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)
-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, etc.).
-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 and quantitative corpus research 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, among others:
- Translation Studies
- Foreign Language Acquisition and Teaching
- Lexicography
- Diachronic and synchronic linguistics
BASIC:
Aarts, F. (1982).“The Contrastive Analysis Debate: Problems and Solutions”. Studia Anglica Posnaniensia 14: 47-68.
Aarts, F. & H. Wekker. (1991). “Contrastive Grammar: Theory and Practice”. In J. Fisiak (ed.), Further Insights into Contrastive Analysis. Amsterdam: John Benjamins, 163-176.
Aijmer, K. & B. Altenberg (eds.). (2013). Advances in Corpus-Based Contrastive Linguistics. Amsterdam: John Benjamins.
Aijmer, K., B. Altenberg & M. Johansson (eds.). 1996. Languages in contrast: Papers from a symposium on text-based cross-linguistic studies. Lund: Lund University Press.
Altenberg, B. & S. Granger (eds.). (2002). Lexis in Contrast: Corpus-Based Approaches. Amsterdam: John Benjamins.
Benson, C. (2002). “Transfer/Cross-linguistic Influence”. ELT Journal 56.1: 68-70.
Doval Reixa, Irene & María Teresa Sánchez Nieto (eds.). 2019. Parallel Corpora for Contrastive and Translation Studies: New Resources and Applications. Amsterdam: John Benjamins.
Enghels, R., B. Defrancq & M. Jansegers. (2020). New Approaches to Contrastive Linguistics: Empirical and Methodological Challenges. Berlin: Mouton.
Gómez-González, M.D.L.A. & S.M. Doval-Suárez. (2005). On Contrastive Linguistics: Trends, challenges and problems. In C. S. Butler, M.D.L.A Gómez-González & S. M. Doval-Suárez (eds.), The Dynamics of Language Use: Functional and contrastive perspectives, 19-45.
Krzeszowski, T. P. (1990). Contrasting Languages: The Scope of Contrastive Linguistics. Berlin: Mouton de Gruyter.
Mikhailov, M. & R. Cooper. (2016). Corpus Linguistics for Translation and Contrastive Studies: A guide for research. London: Routledge.
Taboada, M., S. M. Doval-Suárez & E. González Álvarez (eds.). 2013. Contrastive Discourse Analysis: Functional and Corpus Perspectives. Sheffield: Equinox.
COMPLEMENTARY:
Aijmer, K. and A.M. Simon-Vandenbergen. (2003). “The discourse particle well and its equivalents in Swedish and Dutch”. Linguistics 41.6: 1123-1161.
Aijmer, K. (1999). “Adverbial connectors in English and Swedish: Semantic and lexical correspondences”. In H. Hasselgárd & S. Oksefjell (eds.), Out of Corpora. Studies in Honour of Stig Johansson. Amsterdam: Rodopi, 249-268.
Blum-Kulka, S., J. House and G. Kasper (eds.). (1989). Cross-cultural Pragmatics: Requests and Apologies. Norwood, N.J.: Ablex.
C. S. Butler, M.D.L.A Gómez-González & S. M. Doval-Suárez (eds.). (2005). The Dynamics of Language Use: Functional and contrastive perspectives. Amsterdam: John Benjamins.
Fisiak, J. (ed.). (1980). Theoretical Issues in Contrastive Linguistics. Amsterdam: John Benjamins.
Georgiafentis, M., G. Giannoulopoulou, M. Koliopoulou & A. Tsokoglou (eds.). 2020. Contrastive Studies in Morphology and Syntax. London: Bloomsbury Academic.
Götz, S. & J. Mukherjee (eds.). 2019. Learner Corpora and Language Teaching. Amsterdam: John Benjamins.
Granger, S., J. Lerot & S. Petch-Tyson (eds.). (2003). Corpus-based Approaches to Contrastive Linguistics and Translation Studies. Amsterdam: Rodopi.
