BURGETT, Bruce, and Glenn, HENDLER, ed. by. Keywords for American Cultural Studies. New York: NYC, 2014. ISBN 978-0-8147-0801-9.
CARPIO, Glenda R,. and Werner, SOLLORS, ed. by: African American Literary Studies: New Texts, New Approaches, New Challenges Universitätsverlag WINTER Gmbh. A Quarterly, Volume 55, No. 4. 2010. ISSN: 0340-2827. https://www.jstor.org/stable/i40051482
CARTER, Jacoby Adeshei, "Alain LeRoy Locke", The Stanford Encyclopedia of Philosophy (Summer 2012 Edition), Edward N. Zalta (ed.) URL = <https://plato.stanford.edu/archives/sum2012/entries/alain-locke/>. Summer 2012.
DU BOIS, W. E. Burghardt: The Study of the Negro Problems. The Annals of the American Academy of Political and Social Science. Jan., 1898. Vol. 11 (Jan., 1898), pp. 1 - 23. Sage Publications, Inc. in association with the American Academy of Political and Social Science. https://www.jstor.org/stable/pdf/1009474.pdf
LOCKE, Alain Enter the New Negro. National Humanities Center Resource Toolbox. The Making of African American Identity: Vol. III, 1917 - 1968
http://nationalhumanitiescenter.org/pds/maai3/migrations/text8/lockenewnegro.pdf
30%. Active participation in discussions
30% continuous written assignment
40% final work submission: essay
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1.Začiatky obchodu s otrokmi. Politika kolonializmu.
2.Kon3trukcia afro-americkej identity v 19. storočí. Občianska vojna: kontroverzie, a dôsledky.
3.Vznik miest v USA. Migrácia do veľkých miest.
4.Harlem: kultúrne a intelektuálne miesto v meste.
5.Myslitelia harlemskej renesancie.
6.Vizuála, poetic a performatívna estetika harlemskej renesancie.
7.Pád burzy. Sociálny, ekonomický a kultúrny dopad.
8.Hnutie za občianske práva. Historické kroky vpred.
9.Od Harlemu k Bronxu. Vznik mestskej subkultúry.
10.Príbeh hip hopu.
11.Od grafiti k street artu
100/ 0 continuous assessment
Students can contextualise the Harlem Renaissance movement in the twenties of 20th C with the social, historical and cultural development of the USA before the movement and afterwards. SS know the characteristic features of Harlem neighbourhood in New York in the context of urban and cultural development of the city, but also other important metropolitan communities in the USA. Students are able to define critically, and present orally and in a written form their opinions on the concepts of black culture, slavery, slave trade, racism, race, ethnicity, metropolis, urban space, civil rights movement, subculture, hip hop, street art, black lives matter movement, white suprematism, systemic racism, intercultural awareness. Students understand the development of metropolitan culture and subculture in the USA in the second half of 20th C and are able critically evaluate the context with the Harlem Renaissance. One of the education results that, however, cannot be quantified, but is equally important, is the growth of SS’s sensitivity in the question of migration, social inequality, and identity construction.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN
0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN
1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Language necessary to complete the course: Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/
TG4, https://www.tg4.ie/ga/
Week 1:
- General information about the Irish language and introduction to learning resources.
- Greetings, introductions, and language for the classroom.
Week 2:
- Irish Language pronunciation and spelling. Numbers and telephones numbers.
- A survey of Gaelic culture in Ireland and in Britain, and further afield.
Week 3:
- Telling the time.
- Myth and Legend: Leabhar Gabhála Éireann -The Book of Invasions of Ireland
Week 4:
- Talking about the weather, describing physical charecteristics I.
- Sean Nós Song and Dance
Week 5:
- Talking about the weather, describing physical charecteristics II.
- The Gaelic Cultural Revival and Irish Nationalism.
Week 6:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes I.
- Language and Identity in Northern Ireland.
Week 7:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes II.
- Popular Irish-Language culture today.
Week 8:
- An Aimsir Láithreach (The present habitual tense). Daily routines I.
- Minortiy Language Identity internationally and Language Revival.
Week 9:
- An Aimsir Láithreach (The present habitual tense). Daily routines II.
- Gaelic Games.
Week 10:
- Likes and Dislikes.
- Controversy surrounding the Irish Lanuage.
Week 11:
- In-class presentations.
Week 12:
- Review and Exam
40/60 % (preliminary/final)
After finishing the Irish Language and Culture 1 course, the student has developed their following elementary linguistic competencies:
- an ability to read and pronounce Irish as pronounced by native Irish-speakers
- a knowledge of basic (A1) Irish vocabulary
- a knowledge of basic (A1) Irish grammar and grammatical terminology
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- an ability to make simple dialogues and communicate on basic topics such as family, food, travelling.
The student who successfully finished the Irish Language and Culture 1 course is able to critically engage in discussions about various aspects of Gaelic Culture in Ireland. The student possesses an introductory knowledge of Gaelic culture and identity, language, and history, both in Ireland and in Britain and have a an understanding of various elements of Gaelic culture in Ireland, such as:
- Sean-Nós Song and Dance
- Myth and Legend
- Folklore
- The cultural divide in Ireland between the Gaeltacht and Galltacht
- The importance of the Irish Language to Irish Identity and history
- Controversial issues surrounding the language, in Ireland, Northern Ireland, the UK, the EU, and further afield.
- Minority Language Rights and Language Revival.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN 0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN 1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Irish Language and Culture 1
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Strana: 2
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/ TG4, https://www.tg4.ie/ga/
Week 1:
- Review of language introduced in Irish Language 1.
- Myth and Legend II
Week 2:
- An tAinm Briathartha. Talking about current actions and pastimes I.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 3:
- An tAinm Briathartha. Talking about current actions and pastimes II.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 4:
- An tAinm Briathartha. Talking about current actions and pastimes III.
- Gaelic connections between Scotland and Ireland – The Bruce Invasion of Ireland
Week 5:
- Likes and Dislikes. Prepostional pronoun: le
- Geoffrey Keating’s Foras Feasa ar Éirinn – Gaelic Identity in the Early-Modern Period
Week 6:
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
Week 7:
- Talking About sickness. Going to the doctor
- Rubaí – Contemporary Irish Language Culture
Week 8:
- An tAinm Briathartha IV. Purpose and cause.
- Kneecap – Contemporary Irish Language Culture
Week 9:
- An Aimsir Láithreach (The present habitual tense). Review.
- An Cailín Ciúin – Contemporary Irish Language Culture
Week 10:
- Food and Drink.
- Review of topics.
Week 11:
- In-class presentations
Week 12:
- Review and in-class exam.
40 / 60 % (preliminary/ final)
After finishing Irish Language and Culture 2 course, the student knows how to use basic conversational Irish phrases, common vocabulary, as well as basic grammar and phonology which students have been introduced to during Irish Language and Culture 1. Students further develop their communicative skills in Irish towards achieving an A1 level at the CEFR.
During Irish Language 2 and Culture 2 students have gained the following skills:
- a further developed vocabulalry in line with an A1 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- functional language related further areas required for the A1 Level according to the CEFR.
The student who successfully finished the Irish Language and Culture 2 course is able to critically
engage in complex discussions about various aspects of Gaelic Culture in Ireland and possesses an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
-A survey of selected Irish-Language Poetry
-Myth and Legend II
-Folklore II
-Survey of Gaelic cultural links between Scotland, Ireland and the Isle of Mann from the Bruce Invasion of Ireland to the Modern Revival.
-Kneecap, An Cailín Ciúin, and short film – Contemporary Irish Language Culture
-Logainmneacha agus Dinnseanchas – Placenames and Lore
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Basic literature:
- CHARAUDEAU, Patrick. Grammaire du sens et de l'expression. Limoge: Lambert-Lucas, 2019. ISBN 978-2-35935-241-2.
- GREVISSE, Maurice, GOOSSE, André. Le Bon Usage. Bruxelles: De Boeck/Duculot, 2008. ISBN 978-2-8011-1404-9.
- DVONČ, Ladislav a kol. Morfológia slovenského jazyka. Bratislava: Slovenská akadémia vied, 1966.
- NARJOUX, Cécile. Le Grevisse de l’étudiant. Grammaire graduelle du français. Bruxelles: De Boeck/Duculot, 2018. ISBN 978-2-8073-0819-0.
- RIEGEL, Martin, PELLAT, Jean-Cristophe a RIOUL, René. Grammaire méthodique du français. Paris: PUF, 2016. ISBN 978-2-13-073285-3
- TARABA, Ján. Francúzska gramatika. Bratislava: SPN, 2008. ISBN 978-80-10-01379-1
- WILMET, Marc. Grammaire critique du français. Bruxelles: Duculot, 2010. ISBN 978-2-8011-1610-4.
Within a particular phenomenon, the teacher supplements the literature with works that deal with the given linguistic unit; this supplementary literature is presented at the beginning of the semester and regularly updated by the teacher according to the needs arising from the seminar. Additional study materials required for individual seminars are also available in MS TEAMS.
a) during the semester, the student will receive 30 points of the overall evaluation on a continuous basis based on active work in class (research, reading and preparation of texts, reading of theoretical accompanying texts related to the given issue),
b) in the examination period, the student will receive 70 points for the final written work (analysis of a linguistic phenomenon in French and in Slovak, according to the phenomena covered). The student will be given a choice of topic to work on according to the teacher's instructions in the examination period. The topics of the written work are regularly updated.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from their work in class and the final written work.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The date and topics of the final work will be announced through AIS no later than in the last week of the instruction period.
French language (C1), Slovak language
During the semester, the seminar focuses on two or three phenomena of the French language, mainly phenomena that cause difficulties for Slovak students regarding their mother tongue. The class syllabus is adapted to the selection of the phenomena in question. The phenomena studied include, for example:
1. The position of adverbs in a sentence
2. The article and its functions within the nominal syntagm
3. The impersonal pronoun “on” and its expression in Slovak
4. Negation in French
5. Expressing the past
A particular linguistic unit is discussed:
1. In practical exercises
2. As a subject of scientific research in scientific texts
3. As the subject of grammatical explanation
4. As a unit of analysis in a French text
5. In the comparison of the original text and its translation (the Slovak expression of the unit)
Scale of assessment (preliminary/final): 30/70
Since the student only deals with some selected phenomena of French grammar during the semester, they have a broad knowledge and theoretical understanding of these phenomena, which confronts the description of the phenomena by several grammarians or linguists. Based on the analysis of French texts and the creation of a comparative corpus, the student can grasp the linguistic phenomenon in the context of its functioning in French and its linguistic expression in Slovak. After successfully completing the course, the student is sensitive to the linguistic phenomena of French grammar and applies their knowledge in their further linguistic practice (e.g., in translation and interpreting, in teaching French as a foreign language, in editorial work, or in comparing the original and the translation, etc.).
- KLEIBER, Georges a kol. Proverbes et Locutions Figées: Description et Catégorisation, Paris: Editions Geuthner, 2019. ISBN 978-2705340148.
- LAMIROY, Beatrice. Les expressions verbales figées de la francophonie Belgique, France, Québec et Suisse. Paris: Ophrys, 2010. ISBN 978-2-7080-1238-7.
- LEHMAN, Alise a MARTIN-BERTHET, Françoise. Introduction à la lexicologie sémantique et morphologie. Paris: Armand Colin, 2011. ISBN 978-2-200-35332-2.
- LOUIS, Patrice. Toutes les Suédoises s’appellent Ingrid les étrangers et leurs mots dans la langue française. Paris: Arléa, 2006. ISBN 2-86959-724-X.
- REY, Alain a CHANTREAU, Sophie. Dictionnaire des expressions et locutions. Paris: Dictionnaires Le Robert, 2003. ISBN 978-2-32101-535-2.
- SCHAPIRA, Charlotte. Les stéréotypes en français proverbes et autres formules. Paris: Ophrys, 1999. ISBN 2-7080-0911-7.
The student will receive 100 points from the overall continuous evaluation based on the work in class, preparation, and lexical analysis of texts, as well as based on review tests that will correspond to the currently studied material.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on an average calculated from the work in seminar, homework, and review tests.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The teacher will announce the dates of the individual review tests in advance, during the course.
French language (C1)
1. Phraseology as a scientific discipline
2. Phraseme and its morphological and semantic properties
3. Phraseme realization in the text
4. The origin of phrasemes and their motivation
5. Actualisation of phrasemes
6. Pragmatic dimension of phrasemes
7. Cultureme and proverb
8. Analysis of culturemes in the text and their typology
9. Comparison of phraseological units within Belgian, Swiss, Canadian and African French
10. Linguistic stereotype
11. Textual analyses (the seminar is also designed as an analysis of texts, documents in the context of the communicative and pragmatic function of phraseological units)
Scale of assessment (preliminary/final): 100/0
After successfully completing the course, the student has knowledge of phraseological units of the French language and their morphological and semantic specifics. The student has practical knowledge of the interpretation of phraseological units within different types of discourse, as well as of the detection of their motivation and updating, which is essential for the correct understanding of written or oral discourse. The student will also recognize so-called culturemes and proverbs and understand contrastive phraseology within Francophone countries (Belgian, Swiss, Canadian, African French). Knowledge and practical skills in this area are an essential part of the student's future linguistic practice, as well as their profession as a specialist in the Francophone world and its culture, as a translator and interpreter or as a teacher.
There is no need to study the literature. The lector works with a variety of materials related to current events in the topics and guides students to analyze their issues.
The student will receive 100 points from the overall continuous evaluation based on work in class, regular submission of homework, preparation for the class, and review tests (on the material covered).
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work in class, homework, and review tests.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The teacher will announce the dates of the individual review tests in advance, during the lessons.
French language (level C1)
The class syllabus adapts to current events in France in the given year of study.
Informative topics:
1. Employment and its variants
2. The effects of mass unemployment
3. The question of education
4. The issue of immigrants and emigrants
5. Mutation of the family and family ties
6. Youth and the elderly
7. Language evolution
8. Emergency and security
9. The foreign policy of France
10. Elections in France and the political system
11. The social system in France
Scale of assessment (preliminary/final): 100/0
The seminar is conducted by a French lector. After successfully completing the course, the student has a comprehensive overview of current political, social, and cultural affairs in France, and can analyse and explain them in the context of the country's history. After completing the course, the student has a better understanding of current events taking place in the francophone world and can apply this knowledge in their linguistic practice as an expert in French language and culture. The student is also able to systematically follow and analyse current events in France.
Basic Literature:
- CHARAUDEAU, Patrick. Grammaire du sens et de l'expression. Limoge: Lambert-Lucas, 2019. ISBN 978-2-35935-241-2.
- GREVISSE, Maurice, GOOSSE, André. Le Bon Usage. Bruxelles: De Boeck/Duculot, 2008. ISBN 978-2-8011-1404-9.
- DVONČ, Ladislav a kol. Morfológia slovenského jazyka. Bratislava: Slovenská akadémia vied, 1966.
- NARJOUX, Cécile. Le Grevisse de l’étudiant. Grammaire graduelle du français. Bruxelles: De Boeck/Duculot, 2018. ISBN 978-2-8073-0819-0.
- RIEGEL, Martin, PELLAT, Jean-Cristophe a RIOUL, René. Grammaire méthodique du français. Paris: PUF, 2016. ISBN 978-2-13-073285-3
- TARABA, Ján. Francúzska gramatika. Bratislava: SPN, 2008. ISBN 978-80-10-01379-1
- WILMET, Marc. Grammaire critique du français. Bruxelles: Duculot, 2010. ISBN 978-2-8011-1610-4.
Within a particular phenomenon, the teacher supplements the literature with works that deal with the given linguistic unit; this supplementary literature is presented at the beginning of the semester and regularly updated by the teacher according to the needs arising from the seminar. Additional study materials required for individual seminars are also available in MS TEAMS.
a) during the semester, the student will receive 30 points of the overall evaluation on a continuous basis based on active work in class (research, reading and preparation of texts, reading of theoretical accompanying texts related to the given issue),
b) in the examination period, the student will receive 70 points for the final written work (analysis of a linguistic phenomenon in French and in Slovak, according to the phenomena covered). The student will be given a choice of topic to work on according to the teacher's instructions in the examination period. The topics of the written work are regularly updated.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from their work in class and the final written work.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The date and topics of the final work will be announced through AIS no later than in the last week of the instruction period.
French language (C1), Slovak language
The course is a continuation of A-moRO-130 Selected Chapters in French-Slovak Contrastive Linguistics 1, and its outline is similar to this course. The course continues the study and analysis of two or three other linguistic phenomena. The offered phenomena to study are:
1. Expression of verbal aspect in French and Slovak
2. The problem of expressing the French subjunctive
3. The French transgressive and the present participle
4. The possessive pronoun in French and Slovak
5. The position of the adjective
A particular linguistic unit is discussed:
1. In practical exercises
2. As an object of scientific research in scientific texts
3. As an object of grammatical explanation
4. As a unit of analysis in a French text
5. In comparison of the original text and its translation (the Slovak expression of the unit)
Scale of assessment (preliminary/final): 30/70
Since the student only deals with some selected phenomena of French grammar during the semester, they have a broad knowledge and theoretical understanding of these phenomena, which confronts the description of the phenomena by several grammarians or linguists. Based on the analysis of French texts and the creation of a comparative corpus, the student can grasp the linguistic phenomenon in the context of its functioning in French and its linguistic expression in Slovak. After successfully completing the course, the student is sensitive to the linguistic phenomena of French grammar and applies their knowledge in their further linguistic practice (e.g., in translation and interpreting, in teaching French as a foreign language, in editorial work, or in comparing the original and the translation, etc.).
- ADAM, Jean-Michel. Les textes Types et prototypes. Récit, description, argumentation, explication et dialogue. Paris: Nathan, 1992. ISBN 2-09-190756-X.
Literatúra, ktorá sa nenachádza v Akademickej knižnici UK (vyučujúca tieto publikácie v prípade potreby poskytne):
- DOURY, Marianne. Argumentation - Analyser textes et discours. Paris: Armand Colin, 2016. ISBN 978-2200613310.
- GUYOT-CLÉMENT, Christine. Apprendre la langue de l'argumentation: du texte à la dissertation. Paris: Belin, 2012. ISBN 978-2701158914.
- PLAINTAIN, Christian. L’argumentation. Paris: Mémo Seuil, 1996. ISBN 978-2020229562.
- GARDES-TAMINE, Joëlle. La rhétorique, Paris: Armand Colin, 2011. ISBN 978-2200269999.
Supplemental readings will be presented at the beginning and throughout the semester.
Additional study materials required for individual seminars are available in MS TEAMS.
a) During the semester, the student will receive 30 points of the overall evaluation on a continuous basis based on the submission of texts they write during the semester,
b) in the examination period, the student will receive 70 points for the final oral exam, which will be held in the form of a colloquium. The student will prepare an argumentation on a pre-selected topic and present it to the other students, following the principles of argumentation learned during the semester. The argumentation topics are updated regularly.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work in class and the final written paper.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teachers will accept a maximum of two absences.
The date and topics of the argumentation will be announced through AIS no later than in the last week of the instruction period.
French language (úroveň C1)
1. Tradition and specificity of French argumentation
2. Rhetoric and its basic characteristics
3. Linguistic analysis of an argumentative text
4. Stylistic analysis of an argumentative text
5. Theme vs. Thesis
6. Problematization of the argumentation task
7. What is a good argument?
8. Structure of an argumentative paragraph
9. Logical and chronological connectors in argumentation
10. Vocabulary in argumentation
11. Introduction and conclusion of an argumentation
12. Structure of an argumentation: Thesis – Antithesis – Synthesis
13. How to exemplify an argument
Scale of assessment (preliminary/final): 30/70
The student masters the basic methods and linguistic devices of argumentation and can use textual analysis to detect and identify the author's argumentative/communicative intent. The student can apply the argumentation methods to their own written and oral speeches. The student is familiar with the basic structure of argumentation and the techniques of its creation. The student can clearly and persuasively articulate the introduction and conclusion of an argumentation as well as convincingly construct an argument. The student thinks about topics in theses and antitheses, that is, considers a topic in its positive and negative aspects, and can construct a persuasive argumentation in written and oral speeches.
- BALZACQ, Thierry - CHARILLON, Frédéric a RAMEL, Frédéric. Manuel de diplomatie. Paris: Sciences po, 2018. ISBN 978-2-7246-2292-4.
- KOPECKÝ, Peter. Documents, articles et exercices francais a l'usage des adeptes de la diplomatie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0700-9.
- RUFFINI, Pierre-Bruno. Věda a diplomacie nový rozměr mezinárodních vztahů. Praha: Academia, 2018. ISBN 978-80-200-2841-9.
The lector works with various materials (recordings, texts, audiovisual materials) related to the given topics and updates their selection.
The student will receive 100 points from the overall continuous evaluation based on work in class, regular submission of homework, preparation for the seminar, and review tests (of the material covered).
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work in class, homework, and review tests.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The teacher will announce the dates of the individual review tests in advance, during the course.
French language (level C1), Slovak language, Czech language (B2)
1. Work in diplomacy
2. European Commission
3. The diplomat and their qualifications
4. Council of the European Union
5. Formal communication at a diplomatic level
6. Central Bank
7. Court of Justice
8. Discourse at a diplomatic level
9. European Parliament
10. Debate and mediation
11. Problems of the European Union
12. Diplomatic services
Scale of assessment (preliminary/final): 100/0
The course is conducted by a French lector and aims at mastering a specific area of French language – diplomacy. After successfully completing the course, the student has a basic knowledge of the functioning of the European institutions and the vocabulary that is inevitably linked to this environment. The student can navigate the world of diplomacy (they are familiar with the principles of conventional behaviour or formal communication). In the same way, the student has knowledge of the framework of European organisations, they can prepare for a career as a member of the diplomatic service, or as a ministerial official specialising in the French linguistic and cultural area, or as a translator and interpreter in these institutions.
- CASTELLOTTI, Véronique. La langue maternelle en classe de langue étrangère. Paris: Clé International, 2001. ISBN 978 2090333 442.
- COURTILLON, Janine. Élaborer un cours de FLE. Paris: Hachette, 2002. ISBN 978 20115521 4.
- CUQ, Jean-Pierre (dir.). Dictionnaire de didactique du français langue étrangère et seconde. Paris: Clé International, 2003. ISBN 209-033972-1.
- CUQ, Jean-Pierre a GRUCA, Isabelle. Cours de didactique du français langue étrangère et seconde. Grenoble : PUG, 2003. ISBN 2 7061 1082 1.
- CHODĚRA, Radomír. Didaktika cizích jazyků na prělomu staletí. Praha: Academia, 2013. ISBN 978-80-200-2274-5.
- Spoločný európsky referenčný rámec pre jazyky učenie sa, vyučovanie, hodnotenie (preklad Štefan Franko). Bratislava: Štátny pedagogický ústav, 2017. ISBN 978-80-8118-2013.
