MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Semantics-pragmatics interface: approaches to the study of
meaning
Module code
LQM23
Credit value
20
Level
Level 4
Level 5
Level 6
Level 7 X Level 8
Mark the box to the right of Level 0 (for modules at foundation
the appropriate level with an
level)
‘X’
Entry criteria for registration on this module
Pre-requisites
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codes or equivalent
Co-requisite modules
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codes or equivalent
None
None
Module delivery
Mode of delivery
Taught
Other
X
Distance
Placement
Pattern of delivery
Weekly
X
Block
Other
When module is delivered
Semester 1
Other
Brief description of
module content and/ or
aims
Overview (max 80 words)
Semester 2
X
Online
Throughout year
Linguistics traditionally distinguishes between semantics (the
formal study of meaning and truth-conditions) and pragmatics
(the study of language in use). This module will address different
positions that are at the centre of the debate between the
territories of semantics and pragmatics: the balance between the
two in the interpretation of utterances, and the question of
whether or not the two are complementary, non-overlapping
disciplines. This module will examine different positions on this
issues starting with Frege through to Russell and Wittgenstein.
Students will also have an opportunity to compare earlier works
with those of Grice whose work marked an important step in the
development of theories of meaning. The module also focuses on
the most recent debates in the field, particularly those of a
semanticist like Kent Bach, and truth-conditional pragmaticists
like François Recanati and his philosophy of language.
Module descriptor template: updated Aug 2012
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Dr Jelena Timotijevic
Humanities
Falmer
Course(s) for which module is appropriate and status on that course
Course
Status (mandatory/ compulsory/
optional)
Compulsory
Compulsory
Optional
Optional
MA Linguistics
MA Philosophy of Language
MRes Linguistics
MA English language
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate
to the SEEC level descriptors for M level study.
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Learning outcomes
Enable students to develop a high level of conceptual
understanding of linguistic theories that investigate
meaning and use of language
Give students an opportunity to develop critical
awareness and undertake analysis of complex and
contradictory theoretical approaches to studying meaning
Examine and critically evaluate how semantics and
pragmatics are characterised through a number of
approaches to analysing meaning and use of language
Develop skills for independent analysis and evaluation,
and ability to draw independent conclusions from
research in the field
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for M level study,
by the end of the module students should be able to:
1. Demonstrate a critical understanding of complex theoretical
concepts used to analyse use and meaning of language
2. Critically evaluate a range of theoretical approaches related
to the study of semantics/pragmatics interface
3. Identify and evaluate controversial issues for research in the
field
4. Demonstrate originality and autonomy in applying those
concepts to the analysis of natural language
Content
Module descriptor template: updated Aug 2012
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Minimalism (the literalist picture), indexicality
Relevance Theory
Contextualism
Truth-conditions
Pragmatic processes: saturation and free enrichment
Learning support
Books:
Bach, K. (1999) The semantics-pragmatics distinction: what it is
and why it matters. In K. Turner (ed.), The SemanticsPragmatics Interface from different Points of View,
(Oxford, Elsevier), 65-84.
Bach, K. (2007) Regression in pragmatics (and semantics). In N.
Burton-Roberts (ed.), Pragmatics. (Palgrave advances in
linguistics), (Basingstoke, Palgrave Macmillan), 24-44.
Carston, R. (2004) Relevance Theory and the saying/implicating
distinction. In L.R. Horn and G. Ward (eds.), The
Handbook of Pragmatics, (Oxford, Blackwell), 633-656.
Carston, R. (2007) How many pragmatic systems are there? In
M.J. Frápolli (ed.), Saying, Meaning and Referring.
Essays on François Recanati’s Philosophy of Language,
(Basingstoke, Palgrave Macmillan), 18-48.
Cruse, A. (2000) Meaning in Language: an introduction to
semantics and pragmatics. Oxford: Oxford University
Press.
Grice, H.P. (1957) Meaning. Philosophical Review 66, 377-388,
reprinted in Grice (1989: 213-223).
Grice, H.P. (1989) Studies in the way of words. Harvard: Harvard
University Press.
Recanati, F. (2004) Literal Meaning. Cambridge: Cambridge
University Press.
Recanati, F. (2004) Pragmatics and semantics. In L.R. Horn and
G. Ward (eds.), The Handbook of Pragmatics, (Oxford,
Blackwell), 442-462.
Stanley, J. (2002) “Making it articulated”. Mind and Language
17.1 and 3. (Oxford, Blackwell), 149-168.
Stanley, J. (2005) Semantics in context. In G. Preyer and G.
Peter (eds.), Contextualism in philosophy: knowledge,
meaning and truth, (Oxford, Clarendon Press), 221-253.
Journals:
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Journal of Linguistics
Journal of Pragmatics
Journal of Philosophy
Behavioural and Brain Sciences
Mind and Language
Language Sciences
Stanford Encyclopaedia of Philosophy
http://plato.stanford.edu/entries/pragmatics/
Pragmatics and speech acts
Module descriptor template: updated Aug 2012
http://www.universalteacher.org.uk/lang/pragmatics.htm
Teaching and learning activities
Details of teaching and
learning activities
Contact Time: Lectures and tutorials
Non-contact Time: Directed reading, Studentcentral
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study
hours
SCHEDULED
This is an indication of the number of hours
students can expect to spend in scheduled
teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations,
practical classes and workshops, supervised time
in workshops/ studios, fieldwork, external visits,
and work-based learning.
20
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided
independent study which includes wider reading/
practice, follow-up work, the completion of
assessment tasks, and revisions.
180
PLACEMENT
The placement is a specific type of learning away
from the University that is not work-based learning
or a year abroad.
TOTAL STUDY HOURS 200
Assessment tasks
Details of assessment for
this module
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the
following tasks:
Task 1 100%
Students submit one essay of 4,000 words which is a critical
analysis and evaluation of a particular theoretical approach in
analysing meaning in language.
The task will be marked on a percentage basis. The module
pass mark is 50%.
Referral task: Reworking of original task
General criteria for assessment are framed by the SEEC
descriptors for M level. Against specific criteria, credit will be
awarded for:
1. Critical understanding of the nature of the debate
Module descriptor template: updated Aug 2012
surrounding issues of interface between semantics and
pragmatics (LO1)
2. Critical examination and evaluation of a range of
theoretical approaches to analysing meaning and use of
language current in the research debate (LO2)
3. Successful defence of a particular theoretical approach
and application of insights from the above to the analysis
of natural language (LO3, LO4)
4. Critically reflective and autonomous evaluation of the
application process above (LO3, LO4)
All learning outcomes must be achieved in order to pass the
module at the threshold level.
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
%
weighting
(or indicate
if
component
is pass/fail)
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation,
portfolio, project output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
100%
EXAMINATION INFORMATION
Area examination board
PG Programme Linguistics and English language
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Date appointed
Date
tenure
ends
Prof. Daniel Kadar
Professor of Linguistics
and English language, Uni.
of Huddersfield
1st Jan. 2015
31st Dec.
2019
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
Module descriptor template: updated Aug 2012
QUALITY ASSURANCE
Date of first approval
Only complete where this
is not the first version
2009
Date of last revision
Only complete where this
is not the first version
2009
Date of approval for this
version
Version number
2
Modules replaced
n/a
Specify codes of modules
for which this is a
replacement
Available as free-standing module?
Module descriptor template: updated Aug 2012
Yes
X
No