Portuguese Linguistics II

Scholar Year: 2016/2017 - 2S

Courses

Head Teacher Responsability Ana Luísa da Piedade Melro Blazer Gaspar Costa Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 4,00 Carolina Silva   2,40

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

- To review and consolidate fundamental knowledge of the area of Language Sciences and Portuguese Linguistics;
- To recognize Grammar as a system of knowledge of the speakers;
- To reflect on trends of the Western linguistic thought;
- To acquire and develop instruments of grammatical analysis that allow an adequate description of linguistic phenomena;
- To reflect on the specific properties of various levels of linguistic knowledge (phonetic, phonological, lexical, morphological, syntactic, semantic, pragmatic);
- To relate the corresponding linguistic components of the oral and sign languages;
- To know and acknowledge contexts and dynamics of language diversity;
- To acquire knowledge on processes of regulation of language practices;
- To publicly communicate and share doubts, points of view, arguments, and opinions;
- To produce different types of oral and written texts;
- To develop the ability to achieve proposed tasks and activities timely and autonomously.

Syllabus

A. Language sciences (review of concepts)
1. Language and speech
2. Language acquisition and universal grammar
3. Grammaticality, ungrammaticality and acceptability
B. Grammar components and levels of linguistic analysis
1. Phonetics and Phonology
1.1. Relations between speech sounds and orthography
1.2. Description and classification of speech sounds
1.3. Phonological segments
1.4. Phonological processes
2. Morphology
2.1. Nominal and verbal inflection
2.2. Word formation processes
3. Syntax
3.1. Types of constituents: syntactic categories
3.2. Syntactic functions
3.3. Word order
3.4. Simple and complex sentences
4. Semantics
4.1. At the lexicon level: semantic relations between words
4.2. At the utterance level: Meaning and reference
4.2.1 Referential expressions and predicative expressions
5. Pragmatics
C. Languages in the Community
1. Minority languages in Portugal
2. Communication in multilingual contexts
3. Regulation of linguistic practices
4. Language education
5. Language policy in Portugal

Demonstration of the syllabus coherence with the UC intended learning outcomes

The first eight learning outcomes of this curricular unit were formulated aiming at the direct implementation of the syllabus. In order to enhance the vertical integration of the content, these goals (from the first to the eighth) include different syllabus contents. All syllabus contents are covered by the eight learning outcomes in question.

Teaching methodologies

Lecture by the teacher and spontaneous interventions of students (theoretical teaching).
Exercises, followed by class or plenary discussion of results (theoretical-practical teaching).
Individual, in pairs or in groups reading of texts in preparation of the following class and of complementary texts for further reading (study and evaluation).
Tutorial guidance in order to support students’ work.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The last three learning outcomes contain in a more evident way the demonstration of the teaching methodologies. For them, theoretical-practical teaching, tutorial guidance and evaluation are especially important. However, the eight previous objectives also imply the methodologies adopted, particularly in theoretical teaching, study and evaluation.

Assessment methodologies and evidences

Evaluation will include the following elements:
Attendance, class participation and completion of tasks (10%);
Research paper and class presentation (40%);
Final written test assessing knowledge and skills (50%).
As an alternative to continuous evaluation, students can take a final exam (100%). During the first week of classes, students should contact the teacher in order to choose the evaluation modality.
Working students should negotiate with the teacher individual forms of participation and evaluation by the end of the first fortnight of the semester.

Attendance system

Students should attend to at least 75% of classes.

Bibliography

Campos, M. H. & Xavier, M. F. (1991). Sintaxe e Semântica do Português. Lisboa: Universidade Aberta.
Costa, J. e Santos, A. L. (2003). A Falar como os bebés. O desenvolvimento linguístico das crianças. Lisboa: Editorial Caminho.
Duarte, I. (2000). Língua Portuguesa: Instrumentos de Análise. Lisboa: Universidade Aberta.
Faria, I. H., Pedro, E. R., Duarte, I. & Gouveia, C. A. M. (orgs.) (1996). Introdução à Linguística Geral e Portuguesa. Lisboa: Caminho.
Mateus, M. H. M. & Villalva, A. (2006). O essencial sobre Linguística. Lisboa: Caminho.
Mateus, M. H. M., Andrade, M., Viana M. C. & Villalva, A. (1990). Fonética, Fonologia e Morfologia do Português. Lisboa: Universidade Aberta.
Mateus, M. H. M., Brito, A. M., Duarte, I. & Faria, I. H. (2003). Gramática da Língua Portuguesa, 5ª edição revista e aumentada. Lisboa: Caminho.
Mateus, M. H. M., Falé, I. & Freitas, M. J. (2005). Fonética e Fonologia do Português. Lisboa: Universidade Aberta.
Raposo, E. P., Nascimento, M. F. B., Mota, M. A. C., Segura, L. & Mendes, A. (orgs.) (2013). Gramática do Português. Lisboa: Fundação Calouste Gulbenkian.