COURSE DETAILS LECTURER INFORMATION PREREQUISITES …

FACULTAD DE FILOSOFÍA Y LETRAS 2018/19 Year

COURSE DESCRIPTION

www.uco.es

facebook.com/universidadcordoba

@univcordoba

INFORMACIÓN SOBRE TITULACIONES

DE LA UNIVERSIDAD DE CÓRDOBA

uco.es/grados

PAGE 1/9

2018/19 Year

COURSE DETAILS

Title (of the course): SEMÁNTICA Y PRAGMÁTICA I

Code: 100551

Degree/Master: GRADO DE ESTUDIOS INGLESES Year: 4

Name of the module to which it belongs:

Field: LINGÜÍSTICA DESCRIPTIVA DEL INGLÉS

Character: OBLIGATORIA Duration: FIRST TERM

ECTS Credits: 6 Classroom hours: 60

Face-to-face classroom percentage: 40% Study hours: 90

Online platform: Moodle

LECTURER INFORMATION

Name: BLANCO CARRIÓN, OLGA (Coordinator)

Department: FILOLOGÍAS INGLESA Y ALEMANA

Area: FILOLOGÍA INGLESA

E-Mail: Phone:

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

None

Recommendations

Students are recommended to have passed the courses Gramática I and Gramática II prior to their enrolment in this course.

Students are required to prepare the compulsory readings as well as the exercises corresponding to each session in advance to facilitate their

active participation during contact hours.

INTENDED LEARNING OUTCOMES

CB1 Capable of analysis and synthesis.

CB2 Capable of organisation and planning.

CB3 Knowledge of a foreign language (English).

CB4 Knowledge of ICTs for study and research.

CB5 Students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that

include reflection on relevant social, scientific or ethical issues.

CB7 Decision making

CB8 Students can apply their knowledge and understanding in a manner that indicates a professional approach to their work or

vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within

their field of study.

CB10 Ability to work in an interdisciplinary team.

CB11 Ability to work in an international context.

CB12 Recognition of diversity and interculturality.

CB13 Capable of self-assessment

CB14 Adapt to new situations.

CB15 Creativity.

CB16 Knowledge of other cultures and customs.

CB17 Motivation for quality, professional ambition and entrepreneurship.

CB18 Students have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education,

and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by

knowledge of the forefront of their field of study.


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 2/9

2018/19 Year

CB19 Students have developed those learning skills that are necessary for them to continue to undertake further study with a high

degree of autonomy.

CU1 Accredit the use and mastery of a foreign language.

CU2 User level knowledge and mastery of ICTs.

CE10 Knowledge of the specific terminology of the main linguistic disciplines.

CE11 Knowledge of the specific linguistic features of the English language with respect to the the native language, and their

differences. Theoretical and practical knowledge of the Spanish/English language mediation.

CE12 Analysis, commentary and explanation of texts in English of various registers, types, genres and historical periods.

CE13 Proficiency in oral and written academic English, as well as the techniques for writing academic papers. Ability to defend and

express abstract concepts, hypotheses and relationships in academic essays.

CE15 Use different resources for the study and research of English linguistics, both in print and electronic form (bibliographies,

databases, relevant specialised computer applications in linguistic studies)

CE16 Knowledge of the methodologies, tools and resources of language industries and information and communication technologies.

CE24 Identify, classify, explain and evaluate the various language functions regarding units, relations and processes.

CE25 Ability to analyse the phonetic, phonological, morphosyntactic, semantic properties and discourse of the English language.

CE27 Participation in group learning activities: assignments, studies

CE28 Participation in learning forums and knowledge transfer: newsgroups, blogs

CE29 Analyse factors related to the use of language in situations that affect the final form of written and spoken text.

CE33 Ability to develop critical and independent thinking through the reading and analysis of literary texts and other cultural

manifestations in the English language.

CE34 Ability to critically evaluate a bibliography and situate it within a theoretical perspective.

CE35 Ability to design and develop training materials and materials for self-learning related to the academic content of the module.

CE39 Ability to identify the cognitive and functional determinants of language structure and use.

CE40 Develop autonomy to select linguistic and methodological resources according to the objective to be pursued.

CE41 Develop an interest in linguistic theory and its application to various fields such as the study of creative texts in English and

English language teaching and learning methodology.

