ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 9 Interactive Classroom: 12 Total: 75
Use languages Spanish, Galician, English
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Philology
Call: Second Semester
Teaching: Sin docencia (Extinguida)
Enrolment: No Matriculable | (Yes)
To reflect upon the nature of contrastive research and upon terminological issues related with the field.
To consider how contrastive linguistics has evolved from its dependence on Second Language Acquisition research to the advent of corpus-based contrastive studies.
To explore new developments in contrastive analysis going beyond clause/sentence levels (contrastive discourse analysis, contrastive pragmatics, contrastive sociolinguistics).
To reflect upon the way in which the analysis of data from various languages can contribute to the further refinement of linguistic theories
To reflect upon the ways in which recent analytical tools and categories of different linguistic models can be used in comparative research.
To familiarise the students with the interactions between contrastive analysis and qualitative corpus research, advanced quantitative corpus techniques, and experimental psycholinguistic research.
To reflect upon the challenges and problems that remain to be solved within the field of Contrastive Linguistics.
1. A brief history of Contrastive Linguistics
2. Terminological Issues. Basic principles of theoretical and applied contrastive linguistics.
3. Types of contrastive studies. Methodology of inter- and intra-linguistic comparison.
4. Contrastive linguistics and corpus linguistics.
5. Practical applications of contrastive studies:
a) Translation Studies
b) Foreign Language Acquisition and Teaching
c) Lexicography
Aarts, Flor
1982 “The Contrastive Analysis Debate: Problems and Solutions”. Studia Anglica Posnaniensia 14: 47-68.
Aarts, Flor and Herman Wekker
1988 “Contrastive Grammar: theory and practice”. In Papers and Studies in Contrastive Linguistics 23: 5-17, and in Further Insights into Contrastive Analysis, J. Fisiak (ed) (1990), 163-176. [Linguistic and Literary Studies in Eastern Europe: 10]. Amsterdam: John Benjamins
Aijmer, Karin and Annemarie Simon-Vandenbergen
2003 “The discourse particle well and its equivalents in Swedish and Dutch”. Linguistics 41(6): 1123-1161.
Aijmer, Karin, Bengt Altenberg and Mats Johansson (eds.)
1996 Languages in Contrast. Papers from a Symposium on Text-based Cross-linguistic studies. [Lund Studies in English 88]. Lund: Lund University Press.
Altenberg, Bengt
2002 “Causative constructions in English and Swedish. A corpus-based contrastive study”. In Lexis in Contrast, B. Altenberg and S. Granger (eds.), 97-116. Amsterdam and Philadelphia: John Benjamins
Altenberg, Bengt and Sylviane Granger (eds.)
2002 Lexis in Contrast. Amsterdam and Philadelphia: John Benjamins.
Benson, Cathy
2002 “Transfer/Cross-linguistic influence”. ELT Journal 56(1): 68-70.
Blum-Kulka, Shoshana, Juliane House and Gabriele Kasper (eds.)
1989 Cross-cultural Pragmatics: Requests and Apologies. Norwood, N.J.: Ablex.
Butler, Christopher S.
2002 “Lexis and grammar across languages: functional and corpus-oriented approaches”. In Studies in Contrastive Linguistics. Proceedings of the 2nd International Contrastive Linguistics Conference, Santiago, October 2001, L. Iglesias Rábade, S. M. Doval Suárez, M. L. A. Gómez et al. (eds), 15-35. Santiago de Compostela: Servicio de Publicacións, Universidade de Santiago de Compostela.
Comrie, Bernard
1986 “Contrastive linguistics and language typology”. In Linguistics across Historical and Geographical Boundaries in Honour of Jacek Fisiak on the Occasion of his Fiftieth Birthday. [2 vols.], D. Kastovsky and A. Szwedek (eds), 1155-1164. [Vol 2: Descriptive, contrastive and applied linguistics]. Berlin: Mouton de Gruyter.
Fillmore, Charles J.
1984 “Remarks on contrastive pragmatics”. In Contrastive linguistics: Prospects and Problems. J. Fisiak (ed), 119 143. Berlin: Mouton de Gruyter.
Fisiak, Jacek
1981 (ed.) Contrastive Linguistics and the Language Teacher. Oxford: Pergamon Press.
1983 “Present trends in contrastive linguistics”. In Cross language Analysis and Second Language Acquisition 2, K. Savajaara (ed), 9 38. Jyväskylä: Department of English, University of Jyväskylä.
Garrudo-Carabias, Francisco
1996 “Los nuevos caminos del análisis contrastivo”. In Gramática Contrastiva Inglés-Español, M. Martínez-Vázquez (ed), 11-24. Huelva: Servicio de Publicaciones de la Universidad de Huelva.
