VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

POST-GRADUATE DEPARTMENT

SEMANTICS SYLLABUS
1. GENERAL INFORMATION:
Credit point value: 3
Course level: Post Graduate
Campus/Location: Xuan Thuy Rd / On Campus
Classroom: Building B2, Lecture Hall 1
Class contacts: Fridays
Convenors/lecturers: Dr. Nguyen Thi Minh Tam,
Phone number: 0989.669.422
E-mail: tamntm1982@vnu.edu.vn,
minhtambb@gmail.com
Office: Building B2, Room 504

2. PREREQUISITE: General Linguistics

3. COREQUISITE: C1 (CEFR) in English
4. SUBSEQUENCE COURSES: N/A
5. GENERAL COURSE DESCRIPTION
This course is an introduction to semantic theory at the graduate level. It will
cover both the philosophical foundations of contemporary semantics and its
development within theoretical (broadly generative) linguistics.
In terms of knowledge, students will understand some semantic concepts such as
meaning, signs, sense, reference, proposition, modality, etc. and such linguistic
phenomena as meaning transference, referential ambiguity and some issues regarding
the relations between meaning, thought, and reality, meaning and cognition, linguistic
relativity, etc.
In terms of skills, students will be able to use such analytical tools of semantics
as componential analysis, propositional meaning analysis, logical meta-language
translation, and use such analytical schemes as those of meaning transference, sense
relations, or modality to analyze language, which are required for their research in

1
semantics and other linguistic areas. Through group assignment and presentation,
students’ group work skills and presentation skills will also be improved.
In terms of attitudes, students will be more open and tolerant to the nature of
change and development of meaning, to the relativity of meaning expressed via
language, and the flexibility of meaning exchanged in interaction. They might also
develop for themselves the eagerness and enthusiasm to observe how the semantic
concepts apply and semantic phenomena work in daily use of language, and learn new
things about how meaning works in daily life through their observation, which is one of
the bases for their life-long learning.
In general, the course attempts to provide an overview of the field that enables
students to seek answers to further questions about semantics and then formulate and
pursue their own linguistic research interests; and, also, enables them to apply
knowledge and skills in semantics to their language teaching and learning practice.
6. COURSE OBJECTIVES

By the end of this course, students should be able to:

 Summarize the scope and the subjects of semantics as the study of meaning, the
relations between meaning, thought and reality, meaning and cognition, linguistic
relativity, meaning and structure, meaning and logic, and meaning and interaction;
 Explain with examples the concept of meaning, signs, intension and extension,
referents and referring expressions, change and development of word meaning,
semantic marking, lexical field and lexical gap, grammaticality, meaningfulness,
acceptability of the sentence, proposition and propositional meaning, linguistics
interaction, context, deixis, presupposition, entailments, and the functions of
languages;
 Identify the cases of referential ambiguity and explain how ambiguous they are,
identify truth values and truth conditions of propositions;
 Differentiate between semantics and semiotics, sense and reference, conceptual
mappings in different types of meaning transference, sentence and utterance
meaning;
 Classify the different types of signs, referents, synonyms, antonyms, homonyms,
meaning transference, predicates, arguments and their semantic roles, modality in
sentences, and speech acts;
 Translate the sentences into logical meta-language;

2
 Analyze the components of word meaning and propositional meaning;
 Analyze a certain linguistic phenomenon (meaning transference, sense relations,
modality, expression of time, space, motion, or deixis, etc) or a certain semantic
issue in certain pieces of texts and form conclusions about its realization and decide
(with explanation) what would be the best way to use it in the text(s), then decide
the best way to apply your of understanding about this linguistic phenomenon / issue
in text production;
 Decide the best way to apply the understanding of a certain linguistic
phenomenon (meaning transference, sense relations, modality, expression of time,
space, motion, or deixis, etc) or other semantic issue in teaching English.

