MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
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the appropriate level with
an ‘X’
Word meaning and speaker meaning
LQM21
20 CATS
Level 4
Level 5
Level 6
Level 0 (for modules at foundation
level)
Level 7
X Level 8
Entry criteria for registration on this module
Pre-requisites
None
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codes or equivalent
Co-requisite modules
None
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codes or equivalent
Module delivery
Mode of delivery
Taught
Other
X
Distance
Placement
Pattern of delivery
Weekly
X
Block
Other
When module is delivered
Brief description of
module content and/ or
aims
Overview (max 80 words)
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Online
Semester 1 X
Semester 2
Throughout year
Other
This module gives students the opportunity to examine the role
played by words in communication and to explore how words
‘mean’ what they do. This exploration involves evaluating how
meanings vary according to context, the relations between word
meanings and concepts, and the fact that, ultimately, what words
mean is a matter of what speakers mean by them. This observation
provides a point of departure from which students can explore the
semantics-pragmatics distinction, presented in more detail in other
modules.
Dr Jelena Timotijevic and Dr Tim Wharton
School of Humanities
Falmer campus
Module descriptor template: updated Aug 2012
Course(s) for which module is appropriate and status on that course
Course
Status (mandatory/ compulsory/
optional)
Compulsory
Compulsory
Optional
Optional
MA Linguistics
MA English language
MA Philosophy of Language
MRes Linguistics
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 survey a range of semantic and
pragmatic phenomena in the study of meaning
Give students an opportunity to examine the role words
play in the communication of meaning, and semantic and
pragmatic accounts of the richness and subtlety of
messages the convey
Examine and critically evaluate how word meanings vary
with context, the relations between word meanings and
concepts and paradigmatic sense relations
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level M study,
by the end of the module students should be able to:
1. Demonstrate critical understanding of a range of theoretical
positions on contextual variability of word meaning
2. Examine and critically evaluate a chosen theoretical position
that adopts a particular approach to lexical semantics or
lexical pragmatics
3. Examine and critically evaluate a chosen theoretical position
that adopts a particular approach to the nature of concepts
(prototype theory, componential analysis)
4. Apply a theoretically informed analysis to lexical semantics,
lexical pragmatics or conceptual structure whilst
demonstrating originality and autonomy
5. Critically evaluate and reflect on the above theoretical
application
Content
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Learning support
Monosemy, polysemy and homonymy
Contextual variability: word meaning and speaker
meaning
Lexical semantics and lexical pragmatics
Paradigmatic sense relation
Figurative language
Books:
Austin, J. L. (1962) How to do things with words. Oxford: Oxford
Module descriptor template: updated Aug 2012
University Press
Cruse, A. (1994) “Prototype theory and lexical relations”, Rivista
di Linguistica 6.2, 167-188.
Cruse, A. (2000) Meaning in Language. An Introduction to
Semantics and Pragmatics. Oxford: Oxford University Press.
Goddard, C. (1998) Semantic Analysis. A Practical Introduction.
Oxford: Oxford University Press.
Lyons, J. (1977) Semantics. Cambridge: Cambridge University
Press.
Lyons, J. (1995) Linguistic Semantics. Cambridge: Cambridge
University Press.
Preyer, G. &. G. Peter (eds.), (2007) Context-sensitivity and
semantic minimalism. Oxford: Oxford University Press.
Ruhl, C. (1989) On Monosemy. A study of linguistic semantics.
Albany: State University of New York Press.
Saeed, J. (2008) Semantics. 3rd Edn. Oxford: Blackwell.
Wierzbicka, A. (1996) Semantics: Primes and Universals.
Oxford: Oxford University Press.
Journals:
Journal of Linguistics
Journal of Semantics
Journal of Pragmatics
Electronic Sources:
Semantics Archive
http://semanticsarchive.net/
Wordnet: a lexical database for the English language
http://wordnet.princeton.edu/
Framenet: an on-line lexical resource for English, based on
frame semantics
http://framenet.icsi.berkeley.edu/
Teaching and learning activities
Details of teaching and
learning activities
Contact Time:
Lectures, workshops and tutorials
Module descriptor template: updated Aug 2012
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
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 a range of theoretical positions
on contextual variability of word meaning (LO1)
2. Critical evaluation and examination of a chosen
theoretical position that adopts a particular approach to
lexical semantics or lexical pragmatics (LO2)
3. Ability to critically evaluate a chosen theoretical position
that adopts a particular approach to the nature of
concepts (prototype theory, componential analysis) (LO3)
4. Successful, original and autonomous application of a
chosen theoretical approach to an area of English
vocabulary (LO4)
5. Critical evaluation and reflection on the above theoretical
application (LO5)
All learning outcomes must be achieved in order to pass the
module at the threshold level.
Module descriptor template: updated Aug 2012
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit
or which are required for progression.
WRITTEN
Written exam
COURSEWORK
Written assignment/ essay, report, dissertation,
portfolio, project output, set exercise
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
%
weighting
(or indicate
if
component
is pass/fail)
100%
EXAMINATION INFORMATION
Area examination board
PG Programme in 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
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
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
Specify codes of modules
for which this is a
replacement
Available as free-standing module?
Module descriptor template: updated Aug 2012
Yes
X
No