CE42 Develop an interest in both synchronic and diachronic linguistic theory and description.

CE43 Develop an interest in the various theories of language teaching and learning in a heterogeneous context of diverse traditions,

methods and approaches.

CE44 Ability to synthesize, organize, manipulate and effectively convey the knowledge acquired in the different modules.

CE45 Accept critical currents of thought that differ from that of the students.

CE51 Ability to distinguish between different theoretical/critical approaches to the same problem.

CE52 Ability to identify research problems and topics and assess their relevance.

CE53 Ability to analyse texts and discourse in English using the proper techniques of analysis.

CE55 Scientific knowledge of the semantics and pragmatics of English.

OBJECTIVES

1. Introduction to the study of meaning in human communication, and to the main contemporary theories of meaning in which semantics and

pragmatics are considered parts of a continuum, with a special focus on cognitive linguistics.

2. Develop the student's ability to:

a. understand the differences between some of the main theories of meaning and the overlaps between them.

b. understand the field of study to be covered in an approach to meaning in which semantics and pragmatics are parts of the same continuum.

c. grasp the main concepts and terminology used in the study of meaning in contemporary research pratice, especially in cognitive linguistics.

d. apply the knowledge acquired, both content and procedural types of knowledge, to practical cases different from those used to introduce the

main concepts in the course syllabus.

e. design and present a research project on any of the topics in the syllabus.

f. integrate the skills and knowledge acquired in previous courses.

g. improve practical knowldge of the English language, esp. that regarding the lexicon and phraseology.

CONTENT

1. Theory contents

SECTION I: GENERAL NOTIONS:

UNIT 1: SOME FUNDAMENTAL CONCEPTS IN CLASSICAL SEMANTICS.


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 3/9

2018/19 Year

UNIT 2: BASIC NOTIONS IN COGNITIVE SEMANTICS.

SECTION II: LEXICAL AND PHRASAL SEMANTICS (I):

UNIT 3: MORPHEMIC AND LEXICAL SENSE.

UNIT 4: REFERENCE.

SECTION III: LEXICAL AND PHRASAL SEMANTICS (II):

UNIT 5: THE STRUCTURE OF THE LEXICON (A): COGNITIVE AND CULTURAL MODELS IN THE LEXICON.

UNIT 6: THE STRUCTURE OF THE LEXICON (B): INTERLEXEMIC AND INTRALEXEMIC SENSE RELATIONS. BASIC PHRASAL

SEMANTICS.

SECTION IV: LEXICAL AND PHRASAL SEMANTICS (III):

UNIT 7: METAPHOR, METONYMY, AND BLENDING IN LEXICAL AND PHRASAL SEMANTICS.

2. Practical contents

There will be practical cases and exercises to apply the knowledge acquired in every unit of the course syllabus.

METHODOLOGY

General clarifications on the methodology. (optional)

Most contact hours will be devoted to didactic seminars. Students will be required to prepare a series of compulsory readings prior to their

attending the class seminars. In them, they are expected to engage by asking questions about the theoretical aspects introduced and providing

possible solutions to the practical cases proposed by the lecturer.

Students who pass the first partial exam may choose (under the lecturer's guidance) to prepare an optional project about one of the topics in the

course syllabus. The project will be presented orally in classroom time and it will also be handed-in to the lecturer prior to the final examination

date.

Methodological adaptations for part-time students and students with disabilities and special educational needs

Part-time students must contact the lecturer at the begining of the course to learn about the activities and assignments they must prepare to pass

the course.

Face-to-face activities

Activity Large group Medium group Total

Assessment activities 2 - 2

Case study - 12 12

Conference 5 - 5

Presentation 4 - 4

Seminar 34 - 34

Tutorials - 3 3

Total hours: 45 15 60

Off-site activities

Activity Total

Exercises 40

Information search 5

Reference search 5

Self-study 40

Total hours: 90

WORK MATERIALS FOR STUDENTS


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 4/9

2018/19 Year

Case studies - They will be included in the dossier.

Dossier - It will be facilitated to students at the beginning of the academic year.

Exercises and activities - They will be included in the dossier and/or facilitated in advance.

Oral presentations - During contact hours (at the end of the term)

References - Some included in the syllabus. Further references will be provided if required.

Clarifications:

Materials will be left in the copy shop on a regular basis for students to collect them.