7. TEACHING MATERIALS
Required readings:
1. Kearns, K. (2000). Semantics. New York: Palgrave Macmillan.
2. Kreidler, C. W. (2001). Introducing English Semantics. USA: Routledge.
3. Saeed, J. I. (2016). Semantics (4th ed.). Oxford, UK: WILEY Blackwell.
References:
1. Boroditsky, L. (2000). Metaphoric Structuring: Understanding time through spatial
Metaphors. Cognition 75, 1-8.
2. Choi, S. & Bowerman, M. (1995). Learning to express motion events in English
and Korean. In Levin, B. & Pinker, S. (Eds.), Lexical and Conceptual Semantics.
Cambridge, MA: Blackwell, p.83-122.
3. Coulson, S. & Oakley, T. (2000). Blending basics. Cognitive Linguistics, 11-3/4,
175-196.
4. Cruse, D.A. (1995). Lexical Semantics. Cambridge: Cambridge University Press.
5. Cruse, D.A. (2004). Meaning in language. An introduction to semantics and
pragmatics. Oxford: Oxford University Press.
6. Dalrymple, M. (1999). Semantics and syntax in lexical functional grammar.
Cambridge, MA: MIT Press.
7. Dirven, R. & Ralf (2002). Metaphor and metonymy in comparison and contrast.
Berlin: De Gruyter.
8. Frawley, W. (1992). Linguistic semantics. Hillsdale, NJ: Lawrence Erlbaum.

3
9. Goddard, C. (1997). The universal syntax of semantic primitives. Language
Sciences 19, 197-207.
10. Gutiérrez-Rexach, J. (2003). Semantics: Critical concepts in linguistics. London:
Routledge.
11. Jackendoff, R. (2002). Foundations of Language. Oxford: Oxford University Press.
12. Langlotz, A. (2006). Idiomatic creativity. A cognitive-linguistic model of idiom-
representation and idiom-variation in English. Amsterdam: John Benjamins.
13. Levin, B. & Pinker, S. (1992). Lexical and Conceptual Semantics. Cambridge, MA:
Blackwell.
14. Levin, B. & Rappaport Hovav, M. (1995). Unaccusativity: At the syntax-lexical
semantics interface. Cambridge, MA: MIT Press.
15. Lobner, S. (2002). Understanding semantics. London, UK: Arnold Publishers.
16. Papafragou, A., Massey, C., & Gleitman, L. (2001). Motion events in language and
cognition. Proceedings of the 25th Annual Boston University Conference on
Language Development. Somerville, MA: Cascadilla Press.
17. Partee, B. (1995). Lexical semantics and compositionality. In Gleitman, L.R. &
Liberman, M., An invitation to Cognitive Science, Vol.1: Language. Cambridge,
MA: The MIT Press, 311-360.
18. Rosch, E. (2004). Principles of categorization. In Aarts, B. (Ed.), Fuzzy grammar.
Oxford: Oxford University Press, 91-108.
19. Rothstein, S. (2004). Structuring events. Cambridge, MA: Blackwell.
20. Talmy, L. (2000). Toward a cognitive semantics. Cambridge, MA: MIT Press.

8. COURSE STRUCTURE AND TEACHING METHODS

The course will include both lectures and in-class tutorials. To facilitate learning,
the course employs discussion of readings, students’ presentations, and language
analysis. Students are centre of the learning activities and are expected to proactively
prepare for each lecture and participate in learning activities, make their own choice of
the extra materials for analysis, to collaboratively work with their peers in group
presentation, and to autonomously work on their own and to actively apply what they
have learnt and demonstrate it in the final essay.
There are 3 contact hours per week in the semester. The schedule includes, but is
not limited to, the following topics:

4
1. The study of meaning
2. Meaning, thought, and reality
3. Meaning and cognition
4. Meaning and structure
5. Meaning and logic
6. Meaning and interaction
7. The functions of language

WEEKLY SCHEDULE
Week Topics to be covered Readings
1 The study of meaning
-What is meaning? Kreidler (2001) p.1-17
-Where does meaning come from? Saeed (2016) p.1-21
-Whose meaning?
-Semiotics vs. Semantics
-Units of semantics
-Semantics vs. Pragmatics
2 Meaning, thought, and reality Saeed (2016) p.22-48
-Intension and extension Kreidler (2001) p. 129-151
-Referents and referring expressions
-Referential ambiguity
-Linguistic Relativity
3 Meaning and cognition Saeed (2016) p.51-83, 353-
-The map-territory analogy by Alfred 404
Korzybski (1931)
Kreidler (2001) p.85-115
-Human experience and the lexicon
-Lexical field, lexical gap
-Sense relations
-Meaning transference
4 Meaning and structure Saeed (2005) p.106-169
-Deep structure vs. surface structure Kreidler (2001) p.61-84
-Sentence meaning
-Propositional meaning, predicate and
argument
-Modality
5 Meaning and logic Kearn (2000) p.25-51, 67-
-How does logic matters in linguistics? 85
-Logic and truth Saeed (2016) p.51-83, 353-
-The semantics of logical meta-language

5
 -Truth functionality 404

6 Meaning and interaction Saeed (2016) p.189-

-Linguistic interaction 228
-Deixis
-Conversational implicature
7 Midterm Revision
Midterm Test
8 Tutorial 1
9 Tutorial 2
10 Tutorial 3
11 The functions of language Saeed (2016) p.229-256
-Austin’s speech act theory Kreidler (2001) p.175-196
-Categorization of speech acts
- Revision, Q&A
- Instruction on final assignment

9. ASSESSMENT AND GRADING

Two mid-term assignments: 15% each.

