Discourse Analysis

Recommended Prerequisites

Level B2 in Portuguese (CEFR) and thorough knowledge of the working languages.

Teaching Methods

To be yearly adapted according to seminar's edition:

M.1) Teacher - academic lecturing for introduction of conceptual frameworks.

M.2) Teacher – Commenting, supervision and guidance of doctoral student's individual texts.

M.3) Teacher - student – Reading and discussion of critical analytical texts (literature review).

M.4) Students – Empirical engagement with textual data – analysing and identifying critical areas.

M.5) Students – Reading, correcting and commenting on texts produced by peers.

M.6) Students – Written individual work and oral presentations.

Learning Outcomes

By the end of the seminar, students will have acquired the following general abilities:

C.A) identify one research object under supervision and select relevant information according to established research aims;

C.B) plan, organize, present and write down a short piece of research;

Students will also have acquired the following specific abilities:

C.a) be familiar with information provided by the syllabus

C.b) identify and apply Portuguese-based linguistic and discursive cohesion mechanisms in translational and multilingual practice, as well as identify the correspondent critical areas;

C.c.) develop metalinguistic awareness to linguistic/discursive choices, identify discursive issues in translational practice and use both as data in the research process;

C.d). Read and assess in critical ways different products of translational practice: translated texts, mediation events, as well as values sustaining intercultural and multilingual practice.

Work Placement(s)

No

Syllabus

1. Introducing distinct approaches in the field of Discourse Studies
2. Discourse Studies and Translation Studies
3. Linguistic approaches to text/discourse in translation
a) Cohesion
b) Coherence
c) Information structures
d) Textual typology
4. Translation, interculturality and multilingual communication
a) Translation as communicative event: texts and contexts of multilingual mediation
b) Translation as multilingual communication: pragmatic and discursive negotiations
c) Translation as intercultural communication and intercultural competence

Syllabus will be adapted according to students’ training profiles and interests.

Head Lecturer(s)

Maria Clara Bicudo de Azeredo Keating

Assessment Methods

Continuous Assessment
Active participation in discussions: 20.0%
Synthesis work: 30.0%
Research work: 50.0%

Bibliography

Armstrong, N. (2005). Translation, Linguistics, Culture. A French-English Handbook. Clevedon: Multilingual Matters.

Baker, M. (²2011). In Other Words. A Coursebook in Translation. London: Routledge.

Milliaressi, T. (Ed.) (2011). De la linguistique à la traductologie. Lille: P. U. S.

Nord, C. (2005). Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Amsterdam: Rodopi.

Schäffner, C. (Ed.). (2002). The Role of Discourse Analysis for Translation and in Translator Training. Clevedon: Multilingual Matters.

House, J. & Rehbein, J. (2004). Multilingual Communication. Amsterdam: John Benjamins.

Auer, P. & Wei, L. (2007). Handbook of Mutlilingualism and Multilingual Communication. Berlin: Mouton de Gruyter.

Jackson, J. (2012). The Routledge Handbook on Language and Intercultural Communication. London: Routledge.

Sharifian, F. & Jamarani, M. (2013). Language and Intercultural Communication in the New Era. London: Routledge.