UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
The title of the module
Topics in Pragmatics
2.
School which will be responsible for management of the module
SECL
3.
Start date of the module
Spring 2015
4.
The number of students expected to take the module
10-15
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
LL819 Pragmatics
6.
Level of the module
M
7.
The number of credits and ECTS value which the module represents
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
MA in Linguistics
11. The intended subject specific learning outcomes
By the end of this module students will be able to:
1. Demonstrate coherent and detailed knowledge of significant theories
concerning the production and interpretation of meaning in context and the
ability to apply and critically evaluate the different methodologies associated
with these
2. Develop an awareness of the nature of theoretical models in the study of
language and what constitutes an explanation, as well as an understanding of
the limitations of such theoretical models
3. Critically approach the debates concerning the distinction between semantic
and pragmatic aspects of meaning, to which end they will be able to consult
and reflect upon primary sources (both older publications and more recent
advances in the field)
4. Refine practical linguistic research skills through discussing pragmatic
problems and proposing solutions based on current materials
12. The intended generic learning outcomes
By the end of this module students will be able to:
UNIVERSITY OF KENT
1. Demonstrate their ability to undertake independent learning, by taking
initiative, being organised and meeting deadlines
2. Further develop their skills in critical reflection and analytical discussion of
their own writing and the writing of others
3. Communicate information and ideas in a discipline-specific manner
4. Develop their presentation skills, specifically the ability to clearly communicate
their ideas to the class with the help of technology
13. A synopsis of the curriculum
This module will focus on extending students’ critical understanding of pragmatic
meaning. Central areas of linguistic pragmatics, such as conversational
implicature, maxims of conversation, and principles of politeness and speech acts
are outlined, discussed and evaluated critically. The module also explores
controversies over the universality of the aforementioned theories, looking more
closely at how human interaction is based on different cultural scripts and
encouraging students to reflect upon and discuss the cultural influences which
influence meaning in a range of intercultural communicative settings. In addition,
the module examines topics where theories have traditionally straddled the
boundary between semantic (context-independent) and pragmatic (contextdependent) meaning, such as presupposition, quantification and reference.
Finally, students will have the opportunity to evaluate the efficacy of pragmatic
theories on the basis of empirical investigations, familiarising themselves with
relevant methodologies and tools of analysis.
14. Indicative Reading List

Archer, D. & Grundy, P. (2011). The Pragmatics Reader. Routledge.

Birner, B. (2012). Introduction to Pragmatics. Wiley-Blackwell.

Burton-Roberts, N. (2007). Pragmatics. Palgrave Macmillan.

Huang, Y. (2006). Pragmatics. New York: Oxford University Press.

Horn, L. R. & G. Ward (eds.) (2004). The Handbook of Pragmatics. Oxford:
Blackwell.

Jaszczolt, K. (2002). Semantics and Pragmatics: Meaning in Language and
Discourse. London: Longman.

Kadmon, N. (2001). Formal Pragmatics: Semantics, Pragmatics, Presupposition,
and Focus. Oxford: Wiley-Blackwell.

Noveck, I. & Sperber, D. (2004) Experimental Pragmatics. San Diego: Palgrave.

Sperber, D. & Wilson, D. (1995) (2nd ed.) Relevance: Communication and
Cognition. Oxford: Blackwell.
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
This module will be taught in two weekly seminar hours for ten weeks, 20 contact
hours in total. The module will not meet during reading weeks (weeks 5 and 9 of the
term).
UNIVERSITY OF KENT
The seminars will address key pragmatic theories (subject specific learning
outcomes 11.1-2 and provide for in-depth practice and discussion of the topics
covered in the lectures (subject specific learning outcome 11.3-4; generic learning
outcomes 12.1-4).
Total number of study hours for the module (including all contact time, private
study and work on assignments): 150
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework, consisting of one seminar presentation and 2 take-home
assignments.

Seminar Presentation:
20%

1 x 1500 word assignment:
35%

1 x 2000 word assignment:
45%
The seminar presentation will assess the students’ ability to work in groups and
present in a clear and succinct manner the main points of one of the debates in
pragmatic theory and research and will test learning outcomes 11.2-3 and 12.2-4.
The take-home assignments will assess the students’ understanding of pragmatic
theories and their ability to critically analyse linguistic data, while encouraging
them to do independent research and consult primary sources, and will test
learning outcomes 11.1-4 and 12.1-3.
17. Implications for learning resources, including staff, library, IT and space
No major implications; small group sizes are important, ideally no more than 15
students each.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury