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
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: German Philology
Center Faculty of Philology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The main objective of this course is to introduce students to the language technologies that make up today's knowledge society, in which information and communication play a major role. The aim is to provide students with the knowledge of different linguistic tools and resources necessary for automatic natural language processing applications such as computer-assisted text writing, translation, information retrieval or computer-assisted language teaching and learning.
1 Language and Knowledge Society
1.1 Language Technologies and Natural Language Processing (NLP)
1.2 Overview of the applications of linguistic and NLP technologies
1.3 Artificial intelligence: from the empire of algorithms to ethics in the digital era
2 Applications for Computer assisted writing
3 Electronic dictionaries
Electronic dictionary concept
Design of electronic dictionaries for different PLN applications.
Usability of electronic dictionaries
4 Machine Translation
Machine Translation (MT) and Computer Assisted Translation (CAT)
Rule-based MT systems
Statistics-based MT systems
New MT models
5. Computer-assisted language learning
a. Presentation of different ALAO systems
b. Corpus and language learning
Basic Literature
Clark, Alexander, Chris Fox e Shalom Lappin (eds.), The Handbook of Computational Linguistics and Natural Language Processing, Wiley-Blackwell, 2010 Routledge
Coeckelbergh, Mark, La Filosofía política de la inteligencia artificial. Una introducción, Cátedra, 2023
Ertel, Wolfgang, Introduction to Artificial Intelligence, 2nd ed. Springer, 2017
McEnery, Tony, Fundamental Principles of Corpus Linguistics 2024
Oliver, Antoni, Herramientas tecnológicas para traductores, Editorial UOC, 2016
Rojo, Guillermo, Introducción a la lingüística de corpus en español, Routledge, 2021
Rubio López, Ruth Yanira e Bernal Chávez, Julio Alexander (2016), Introducción a la lingüística computacional, Ediciones de la U, 2016
OLIVER, A. (2016), Herramientas tecnológicas para traductores, Barcelona: Editorial UOC.
ADDITIONAL LITERATURE
INDURKHYA, N. & F.J. DAMERAU (eds.) (2010), Handbook of Natural Language Processing, Boca Ratón, FL: CRC.
Introduction to Artificial Intelligence. Editors: Michail E. Klontzas, Salvatore Claudio, Fanni Emanuele Neri, 2023, Springer Verlag.
Indurkhya, Nitin e Fred J. Damerau (eds.), Handbook of Natural Language Processing, Second Edition, Chapman and Hall/CRC, 2010
Markowitz, Judith A. (ed.), Robots that talk and listen., De Gruyter, 2015
Mitkov, Ruslan (ed.), The Oxford Handbook of Computational Linguistics, Oxford University Press, 2022
Müller-Spitzer, C. ed., Using Online Dictionaries, De Gruyter, 2014
1/ Core Skills
- That students know how to apply the knowledge acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
- Students should be able to communicate their findings - and the ultimate knowledge and reasons behind them - to specialist and non-specialist audiences in a clear and unambiguous manner
- That students possess the learning skills that will enable them to continue studying in a largely self-directed or autonomous manner.
2/ General skills
- Acquisition of the methodological and critical fundamentals that allow students to access the exercise of professional activity with a versatile and interdisciplinary training.
- Ability of students to handle new information and communication technologies applied to the field of language studies, as well as to indicate their usefulness in professional and research practice.
- Ability of students to open up new avenues of research in the field of language studies, providing them with practical applications for transfer to different professional fields.
3/ Cross-cutting skills
- Use of basic information and communication technology (ICT) tools necessary for the exercise of their profession and for lifelong learning.
- Critical appraisal of the knowledge, technology and information available to solve the problems they face
- Assessment of the importance of research, innovation and technological development for socio-economic progress and
cultural society.
4/ Specific skills
- Ability to apply the acquired language skills to the problems of the professional world (teaching, linguistic advice and mediation, translation, lexicography, language planning...).
