1.7. Número de créditos / Credit allotment

Transcripción

1 Lee ASIGNATURA: SIGNIFICADO Y COGNICIÓN 1. ASIGNATURA / COURSE TITLE Significado y cognición: investigación del léxico y su adquisición en primeras y segundas lenguas Meaning and Cognition: Research into Lexis and its Acquisition in First and Second Languages 1.1. Código / Course number Materia / Content area Módulo 3: Lingüística aplicada al aprendizaje del inglés como lengua extranjera en contextos bilingües y no bilingües Module 3: Linguistics Applied to Foreign Language Teaching and Learning in Bilingual and Non-bilingual Contexts 1.3. Tipo / Course type Formación optativa / Elective subject 1.4. Nivel / Course level Máster / Master (MA) 1.5. Curso / Year 1º / 1st 1.6. Semestre / Semester 1º / 1st 1.7. Número de créditos / Credit allotment 5 créditos ECTS / 5 ECTS credits 1 de 7

2 1.8. Requisitos previos / Prerequisites Disponer de un nivel de inglés que permita al alumno leer bibliografía de consulta, comprender las clases presenciales y comunicarse con corrección tanto oralmente como por escrito. Students must know enough English to read and write in the language, follow in-class sessions and communicate orally Requisitos mínimos de asistencia a las sesiones presenciales / Minimum attendance requirement La asistencia a las sesiones presenciales es muy recomendable. Attendance at contact sessions is highly recommended Datos del equipo docente / Faculty data Rocío Jiménez Briones (COORDINADORA DE LA ASIGNATURA/COURSE COORDINATOR) Departamento de Filología Inglesa / Department of English Studies Facultad de Filosofía y Letras / School of Arts Despacho 203 (Módulo VI bis) / Office 203 (Module VI bis) Teléfono / Phone: Correo electrónico / rocio.jimenez@uam.es Karina Vidal Departamento de Filología Inglesa / Department of English Studies Facultad de Formación de Profesorado y Educación / School of Teacher Training Despacho 214 (Módulo III) / Office 214 (Module III) Teléfono / Phone: Correo electrónico / karina.vidal@uam.es Página web / Course website: Moodle website at Objetivos del curso / Course objectives In this course we look at recent developments in cognitive approaches to the lexicon and their application to research into lexis and its acquisition in first and second languages. The implications of research for second language vocabulary teaching are also approached. This course also provides students with the main tenets of a functional linguistic theory in which lexis and the lexicon are key components: Role and Reference Grammar. We also deal with how this functional model contributes to the field of Natural Language 2 de 7

3 Processing and its application in specific contexts, such as the creation of lexico-conceptual knowledge bases for language teaching, machine translation, dialogue-based systems, information retrieval and extraction systems, etc. By the end of the course students should: Know the cognitive theoretical approaches to the study of vocabulary and how to apply them to its research. Have learned to relate knowledge learnt about lexis to the knowledge of other fields such as psycholinguistics, language and culture and language teaching. Be familiar with the main theoretical concepts and instruments of analysis of Role and Reference Grammar, as well as with their relevance in Natural Language Processing tasks. To do so, the skills and competences that follow are particularly addressed throughout the course: G1 G3 G9 E9 E15 E19 E20 E21 To know the theories and methodologies of the main linguistic theories. To extend knowledge of language as a natural process, which is complex, changing and creative, and the way in which social contexts and cultural factors influence language use. To be receptive to the exchange of concepts and ideas from different linguistic models. Be able to relate the knowledge gained about language with the knowledge of other disciplines. To have an analytical attitude to linguistic evidence and show initiative in solving technical and procedural problems in the use of the scientific method. Be able to think critically about linguistic problems and its relation to present society. To develop an ethical stance to academic work using data and research subjects, as well as to one's own work and that of others. To become aware of one's own processes of acquisition of another language, and of what it means to be a non-native speaker. 3 de 7

