Universidad de Jaén

1. Conceptual and theoretical framework
2. Linguistic competence
3. Discourse competence
4. Sociolinguistic and Socio-cultural competence
5.Textual competence
1. Conceptual and theoretical framework
1.1. The importance of competencies
1.2. Definition and characterization of the notion of competence
1.3. Types of competencies
1.4. Developing competencies
1.5. Evaluating competencies
2. Linguistic competence
2.1. Definition and characterization
2.1.1. Terminological introduction: Dichotomies
2.1.1.1. Competence vs. performance
2.1.1.2. Langue vs. parole
2.1.1.3. Usage vs. use
2.1.1.4. BICS vs. CALP
2.1.2. Historical evolution of linguistic competence
2.2. Research outcomes
2.2.1. General framework: Theoretical, applied, or practical
2.2.2. Approach: Synthetic vs. analytic
2.2.3. Sample: Case study vs. group study
2.2.4. Type of data: Quantitative vs. qualitative
2.2.5. Data collection method: Non-experimental, experimental or quasi-experimental
2.2.6. Data collection time: Longitudinal vs. cross-sectional
2.2.7. Analysis of examples
3. Discourse competence
3.1. Definition and characterization
3.2. Research outcomes
4. Sociolinguistic and Socio-cultural competence
4.1. Definition and characterization
4.2. Research outcomes
5. Textual competence
5.1. Definition and characterization
5.2. Research outcomes

M5 Group/Individual tutorials on the virtual platform and through e-mail: supervision of tutored assignments.

M7 Group/Individual tutorials through video recordings: Debates.

M8 Collective/individual tutorials through video recordings and e-mail: clarification of doubts.

M9 Collective/Individual tutorials through video recordings: comments on individual assignments.

Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support

S1 Active participation in the virtual debate forums within the established deadlines (debates, cases, or exercises): 40%

S7 F inal written assignment which evinces mastery of the chief concepts covered: 60%

The following evaluation criteria will be followed:

Ongoing assessment (forum activities):

* Degree of participation.

* Active implication in the debates and activities.

* Degree of interaction with the other group members on the forum (e.g., reactions to other contributions).

* Originality of contributions to the forum.

* Participation in each of the activities within the established deadlines.

Final assignment:

* Structure and organization. 
* Expression: grammatical accuracy and semantic breadth and adequacy. 
* Content: adequacy, pertinence, and application of key concepts and ideas covered in the subject. 
* Critical reflection and personal appraisal.  
* Use of academic register (academic English) and adequate use of bibliographical references and citation conventions.