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Semantic-Pragmatic Development (PLIN0019)

Key information

Faculty
Faculty of Brain Sciences
Teaching department
Division of Psychology and Language Sciences
Credit value
15
Restrictions
PLIN0001 Introduction to Semantics and Pragmatics A and PLIN0011 Introduction to Semantics and Pragmatics A, and an intermediate module in semantics or pragmatics or equivalent.

Alternative credit options

There are no alternative credit options available for this module.

Description

The module focuses on children's developing pragmatic competence and, within this domain, a selection from the following topics will be covered: - The acquisition of various cognitive abilities necessary for full-fledged linguistic communication (e.g., grasp of understanding of common ground). - The development and understanding of pointing and ostensive gestures. - The role of pragmatics in language acquisition, and in particular, word learning. - The early production and understanding of pronouns. The early production and understanding of quantifiers. - The early production and understanding of scalar inferences (and other types of implicatures). - The early production and understanding of non-literal language (metaphor and irony).

Module aims:

  • To delineate the theoretical issues raised by children's early acquisition of communicative skills and language.
  • To explain the uses (and misuses) of developmental experimental data for theoretical accounts of pragmatic skills.
  • To achieve an appreciation of the development through childhood of a wide range of pre-linguistic and linguistic pragmatic processes (including pointing, non-literal interpretation, metaphor, irony, implicatures).  

Module objectives, Intended learning outcomes:

  • Understanding of the concepts and issues outlined in the aims of the module given above.
  • Understanding of the importance of the interaction and interdependence of pragmatic theorizing and experimental research on early communication skills.
  • An ability to provide a pragmatic analysis of some of the experimental results on children's communicative competence.  

Module deliveries for 2020/21 academic year

Intended teaching term: Term 2     Postgraduate (FHEQ Level 7)

Teaching and assessment

Mode of study
Face-to-face
Methods of assessment
60% Essay (2000 Words)
35% Poster (1000 Words Equivalent)
5% Tutorial Participation
Mark scheme
Numeric Marks

Other information

Number of students on module in previous year
7
Module leader
Dr Nausika Pouscoulous
Who to contact for more information
pals.lingteachingoffice@ucl.ac.uk

Intended teaching term: Term 2     Undergraduate (FHEQ Level 6)

Teaching and assessment

Mode of study
Face-to-face
Methods of assessment
60% Essay (2000 Words)
35% Poster (1000 Words Equivalent)
5% Tutorial Participation
Mark scheme
Numeric Marks

Other information

Number of students on module in previous year
16
Module leader
Dr Nausika Pouscoulous
Who to contact for more information
pals.lingteachingoffice@ucl.ac.uk

Last updated

This module description was last updated on 5th March 2020.