Final term paper: 60%
Participation: 10%
9.1. Two Midterm assignments:
Assignment 1: Pen and paper test: (individual) – session 7
Purpose: To check general understanding of some key issues in semantics and
Assignment: The pen-and-paper test consists of short open questions about the key
concepts, linguistic phenomena and semantic issues that have been discussed in the
first 8 class sessions.
Assignment 2: Presentation: (group) – session 8, 9, 10
Purpose: to practice critical reading of professional literature and relate it to the course
learning outcomes. College teachers and administrators must be able to locate,
evaluate, and judiciously apply the professional literature and relevant research to their
own specific situations.
Assignment: to complete this assignment, students are to present their understanding
and evaluation on the readings in semantics that they are assigned with or the research
studies that they collected. All members in each group are to present their own part in
relation to others’ parts in the group.

6
Some questions that the lecturer might ask of the presentation include:
(a) what are the key ideas;
(b) how are the arguments and ideas presented in the readings structured and
supported.
If the reading is part of a book presenting the theory on a certain linguistic issue /
concept/ phenomenon, give your own examples for illustration on what you have
presented.
If the reading is an article discussing a research study, comment on the research
design, methods, and other elements associate with judging the quality of the research,
what assumptions has the author made, how could the author’s ideas the tested, and ,
what reasons do you have for agreeing or disagreeing with these ideas;
(c) how would the theory / findings of the article you have just presented be applied to
your study and your job?
9.2. Research Paper (Final assignment - individual):
Purpose: To develop an in depth understanding of a specific topic of interest that is
related to the course learning outcomes.
Assignments: Write a 7-10 page, double-spaced paper on some aspect of college
teaching/learning that relates to one or more of the course learning outcomes.
It is required that the essay can demonstrate (a) evidence that you conducted a careful
search of the current (within the last 5 years) literature, (b) demonstration of reflective
analysis of the literature and your topic, (c) well developed arguments (rationale) for
your conclusions, and (d) quality of your overall writing ability at C1 (CEFR) and
adherence to APA formatting requirements.
Due: The paper must be turned in 7 weeks as of the day the course is completed.

9.3. Marking criteria for group presentation project

9 - 10 8 7 5-6 0-4
Content -Excellent -Very good -Good -Satisfactory -Very limited
60% understanding of understanding of understanding of understanding of understanding of
the concepts the concepts the concepts the concepts the concepts
chosen. chosen. chosen. chosen. chosen.
-Excellent and -Very good and -Good and -Satisfactory -Irrelevant links
perceptive links of perceptive links of relevant links of links of the of the concepts
the concepts to the concepts to the concepts to concepts to the to the materials
the materials the materials the materials materials chosen. chosen.
chosen. chosen. chosen. -Satisfactory and -Irrelevant and
-Excellent, -Very good, -Good and relevant unsatisfactory
perceptive and perceptive and relevant conclusion drawn conclusion
highly relevant relevant conclusion from the analysis drawn from the
conclusion drawn conclusion drawn drawn from the of the concepts analysis of the
from the analysis from the analysis analysis of the and materials concepts and

