Checking date: 23/05/2021

Course: 2021/2022

Communication process. Verbal and non verbal expression. Writing and speaking
Study: Master in Contemporary Spanish Language and Literature (292)

Coordinating teacher: GARCES GOMEZ, MARIA PILAR

Department assigned to the subject: Department of Humanities: Philosophy, Language, Literature Theory

Type: Electives
ECTS Credits: 6.0 ECTS


Requirements (Subjects that are assumed to be known)
Domain of Spanish language (high level)
COMPETENCES: In this subject is pretended that the student know how the communication process takes place, what is a key in life´s development of the person and of the society. It´s described how this process is developed throughout the linguistic signals in the verbal communication, as much as throughout body language or corporal signs in not verbal communication. From a pragmatic point of view, it will be considered the function of the different components that take part in the linguistic and literature communication and it will be analyzed main concepts such as intentionality, inferential process and the paper of the context in the communicative act. It will be also studied the characteristics of messages in different situations in the different actual media: in the written speech (literary, journalist, publicity, scientific, juridical, medical, political, academic), in the oral speech (formal, informal) or in the digital discourse (electronic messages, forums, social networks, platforms, cyber journalism). GENERAL COMPETENCES - To power the development of communicative skills of students. - To impulse the students to be able of communicate their conclusions and knowledge and the reasons that support them, to general or specialized public, in a clear and not ambiguous way. - To know the last two decades Spanish linguistic and literature panorama. - To analyze the Spanish recent linguistic and literature culture from an interdisciplinary point of view. - To apply methodological tools to the right teaching paperwork and the programming of Spanish in the national and international ambit. - To generate conscience of the necessary close relation of language and literature, like a reality that must be studied in the teaching processes and in the Spanish acquisition together. - To develop teaching skills in the Spanish ambit throughout a working system based in the close collaboration between the student and the teacher´s team. - To build a critic own speech that integrates the studied contains and the application of the used methodology. - To develop the necessary skills, strategies and abilities to work in an actual Spanish representative cultural texts corpus. - To discuss and analyze the actual linguistic and literature culture and based on representative literature texts and on other recent communicative and esthetic materials. - To generate and to evaluate didactic material to the Spanish teaching, particularly in high levels. - To develop investigator skills in the ambit of Spanish - To know and to review the relevant bibliography about the studied and worked questions. - To evaluate and to create didactic materials according the student necessities. - To produce academic texts about the programmed subjects. - To impulse the abilities of artistic creation of the students, overall in the linguistic and literature ambit. - To know and to understand the process of communication ostensive-inferential. - To know and to understand the new communication ways throughout oral and written media. SPECIFIC COMPETENCES - To know and to understand how the verbal and not verbal communication process develops, and to apply the basic concepts that allow explaining that process. - To know and to understand which are the components that take part in the process of linguistic communication and to analyze its operation. - To know and to analyze the characteristics of the oral speech throughout the analysis of texts belonging to different social ambits and different genders. - To know and to analyze the written speech throughout the analysis of texts belonging to different modalities and different genders. - To analyze the properties of the digital speech throughout the analysis of texts belonging to different modalities and different genders.
Skills and learning outcomes
Description of contents: programme
The communication process. Verbal and not verbal expression: writing and orality. The communication is the main element in the development of the individual and social life: cells communicate, animals communicate and human people communicate. This so general starting point requires focusing on about certain topics. First of all, language is a communication system with particular and general characteristics, but it´s not the only one used by humans. People use also expressions and they communicate by evidences. So are described expressions and corporal encoded behavior, conscious or unconscious attitudes in the face to face dialogues. According to the linguistic communication, nowadays we don´t have only a written communication, but also a verbal communication in the distance, that works almost like a verbal face to face communication. However, face to face communication by videoconference, mobile, computer or any other electronic device is not like the one that takes place face to face in a physical presence of the speakers. The physical distance avoids as much the threat as the seduction of the close body. In this way, it will be necessary to analyze the communicative process not only like a codification / decoding diagram, but also, specially, like an ostensive and inferential process, as the Relevance Theory proposes. In the second place, in every communicative process takes place the intention of the emitting and the capacity of the addressee to understand properly the messages. The pragmatic perspective helps us to analyze different communicative situations related to the communicative objectives, with the situation, with the surroundings and with the social distance established between the interlocutors. Finally, we must refer the specificity of messages in the different situations and in every different actual media. The use of oral signs, at the same time than visual signs is something fundamental in the contemporary world. The study of electronic messages, twits or chats has a big interest like new communication ways. The analysis of the communication process will be made following the next bases that configure the program of the subject: 1. Communication. People and voices of the speech 1.1. Communication process. 