- Ability to handle the different language technologies that make up today's knowledge society: electronic dictionaries, automatic proofreaders and translators, and computer-assisted language learning systems.
- Master session: Presentation by the teachers of the subject of the contents to be studied or the activities to be carried out by the students.
- Tutored work: Individual coursework on a specific aspect of the subject's programme.
- Activities, practices and exercises: exercises related to the subject are formulated, and students must solve them by applying the knowledge assimilated in class.
- Autonomous practices through ICT: autonomous practices of tools, applications or resources object of study of the subject.
- Teaching lecture: Presentation, by the teachers of the course, of the contents to be studied or the activities to be carried out by the students.
- Supervised work: Individual course work on a specific aspect of the subject's programme.
- Activities, practices and exercises: exercises related to the course are formulated, and students must solve them by applying the knowledge assimilated in class.
- Autonomous practices of tools, applications or resources object of study of the subject.
In the event that the competent authorities declare either scenario 2 or 3, the methodology will be adapted to the guidelines established by the USC and to the parameters agreed by the centre, so that teaching activities that cannot be carried out in a face-to-face manner will be developed virtually using the institutional tools made available by the USC, combining activities of a synchronous nature (mainly through the TEAMS platform) and/or asynchronous (mainly through TEAMS or Moodle) depending on the type of activity.
FACE-TO-FACE STUDENTS
1ST Term
Supervised work: 65%.
Attendance and participation: 15%.
Other assessable activities, tests: 20%.
2ND Term
Students may submit a new version of their coursework (evaluable activities and supervised work) that has not been sufficiently developed, or, if necessary, they may be asked to do a series of substitute activities that will be announced at the time the first opportunity is given.
In the case of insufficient qualification in the attendance and participation module, the mark of the mentioned works will constitute 100% of the final qualification.
STUDENTS WITH ATTENDANCE WAIVER:
The grade reached by the works (partial and final) will constitute 100% of the final grade, both at the first and second opportunity.
In the case of fraudulent exercises or tests, the regulations set out in Article 16 of the Regulations for the Evaluation of Students' Academic Performance and for the Revision of Qualifications will be applicable.
ACTIVITY HOURS IN THE CLASSROOM HOURS OUTSIDE THE CLASSROOM TOTAL
Resolution of exercises 10 0 10
Supervised work 0 18 18
Autonomous practices 0 11 11
Lectures 8 24 32
Individualized tutoring 0 4 4
- In this course, the active attendance to the classroom sessions is a key element in the acquisition of competences by the students, so it is recommended the presence and active participation in class
- In order to pass the course it is required the constant work of the students, both in the presential sessions and in their personal work outside the classroom.
- Students must consult the subject's web page regularly, as this will be the main means of communication and of the delivery of materials by the teaching staff.
(1) TUTORING
Schedule: Fixed at the beginning of the 1st semester
Place: Office 417
Phone: 881 811 849
E-mail: i.doval [at] usc.es (i[dot]doval[at]usc[dot]es)
(2) Teaching language: Galician and/or Spanish according to students' preferences
This program will be adapted, if necessary, following the guidelines of the USC, if the health situation would require it.
Irene Doval Reixa
Coordinador/a- Department
- English and German Philology
- Area
- German Philology
- Phone
- 881811849
- i.doval [at] usc.es
- Category
- Professor: University Professor
| Tuesday | |||
|---|---|---|---|
| 17:30-19:00 | Grupo /CLE_01 | Spanish | C06 |
| Thursday | |||
| 17:30-19:00 | Grupo /CLE_01 | Spanish | C06 |
| 01.17.2025 16:00-18:00 | Grupo /CLIS_01 | C10 |
| 01.17.2025 16:00-18:00 | Grupo /CLE_01 | C10 |
| 07.08.2025 16:00-18:00 | Grupo /CLE_01 | C10 |
| 07.08.2025 16:00-18:00 | Grupo /CLIS_01 | C10 |