Supplemental readings will be presented at the beginning and throughout the semester.
Additional study materials required for individual seminars are available in MS TEAMS.
a) during the semester, the student will receive 25 points of the overall evaluation on a continuous basis based on the analysis of a French language textbook of their choice and 25 points based on the continuous preparation for seminars (exercises and assignments),
b) in the examination period, the student will receive 50 points for the final oral colloquial exam: a simulation of a sequence of a lesson taught in French as a foreign language (the student will, however, prepare the whole lesson for the exam).
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work in class, the analysis of the textbook, and the final colloquial exam.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The date of the colloquial exam will be announced through AIS no later than in the last week of the term.
French language (C1), Slovak language, Czech language (B1) for understanding the recommended literature
1. What does it mean to learn and what does it mean to teach someone?
2. Students’ strategies in learning a foreign language
3. Didactics of foreign languages and didactics of French as a foreign language vs. as a mother tongue
4. The question of specialized French
5. Norm vs. usage. Common European Framework of Reference for Languages
6. Conventional and unconventional methodologies and methods of teaching French
7. Teaching grammar – contextualized grammatical discourse
8. French textbooks and teaching aids
9. The process of didacticization of authentic materials
10. Types of exercises
11. Lesson design
12. Language and communication qualifications of students
Scale of assessment (preliminary/final): 50/50
After successfully completing the course, the student has basic knowledge of the didactics of foreign languages, specifically in the teaching of French as a foreign language. The student is familiar with the basic conceptual apparatus as well as the basic theoretical knowledge of the discipline. From a practical point of view, the student knows the structure of French textbooks, how to work with the textbook, the concept of exercises, and various didactic or evaluation activities. The student can conceive a teaching lesson, think critically about the teaching process and pedagogical practices.
- DAVID, Catherine a ABRY, Dominique. Classe multi-niveaux et pédagogie différenciée. Paris: Hachette, 2018. ISBN 978 2014 0162 53.
- DE BOUTER, Patrick. Théâtre pour la classe textes à lire, à dire, à jouer. Fontaine: Presses universitaires de Grenoble, 2018. ISBN 978-2-7061-3016-8.
- DENIER, Cécile. L'atelier de conversation conseils, pistes et outils. Fontaine: Presses universitaires de Grenoble, 2020. ISBN 978-2-7061-4558-2.
- FIÉVIET, Martine. Littérature en classe de FLE. Paris: CLE International, 2013. ISBN 978-2-09-038227-3.
- HAYDÉE, Silva. Le jeu en classe de langue. Paris: Clé International, 2008. ISBN 978 2090 353495.
- VANTHIER, Hélène. L’enseignement aux enfants en classe de langue. Paris: Clé International, 2009. ISBN 978 2090 353488.
Supplemental readings will be presented at the beginning and throughout the semester.
Additional study materials required for individual seminars are available in MS TEAMS.
a) during the semester, the student will receive 50 points of the overall evaluation on a continuous basis based on the preparation and production of short lesson sequences aimed at: clarification of a grammatical phenomenon, work with vocabulary, conversational exercises, etc,
b) in the examination period, the student will receive 50 points in the final oral colloquial exam: presentation of a pedagogical project (the topic of the project is chosen by the student in consultation with the teacher) as part of the teaching process.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work in class and the final colloquial exam.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The date of the colloquial exam will be announced through AIS no later than in the last week of the instruction period.
French language (C1), Slovak language
1. Working with error in the teaching process
2. Assessment: types of assessment
3. Test preparation and its analysis
4. Activities and exercises aimed at the pupil’s self-assessment
5. Pupil’s error and loss of motivation
6. Energisation of pupils in teaching French as a foreign language
7. Games in the teaching process
8. Adapting board games to language teaching
9. Selected problematic language phenomena from a didactic point of view
10. Literature in the teaching of French as a foreign language
11. Art as part of didactic materials
12. Conception of a pedagogical project
Scale of assessment (preliminary/final): 50/50
After successfully completing the course, the student has a deeper and broader knowledge of the didactics of foreign languages and specifically of the teaching of French as a foreign language. From a practical point of view, the student can conceive a variety of didactic activities, adapt them to different pedagogical situations, consider the needs of pupils, and adapt to their metalinguistic culture. The student thinks critically about the teaching process and pedagogical practices, actively uses the suggestions of other scientific disciplines (linguistics, philosophy, psychology, sociology), and integrates them into their overall preparation for a lesson.
LAROCHE, Daniel: Du livre au film (dossier Littérature & Cinéma)
https://www.revues.be/le-carnet-et-les-instants/80-le-carnet-et-les-instants-185/144-du-livre-au-film-dossier-litterature-cinema.
Le cinéma français. Paris: Ministère des Affaires étrangéres, 1996 ISBN 2-911127-35-8
FOSTER, Thomas C: Jak číst film: cinefilův průvodce po světě pohyblivých obrázků.Brno: Host, 2017
ISBN 978-80-7577-183-4
MAURER,Francis S; SCHREYER R.; WOLTER, Freidrich .Wilhelm : Dictionnaire photo et cinéma Allemand, Anglais, Français, Russe Vol. 3:Halle: Fotokinoverlag, 1960
VANOYE, Francis:L'adaptation littéraire au cinéma. Paris: Armand Colin, 2019.
VANTUCH, Anton, POVCHANIČ, Štefan, KENÍŽOVÁ-BEDNÁROVÁ, Katarína, ŠIMKOVÁ, Soňa: Dejiny francúzskej literatúry. BRATISLAVA: Causa editio, 1995 ISBN 80-85533-14-6
ŠRÁMEK, Jiří: Dějiny francouzské literatury v kostce. Olomouc: Votobia, 1997 ISBN
80-7198-240-7
The student will receive 70% of the overall evaluation on a continuous basis based on partial analyses and active participation in the class; 30% of the evaluation consists of the final seminar paper and a colloquium.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
Two absences with documentation will be accepted.
French language (C1), Slovak language, Czech language (B1) for understanding the recommended literature
A thematic seminar focused on reading and analysing literary texts from different historical periods and their realisation in film. 1. Film adaptation of a literary work. 2. Intermediality. 3. Comparative analysis of literature and film. The seminar is based on work with concrete material: analytical reading of literary works/sequential analysis of film adaptations and commenting on selected film adaptations of literary works in seminars based on mutual cooperation of the teacher and students.
1. Introduction to the issue of film adaptation of a literary work
2.-11. analysis of specific works of French or world cinematography representing film adaptations of literary works in the field of French literature
12. Final colloquium
Course content varies.
Scale of assessment (preliminary/final): 70/30
The graduate of the course is familiar with the methods of film adaptation of a literary work in the history of French cinematography based on specific comparative analyses of selected literary works and their film adaptations. At the same time, the student has knowledge of the theoretical literature on the issue of intermediality.
VANTUCH, Anton, POVCHANIČ, Štefan, KENÍŽOVÁ-BEDNÁROVÁ, Katarína, ŠIMKOVÁ, Soňa. Dejiny francúzskej literatúry. Bratislava: Causa editio, 1995. ISBN 80-85533-14-6
HAGEGE, Claude. La structure des langues. Paris: Presses universitaire de France, 1986. ISBN 84-249-1097-4
HAGEGE, Claude. Le linguiste et les langues. Paris: CNRS 2019. ISBN 978-2-271-12640-5
DENIAU, Xavier. La francophonie. Paris: Presses universitaire de France, 2001. ISBN 2-13-052158-4
Supplementary reading and French study texts will be presented at the beginning and during the semester in PDF format or on MS Teams.
The student will receive 100% of the evaluation continuously: 80% of the overall continuous evaluation based on the presentation of a selected topic and the interpretation of a work by any Francophone author; 20% of the evaluation will be based on active participation in the seminar discussion. Credits will not be awarded to students who receive less than 60% of the overall evaluation.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences with documentation.
French language (level C1), Slovak language
1. Introduction to literary Francophonie and Francography
2. Basic concepts: identity, language, bilingualism, exile
3. Political and literary Francophonie, ‘négritude’, Francography and postcolonial studies
4. Typology of Francophone literature, new concepts in Francophone literature
5. The function of language in the literary text
6. Language as a theme in a literary work
7. Language – translation – author's translation
8. Reading and analysis of selected texts – Nancy Huston
9. Reading and analysis of selected texts – Amin Maalouf
10. Reading and analysis of selected texts – Assia Djebar
11. Reading and analysis of selected texts – Claude Esteban and Vassilis Alexakis
12. Francophone literature and world literature
Scale of assessment (preliminary/final): 100/0
Students have a basic understanding of political and literary Francophonie and Francography with an emphasis on contemporary new concepts. They are familiar with the analysis and problematization of concepts related to the French language as an acquired literary language (cultural, linguistic, and literary identity, mother tongue and foreign language, bilingualism, exile, culture, foreigner, own vs. foreign). Through reading texts by selected Francophone authors, the students will have established the necessary basis for critical reflection on contemporary issues of globalization, migration, and multiculturalism, and are able to engage literary texts in thinking about the world.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9 ROZAN, Jean Francois. Note-taking in consecutive interpreting. Krakov: Tertium, 2002. Dostupné na: http://www.someya-net.com/01-Tsuyaku/Reading/Rozan.pdf GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5 GILLIES, Andrew. Note-taking for consecutive interpreting a short course. London: Routledge, 2014. ISBN 978-1-90065-082-3 JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous evaluation of the student's performance in class during the semester (100% of the final grade). The assessment includes the student's ability to master individual tasks in class (interpreting speeches, memory exercises), evaluating the formal aspect of the speech (clarity, articulation, choice of linguistic devices in the Slovak language, delivery and intonation) and the content aspect (analysis of the source text, correct decoding of the information and its reformulation in the target language). The teacher evaluates the student's performance continuously when providing feedback after each translated speech. Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers will accept a maximum of 2 absences with documented evidence.
Participation in the course assumes proficiency in English at level [B2] and Slovak at level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Memory exercise, division without notation 2. Interpretation of informationally unsaturated speeches 3. Descriptive, factual speeches (filtering important and minor information) 4. Speech with enumerations (their notation and filtering) 5. Argumentative speech with digressions (analysis of the logical structure of the speech) 6. Speeches on the current situation (general overview and knowledge) 7. Formal speech 8. Emotional speech (transfer of non-verbal means) 9. Information-saturated speeches (use of ad-hoc tags) 10. Gradual lengthening of speeches, memory and stamina training (from about 3-4 minutes to 5-6 minutes) 11. Descriptive speech (visualisation, graphic notation) 12. Real political speech 13. Opening speech (time notation)
100% continuous assessment.
After completing the course, the student will be able to independently translate an oralized text from Slovak and English into Slovak and English, respectively, in 4-6 minutes. The student uses active memory work, hierarchization of information and the support of interpreter notation. He/she can analyse the text at first hearing and hierarchise the information, which he/she then processes into short-term memory and also writes down in the form of an interpreter's notation. Has mastered interpreting notation and uses common abbreviations and notation symbols and other notational aids, can speak in front of classmates and can articulate a speech in Slovak or English in a clear manner.
BRADBURY, Malcolm and Richard, RULAND. From Puritanism to Postmodernism: A History of American Literature. New York: Viking Penguin, 1991. ISBN: 01401.4435.8 BRADBURY, Malcolm. The Modern American Novel. Penguin Books, 1991. ISBN: 0192125915, 9780192125910.
BAYM, M. The Norton Anthology of American Literature. W. W. Norton & Co, 2007. ISBN-13: 978-0393930573
BORGES, Jorge Luis. An Introduction to American Literature. Jorge Luis Borges in Collaboration with Esther Zemborain de Torres. Translated and edited by L. Clark Keating & Rober O. Evans. Lexington: Univ of Kentucky Press. 1971. ISBN: 0-8131-1247-8.
GRAY, Richard J.: A History of American Literature. Malden: Blackwell, 2004. ISBN 0-631-22135-2
HILSKY, Martin. Modernisté. Praha: Argo, 2017. ISBN: 978-80-257-2193-3.
HUTCHEON, Linda. A Poetics of Postmodernism: History, Theory, Fiction. London: Routledge, 1988. ISBN 978-0415007061.
McHALE, Brian. Postmodernist Fiction. London: Routledge, 2003. ISBN: 0-415-04513-4.
NEWTON-DE MOLINA, David ed. by. The Literary Criticism of T.S. Eliot. New Essays. London, Antholene Press, 1977. ISBN: 0-485-11167-5.
RUBIN, Louis D. The Comic Imagination in American Literature. Washington: A Voice of America forum series, 1983 ASIN: B0000EDWTW.
SMIESKOVA, Alena. Mýtus. Realita. Rozprávanie. Prípad Philip Roth. Nitra: UKF v Nitre, 2011. ISBN: 978-80-558-0022-6.
30% active participation in seminar: home preparation for the class: reading of analysed work
30% oral presentation
40% final work submission: essay
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The involvement in the activities of the course requires the use of English at the level C1 according the CERF and the use of Slovak Language at the level B2 at least.
1. Realism in American literature and its main represetatives
2. Naturalism and its main represetatives
3. Inter-war and post-war poetry
4. Inter-war and post-war drama
5. The Lost Generation
6. Southern literature
7. War novel
8. African-American literature
9. Ethnic American literature
10. Postmodern novel
11. Slovak translation of important works of American literature.
12. Slovak translators of American literature.
continuous/ final
60/ 40
- Students will be familiar with and will be able to characterize the main literary movements of the 20th century: realism, naturalism, modernism, postmodernism.
- Students will understand key works of the 20th-century American literature in their social and historical context.
- Students will be able to apply critical reading methods in analyzing and interpreting key works of the 20th-century American literature and assessing their contribution.
- Students can explain the significance of an excerpt in the context of the whole work and approach texts also from the point of view of their reception, comparison and translation into Slovak. They can evaluate the quality of translation and apply knowledge from translation seminars.
GREEN, John. Crash Course US History. Crash Course [online], 2014 [cit. 2021-10-15]. Available at: https://www.youtube.com/watch?v=u4b_KmmUR8Q&list=PL8dPuuaLjXtMwmepBjTSG593eG7ObzO7s.
HEIDEKING, Jürgen, and Christof MAUCH. Dějiny USA. Praha: Grada, 2012. ISBN 9788024728940. Available through the CU Academic Library.
LOCKE, Joseph, and Ben WRIGHT (eds.). The American Yawp: A Massively Collaborative Open U.S. History Textbook. [online]. Stanford University Press [online], 2021 [cit. 2021-10-15]. Available at:: http://www.americanyawp.com/.
National News. National Public Radio [online], 2021 [cit. 2021-10-15]. Available at: https://www.npr.org/sections/national/.
O’CALLAGHAN, Bryn. An Illustrated History of the USA. Harlow: Longman, 2007. ISBN 9780582749214. Available through the CU Academic Library.
The Century: America’s Time. The American Broadcasting Company [online] 1999, [cit. 2021-10-15]. Available at: https://www.youtube.com/playlist?list=PLvGgZ5v2o_N8dDogxreL2-NbnfKHgHxqY.
a) during the semester: 1. an oral presentation (30 points) on a selected current topic concerning American national institutions, customs, and society with an emphasis on its historical context; 2. a general knowledge test (40 points) at the end of the semester that will examine the knowledge gained on the topics listed in the course outline.
(b) In the examination period: 1 paper (30 points) on a selected issue in contemporary American society, with an emphasis on the development of the issue during the period under study as well as its future prospects.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences without documentation.
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Exact dates and topics for continuous and final evaluations will be announced at the beginning of the semester.
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages.
Lecture/presentation, study of materials and a discussion on core themes which emerge from the periodization and characterization of the dynamics and determinants of the political, economic, and cultural history of the United States in the 20th and 21st centuries.
Areas of interest will include:
The US economy, society and culture before the First World War
The United States and the First World War: economic and political affairs, the cause and consequence of the war
The 1920s: a remarkable time: the arrival of consumerism, the mass production of consumer items, Prohibition, economic boom and bust, the unregulated market, radio and film, cultural transformation, urbanization, new cultural phenomena
The 1930s: The Great Depression, the rise of social unrest, the New Deal, migration
The United States and the Second World War: economic growth, military victory, the United States as leader of the "free" world
The 1950s and 1960s: Postwar prosperity, consumer society, McCarthyism, the Cold War, Vietnam and its impact on American life, popular culture and new cultural phenomena, the fight for civil rights
The 1970s and 1980s: the Cold War, the Oil Crisis, rivalry between the United States and Soviet Union, popular culture and new cultural forms
The 1990s: the rise of cults, domestic terrorism, Los Angeles riots, television culture, religion, popular music
The 2000s and 2010s: the 9/11 attacks and the consequences, increasing inequalty, drug epidemic, Barak Obama, Donald Trump, Black lives Matter, white supremacy, conspiracy theories
70/30
This course provides students with a general introduction to aspects of the history, cultures, and societies of the United States in the 20th and 21st centuries. Students will gain a comprehensive overview of the major contexts of the political, cultural, and economic history in the period, while perfecting their ability to purposefully seek out and analyze source information and develop it into a stylistically mature form of independent presentation in English both verbally and in writing.
The primary purpose of the course is to familiarize students with important events that have profoundly affected all of American society at the political, cultural, and economic levels through presentations, discussions, and audio-video material. Upon completion of the course, students will be able to discuss the United States of America comprehensively and expertly, and they will gain a very solid grasp of national institutions and customs, history, politics, economy, and ethnic relations. Also, students will be able to confidently compare the United States of America to other countries in the English-speaking world and to Slovakia, noting some overlaps but also interesting differences between the United States and other societies in recent history.
ANZALDÚA, Gloria. Borderlands/ La Frontera. The New Mestiza. Aunt Lute Books, 1987.
BURGETT, Bruce, and HENDLER, Glenn, ed. by. Keywords for American Cultural Studies. New York: NYC, 2014. ISBN 978-0-8147-0801-9.
http://keywords.nyupress.org/american-cultural-studies/
HUGGINS, Nathan Irvin ed. by. Voices from the Harlem Renaissance. New York: Oxford University Press, 1995. ISBN: 0-19-509360-7.
SCHRADER, Paul. Notes on Film Noir. In: Belton, J. ed. Movies and the Mass Culture. New Brunswick, New Jersey: Rutgers UP, 1996.
SMIESKOVA, Alena a Simona HEVESIOVA a Maria KISSOVA. Multicultural Awareness. Reading Ethnic Writing. Nitra: UCP Press, 2008. ISBN 978-80-8094-439-1
SMIESKOVA, Alena. Problémy poskoloniálneho a postmoderného románu v americkej literatúre. World Literature Studies. Vol 4 (21) 2012. ISSN 1337-9275. dostupné na:
http://www.wls.sav.sk/wp-content/uploads/WLS_3_12/WLS3_12_Smiešková.pdf
30%. active participation in seminar includes: class discussion, and critical reading of recommended secondary and primary sources
30% one continuous written assignment
40% final work submission
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English C1 according to the CEFR.
1. The Beginnings of American Cultural History.
2. The Legacy of American Indians.
3. Making the West.
4. Rising Urban Culture.
5. Harlem Renaissance.
6. Complacency of Post WWII Culture. Film Noir.
7. Memory and History. Slavery.
8. American-Asian Experience.
9. Borderlands. Mestizo Culture.
10. Covid-19 and the Life in the City.
100/ 0 continous assessment
At the end of the course SS know significant chapters of American history. Historical events are presented and discussed in the context. The analyses of artworks (literary text, film, visual artwork, etc.) facilitate SS ability to understand historical events in larger circumstances, and critically assess the development of American social situation and culture. The acquired knowledge strengthens SS’s presentation skills, the ability to argue, lead discussions, and negotiate.
ANZALDÚA, Gloria. Borderlands/ La Frontera. The New Mestiza. Aunt Lute Books, 1987.
BURGETT, Bruce, and HENDLER, Glenn, ed. by. Keywords for American Cultural Studies. New York: NYC, 2014. ISBN 978-0-8147-0801-9.
http://keywords.nyupress.org/american-cultural-studies/
HUGGINS, Nathan Irvin ed. by. Voices from the Harlem Renaissance. New York: Oxford University Press, 1995. ISBN: 0-19-509360-7.
SCHRADER, Paul. Notes on Film Noir. In: Belton, J. ed. Movies and the Mass Culture. New Brunswick, New Jersey: Rutgers UP, 1996.
SMIESKOVA, Alena a Simona HEVESIOVA a Maria KISSOVA. Multicultural Awareness. Reading Ethnic Writing. Nitra: UCP Press, 2008. ISBN 978-80-8094-439-1
SMIESKOVA, Alena. Problémy poskoloniálneho a postmoderného románu v americkej literatúre. World Literature Studies. Vol 4 (21) 2012. ISSN 1337-9275. dostupné na:
http://www.wls.sav.sk/wp-content/uploads/WLS_3_12/WLS3_12_Smiešková.pdf
30%. active participation in seminar includes: class discussion, and critical reading of recommended secondary and primary sources
30% one continuous written assignment
40% final work submission
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English C1 according to the CEFR.
1. The Beginnings of American Cultural History.
2. The Legacy of American Indians.
3. Making the West.
4. Rising Urban Culture.
5. Harlem Renaissance.
6. Complacency of Post WWII Culture. Film Noir.
7. Memory and History. Slavery.
8. American-Asian Experience.
9. Borderlands. Mestizo Culture.
10. Covid-19 and the Life in the City.
100/ 0 continous assessment
At the end of the course SS know significant chapters of American history. Historical events are presented and discussed in the context. The analyses of artworks (literary text, film, visual artwork, etc.) facilitate SS ability to understand historical events in larger circumstances, and critically assess the development of American social situation and culture. The acquired knowledge strengthens SS’s presentation skills, the ability to argue, lead discussions, and negotiate.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9 MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2 PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6 GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5 JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment takes into account the student's ability to handle individual tasks in class (text analysis, attention, interpretation of speech), while assessing the formal side of speech (comprehensibility, articulation, choice of language in Slovak, presentation and intonation) and content (source text analysis, correct decoding of information and its reformulation in the target language) as well as mastering the basic techniques of simultaneous interpretation (working with the console, splitting attention, cooperation in the booth). The student's performance is evaluated by the teacher on an ongoing basis after providing feedback after each translated speech. Classification scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers accept a maximum of 2 absences with proven documents .
Slovak language (C2)
English language (B2)
1. Explanation of the technique of working with the console and working in the booth, basic exercises for splitting attention
2. Attention - sharing exercises, reformulation exercises and concentration exercises
3. Interpreting simpler speeches from online databases in about 5 minutes
4. Interpreting mildly professional expressions from online databases
5. Speeches focused on current political events in Slovakia and neighboring countries
6. Speeches on human and minority rights
7. Frozen conflicts in Europe and the Caucasus
8. Current geopolitical issues in the Middle East
9. Current geopolitical issues in Asia
10. Current geopolitical issues in Africa
11. Current geopolitical issues in South and Central America
12. Current geopolitical issues in North America
13. Interpretation of authentic political speeches
100% continuous evaluation.