EVALUATION

Intended learnig outcomes

Tools

Assignments and

projects Exams Final exam

CB1 x x x

CB10 x

CB11 x

CB12 x x x

CB13 x

CB14 x x x

CB15 x x x

CB16 x

CB17 x x x

CB18 x

CB19 x x x

CB2 x x x

CB3 x x x

CB4 x

CB5 x x x

CB7 x x x

CB8 x

CE10 x x x

CE11 x x

CE12 x

CE13 x x x

CE15 x

CE16 x

CE24 x x x

CE25 x x x


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 5/9

2018/19 Year

CE27 x

CE28 x

CE29 x x x

CE33 x x x

CE34 x

CE35 x

CE39 x x x

CE40 x

CE41 x

CE42 x

CE43 x

CE44 x x x

CE45 x

CE51 x x x

CE52 x

CE53 x x x

CE55 x x x

CU1 x x

CU2 x

Total (100%) 15% 25% 60%

Minimum grade.(*) 5 5 5

(*) Minimum grade necessary to pass the course

�Valora la asistencia?: No

General clarifications on instruments for evaluation:

There is an introductory exam on October, 11th and the opportunity to conduct a research project. Students who pass this exam can opt for

designing a research project. If they decide to do the project, they must let the instructor know by November 5th, so that they are assigned a date

for its oral presentation, and the corresponding instructions on how to prepare it. The written extended version of the project must be handed-in

within the following three weeks of its oral presentation.

The final exam (to take place on the date assigned by the Secretary Office) will be worth 60% for students who do the project, 75% for those who

do not do it, and 100% for those who failed the introductory exam.

Students enrolled in this course will have the opportunity to attend selected sessions of the 11th International Conference of the Spanish Cognitive

Linguistics Association, which will take place in October, 17th-19th. Students are strongly recommended to attend the sessions, which will be

specified by the instructor in due time, especially if they wish to prepare the research project. After the conference, students will have the

opportunity to comment their ideas with the instructor, get the recommended bibliography, and start working on their project.

Clarifications on the methodology for part-time students and students with disabilities and special educational needs:

Part-time students must contact the instructor at the beginning of the academic year to get instructions on how to prepare the course contents.

Qualifying criteria for obtaining honors: obtaining a minimum qualification of 9.0 points and being an outstanding student.

BIBLIOGRAPHY

1. Basic Bibliography:


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 6/9

2018/19 Year

Some classic references:

Greenbaum, S. & Quirk, R. 2010. A Student's Grammar of the English Language. London: Longman. (Available in paper format at our library).

Lyons, J. 1995. Linguistic Semantics: An Introduction. Cambridge: Cambridge University Press (selected parts will be included in the dossier).

Sperber, D. & D. Wilson. 1995. Relevance: Communication and Cognition, 2nd ed. Oxford, Cambridge: Blackwell Publishers. (1990 available in paper format at

our library.)

Yule, G. 2006. The Study of Language. Cambridge: Cambridge University Press. (cht 1, 3 & 11 will be provided.)

Yule, G. 1996. Pragmatics. Oxford: Oxford University Press. (available in paper format at our library.)

Contemporary introductions to the study of meaning (Coursebooks):

Cruse, D. A. 2004. Meaning in language: an Introduction to Semantics and Pragmatics. Cambridge: Cambridge University Press. (available at our library in paper

format. Selected parts will be included in the dossier.)

Goded Rambaud, M. 2016. The Codification of Meaning in English. Madrid; Bogotá; Nueva York: McGraw Hill Education. (selected parts will be included in the

dossier).

Hurford, J. & Heasley, B. 2007. Semantics. A Coursebook. Cambridge: Cambridge University Press. (Selected readings will be included in the dossier). (2003

available in paper format at our library).

Saeed, J. I. 2016. Semantics (4th edition). Oxford: Blackwell. (Available as e-book in our library. Selected readings from chapters 1, 2, 3 and 4 will be included in

the dossier.)

Valenzuela, J. 2017. Meaning in English. An Introduction. Cambridge: Cambridge University Press. (selected parts will be included in the dossier.)

With a focus on pragmatics:

Givón, T. 2005. Context as Other Minds. The Pragmatics of Sociality, Cognition and Communication. Amsterdam; Philadelphia. John Benjamins.

