Faculty of Translation and Interpreting Course syllabus Year 2015­2016 Oral Expression Techniques (20226) Bachelor's Degree in Translation and Interpreting Year: third Term: first Number of ECTS credits:
4 Student dedication time: 4 ECTS ∙ 25h/ECTS= 100 hours Plenary session teachers: Elisenda Bernal, María Naranjo Seminars teachers: Mariona Barrera, Elisenda Bernal, Elisenda Capmany, María Naranjo ❑ Course presentation The goal of ​
Oral Expression Techniques is to actively work on formal oral discourse in one's own languages, for that we will concisely present the differentiating features in contrast with the written expression and we will delve into ortological issues. The student will also be introduced to the skills and cognitive and communicative strategies of the oral expression, which are the basis of interpreting. ❑ Competencies and learning results evaluated in this course ●
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Oral communication in one’s own and foreign languages Successfully producing different types of academic discourses: summaries, expository and argumentative texts (analysis, bibliographic reviews, explanation of problems, oral presentations). ●
Being able to communicate the state of the question of a monographic topic ●
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Application of knowledge into practice Knowing and applying correction and appropriateness criteria of oral and written productions according to the different registers and genres. ●
Mastering the linguistic criteria in order to deal with spelling, morphological, syntactic, lexical and discursive aspects. ●
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Excellence in the written and oral proficiency of the native language(s). Mastering the linguistic norm ●
Being able to express oneself in a correct and adequate way in formal oral discourse ❑ Contents The contents of this course are organised around four big modules: 1.
Characteristics of oral discourse 2.
Ortology 3.
Knowledge of the world: history, politics, economics, geography 4.
Production of appropriate, consistent, cohesive and correct oral discourses in both Catalan and Spanish. ❑ Training activities Given the characteristics of this course, the distribution of the training activities will be as follows: ●
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Plenary sessions: 10 % Seminars: 15 % Tutoring sessions: 5 % Group work: 10 % Individual work: 30 % Personal study: 30 % ❑ Methodology By means of a psycho­pedagogical approach, this course seeks to favour (in group and individually) self­learning environments, strengthen the students metacognitive reflection and working on the acquirement of new linguistic and discursive skills from real enunciative situations. a.
Favouring self­learning environments This teaching approach requires that the students become involved and engage in the group's learning process. More specifically, the student must understand that the best way of acquiring knowledge is by way of interaction and that by fostering collaborative knowledge they favour the individual learning process of each and everyone of the people participating in it. b.
Strengthening metacognitive reflection We will also ask the students to think about their linguistic knowledge and to watch it in the formal oral discourse: the students must learn to consciously control the implicit linguistic knowledge that brings everything (from a linguistic point of view) they do unconsciously to the conscious mind, and also the students need to know if what they do belongs to the standard variation of language and whether it is accepted by the norm. This approach comes from the believe that the speakers know way more about language that what they think they do and helps them go through the metacognitive processes that they will have to carry out in order to describe and analyse the language. c.
Working on the acquirement of new linguistic and discursive skills from real enunciative situations. The main educational goal of this methodology is that the students achieve an oral proficiency in the language. This proficiency means achieving competencies and skills related to the language, but that go beyond it. For that reason, the students are expected to be motivated by the quality of the form ⎯in all levels: from prosody to discourse⎯ as well as that of the content, this is the reason why the classes will be complemented with short presentations and test about the knowledge of the world. ❑ Evaluation ●