At the end of the semester, the student is able to use the technique of simultaneous interpretation to interpret speeches lasting 5-7 minutes from English into Slovak. These are speeches of basic and intermediate difficulty, spoken by both native English speakers and foreigners. The student has mastered the basic techniques of splitting attention, is able to adequately manage the cognitive burden, logically and correctly analyze the text and at the same time reformulate it into the target language in an understandable and fluent form. The student is able to use basic interpreting strategies to handle more demanding passages, cooperate in the booth and prepare for interpretation.
KENÍŽ, Alojz: Preklad ako hra na invariant a ekvivalenciu. Bratislava: AnaPres, 2010. ISBN: 978-80-89137-38-1. ISBN: 978-80-87256-38-1.
LEVÝ, Jiří. Umění překladu. Praha: Apostrof, 2012. ISBN 978-80-87561-15-7.
POPOVIČ, Anton. Originál/Preklad. Interpretačná terminológia. Bratislava: Tatran, 1983.
PYM, Anthony: Exploring Translation Theories. 2nd ed. London and New York: Routledge, 2014. ISBN: 978-0-415-83791-0.
STEINER, George: Po Bábelu: otázky jazyka a překladu. Praha: Triáda 2010. ISBN: 978-80-87256-38-1.
Interim assignments, final translation
Minimum limit to pass: 60 %
Participation in the course requires at least a C1 level of English according to the Common
European Framework of Reference for Languages. In addition, an active working knowledge of
Slovak is expected.
The object of the subject is to emphasize the irreplaceable role of literary translation in intercultural communication, as well as in cultivating the domestic cultural tradition and its literary language. The theoretical part of the syllabus defines the specifics of literary translation in relation to pragmatic translation, while at the same time it defines the basic phases and aspects of the process of literary translation. Students acquire advanced knowledge of translation theory, list of notions, but predominantly in the practical part they will be introduced both as a team and individuals into translation methods and key types of problems of translating which literary translators must potentially tackle. Through working with particular literary texts students will be introduced into the basic methods and phases of translating fiction, i.e. prose, drama and poetry and the live translation process will be used to demonstrate the translation issues as follows:
1. the importance of the translation conception for the success of the translation;
2. complexity of translating polysemantic texts
3. looking for functional equivalence at momentum identity of a literary piece
4. complexity of translating culturally specific texts
5. issue of polyphony and intention
6. translation in intercultural communication
7. philosophy of translating as a style paradigm transfer
100 / 0 %.
Students will gain knowledge on the most important methods of translation and types of problems in creating translation of literary works as well as direct practical experience with a more complex translation process of an artistic text of various discourses and genres: of fiction including a short story or a novel as well as drama. Students will also acquire practical skills in preparation and practical execution of translation from a choice of a sophisticated concept of translation, through selection of suitable lexical and stylistic tools on the particular planes of a text up to final editing of the translated text. Students will gain elementary skills in selecting a text for translation, choice of a suitable concept and will gain practical experience and self-awareness for providing translations of various literary genres from English which will help him/her in becoming successful in a strong competing environment.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9
MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2
PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6
GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5
JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment takes into account the student's ability to handle individual tasks in class (text analysis, attention, interpretation of speech), while assessing the formal side of speech (comprehensibility, articulation, choice of language in Slovak, presentation and intonation) and content (source text analysis, correct decoding of information and their reformulation in the target language) as well as mastering the basic techniques of simultaneous interpretation (working with the console, attention-grabbing, cooperation in the cabin). The student's performance is evaluated by the teacher on an ongoing basis after providing feedback after each translated speech. Classification scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers accept a maximum of 2 absences with proven documents .
English (C1), Slovak (C2)
1. Short concentration exercises, interpreting speeches from English into Slovak for repetition
2. Interpretation of simpler Slovak speeches from online databases of general focus
3. Interpreting simpler speeches from online databases with moderately specialized terminology
4. Preparation and interpretation of student speeches on the topic: 3 popular travel destinations
5. How to prepare an engaging speech - basics of rhetoric
6. Interpretation of student speeches on the topic: My career plans and goals.
7. Interpretation of student speeches on the topic: How to improve higher education
8. Interpretation of student speeches on the topic: Climate change and how to tackle it
9. Interpretation of student speeches on the topic: Social problems in Slovakia and their solution 10. Interpretation of student speeches on the topic: My career plans and goals.
11. Interpreting speeches from online databases - advanced professional speeches
12. Interpretation of speeches from online databases - advanced political speeches
13. Interpretation of the ceremony
100% continuous evaluation.
At the end of the semester, the student is able to work fluently and promptly in the interpreting booth and simultaneously interpret speeches from Slovak into English in the length of 8 - 12 minutes. At the same time, they have sufficiently automated cognitive processes necessary for simultaneous interpretation, can use basic strategies and crisis procedures and they can also handle slightly more demanding speeches (faster cadence, higher information saturation). In the analysis of speeches, they can quickly analyze primary and secondary information, they can clearly reformulate the text in the target language. The secondary result of education is also the student's ability to prepare and deliver a speech on a given topic in the length of 7 minutes.
ANGELOVIČOVÁ, Zuzana. Integrovaná výučba odborného prekladu: východiská a metódy. In: DJOVČOŠ, Martin, and Pavol ŠVEDA, eds. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2018, pp. 102–122. ISBN 978-80-223-4469-2. Available through the CU Academic Library.
BARRER, Peter. Challenges and approaches when translating non-literary texts from Slovak into English. In: Prekladateľské listy [online], 2019, Vol. 8, pp. 11–20 [cit. 2021-10-15]. Available at: http://cit.uniba.sk/ojs/index.php/PL/article/view/127.
KOUŘILOVÁ, Magda. Communicative characteristics of reviews of scientific papers written by non-native users of English. In: Endocrine Regulations [online], 1998, Vol. 32, pp. 107–114 [cit. 2021-10-15]. Available at: https://www.sav.sk/journals/endo/full/er0298g.pdf.
LACKO, Ivan. The jungle of translation from English into Slovak: a central European perspective. In: Circuit [online], 2017, No. 135 [cit: 2021-10-15]. Available at: https://www.circuitmagazine.org/dossier-135/the-jungle-of-translation-from-english-into-slovak-a-central-european-perspective.
PÍPALOVÁ, Renata. Interweaving citations in academic discourse by (non)native (non)professionals. In: AFinLA-E: Soveltavan Kielitieteen Tutkimuksia [online], 2014, Vol. 6. pp. 99–118 [cit. 2021-10-15]. Available at: https://journal.fi/afinla/article/view/46283.
SLATINSKÁ, Anna. 2017. Lingvisticky orientované predmety a ich význam pri kreovaní profesionálnej identity budúcich prekladateľov a tlmočníkov v študijnom odbore cudzie jazyky a kultúry. In: BARRER, Peter and Bohdan ULAŠIN, eds. From here to university. Bratislava: Univerzita Komenského v Bratislave. pp. 106–119. ISBN 978-80-223-4466-1. Available through the CU Academic Library.
There is a mid-semester test (50 points). This is a translation of a Slovak text of normal difficulty (length: approximately 1.5 standard pages) into English. Students can use electronic dictionaries and translation tools, but must work independently.
In the second half of the semester, students have to create their own project (50 points) where they translate one text (or texts) of their own choice under the guidance of a teacher who plays the role of a mentor. According to the translation performance also in the second half of the semester, the teacher will then determine the overall grade at the end of the semester.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The instructor will accept a maximum of 2 absences without documentation.
Violations of academic ethics may see a grade reduction and maybe even a submission of the case for disciplinary action depending on severity.
Exact dates for grading will be announced at the beginning of the semester.
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages. In addition, an active working knowledge of Slovak is expected.
In the first half of the semester, students translate one short text (up to 2 NS) of a popular and educational nature before each lesson. The text is provided by the teacher one week in advance. Then, in class, students evaluate their translations with the teacher, emphasizing translation problems, pointing out common mistakes, and tips on how to save time in translation while guaranteeing a certain quality. The texts for translation are always of Slovak origin and cover a variety of subject areas. The choice of topics may change as appropriate.
In the second half of the semester, students work on their own project, where they translate one longer text (or texts) of their own choice under the guidance of the instructor, who acts as a mentor. The length of the text depends on the difficulty, but can be expected to be approximately 10 standard pages. Depending on the translation performance also in the second half of the semester, the teacher will then determine the overall grade at the end of the semester. Texts may be from professional literature, but may also be audiovisual works. The choice of text is finalized only after agreement with the instructor.
100/0
Students will acquire professional competences in the field of translation into English with a focus on the translation of texts from different fields of knowledge. Students will master key terminology within the field and continue to improve their skills in working with text in a limited time. They have the opportunity in this course to specialize in the field and work independently under the supervision of the instructor. Graduates of this course will be able to translate independently and will be able to collaborate with other members of the translation process.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9
MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2
PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6
GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5
JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous evaluation of the student's performance in class during the semester (100% of the final grade). The assessment takes into account the student's ability to master interpreting in class (text analysis, attention splitting, interpreting speeches), evaluating the formal aspect of the speech (clarity, articulation, choice of linguistic devices in Slovak, delivery and intonation) and the content aspect (analysis of the source text, correct decoding of the information and its reformulation in the target language) as well as the mastery of advanced techniques of simultaneous interpreting. Student performance is evaluated by the teacher on an ongoing basis when providing feedback after each interpreted speech. Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers will accept a maximum of 2 absences with documented evidence.
Slovak language (C2)
English language (C1)
1. Review of basic interpreting techniques, verification of students' knowledge and skills
2. Interpreting a classroom discussion on the topic of minority rights in Slovakia
3. Interpreting a class discussion on the topic How significant a role should the state play in my life?
4. Interpreting a recorded discussion on the SDGs
5. Interpreting a class discussion on the topic Does Slovakia belong to the West or to the East?
6. Interpreting a recorded discussion on the fight against corruption
7. Interpreting a recorded discussion on global warming and us
8. Interpreting a classroom discussion on Disinformation and fake news
10. Interpreting a class discussion on Gender Equality in Practice
11. Interpreting a recorded discussion on global health
12. Interpreting a recorded discussion on EU policy
13. Interpreting a classroom discussion on University graduates and the labour market
The topics of the individual discussions are indicative and may change according to the current situation.
100% ongoing evaluation
Graduates of the course can work independently and in pairs in the booth in conditions that are as close as possible to real conditions in practice. The student is able to interpret in English-Slovak combination spontaneous discussions carried out live in the classroom or from a recording. The student is proficient in both basic and advanced simultaneous interpreting techniques, can interpret sections lasting 10 to 20 minutes, and can adequately prepare for such interpreting. A secondary objective of the class is to learn the basic aspects of a sophisticated and substantive discussion of a given topic.
Continuous evaluation of the student's performance in class during the semester (100% of the final grade). The assessment takes into account the student's ability to master interpreting in class (text analysis, attention splitting, interpreting speeches), evaluating the formal aspect of the speech (clarity, articulation, choice of linguistic devices in Slovak, delivery and intonation) and the content aspect (analysis of the source text, correct decoding of the information and its reformulation in the target language) as well as the mastery of advanced techniques of simultaneous interpreting. Student performance is evaluated by the teacher on an ongoing basis when providing feedback after each interpreted speech. Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers will accept a maximum of 2 absences with documented evidence.
Slovak language (C2)
English language (C1)
1. Review of basic interpreting techniques, verification of students' knowledge and skills
2. Interpreting a class discussion on the Roma issue in Slovakia
3. Interpreting a class discussion on the topic How significant a role should the state play in my life?
4. Interpreting a recorded discussion on the geopolitical interests of the great powers
5. Interpreting a class discussion on the topic of anti-Semitism
6. Interpreting a discussion from the recording on the topic of the American political situation
7. Interpreting a recorded discussion on green mobility
8. Interpreting a classroom discussion on bioethical issues
10. Interpreting a classroom discussion on Everyday Corruption
11. Interpreting a recorded class discussion on the Global North and Global South
12. Interpreting a recorded discussion on the internal political situation in Slovakia
13. Interpreting a classroom discussion on environmentally sustainable lifestyles
Lesson topics are indicative and may be updated according to the current situation and the topics students prefer.
100% on-going evaluation
Graduates of the course can work independently and in pairs in the booth in conditions that are as close as possible to real conditions in practice. The student is able to interpret in English-Slovak combination spontaneous discussions carried out live in the classroom or from a recording. The student is proficient in basic and advanced simultaneous interpreting techniques, can interpret sections lasting 10 to 20 minutes and can adequately prepare for such interpreting. A secondary objective of the class is to learn the basic aspects of a sophisticated and substantive discussion of a given topic.
ANDRIČÍK, Marián. Preklad pod lupou. Levoča: Modrý Peter, 2013. ISBN 978-80-89545-22-3.
BASSNETT, Susan. Translation Studies. Londýn/New York: Routledge, 1991. ISBN 0-415-06528-3.
HEČKO, Blahoslav. Dobrodružstvo prekladu. Bratislava: Tatran, 1991.
HOCHEL, Braňo. Preklad ako komunikácia. Bratislava: Slovenský spisovateľ, 1990. ISBN 80-220-0003-5.
KENÍŽ, Alojz. Preklad ako hra na invariant a ekvivalenciu. Bratislava: AnaPress, 2008. ISBN 978-80-89137-38-1.
POPOVIČ, Anton. Originál/Preklad. Interpretačná terminológia. Bratislava: Tatran, 1983.
LEVÝ, Jiří. Umění překladu. Praha: Apostrof, 2012. ISBN 978-80-87561-15-7.
VILIKOVSKÝ, Ján. Preklad ako tvorba. Bratislava: Slovenský spisovateľ, 1984.
ZAMBOR, Ján. Preklad ako umenie. Bratislava: Univerzita Komenského, 2000. ISBN 80-223-1407-2.
Final Assessment:
Throughout the semester, students complete various assignments (listed on Moodle) and bring them to the seminars.
In addition, students will complete one final translation, the text of which they choose themselves. Subsequently, during the exam period on dates that will be duly posted in the AIS system, an oral defense of the translations will take place.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to extend the experience and knowledge that the student will gain by taking the course Literary Translation 1. The aim is to demonstrate at a higher level of knowledge the role that literary translation plays in the semiosis of intercultural communication, as well as in the development of the native cultural tradition and its literary language. Students will gain advanced knowledge of translational theory and terminology, but most importantly, in the practical part, they will be introduced in vivo, both in teams and individually, to translation practices and the key types of translation problems that a literary translator potentially has to deal with. Working with fiction texts of different poetics, we will introduce students to the procedures and stages of translating fiction, namely prose, drama and poetry, and demonstrate the following areas of translation issues in a live translation process:
1. the relevance of the translation concept for the success of translation
2. the complexity of translating polysemic texts
3. the translation of humour
4. translation of dramatic effect
5. the search for functional equivalence in the identity of a work of fiction
6. the complexity of translating culturally specific texts
7. the problem of multivocality and intentionality
8. translation in intercultural communication
9. translation of intertextual continuations
50/50 (%)
The student has a comprehensive overview of the most important practices and types of problems in the production of literary translation, as well as a higher degree of expertise with the more complex process of translating literary texts of different poetics, discourses and genres: prose, poetry, drama.
KABÁT, Marián. Všeobecná štylistická príručka pre lokalizáciu softvérových produktov. Bratislava: Stimul, 2022, 125 s. ISBN 978-80-8127-345-2.
KABÁT, Marián. Pár poznámok k špecifikám lokalizácie. In: Prekladateľské listy 8. Bratislava: Univerzita Komenského v Bratislave, 2019, s. 21-34. ISBN 978-80-223-4714-3.
KABÁT, Marián. Štylistická príručka ako súčasť procesu lokalizácie. In: Prekladateľské listy 9. Bratislava: Univerzita Komenského v Bratislave, 2020, s. 42-54. ISBN 978-80-223-4936-9.
KABÁT, Marián. Typy premenných v preklade softvéru. In: Tradícia a inovácia v translatologickom výskume 7. Nitra: Univerzita Konštantína Filozofa v Nitre, 2020. ISBN 978-80-558-1459-9.
KOSCELNÍKOVA, Mária. Titulkovanie videohier na Slovensku. In: Prekladateľské listy 7. Bratislava: Univerzita Komenského v Bratislave, 2018, s. 55-70. ISBN 978-80-223-4515-6.
BERNAL MERINO, Miguel Á. On the translation of video games. In: The Journal of Specialised Translation 6, s. 22-36. [cit. 2021-10-20] Dostupné na: www.jostrans.org/issue06/art_bernal.php
JIMÉNEZ-CRESPO, Miguel A. To adapt or not to adapt in web localization. In: The Journal of Specialised Translation 15. [cit. 2021-10-20] Dostupné na: https://jostrans.org/issue15/art_jimenez.php
Continuous evaluation:
During the semester, students work on various assignments (listed in Moodle) that they bring to the seminars.
In addition, they will produce one final translation during the semester, which forms the largest part of the assessment. The text of the final translation will be listed in advance in Moodle and they will have at least two days to translate it.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Fragmentation of exported text
2. Translation with and without visual context
3. Translating simple and complex variables
4. Pluralization variables and selection variables
5. Team projects in different roles
6. Translation quality assessment
100/0 (%)
Students will learn the basics of translation and localization of websites and web pages. They will learn how to work with text in context, but especially out of context. In addition, they will become familiar with other specifics of localization, such as variables, post-editing and transcreation.
In the second part of the semester, they will experience the complex process of localization in the roles of project manager, translator, proofreader and terminologist during team projects.
In this way, students will not only learn about the theoretical aspects of localization, they will also gain practical skills in order to be able to localize websites and they will try out other roles they can perform in the translation market in practice.
KABÁT, Marián. Všeobecná štylistická príručka pre lokalizáciu softvérových produktov. Bratislava: Stimul, 2022, 125 s. ISBN 978-80-8127-345-2.
KABÁT, Marián. Pár poznámok k špecifikám lokalizácie. In: Prekladateľské listy 8. Bratislava: Univerzita Komenského v Bratislave, 2019, s. 21-34. ISBN 978-80-223-4714-3.
KABÁT, Marián. Štylistická príručka ako súčasť procesu lokalizácie. In: Prekladateľské listy 9. Bratislava: Univerzita Komenského v Bratislave, 2020, s. 42-54. ISBN 978-80-223-4936-9.
KABÁT, Marián. Typy premenných v preklade softvéru. In: Tradícia a inovácia v translatologickom výskume 7. Nitra: Univerzita Konštantína Filozofa v Nitre, 2020. ISBN 978-80-558-1459-9.
KOSCELNÍKOVA, Mária. Titulkovanie videohier na Slovensku. In: Prekladateľské listy 7. Bratislava: Univerzita Komenského v Bratislave, 2018, s. 55-70. ISBN 978-80-223-4515-6.
BERNAL MERINO, Miguel Á. On the translation of video games. In: The Journal of Specialised Translation 6, s. 22-36. [cit. 2021-10-20] Dostupné na: www.jostrans.org/issue06/art_bernal.php
JIMÉNEZ-CRESPO, Miguel A. To adapt or not to adapt in web localization. In: The Journal of Specialised Translation 15. [cit. 2021-10-20] Dostupné na: https://jostrans.org/issue15/art_jimenez.php
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) that they bring to the seminars.
In addition, students will produce one final translation, which forms the largest part of the assessment. The text of the final translation will be listed in advance in Moodle and they will have at least two days to translate it.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Translation with and without context
2. Post-editing of machine translation
3. Translation of various software components
4. Translation of video game components - dialogues, marketing texts, updates
5. Terminology work
6. Translation quality assessment
100/0 (%)
The students get to know about the problems of gaming and non-gaming software localization. First, they learn about the components of a software product, then they are introduced to various problems of software localization, e.g., translation without visual context, variables, coding, character limits.
During video game localization, the course focuses on translation of dialogues and software elements.
The students find out about the basics of terminology work and translation quality assessment.
As such, students will gain various translation, but also technological and qualitative skills that they will be able to use in practice.
ANGELOVIČOVÁ, Zuzana. Integrovaná výučba odborného prekladu: východiská a metódy. In: DJOVČOŠ, Martin, and Pavol ŠVEDA, eds. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2018, pp. 102–122. ISBN 978-80-223-4469-2. Available through the CU Academic Library.
DJOVČOŠ, Martin, and Pavol ŠVEDA. Mýty a fakty o preklade a tlmočení na Slovensku. Bratislava: Veda, 2017. ISBN 978-80-224-1566-8. Available through the CU Academic Library.
LIASHUK, Xénia. Investigation into the peculiarities of Slovak to English translation on the basis of parallel texts. In: Prekladateľské listy [online], Vol. 1, pp. 67–76, 2012 [cit. 2021-10-15]. Available at: http://cit.uniba.sk/ojs/index.php/PL/article/view/12.
PÍPALOVÁ, Renata. Interweaving citations in academic discourse by (non)native (non)professionals. In: AFinLA-E: Soveltavan Kielitieteen Tutkimuksia [online], 2014, Vol. 6. pp. 99–118 [cit. 2021-10-15]. Available at: https://journal.fi/afinla/article/view/46283.
SIEPMANN, Dirk. Academic writing and culture: an overview of differences between English, French and German. In: Meta: Journal des traducteurs [online], 2006, Vol. 51. No. 1. pp. 131–150 [cit. 2021-10-15]. Available at: https://www.erudit.org/en/journals/meta/1900-v1-n1-meta1129/012998ar/.
Throughout the semester, students have to create their own translation project where they translate one longer text (or texts) of their own choice under the guidance of a teacher who acts as a mentor. The length of the text depends on the difficulty. However, they are expected to be around 20 to 30 standard pages. It is also expected that the selected text will have a perceptible level of expertise and that it will not be something simple. According to the standard of translation, the teacher will then determine the overall grade at the end of the semester. The first half of the text will be graded in the middle of the semester (50 points), and the second half of the text (50 points) will be graded at the end of it.
Grading Scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The instructor will accept a maximum of 2 absences without documentation.
Violations of academic ethics will be sanctioned by grade reduction up to and including petition for disciplinary action, depending on the level of severity.
Exact dates for midterm grading will be announced at the beginning of the semester.
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages. In addition, an active working knowledge of Slovak is expected.
From the beginning of the semester, students work on their own project where they translate one longer text (or texts) of their own choice under the guidance of the teacher, who has a role as a mentor. The length of the text depends on the difficulty, but it can be expected to be approximately 20 to 30 standard pages. The text must be of an appropriate level of proficiency. It must not be something very simple. For example, the translation of an academic article or chapter is an ideal basis for a translation project. Texts can be from professional literature, but they can also be audiovisual works. The choice of the text is finalized only after agreement with the teacher. During the semester, students are required to attend classes in order to consult with the teacher about the project.