Hansen, K. (1985).“Trends and problems in contrastive linguistics”. ZAA 3: 117-132.
Hasselgård, H., S. Johansson, B. Behrens & C. F. Hansen. (2002). Information Structure in a Cross-Linguistic Perpective. Amsterdam/New York: Rodopi.
Hellinger, M. & U. Ammon (eds.). (1996). Contrastive Sociolinguistics. Berlin: Mouton de Gruyter.
Johansson, M. (2001). “Clefts in contrast: a contrastive study of it clefts and wh clefts in English and Swedish texts and translations”. Linguistics 39(3): 547-582.
Johansson, S. & S. Oksefjell (eds.). (1998). Corpora and Cross-linguistic Research: Theory, Method and Case Studies. Amsterdam: Rodopi.
Lado, R. 1957. Linguistics across Cultures: Applied Linguistics for Language Teachers. Ann Arbour: University of Michigan Press.
Odlin, T. (1989). Language Transfer. Cross-linguistic Influence in Language Learning. Cambridge: Cambridge University Press.
Teubert, W. (2002). “The role of parallel corpora in translation and multilingual lexicography”. In B. Altenberg and S. Granger (eds.), Lexis in Contrast: Corpus-Based Approaches. Amsterdam: John Benjamins, 189-214.
Wierzbicka, A. (1991). Cross-Cultural Pragmatics: The Semantics of Human Interaction. Berlin and New York: Mouton de Gruyter.
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)
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 obtained within the multidisciplinary and mutifaceted area of English Studies.
G03 – Ability to use the new Information and Communication Technologies efficiently within the area 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 critical thinking that will lead students to consider the relevance of the existing research in the fields of study that define English Studies, as well as the relevance of their own investigations.
G07 – Ability to strengthen and develop the linguistic competence (C2 level) in both spoken and written English.
G08 – Increasing autonomy in learning, search of one’s own resources and information, accessing for that several bibliographical resources about the different domains that define English Studies.
G09 – Ability to conduct academic research within the different domains of English Studies.
G10 – Ability to present and defend a research piece of work using the appropriate terminology and resources for the field under study.
E01 – Knowledge of the main models of linguistic research.
E02 – Knowledge of research resources, tools and methodologies.
Lectures, practical seminars and hands-on workshops on corpora will be combined with online activities via the university Virtual Campus.
FIRST OPPORTUNITY:
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: 20% (Assessed Competences: G01, G02, G03, G04, G07, E01, E02)
- Written paper and its oral presentation in class: 80% (Assessed Competences: G01, G02, G03, G04, G05, G06, G07, G08, G09, G10, E01, E02)
SECOND OPPORTUNITY:
The same assessment system as in the first opportunity applies for the July resit.
STUDENTS WHO ARE OFFICIALLY EXEMPT FROM CLASS ATTENDANCE:
- Activities related to the course syllabus: 20%
- Written paper and its oral presentation in class: 80%
IMPORTANT REMARKS:
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 penalised.
Total number of hours: 75
Class work: 14 hours (Lectures, 5 hours; practical seminars and students' presentations, 7 hours; tutorials, 2 hours).
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)
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)
Zeltia Blanco Suarez
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- zeltia.blanco [at] usc.es
- Category
- Professor: Temporary PhD professor
| Wednesday | |||
|---|---|---|---|
| 18:15-19:15 | Grupo /CLE_01 | English | C05 |
| 19:15-20:15 | Grupo /CLIS_01 | English | C05 |
| Thursday | |||
| 18:15-19:15 | Grupo /CLE_01 | English | C05 |
| 19:15-20:15 | Grupo /CLIS_01 | English | C05 |
| 05.28.2025 16:00-18:00 | Grupo /CLIS_01 | C05 |
| 07.09.2025 16:00-18:00 | Grupo /CLIS_01 | C05 |