Goddard, Cliff and Anna Wierzbicka
2002 Meaning and Universal Grammar: Theory and Empirical Findings. Amsterdam and Philadelphia: John Benjamins.
Gómez-González, María de los Ángeles and Susana M. Doval Suárez
2005 “On Contrastive Linguistics. Trends, challenges and problems”. In C. S. Butler, MLA Gómez-González and Susana M. Doval Suárez (eds.), The Dynamics of Language Use. John Benjamins: Amsterdam & Philadelphia.
Granger, Sylviane (ed.)
1998 Learner English on Computer. London: Longman.
Granger, Sylviane
1996 “From CA to CIA and back: An integrated approach to computerized bilingual learner corpora”. In Languages in Contrast. Papers from a Symposium on Text-based Cross-linguistic Studies, K. Aijmer, B. Altenberg and M. Johansson (eds), 37-51. [Lund Studies in English 88]. Lund: Lund University Press.
2003 “The corpus-approach: a common way forward for Contrastive Linguistics and Translation Studies?”. In Corpus-based Approaches to Contrastive Linguistics and Translation Studies, S. Granger, J. Lerot and S. Petch-Tyson (eds), 17-31. Amsterdam and New York: Rodopi.
Granger, Sylviane, Jacques Lerot and Stephanie Petch-Tyson
2003 (eds.) Corpus-based Approaches to Contrastive Linguistics and Translation Studies. Amsterdam / New York: Rodopi.
Hasselgård, Hilde, Stig Johansson, Begljot Behrens and Catherine Fabricius-Hansen
2002 Information Structure in a Cross-Linguistic Perpective. Amsterdam and New York: Rodopi.
Hellinger, Marlis and Ulrich Ammon (eds.)
1996 Contrastive Sociolinguistics. Berlin and New York: Mouton de Gruyter.
James, Carl
1980 Contrastive Analysis. London: Longman.
Janicki, Karol
1980 “Contrastive sociolinguistics”. In Theoretical Issues in Contrastive Linguistics, B. V. J. Fisiak (ed.). 11-18. Amsterdam and Philadelphia: John Benjamins.
1986 “Tertium comparationis in contrastive sociolinguistics”. In Linguistics across Historical and Geographical Boundaries in Honour of Jacek Fisiak on the Occasion of his Fiftieth Birthday (2 vols), D. Kastovsky and A. Szwedek (eds). 1233-1246. [Vol 2: Descriptive, Contrastive and Applied Linguistics 2]. Berlin: Mouton de Gruyter.
Jaszczolt, Katarzyna M.
1995 “Typology of contrastive studies: specialisation, progress and applications”. Language Teaching 28(1): 1-15.
Jaszczolt, Katarzyna M. and Ken Turner (eds.)
1996 Contrastive Semantics and Pragmatics (2 vols.). Amsterdam and New York: Pergamon.
Johansson, Mats
2001 “Clefts in contrast: a contrastive study of it clefts and wh clefts in English and Swedish texts and translations”. Linguistics 39: 547-582.
Johansson, Stig
1975 “The Uses of Error Analysis and Contrastive Analysis”. English Language Teaching Journal XXIX(3): 246-253.
1998 “On the role of corpora in cross-linguistic research”. In Corpora and Cross-linguistic Research, S. Johansson and S. Oksefjell (eds), 1-24. Amsterdam and Atlanta: Rodopi.
2002 “Towards a multilingual corpus for contrastive analysis and translation studies”. In Parallel Corpora, on Parallel and Comparable Parallel Worlds: Selected papers from a Symposium Corpora at Uppsala University, Sweden, 22-23 April, 1999, L. Borin (ed), 47-59. Amsterdam: Rodopi.
2003 “Contrastive linguistics and corpora”. In Corpus-based Approaches to Contrastive Linguistics and Translation Studies, S. Granger et al. (eds), 31-45. Amsterdam and New York: Rodopi.
Johansson, Stig and Signe Oksefjell (eds.)
1998 Corpora and Cross-linguistic Research. Amsterdam and Atlanta: Rodopi.
Krzeszowski, Tomasz P.
1990 Contrasting Languages: The Scope of Contrastive Linguistics. Berlin: Mouton de Gruyter.
Lado, Robert
1957 Linguistics across Cultures: Applied Linguistics for Language Teachers. Ann Arbor: University of Michigan Press.
Mair, Christian and Manfred Markus (eds.)
1992 New Departures in Contrastive Linguistics. Proceedings of the Conference held at the Leopold-Franzens-University of Innsbruck, 10-12 May 1991 (2 vols.). Innsbrucker Beiträge zur Kulturwissenschaft, Anglistische Reihe, Band 5. Institut für Anglistik, Universität Innsbruck.
Nickel, Gerhard
1971 (eds.) Papers in Contrastive Linguistics. Cambridge: Cambridge University Press.
Odlin, Terence
1989 Language Transfer. Cross-linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
Oleksy, Wieslaw (ed.)
1989 Contrastive Pragmatics. Amsterdam and Philadelphia: John Benjamins.
Taboada, Maite, Susana Doval Suárez and Elsa González Álvarez
2013 (eds.) Contrastive Discourse Analysis: Functional and Corpus Perspectives. Sheffield: Equinox.
