IDENTIFYING DATA 2020_21
Subject (*) ENGLISH LANGUAGE III Code 12274111
Study programme
Bachelor's Degree in English Studies (2009)
Cycle 1st & 2nd
Descriptors Credits Type Year Period
6 Compulsory Third 1Q
Language
Anglès
Department English and German Studies
Coordinator
MARCH MIRAVETE, PAULA
E-mail kai.voltmer@urv.cat
paula.march@urv.cat
Lecturers
VOLTMER , KAI-ALEXANDER
MARCH MIRAVETE, PAULA
Web
General description and relevant information <p> Acquisition of grammatical knowledge and competence appropriate to level C1 (CERF): focus on (i) morphological and syntactic description and analysis of English basic units and (ii) language use.</p><p> This subject combines face-to-face and blended learning in a percentage that has yet to be confirmed. When the academic year starts, the calendar with all of the planned teaching activities (with timetables and classrooms) will be available from the Moodle online campus for each subject. </p>

Competences
Type A Code Competences Specific
Type B Code Competences Transversal
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
Type B Code Learning outcomes
Type C Code Learning outcomes

Contents
Topic Sub-topic
1. Language and linguistics 1.1. Linguistics and its subfields
1.2. Prescriptive and descriptive grammars and rules
1.3. Speech vs writing
1.4. Formal vs informal language
1.5. Standard, non-standard and incorrect language
2. Sentence typology 2.1. Major types of sentences
2.2. Minor types of sentences
3. Morphology: Basic concepts 3.1. Words, word-forms and lexemes
3.2. Morphemes, morphs and allomorphs
3.2.1. Bound vs free
3.2.2. Lexical vs grammatical
3.2.3. Inflectional vs derivational
3.2.4. Portmanteau morphs and suppletion
3.2.5. Syncretism, defectiveness, irregularity
3.3. Roots, affixes, stems, bases
3.4. The lexicon and morphological rules
4. Morphology: The classification of words 4.1. Closed-system items vs open-class items
4.2. Traditional parts of speech
4.3. Word classes: Criteria for a formal classification
4.3.1. Grammatical categories
4.3.2. Semantic criteria
4.3.3. Morphological criteria
4.3.4. Syntactic criteria
4.4. Word classes
4.4.1. Nouns
4.4.2. Pronouns
4.4.3. Determiners and quantifiers
4.4.4. Verbs
4.4.5. Auxiliaries
4.4.6. Adjectives
4.4.7. Adverbs
4.4.8. Prepositions
4.4.9. Conjunctions
4.4.10. Other
5. English word formation: an overview 5.1. Morphological structure
5.2. Word formation processes
5.2.1. Productive vs lexicalization
5.2.2. Derivational processes
5.2.2.1.1. Affixation
5.2.2.1.2. Conversion
5.2.2.1.3. Category change
5.2.2.1.4. Semantic change
5.2.3. Compounding
5.2.3.1.1. Semantic classification
5.2.3.1.2. Syntactic classification
5.2.3.1.3. Compounds versus phrases
5.2.4. Other word formation processes
5.2.4.1.1. Clipping
5.2.4.1.2. Blending
5.2.4.1.3. Acronyms
5.2.4.1.4. Back-formation
5.2.4.1.5. Word manufacture
5.2.4.1.6. Idioms and collocations

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
Hours outside the classroom
(**) Total hours
Introductory activities
A5
CT4
1 0 1
Lecture
A5
14 25 39
Problem solving, exercises in the classroom
A5
37 25 62
Problem solving, exercises
A5
1 40 41
Personal attention
1 0 1
 
Mixed tests
A5
6 0 6
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities – Course presentation: objectives, contents, methodology, course planning, assessment, bibliographical references and relation to the rest of the degree program
– Instructions to carry out exercises, tasks and assignments
– Feedback to whole group on work done and tests taken
Lecture – Presentation of course contents by means of explanation, exemplification and visual aids
– Students' active participation: questions and contributions
Problem solving, exercises in the classroom – Exercises of a miscellaneous type directly connected with theoretical course contents, to be corrected and discussed in class and aimed at the understanding and assimilation of course contents
Problem solving, exercises – Exercises of a miscellaneous type directly connected with theoretical course contents, designed to provide extra practice for students to understand and assimilate course contents
Personal attention – Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
– Provide feedback
– Provide additional support
– Make suggestions for improvement
– Provide advice on remedial work
– Check on student progress

Personalized attention
Description

– Individual or group – Solve doubts concerning course contents, mechanics or evaluation – Provide feedback – Provide additional support – Make suggestions for improvement – Provide advice on remedial work – Check on students' progress



Due to the current emergency health situation, in the 2020-21 academic year students will be able to consult their teachers in individual and/or group tutorials if they have any questions or queries on subject-related issues. Students will receive a schedule for these tutorials at the start of the course and be informed what form they will take (i.e. whether they will be held face-to-face, online, via email or on Moodle, etc.).

Assessment
Methodologies Competences Description Weight        
Mixed tests
A5
3 tests 100%
Others  
 
Other comments and second exam session

No test/exam will be taken outside scheduled dates and times.

1st Convocatòria

Students must take all 3 tests and obtain a minimum of 50% in test 3 for the computation of the final grade in the 1st convocatòria. Passing grade: 50%.

2nd Convocatòria

Final exam worth 100% that includes questions and exercises on all the topics covered in the course. Students must obtain a minimum of 50% to pass this exam.

