UNIVERSITY OF KENT
MODULE SPECIFICATION
SECTION 1: MODULE SPECIFICATIONS
1.
The title of the module
Semantics and Pragmatics
2.
School which will be responsible for management of the module
SECL/ELL
3.
Start date of the module
Autumn 2014
4.
The number of students expected to take the module
40
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
LL516/LL517 Pragmatics
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
Intermediate [I]
7.
The number of credits and ECTS value which the module represents
30 (15 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring Term
9.
Prerequisite and co-requisite modules None
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 be able to:
1. Demonstrate knowledge and critical understanding of concepts and
terminology used to account for the way in which meaning is conveyed.
2. Demonstrate knowledge of significant theories that focus on semantic and
pragmatic meaning (theories of concepts, Truth-conditional semantics, Gricean
theory, Speech Act theory).
3. Be able to characterize core semantic and pragmatic phenomena and critically
reflect upon the relationships between these two levels.
4. Develop practical linguistic research skills by analysing real data, discussing
their findings, and attempting generalisations relevant to the important
questions in the field.
UNIVERSITY OF KENT
12. The intended generic learning outcomes include being able to:
1. Communicate the results of study and work accurately, with well-structured
and coherent arguments in an effective and fluent manner both in speech and
in writing
2. Develop their skills in critical reflection and analytical discussion of their own
writing and the writing of others
3. Develop their ability to work cooperatively with others, exercising personal
responsibility and sensitivity
4. Exchange relevant information through the use of shared access to documents
and web-based learning
13. A synopsis of the curriculum
This module will introduce the students to the study of meaning at the levels of
semantics and pragmatics. The discussed topics will range from the study of word
meaning to the study of sentence meaning and utterance (contextualised)
meaning. The module will introduce significant notions and theories for the field of
semantics and pragmatics, such as theories of concepts, Truth Conditions, the
Gricean theory of conversational implicatures, Speech Act theory, and Politeness
theory. The students will have the opportunity to reflect upon real data and
analyse the processes of conveying and understanding meaning at the
semantics/pragmatics interface.
14. Indicative Reading List

Grundy, P. (2000) (2nd ed.). Doing Pragmatics. London: Arnold Publishing

Horn, L. & Ward, G. (2005). The Handbook of Pragmatics. Oxford: Blackwell

Saeed, J. (2003). Semantics. Oxford: Blackwell

Riemer, N. (2010). Introducing Semantics. Cambridge: CUP.

Yule, G. (1996). Pragmatics. Oxford: Oxford University Press
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 twohour seminar, for ten weeks, 30 contact hours in total.
The lectures will address key aspects of meaning with examples as well as key
pragmatic theories (subject specific learning outcomes 11.1-3), and the seminars
will provide for in-depth practice and discussion of the topics covered in the
lectures (subject specific learning outcome 11.4; generic learning outcomes 1-4).
Total number of study hours for the module (including all contact time, private
study and work on assignments): 300
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework, consisting of seminar participation, one take-home Problem Set
and an essay.

Seminar Participation:
15%

Take-home Problem Set, 2000 words:
40%
UNIVERSITY OF KENT

Essay, 2500 words:
45%
The Problem Set will assess students’ understanding of the material and ability to
analyze data and to apply their knowledge of semantic/pragmatic theories and
phenomena and will test learning outcomes 11.3-4 and 12.2, 12.4. The essay will
additionally assess their ability to critically approach these theories, while also
taking their knowledge further, with the use of some primary sources and will test
learning outcomes 11.1-3 and 12.1-2. The mark for seminar participation will reflect
students’ ability to engage clearly and effectively in oral discussion and argument
and will test learning outcomes 11.1-2, 11.4, and 12.3.
17. Implications for learning resources, including staff, library, IT and space
No major implications; computer facilities and large whiteboards are essential.
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
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
UNIVERSITY OF KENT
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated July 2010
Date