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: With teaching
Enrolment: Enrollable | 1st year (Yes)
General objectives:
This course will provide an overview of the history of Discourse Analysis (DA), as well as of the main trends and applications in the field. The main analytical tools and methodologies applied in DA will be explained, followed by how language is analysed from a discourse perspective. This involves the analysis of the strategies whereby information is presented in particular contexts in the light of the cognitive processes (encoding and decoding) and discourse representations (e.g. presuppositions, assertions, implicatures) that such strategies trigger in the participants’ minds, which will lead to the discussion of such related aspects and theories as e.g. Pragmatics, Functional Sentence Perspective, Cohesion and Coherence, or the use of Discourse Markers. The next step will be to introduce Conversation Analysis (CA) and Critical Discourse Analysis (CDA).
Readings and theoretical questions will be substantiated with practical tasks. The focus will be on the analysis of different types of discourse in present-day English.
Specific objectives:
1. Description of the basic concepts of DA.
2. Familiarization with the main approaches and applications of DA in English.
3. Analysis of different types of discourse in natural settings.
4. Critical reading of specialized literature related to the field.
5. Use of new resources and technologies to carry out research in the field.
6. The carrying out of a small-scale research project in DA.
7. Individual and group work.
8. Participation in class discussions on DA-related topics.
1. Introducing Discourse Analysis
1.1. Basic concepts
1.2. Overview of the field
2. Main approaches and applications
2.1. Information Processing, the Organization of Discourse, and Pragmatics
2.2. Conversation Analysis
2.3. Critical Discourse Analysis
Referencias básicas
Alba-Juez. 2009. Perspectives on Discourse Analysis: Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Publishing.
Alba-Juez, Laura and J. L. Mackenzie. 2016. Pragmatics: Cognition, Context and Culture. Madrid: McGraw Hill.
Brown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press.
Cook, G. 1989. Discourse. Cambridge: Cambridge University Press.
Coulthard, M. (ed.) 1992. Adavances in Spoken Discourse Analysis. London: Routledge. (2nd edition).
Flowerdew, John. 2013. Discourse in English Language Education. New York: Routledge.
Gee, J. P. 2013. An Introduction to Discourse Analysis. London: Routledge.
Georgakopoulou, A. and Goutsos, D. 1997. Discourse Analysis: An Introduction.
Edinburgh: Edinburgh University Press.
Gómez González, M. Á. 2001. The Theme-Topic Interface: Evidence from English. Amsterdam: Jhon Benjamins.
Grundy, P. 2000. (2nd ed.) Doing Pragmatics. London: Arnold. 105-111.
Johnstone, B. 2008. Introduction to Discourse Analysis. CUP (2nd revised edition).
Liddicoat, A.J. 2011. An Introduction to Conversation Analysis. London: Continuum.
McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press.
Mc Carthy, M. and R. Carter 1994. Language as Discourse. Harlow (Essex): Longman.
Renkema, J. 2004. Introduction to Discourse Studies. Amsterdam/Philadelphia: John Benjamins.
Renkema, J. 2009a. Discourse, of course. An Overview of Research in Discourse Studies. Amsterdam/Philadelphia: John Benjamins.
Rogers, R. 2004. An Introduction to Critical Discourse Analysis in Education. Mahwah, NJ: Lawrence Erlbaum.
Schiffrin, D. 1994. Approaches to Discourse. Oxford: Blackwell.
Referencias complementarias
Antaki, C. (ed.) 2011. Applied Conversation Analysis: Intervention and Change in Institutional Talk. Basingstoke: Palgrave Macmillan.
Arminen, I. 2005. Institutional Interaction. Studies of Talk at Work. Aldershot: Ashgate. Blommaert, J. 2005. Discourse: A Critical Introduction. Cambridge: Cambridge University Press.
Bloome, David et al. 2005. Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. Mahwah, NJ: Lawrence Erlbaum.
Bloome, D., S. Power Carter, B. Morton Christian, S. Madrid, S. Otto, N. Shuart-Faris, and M. Smith 2008. Discourse Analysis in Classrooms. New York and London: Teacher’s College Press.
