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Course Description
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Spanish - 300 C2 Superior Spanish
Universitat Autònoma de Barcelona (UAB)
Barcelona, Spain

Subject Area(s) Level(s) Instruction in Credits Contact Hours Prerequisites
Spanish 300 Spanish 6 90 Advanced Spanish or equivalent. Placement test required.


LEVEL C2

Although level C2 has been called "Mastery" this does not imply native user ability or
anything near native user level. It aims to describe the level of accuracy, correction and
ease in the use of the language, which typifies that of outstanding students.

GENERAL AIMS
On completing this course, students should be able to:
Speaking
- Have available linguistic and non-linguistic resources, as well as sufficient
productive knowledge to face all kinds of situation, including unexpected ones, and
complication that may arise.
- Express oneself in the language with accuracy, correctness and ease and be able
to transmit subtle shades of meaning.
- Produce clear, fluent and well-structured discourse, the logical structure of which is
efficient and helps the listener to focus on the significant elements.
- Use different registers without problems and have good control of colloquial
expressions and sayings.
- Confidently present complex topics in an eloquent manner to an audience that it not
familiar with the subject. Structure and adapt discourse with flexibility to satisfy the
needs of the listeners. Successfully face difficult and even hostile questions.
- Know how to deal with the difficulties of communication in particularly delicate
situations with such ability and discretion that the other person barely notices.
- Plan what needs to be said and the means to say it in complex situations and
consider the effect that this may have on the listener.
- be able to mediate efficiently among Spanish speakers and take into account their
socio-cultural and sociolinguistic differences.
- Substitute one word that cannot be recalled for another with another similar one in
such a way that it can barely be noticed.
- Converse comfortably and adequately in all kinds of situation.
- be able to formulate thoughts with precision, place emphasis and deal with
ambiguity.
- Be able to understand easily any kind of speech including that at the speed of native
speakers, both in direct conversations and indirect discourses.
- Understand conference and other specialist presentations that contain a high
degree of colloquialism, regionalism or unusual terminology.
- Extract specific information from complex, low quality public declarations with
distorted sound quality; for example: at the airport, at the basketball court, etc.
- Transmit the content of texts without difficulty through the handling and combination
of different sources and reconstruct arguments and stories in a coherent
presentation of the general result.
- Understand complex technical information given orally, such as game rules,
bureaucratic language, etc.
- Assimilate any recorded and broadcast material - including specific uses that are
not usual - and identify all points of view and all the attitudes of the speaker as well
as the essential content of the information.
- Understand films using slang or colloquial language and idiomatic expressions of all
kinds.
- Understand any speaker including native speakers, even when they are talking
about abstract and complex subjects outside their specialist field.
Writing
- Interpret idiosyncratic conventions of Hispanic culture and the traits of the type they
belong to.
- Write complex texts with clarity and fluency in a n appropriate, efficient style with a
logical structure.
- Adopt a critical attitude in interpreting texts, recurring to ones own system of
references and ones own skills.
- Write complete, attractive stories and descriptions of experiences with clarity and
fluency, and in a style that is appropriate to the literary genre chosen.
- Transfer information without risk of loss of details, reconstruct or repair badly
constructed texts and correct omissions, losses, etc.
- Write complex reports, papers and articles with clarity and fluency. Write texts that
present an argument or a critical appreciation of literary works or research projects.
- Know how to give texts an appropriate structure and adequate logic to help readers
to find the main ideas.
- Overcome difficulties of written expression with such discretion that the reader
barely notices.
- Interpret text messages and identify the main ideas, secondary ideas and the
details, as well as the relationships established between all elements.
- Understand and interpret in a critical manner any type of written text, including
abstract or complicated texts, or literary and non-literary texts with many
colloquialisms.
- Understand any type of correspondence without the use of a dictionary.
- Interpret in details any series of extensive and complex texts found in social,
professional or academic life, and identify the most subtle details and opinions, both
implicit and explicit, they contain.
- Know how to write any kind of academic text correctly and with a logical structure.
- Create coherent and cohesive texts making complete and appropriate use of a
variety of organisational criteria and a broad range of devices for cohesion.
Speaking-writing activities
- Be aware in public presentations of the consequences and allusions of what it said
and be able to take notes of all of them as well as the speaker’s exact words.
- Have sufficient ability to use the contextual, grammatical and lexical clues to infer
attitude, state of mind and intentions and to forecast what will happen to be able to
transform oral information into written text.
- Transfer spoken discourse to written discourse with absolute precision with all
shades of meaning, and be able to use a wide range of modification procedures.
- Be able to overcome conversation difficulties (spoken-written activities) with such
discretion that the reader barely notices.
- Take advantage of a broad and reliable command of a complete repertoire of
linguistic elements to formulate (speaking-writing) thoughts with precision, place
emphasis, differentiate and eliminate ambiguity.
- have a good command of a broad range of vocabulary, which includes idiomatic and
colloquial expressions. be able to appreciate levels of connotative meaning.
- Maintain constant control of grammar in a full linguistic repertoire, even when
attention is focussed on other activities: for example, planning what comes next,
planning other people's reactions, etc.