Tannen, Deborah
1984 “The pragmatics of cross-cultural communication”. Applied Linguistics 5: 189-195.
Teubert, Wolfgang
2002 “The role of parallel corpora in translation and multilingual lexicography”. In Lexis in Contrast, B. Altenberg and S. Granger (eds), 189-214. Amsterdam and Philadelphia: John Benjamins.
Wierzbicka, Anna
1991 Cross-Cultural Pragmatics: The Semantics of Human Interaction. Berlin and New York: Mouton de Gruyter.
1992 Semantics, Culture and Cognition: Universal Human Concepts in Culture-Specific Configurations. Oxford: Oxford University Press.
G01, G02, G03, G04, G05, G06, G07, G08, G09,G10, E01, E02
Lectures, seminars and hands-on workshops in the computer lab will be combined with online activities via the university Virtual Campus.
The Teaching Methodology described above applies to “Scenario 1: Adapted Normality” as described in the “Directrices para o desenvolvemento dunha docencia presencial segura: Curso 2020/2021” (“Guidelines for the development of safe fase-to-face teaching: Academic Year: 2020-2021”; Consello de Goberno of the USC, 19 June 2020). In the event of a change of scenario, both the Assessment System and the Teacing Methodology will undergo the changes described in the section below: “REMARKS: CONTINGENCY PLAN”.
FIRST OPPORTUNITY (May)
Class attendance is compulsory.
Students will be assessed on the basis of class attendance and active participation in class discussions, completion of the activities proposed, and a written paper on any of the topics contained in the syllabus as well as its oral presentation.
The percentages of the final grade corresponding to the parameters to be assessed are the following:
• Attendance and participation in class activities and online activities: 40%
• Written paper and its oral presentation in class: 60%
SECOND OPPORTUNITY (July)
The same assessment system applies for the July resit.
STUDENTS WHO ARE OFFICIALLY EXEMPT FROM CLASS ATTENDANCE:
• Activities related to the course syllabus: 30%
• Written paper and its oral presentation in class: 70%
NOTES:
1) If fraudulent practices are detected in assignments or exams of any kind, this will bring about a direct fail in the subject, in application of article 16 of “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións” :
“A realización fraudulenta dalgún exercicio ou proba exixida na avaliación dunha materia implicará a cualificación de suspenso na convocatoria correspondente, con independencia do proceso disciplinario que se poida seguir contra o alumno infractor. Considerarse fraudulenta, entre outras, a realización de traballos plaxiados ou obtidos de fontes accesibles ao público sen reelaboración ou reinterpretación e sen citas aos autores e das fontes”.
2) All exercises and tests will be done in English. Overall correctness in language and in the use of formal conventions is indispensable. Therefore, grammatical and orthographic mistakes will be penalized
3) The Assessment System described above will be valid for SCENARIO 1. For SCENARIOS 2 & 3 please follow the indications included below in the section ‘REMARKS: CONTINGENCY PLAN’
a) Total number of hours: 75
b)Class work: 14 hours (Lectures, 5 hours; practical seminars and students' presentations, 7 hours; tutorials, 2 hours).
c) Maximum number of hours of on-line work = 10 hours (Forum and debates, 4 hours, Supervision of Students' progress, 4 hours, self-assessment, 2 hours)
d) Autonomous individual work = 51 (Individual or group work, 11 hours; Writing activities, class presentations and additional tasks, 20 hours; Reading activities, bibliographical search, 20 hours)
1) CONTINGENCY PLAN
1.1. Methodology:
If the health authorities decree the application of “Scenario 2: Distancing” or “Scenario 3: Lockdown”, the methodology will be adapted to the guidelines establised by the University of Santiago de Compostela, and to the parameters set by our faculty. This means that those activities that cannot be carried out in a face-to-face manner will be carried out online, using the institutional tools made available by the USC, which may involve using synchronous activities (mainly, via TEAMS) and/or asynchronous activities (mainly via TEAMS or Moodle), depending on the type of activity.
1.2. Assessment:
If we are obliged to adopt a blended teaching modality (in Scenario 2), the assessment system will be the same as for Scenario 1. If this is not posible in Scenario 2, and, obviously, in Scenario 3, face-to-face activities and exams will be replaced by online activities and exams (synchronous and/or asynchonous; oral and/or written) using the above mentioned insitutional tools.
2) Students are expected to complete all assignments and readings suggested by the lecturer(s), and to come to the sessions prepared to discuss them.
3)Students must visit the eLearning platform for the course regularly. Students are expected to check their university email on a regular basis: announcements and last-minute changes will be notified via the teaching platform.
4) No emails using a non-institutional account will be replied by the teachers, so students must contsct the teachers using their USC email account and, preferably, via the teaching platform.
Susana Maria Doval Suarez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811855
- susanamaria.doval [at] usc.es
- Category
- Professor: University Lecturer