Brinker, K. et al. (eds.) 2001. Linguistics of Text and Conversation. Vol. 2, Berlin: Walter de Gruyter.
Boden, D. and H. Zimmerman (eds.) 1991. Talk and Social Structure: Studies in
Ethnomethodology and Conversation Analysis. Cambridge: Polity Press.
Brown, P. and Levinson, S. C. (1999 [1987]). “Politeness: Some universals in language usage.” In A. Jaworski and N. Coupland (eds.), The Discourse Reader. London:
Routledge. 321-335.
Cameron, D. 2001. Working with Spoken Discourse. Thousand Oaks, CA: Sage.
Chimbombo, M. P. F. and Roseberry, R. L. 1998. The Power of Discourse. An
Introduction to Discourse Analysis. New Jersey: Lawrence Erlbaum Associates, Publishers.
Cook, G. 1989. Discourse. Cambridge: Cambridge University Press.
Coulthard, M. and Montgomery, M. (eds.) 2014. Studies in Discourse Analysis.
London: Routledge & Kegan Paul.
Cutting, J. 2000. Analysing the Language of Discourse Communities. New York: Elsevier.
Drew, P. and J.C. Heritage (eds.) 1992. Talk at Work: Interaction in Institutional Settings. Cambridge: Cambridge University Press.
Drew, P. and C. Heritage (eds.) 2006. Conversation Analysis. Vol 4. London: Sage.
Fairclough, N. 2003. Analysing Discourse. Oxford: Routledge.
Gee, J. P. and M. Handford (eds.) 2014. The Routledge Handbook of Discourse Analysis. New York: Routledge.
Grundy, P. 2000. (2nd ed.) Doing Pragmatics. London: Arnold. 105-111.
Horn, Laurence R. and G. Ward (2004). Handbook of Pragmatics. Oxford: Blackwell.
Huang, Yan. 2016. Pragmatics: Language use in context. In Keith Allan (ed.), Routledge Handbook of Linguistics, London: Routledge.
Hutchby, I. and R. Wooffitt. 2008. Conversation Analysis.2nd ed. Cambridge: Polity Press.
Jahandarie, K. 1999. Spoken and Written Discourse: A Multidisciplinary Perspective. Stanford, Connecticut: Ablex.
Jaworski, A. and Coupland, N. (eds.) 2014 (4th ed.). The Discourse Reader. London:
Routledge.
Jorgensen, M. and Phillips, L. 2002. Discourse Analysis as Theory and Method. London: Sage Publications.
Journal of Pragmatics. Vols. 28, 29, 30 (1997 and 1998).
Kress, G. and Van Leeuwen, T. 2001. Multimodal Discourse. The Modes and Media of Contemporary Communication. London: Arnold.
Lerner, G.H. (ed.) 2004. Conversation Analysis: Studies from the First Generation. Amsterdam: John Benjamins.
Levinson, S. C. 1983. Pragmatics. Cambridge: Cambridge University Press.
Markee,N. 2000. Conversation Analysis. Mahwah, New Jersey: Lawrence Erlbaum.
Martin, J.R. and D. Rose. 2007 ( 2nd. edition). Working with Discourse. Meaning beyond the Clause. London & New York: Continuum.
McHoul, A., and Rapley, M. (eds.) 2001. How to Analyze Talk in Institutional Settings:
A Casebook of Methods. New York: Continuum.
Ochs, E., Schegloff, E. A., and Thompson, S. A. 1996. Interaction and Grammar.
Cambridge: Cambridge University Press.
Paltridge, B. 2000. Making Sense of Discourse Analysis. Brisbane: Gold Coast.
Phillips, N., and Hardy, C. 2002. Discourse Analysis: Investigating Processes of Social Construction. Thousand Oaks, CA: Sage.
Prevignano, C.L. and T.J. Thibault. (eds.) 2003. Discussing Conversation Analysis: The Work of Emanuel A. Schegloff. Amsterdam: John Benjamins.
Psathas, G. 1995. Conversation Analysis: The Study of Talk-in-Interaction. Thousand Oaks: Sage.
Renkema, J. 2009b. Discourse, of course. An Overview of Research in Discourse Studies. Amsterdam/Philadelphia: John Benjamins.