FUNCTIONS
Informative function
- Demand explanations using a recriminatory tone. e.g. A Santo de queue esters
aqua a esters horns.
- Give information in reply to a negative statement. e.g. Me pierce queue no me
quire nada. / - ¡Como no tee van a queerer is seta loco poor it!
- Ask for confirmation in a roundabout way. e.g. ¿Me equivoco al pensar que…?
- Ask for information by questioning information received previously. e.g. ¿No
creerás que…?
Evaluative function
- Ask for appraisal. e.g. ¿Cuento con / Das tu beneplácito / visto bueno…?
- Express approval and apply the principle of authority. e.g. Cuenta con… / Le doy
mi beneplácito / visto bueno.
- Express disapproval and apply the principle of authority. e.g. No estoy dispuesto a
tolerar / a consentir…
- Express complete agreement. e.g.: Así se habla / Bien dicho.
- Present an appropriate counterargument for any contextual register. e.g. No
discuto que…, sin embargo / ahora bien...
- Express a lack of memory through colloquialisms. e.g. Se me ha ido el santo al
cielo.
Expressive function
- Express aversion. e.g. Me da grima / dentera; Me repatea…
- Express any kind of feelings with the desired shade of meaning or emphasis. e.g.
Siento un escaso aprecio hacia su persona.
Inductive function
- Influence the speaker in a clear and simple manner. e.g. Coges, le quitas la piel,
lo cortas en trocitos y te lo comes.
- Ask a favour, or for objects and help directly, politely or in a veiled manner . e.g.
Échame un cable.
- Cheer someone up, calm them down or console them with the desired degree of
involvement. e.g. Peor sería / hubiera sido peor…
- Promise and commit oneself in a convincing manner to gain the trust of the other
person. e.g. Tiene nuestro más firme compromiso (de que…).
Social function
- Greet someone formally according to the appropriate social conventions. e.g.
Ilmos. Sres.
- Respond to a greeting with the aim of not stopping to strike up a conversation.
e.g. Ya hablaremos, voy con prisa.
- Welcome someone in an appropriate register in complex situations. e.g. Nos
sentimos muy honrados de tenerlo entre nosotros estos días.
- Respond to an apology in a formal register and in writing. e.g. Disculpamos el
retraso de la entrega del pedido, pero les rogamos que en el futuro…
Meta-linguistic function
- Ask about the general state of things and respond, indicating what is not going
well. e.g. Te mentiría si no te dijera…
- Introduce the subject of a story or account and react by impeding the story from
being started. e.g. Siento dejarte con la palabra en la boca, pero…(es que) …
- Reject a topic or part of a topic and emphasise its lack of relevance and
appropriateness. e.g. Ese tema, mejor ni tocarlo, ¿no te parece?
- Reject closure of a topic by the introduction of a new topic in a formal register. e.g.
Espere, hay algo que… / hay una cuestión que se me olvidaba…