1.2. People in the discourse. 1.3. Voices in the discourse. 1.4. Texts comments. 2. Contexts and sense construction 2.1. Context. 2.2. Intention and interpretation. 2.3. Verbal and not verbal expression. Oral and written expression. 2.4. Texts comments. 3. Oral speech. The colloquial language 3.1. Characteristics of the colloquial language. 3.2. The colloquial language in the differents levels of use. 3.3. Text comments. 4. Verbal Politeness 4.1. Atenuation Process. 4.2. Intensification Process. 4.3. Text comments. 5. Coherence and cohesion 5.1. Discursive coherence. 5.2. Discursive cohesion. 5.3. Discourse markers. 5.4. Text comments. 6. Digital speech 6.1. Characteristics of digital speech. 6.2. Digital genders and social media. 6.3. Text comments.
Learning activities and methodology
The course will be carried out from a point of view that allows presenting the more actual thoughts about the speech discourse with the application of this knowledge to the characterization of the different speeches discourses in its different modalities, taking into account its characteristics and its relation with social and cultural circumstances in which they have taken place. Classes will be theoretical and practical, and will be focused on promoting the group work as much as the individual one. The teaching methodology includes, between others, the next options: - Oral expositions of the teacher, with audiovisual support. - Critical reading of recommended texts for its posterior debate and analysis in class. - Expositions and debates in class. - Analysis of different types of speeches from different perspectives in which the teacher will take part, as much as the students. - Exposition of the works elaborated by the students (in an individual or in a group way). TUTORIALS There will be two hours of virtual tutorials every week.
Assessment System
  • % end-of-term-examination 60
  • % of continuous assessment (assigments, laboratory, practicals...) 40
Calendar of Continuous assessment
Basic Bibliography
  • AGHA, A. . Language and Social Relations. Cambridge, Cambridge University Press. 2007
  • BASSOLS, M. / TORRENT, A M. . Modelos textuales. Teoría y práctica. Barcelona, Octaedro. 1997
  • BEAUGRANDE, R. A. (De) / DRESSLER, W. U. . Introducción a la lingüística del texto. Barcelona, Ariel. 1981
  • BROWN, P. / LEVINSON, S. . Politeness. Some universals in language use. Cambridge, Cambridge University Press. 1987
  • CALSAMIGLIA, H. / TUSÓN, A. . Las cosas del decir. Manual de análisis del discurso. Barcelona, Ariel. 1999
  • CLARK, H. H. . Using language. Cambridge, Cambridge University Press. 1996
  • CLARK, H. H. . Using language. Cambridge, Cambridge University Press. 1996
  • ELVIRA, J. . La inteligencia verbal. El lenguaje como reforzador cognitivo. . Visor. 2020
  • ESCANDELL VIDAL, Mª V.. La comuniación: lengua, cognición, sociedad. Madrid, Akal. 2014
  • ESCANDELL, M. V. / AMENÓS PONS, J. / AHERN, A. K. (coords.) . Pragmática. Akal. 2020
  • FAIRCLOUGH, N.. Analysing Discourse. Textual Analysis for Social Research. Londres, Routledge and Kegan Paul. 2003
  • FAIRCLOUGH, N. . Critical Discourse Analysis: the Critical Study of Language. Londres, Longman. 1995
  • GARCÉS, Mª. P. . Los adverbios con función discursiva. Procesos de formación y evolución. Madrid / Frankfurt, Iberoamericana / Vervuert. 2013
  • GARCÉS, Mª. P. . La organización del discurso: marcadores de ordenación y de reformulación. Madrid / Frankfurt, Iberoamericana / Vervuert. 2008
  • GARCÍA MOUTON, Pilar . Cómo hablan las mujeres. Madrid, Arco Libros. 1999
  • GOFFMAN, E. . Forms of talk. Philadelphia, University of Pennsylvania Press.. 1981
  • KOIKE, D. A. / CÉSAR FELIX-BRASDEFER, J. . The Routledge Handbook of Spanish Pragmatics. Routledge. 2020
  • LABORDA GIL, X. . De retórica. La comunicación persuasiva. Barcelona, UOC.. 2012
  • LANDOW, G. P. . Hipertexto. La convergencia de la teoría crítica contemporánea y la tecnología. Barcelona, Paidós . 1995
  • LÓPEZ ALONSO, C. . Análisis del Discurso. Madrid, Síntesis. 2014
  • LÓPEZ ALONSO, C. / SÉRÉ, A. (eds.) . Nuevos géneros discursivos: los textos electrónicos. Madrid, Biblioteca Nueva. 2003
  • MAINGUENEAU, D. . Análisis de los textos de comunicación. Buenos Aires. 2009
  • MANCERA RUEDA, A. / PANO ALAMÁN, A.. El español coloquial en las redes sociales. Madrid, Arco Libros . 2014
  • MORENO FERNÁNDEZ, F. . Sociolingüística cognitiva. Proposiciones, escolios y debates. Madrid / Frankfurt, Iberoamericana / Vervuert. 2012
  • PLACENCIA, Mª E. / PADILLA, X. A. . Guía práctica de pragmática del español.. Routledge. 2019
  • PORTOLÉS, J. . Pragmática para hispanistas. Madrid, Síntesis. 2004
  • POYATOS, F. . La comunicación no verbal. Cultura, lenguaje y conversación. Madrid. Istmo. 1994
  • SANMARTÍN SÁEZ, J. . El chat. La conversación tecnológica . Madrid, Arco Libros. 2007
  • SPERBER, D. / WILSON, D. . Relevance, 2.ª ed. revisada y aumentada. Oxford, Basil Blackwell. 1986/1995
  • TUSÓN VALLS, A. . El análisis de la conversación. Barcelona, Ariel. 1997
  • VAN DIJK, T. A. . Discurso y poder. Barcelona, Gedisa. 2009
  • VAN DIJK, T. A. . Discurso y contexto. Barcelona, Gedisa. 2012
  • YUS RAMOS, F. . Ciberpragmática. 2.0. Barcelona, Ariel. 2010
  • YUS RAMOS, F. . Ciberpragmática. El uso del lenguaje en Internet. Barcelona, Ariel. 2001
Additional Bibliography
  • Alba Juez, L. . Perspectives on Discourse Analysis. Newcastle, Cambridge. 2009
  • Gee, J. / Hanford, M. (eds.). The Routledge Handbook of Discourse Analysis. New York, Routledge. 2014

The course syllabus and the academic weekly planning may change due academic events or other reasons.