Ordinary sitting (December) 2 Universitat Pompeu Fabra 05 / 09 / 2015 OET 20226 SEMINAR 75 % ❿ Oral exam about a text: 40 % ❿ One subject presentation in the seminar: 10 % (duration: 10 minutes at the most) ❿ Oral presentation about Zweig (video): 10 % (duration: 10 minutes at the most) ❿ Seminar activities: 15 % PLENARY SESSIONS 25 % ❿ Plenary session activities: 15 % (3 Moodle tests on knowledge of the world and theory) ❿ Group presentation (PS): 10 % (summary in the blog and exposition) * The reading of the book: ​
Moments estel∙lars de la humanitat ​
(Quaderns Crema) / ​
Momentos estelares de la humanidad ​
(Acantilado) / ​
Sternstunden der Menschheit ​
(Fischer) is mandatory, as well as, choosing one of the chapters, setting it in a context and orally reviewing it. Thsi task will be submitted in video format (YouTube, Vimeo, etc.) sending the URL of the site where it is posted to the seminar teacher Remarks In order to pass the course, the exam mark has to be 6 or higher. All tasks will be evaluated according to the following criteria: ●
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Discourse: Oratory: Correction: Register exordium, order, information's relevance, conclusion, etc. (20 %); body posture, speed, articulation, volume, etc. (15 %); phonetic, morphological, syntactic and lexical (50 %): (15 %). In order to pass a discourse it can't have more than ​
five mistakes (from a linguistic point of view): if the students make more than five mistakes in the exam's final discourse, they will not pass the course. ●
Reassessment (July) The students that have failed the evaluation can do a reassessment, according to the following criteria (the percentages are the same that in the ordinary sitting): Continuous Evaluation Activity Type Can it be reassessed? 3 How? Universitat Pompeu Fabra 05 / 09 / 2015 OET 20226 oral exam individual yes oral exam presentation in the seminar individual yes submitting a video Zweig task individual yes submitting a video seminar activities individual no — Moodle tests individual yes in­class test presentation group no — The students who don't show up will be excluded from this reassessment ● Extra points If they get a 6 or higher mark in the exam, the students will be able to get up to one extra point for the final mark by actively getting involved in the weekly forums (from week 2 to week 10) with movie reviews. Those movies will be about special historical events: 1. The Holocaust ●
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Judgment at Nuremberg​
, d’Stanley Kramer (1961) Music Box​
, de Costa­Gavras (1989) Francisco Boix, un fotógrafo en el infierno,​
de Llorenç Soler (2002) 2. World War II (post­war period) ●
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Roma, città aperta​
, de Roberto Rossellini (1945) Ladri di biciclette​
, de Vittorio de Sica (1948) Bienvenido, Mr. Marshall​
, de Luis García Berlanga (1953) 3. Cold War ●
Das Leben der Anderen​
, de Florien Henckel von Donnersmarck (2006) 4. Vietnam War ●
The Deer Hunter​
, de Michael Cimino (1978) 5. Watergate ●
All the President’s Men​
, d’Alan J. Pakula (1976) 6. Spanish Civil War ●
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Las bicicletas son para el verano​
, de Jaime Chávarri (1983) Tierra y libertad​
, de Ken Loach (1994) Prohibido recordar​
, de Txaber Larreategi i Josu Martínez (2010) (documental a YouTube) 7. Francoism ●
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La pelota vasca. La piel contra la piedra,​
de Julio Medem (2003) Salvador (Puig Antich)​
, de Manuel Huerga (2006) Els internats de la por​
, de Montse Armengou i Ricard Belis (2015) (documental a YouTube) 8. Topical questions ●
Inside Job​
, de Charles Ferguson (2010) 4 Universitat Pompeu Fabra 05 / 09 / 2015 OET 20226 ❑ ​
Biblography Alcoba, S. (coord.) (2000). ​
La expresión oral. ​
Barcelona: Ariel. Ballenato, G. (2006). ​
Hablar en público. Arte y técnica de la oratoria​
. Madrid: Piràmide. Campo Vidal, Manuel (2011). ​
¿Por qué los profesionales no comunicamos mejor? Los siete pecados capitales del mal comunicador​
. Barcelona: RBA. Castellanos, J. A. (2004). ​
Manual de pronunciació: criteris i exercicis d’elocució​
. Vic: Eumo. Hernández Guerrero, J. A. (2009). “La importancia de la dicción en los discursos políticos actuales”. ​
Oralia ​
12. 55­71. Institut d’Estudis Catalans (1998). ​
Proposta per a un estàndard oral de la llengua catalana I. Fonètica​
. Barcelona: Institut d’Estudis Catalans (2004. Institut d’Estudis Catalans (1999). ​
Proposta per a un estàndard oral de la llengua catalana II. Morfologia​
. Barcelona: Institut d’Estudis Catalans (2004. Morera, M. (1997). ​
Expressió oral​
. Barcelona: Universitat Oberta de Catalunya. Pastor, L. (2008). ​
Retòrica exprés​
. Barcelona: Editorial UOC. Pino, H. (2000). ​
Hablar para convencer: cómo expresarse bien en público​
. Barcelona: Martínez Roca. Vallverdú, F. (1986). ​
Elocució i ortologia catalanes​
. Barcelona: Jonc. 5 Universitat Pompeu Fabra 05 / 09 / 2015 OET 20226