Huang, Y. 2007. Pragmatics. Oxford/ New York: Oxford University Press. (6, 10-17, 132-177). (Selected readings will be included in the dossier.)

Marmaridou, S.A. 2000. Pragmatic Meaning and Cognition, Amsterdam; Philadelphia: John Benjamins. (available as e-book at our library. Parts 1.3.,2.2. and

chapter 3 will be included in the dossier.)

The Cognitive linguistic approach to language (and/or meaning):

Introductions:

Bergen, B. 2012. Louder Than Words. The New Science of How the Mind Makes Meaning. New York: Basic Books (selected parts will be included in the dossier).

Croft, W. & D. A. Cruse. 2007. Cognitive Linguistics. Cambridge: Cambridge University Press. (2004 available as e-book at our library. Selected readings from

chapters 1-8 will be included in the dossier.)

Dabrowska, E. & D. Divjak (eds.) 2015. Handbook of Cognitive Linguistics. Berlin: Mouton de Gruyter. (available at our library in paper format. Selected chapters

will be included in the dossier.)

Dirven, R. & Verspoor, M. 2004. Cognitive Exploration of Language and Linguistics, Amsterdam / Philadelphia: J. Benjamins. (available as e-book at our library.

Selected readings will be included in the dossier.)

Evans, V. & Green, M. 2006. Cognitive Linguistics. An Introduction. Edinburgh: Edinburgh University Press. (available as e-book at our library).

Fauconnier, G. 1999. "Methods and Generalizations". In Jansen, T. & Redeker, G. (Eds.). Cognitive Linguistics. Foundations, Scope and Methodology. Berlin:

Mouton de Gruyter. (Available as e-book at our library. It will be included in the dossier.)

Geeraerts, D. (ed.). 2006. Cognitive Linguistics: Basic Readings. Berlin: Mouton de Gruyter. (Selected chapters will be included in the dossier.)

Kövecses, Z. 2006. Language, Mind, and Culture. Oxford; New York: Oxford University Press. (available in paper format at our library.)

Lakoff, G. 1987. Women, Fire and Dangerous Things. University of Chicago Press. (available in paper format at our library. Selected readings will be included in

the dossier.)

Langacker, R. 1987. Foundations of Cognitive Grammar. Standford Univeristy Press. (Available in paper format at our library.)

Langacker, R. L. 2008. Cognitive Grammar: A Basic Introduction. Oxford University Press. pp. 1–26. (Available as e-book at our library.)

Langacker, R. L. 2009. Investigations in Cognitive Grammar. Berlin; New York: Mouton de Gruyter. (Available as e-book at our library.)

Radden, G. 2008. The cognitive approach to language, in J. Andor, B. Hollósy, T. Laczkó, & P. Pelyvás (eds.). When Grammar Minds Language and Literature:

Festschrift for Prof. Béla Korponay on the Occasion of his 80th Birthday, 387-412. Debrecen: Institute of English and American Studies. (It will be included in the

dossier.)

Radden, G. & R. Dirven. 2007. Cognitive English grammar. Amsterdam and Philadelphia: Benjamins. (Available as e-book in our library. Selected readings from

Part I and Part II will be provided in the dossier).

Talmy, L. 2000. Toward a cognitive semantics. Volume I: Concept structuring systems, i-viii, 1-565. Cambridge, MA: MIT Press. (available in paper format at our

library.)

Talmy, L. 2000. Toward a cognitive semantics. Volume II: Typology and process in concept structuring, i-viii, 1-495. Cambridge, MA: MIT Press (available in

paper format at our library.)

Talmy, L. 2018. Ten lectures on cognitive semantics. In the "Distinguished lectures in cognitive linguistics" Series. Leiden, the Netherlands: Brill.

Ungerer, F. & H.-J. Schmid. 2011. Cognitive linguistics, in Simpson, J. The Routledge Handbook of Applied Linguistics. Routledge. available at:

https://www.researchgate.net/publication/316702247_Cognitive_Linguistics

Ungerer, F. & H.-J. Schmid. 2006. An Introduction to Cognitive Linguistics. London: Longman. (available in paper format at our library. Selected parts will be

included in the dossier.)

On lexical semantics and semantic analysis:

Brugman, C. [1981] 1983. The story of "over". Duisburg/Essen: LAUD, 1983. (selected pages will be provided in the dossier.)