100/0
Students will gain more practice in English translation with a focus on translating professional texts. They continue to improve their skills in working with longer texts (around 20 to 30 standard pages) as part of their own translation project. Upon completion of the course, students will be able to work completely independently as translators and will be able to have constructive relationships with other people in the translation process.
Jones Roderick: Conference Interpreting Explained, St. Jerome 2002
Keníž Alojz: Úvod do komunikačnej teórie tlmočenia, Univerzita Komenského 1980
Makarová Viera: Tlmočenie - hraničná oblasť medzi vedou, skúsenosťou a umením možného; Stimul 2004
Nolan James: Interpretation – Techniques and Exercises; Multilingual Matters 2005
Seleskovitch D. and Lederer M.: A systematic approach to teaching interpretation, John Benjamins Publishing Company, 1996
KENÍŽ, Alojz. Úvod do komunikačnej teórie tlmočenia. Bratislava : Univerzia Komenského, 1980.
MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2
PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6
GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5
JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous evaluation of the student's performance in class during the semester (100% of the final grade). The assessment takes into account the student's ability to master the individual tasks in class (text analysis, attention splitting, interpreting speeches), evaluating the formal aspect of the speech (clarity, articulation, choice of linguistic devices, delivery and intonation) and the content aspect (analysis of the source text, correct decoding of the information and its reformulation in the target language), as well as the mastery of the basic techniques of simultaneous interpreting (console work, attention splitting, collaboration in the booth). The student's performance is evaluated by the teacher on an ongoing basis when providing feedback after each interpreted speech. Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Teachers will accept a maximum of 2 absences with documented evidence.
English (C1), Slovak (C2)
1. Short concentration exercises, interpreting speeches from English into Slovak for repetition
2. Interpreting advanced Slovak speeches from general online databases
3. Interpreting advanced speeches from online databases with specialized and technical terminology
4. Preparation and interpretation of student speeches on the topic: tourism in Europe
5. Principles of preparing structured speeches - developing fluency skills
6. Interpreting student speeches on the topic of labour market and job opportunities for graduates.
7. Interpreting student speeches on the topic universities at home and abroad
8. Interpretation of student speeches on Electric mobility and RES
9. Interpretation of student speeches on minority culture in Slovakia
10. Interpretation of student speeches on the future of our profession and field.
11. Interpreting speeches from online databases - advanced professional speeches
12. Interpreting speeches from online databases - advanced political speeches
13. Interpreting inaugural speeches
100% continuous assessment.
At the end of the semester, the student will be able to work fluently and promptly in the interpreting booth and simultaneously interpret speeches from Slovak into English for 10 - 15 minutes. At the same time, he/she has sufficiently automated cognitive processes necessary for simultaneous interpreting, can use basic strategies and crisis procedures, and can handle even moderately demanding speeches (faster cadence, higher information saturation). When analysing speeches, he/she can promptly analyse primary and secondary information, and can comprehensibly reformulate the text in the target language. A secondary learning outcome is the student's ability to prepare and deliver a speech on a given topic in 10 minutes. The student is able to process not only prepared speeches but also spontaneous discussion. During interpreting, each student is able to act collegially and actively cooperate with the interpreting partner in the booth, mastering the principles of professional ethics.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9 MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2 PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6 GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5 JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual tasks in class (quizzes of general overview, interpretation of speeches), while assessing the formal side of speech (comprehensibility, articulation, choice of language in Slovak, presentation and intonation) and content (source text analysis, correct decoding information and its reformulation in the target language). The student's performance is evaluated by the teacher on an ongoing basis after providing feedback after each translated speech. Classification scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [C1] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Quizzes from the general overview, overview of current events in Slovakia and English-speaking countries 2. Interpretation of ceremonial speeches, information unsaturated (idioms, speeches) 3. Descriptive, factual speeches with rich enumeration (filtering of important and secondary information) 4. Approval speech with biographical elements (proper names, positions held and their notation) 5. Writing logical marks, argumentative speech with digressions (interconnection of logical units in speech) 6. Political current speeches (focus on a general overview and knowledge of current events) 7. Inaugural speech (emphasis on formal speech) 8. Agitation speech (emphasis on capturing the emotional state of speech) 9. Speeches by two speakers forming two different entities (adaptation to different speakers). Gradual prolongation of speeches, memory and stamina training (from a length of about 5 minutes to 8 minutes) 11. Descriptive speech (visualization, graphic notation) 12. Appealing speech in an international organization 13. Opening speech (past and future tense notation)
100% continuous evaluation.
After completing the course, the student is able to independently translate oralized text from Slovak, resp. English language in the length of 5-8 minutes. They use active work with memory, hierarchization of information and support of interpreting notation. They are able to analyze the text at first hearing and hierarchize the information, which he then processes into short-term memory and at the same time writes in the form of an interpreter's record. He has mastered interpreting notation and uses common symbols / abbreviations as well as ad-hoc notation symbols and other notation aids, can speak in front of classmates and clearly formulate speech in Slovak, respectively in English language.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9 MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2 PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6 GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5 JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment takes into account the student's ability to handle individual tasks in class (text analysis, attention, interpretation of speech), while assessing the formal side of speech (comprehensibility, articulation, choice of language in Slovak, presentation and intonation) and content (source text analysis, correct decoding of information and their reformulation in the target language) as well as mastering the basic techniques of simultaneous interpretation (working with the console, attention-grabbing, cooperation in the cabin). The student's performance is evaluated by the teacher on an ongoing basis after providing feedback after each translated speech. Classification scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [C1] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Short concentration exercises, interpreting speeches from English into Slovak for repetition
2. Interpreting advanced Slovak and English expressions from online databases of general focus
3. Interpreting real speeches from online databases with professional and specialized terminology
4. Preparation and interpretation of student speeches on the topic: USA and Canada
5. Principles of preparation of unread and improvised speeches
6. Interpretation of student speeches on the topic: Brexit.
7. Interpretation of student speeches on the topic: education for future generations
8. Interpretation of student speeches on the topic: Industry and innovation in the 21st century
9. Interpretation of student speeches on the topic: subcultures of young people
10. Interpreting student speeches on the topic: employment with the labor market
11. Interpreting speeches from online databases - advanced professional speeches
12. Interpreting one long speech and debate lasting 60-70 minutes
13. Interpreting live discussion
100% continuous evaluation.
At the end of the semester, the student is able to work fluently and promptly in the interpreting booth and simultaneously interpret speeches from Slovak into English for 10-15 minutes. At the same time, they have sufficiently automated cognitive processes necessary for simultaneous interpretation, can use basic strategies and crisis procedures and they can also handle slightly more demanding speeches (faster cadence, higher information saturation). In the analysis of speeches, they can quickly analyze primary and secondary information, they can clearly reformulate the text in the target language. The secondary result of education is also the student's ability to prepare and deliver a speech on a given topic in the length of 10 minutes. During the interpretation, the graduate is able to perform collegially and actively cooperate with the interpreting partner in the booth, masters the principles of professional ethics. The graduate is able to actively work as a pilot and at the same time controls the work with the relay on the interpreting console.
BEDNÁROVÁ-KENÍŽOVÁ, Katarína: Preklad textu filmových dialógov. In: Popovič, Anton a kol.: Originál/Preklad. Interpretačná terminológia. Bratislava : Tatran, 1983. s. 242-243.
MAKARIAN, Gregor: Dabing: Teória, realizácia, zvukové majstrovstvo. Bratislava : Ústav hudobnej vedy SAV, 2005. ISBN 80-891 35-03-X.
PAULÍNYOVÁ, Lucia: Z papiera na obraz: proces tvorby audiovizuálneho prekladu. Bratislava : Univerzita Komenského, 2017. ISBN 978-80-223-4167-7.
POŠTA, Miroslav: Titulkujeme profesionálne. Praha : Apostrof, 2012. ISBN 978-80-87561-16-4.
Preparation for the seminars, reading of the assigned articles, translation of the final translation in a group.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Slovak, English
Theory, practice, methods and specifics of the documentary translation.
Analysis, translation and lipsync adaptation of various kinds of documentaries.
Theory, practice, methods and specifics of the translation of motion pictures.
Analysis and translation of motion and feature pictures to be dubbed.
Lipsync adaptation of dialogue lists to be dubbed.
Theory, practice, methods and specifics of the translation of cinema films.
Translation of cinema films and trailers.
100/0 (%)
To acquire the basic translation and lipsync strategies when translating documentaries and motion pictures, learn how to prepare dialogue lists for dubbing and voiceover, to acquire the basic theoretical knowledge about audiovisual translation and its specifics.
BEDNÁROVÁ-KENÍŽOVÁ, Katarína: Preklad textu filmových dialógov. In: Popovič, Anton a kol.: Originál/Preklad. Interpretačná terminológia. Bratislava : Tatran, 1983. s. 242-243.
MAKARIAN, Gregor: Dabing: Teória, realizácia, zvukové majstrovstvo. Bratislava : Ústav hudobnej vedy SAV, 2005. ISBN 80-891 35-03-X.
PAULÍNYOVÁ, Lucia: Z papiera na obraz: proces tvorby audiovizuálneho prekladu. Bratislava : Univerzita Komenského, 2017. ISBN 978-80-223-4167-7.
POŠTA, Miroslav: Titulkujeme profesionálne. Praha : Apostrof, 2012. ISBN 978-80-87561-16-4.
Translation of audiovisual texts 1
Preparation for the seminars, reading of the assigned articles, translation of the final translation in a group.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Students must be proficient to at least CEFR level B2 to attend the course.
Slovak is required as well.
Theory, practice, methods and specifics of the documentary translation.
Analysis, translation and lipsync adaptation of various kinds of motion pictures and TV series.
Theory, practice, methods and specifics of subtitling.
Subtitling of audiovisual works in various subtitling programmes.
Lipsync adaptation of a film translated by a different translator.
100/0 (%)
To acquire advanced translation and lipsync strategies of the translation of motion pictures and TV series, the adaptation of dialogue lists for dubbing and subtitling, to acquire the basic methods of subtitling and the ability to work with various subtitling programmes, the ability to adapt a dialogue list translated by a different translator, to acquire the basic theoretical knowledge about audiovisual translation and its specifics.
Zuzana Kraviarová: Integrovaná výučba odborného prekladu in: Prekladateľské listy 3, Bratislava, Univerzita Komenského 2014. ISBN 978-80-223-3584-3 ; Markéta Škrlantová: Preklad právnych textov na národnej a nadnárodnej úrovni, Anapres 2005. ISBN 80-89137-19-9; Edita Gromová, Jaroslav Šoltýs: Odborný preklad 2, Anapres 2006. ISBN 80-89137-24-5; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN
978-0-415-83791-0; Miroslav Bázlik a Patrik Ambrus: Legal English and its grammatical structure, Wolters Kluwer, 2009. ISBN
978-80-7357-455-0
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual translation tasks in the class and homework, which are a prerequisite for active participation in the class. Translation assignments are submitted the day before an hour via MS Teams or Moodle. In addition to the translation, the student answers the questions asked about the translation and briefly summarizes his / her progress in the given translation. In the class, the subject of discussion is translation solutions and their mutual confrontation. Classification scale: Klasifikačná stupnica: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A Teachers accept a maximum of 2 absences with proven documents . The course assumes that students will do translations in the CAT tool provided by the university and have access to a computer running Windows 8 and higher.
Participation in the course presupposes mastery of English at the level [C1] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Working with license and school VPN, basics of working in CAT tool 2. Popularization text, sparsely terminologically saturated 3. Translation of foreign academic text, emphasis on logical structures 4. Text of infrastructure project for EU funds, high terminological saturation, search for available terminological resources online 5. Translation of the legal text of the contract - accuracy and precision, minimum deviations 6. Working with glossaries and available lexicological guides 7. Birth certificate, formal processing of the translation, work of the official translator 8. Domestic academic text, intercultural communication, academic writing in Slovakia and abroad 9. Construction and architecture 10. Working on a joint online environmental project 11. Plug-ins and machine translation APIs in CAT 12 tools and post-editing. EU strategic text and policies 13. Intercultural communication - traditions and folklore
100% continuous evaluation
After completing the course, the student is able to analyze and translate professional texts from various fields into Slovak and English. They can work systematically in CAT, create glossaries and maintain translation memories. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. They have developed the habit of constantly expanding and maintaining specialized vocabulary in narrowly specialized professional translations, and he can apply this knowledge to such fields that were not the subject of the course.
KENNY, Dorothy. Machine translation for everyone. Berlin: Language Science Press, 224 s. ISBN 978-3-96110-348-5.
BOWKER, Lynne. De- mystifying Translation. Londýn a New York: Routledge, 217 s. ISBN 978- 1- 003- 21771- 8.
KRÜGER, Ralph. An online repository of Python resources for teaching machine translation to translation students. Current Trends in Translation Teaching and Learning E, 8, 4 –30.
KRÜGER, Ralph a HACKENBUCHNER, Janica. Outline of a didactic framework for combined data literacy and machine translation literacy teaching. Current Trends in Translation Teaching and Learning E. 375 – 432.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) which they bring to seminars. In addition, students work on one final project, which forms the largest part of the assessment. For the final project, students demonstrate in an annotated machine translation assessment how they have mastered the pre-editing of the source text and the subsequent evaluation of the machine translation.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR)
1. Machine translation - what it is, how it works, background technology
2. Pre-editing the text before translation
3. Impact of pre-editing on post-editing
4. Evaluating the quality of the output
5. Comparing output quality
6. Ethical aspects of machine translation
100/0 (%)
Students will learn about machine translation and the processes and procedures that affect it, as well as those that are affected by it. At the beginning of the semester, they will learn how machine translation works (with a focus on neural machine translation) through additional study materials. Then, throughout the semester, they will explore processes such as pre-editing of the source text for machine translation and then post-editing the source text for machine translation. In addition, students will evaluate the quality of the machine translation output in three forms (questionnaire, form, and mathematical). Thus, the graduate of the course will gain a comprehensive overview of machine translation and related processes.
KENNY, Dorothy. Machine translation for everyone. Berlin: Language Science Press, 224 s. ISBN 978-3-96110-348-5.
BOWKER, Lynne. De- mystifying Translation. Londýn a New York: Routledge, 217 s. ISBN 978- 1- 003- 21771- 8.
KRÜGER, Ralph. An online repository of Python resources for teaching machine translation to translation students. Current Trends in Translation Teaching and Learning E, 8, 4 –30.
KRÜGER, Ralph a HACKENBUCHNER, Janica. Outline of a didactic framework for combined data literacy and machine translation literacy teaching. Current Trends in Translation Teaching and Learning E. 375 – 432.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) which they bring to seminars. In addition, students work on one final project, which forms the largest part of the assessment. For the final project, students demonstrate in an annotated machine translation assessment how they have mastered the pre-editing of the source text and the subsequent evaluation of the machine translation.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR)
1. Machine translation - what it is, how it works, background technology
2. Pre-editing the text before translation
3. Impact of pre-editing on post-editing
4. Evaluating the quality of the output
5. Comparing output quality
6. Ethical aspects of machine translation
100/0 (%)
Students will learn about machine translation and the processes and procedures that affect it, as well as those that are affected by it. At the beginning of the semester, they will learn how machine translation works (with a focus on neural machine translation) through additional study materials. Then, throughout the semester, they will explore processes such as pre-editing of the source text for machine translation and then post-editing the source text for machine translation. In addition, students will evaluate the quality of the machine translation output in three forms (questionnaire, form, and mathematical). Thus, the graduate of the course will gain a comprehensive overview of machine translation and related processes.
KENNY, Dorothy. Machine translation for everyone. Berlin: Language Science Press, 224 s. ISBN 978-3-96110-348-5.
HU, Ke a CADWELL, Patrick. A Comparative Study of Post-editing Guideline. In: Baltic J. Modern Computing, vol. 4, no. 2, 2016, s. 346 – 353.
TAUS. TAUS Post-Editing Guidelines, dostupné na: https://www.taus.net/think-tank/articles/postedit-articles/taus-post-editing-guidelines.
O’BRIEN, Sharon. Introduction to Post-Editing: Who, What, How and Where to Next? Dostupné na: http://amta2010.amtaweb.org/AMTA/papers/6-01-ObrienPostEdit.pdf.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) which they bring to seminars. In addition, students produce a final post-editing, which forms the largest part of the assessment. In this way, students demonstrate how they have mastered the post-editing procedures.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Post-editing - what is it, how does it work, what types does it have
2. Fast post-editing - getting familiar with the procedures and practicing
3. Full post-editing - getting familiar with the procedures and practicing
4. Post-editing of different machine translators
5. Post-editing of different text types
6. Praxeology of post-editing
100/0 (%)
During the course, students will be introduced to machine translation post-editing. They will learn to recognize the types of post-editing and practice them. At the same time, they will try to post-edit different types of texts translated by different machine translators, so they will learn to predict the most typical mistakes made by machine translators. In addition, students will acquire praxeological knowledge in the field of post-editing.
KENNY, Dorothy. Machine translation for everyone. Berlin: Language Science Press, 224 s. ISBN 978-3-96110-348-5.
HU, Ke a CADWELL, Patrick. A Comparative Study of Post-editing Guideline. In: Baltic J. Modern Computing, vol. 4, no. 2, 2016, s. 346 – 353.
TAUS. TAUS Post-Editing Guidelines, dostupné na: https://www.taus.net/think-tank/articles/postedit-articles/taus-post-editing-guidelines.
O’BRIEN, Sharon. Introduction to Post-Editing: Who, What, How and Where to Next? Dostupné na: http://amta2010.amtaweb.org/AMTA/papers/6-01-ObrienPostEdit.pdf.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) which they bring to seminars. In addition, students produce a final post-editing, which forms the largest part of the assessment. In this way, students demonstrate how they have mastered the post-editing procedures.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Post-editing - what is it, how does it work, what types does it have
2. Fast post-editing - getting familiar with the procedures and practicing
3. Full post-editing - getting familiar with the procedures and practicing
4. Post-editing of different machine translators
5. Post-editing of different text types
6. Praxeology of post-editing
100/0 (%)
During the course, students will be introduced to machine translation post-editing. They will learn to recognize the types of post-editing and practice them. At the same time, they will try to post-edit different types of texts translated by different machine translators, so they will learn to predict the most typical mistakes made by machine translators. In addition, students will acquire praxeological knowledge in the field of post-editing.
CARREIRA, Oliver. The Girl Up Project: A Proposal to Teach Transcreation and Project Management Skills. In: Current Trends in Translation Teaching and Learning E, 8, 86 – 123.
ÁCSOVÁ, Nikola. Transkreácia reklamných sloganov. In: L10N Journal. 1(1): s. 102 – 127.
O’HAGAN, Minako a MANGIRON, Carme. Game Localization: Translating for the global digital entertainment industry. Amsterdam/Philadelphia: John Benjamins Publishing Company.
BODIŠOVÁ, Katarína. Intertextovosť a kultúrne špecifiká pri lokalizácii videohier. In: L10N Journal. 1(2): s. 29 – 42.
PEDERSEN, Daniel. 2016. Transcreation in Marketing and Advertising: An Ethnographic Study. Nepublikovaná dizertačná práca. Aarhus University.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) that they bring to the seminars. In addition, students will produce one final translation, which forms the largest part of the assessment.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Transcreation - basic theoretical issues and problems
2. Copywriting and the creation of marketing text
3. Transcreation of marketing text
4. Transcreation of advertising slogans according to good practice
5. Praxeological issues of transcreation
6. Transcreation of different types of texts
100/0 (%)
Students are introduced to transcreation as a translation process. They will gain theoretical as well as practical experience. They will try their hand at creating an original marketing text and then transcribing it into their second working language. In addition, they will learn about the praxeological issues of transcreation.
CARREIRA, Oliver. The Girl Up Project: A Proposal to Teach Transcreation and Project Management Skills. In: Current Trends in Translation Teaching and Learning E, 8, 86 – 123.
ÁCSOVÁ, Nikola. Transkreácia reklamných sloganov. In: L10N Journal. 1(1): s. 102 – 127.
O’HAGAN, Minako a MANGIRON, Carme. Game Localization: Translating for the global digital entertainment industry. Amsterdam/Philadelphia: John Benjamins Publishing Company.
BODIŠOVÁ, Katarína. Intertextovosť a kultúrne špecifiká pri lokalizácii videohier. In: L10N Journal. 1(2): s. 29 – 42.
PEDERSEN, Daniel. 2016. Transcreation in Marketing and Advertising: An Ethnographic Study. Nepublikovaná dizertačná práca. Aarhus University.
Continuous assessment:
During the semester, students work on various assignments (listed in Moodle) that they bring to the seminars. In addition, students will produce one final translation, which forms the largest part of the assessment.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A.
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
Participation in the course assumes an active knowledge of Slovak (at the level of a native speaker).
Participation in the course assumes proficiency in English at least at level C1 according to the Common European Framework of Reference for Languages (CEFR).
1. Transcreation - basic theoretical issues and problems
2. Copywriting and the creation of marketing text
3. Transcreation of marketing text
4. Transcreation of advertising slogans according to good practice
5. Praxeological issues of transcreation
6. Transcreation of different types of texts
100/0 (%)
Students are introduced to transcreation as a translation process. They will gain theoretical as well as practical experience. They will try their hand at creating an original marketing text and then transcribing it into their second working language. In addition, they will learn about the praxeological issues of transcreation.
BERNAL-MERINO, M.Á. Creating Felicitous Gaming Experiences: Semiotics and Pragmatics as Tools for Video Game Localisation. Signata, vol. 7, no. 7, pp. 231-253. 2016. Dostupné online: https://journals.openedition.org/signata/1227
KABÁT, Marián. Všeobecná štylistická príručka pre lokalizáciu softvérových produktov. Bratislava: Stimul, 2022. ISBN 978-80-8127-345-2.
KOSCELNÍKOVÁ, Mária. Lokalizácia videohier na Slovensku. Nitra: Univerzita Konštantína Filozofa, 2024. ISBN 978-80-558-2154-2.
MANOVICH, Lev. The Language of New Media. Cambridge: The MIT Press, 2002. ISBN 978-0-262-63255-3.
SUWARA, Bogumiła. Literatúra na rozhraní technológií. Bratislava: VEDA, 2022. ISBN 978-80-224-1974-1.
Additional literature:
EICHNER, Susanne. Agency and Media Reception: Experiencing Video Games, Film, and Television. Berlin: Springer, 2014. ISBN 978-36-5804-673-6.
NEWMAN, James. Playing with Videogames. New York: Routledge, 2008. ISBN 978-04-1538-523-7.
PETTINI, Silvia. The Translation of Realia and Irrealia in Game Localization. New York: Routledge, 2022. ISBN 978-10-0300-193-5.
Students will be introduced to additional supplementary literature during the course.