GRAMMATICAL CONTENT
Concepts of grammatical terminology
Affixes and derivation
- Of negation (a- / an-, etc.). e.g. apolítico.
- Of place (ante-, etc.). e.g. antesala.
- Of time (post-, etc.). e.g. postmodernismo.
- Of quantity and size (mono-, etc.). e.g. monoparental.
- Of intensification (archi-, etc.). e.g. archifamoso.
Sentence order
- Optional collocation of an element quantified by más / menos before the verb in
superlative syntagmas containing a relative sentence. e.g. El que más aplausos
obtuvo / El que obtuvo más aplausos.
- Dislocation of syntagmas starting with bonito, vaya, menudo and other exclamatory
devices. e.g. En bonito lío me has metido.
Coordination and juxtaposition
Conjunctions
- Copulatives (y, e, ni que, etc.).
- Disjunctive (o, ora, etc.)
- Distributive (bien… bien, ya… ya, etc.)
- Adversative (no obstante, etc.).
Indicative mode/subjunctive mode: special cases:
Subordinate clauses inclined according to Direct Object with verbs that alternate
indicative and subjunctive with a change of meaning. e.g. No vio que estuvieras tan
agobiada / No vio que había una farola y se estrelló. Él entiende que esta es la mejor
manera de solucionar el problema / Él entiende que reacciones así.
Subordinated relative adjectival clauses
- With unspecific relative clauses in indicative and subjunctive. e.g.: Dondequiera que
voy / vaya siempre encuentro amigos.
- As a predicative particle. e.g. La vi que se ponía mala
- Relative particles juxtaposed with previous relative pronouns: e.g. Hablamos de la
crisis. Asunto que no nos afecta.
- Emphatic relative clauses. Exclamations and non-exclamations. e.g. A saber el
dinero que habrá ganado por eso / ¿A saber cuánto dinero habrá pagado por eso?
Subordinate adverbial sentences
- Of delimitation introduced by desde que / hasta que with the imperfect subjunctive,
literary, stylistic or journalistic register. e.g. Es el primer comunicado desde que se
produjeran los incidentes. No abrió la carta hasta que llegara él.
- Of temporality in restrictive cases. e.g. Es cuando yo te falte al respeto cuando tú
me podrás hablar así.
- Of place introduced by donde followed by a noun. With no express antecedent. e.g.
Estoy donde la cervecería.
- Introduced by como que plus indicative. As an action through comparison with a
hypothetical action: conditional nuance. e.g. Hace como que no tiene idea.
- Of cause, intensive, with consecutive nuances, introduced by de plus emphatic
structure. e.g. No se le veía el cuerpo de tantos paquetes que llevaba.
- Of finality with para que plus subjunctive, to express unconformity with the result.
e.g. Me he vestido de gala para que no me hiciera caso. Of finality with a plus
infinitive. e.g. Temas a tratar.
- Of conditions with simple future and past subjunctive in specific language (legal
administrative jargon). e.g. Si hubiere / hubiere habido una disposición contraria…
Condition with de plus simple or composite infinitive. e.g. De haberlo imaginado, no
te lo habría dicho. Of condition with imperative plus y / que to express a threat. e.g.
Atrévete a hacerlo y verás.
- Consecutive type introduced by con que in an informal register and equivalent to así
es que. e.g. No tengo tiempo para tonterías, con que sal de aquí. Consecutive
exclamation with como que as an intensifier to what was said previously. e.g.:
¡Como que no quería ni enseñármelo! Consecutives with other links and connectors
(de tal suerte que, tal que, así…que, una de…que, cada…que, etc). e.g. Actuó de
tal suerte que todos nos sentimos ofendidos. Era de un educado tal que saludaba a
todo el mundo. Así fue su comportamiento que todos los invitados se marcharon.
Tenía una de dolores que no podía levantarse de la cama. Tiene cada salida que…
- Of comparison introduced by tan…como to compare different qualities for different
subjects. e.g. Es tan sincero como yo tonto. Of comparison introduced by como
followed by a correlative expression in a literary register. e.g. Como el avaro del
cuento, así tú cuentas cada día tu dinero. Of comparison with a consecutive value
introduced by cuanto más / menos, with a sense of progression. e.g. Hará menos
cuanto más le pidas.
- Of concession with correlative formulae. e.g. Que llore o que grite me importa poco.
Complex uses of prepositions (verbs regulating preposition). e.g. Después de haber
deambulado por. Se alzaba ante él, etc.
The absolute particle. e.g.: Una vez abierta la impresora…
Indirect style. Specific verbs (argüir, balbucear, gemir, clamar, etc.) Quotations. Free
indirect style.
Ser y estar. Special uses: changing of meaning of adjectives. The adjective and its
position. e.g.: Es un pobre hombre / Es un hombre pobre.
Punctuation marks in formal and academic texts.
Rules for accents
- Diacritic tilde: Adversative/adverbial conjunction: más.
- Double accentuation: adecua / adecúa.
Connectors in the sentence (coherence of academic discourse)
- Elements of discourse and vocabulary (sematic fields, specific academic language,
etc.).
- Formulae for transition.
- Thematic progression of texts.
- Textual coherence in academic language.

GRADING SYSTEM
Our grading system takes into consideration the student's progression through the
course: continuous assessment (30%) - and if the student achieves the course objectives
or not - final exam (70%).
? Continuous Assessment:
 Class work.
 Assignments.
 Tests. During the course some of the exercises will be rated: Reading
comprehension, listening comprehension and written expression.
Students will be tested twice during the course: prior to the mid-term and during the
second part of the course. These tests will be conducted as class exercises and not
as partial exams, that is with no prior notification.
 Professor’s Evaluation
Evaluation of the learning progression, participation in class and attendance.
By the middle of the course, there will be a mid-term report with information from
the first part of the course. These reports will be delivered to students and will be
discussed individually in personal tutorials that will take place during class hours.
? Exam and Certification
The final exam consists of 5 sections. Students must complete at least 50% of each in
order to pass.
Writing 15 points
Speaking 15 points
Reading Comprehension 15 points
Listening Comprehension 15 points
Grammar and Vocabulary 10 points
Total 70 points
The result in the exam (70 points) combined with the continuous assessment (30 points)
result in the following grading:
Grading
Fail 0 – 6,49
Pass 6,50 – 7,49
Good 7,50 – 8,99
Excellent* 9,00 – 10,00
*Excellent is reserved to exceptional cases.
Those students who achieve 6.50 or more will get the corresponding certificate of
the level.

TEACHING MATERIAL
Texts books
E. López López, María Rodríguez Castilla, Marta Topolevsky Bleger, Procesos y
recursos, Editorial Edinumen.
Grammar resources
Dictionaries










 
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