Fillmore, C. J. 1982. "Frame Semantics". In Linguistics in the Morning Calm. Hanshin Publishing Co., Seoul, South Korea. (it will be included in the dossier.)

Fillmore, C. J. 1985. Frames and the semantics of understanding. In Quaderni di Semantica, 6:222-254. (it will be included in the dossier.)

Fillmore, C. J. & Atkins, B.T.S. 1992. Towards a frame-based lexicon: The sematics of RISK and its neighbors. In A. Lehrer and Kittay, E. (eds.) Frames, Fields

and Contrasts: New Essays in Semantics and Lexical Organization. Lawrence Erlbaum Associates, Hillsdale, edition. (It will be included in the dossier.)

Fillmore, C. J. & C. Baker. 2012. A Frames Approach to Semantic Analysis. In The Oxford Handbook of Linguistic Analysis. Oxford: Oxford University Press.

(Available in paper format at our library.)

On the referential function of language:


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 7/9

2018/19 Year

Fillmore, C. J. 1997. Lectures on Deixis. Stanford, CA: CSLI Publications. (selected parts will be provided in the dossier.)

Radden, G. 2009. Generic reference in English: A metonymic and conceptual blending analysis, in K.-U. Panther, L. L. Thornburg, & A. Barcelona (eds.),

Metonymy and Metaphor in Grammar. Amsterdam and Philadelphia: Benjamins. (available as e-book at our library.)

Talmy, L. 2018. The targeting system of language. Cambridge, MA: MIT Press. (selected parts will be presented in class.)

On meaning construction:

Fauconnier, G. 1997. "The Importance and Relevance of Meaning Construction" & "The Cognitive Construction Perspective". In Mappings in thought and

Language. Cambridge: CUP. (available in paper format at our library. They will be included in the dossier.)

Fauconnier, G. & M. Turner. 2002 Conceptual Blending and the mind's hidden complexities. New York: Basic Books (selected parts will be included in the dossier.)

Radden, G., K.-M. Köpcke, T. Berg & P. Siemund (eds.). 2007. Aspects of meaning construction. Amderdam/Philadelphia: John Benjamins.

Taylor, J. R. & R. E. MacLaury (eds.) 1995. Language and the Cognitive Construal of the World. Berlin; New York: Mouton de Gruyter.

On conceptual metaphor and conceptual metonymy:

Barcelona, A. 2000. "Introduction. The cognitive theory of metaphor and metonymy". In Barcelona, A. (ed.), Metaphor and Metonymy at the Crossroads. A

Cognitive Perspective. Berlin; New York: Mouton de Gruyter. (2003 available as e-book at our library. It is chapter 1.)

Barcelona, A. 2009. "Clarifying and applying the notions of metaphor and metonymy within cognitive linguistics: An update", in R. Dirven & R. Pörings

(eds.) Metaphor and metonymy in comparison and contrast. Berlin; New York: Mouton de Gruyter. (available as e-book at our library.)

Barcelona, A. 2011. "Reviewing the properties and prototype structure of metonymy", in R. Benczes, A. Barcelona, & F.J. Ruiz de Mendoza Ibáñez (eds.) Defining

metonymy in cognitive linguistics. Amsterdam; Philadelphia: John Benjamins. (available as e-book at our library.)

Benczes, R., A, Barcelona & F. J. Ruiz de Mendoza Ibáñez (eds.) 2011. Defining Metonymy in Cognitive Linguistics: Towards a Consensus View. Amsterdam;

Philadelphia: John Benjamins. (available as e-book at our library.)

Brdar, M. 2009. Metonymies we live without, in K.-U. Panther, L. L. Thornburg, & A. Barcelona (eds.), Metonymy and Metaphor in Grammar. Amsterdam;

Philadelphia: John Benjamins. (available as e-book at our library.)

Brdar, M. & Brdar-Szabó, R. 2014. In search of motivation in language. An interview with Klaus-Uwe Panther. In Review of Cognitive Linguistics, Vol. 12:1, pp.

223–242 (it will be included in the dossier.)

Kövecses, Z. 2010. Metaphor: a practical introduction. Oxford: Oxford University Press. (2002 & 2010. Available as e-book at our library.)