Continuous assessment:
− 30% production of interim projects (each student prepares projects for 2 seminars)
− 30% final test
− 30% written paper (a custom project)
− 10% active participation in classes
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
The exact dates of continuous assessments and their extent will be announced no later than in the first week of the semester’s instruction period according to the Study Regulations.
Participation in the course assumes proficiency in English at least at level B2 according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to philological research on video game media
2. History of video game media and its current position in the English-speaking world
3. Ludonarrative in video games. Story vs. interactivity
4. Literary aspect of video game media
5. Player as an interactive recipient
6. Video game localization
7. Multilingual communication in video game environment
8. Didactic potential in language studies
9. Use of artificial intelligence in the language component of videogame media
10. Research on video game media in practice
11. Final test
100/0 (%)
Students have an overview of video game media and their philological research. They understand the significance and position of video games in the English-speaking world, their origins and contemporary academic thinking. Students are familiar with terminology and can effectively use terms and concepts. They can read the video game medium as a literary work, identify narrative techniques, and evaluate the transformations in video game literature. Students are able to critically evaluate the role of the player in videogame environments and videogame communication. They develop an understanding of the basics of videogame localization, the possibilities of using videogame media in didactic disciplines, and are familiar with videogame practices within the field of philology.
BERNAL-MERINO, M.Á. Creating Felicitous Gaming Experiences: Semiotics and Pragmatics as Tools for Video Game Localisation. Signata, vol. 7, no. 7, pp. 231-253. 2016. Dostupné online: https://journals.openedition.org/signata/1227
KABÁT, Marián. Všeobecná štylistická príručka pre lokalizáciu softvérových produktov. Bratislava: Stimul, 2022. ISBN 978-80-8127-345-2.
KOSCELNÍKOVÁ, Mária. Lokalizácia videohier na Slovensku. Nitra: Univerzita Konštantína Filozofa, 2024. ISBN 978-80-558-2154-2.
MANOVICH, Lev. The Language of New Media. Cambridge: The MIT Press, 2002. ISBN 978-0-262-63255-3.
SUWARA, Bogumiła. Literatúra na rozhraní technológií. Bratislava: VEDA, 2022. ISBN 978-80-224-1974-1.
Additional literature:
EICHNER, Susanne. Agency and Media Reception: Experiencing Video Games, Film, and Television. Berlin: Springer, 2014. ISBN 978-36-5804-673-6.
NEWMAN, James. Playing with Videogames. New York: Routledge, 2008. ISBN 978-04-1538-523-7.
PETTINI, Silvia. The Translation of Realia and Irrealia in Game Localization. New York: Routledge, 2022. ISBN 978-10-0300-193-5.
Students will be introduced to additional supplementary literature during the course.
Continuous assessment:
− 30% production of interim projects (each student prepares projects for 2 seminars)
− 30% final test
− 30% written paper (a custom project)
− 10% active participation in classes
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
A maximum of 2 absences are allowed without having to document them.
Violations of academic ethics will be sanctioned by a reduction in grade up to and including a petition for disciplinary action, depending on the level of severity.
The exact dates of continuous assessments and their extent will be announced no later than in the first week of the semester’s instruction period according to the Study Regulations.
Participation in the course assumes proficiency in English at least at level B2 according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to philological research on video game media
2. History of video game media and its current position in the English-speaking world
3. Ludonarrative in video games. Story vs. interactivity
4. Literary aspect of video game media
5. Player as an interactive recipient
6. Video game localization
7. Multilingual communication in video game environment
8. Didactic potential in language studies
9. Use of artificial intelligence in the language component of videogame media
10. Research on video game media in practice
11. Final test
100/0 (%)
Students have an overview of video game media and their philological research. They understand the significance and position of video games in the English-speaking world, their origins and contemporary academic thinking. Students are familiar with terminology and can effectively use terms and concepts. They can read the video game medium as a literary work, identify narrative techniques, and evaluate the transformations in video game literature. Students are able to critically evaluate the role of the player in videogame environments and videogame communication. They develop an understanding of the basics of videogame localization, the possibilities of using videogame media in didactic disciplines, and are familiar with videogame practices within the field of philology.
BLAKE, Jason. Writing Short Literature Essays: a Guide for Slovenian Students. Celje: Samozaložba, 2010. ISBN 978-961-245-898-0.
BRADBURY, Andrew. Jak úspěšně prezentovat a přesvědčit. Brno: Computer Press, 2007. ISBN
978-80-251-1622-7.
GREENBLATT, Stephen a Giles GUNN (eds.). Redrawing the Boundaries the Transformation of English and American Literary Studies. New York: Modern Language Association of America, 1992. ISBN
0-87352-396-2.
HAMP-LYONS, Liz a Ben HEASLEY. Study Writing a Course in Writing Skills for Academic Purposes. Cambridge: Cambridge University Press, 2006. ISBN 978-0-521-53496-3.
LACKO, Ivan. How to present perfectly, simply, and continuously ideas (not only) for academic assignments and examinations. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5337-3
THEOBALD, Theo. Zlepšete své prezentační dovednosti: jak srozumitelně, inspirativně a sebevědomě prezentovat. Brno: Lingea, 2020. ISBN 978-80-7508-611-2.
100% continuous evaluation - active participation in discussions (30%), continuous fulfillment of assignments (30%), submission of partial presentations (20%) as well as the final presentation (20%) is required.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
C1 CEFR level English is a prerequisite for participation in this course.
1. Introduction and general information about the subject.
2. Presentation and language skills in a social context.
3. Questioning and asking productive research questions.
4. Theses and hypotheses - different approaches.
5. How to define and present a thesis - practical exercises.
6. Work with literature and selection of relevant sources.
7. Citation styles and their use, differences between oral and written expression.
7. Analysis and interpretation of a literary text.
100/0
The course aims to strengthen and develop the language and analytical skills necessary for the preparation and implementation of an oral presentation of a scientific problem (in the field of literary criticism, theory, history, social and cultural context) through practical teaching and exercises.
The aim of the course is to provide students with the opportunity to acquire the skills necessary for academic presentation.
At the end of the educational process, the student knows how to proceed in the preparation of an argumentative presentation.
ANGELOVIČOVÁ, Zuzana. Integrovaná výučba odborného prekladu: východiská a metódy. In: DJOVČOŠ, Martin a Pavol ŠVEDA, zost. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2018, s. 102–122. ISBN 978-80-223-4469-2. Dostupné cez Akademickú knižnicu UK.
BARRER, Peter. Challenges and approaches when translating non-literary texts from Slovak into English. In: Prekladateľské listy [online], 2019, roč. 8, s. 11–20 [cit. 2021-10-15]. Dostupné na: http://cit.uniba.sk/ojs/index.php/PL/article/view/127.
GILLIES, Andrew. Conference interpreting a student's practice book. London: Routledge, 2013. ISBN 978-0-415-53236-5.
JONES, Roderick. Conference interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1.
KOUŘILOVÁ, Magda. Communicative characteristics of reviews of scientific papers written by non-native users of English. In: Endocrine Regulations [online], 1998, roč. 32, s. 107–114 [cit. 2021-10-15]. Dostupné na: https://www.sav.sk/journals/endo/full/er0298g.pdf.
LACKO, Ivan. The jungle of translation from English into Slovak: a central European perspective. In: Circuit [online], 2017, č. 135 [cit: 2021-10-15]. Dostupné na: https://www.circuitmagazine.org/dossier-135/the-jungle-of-translation-from-english-into-slovak-a-central-european-perspective.
MAKAROVÁ, Viera. Tlmočenie hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul, 2004. ISBN 80-88982-81-2.
MÜGLOVÁ, Daniela. Komunikácia tlmočenie preklad, alebo, Prečo spadla Babylonská veža? Nitra : Enigma, 2009. ISBN 978-80-89132-82-9.
PÍPALOVÁ, Renata. Interweaving citations in academic discourse by (non)native (non)professionals. In: AFinLA-E: Soveltavan Kielitieteen Tutkimuksia [online], 2014, roč. 6. s. 99–118 [cit. 2021-10-15] Dostupné na: https://journal.fi/afinla/article/view/46283.
PÖCHHACKER, Franz. Introducing interpreting studies. London: Routledge, 2013. ISBN: 978-0-415-74272-6.
SLATINSKÁ, Anna. 2017. Lingvisticky orientované predmety a ich význam pri kreovaní profesionálnej identity budúcich prekladateľov a tlmočníkov v študijnom odbore cudzie jazyky a kultúry. In: BARRER, Peter a Bohdan ULAŠIN, zost. From here to university. Bratislava: Univerzita Komenského v Bratislave. s. 106–119. ISBN 978-80-223-4466-1. Dostupné cez Akademickú knižnicu UK.
The requirements for the state examination (examination conditions, deadlines, evaluation, examination board, participation) are specified in Article 15 of the Study Regulations of the Faculty of Arts of Comenius University (VP 5/2020).
One of the components of the state examination of Master of Philology study programmes at the Department of English and American Studies is "Translation and Interpreting", in which the student must demonstrate translation and interpreting skills at the level corresponding to the profile of a graduate of the given study programme. The state examination includes translation from/into English and consecutive/simultaneous interpreting from/into English with emphasis on the following parameters:
- Translation of a short text with emphasis on terminological accuracy, stylistics, spelling, culture and quality of written expression.
- Interpretation of a short speech with an emphasis on maintaining the basic logical structure of the text, completeness of information, quality and variety of language, pronunciation and clarity, the culture of speech, and ability to work dynamically with the ear-voice-span and use of crisis strategies.
A. Characteristics of the translation section:
TYPE OF TEXT
- Into Slovak: popular to scholarly (should demonstrate the ability to both stylize and look up terms)
- Into English: popular to technical (same topic as encountered in class, but different text)
TEXT LENGTH
- into Slovak: 1 (less than) standard page (1500-1800 characters)
- for English: 1 (less than) standard page (1500-1800 characters)
TEXT VARIABILITY
- into Slovak: yes, different text for each semester (or different texts to be given to students via Moodle, the possibility of creating a database of texts in sequence)
- into English: yes, different text for each semester (or different texts to be given to students via Moodle, the possibility of creating a database of texts in sequence)
ALLOCATED TIME
- into Slovak: 90 min.
- into English: 90 min.
COMPUTER
- into Slovak: yes (computer room)
- into English: yes (computer room)
INTERNET
- into Slovak: yes (the instructor will make sure that students do not read, do not send translations to each other etc.)
- into English: yes (the instructor will make sure that students do not read, send translations, etc.) etc.)
HANDING IN TRANSLATIONS
- into Slovak: via Moodle/USB
- into English: via Moodle
GRADE
- into Slovak: the student has to translate the text obtaining at least the grade E; the final grade is calculated from the grades obtained in translation and interpretation
- into English: the student has to translate the text obtaining at least the grade E; the final grade is calculated from the grades obtained in translation and interpretation
Areas of assessment:
1. Terminological accuracy
2. Stylistics
3. Orthography, culture and quality of written expression
B. Characteristics of the interpreting part:
Consecutive interpreting: 3-5 minute speech EN -> SK - genre: journalism with a focus on on current political events, containing idioms, rhetorical turns, a few figures and proper names; any technical terminology and lesser-known terms must be communicated in advance.
Areas of assessment (in order of importance):
1. preservation of the basic logical structure,
2. completeness of information,
3. quality and variety of language, pronunciation and clarity, culture of expression,
4. observance of speaking time.
Simultaneous interpreting: 10-minute speech EN -> SK - popular-instructional text, partly professional, ideally from the topics covered in class during the Master's degree. The speech would should contain enumerations, figures of speech, and, to a limited extent, proper names and numbers. Possible technical terminology and less familiar terms must be announced in advance.
Areas of assessment:
1. maintenance of basic logical structure,
2. completeness of information,
3. quality and variety of language, pronunciation and clarity, culture of expression,
4. ability to work with the ear-voice-span and use of crisis strategies.
Intermediate/final assessment weighting: 0/100 (%)
Successful completion of the state examination requires at least a C1 level of English according to Common European Framework of Reference for Languages (CEFR).
Participation in the course presupposes active command of Slovak.
Consecutive/simultaneous interpreting from/to English.
Translation from/to English.
0/100 (%)
Learning outcomes:
INTERPRETATION
Upon successful completion of the state exam, the student will be able to effectively use the techniques of consecutive and simultaneous interpreting, work fluently and promptly in the interpreting booth and interpret moderately difficult speeches from Slovak to English and vice versa. He/she will have sufficient automated processes required in interpreting and the ability to select primary and secondary information and to express these in a clear and refined manner in the target language.
TRANSLATION
Upon successful completion, the student will be able to work with conceptual apparatus, dictionaries and other reference sources and at an exceptionally high level and be proficient in both the foreign language and their own language. He/she can produce a high-quality, comprehensible and clear translation from English into Slovak and vice versa.
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
CARTER, Ronald, McRAE, John. The Routledge History of Literature in English, Abingdon: Routledge. 2001. ISBN 0-415-24318-1
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993.
ISBN:9780199214921
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
STŘÍBRNÝ, Zdeněk. Dějiny anglické literatury II. Praha: Academia, 1987
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan,2004.ISBN 0-333-79218-1
Theory and History of British Literature 1 and 2
Active participation in discussions on particular literary work on the basis of the list or required works according to the period studied at the moment (8th to 17th century); one written test (in the middle of the term (30%), seminar paper on the basis of a particular literary work assigned in advance, oral presentation (40%).
30 % final written test in the examination period.
The condition of being allowed to be examined is gaining of minimum 60% within the continuous evaluation during the term. Final evaluation is executed in the form of a written test.
Evaluation Scale: 0-60-68-76-84-92-100 = Fx-E-D-C-B-A.
Violation of the academic ethics will be punished according to the degree of seriousness of a misdemeanour from worsening of evaluation up to submitting a proposal of disciplinary proceedings.
The dates of final evaluation will be made public in agreement with the text of the Study Statues in the last week of the term.
The course is given in English.
1.Introduction to the Old English Literature with with an accent on the epic Beowulf with having a respect to social-historical context (settling of England by Germanic tribes, invasions of Viking warriors).
2.The period of Middle English Literature with an accento on Piers Plowman) and esepcially of G. Chaucer The Canterbury Tales.
3. Early Renaisssance Tudor literature: poetry by Edmund Spenser and his The Faerie Queene
4. The beginnings of the Renaisssance Drama: T. Kyd, Ch. Marlowe and others
5. The summit works of the Renaisssance Drama: W. Shakespeare. Introduction to his works and their classifiication.
6. Analysis of selected works by Shakespeare: sonnets, excerpts from historical plays (Richard III) , tragedies (Hamlet, Othello, Macbeth, Romeo and Juliet) and comedies (Midsummer Night's Dream , The Merchant of Venice) and others.
7. Other crucial representatives of drama: Ben Jonson, Beaumont and Fletcher and others.
8. Metaphysical post-Renaissance poetry: John Donne - poetry with elements of erotic and spiritual themes and his epigons.
9. The summit of poetry in the 17th century in the personality of John Milton and his epic Paradise Lost.
10. Contemporary state of fiction and other literary genres in the 17th century.
100/0 %.
Students will gain orientation on elementary works, crucial authors and theoretical problems of English literature from the period of Old English literature, through Middle English Literature up to the Renaissance Literature of the 16th and the beginning of the 17th century. (W. Shakespeare) and so-called Metaphysical Poetry (J. Donne a J. Milton) and in its conclusion on the overall state of English literature in the 17th century.
Students will be able to analyze literary works on the basis of knowledge of theory of literature and with having a respect to contemporary historical context and the state of English society, they will recognize fundamental compositional and semantic elements of literary work, their meaning and mutual determination and will be able to interpret meaning of literary works from the aspect of global social-historical context. Along with being acquainted with particular literary sources students learn also the most important Slovak translations of the works published by most important Slovak translators.
HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
C1 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
C1 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
BAUER, Laurie a Peter TRUDGILL. Language Myths. London: Penguin Books, 1998. ISBN
978-0-140-26023-6.
CRYSTAL, David. English as a Global Language. Cambridge: Cambridge University Press, 2016. ISBN 978-1-107-61180-1.
MOONEY, Annabelle. The Language, Society and Power. London:Routledge, 2011. ISBN 978-0-415-43083-8.
PAVLÍK, Radoslav. Elements of Sociolinguistics. Bratislava: Univerzita Komenského, 2006. ISBN 80-223-2112-5.
STOCKWELL, Peter. Sociolinguistics: A Resource Book for Students. London: Routledge 2002. ISBN 0-415-23453-0.
TRUDGILL, Peter. Sociolinguistics: An Introduction to Language and Society. London: Penguin Books, 2000. ISBN 978-0-140-28921-3.
During the semester:
- presentation of a selected topic (35%)
- active participation in discussions in the class (15%)
In the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students need to reach minimum 30% to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Language, culture and society - definitions
Linguistic determinism. Linguistic relativism. Sapir-Whorf hypothesis
Language and social classes. Social stratification of society. Sociolect
Geographical varieties of English
Language and context
Language and gender. Gender neutral language
Language and identity
Bilingualism. Ethnicity and multilingualism
Language and race
Language of advertising
Language and social media
English as a global language. New Englishes. Pidgins and creoles
Lingua franca core
English in EU - EuroEnglish
50/50
The purpose of the course is to provide theoretical knowledge and practical skills in oral and written communication in English. Students see language as a product of society and its culture and are aware of the connection between socio-cultural context and language use. They understand what social variables affect linguistic behaviour of people. Students are able to conduct sociolinguistic reasearch.
BAUER, Laurie a Peter TRUDGILL. Language Myths. London: Penguin Books, 1998. ISBN
978-0-140-26023-6.
CRYSTAL, David. English as a Global Language. Cambridge: Cambridge University Press, 2016. ISBN 978-1-107-61180-1.
MOONEY, Annabelle. The Language, Society and Power. London:Routledge, 2011. ISBN 978-0-415-43083-8.
PAVLÍK, Radoslav. Elements of Sociolinguistics. Bratislava: Univerzita Komenského, 2006. ISBN 80-223-2112-5.
STOCKWELL, Peter. Sociolinguistics: A Resource Book for Students. London: Routledge 2002. ISBN 0-415-23453-0.
TRUDGILL, Peter. Sociolinguistics: An Introduction to Language and Society. London: Penguin Books, 2000. ISBN 978-0-140-28921-3.
During the semester:
- presentation of a selected topic (35%)
- active participation in discussions in the class (15%)
In the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students need to reach minimum 30% to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Language, culture and society - definitions
Linguistic determinism. Linguistic relativism. Sapir-Whorf hypothesis
Language and social classes. Social stratification of society. Sociolect
Geographical varieties of English
Language and context
Language and gender. Gender neutral language
Language and identity
Bilingualism. Ethnicity and multilingualism
Language and race
Language of advertising
Language and social media
English as a global language. New Englishes. Pidgins and creoles
Lingua franca core
English in EU - EuroEnglish
50/50
The purpose of the course is to provide theoretical knowledge and practical skills in oral and written communication in English. Students see language as a product of society and its culture and are aware of the connection between socio-cultural context and language use. They understand what social variables affect linguistic behaviour of people. Students are able to conduct sociolinguistic reasearch.
DIJK, Teun A. van. Society and Discourse. How Social Contexts Influence Text and Talk. Cambridge: Cambridge University Press, 2012. ISBN 978-1-107-40710-7.
GEE, James P. a Michael HANDFORD (ed.). The Routledge Handbook of Discourse Analysis (Routledge Handbooks in Applied Linguistics). London: Routledge, 2014. ISBN 978-0-415-70978-1.
CHARTERIS-BLACK Jonathan. Analysing political speeches rhetoric, discourse and metaphor. Basingstoke: Palgrave Macmillan, 2014. ISBN a 978-0-230-27439-6.
FOWLER, Roger. Language in the news discourse and ideology in the press. London: Routledge, 1991. ISBN 0-415-01419-0. ISBN 978-0-415-01419-9.
MACHIN, David a Andrea MAYR. How to do critical discourse analysis a multimodal introduction. London: SAGE, 2013. ISBN 978-0-85702-892-1.
SIMPSON, Paul a Andrea MAYR. Language and Power: A Resource Book for Students. Routledge: London and New York, 2010. ISBN 978-0-415-46900-5.
Active participation in classes, 2 written tests (midterm/end-of.term - 40%/40%). The additional criterion is a presentation on the assigned topic according to the syllabus (20%). A minimum overall score of 60% is required to successfully pass the course.
Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The instructor will accept a maximum of two documented absences.
A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level B2 to attend the course.
(Note: Some topics may extend over several weeks.)
1. Introduction to the theories if discourse.
2. Language and context; situational, social, cultural and political context.
3. Language and power, politics and law; parliamentary, government and election documents and speeches, ways of informing, influencing and manipulation.
4. Language and gender; gender-sensitive language, women and sexual minorities in discourse.
5. Language and race, nationality, ethnicity; racial and ethnic identity in discourse, historical conditions.
6. Language and religion.
7. Excursion (in the footsteps of anthems in Slovakia).
100/0 (%)
The student is familiar with the basic terms and theories of discourse and is able to analyze its various types, is familiar with the current issues and trends influencing discourse, is able to identify linguo-cultural aspects of discourse and its historical conditions, is able to recognize informational and hidden or manipulative aspects of discourse and utilize effective elements in communication, is familiar with the possibilities and methods of contrastive analysis of English and Slovak discourse.
Markéta Škrlantová: Preklad právnych textov na národnej a nadnárodnej úrovni, Anapres 2005. ISBN 80-89137-19-9; Edita Gromová, Jaroslav Šoltýs: Odborný preklad 2, Anapres 2006. ISBN 80-89137-24-5; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Daniel Lančarič: Úvod do konfrontačnej lexikológie a lexikografie, Z-F Lingua 2009. ISBN 978-80-89328-27-7; www.linguee.com; www.lingea.sk;
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual tasks in the class and homework, which are a prerequisite for active participation in the class. Translation / text / lexicological assignments are submitted the day before the class via MS Teams or Moodle. In addition to translation and work with the text, the student answers the questions posed to the given translation / work with the text and briefly summarizes his / her progress in the given translation / text. In the class, the subject of discussion are translation, text and lexicological solutions and their mutual confrontation. Classification scale: 0-60-68-76-94-92-100 % = FX-E-D-C-B-A. Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [B2] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Formal and informal texts in Slovak and English (from narration to speeches; from news to articles) 2. Traditions of Slovakia and English speaking countries, exoticization / domestication 3. Food, its preparation and description 4. Births, deaths, anniversaries and holidays (announcements, obituaries, invitations) 5 Translation of a newspaper article / journalistic text (media language and choice of words) 6. Environment and RES, glossary 7. Tourist guides, glossary 8. Medical text, aspect of health (medical documentation, covid and health) 9. Legal text, principles of legal and official translation 10. Family law relations, documentation (birth certificate, adoption, marriage certificate, divorce) 11. Education, documents (transcripts, statements and diplomas); texts in Slovak and English; 12 Professional text with high terminological saturation, glossary in the given field
100% continuous evaluation
After completing the course, the student knows the basic translation and lexicological theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak and English. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. The student can compile a glossary needed for different areas of practical and professional life, knowing the pitfalls of intercultural communication and being able to recognize and avoid them. They can critically approach and edit their own text during the second reading, they takes care of the risks that the hypnosis by the orgiginal text can pose. They master the principles of intercultural communication and are able to mediate the dialogue between the Slovak and the relevant English-speaking culture
DOLNÍK, Juraj.: Lexikálna sémantika. Bratislava: UK, 1990. ISBN: 80-223-0011-X.