This teaching guide is provisional only. If any health emergency arises it will be adapted in order to comply with the directives issued by the competent bodies. Any modification will be announced via the news forum on the Moodle online campus.


Sources of information

Basic

Alexander, L. G. (1988). Longman English grammar. London: Longman.

Alexander, L. G. (1990). Longman English grammar practice: For intermediate students. London: Longman.

Algeo, J. (1974). Exercises in contemporary English. San Diego, CA: Harcourt Brace Jovanovich.

Allsop, J. (1983). Cassell’s students’ English grammar. London: Cassell.

Allsop, J. (1983). Cassell’s students’ English grammar exercises. London: Cassell.

Azar, B. S., & Hagen, S. A. (2009). Understanding and using English grammar (4th ed. / International Ed.). White Plains, NY: Pearson-Longman.

Azar, B., Koch, R. S., & Hagen, S. A. (2016). Understanding and using English grammar workbook (5th ed.). White Plains, NY: Pearson-Longman.

Bauer, L. (1983). English word-formation. Cambridge: CUP.

Bergmann, A., Hall, K. C., & Ross, S. M. (Compilers). (2007). Language files: Materials for an introduction to language and linguistics (10th ed.). Columbus, OH: Ohio State UP.

Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. Harlow, Essex, Eng.: Pearson Longman.

Börjars, K., & Burridge, K. (2010). Introducing English grammar. London: Hodder.

Carstairs-McCarthy, A. (2001). An introduction to English morphology: Words and their structure. Edinburgh, UK: Edinburgh UP.

Carter, R., & McCarthy, M. (2006). Cambridge grammar of English: A comprehensive guide: Spoken and written English: Grammar and usage. Cambridge: CUP.

Chalker, S. (1992). A student’s English grammar workbook. Harlow, Essex, Eng.: Longman.

Close, R. A. (1974). A university grammar of English workbook. Harlow, Essex, Eng.: Longman.

Collins cobuild English grammar (3rd ed.). (2011). London: HarperCollins.

Collins cobuild English usage (3rd ed.). (2012). Glasgow, UK: HarperCollins.

Collins, P., & Hollo, C. (2010). English grammar: An introduction (2nd ed.). Houndmills, Basingstoke, Hampshire, UK: Macmillan.

Conrad, S., Biber, D., & Leech, G. (2002). Longman student grammar of spoken and written English: Workbook. Harlow, Essex, Eng.: Pearson Longman.

Crabtree, M., & Powers, J. (Compilers). (1991). Language files: Materials for an introduction to language (5th ed.). Columbus, OH: Ohio State UP.

Downing, A, & Locke, P. (2014). English grammar: A university course. Abingdon and New York: Routledge.

Duran Eppler, E., & Ozón, G. (2013). English words and sentences: An introduction. Cambridge: CUP.

Eastwood, J. (1994). Oxford Guide to English Grammar. Oxford: OUP.

Foley, M., Hall, D. (2003). Longman advanced learners’ Grammar: A self-study reference and practice book with answers. Harlow, Essex, Eng.: Pearson.

Fowler, W. S. (1985). New Proficiency English: Book three: Use of English. Walton-on-Thames, Surrey, UK: Nelson.

Graver, B. D. (1986). Advanced English practice (3rd ed.). Oxford: OUP.

Greenbaum, S. (1989). A college grammar of English. White Plains, NY: Longman.

Greenbaum, S., & Nelson, G. (2009). An introduction to English grammar (3rd ed.). Harlow & London: Pearson.

Greenbaum, S., & Quirk, R. (1990). A student’s grammar of the English language. Harlow, Essex, Eng.: Longman.

Haspelmath, M., & Sims, A. D. (2010). Understanding morphology (2nd ed.). London: Hodder.

Huddleston, R. (1984). Introduction to the grammar of English. Cambridge: CUP.

Huddleston, R. (1988). English grammar: An outline. Cambridge: CUP.

Katamba, F., & Stonham, J. (2006). Morphology (2nd ed.). Oxford: Palgrave Macmillan.

Lieber, R. (2010). Introducing morphology. Cambridge: CUP.

Matthews, P. H. (1991). Morphology (2nd ed.). Cambridge: CUP.

Mihalicek, V., & Wilson, C (Compilers). (2011). Language files: Materials for an introduction to language and linguistics (11th ed.). Columbus, OH: Ohio State UP.

Plag, I. (2003). Word-­formation in English. Cambridge: CUP.

Quirk, R., & Greenbaum, S. (1973). A concise grammar of contemporary English. San Diego, CA: Harcourt Brace Jovanovich.

Quirk, R., & Greenbaum, S. (1973). A university grammar of English. London: Longman.

Side, R., & Wellman, G. (2002). Grammar and vocabulary for Cambridge Advanced and Proficiency. Harlow, Essex, Eng.: Longman.

Swan, M. (2005). Practical English usage (3rd ed.). Oxford: OUP.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar (4th ed.). Oxford: OUP.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar: Exercises 1 (3rd ed.). Oxford: OUP.

Thomson, A. J., & Martinet, A. V. (1986). A practical English grammar: Exercises 2 (3rd ed.). Oxford: OUP.

Wardhaugh, R. (2002). Understanding English grammar: A linguistic approach (2nd ed.). Malden, MA: Wiley-Blackwell.

Complementary

Recommendations

Subjects that continue the syllabus
ENGLISH LANGUAGE IV/12274112


Subjects that it is recommended to have taken before
ENGLISH LANGUAGE II/12274106
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.