Kövecses, Z., V. Szelid, E. Nucz, O. Blanco-Carrión, E. A. Akkök, & R. Szabó. 2015. Anger metaphors across languages. In R. Heredia y Cieslika (eds.) Bilingual

Figurative Language Processing. Cambridge: Cambridge University Press. (It will be included in the dossier).

Lakoff, G., & Johnson, M. 2003. Metaphors We Live By. Chicago, University of Chicago Press. (available in paper format at our library. Selected readings will be

included in the dossier).

Paradis, C. 2011. Metonymization a key mechanism in semantic change, in R. Benczes, A. Barcelona, & F.J. Ruiz de Mendoza Ibáñez (eds.) Defining metonymy in

cognitive linguistics. (available as e-book at our library)

Radden, G. 2004. The metonymic folk model of language, in B. Lewandowska-Tomaszczyk, & A. Kwiatkowska (eds.), Imagery in Language: Festschrift in Honour

of Professor Ronald W. Langacker, 543-565. Frankfurt/Main: Lang. (It will be included in the dossier.)

Ruiz de Mendoza-Ibáñez, F. J. 2014. "On the nature and scope of metonymy in linguistic description and explanation: towards settling some controversies" In J.

Littlemore, & J. Taylor. Bloomsbury Companion to Cognitive Linguistics. London: Bloomsbury; 143-166 (It will be included in the dossier.)

Ruiz de Mendoza-Ibáñez, F. J. 2011a. "The Contemporary Theory of Metaphor: myths, developments and challenges" in Metaphor & Symbol 26(3): 161-185. (It

will be included in the dossier.)

Ruiz de Mendoza-Ibáñez, F. J. 2011b. Metonymy and cognitive operations, in R. Benczes, A. Barcelona, & F.J. Ruiz de Mendoza Ibáñez (eds.) Defining metonymy

in cognitive linguistics. (available as e-book at our library.)

Turner, M. & G. Fauconnier. 202. Metaphor, metonymy and binding, in R. Dirven & R. Pörings (eds.) Metaphor and metonymy in comparison and contrast. Berlin;

New York: Mouton de Gruyter. (available as e-book at our library).

On human communication and the mind:

Lakoff, G. & M. Johnson. 1999. Philosophy in the Flesh. The Embodied Mind and its Challenge to Western Thought. New York: Basic Books.

Tomassello, M. 2008. Origins of Human Communication. Cambridge, MA: MIT Press. (Available as e-book at our library).

Tomassello, M. 2014. A natural history of human thinking. Cambridge, MA; London: Harvard University Press. (Available as e-book at our library).

Dictionaries:

Cruse, D. A. 2006. A dictionary of semantics and pragmatics. Edinburgh: Edinburgh University Press. (Available as e-book at our library.)

2. Further reading:


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 8/9

2018/19 Year

Bergen, B. K. and N. Chang, 2005. 'Embodied Construction Grammar in Simulation-Based Language Understanding', in J.-O. Östman and M.

Fried (eds.), Construction Grammars: Cognitive Grounding and Theoretical Extensions, John Benjamins, pp. 147–90.

Blanco-Carrión, O., A. Barcelona & R. Pannain (eds) 2018. Conceptual Metonymy. Methodological, theoretical, and descriptive issues.

Amterdam/Philadelphia: John Benjamins.

Bowerman, M. and S. Choi. 1985. Shaping meanings for Language: Universal and Language-Specific in the Acquisition of Spatial Semantic

Categories, in M. Bowerman and S. Levinson (eds.), Language Acquisition and Conceptual Development. Cambridge University Press. pp.

475-94.

Coulson, S. and C. Van Petten. 2002. 'Conceptual Integration and Metaphor: An Event Related Potential Study', Memory and Cognition, 39, 6,

958-68.

Coulson, S. and T. Oakley 2000. 'Blending Basics', Cognitive Linguistics, 11, 3-4, 175-96.

Cruse, D. A. 1997. Lexical semantics. Cambridge: Cambridge University Press.

Cuyckens, H., S. Dominiek, and S. Rice, 1999. 'Towards an Empirical Lexical Semantics', in B. Smeija and M. Tasch (eds.), Human Contact

Through Language and Linguistics. Peter Lang, pp. 35-54.

Fillmore, C. J. 2003. Double-Decker definitions: The role of frames in meaning explanations. In Sign Language Studies. 3: 262-295+371.