CRUISE, David.: Lexical Semantics. Cambridge: CUP, 1991. ISBN: 0-521-27643-8.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge: CUP, 1995. ISBN: 0-521-40179-8.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LYONS, John.: Linguistic Semantics An Introduction. Cambridge: CUP, 1996. ISBN: 0-521-43877-2.
PALMER, Frank.: Semantics. Cambridge: CUP, 1981. ISBN: 0-521-28376-0.
ŠTEKAUER, Pavol. (ed.). Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Introduction to semantics; basic concepts; thinking and reality; types of meaning; word and concept; sentence and speech; proposition; reference; argument and predicate; deixis and definiteness; extension; prototypes; stereotypes; semantic relations; polysemy, synonymy, antonymy, hyponymy, meronymy, taxonomy; semantic shifts - metaphor and metonymy; actants; interpersonal meaning; speech acts - perlocuctions and ilocutions
30/70
Gaining theoretical knowledge about language semantics as a basic component of linguistic units and speech in English; extension and improvement of language knowledge and competence in the field of English lexical and sentence semantics and pragmatics. The student, who completes the course, has a knowledge of the basic features of English language units in terms of their semantic content. He masters the functions of speech and is able to apply theoretical knowledge in communication, translation and English didactics.
BARNARD, Robert. Stručné dějiny anglické literatury. Praha: Brána/Knižní klub, 1997. ISBN: 80-85946-83-1.
OUSBY, Ian (ed.). The Cambridge Guide to Literature in English. New York a Victoria: Cambridge University Press, 1992. ISBN: 0 521 42904 8
SCHOLL, Joachim. Slávne romány 20. storočia. 50 najvýznamnejších moderných románov. Bratislava: Slovart, 2006. ISBN: 80-8085-107-7.
STŘÍBRNÝ, Zdeněk. Dejiny anglické literatury. I. a II. diel. Praha: Academia, 1987.
Theory and History of British Literature 1 and 2
Continuous evaluation (education part) 100 % /0%
Active participation in seminars while interpreting particular novels from the list of required literature; two written tests (the first in the middle of the term (30%), the second final test (30%)), oral presentation of a particular author and novel (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level C1 according to Common European Framework of Reference of Language Skills (CEFR).
• The Absence of narrator: L. Sterne: The Life and Opinions of Tristram Shandy
• Novel as a psychological-philosophical introspction V. Woolf: To the Lighthouse, Orlando
• Where are the borders of novel?: J. Joyce: Ulysses, Finnegan’s Wake
• Novel as a political manifesto: G. Orwell: 1984
• Playing with the myth: J. Fowles: The Magus
• Experiment in historical novel: G. Swift: Waterland
• Feeling of helplessness of the subject facing totalitarian power: Kafka: The Trial
• Parodical representation of the totalitarian power and disrupting of linear narrative by two plot lines: Bulgakov: The Master and Margarita
Evaluation of the subject (continuous / final)
100 / 0 %
- Students will be acquainted with experimental novels or such novels which in a profound way changed the way readers viewed basic features of this genre in British, American, and Canadian literatures with s illustrative samples fropm other literatures (L. Sterne, V. Woolf, J. Joyce, G. Orwell, W. S. Burroughs, G. Swift, M. Ondaatje, Nabokov, Kafka, Bulgakov, G. G. Marquez etc.)
- By analysis of chosen works and their critical reading students will be acquainted with particular methods and narrative techniques or composition types which these authors used in their experimental writing or such writing that dominantly changed the situation of this genre in the given period.
- The aim is for students to achieve understanding of the relationship between the text and context of the work and their changes,, and also they should grow sensibility for sensing various modes of artistic representation as realistic description, modernistic entering of the psyche of the subject (Joyce, Woolf) and ironic and parodic criticism of the political power (Kafka, Bulgakov).
BARNARD, Robert. Stručné dějiny anglické literatury. Praha: Brána/Knižní klub, 1997. ISBN: 80-85946-83-1.
OUSBY, Ian (ed.). The Cambridge Guide to Literature in English. New York a Victoria: Cambridge University Press, 1992. ISBN: 0 521 42904 8
SCHOLL, Joachim. Slávne romány 20. storočia. 50 najvýznamnejších moderných románov. Bratislava: Slovart, 2006. ISBN: 80-8085-107-7.
STŘÍBRNÝ, Zdeněk. Dejiny anglické literatury. I. a II. diel. Praha: Academia, 1987.
Theory and History of British Literature 1 and 2
Continuous evaluation (education part) 100 % /0%
Active participation in seminars while interpreting particular novels from the list of required literature; two written tests (the first in the middle of the term (30%), the second final test (30%)), oral presentation of a particular author and novel (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level C1 according to Common European Framework of Reference of Language Skills (CEFR).
• The Absence of narrator: L. Sterne: The Life and Opinions of Tristram Shandy
• Novel as a psychological-philosophical introspction V. Woolf: To the Lighthouse, Orlando
• Where are the borders of novel?: J. Joyce: Ulysses, Finnegan’s Wake
• Novel as a political manifesto: G. Orwell: 1984
• Playing with the myth: J. Fowles: The Magus
• Experiment in historical novel: G. Swift: Waterland
• Feeling of helplessness of the subject facing totalitarian power: Kafka: The Trial
• Parodical representation of the totalitarian power and disrupting of linear narrative by two plot lines: Bulgakov: The Master and Margarita
Evaluation of the subject (continuous / final)
100 / 0 %
- Students will be acquainted with experimental novels or such novels which in a profound way changed the way readers viewed basic features of this genre in British, American, and Canadian literatures with s illustrative samples fropm other literatures (L. Sterne, V. Woolf, J. Joyce, G. Orwell, W. S. Burroughs, G. Swift, M. Ondaatje, Nabokov, Kafka, Bulgakov, G. G. Marquez etc.)
- By analysis of chosen works and their critical reading students will be acquainted with particular methods and narrative techniques or composition types which these authors used in their experimental writing or such writing that dominantly changed the situation of this genre in the given period.
- The aim is for students to achieve understanding of the relationship between the text and context of the work and their changes,, and also they should grow sensibility for sensing various modes of artistic representation as realistic description, modernistic entering of the psyche of the subject (Joyce, Woolf) and ironic and parodic criticism of the political power (Kafka, Bulgakov).
BLOOM, Harold ed. by. Introduction by Harold Bloom. Modern American Drama. Philadelphia: Chelsea House Publishers, 2005. ISBN 0-7910-8238-5.
BORDMAN, Gerald: The Oxford Companion to American Theatre. Oxford, New York: Oxford University Press, 1984: ISBN 0-19-503443-0.
HOLDERNESS, Graham and BLOOM, Clive. The Politics of Theatre & Drama. New York: St. Martin’s Press, 1992. ISBN 0-333-51933-7.
JAVORČÍKOVÁ, Jana. Žánrové paralely v dramatickej tvorbe Eugena O’Neilla. České Budějovice: Jihočeská univerzita, 2008. ISBN 978-80-73-94-121-5.
KRASNER, David. American Drama 1945 - 2000. Malden: Blackwell, 2006. ISBN 978-1-4051-2087-6.
30% active participation in class discussions
30% oral presentation
40% final work submission: essay
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English C1 according to the CEFR.
1. Drama form — general characteristics, and functions. Theatre, and performance as artistic directions. 2. Theatre and drama in specific periodic contexts of the development of the USA. 3. Theatre and its social function — topics reflecting social significance of theatre in the USA in 20th and 21th centuries. 4. The way to present reality and its reflection in drama and theatre, interpretation of drama text, analysis of theatre techniques (directing, stage design, dramaturgy) 5. Engagement and political context of theatre works. 6. The beginning of American theatre and experiment. 7. American dream and its representation in American theatre. 8. American South in drama. 9. The influence of the Theatre of the Absurd on the form and topics in American theatre. 10. American theatre and the representation of ethnicity. 11. Theatre after 9/11.
100/ 0 continuous assessment
When students complete the course they understand American drama and theatre of selected periods as a specific genre. Students can formulate orally and in a written form specific interpretation of a drama artwork or theatre performance and through arguments create professional opinions. The analyses and discussions on selected works of American theatre and drama lead students to obtain knowledge social, historical, political context, and social role of theatre. The result of active participation is a complex view on social, artistic, political or economic problems. The course cultivates attitudes and humanistic values of students, and strengthens critical and aesthetic thinking.
BLOOM, Clive. The Politics of Theatre and Drama. New York: St. Martin’s Press, 1992. ISBN 0-333-51933-7.
BLOOM, Harold (ed.). Modern American Drama. Philadelphia: Chelsea House Publishers, 2005. OSBN 0-7910-8238-5.
BORDMAN, Gerald. The Oxford Companion to American Theatre. Oxford: Oxford University Press, 1984. ISBN 0-19-503443-0.
CARLSON, Marvin. Dejiny divadelných teórií. Bratislava: Divadelný ústav, 2006. ISBN 80-88987-23-7.
HARTNOLL, Phyliss. The Concise Oxford Companion to the Theatre. Oxford: Oxford University Press, 1990. ISBN 0-19-281102-9.
KRASNER, David. American Drama 1945-2000: An Introduction. Malden: Blackwell, 2006. ISBN 978-1-4051-2087-6.
100 % of continuous assessment. The course consists of two basis criteria:
50 % - active participation in discussions during seminars, including presentations, individual and team work, analysis of course works and analytical and creative assignments during semester, 50 % - final project is the result of a topic defined during the semester in team assignments, that in the form of analytical perspective is a synthesis of acquired knowledge obtained during seminars, during discussions, and based on the reading and watching individual drama artworks.
The participation in the course requires at least C1level of English according to the CEFR.
The course aims at the study of American theatre and drama in social context. Through various social topics (politics, freedom, consumerism, American dream, race, religion, faith, family) SS understand not only the social and cultural relevance theatre art, and drama artworks, but also their aesthetic, literary, and performative form. 1. Drama form — general characteristics, and functions. Theatre, and performance as artistic directions. 2. Theatre and drama in specific periodic contexts of the development of the USA. 3. Theatre and its social function — topics reflecting social significance of theatre in the USA in 20th and 21th centuries. 4. The way to present reality and its reflection in drama and theatre, interpretation of drama text, analysis of theatre techniques (directing, stage design, dramaturgy) 5. Engagement and political context of theatre works. 6. Theatre and film aesthetics — similarities and differences, perception of spectator.
100/ 0 continuous assessment
When students complete the course they understand American drama and theatre of selected periods within specific artistic genres. Students can formulate orally and in a written form specific interpretation of a drama artwork or theatre performance and through arguments create professional opinions. The analyses and discussions on selected works of American theatre and drama lead students to obtain knowledge social, historical, political context, and social role of theatre. The result of active participation is a complex view on social, artistic, political or economic problems. The course cultivates attitudes and humanistic values of students, and critical and contextual thinking.
BOYDEN, Joseph. Through a Black Spruce. London: Phoenix, 2010. ISBN 978-0-7538-2332-3.
ERDRICH, Louise. Love Medicine. New York: Harper Perennial, 1993. ISBN 0-06-097554-7.
HIGHWAY, Tomson. The Rez Sisters: A Play in Two Acts. Markham: Fifth House, 1988. ISBN 978-0-920079-44-7.
KING, Thomas, ed. All My Relations: An anthology of Contemporary Canadian Native Fiction. Toronto: McClelland and Stewart, 1992. ISBN 0-7710-6706-2.
MOSIONIER, Beatrice Culleton. In Search of April Raintree. Winnipeg: Portage and Main Press, 1999. ISBN 1-894110-43-9.
NEW, W. H., ed. Native Writers and Canadian Writing. Vancouver: UBC Press, 1992. ISBN 0-7748-0371-1.
PETRONE, Penny. Native Literature in Canada. From the Oral Tradition to the Present. Toronto: Oxford University Press, 1990. ISBN 0-19-540796-2.
SILKO, Leslie Marmon. Ceremony. New York: Penguin Books, 1986. ISBN 0-14-008683-8.
WELCH, James. Winter in the Blood. New York: Penguin Books, 1986. ISBN 0-14-008644-7.
Continuous assessment:
- 20% active participation in the seminar (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
C1 CEFR level English is a prerequisite for participation in this course.
1. Historical and cultural context of indigenous literatures in North America
2. Indigenous epistemologies
3. Cultural appropriation
4. Frequent themes in indigenous literatures: identity, social issues, political issues, environmental issues
5. Humor and indigenous literatures
6. Postmodernism and indigenous literatures
7. Gothic elements in indigenous literatures
8. Gender issues and indigenous literatures
9. North American indigenous people in film
100/0
Upon a successful completion of the course, students will be familiar with the contemporary literature of the indigenous peoples of North America in a broader political and historical context, They will have knowledge about epistemology, cultural appropriation, the aesthetic and political aspects of the portrayal of past and present colonial relations in the United States and Canada. They will be able to use the tools of responsible literary research in relation to minority literary discourse and more effectively use such academic skills as research, critical reading, and academic writing.
BARRETT, Paul. Blackening Canada : Diaspora, Race, Multiculturalism. Toronto: University of Toronto Press, Scholarly Publishing Division, 2015. ISBN 9781442615762. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=990767&lang=sk&site=ehost-live&scope=site.
BLACK, Ayanna, ed. Fiery Spirits & Voices: Canadian Writers of African Descent. Toronto: HarperPerennialCanada, 2000. ISBN 0-00-648521-9.
CLARKE, Austin. The Meeting Point. [Toronto]: Vintage Canada, 1998. ISBN 0-676-97160-1.
CLARKE, George Elliott. Odysseys Home : Mapping African-Canadian Literature. Toronto: University of Toronto Press, Scholarly Publishing Division, 2017. ISBN 9781487516611. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=2093118&lang=sk&site=ehost-live&scope=site.
HILL, Lawrence. The Book of Negroes. London: Black Swan, 2010. ISBN 978-0-552-77548-9.
SIEMERLING, Winfried. The Black Atlantic Reconsidered: Black Canadian Writing, Cultural History, and the Presence of the Past. Montreal: McGill-Queen’s University Press, 2015. ISBN 9780773545076. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=978067&lang=sk&site=ehost-live&scope=site.
WALCOTT, Rinaldo. Black Like Who? : Writing Black Canada. 2nd rev. ed. Toronto: Insomniac Press, 2003. ISBN 9781894663403. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=391218&lang=sk&site=ehost-live&scope=site.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% wriiten assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
C1 CEFR level English is a prerequisite for participation in this course.
1. The history of black diasporas in Canada
2. The influence of the Black culture on Canada's culture
3. African Canadian literature in a Canadian national context
4. Typical features of African Canadian literature
5. The trauma of slavery and its reflection in African Canadian literature
6. Searching for home in African Canadian literature
7. Language as a tool of oppression in African Canadian literature
8. Oral tradition and folklore in African Canadian literature
9. Gender identity and sexuality in African Canadian literature
10. Social dimension of African Canadian literature
11.African Canadian community in film
100/0
Upon successful completion of the course, students will have knowledge about African Canadian literary tradition in a socio-political and historial context. They will understand theoretical concepts of race, racism, and radicalization, which participate in the formation of ethnic literatures. They will understand specific problems of African Canadian literary theory and concepts of ethnic and racial identity and their formation in time and various contexts. By contributing to class discussions and writing assignments, they will have improved their spoken and written communication skills.
BARRETT, Paul. Blackening Canada : Diaspora, Race, Multiculturalism. Toronto: University of Toronto Press, Scholarly Publishing Division, 2015. ISBN 9781442615762. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=990767&lang=sk&site=ehost-live&scope=site.
BLACK, Ayanna, ed. Fiery Spirits & Voices: Canadian Writers of African Descent. Toronto: HarperPerennialCanada, 2000. ISBN 0-00-648521-9.
CLARKE, Austin. The Meeting Point. [Toronto]: Vintage Canada, 1998. ISBN 0-676-97160-1.
CLARKE, George Elliott. Odysseys Home : Mapping African-Canadian Literature. Toronto: University of Toronto Press, Scholarly Publishing Division, 2017. ISBN 9781487516611. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=2093118&lang=sk&site=ehost-live&scope=site.
HILL, Lawrence. The Book of Negroes. London: Black Swan, 2010. ISBN 978-0-552-77548-9.
SIEMERLING, Winfried. The Black Atlantic Reconsidered: Black Canadian Writing, Cultural History, and the Presence of the Past. Montreal: McGill-Queen’s University Press, 2015. ISBN 9780773545076. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=978067&lang=sk&site=ehost-live&scope=site.
WALCOTT, Rinaldo. Black Like Who? : Writing Black Canada. 2nd rev. ed. Toronto: Insomniac Press, 2003. ISBN 9781894663403. Available through EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=391218&lang=sk&site=ehost-live&scope=site.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% wriiten assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
C1 CEFR level English is a prerequisite for participation in this course.
1. The history of black diasporas in Canada
2. The influence of the Black culture on Canada's culture
3. African Canadian literature in a Canadian national context
4. Typical features of African Canadian literature
5. The trauma of slavery and its reflection in African Canadian literature
6. Searching for home in African Canadian literature
7. Language as a tool of oppression in African Canadian literature
8. Oral tradition and folklore in African Canadian literature
9. Gender identity and sexuality in African Canadian literature
10. Social dimension of African Canadian literature
11.African Canadian community in film
100/0
Upon successful completion of the course, students will have knowledge about African Canadian literary tradition in a socio-political and historial context. They will understand theoretical concepts of race, racism, and radicalization, which participate in the formation of ethnic literatures. They will understand specific problems of African Canadian literary theory and concepts of ethnic and racial identity and their formation in time and various contexts. By contributing to class discussions and writing assignments, they will have improved their spoken and written communication skills.
McDOWALL, D. An Illustrated History of Britain. London: Pearson English Language Teaching,1989. ISBN 0582044324
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993. ISBN:9780199214921
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan, 2004. ISBN 0-333-79218-1
Ongoing evaluation (instruction period): 100 % /0% Active participation in classes and discussions on relevant literary works based on the reading list according the period covered (18th and 19th centuries), an oral presentation on the assigned topic (40%), 1 end-of-term written test (40%), regular attendance (20%). A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-60-68-76-84-92-100 = Fx-E-D-C-B-A. The instructor will accept a maximum of two documented absences. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact ongoing evaluation dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level C1 to attend the course.
Highlights and personages of Great Britain in the 18th and 19th centuries.
Society (education, economy, lifestyle, etc.).
Customs and traditions as the main determinants of the position of women in the society.
Class, racial and social differences.
Main women representatives of literature in the 18th and 19th centuries: Fanny Burney, Jane Austen, Elizabeth Gaskell, George Eliot.
100%/0%
Students will build on knowledge and skills acquired at the bachelor’s degree of their studies in the subjects of Theory and History of British Literature and History and Culture Studies of Great Britain. By linking the acquired knowledge of literature, history and culture studies, students will learn to understand the political, cultural, economic and social situation in Great Britain in the 18th and 19th centuries with the emphasis on the position and role of women across the social spectrum and their emancipation efforts. Students will work with literary works that originated in the period and which reflected the life and position of women in the then society. They will have the opportunity to compare the situation of women 200 hundred years ago and today.
McCAW, Neil. Adapting Detective Fiction. London: Continuum International Publishing Group,2012. ISBN1441186174
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993. ISBN:9780199214921
CARTER, Ronald a John McRAE. The Routledge History of Literature in English, Abingdon: Routledge, 2001. ISBN 0-415-24318-1
LANE, Richard J., MENGHAM, Rod a Philip TEW. Contemporary British Fiction. Cambridge: Polity, 2002. ISBN 978-074562867-7
CARROLL, Rachel (ed.). Adaptation in Contemporary Culture: Textual Infidelities. London: Bloomsbury Publishing, 2009. ISBN 9780826424648
Ongoing evaluation (instruction period) 100 % /0% Active participation in classes and discussions on relevant literary works and their adaptations based on the reading; 1 end-of-term test (40%)), oral presentation (40%), regular attendance (20%). A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-60-68-76-84-92-100 = Fx-E-D-C-B-A. The instructor will accept a maximum of two documented absences. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact ongoing evaluation dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level C1 to attend the course.
Timeline of film adaptations of the most important literary works through comparison of several genres and changing creative approaches from the 19th century onwards: Jane Austen - Pride and Prejudice (three adaptations), Persuasion (two adaptations); Agatha Christie (two adaptations); contemporary authors according continuous updates and new works on offer.
100%/0%
To acquire theoretical foundations of film adaptations of literary works, the skills of comparative and contrastive analysis of the origin literary work and its film adaptation with regard to narrative features typical for the genres of literature and film. Students will learn how to critically assess the outcomes of adaptation processes, to evaluate the methods of screen writing and directing, and to support their findings and statements with relevant arguments based on detailed knowledge of the final film product. Students will also learn how to use the basic terminology of film analysis, they will use the terminology common both to literature and film (characters, plot, story, setting), as well as specific film-making terminology (lighting, dialogues, special effects, mise-en-scène, etc.)
BALDWIN, David. Richard III. Stroud: Amberley, 2013. ISBN 978-1-4456-1591-2.
BRIGGS, Katharine. British Folk-tales and Legends: a Sampler. London: Routledge, 2002. ISBN 978-0-415-28602-2.
CROFTON, Ian. The Kings and Queens of England. London: Quercus, 2011. ISBN 978-0-85738-531-4.
CRYSTAL, David. Begat: the King James Bible and the English language. Oxford: Oxford University Press, 2010. ISBN 978-0-19-958585-4.
JONES, Bill. Dictionary of British politics. Manchester: Manchester University Press, 2010. ISBN 978-1-4456-1591-2.
KEARNEY, Hugh. The British Isles: a History of Four Nations. Cambridge: Cambridge University Press, 2012. ISBN 978-1-107-62389-7.
LAWRENCE, James. Aristocrats Power, Grace and Decadence: Britain's Great Ruling Classes From 1066 to the Present. London: Abacus, 2010. ISBN 978-0-349-11957-1.
Active participation in classes, 2 written tests (midterm/end-of.term - 40%/40%). The additional criterion is a presentation on the assigned topic according to the syllabus (20%). A minimum overall score of 60% is required to successfully pass the course.
Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
The instructor will accept a maximum of two documented absences.
A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level B2 to attend the course.
1. The roots and formation of the national identities of contemporary Britain and of British identity.
2. The most important monarchs in British history; milestones in culture, education and arts.
3. The fight for freedom (the Magna Carta, the fight for suffrage, suffragettes, etc.).
4. The legends of various historical periods, the Arthurian legends.
5. The Norman Conquest in the light of the Bayeux Tapestry.
6. Richard III and the Princes in the Tower.
7. The Tudors and reformation.
8. The King James Bible.
9. The building of the naval and trading empire.
10. Child labour during the Industrial revolution.
11. The Victorian Period.
12. The Christmas Truce of 1914, forms of propaganda during the World Wars.
13. The Windsors (Edward VIII’s abdication, George VI).
100/0 (%)
The student will be familiar with the key events of British history, historical and contemporary figures as well as the principles of British institutions. The student has a deeper knowledge of the selected aspects of British life and will be able to identify their impact in the present day and compare them with the corresponding aspect of Slovak life.
BECK, John et al. Southern Culture. An Introduction. Durham: Carolina Academic Press, 2012. ISBN 978-1611631043.
MONTEITH, Sharon et al. The Cambridge Companion to the Literature of the American South. Cambridge: Cambridge University Press, 2013. [online] [cit 2021-10-22]. ISBN 978-1107610859. Dostupné na https://books.google.sk/books?id=2XdGAAAAQBAJ&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false.
STREET, Susan Castillo and Charles R. CROW: The Palgrave Handbook of Southern Gothic. London: Palgrave Macmillan , 2016. [online] [cit 2021-10-22]. ISBN 978-1137477736. Dostupné na https://books.google.sk/books?id=vsC-DAAAQBAJ&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false.
DABBS, James McBride. The Southern Heritage. New York: Alfred A. Knopf, 1958.
MARK, Rebecca et al. The Greenwood Encyclopedia of American Regional
Cultures: The South. Westport: Greenwood Press, 2004. ISBN 978-0313327346.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to the course
2. History of the South, origin of Southern distinctiveness. Immigration from Britain. "Lost Cause" ideology. Symbols associated with the South.
3. Agricultural character. Plantations and small farms. Social classes. Status of women in the region.
4. Racial aspects of the South. Segregation. Jim Crow laws. White supremacy. Lynching. Film: To Kill a Mockingbird (1962)
5. Literature of the American South. Southern Gothic and Grotesque. Edgar Alan Poe: The Fall of the House of Usher, William Faulkner: A Rose for Emily, Flannery O'Connor: A Good Man is Hard to Find.
6. Southern Music. The South as the birthplace of American music. White and black genres. Spirituals, blues, jazz, rock n' roll. Elvis Presley as a symbol of the South.
7. Religion in the South. Evangelical Protestantism. Pentecostalism. Bible Belt.
8. The South in popular culture. The image of the region in films and series. The Old South. Southern Gothic in film. Film: Gone with the Wind (1939).
9. Appalachia as a specific region within the South. Mental isolation. Poverty. Myths and stereotypes. Film: Deliverance (1972)
10. The South and Politics. Conservatism. Support for the Republican Party.
11. Southern English. Phonetic, morphological, and lexical peculiarities.
12. Contemporary problems of the South. Poverty. Health care. Crime.
50/50
The South is without a doubt the most distinctive of all regions of the United States. This course attempts to find the roots of that distinctiveness. It takes a closer look at the agricultural character of the region and its attitude toward racial issues. In addition, it examines the creativity of the South in the form of literature and music. The course also focuses on the region's representation in American popular culture and examines contemporary issues facing the region. Upon completion of the course, students will be able to explain the reasons for Southern distinctiveness. They will also be comprehensively introduced to the creativity of the region in the form of literature, music, and film.
BECK, John et al. Southern Culture. An Introduction. Durham: Carolina Academic Press, 2012. ISBN 978-1611631043.
MONTEITH, Sharon et al. The Cambridge Companion to the Literature of the American South. Cambridge: Cambridge University Press, 2013. [online] [cit 2021-10-22]. ISBN 978-1107610859. Dostupné na https://books.google.sk/books?id=2XdGAAAAQBAJ&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false.
STREET, Susan Castillo and Charles R. CROW: The Palgrave Handbook of Southern Gothic. London: Palgrave Macmillan , 2016. [online] [cit 2021-10-22]. ISBN 978-1137477736. Dostupné na https://books.google.sk/books?id=vsC-DAAAQBAJ&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false.
DABBS, James McBride. The Southern Heritage. New York: Alfred A. Knopf, 1958.
MARK, Rebecca et al. The Greenwood Encyclopedia of American Regional
Cultures: The South. Westport: Greenwood Press, 2004. ISBN 978-0313327346.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to the course
2. History of the South, origin of Southern distinctiveness. Immigration from Britain. "Lost Cause" ideology. Symbols associated with the South.
3. Agricultural character. Plantations and small farms. Social classes. Status of women in the region.
4. Racial aspects of the South. Segregation. Jim Crow laws. White supremacy. Lynching. Film: To Kill a Mockingbird (1962)
5. Literature of the American South. Southern Gothic and Grotesque. Edgar Alan Poe: The Fall of the House of Usher, William Faulkner: A Rose for Emily, Flannery O'Connor: A Good Man is Hard to Find.
6. Southern Music. The South as the birthplace of American music. White and black genres. Spirituals, blues, jazz, rock n' roll. Elvis Presley as a symbol of the South.
7. Religion in the South. Evangelical Protestantism. Pentecostalism. Bible Belt.
8. The South in popular culture. The image of the region in films and series. The Old South. Southern Gothic in film. Film: Gone with the Wind (1939).
9. Appalachia as a specific region within the South. Mental isolation. Poverty. Myths and stereotypes. Film: Deliverance (1972)
10. The South and Politics. Conservatism. Support for the Republican Party.
11. Southern English. Phonetic, morphological, and lexical peculiarities.
12. Contemporary problems of the South. Poverty. Health care. Crime.
50/50
The South is without a doubt the most distinctive of all regions of the United States. This course attempts to find the roots of that distinctiveness. It takes a closer look at the agricultural character of the region and its attitude toward racial issues. In addition, it examines the creativity of the South in the form of literature and music. The course also focuses on the region's representation in American popular culture and examines contemporary issues facing the region. Upon completion of the course, students will be able to explain the reasons for Southern distinctiveness. They will also be comprehensively introduced to the creativity of the region in the form of literature, music, and film.
Literature and materials for each topic will be available one week before the online seminar on Moodle. No further reading is required.
During the teaching part of the course, the student will receive 100 points continuously for presence and work in the seminar, for the preparation of the materials for each seminar, which will be available on the Moodle platform, and for collaboration on the joint final project, which will be handed in in January.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
No absences will be accepted as there are only 4 online Zoom meetings scheduled per semester.
The materials for each topic will be available one week before the online seminar via Zoom, and it is the student's responsibility to study the materials and prepare assignments, which will be uploaded by the teacher to the Moodle platform. This preparation is part of the assessment.
It is necessary to have at least B2 level to pass the course.
1. Introductory meeting to the seminar
2. Home preparation of the topic: Educational system in France and Slovakia - comparison, teacher's competences from the French-Slovak perspective
3. Online seminar on the topic: Educational system in France and Slovakia - comparison, teacher's competences from the French-Slovak perspective
4. Home preparation of the topic: Mediation as a didactic approach to integrating learners into teaching
5. Online seminar on the topic: Mediation as a didactic approach for integrating pupils into teaching
6. Home preparation of the topic: Some problematic phenomena of the French language for Slovak and French learners
7. Online seminar on the topic: Some problematic phenomena of the French language for Slovak and French learners
8. Home preparation of the topic: Inclusive learning from a French-Slovak perspective
9. Online seminar on the topic: Inclusive learning from a French-Slovak perspective
Continuos evaluation: 100%
This online course is a joint initiative of the University of Champage-Ardenne in Reims and the Department of Romance Studies of the Faculty of Arts. The aim of this course is to offer students a comparative perspective on selected topics in the field of French language pedagogy and didactics. The course will be jointly taught by French and Slovak teachers and will be attended by French and Slovak students.
After finishing this course, the student is well oriented in the selected topics, he is familiar with the given issue in the French as well as in the Slovak educational context. He is able to compare these contexts. The acquired knowledge can be used in practice as a French language teacher and in general topics within education as a whole. As the course works in groups with French students, we expect an improvement in the students' language level and expressive skills in French.
VANTUCH, Anton, POVCHANIČ, Štefan, KENÍŽOVÁ-BEDNÁROVÁ, Katarína, ŠIMKOVÁ, Soňa. Dejiny francúzskej literatúry. Bratislava: Causa editio, 1995. ISBN 80-85533-14-6
ŠRÁMEK, Jiří. Panorama francouzské literatury od začátku po současnost 1 a 2. Brno: Host, 2012.
ISBN 978-80-7294-565-8
VIART, Dominique, VERCIER Bruno. Současná francouzská literatura: dědictví, modernita, proměny. Praha: Garamond, 2008. ISBN 978-80-7407-034-1
Supplementary reading and French study texts will be presented at the beginning and during the semester in PDF format or on MS Teams.
The student will receive 50% of the total evaluation on a continuous basis based on the results of two midterm tests or for the seminar paper and 10% for active participation in class (reading and commenting on the accompanying texts, research, and discussion); 40% of the evaluation consists of a final oral exam. Credits will not be awarded to students who receive less than 60% of the total evaluation.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two documented absences.
French language at C1 level, Slovak language, Czech language at B1 level for understanding the study literature.
1. The basic novel categories
2. A brief developmental overview of the typology of the 20th and 21st century French novel
3. New stimuli of narrative discourse and narrative techniques
4. Tendencies of the novel in the second half of the 20th century
5. Thematic and textual analysis of the works of A. Gide (the search for a new novel technique).
6. Thematic and textual analysis of the works of M. Proust (the search for a new novel technique)
7. Thematic and textual analysis of the works of A. Fournier (poetic novel)
8. Thematic and textual analysis of the works of R. Radiguet (psychological novel)
9. Thematic and textual analysis of the works of F. Mauriac (psychological novel)
10. Thematic and textual analysis of the works of M. Duras (the Nouveau roman)
11. Thematic and textual analysis of the works of S. de Beauvoir (the origins of French feminism)
12. Thematic and textual analysis of the works of A. Ernaux (autobiographical literature)
Scale of assessment (preliminary/final): 60/40
Students can analyse selected representative phenomena of 20th and 21st century French literature in detail (movement, author, work) to illustrate the movement of literary systems, to characterize them in terms of literary and translation reception, or to compare them with the Slovak literary context (movements, styles, works; canon, aesthetic conception). Students have a basic knowledge of French literary science and criticism.
VANTUCH, Anton, POVCHANIČ, Štefan, KENÍŽOVÁ-BEDNÁROVÁ, Katarína, ŠIMKOVÁ, Soňa: Dejiny francúzskej literatúry. BRATISLAVA: Causa editio, 1995 ISBN 80-85533-14-6
GUTH. Paul: Histoire de la littérature française Tome 1 Du moyen age à la révolution.Paris: Flammarion, 1981.
GUTH. Paul: Histoire de la littérature française Tome 2 De la révolution à la Belle Époque. Paris: Flammarion, 1981.
ŠRÁMEK, Jiří: Panorama francouzské literatury od počátku po současnost. Brno: Host, 2012 ISBN
978-80-7294-565-8
ŠRÁMEK, Jiří: Panorama francouzské literatury od počátku po současnost 2. Brno: Host, 2012 ISBN
978-80-7294-565-8
TOURNON, André, BIDEAUX, Michel, MOREAU, Hélène: Histoire de la littérature française du XVI siècle
Paris: Nathan, 1991 ISBN 2-09-190037-0
ROHOU, Jean: Histoire de la littérature francaise du XVII siècle. Paris: Nathan, 1989 ISBN 2-09-190035-X
DIDIER, Béatrice: Histoire de la littérature française du XVIII siècle. Paris: Nathan, 1992 ISBN 2-09-190038-X
LAGARDE, André, MICHARD, Laurent: Francouzská literatura 19. století; přeložili Jiří Našinec, Jiří Pelán, Aleš Pohorský a kol. Praha: Garamond, 2008 ISBN 978-80-7407-026-6
Obligatory reading according to the updated list
The student will receive 80% of the total evaluation on a continuous basis based on the seminar paper, analysis of the readings and active participation in class; 20% of the evaluation will be based on the final colloquium and seminar paper.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
Two documented absences are accepted.
French language (C1), Slovak language, Czech language (B1) for understanding the recommended literature.
Analysis of selected problems of French literature of earlier periods until the end of the 19th century; study of selected genres (novel, theater, poetry) or selected developmental stages of history of French literature (e.g., Classicism, Enlightenment, Romanticism, etc.) on the background of the social and cultural development in France; analysis and interpretation of specific literary texts.
1. Introduction to the subject
2-11. Reading and interpretation of selected integral works on a specific topic (e.g., 8-9 novels)
12. Final colloquium
Course content varies.
Scale of assessment (preliminary/final): 80/20
A concentrated study of selected issues in French literature of earlier periods, with special attention to 19th-century literature, using a literary-historical approach and textual analysis of specific works. The student is well versed in the context of early French literature and the dynamics of change in literary movements and genres. Interactive learning results in a deeper understanding of literary relationships, the ability to take an analytical approach, and literary interpretation based on reading selected works of early French literature.
Course content varies (major topics: 19th century French novel, 19th century French poetry, development of the French novel from its origins to the 19th century, development of French poetry, 17th century French theatre, etc.).
Čeňková, I. a kol.: Teorie a didaktika tlumočení. Praha: Ústav translatologie FF Univerzity Karlovy 2001
Lederer, M., Seleskovitch, D.: La traduction simultanée, expérience et théorie. Paris: Lettres Modernes 2001
Lederer, M., Fortunato, I.: Théorie interprétative de la traduction. Paris: Lettres Modernes 2006
ČEŇKOVÁ, Ivana (1999). Tlumočení do cizího jazyka aneb tzv. „retour“. In: Plutko, Pavol
(ed.). Preklad a tlmočenie. Banská Bystrica: Filologická fakulta Univerzity Mateja Bela, s. 237-
242.
ČEŇKOVÁ, Ivana (1988). Teoretické aspekty simultánního tlumočení.. AUC Philologica Monographia XCIX-1988, 209 s.
ČEŇKOVÁ, Ivana (2008): Základy simultánního tlumočení. Česká komora tlumočníku, Praha.
ŠTUBŇA, Pavol (2015): Základy simultánneho tlmočenia. Univerzita Komenského, Bratislava.
Attendance (two documented absences), preparation of oral presentations, two assessed performances (interpreting of up to 8 minutes of French into Slovak) = 70 %; exam (30 % of the evaluation) – simultaneous interpretation of one 8-minute speech.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1) Slovak language at mother tongue level, Czech language (B1) for understanding the recommended literature
1. Explanation of the principle of simultaneous interpreting (the different activities that take place simultaneously – listening, comprehension, decoding, conceptualization, expression in the target language) 2. Practical part: familiarization with interpreting equipment 3. exercises for splitting attention. 4. Emphasis on teamwork of the pairs in booths. 5. The matter of speech preparation. 6. Methods for preparing glossaries and terminology lists 7. Interpreting speeches of 10 minutes maximum on general topics 8. Current affairs overviews, working with information sources 9. Working with digital resources and databases in the booth 10. Strategies for simultaneous interpreting 11. Working with décalage 12. Characteristics of the frequent mistakes in simultaneous interpreting
Scale of assessment (preliminary/final): 70/30
The student can simultaneously translate from French into Slovak a speech of up to 8 minutes (characteristics of the text: generally known topic, no specialised knowledge required, simple logical structure, many elements that allow visualisation, slower pace of speech, little factual information). The student has a very good command of the different registers of the target language (Slovak).
Štubňa, Pavol: Základy simultánneho tlmočenia, Univerzita Komenského, Bratislava: 2015
Makarová, V.: Tlmočenie, hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul 2004
Vertanová, Silvia - Andoková, Marcela - Štubňa, Pavol - Moyšová, Stanislava: Tlmočník ako rečník : učebnica pre študentov tlmočníctva. - 1. vyd. - Bratislava : Univerzita Komenského,2015. - 231 s.
Lederer, M., Seleskovitch, D.: La traduction simultanée, expérience et théorie. Paris: Lettres Modernes 2001
Lederer, M., Fortunato, I.: Théorie interprétative de la traduction. Paris: Lettres Modernes 2006
The student will receive 70% of the total evaluation on a continuous basis based on attendance, preparation, effort, and work in class. 30% is based on an exam (simultaneous translation of a speech of approximately 10 minutes from French into Slovak). Credits will not be awarded to students who receive less than 60% of the total evaluation. Two absences are allowed.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1), Slovak language at mother tongue level
1. Information about the profession of conference interpreter (practical experience, skills, knowledge, and code of ethics), 2. Principles of interpreter training, 3. Information on the main principles of simultaneous interpreting. 4. Collaboration with a colleague in the booth. 5. Neutralization, anticipation, segmentation. 6. Substitution, expansion, téléscopage. 7. Working with décalage. 8. The most common mistakes in the booth 9. Distance from the speaker. 10. Working with information sources in the booth (glossaries, databases) 11. Preparing for interpreting presentations. 12. Specifics of simultaneous interpreting from a letter
Scale of assessment (preliminary/final): 70/30
The student can simultaneously interpret, i.e., reproduce into Slovak, a French text of up to 15 minutes logically and without too much hesitation (text characteristics: generally known topics, sometimes specialised knowledge is needed, simple and complex logical structure, many elements that allow visualisation, natural pace of speech, quite a lot of factual information). The student has practice in the booth and knows how to behave in it (use of console and microphone, cooperation, avoiding filler words, regulating voice, tone, breathing, and controlling other extra-linguistic factors).
- Makarová, V.: Tlmočenie, hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul 2004
- Keníž, A.: Úvod do komunikačnej teórie tlmočenia. Bratislava: Univerzita Komenského 1980
- Vertanová, Silvia - Andoková, Marcela - Štubňa, Pavol - Moyšová, Stanislava: Tlmočník ako rečník : učebnica pre študentov tlmočníctva. - 1. vyd. - Bratislava : Univerzita Komenského,2015. - 231 s.
- Gilles Andrew, Note-taking for Consecutive Interpreting: A Short Course (Translation Practices Explained), Routledge; 1st edition (April 10, 2014)
Students will be given supplementary reading during the semester.
The student will receive 70% of the total evaluation on a continuous basis based on attendance, effort, classroom activity, and preparation of oral speeches. 30% of the evaluation will be awarded for the exam. The exam consists of interpreting a speech of up to three minutes from French into Slovak. Credits will not be awarded to students who receive less than 60% of the total evaluation. Two absences are allowed.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1), Slovak language at mother tongue level, English language for understanding the recommended literature.
1. Principles of simultaneous interpreting of letters 2. analysis of written texts and their subsequent reinterpretation 3. memory exercises (reinterpretation of complete French texts of 2-3 minutes into Slovak) 4. memory exercises from Slovak into French, 5. practice of capturing and reproducing the main outline of the text, 5. learning mnemonic techniques, 6. Main principles of interpreting notation, 7. Analysis of interpreting notation. 8. Practicing mnemonic techniques, 9. Practice in simultaneous interpreting of letters. 10. Specifics of interpreting presentations, 11. Improving oral expression in Slovak, 12. Improving oral expression in French
Scale of assessment (preliminary/final): 70/30
Based on the interpreter's notation, the student can reproduce a French text of up to three-minutes duration into Slovak logically and without much hesitation (characteristics of the text: a generally known topic, no specialised knowledge required, simple logical structure, many elements that allow visualisation, natural pace of speech, little factual information).
Čeňková, I. a kol.: Teorie a didaktika tlumočení, Ústav translatologie FF Univerzity Karlovy, Praha 2001
Valéria Sviežená: Konzekutívne tlmočenie z jazyka francúzskeho. 1. vyd. Bratislava , Univerzita Komenského, 1982
- Djovčoš, Martin - Šveda, Pavol: Mýty a fakty o tlmočení a preklade na Slovensku, ISBN: 978-80-224-1566-8, Bratislava: Vydavateľstvo Veda, 2017
- Makarová, V.: Tlmočenie, hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul 2004
- Vertanová, Silvia - Andoková, Marcela - Štubňa, Pavol - Moyšová, Stanislava: Tlmočník ako rečník: učebnica pre študentov tlmočníctva. - 1. vyd. - Bratislava : Univerzita Komenského,2015. - 231 s.
Students will receive supplemental literature during the semester.
Attendance (two documented absences allowed, preparedness for class), preparation of oral speeches, two assessed performances during the semester (interpreting a French speech of up to 4 minutes into Slovak) = 70%; exam (30% of the evaluation) – interpreting two speeches (FR into SK and vice versa) of up to 4 minutes.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1) Slovak language at the level of mother tongue, Czech language for understanding the recommended literature.
1. Practicing consecutive interpreting from French language to Slovak language. 2. Transition to interpreting into French by interpreting speeches at the beginner's level. 3. The issue of distancing oneself from the mother tongue and avoiding calques. 4. Interpreting speeches from French into Slovak (intermediate level). 5 Expanding vocabulary through the preparation of glossaries. 6. Food security. 7. Agriculture 8. Environment and climate. 9. Simulated conference on a selected topic 10. Preparation and searching of parallel texts 11. Preparation of speeches 12. Preparation of glossaries
Scale of assessment (preliminary/final): 70/30
The student is able to use notation to logically and without too much hesitation reproduce into Slovak a French text of up to 4 minutes (characteristic of the text: topics related to the speeches interpreted during the semester (food security, agriculture, human rights, asylum policy); medium complexity of logical structure and argumentation, clear logical links, descriptive parts, proper names, figures, enumeration, faster pace of speech, factual information, rich vocabulary with idioms; need for preparation) and a speech of up to 3 minutes from Slovak into French (beginner level, natural pace of speech, generally known topic).
FELDEK, Ľubomír. Z reči do reči. Bratislava: Slovenský spisovateľ, 1977
MIKO, František. Aspekty prekladového textu. Nitra: UKF, Filozofická fakulta, 2011. ISBN
978-80-558-0010-3
POPOVIČ, Anton. Teória umeleckého prekladu. Bratislava: Tatran, 1975
ZAMBOR, Ján. Preklad ako umenie. Bratislava: Univerzita Komenského v Bratislave, 2000. ISBN 80-223-1407-2
FRANEK, Ladislav. Štýl prekladu a vývinovo-teoretická analýza slovenských prekladov Paula Claudela. Bratislava: Veda, 1997. ISBN 80-224-0466-7
MIHALKOVIČ, Jozef. Listové tajomstvá 1. Bratislava: F. R. & G., 2009. ISBN 978-80-85508-90-1
MIHALKOVIČ, Jozef. Listové tajomstvá 2. Bratislava: F. R. & G., 2012. ISBN 978-80-89499-10-6
POVCHANIČ, Štefan. Elements de versification. Základy verša a francúzskej metriky. Bratislava: Štátny pedagogický ústav, 2004.
