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CURSO : ENGLISH SPANISH CONTRASTS (CPC)
TRADUCCION : CONTRASTE INGLES ESPA?OL (CPC)
SIGLA : EIN1007
CREDITOS : 10
MODULOS : 2
CARACTER : MINIMO
TIPO : CATEDRA
CALIFICACION : ESTANDAR
DISCIPLINA : LINGUISTICA
PALABRAS CLAVE : CONTRASTIVE LINGUISTICS, ESL, SPANISH AS L1, EFLT
CARRERA : PEDAGOGIA EN INGLES PARA EDUCACION BASICA Y MEDIA

II. DESCRIPTION

English-Spanish Contrasts offers a comprehensive linguistic description of similarities and differences between the English and Spanish languages focusing on a selection of phonological, morpho-syntactic, lexical, and discoursal aspects of both languages. The course examines the most pertinent approaches within the contrastive linguistics area and seeks their application in real English L2 production under the parameters of Spanish as L1.

III. OBJECTIVES

General Objectives

1. To understand and apply the main methodological frameworks within the area of contrastive
Linguistics.
2. To develop awareness towards the applicability of the notion of contrast between English and Spanish in terms of its effectiveness and limitations in current foreign language teaching methodology.
3. To learn and apply the methodological tools for analyzing English L2 production under the parameters of Spanish as L1.
4. To prepare, adapt and carry out EFL lessons and materials on the basis of knowledge obtained from the course.
Specific Objectives
1. To be able to identify, describe, and examine the linguistic processes of the English and Spanishlanguages.
2. To be able to provide parameters of comparison and contrast of both languages, and to identify the aspects of the English linguistic system that are problematic for Spanish-speaking students.
3. To be able to identify and describe the basic phonological, morpho-syntactic, lexical, semantic and discoursal contrastive features of Spanish and English.

IV. COMPETENCES

1. The student masters the English Language at an Advanced Level and is able to communicate fluently and precisely in order to provide learning opportunities for the integrated development of communicative skills in English. (Domina la lengua inglesa a nivel avanzado y se comunica de forma precisa y fluida, para ofrecer oportunidades de aprendizaje orientadas al desarrollo integrado de las habilidades comunicativas en ingles | Subcompetencia 1.5)

2. The student understands the structure and functioning of the English Language and its cultural expressions, in order to contextualize the developmental process of English communicative skills in the school context (Comprende la estructura y funcionamiento de la lengua inglesa y manifestaciones culturales asociadas, para contextualizar el proceso de desarrollo de habilidades comunicativas en ingles en el contexto escolar | Subcompetencia 2.2, 2.3)

V. CONTENTS

1.Introduction: from Second Language Acquisition to Contrastive Linguistics.

2.Contrastive linguistics.
2.1 Contrastive Analysis.
2.2. Error Analysis.
2.3. Interlanguage and the source of problems

3. Areas of contrast - English-Spanish.
3.1 Phonology.
3.1.1 Consonants.
3.1.2 Vowels and diphthongs.
3.2 Morpho-syntax.
3.2.1 Morphology: inflection, derivation.
3.2.2 Word order.
3.2.3 Sentence structure.
3.2.4 The noun group.
3.2.5 The verbal group.
3.3 Lexical-semantics.
3.3.1 Word formation.
3.3.2 Cognates.
3.3.3 Idioms.
3.4 Discourse.
3.4.1 Genre
3.4.2 Discourse organization

VI. METHODOLOGY

The methodology of the course consists of guided reading for the analysis and productive discussion of articles and book chapters about Contrastive Linguistics and the main areas of contrast between English and Spanish. In addition, analysis workshops will take place to reflect on the areas of the English language system that may be problematic for Spanish native speakers students. Finally, group oral presentations will be required to foster interaction among peers and critical reflections on the main theories that deal with English-Spanish contrasts.