4 1.12. Contenidos del programa / Course contents 1. ROLE AND REFERENCE GRAMMAR (RRG): Methodological underpinnings and semantic representation within RRG. 2. AN INTRODUCTION TO NATURAL LANGUAGE PROCESSING (NLP) tasks: Linguistics and NLP. 3. APPLICATIONS OF RRG IN NLP: FunGramKB: a multipurpose lexicoconceptual knowledge base. 4. SECOND LANGUAGE LEXICON: Models of lexical processing, learning burden and psycholinguistic factors. 5. DEVELOPMENT AND LOSS OF SECOND LANGUAGE VOCABULARY: Attention and memory, implicit and explicit learning, automaticity and lexical aspects of language attrition. 6. TEACHING METHODS AND LEARNING STRATEGIES: Vocabulary selection, frequency lists and corpora, content-based teaching Referencias de consulta / Course bibliography Required reading will be announced at the beginning of the course. Class materials and a list of references will be posted on the Moodle course website. The following are recent publications in the field recommended for background and/or further reading. Jarvis, S & Daller, M. (eds.) (2013). Vocabulary Knowledge: Human Ratings and Automated Measures. Amsterdam: John Benjamins Kersten, S. (2010). The mental lexicon and vocabulary learning. Implications for the Foreign Language Classroom. Tübingen: Narr/Verlag Periñán Pascual, C. & F. Arcas Túnez (2010a). The Architecture of FunGramKB. In Proceedings of the Seventh International Conference on Language Resources and Evaluation, Malta, Periñán Pascual, C. (2013). A knowledge-engineering approach to the cognitive categorization of lexical meaning. Vigo International Journal of Applied Linguistics (VIAL), 10, Riemer, N. (2016). The Routledge Handbook of Semantics. London: Routledge. Schmitt, N. (2010). Researching Vocabulary. A Vocabulary Research Manual. Palgrave Macmillan. Van Valin, R. D., Jr. (2005). Exploring the Syntax-Semantics Interface. Cambridge: Cambridge University Press. 2. Métodos docentes / Teaching methodology The teaching methodology comprises the following activities: 4 de 7

5 A. In-class activities (six sessions and scheduled tutorials) Theoretical sessions in which the lecturer(s) will explain the theoretical frame(s) of the course. Practical sessions in which students will apply the theoretical concepts of the course in discussions, oral presentations, etc. In this way, students can delve into the core issues of the subject, consolidate knowledge and become independent learners. Supervised tutorials: scheduled sessions or online tutorials to solve doubts (please make an appointment via ). B. Self-study activities Reading: critical reading of the course references. Tasks: continuous assessment exercises available on Moodle. Preparation of final projects: supervised research projects (hypothesis; design, collection and analysis of data; analysis of results; conclusions; references; publication ) 3. Tiempo de trabajo del estudiante / Student workload 5 de 7

6 LÉXICO Y COGNICIÓN (MULAI) Presencial/ Contact hours No presencial / Independent self-study time Clases teórico-prácticas/theoretical and practical sessions Tutorías programadas/scheduled tutorials Seminarios monográficos/seminars Trabajo en red/online work Lecturas/Reading Tareas/Tasks Preparación de los proyectos finales/preparation of final projects Carga total de horas de trabajo / Total workload: 25 horas x 5 ECTS 4. Métodos de evaluación y porcentaje en la calificación final / Evaluation procedures and weight of components in the final grade There is no final exam in this subject; evaluation is carried out on the work performed throughout the course and the students active engagement in the different course activities: Participation in the in-class sessions and submission of supervised academic tasks = 30% of final mark (CANNOT BE GRADED IN JULY) Research projects = 70% of final mark (CAN BE GRADED IN JULY) There are two dates for completing work for assessment of MULAI courses: at the end of the semester in which it is taught, or in June, coinciding with the dates announced by the Faculty. Lecturers will announce dates to hand in class projects. 5. Cronograma / Course calendar Nº de horas 24 h 4 h 6 h 18 h 30 h 13 h 30 h 125 h Porcentaje 42 % = 52 horas 58 % = 73 horas Semana Week Contenido Contents 1 Unidad 1 Topic 1 2 Unidad 2 Topic 2 3 Unidad 3 Topic 3 4 Unidad 4 Topic 4 Docente Lecturer Horas presenciales Contact hours Horas no presenciales Independent study time Jiménez (online) 10 Jiménez (online) 10 Jiménez (online) 10 Vidal (online) 10 6 de 7

7 Semana Week Contenido Contents 5 Unidad 5 Topic 5 6 Unidad 6 Topic 6 Tutorías A lo largo del curso y seminarios Throughout the course Tutorials and seminars Docente Lecturer Horas presenciales Contact hours Horas no presenciales Independent study time Vidal (online) 10 Vidal (online) 10 Jiménez/Vidal Conferenciantes invitados Guest speakers de 7