Richards, K. and P. Seedhouse. (eds.) 2005. Applying Conversation Analysis.
Basingstoke: Palgrave Macmillan.
Schegloff, E. 2007. Sequence Organization in Interaction. Volume 1: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
Schiffrin, D., Tannen, D. and Hamilton, H. (eds.). 2001. The Handbook of Discourse Analysis. Malden, Mass: Blackwell.
Sidnell, J. 2010. Conversation Analysis: An Introduction. Chichester: Wiley-Blackwell.
Sidnell, J. (ed.) 2009. Conversation Analysis: Comparative Perspectives. Cambridge: Cambridge University Press.
Sidnell, J. and T. Stivers. (eds.) 2012. The Handbook of Conversation Analysis. Chichester: Wiley-Blackwell.
Stenström, A.B. 1994. An Introduction to Spoken Interaction. London: Longman.
Stubbs, M. V. 1983. Discourse Analysis: The Sociolinguistic Analysis of Natural Language. Oxford: Blackwell.
Tannen, D. (ed.) 1982. Analyzing Discourse: Text and Talk. Washington, DC: GU Press.
Ten Have, P. 2007. Doing Conversation Analysis. A Practical Guide. London: Sage.
Thornbury, S. 2005. Beyond the Sentence. Introducing Discourse Analysis. Oxford: Macmillan.
Titscher, S. 2000. Methods of Text and Discourse Analysis. (B. Jenner Trans.). Thousand Oaks, CA: Sage.
Tsui, A.B.M. 1994. English Conversation. Oxford: Oxford University Press.
Van Dijk, T. (ed.) 1985. Handbook of Discourse Analysis. London: Academic Press.
Wetherell, M., Taylor, S., and Yates S. J. 2001. Discourse Theory and Practice: A Reader. Thousand Oaks, CA: Sage.
Wodak, R. and Meyer, M. (eds.) 2001. Methods of Critical Discourse Analysis. London: Sage Publication.
Wood, L. A. and Kroger, R. A. 2000. Doing Discourse Analysis. Methods for Studying Actions in Talk and Text. London: Sage.
Wooffitt, R. 2005. Conversation Analysis and Discourse Analysis: A Comparative and Critical Introducti on. London: Sage.
1. An understanding of the basic concepts of DA.
2. Knowledge of the main approaches and applications of DA in English.
3. Critical reading of recommended literature.
4. Application of the basic concepts dealt with in the course.
5. The ability to consult and select from the recommended bibliography and available resources all the relevant and appropriate information.
6. The ability to gather, select and analyse natural data in field research.
7. The writing and presentation of a small-scale research project in DA.
Competences (“Memoria do Máster Interuniversitario en Estudios Ingleses Avanzados e as Súas Aplicacións, 2ª
edición", pp. 6-7: http://www.imaes.eu/wp-content/uploads/2019/12/MEMORIA_ANEXOS-I-II.pdf)
GENERAL
G01 - Ability to delve into those concepts, principles, theories or models related to the various areas of English Studies, as well as to become familiar with the methodology required to solve those problems typical of this field of study.
G02 - Ability to apply the knowledge gained/obtained within the multidisciplinary and mutifaceted/versatile area of English Studies.
G03 - Ability to use the new information and communication technologies (ICTs) efficiently within the realm of English Studies.
G04 - Ability to present experiences, ideas or reports in public, as well as to express informed opinions based on criteria, external rules or personal reflections, for which a sufficient command of the academic and scientific language, both written and oral, will be necessary.
G05 - Abilities to investigate and manage new knowledge and information within the context of English Studies.
G06 - Ability to acquire/achieve critical thinking that will lead students to consider the relevance of the existing research in the fields of study that make up/shape/define English Studies, as well as the relevance of their own investigations.
G07 - Abilities to consolidate and develop the C2 linguistic competence in the spoken and written use of the English language.
G08 - Progressive autonomy in the learning process, personal/individual search for resources and information, by getting access/accessing (to) bibliographical and documentary references on the various areas that make up/define/shape English Studies.
G09 - Ability to carry out research work of an academic nature in the different realms of English Studies.