VI. EVALUATION

In order to assess objective 1 and 2, periodical written tests will take place in which the student will explain the foundations of Contrastive Linguistics and reflect upon its different approaches. In addition, the student will take part in a group oral presentation expected to generate a productive discussion for the critical analysis of the literature. Objective 3 will be assessed by means of graded application and analysis workshops, aiming to identify errors in TL production from the perspective of Spanish as L1. Finally, the assessment of objective 4 will include a graded portfolio with EFL lessons and materials.

VII. BIBLIOGRAPHY

Minimum:

Butt J. & C. Benjamin (2000) A New Reference Grammar of Modern Spanish. Chicago: NTC Publishing
Group.

Farrell E. & Jr. Farrell (2004) Spanish and English: Grammar Side by Side. New York: McGraw Hill.

Hill, S. & W. Bradford (1991) Bilingual Grammar of English-Spanish Syntax: A Manual with Exercises. NewYork: University Press of America.

James, C. (1980) Contrastive Analysis. London: Longman.

Jarvis, S. & A. Pavlenko. (2008) Crosslinguistic Influence in Language and Cognition. London: Routledge.

Kecskes, I. & T. Papp (2000) Foreign Language and Mother Tongue. London: Psychology Press.

Stockwell, R., et al. (1965) The Grammatical Structure of English and Spanish. Chicago: The University of Chicago Press,.

Whitley, M.S. (2002) Spanish/English contrasts: A course in Spanish linguistics. Washington, DC: Georgetown University Press

Complementary:

Arabski, J. (ed.) (2006) Cross-linguistic Influences in the Second Language Lexicon. Toronto: Multilingual Matters Ltd.

Biber. D. et al. (1999) Longman Grammar of Spoken and Written English. Harlow: Pearson Education Limited.

Bosque, I. & V. Demonte (1999) Gramatica descriptiva de la lengua Espa?ola. Madrid: Espasa-Calpe.

Callahan, L. (2004 ) Spanish/English Codeswitching in a Written Corpus. Philadelphia: John Benjamins.

Carter, R. & M. McCarthy (2006) Cambridge Grammar of English: A Comprehensive Guide - Spoken and Written English - Grammar and Usage. Cambridge: CUP.

Casielles-Suarez, E. (2004) The Syntax-Information Structure Interface: Evidence from Spanish and English. New York: Routledge.

Castillo, C. (2003) English Syntax for Spanish Speakers: A Comparative Introduction. Bern &Berlin: Peter Lang AG.

Conrad, S. et al. (2003) Longman Student Grammar of Spoken and Written English. Essex: Longman.

Crystal, D. (1995) The Cambridge Encyclopaedia of the English Language. London:Cambridge UniversityPress.

Fisiak, J. (1981) Contrastive Linguistics and the Language Teacher: Readings in Pedagogical Contrastive Analysis. Oxford: PergamonPress.

Fisiak, J. (ed.) (1990) Further Insights into Contrastive Analysis. Amsterdam: John Benjamins, 1990.

Gili Gaya, S. (1961) Curso superior de sintaxis espa?ola. Barcelona: Vox.

Gomez Torrego, L. (1996) Valores gramaticales del `se'. Madrid: Arco Libros.

Greenbaum, S. (1996) The Oxford English Grammar. Oxford: Oxford University Press.

Huddleston, R. & G. Pullum (2005) The Cambridge Grammar of the English Language. Cambridge: Cambridge UniversityPress.

Leech, G., et al. (1993) English Grammar for Today: A new introduction. London: Macmillan.

Quirk, R., et al. (1985) A Comprehensive Grammar of The English Language. London: Cambridge University Press.

Radford, A. (2004) English Syntax: An Introduction. Cambridge: Cambridge University Press.

Real Academia Espa?ola & Asociacion de Academias de la Lengua Espa?ola (2009) Nueva gramatica de la lengua espa?ola. Madrid: Espasa- Calpe.

Wandruzka, M. (1969) Nuestros idiomas: comparables e incomparables. 2 Vol. Trad. Elena Bombin. Madrid: Gredos.

Zagona, K. (2002) The Syntax of Spanish. Cambridge: Cambridge University Press.



PONTIFICIA UNIVERSIDAD CATOLICA DE CHILE
FACULTAD DE EDUCACION / MARZO 2018