| Educational guide Faculty of Arts |
english |
| Teaching and Learning English as a Foreign/Second Language (2015) |
 Subjects |
| PRAGMATICS IN THE EL CLASSROOM |
| Learning outcomes |
| IDENTIFYING DATA | 2023_24 |
| Subject | PRAGMATICS IN THE EL CLASSROOM | Code | 12865108 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 3 | Compulsory | First | 2Q |
|||||
| Competences | Learning outcomes | Contents |
| Planning | Methodologies | Personalized attention |
| Assessment | Sources of information | Recommendations |
| Type A | Code | Learning outcomes |
| A2 |
Identifies and analyses the basic units as well as teaching and learning strategies to develop a global communicative competence (discursive, textual, pragmatic) in English | |
| A3 |
Critically reflects on the teaching-learning of the different linguistic levels (grammar, lexicon, phonetics, and pragmatics) and analyses, elaborates, compares and evaluates didactic proposals to tackle them Critically reflects on studies in the field of interlanguage pragmatics | |
| A5 |
Analyses, compares, evaluates and selects appropriate materials to present, practice and correct elements of the pronunciation, grammar, lexicon and pragmatics of English Argues and reasons why, when and how to work on the pronunciation, grammar, lexicon and pragmatics of English | |
| A6 |
Elaborates practical proposals and activities to include the different linguistic competences (pragmatics, grammar, lexicon, phonetics) in the teaching plan | |
| Type B | Code | Learning outcomes |
| CT5 |
Produce quality texts that have no grammatical or spelling errors, are properly structured and make appropriate and consistent use of formal and bibliographic conventions Draw up texts that are structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Draw up texts that are appropriate to the communicative situation, consistent and persuasive Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience | |
| CT6 |
Raise their professional self-awareness Develop a professional attitude Analyse the professional environment of their speciality Design specific professional tracks | |
| Type C | Code | Learning outcomes |