G10 - Ability to present and defend a research project by making use of the appropriate terminology and resources/tools within the area object of study.
SPECIFIC
E01 - Knowledge of the main methods of linguistic research.
E02 - Knowledge of the main resources, tools and methods for linguistic research.
E07 - Capacity to analyse different types of texts and spoken and/or written discourse in English.
The syllabus will be covered and the projects will be presented in 14 hours of class sessions. In addition, a maximum of 10 hours will correspond to online self-training and /or self-assessment tasks and to other activities normally implemented through virtual learning environments (VLE), while the remaining 51 hours will be required to read the recommended literature and to prepare the project in the light of the class sessions and tutorials, during which attendance in class is not required.
Scenario 1: Adapted Normality
Continuous Assessment (first seat and resit students)
Students’ progress will be assessed during the course, including attendance and active participation in the classroom sessions, and also individual work outside the classroom. Active participation will be assessed taking into account the carrying out of all kinds of oral and written tasks related to the course, both in the classroom and outside (e.g. exercises, problems, commentaries, written tasks, oral presentations, exams).
The percentages of the final mark corresponding to each of the parameters assessed are the following:
• A. Problem solving (20%): Solving exercises, problems and activities that the teacher requests to carry out inside or outside the classroom. Failure to do the requested activities in due time and / or form will score as zero. Competences: G02, G04, G05, G06, G07, G08, E01, E02, E07.
B. Supervised work (70%): The autonomous realization of a written work with its corresponding oral presentation in class, for which the use of a powerpoint is recommended. The written version must comply with the format, structure, grammatical correction and style of an academic work. Competences: G01, G02, G03, G04, G05, G06, G07, G08, G09, G10.
C. Systematic observation (10%): The students will also be evaluated based on the data and evidence that the teachers compile on the participation and involvement of the students in the sessions: attention, comments, reflection and questions in line with the explanations and realization of the requested activities. Competences: G1, G4, G6, G7, E1, E2, E7.
NOTES
• Class attendance is compulsory.
• The assessment system will be the same in the first and second opportunity. The assessment of students who are officially dispensed with class attendance will be exclusively based on a written project and its oral presentation.
• In the case of fraudulent performance of exercises or tests, the provisions of art. 16 of "Normativa de Evaluación de rendimiento académico de los estudantes y de revisión de calificaciones" will apply:
“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”.
The following variables have been taken into account when assigning values to the activities above:
Total number of hours = 75
Maximum number of hours of classroom work = 14
Maximum number of hours in VLE = 10
Students’ individual study time = 51
This subject focuses on linguistic and communicative aspects of English and is recommended for those especially interested in such topics.
Further information can be made available by individual lecturers by e-mail and via the virtual learning platform set up for this Master’s Degree.
María de los Ángeles Gómez González mdelosangeles.gomez [at] usc.es (mdelosangeles[dot]gomez[at]usc[dot]es) (coordinator)
Esperanza Rama Martínez erama [at] uvigo.es (erama[at]uvigo[dot]es)
Eduardo J. Varela Bravo evarela [at] uvigo.es (evarela[at]uvigo[dot]es)
Elizabeth Woodward Smith elizabeth.woodward [at] udc.es (elizabeth[dot]woodward[at]udc[dot]es)
Maria De Los Angeles Gomez Gonzalez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811844
- mdelosangeles.gomez [at] usc.es
- Category
- Professor: University Professor
| Wednesday | |||
|---|---|---|---|
| 16:00-17:00 | Grupo /CLE_01 | English | C05 |
| 17:00-18:00 | Grupo /CLIS_01 | English | C05 |
| Thursday | |||
| 16:00-17:00 | Grupo /CLE_01 | English | C05 |
| 17:00-18:00 | Grupo /CLIS_01 | English | C05 |
| 05.21.2025 16:00-18:00 | Grupo /CLIS_01 | C05 |
| 05.21.2025 16:00-18:00 | Grupo /CLE_01 | C05 |
| 07.02.2025 16:00-18:00 | Grupo /CLIS_01 | C05 |
| 07.02.2025 16:00-18:00 | Grupo /CLE_01 | C05 |