7
 of the concepts of the concepts concepts and materials
and materials and materials materials
Delivery - Excellent turn- - Very good turn- - Good turn- - Satisfactory - Restricted
30% taking, highly taking, proper taking, proper turn-taking, effort to show
proper division of division of tasks, division of tasks, satisfactory collaboration
tasks, excellent very good and good and smooth division of tasks, during
and smooth smooth collaboration some evidence of presentation
collaboration collaboration during collaboration -Limited
during during presentation shown during language
presentation presentation -Good, accurate presentation competence that
-Excellent, fluent, -Very good, language use -Some affects
highly accurate fluent, accurate with some inaccuracies and comprehension
language use with language use with hesitation or hesitation that -Improper
proper pace, clear, proper pace, clear, some improper require effort to direction to the
confident and confident and pace, clear, understand audience
respectful tone respectful tone confident and -Proper direction -Restricted or
-Excellent -Very good respectful tone to the audience ineffective use of
direction to the direction to the -Good direction -Effort to use of visual aids and
audience audience to the audience visual aids and other facilities to
-Excellent use of -Very good use of -Good use of other facilities to facilitate
visual aids and visual aids and visual aids and facilitate understanding
other facilities to other facilities to other facilities to understanding
facilitate facilitate facilitate shown but may
understanding understanding understanding not be to the
-Creative, -Creative, -Effort to be effect
humorous, humorous, creative/or -Absence of effort
original original humorous but to be
not always to the creative/original
expected effects
Answering Confidently Confidently Handle questions Satisfactorily Handle some of
audience’s handle questions handle questions effectively, handle some of the questions
questions very effectively effectively, demonstrating the questions, inadequately,
10% and demonstrating good demonstrating demonstrating
diplomatically, very good understanding of satisfactory unsatisfactory
demonstrating understanding of the content understanding of understanding of
excellent the content discussed the content the content
understanding of discussed discussed discussed
the content
discussed
You’ll be assessed both individually and as a group.

9.4. Marking criteria for analysis essay: 60% of course grade

9 - 10 8 7 5-6 0-4
Concepts Excellent and Very good Good description Satisfactory Limited
20% thorough description of well of chosen concepts description of description of
description of well chosen concepts concepts concepts
chosen concepts
Materials Rich and Very good Good examples of Satisfactory Limited examples
and perceptive links to examples of concepts examples of of concepts
relevance examples of concepts presented concepts
20% concepts presented in the materials
in the materials chosen.
chosen
Analysis Rich and There is evidence Analysis is sound, Some critical Only restricted
and perceptive links of improved showing some interpretation and attempts at
discussion between readings, critical awareness ability to assemble links with other description or
40% with the content of and ability to link and compare ideas readings and analysis
the course and concepts in a and to evaluate components of the
more widely. constructive and their relevance. course

8
 References to perceptive way.
other material
and/or perceptive
development of
the implications of
the ideas.

Academic Excellently Generally well Acceptable overall Just acceptable Limited attention
writing presented with presented with but some possible overall, but with paid to the detail
20% attention to detail attention to detail problems in some quite serious of presentation
of the conventions of the conventions certain sections of problems in with many
of the title page, of the title page, the presentation. certain sections of conventions not
bibliography, page bibliography, page Possible small the presentation. followed. More
numbers & overall numbers & overall problems with Possible problems persistent spelling
layout. layout, with appropriate length with appropriate and punctuation
Appropriate length possible minor length. problems. More
with excellent slips. Appropriate serious problems
language accuracy length with some with length.
and fluency language mistakes
demonstrated that do not affect
throughout. communication of
ideas.

10. COURSE POLICIES

Students will be expected to complete assigned readings, attend every class meeting,
and participate in discussion on a regular basis.
Assessment:
Assignments must be turned in on time if you wish to receive full credit and comments.
Late assignments will be penalized 10% of total possible points for each day they are
late, unless you receive an extension from me in advance.
Attendance:
Attendance at all classes is required. In case of an emergency, contact the professor
prior to class, if possible. The class starts at 1:00 pm and you are expected to be present
and ready to begin at that time.
Academic Misconduct:
Plagiarism: Offering the work of another as one’s own, without proper
acknowledgement, is plagiarism; therefore any student who fails to give credit for
quotations or an essentially identical expression of material taken from books,
encyclopedias, magazines, and other reference works, or from the themes, reports, or
other writings of a fellow student, is guilty of plagiarism.
Participation:
You are expected to contribute in an active and positive way to class discussion.
Examples of factors that are considered when evaluating participation include:
- Contributing interesting, insightful comments and good questions

9
 - Presenting good reflection in the form of written answers to the discussion
questions given by the teacher and submit your answers to the teachers at the end
of each session
- Being sensitive to your level of participation and making attempts to increase or
decrease it if necessary
- Listening and responding appropriately to others’ comments
- Attending all class meetings
- Being on time

11. UNIVERSITY PLAGIARISM POLICY:

• Cheating is an offence course to University disciplinary procedures.

• Plagiarism in oral, written or visual presentations is the presentation of the work,
idea or creation of another person, without appropriate referencing, as though it
is one’s own.
• Failure to acknowledge the use of another person’s work or ideas may result in
charges of academic misconduct which carry a range of penalties including
cancellation of results and exclusion from your program
• Works detected plagiarism will be marked down to 0.

10