, E. (1982). Introducción a la Lingüística del Texto. Madrid: Espasa-Calpe.
Casado Velarde, Manuel (2000). Introducción a la gramática del texto en español. Madrid: Arco/Libros.
Cuenca, Maria Josep (2010): Gramática del texto. Madrid: Arco/Libros.
De Miguel, Elena (ed.) (2009): Panorama de la lexicología, Barcelona: Ariel Letras.
Del Barrio de la Rosa, F. (2014). Ejercicios de lexicología del español. Múnich: Lincom Europa. [Capítulos 5 y 6]
Del Teso Martín, Enrique (2002): Compendio y ejercicios de semántica I. Madrid: Arco/libros.
Del Teso Martín, Enrique (2007): Compendio y ejercicios de semántica II. 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 (1996): Introducción a la pragmática. Barcelona: Ariel.
Escandell Vidal, Mª Victoria (2009). “La Semántica”, en Escandell Vidal, Mª Victoria e Victoria Marrero Aguiar, Invitación a la lingüística, págs. 207-242.
Escandell Vidal, María Victoria et al. (eds.) (2011): Invitación a la lingüística, Madrid: Editorial Universitaria Ramón Areces.
Escandel Vidal, María Victoria (2012 [2007]): Apuntes de semántica léxica, Madrid: Cuadernos de la UNED.
Fuentes Rodríguez, Catalina (1999). La organización informativa del texto. Madrid/Arco/Libros.
Ježek, Elisabetta (2005): Lessico. Classi di parole, strutture, combinazioni. Bolonia: Il Mulino.
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.

Digital resources
Briz, A., Pons Borderia, S. y Portolés Lázaro, J. (2008): Diccionario de partículas discursivas, en línea: www.dpde.es
CVC: Diccionario de términos clave de ELE, on line: https://cvc.cervantes.es/Ensenanza/biblioteca_ele/diccio_ele/default.htm

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 two-part written exam (duration: 100’:
Part 1 (theoretical module) consists of open questions, multiple choice, and gap filling cloze for assessing metalinguistic competence as well as written skills.
Part 2 (language training) consists of a multiple choice and gap-filling cloze for assessing linguistic competence.

in order to get an overall pass in Lingua Spagnola 3 course, both parts must be passed with a mark greater than or equal to 60%. No partial marks will be kept for the following exam sessions. The final grade is calculated as follows:
Part 1: worth 60% of the final mark.
Part 2: worth 40% final mark.

Students holding a DELE certificate of C2 level are not required to take the part 2 (language training) on the conditions that i) the date in which the certificate was obtained is at the latest two years prior to the date of the exam ii) they provide the lecturer with a paper or electronic copy (both sides) of the certificate. No other certificates shall be accepted.

Frontal lectures
Moodle
Lab activities of textual/discursive analysis and lexicographic description.
Linguistic training: practical exercising of reading, writing, oral presentation, oral interaction, and translation at a C1+/C2 level.

Metalinguistic module lessons will take place during the second semester. Practical language training will take place during the whole academic year.
Program and final exam are the same for attending and non-attending students. Non-attending students are required to contact the lecturer at the beginning of the academic year and at the beginning of the second semester.

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development