|Mapa da ESE Setúbal|
Portuguese Linguistics I
Scholar Year: 2021/2022 - 1S
||Línguas e Literatura
||N. of students
|Ana Luísa da Piedade Melro Blazer Gaspar Costa||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
- To acquire fundamental knowledge of the area of Language Sciences and Portuguese Linguistics;
- To recognize the difference between the concepts of language and speech;
- To address issues related to language acquisition;
- To reflect on trends of the Western linguistic thought;
- To describe and compare functioning aspects of oral languages and sign languages;
- To integrate the presence of Portuguese in the European and world context;
- To identify linguistic varieties present in the communities;
- To recognize different meanings of Grammar;
- To reflect on specific properties of Portuguese phonetics and phonology.
A. Language sciences
1. Language and speech
2. Oral languages and sign languages
3. Acquisition and development of language
4. Diversity and linguistic variation
4.1. Languages and language families – Indo-European languages
4.2. The Portuguese language in the world
5. Linguistic knowledge
5.1. Concept(s) of Grammar
5.1. Implicit knowledge, linguistic awareness, and explicit knowledge
5.3. Grammaticality, ungrammaticality, and acceptability
B. Grammar components and levels of linguistic analysis: Phonetics and Phonology of Portuguese
1. Relations between speech sounds and orthography
2. Description and classification of speech sounds
3. Phonological segments
4. Phonological processes
Demonstration of the syllabus coherence with the UC intended learning outcomes
The first eight learning outcomes are developed by mobilizing the knowledge related to the contents listed in A, being the last learning outcome related to knowledge in the area of Phonetics and Phonology of Portuguese. The learning resulting from the readings and the reflection on the programmatic contents support the development of the expected learning outcomes, both those of a more theoretical nature and those aimed at the professional practice of a future translator and interpreter.
In Portuguese Linguistics I, methodologies that favor the relationship between theory and practice, based on theoretical exposition, on pedagogical interactions, on the completion of tasks (individual and in groups), on the research work, are valued. The development of skills, involving analysis and synthesis, critical reflection, as well as creativity, autonomy and the ability to carry out proposed tasks in a timely manner, is considered a priority.
The approach to the themes from the program will be the teacher’s responsibility. Further reflection and presentation of problems will be the students’ responsibility, and will, therefore, be subject to evaluation of class participation. Students will be encouraged to communicate and share their doubts, points of view, opinions, and arguments. Individual reading, in pairs or in groups, of class preparation texts and complementary texts are essential for the progress of learning.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The privileged methodologies guarantee the development of the learning outcomes of the program in a suitable way to the different profiles of students.
Throughout the learning process, the students are expected to mobilize fundamental concepts of Portuguese grammar and to master oral and written genres suitable for reading presentations, discussion of topics, research papers and reflecting on issues from the program of the curricular unit. At all times of class participation, they should demonstrate proficiency in oral and written expression for academic purposes and use of diversified conventional and technological supports, aiming at both the development of skills essential to the academic journey and the continuation of their professional training.
Assessment methodologies and evidences
Continuous evaluation is based on the following:
- Participation in class activities and completion of tasks (10%);
- Individual written test (50%);
- Research paper in groups and its oral presentation in class (40%).
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. If a student chooses the final exam, he/she may, like all the other students, access the class activities on Moodle.
Students with special status should contact the teacher of the curricular unit until the end of the first fortnight of the semester, in order to define ways of evaluation.
Students should attend to at least 75% of classes.
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.
Fromkin, V., Rodman, R. & Hyams, N. (2014). An Introduction to Language. Boston: Wadsworth.
Martins, A. M. & Carrilho, E. (eds.) (2016). Manual de Linguística Portuguesa. Berlin/Boston: De Gruyter.
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.