Fillmore, C. J., P. Kay, and M. C. O'Connor, 1988. 'Regularity and Idiomaticity in Grammatical Constructions: The Case of Let Alone',

Language, 64, 3, 501-38.

Gallese, V. and G. Lakoff, 2005. 'The Brain's Concepts: The Role of the Sensory-Motor System in Conceptual Knowledge', Cognitive

Neuropsychology, 22, 3, 455-79.

Gibbs, R.W. 2006. 'Metaphor Interpretation as Embodied Simulation', Mind and Language, 21, 3, 434-58.

Goldberg, A. 1995. 'Introduction', Constructions. University of Chicago Press. pp. 1-23.

Goldberg, A. E. 2003. 'Constructions: A New Theoretical Approach to Language', Trends in Cognitive Sciences, 7, 5, 219-24.

Hersbt, T., H.-J. Schmid & S. Faulhaber (eds). 2014. Constructions, collocations, patterns. Berling: Mouton de Gruyter.

Langacker, R. W. 1991. Concept, Image, and Symbol. Walter de Gruyter, pp. 1–32.

Langacker, R. W. 2000. 'A Dynamic Usage-Based Model', in M. Barlow and S. Kemmer (eds.), Usage-Based Models of Language. CSLI

Publications, pp. 1–63.

Matsumoto, Y. 1999. 'Interaction of Factors in Construal', in M. Shibatani and S. A. Thompson (eds.), Grammatical Constructions. Oxford

University Press, pp. 103–214.

Petruck M. R. L. 1996. 'Frame Semantics', in J.-O. Östman, J Blommaert, and C. Bulcaen (eds.), Handbook of Pragmatics. John Benjamins.

Slobin, D. I. 1996. 'Two Ways to Travel: Verbs of Motion in English and Spanish', in M. Shibatani and S. Thompson (eds.), Grammatical

Constructions. Oxford University Press, pp. 195–219.

Sweetser, E. 1990. From Etymology to Pragmatics. Cambridge University Press.

Talmy, L. 1988. 'Force Dynamics in Language and Cognition', Cognitive Science, 1988, 12, 49–100.

Taylor, J. 1995. Linguistic Categorization. Oxford University Press, pp. 222–38.

Wheeler, K. and B. K. Bergen. 2006. 'Meaning in the Palm of Your Hand', in S. Rice and J. Newman (eds.), Empirical and Experimental Methods

in Cognitive/Functional Research, pp. 1–14.

COORDINATION CRITERIA

- Common evaluation criteria

- Common tasks for different courses

- Joint activities: lectures, seminars, visits ...

- Tasks deadlines

Clarifications:

"Semántica y Pragmática I" shares some of its contents with the optional course "El Lenguaje Figurado del Inglés", therefore if the student was

enrolled in both courses (s)he can enjoy joint activities such as seminars or conferences on topics relevant to both. Also, if the student chose to do

the final assignment in Semántica y Pragmática I, (s)he may select the same topic (s)he chose for El Lenguaje Figurado del Inglés but increase the

amount of data and/or depth of the research that (s)he wishes to present for this course. The lecturer will provide guidelines for the preparation of

this optional assignment. Students who chose to prepare the project will be assigned a date for its oral presentation after the first partial

examination (as they will need to pass this exam to prepare the project). They will also need to hand-it within the following three weeks after its

oral presentation.


COURSE DESCRIPTION

www.uco.es


@univcordoba



uco.es/grados

PAGE 9/9

2018/19 Year

SCHEDULE

Period

Activity

Assessment

activities Case study Conference Presentation Seminar Tutorials

1# Fortnight 0 1 0 0 7 0

2# Fortnight 0 1 0 0 6 .5

3# Fortnight 1 1 5 0 0 0

4# Fortnight 0 1.5 0 0 6 .5

5# Fortnight 0 1.5 0 1 5 .5

6# Fortnight 0 2 0 1 4 .5

7# Fortnight 0 2 0 1 4 .5

8# Fortnight 1 2 0 1 2 .5

Total hours: 2 12 5 4 34 3

The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according to

the needs presented by students with disabilities and special educational needs in the cases that are required.

Documents

COURSE DETAILS LECTURER INFORMATION PREREQUISITES …