| Competences |
| Type A | Code | Competences Specific |
| A5 | Dominar la llengua anglesa des d’un punt de vista teòric i pràctic i expressar-s’hi oralment i per escrit de manera fluida i precisa. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A5 |
Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell superior. Entén els principals conceptes de la sociolingüística anglesa. Comprèn el desenvolupament de les principals varietats regionals de l’anglès. Reconeix i identifica les principals varietats de l’anglès. | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| The nature of linguistic variation . |
Basic social variables: sex, age, processes of language change (Labov, Trudgill). |
| Regional varieties. | Variation in England, Scotland, Northern and Southern Ireland, the US, Canada, Australia, South Africa, India and Pakistan. Other international varieties might be studied if requested by students. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
5 | 10 | 15 | ||||||
| Seminars |
|
25 | 35 | 60 | ||||||
| IT-based practicals in computer rooms |
|
25 | 35 | 60 | ||||||
| Personal attention |
|
5 | 10 | 15 | ||||||
| (*) 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 |
| Description | |
| Introductory activities | Familiarization with the computer lab Explanation of Moodle Explanation of continuous assessment Practice with the use of online video material Negotiation of the exact scope and emphasis of the course. |
| Seminars | Presentation and explanation of the main concepts. Group debates Quizzes Discussion of the main problems of English sociolinguistics |
| IT-based practicals in computer rooms | Students work on weekly worksheets, using Internet sources to provide answers to questions and to resolve problems. Work can be individually or in pairs, in the computer lab or online. |
| Personal attention | Tutorials. Feedback on all word done. |
| Personalized attention |
| Description |
| Individual feedback is given weekly via email (based on work uploaded to Moodle) Individual tutorials when requested |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Seminars |
|
Continuous assessment on the basis of the work done on the weekly assignments | 60% | ||||
| IT-based practicals in computer rooms |
|
Pràctiques a través de TIC en aules informàtiques | 40% | ||||
| Others |
| Other comments and second exam session | |||
|
A final exam on second call will be available for students who fail on the basis of coursework. That exam will be 100% of the mark. |
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| Sources of information |
| Basic |
Janet Holmes, An introduction to sociolinguistics, 1992, Routledge
Ronald Wardaugh, An introduction to sociolinguistics, 1992, Basil Blackwell
, Ethnologue.com, , http://www.ethnologue.com |
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| Complementary | |||||||||
| Recommendations |
| Other comments | |
| Some knowledge of phonetics is helpful. |
(*)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.