UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
The title of the module
Topics in Pragmatics (LL533)
2.
School which will be responsible for management of the module
SECL/ELL
3.
Start date of the module
Spring 2015
4.
The number of students expected to take the module
20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
6.
Level of the module
[H] Honours
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
Prerequisite: Semantics and Pragmatics (or former LL516/LL517)
10. The programme(s) of study to which the module contributes
This module will be an option for all students on the BA English Language &
Linguistics degree and will be available as a wild module to students in the
faculties of Humanities and Social Sciences and to students on the Erasmus
exchange programme.
11. The intended subject specific learning outcomes
By the end of this module students will:
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. Demonstrate an awareness of the nature of theory and what constitutes an
explanation, as well as an understanding of the limitations of theory
3. Critically approach the debates concerning the distinction between semantic
and pragmatic aspects of meaning
4. have refined practical linguistic research skills through discussing pragmatic
problems and proposing solutions based on current materials
12. The intended generic learning outcomes
Revised March 2014
UNIVERSITY OF KENT
By the end of this module students will:
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. Appreciate the different methodologies used and be able to apply them in
appropriate contexts
4. Communicate information and ideas in discipline specific manner
5. Demonstate their presentation skills, focusing on clearly communicating 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
impact meaning in a range of intercultural communicative settings. Students will
also have the opportunity to evaluate the efficacy of pragmatic theories on the
basis of empirical investigations, familiarising themselves with the related
methodologies and tools of analysis.
14. Indicative Reading List

Huang, Y. (2006). Pragmatics. New York: Oxford University Press.

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 sessions: a one-hour lecture and a onehour seminar for ten weeks, 20 contact hours in total.
The lectures will address key pragmatic theories (subject specific learning
outcomes 11.1-2), and the seminars will provide for in-depth practice and
discussion of the topics covered in the lectures (subject specific learning outcome
11.3-4; generic learning outcomes 1-5).
Total number of study hours for the module (including all contact time, private
study and work on assignments): 150
Revised March 2014
UNIVERSITY OF KENT
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 (15 minutes):
20%

1 x 1000 word assignment:
35%

1 x 1500 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,
12.4-5. The take-home assignments will assess the students’ understanding of
pragmatic theories and their ability in critical analysis, while encouraging them to
do independent research and consult primary sources, and will test learning
outcomes 11.1-4 and 12.1-4.
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
Revised March 2014