Supplementary reading and French study texts will be presented at the beginning and during the semester in PDF format or on MS Teams.
The student will receive 100% of the total continuous evaluation based on the work on translations and interpretations of a poetic text, translation of the poetic text, and formulation of the poetics of translation. Credits will not be awarded to students who receive less than 60% of the total evaluation.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences with documentation.
French language at C1 level, Slovak language at native speaker level.
1. Specifics of poetic translation
2. Translation as interpretation
3. Theory and typology of the French verse in comparison with Slovak versology
4. Critical analysis of published translations of French poetry
5. Analysis and justification of adequate linguistic and figurative solutions in Slovak
6. Differences in the translation of poetry according to individual theories
7. Translation unit in the translation of poetry
8. Equivalence in poetry translation
9. Poet and translator, a translation pair
10. Approaches in translating poetry
11. Formulated poetics of the poet-translator
12. Practical translation of a poetic text continuously throughout the semester
Scale of assessment (preliminary/final): 100/0
Students have a basic knowledge of interpretation and ways of translating a poetic text into Slovak. They know how to navigate the field of French and Slovak versology. In the field of translation criticism, they know how to evaluate selected poetic texts independently and critically in the original language and in its translation. They can apply the acquired competences to their own attempts at translating a poetic text and to justify their chosen translation solutions.
Gile, D.: Regards sur la recherche en interprétation de conférence. Lille: Presses Universitaires de Lille 1995
ČEŇKOVÁ, Ivana (1988). Teoretické aspekty simultánního tlumočení.. AUC Philologica Monographia XCIX-1988, 209 s.
ČEŇKOVÁ, Ivana (2008): Základy simultánního tlumočení. Česká komora tlumočníku, Praha.
ŠTUBŇA, Pavol (2015): Základy simultánneho tlmočenia. Univerzita Komenského, Bratislava.
Attendance (two documented absences are allowed), preparation of oral speeches, two assessed performances (– interpreting a speech of up to nine minutes from French into Slovak) – 70%
Exam – interpreting a speech of twelve minutes from French into Slovak.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1) Slovak language at mother tongue level, Czech language (B1) for understanding the recommended literature.
1. Exercises to avoid syntactic calques 2. emphasis on delivery (pronunciation) and on appropriate distance 3. deepening the use of automatic interpreting 4. expanding vocabulary on selected topics 5. interpreting speeches on the following topics: education 6. international institutions 7. events in European and French political life 8. geopolitical and current issues 9. Preparation of simulated conferences (60-minute blocks of interpretation). 10. Preparation of materials and glossaries 11. Interpreting of presentations. 12. Strengthening mental stamina.
Scale of assessment (preliminary/final): 70/30
The student is able to simultaneously translate a speech of nine minutes maximum from French into Slovak (characteristics of the text: topic related to the speeches interpreted during the semester, requiring a certain degree of specialised knowledge, logical structure and argumentation, abstract elements, multiple points of view on the issue, argumentative structure, proper nouns, natural pace of speech, factual information, necessary preparation) without too much omitting and pausing, and without committing major errors in the semantic interpretation of the text (contresens – the opposite of what the speaker said, adding and inventing information).
ČEŇKOVÁ, Ivana (1999). Tlumočení do cizího jazyka aneb tzv. „retour“. In: Plutko, Pavol
(ed.). Preklad a tlmočenie. Banská Bystrica: Filologická fakulta Univerzity Mateja Bela, s. 237-
242.
ČEŇKOVÁ, Ivana (1988). Teoretické aspekty simultánního tlumočení.. AUC Philologica Monographia XCIX-1988, 209 s.
ČEŇKOVÁ, Ivana (2008): Základy simultánního tlumočení. Česká komora tlumočníku, Praha.
ŠTUBŇA, Pavol (2015): Základy simultánneho tlmočenia. Univerzita Komenského, Bratislava.
Attendance (two documented absences allowed), active preparation for class, preparation of oral presentations (a minimum of two), two assessed performances (interpreting a speech of up to 10 minutes from French into Slovak and a speech of up to 7 minutes from Slovak into French – parallel text) = 70%
Exam (simultaneous interpreting FR/SK and vice versa, i.e., interpreting a speech of up to 10 minutes from French into Slovak and a speech of up to 7 minutes from Slovak into French – parallel text) = 70%
Grading scale:
A - 100% - 92%
B - 91% - 82%
C - 81% - 74%
D - 73% - 67%
E - 66% - 60%
French language (C1) Slovak language at mother tongue level, Czech language (B1) for understanding the recommended literature.
1. Gradual transition to interpreting from Slovak into French. 2. Searching, processing, and preparation of parallel texts. 3. Exercises for avoiding interpreting with calques. 4. Using and interpreting idiomatic expressions (FR/SK language combination) 5. Using and interpreting idiomatic expressions (SK/FR language combination) 6. Vocabulary expansion and rephrasing 7. Preparation of glossaries and terminology lists. 8. Working with digital resources in the booth 9. Interpreting a political speech (FR to SK) 10. Interpreting a political speech (SK to FR) 11. Introduction to virtual interpreting (remote, online) 12. Strategies for remote interpreting
Scale of assessment (preliminary/final): 70/30
The student is able to simultaneously translate from French into Slovak a speech of up to 9 minutes (characteristics of the text: topics related to the speeches interpreted during the semester, requiring a certain degree of specialised knowledge, logical structure and argumentation, abstract elements , multiple points of view on the issue, argumentative structure, proper nouns, natural pace of speech, factual information, preparation required) and a speech of up to 7 minutes from Slovak to French (beginner level – a generally known topic, linear structure, elements facilitating visualisation, no preparation required) without too much omitting and pausing, and without committing major errors in semantic interpretation of the text (contresens – the opposite of what the speaker said, adding and inventing information).
Literature recommended during Bachelor's and Master's studies in relevant subjects.
The student will pass all three parts of the state exam (translation, interpretation, and grammatical analysis of a French text), which make up 100% of the overall evaluation. Credits for the final exam will not be awarded to students who receive less than 60 % of the evaluation on every separate part of the exam. The final evaluation will be obtained based on the average calculated from all parts of the exam.
Grading scale: 100-90: A, 89-85: B, 84-75: C, 74-70: D, 69-60: E, 59-0: FX.
French language, Slovak language
1. Written translation of a short French essay into Slovak
2. Consecutive interpreting with the help of notation – a French text of four minutes
3. Analysis of French morphosyntactic phenomena in the translated essayistic text and their use in everyday communication
Scale of assessment (preliminary/final): 0/100
The graduate of the state exam will demonstrate the ability to translate into Slovak a short French essay on the spot, the topic and character of which is related to the texts translated during the studies. The student will submit the edited and stylistically corrected text in standard Slovak.
The graduate of the state exam will demonstrate the ability to consecutively interpret, without hesitation orally reproduce a French text of up to four minutes into Slovak, the subject matter and character of which is related to the texts interpreted during the studies.
The graduate of the state exam will demonstrate the ability to use grammatical and syntactic analysis of selected linguistic phenomena in a short French essayistic text and will also demonstrate the ability to analyse their complexity and specificity in the context of translation into Slovak.
Secondary literature recommended during bachelor and master studies in relevant subjects and obligatory source literature according to the lists published in the individual years.
The student will pass both parts of the state exam (history of literature, culture and civilization of France), the evaluation of which constitutes 100% of the overall evaluation. Credits for the final exam will not be awarded to students who receive less than 60 % of the evaluation on every separate part of the exam. The final evaluation will be obtained based on the average calculated from all parts of the exam.
Grading scale: 100-90: A, 89-85: B, 84-75: C, 74-70: D, 69-60: E, 59-0: FX.
French language, Slovak language
Overview of the development of French literature in the 19th and 20th centuries, major literary movements, and key authors; brief overview of the historical development and cultural history in the territory of present-day France and European Francophone countries from their origins to the present.
Scale of assessment (preliminary/final): 0/100
The student who passes the state exam demonstrates knowledge of 19th and 20th century French literary history and the culture and civilization of France within the required scope specified in the theses for the state exam corresponding to the scope of the material covered in the courses or designated for individual study. The state exam also includes mastery of the source literature specified in the individual courses throughout the course of study.
BEDNÁROVÁ, Katarína. Rukoväť dejín prekladu na Slovensku 2. (Situácia slovenského umeleckého prekladu v 20. storočí) [online]. Bratislava: Univerzita Komenského, 2015 [cit. 2021-10-23]. Prístupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/krom/Dejiny_prekladu_2.pdf
STEINER, George. Po Bábelu. Praha: Triáda, 2010. ISBN 978-80-87256-38-
VILIKOVSKÝ, Ján. Preklad ako tvorba. Bratislava: Slovenský spisovateľ 1984
A selection of additional secondary literature, supplementary literature and French study texts will be presented at the beginning and during the semester in PDF format or on MS Teams depending on the choice of texts to be translated.
The student will receive 100% of the total continuous evaluation for the work on their own translation and on interpretations of the analysed texts, for the formulation of a poetics of translation and the production of accompanying texts. Credits will not be awarded to students who receive less than 60% of the total evaluation.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences with documentation.
French language at C1 level, Slovak language at native speaker level, Czech language at B1 level for understanding the study literature.
1. Discussion on the selection of a literary text for translation (poetry, prose, drama)
2. Contextualization of translation in French literature
3. Contextualization of translation in Slovak literature
4. Cultural context
5. Interpretation of the text
6. Grammatical and stylistic analysis of the text
7-10. Creation and editing of a translation
11.-12. Creation of accompanying texts (about the author, the translated work, information for the reader, an annotation for an editing catalogue, an advertising text, a translator's afterword/commentary)
Scale of assessment (preliminary/final): 100/0
This course is designed as a translation studio for students on graduate level who have a dedicated interest in literature. Students use the knowledge gained from comparative morpho-syntax, in-depth vocabulary study, the study of French literature, and experience in translating literary texts (Proseminar of Literary Translation, Translation Seminar 1, and others) so that they can independently master a complete translation of a challenging literary text into their mother tongue in the context of the original text and Slovak literature, or in the context of the history of translation. The work also includes the production of accompanying texts intended for the publication of a translation or as a translation offer publishing houses, which they can conceive and edit. The selection of texts for translation is organized according to students' articulated interest in particular literary genres (prose, poetry, drama). The selection is then focused on the one chosen literary genre. After successfully completing the course, students can independently select, translate, and offer a text to a publishing house.
VANTUCH, Anton, POVCHANIČ, Štefan, KENÍŽOVÁ-BEDNÁROVÁ, Katarína, ŠIMKOVÁ, Soňa: Dejiny francúzskej literatúry. BRATISLAVA: Causa editio, 1995 ISBN 80-85533-14-6
HARPÁŇ, Michal: Teória literatúry. Bratislava: Tigra, 2004. ISBN 80-88869-37-4 80-88869-36-6
FERENČÍK, Ján: Kontexty prekladu. Bratislava: Slovenský spisovateľ,1982. ISBN: 12-72-075-82,
POPOVIČ, Anton: Teória umeleckého prekladu. Bratislava: Tatran, 1975
ZAMBOR, J.: Preklad ako umenie. Bratislava: Univerzita Komenského, 2000 ISBN 80-223-1407-2
MOUSSINAC, Léon: Divadlo od počiatku po naše dni. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1965; preložil Ján Boor.
FISCHER-LICHTE, Erika:Dejiny drámy. epochy identity v divadle od antiky po súčasnosť, preložil Adam Bžoch. Bratislava: Divadelný ústav, 2003 ISBN 80-88987-47-4
PAVIS, Patrice: Dictionnaire du Théâtre. Termes et concepts de l'analyse théâtrale: Paris: Sociales, 1980 ISBN 2-209-05397-8
The student will receive 50% of the total evaluation on a continuous basis based on a written analysis of a translation (comparison of the original text and the translation of the play) and the student's own translation; 50% of the grade will consist of a final translation of the play/part of the play and an oral/written interpretation of the text of the play and the student's own translation solutions. Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
Two excused absences are accepted.
1. Theory of dramatic forms and genres
2. Differences in translating prose, drama, and poetry
3. French dramatic works: historical overview and typological characteristics
4. Structure of the dramatic text
5. Critical analysis of Slovak and foreign translations of French plays of classical period, or of 19th and 20th century
6.-7. Individual translation of a specific contemporary dramatic text of 10 pages into Slovak with commentary.
8.-11. Individual translation of a dramatic text from an earlier period (interwar works, 19th century)
12. Final translation of a prosaic dramatic text from French into Slovak
Scale of assessment (preliminary/final): 50/50
The student can critically evaluate the translation practices employed by various translators in translating a contemporary French dramatic text into Slovak. At the same time, the student can assess translation solutions in plays from earlier periods (19th century, classicism, verse dramas) and to translate contemporary and older prose dramatic texts practically. Critical analysis results in the design of one's own conception of translation and one's own translation of a dramatic text or several dramatic texts from different periods.
The lector works with materials (different types of texts, exercises, films, recordings) that are related to the topic at hand and are aimed at greater or lesser competence difficulty. It is not necessary to study the literature.
The student will receive 100 points of the overall continuous evaluation based on work in class, participation in conversational topics, regular submission of homework, preparation for class, and conversation review tests on the material covered in the oral parts.
Credits will not be awarded to students who receive an overall evaluation of less than 60 points based on the average calculated from the work in class, homework, and review tests.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The teacher will announce the dates of the individual review tests in advance, during the course.
French language (level C1)
The teacher updates the conversational topics periodically, but generally draws from the conversational topics listed below:
1. Beauty and health
2. Art and taste
3. Relationships in the workplace
4. Technology and inventions
5. Travel
6. Climate change and nature conservation
7. Responsibilities vs. hobbies
8. Family relations, etc.
Scale of assessment (preliminary/final): 100/0
The seminar is conducted with a French lector and aims at practicing students' oral presentation. After successfully completing the course, the student is proficient in a variety of conversational topics, has a broader vocabulary, and has practical knowledge of the proper functioning of the language in casual and professional conversation. After completing the seminar, the student has greater confidence in speaking and can engage in conversation.
- Djovčoš, Martin - Šveda, Pavol: Mýty a fakty o tlmočení a preklade na Slovensku, ISBN: 978-80-224-1566-8, Bratislava: Vydavateľstvo Veda, 2017
- Makarová, V.: Tlmočenie, hraničná oblasť medzi vedou, skúsenosťou a umením možného. Bratislava: Stimul 2004
- Vertanová, Silvia - Andoková, Marcela - Štubňa, Pavol - Moyšová, Stanislava: Tlmočník ako rečník : učebnica pre študentov tlmočníctva. - 1. vyd. - Bratislava : Univerzita Komenského,2015. - 231 s.
- Gilles Andrew, Note-taking for Consecutive Interpreting: A Short Course (Translation Practices Explained), Routledge; 1st edition (April 10, 2014)
Students will receive supplemental literature during the semester.
The student will receive 70% of the overall evaluation on a continuous basis based on attendance, effort, work in class, preparation of oral speeches (a minimum of 2), 30% of the evaluation consists of an exam (the interpreting of a speech of 3 or 4 minutes from French into Slovak). Credits will not be awarded to students who receive less than 60% of the overall evaluation. Two absences will be allowed.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French language (C1) Slovak language at the level of mother tongue, English language for understanding the recommended literature.
1. Preparation of glossaries – economics + speeches on the topic, 2. Preparation of glossaries – finance + speeches on the topic, 3. Preparation of glossaries – environment + speeches on the topic, 4. Preparation of glossaries – health and medicine + speeches on the topic, 5. Preparation of glossaries – law + speeches on the topic, 6. Liaison interpreting, 7. Practice and analysis of interpreting notation, 8. Speech connectors, their notation and interpretation, 9. Established idioms and the problem of their translation into Slovak, 10. Established idioms and the problem of their translation into French, 11. Simultaneous interpreting from a letter (FR to SK), 12. Simultaneous interpreting from a letter (SK to FR)
Scale of assessment (preliminary/final): 70/30
The student can reproduce a French text up to five minutes long without and with notation, logically, and without much hesitation (text characteristics: well-known topics, specialized texts that require knowledge of specific terminology, complex logical structure, many elements and figures that allow visualization, a natural or a faster pace of speech, a large amount of factual information, eye contact, other extra-linguistic factors, control of stress factors). The student knows the basic principles of consecutive interpreting, can evaluate the difficulty of a speech, recognises the different language registers, and knows how to use the correct language register.
- BENKO, Vladimír a kol. Webové korpusy Aranea učebnica pre učiteľov cudzích jazykov, prekladateľov, tlmočníkov, filológov a študentov filologických odborov. Bratislava: Univerzita Komenského, 2019. ISBN 978-80-223-4663-4.
- ČERMÁK, František. Korpus a korpusová lingvistika. Praha: Univerzita Karlova, nakladatelství Karolinum, 2017. ISBN 978-80-246-3710-5.
- ČERMÁK, Petr a NÁDVORNÍKOVÁ, Olga. Románské jazyky a čeština ve světle paralelních korpusů. Praha: Univerzita Karlova, 2015. ISBN 978-80-246-2872-1.
- POUDAT, Céline a LANDRAGIN, Frédéric. Explorer un corpus textuel méthodes, pratiques, outils. Louvain-la-Neuve: De Boeck, 2017. ISBN 978-2-8073-0563-2.
- ŠIMKOVÁ, Mária a kol. Slovenský národný korpus texty, anotácie, vyhľadávanie. Bratislava: Jazykovedný ústav Ľudovíta Štúra SAV, 2017. ISBN 978-80-88814-98-6.
Supplemental readings will be presented at the beginning and throughout the semester.
Additional study materials required for individual seminars are available in MS TEAMS.
a) during the semester, the student will receive 50 points of the overall evaluation on a continuous basis based on active participation in class, preparation of assignments and exercises in the Aranea language corpora as well as other required work in the seminar that arises from the material covered,
b) in the examination period, the student will receive 50 points for the final written work based on the work with the corpus and the analysis of the search results. The student will submit this work in the examination period. The student will be given a choice of topic to work on as instructed by the teacher in the examination period. The topics of the written work are updated regularly.
Credits will not be awarded to students who receive less than 60 points of the overall evaluation based on the average calculated from the work class and the final written paper.
Grading scale:
100-90: A
89-85: B
84-75: C
74-70: D
69-60: E
59-0: FX
The teacher will accept a maximum of two absences.
The date and topics of the final work will be announced through AIS no later than in the last week of the instruction period.
rench language (C1), Slovak language, Czech language (B1) for understanding the recommended literature.
1. The French article and its symptomatic use: analysis of the context of the occurrence of article and the production of comparative materials
2. Creation of translation exercises
3. Adjective position and change of meaning
4. Working with the Slovak corpus: comparison/translation
5. Gender and change of noun meaning, creation of semantic fields through collocations, preparation of didactic materials
6. French past tenses in translation into Slovak
7. The question of verbal aspect, observation of adverbs and verbs
8. Verb and preposition (creation of glossaries of prepositional constructions with verb and observation of their meanings, use of multilevel frequency distribution, preparation of didactic materials)
9. Analysis of the occurrence of neologisms and anglicisms in the Slovak and French corpus
10. Substandard vocabulary in French
11. Analysis of established phrases in French
12. Creation of glossaries of idioms, translation exercises, preparation of didactic materials
Scale of assessment (preliminary/final): 50/50
After successfully completing the course, the student can work independently with the Aranea language corpora, focusing on French and Slovak, but may extend the corpus work to other languages given that they have acquired basic universal skills with the tool. They may also use the acquired knowledge when working with other electronic language corpora.
Working with the Aranea corpora is aimed at deepening the knowledge and skills in the context of practical proficiency in the French language, so the student sees the corpus as a very good tool in the work of a translator/interpreter (creating glossaries, checking phenomena in context, comparing translation solutions in the corpus, etc.), as well as in the work of a foreign language teacher, where the language corpus has a variety of uses (creating exercises, illustrative material, reflexive grammar, etc.).
Taraba, J.: Prekladový seminár z francúzskeho jazyka. 2. vyd., Bratislava, UK, 1995.
Echaudemaison, C. et al.: Dictionnaire d´économie et des sciences sociales. Paris, Nathan 1996
Gilbert, P.: Dictionnaire des mots contemporains. Les Usuels du Robert 2013. Paríž, 2013
Le Nouveau Petit Robert, Dictionnaires Le Robert, Paríž 2013
Hrehovčík, T.: Prekladateľské minimum, Iris, Bratislava: 2006
Active attendance and preparation of translations during the semester (50% of the evaluation), written translation exam (50% of the evaluation – translation of a text of four pages minimum from French into Slovak, which will be thematically related to the texts translated during the semester, with justification of individual translation solutions). Two absences are allowed.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French (C1) Slovak language at mother tongue level
1. Development of translation skills. 2. Working with primary and secondary sources of information in search for the optimal translation solution and its meta-linguistic justification. 3. Specific features of the French and Slovak language used in mass media. 4. Current political and social events in Francophone countries – France, 5. Current political and social events – Canada, 6. Current political and social events – Belgium 7. Current political and social events – Maghreb, 8. Current and political events – Francophone Africa region. 9. internal politics of France, 10. Foreign policy of France, 11. culture 12. Relations between Slovakia and Francophone countries
Scale of assessment (preliminary/final): 50/50
The student can understand, interpret, and translate a journalistic text correctly thanks to the various tools they can use (paper dictionaries, on-line databases, parallel texts, websites), The student is well acquainted with the issues of translation work.
Francúzsko-slovenský a slovensko-francúzsky právnický slovník, Ministerstvo spravodlivosti SR a Veľvyslanectvo Francúzskej republiky na Slovensku, Bratislava 2005
Larišová, M.: Francouzsko-český a česko-francouzský právnický slovník, A. Čeněk, Plzeň 2008
Králik, J. a Grúň, Ľubomír: Malý slovník finančného práva pre právnikov, Bratislava, 1998
Martin Janku a kol., Základy práva pre poslucháčov neprávnických fakúlt, C.H. Beck, 2012
Moyšová, S.: Preklad právnych textov z francúzštiny. Univerzita Komenského, Bratislava: 2019
Active attendance and preparation of translations during the semester (50% of the evaluation); exam (50% of the evaluation – translation of a text of four pages minimum from French into Slovak, which will be thematically related to the texts translated during the semester, with justification of individual translation solutions). Two absences are allowed.
Grading scale:
A - 100 % - 92 %
B - 91 % - 82 %
C - 81 % - 74 %
D - 73 % - 67 %
E - 66 % - 60 %
French (C1) Slovak language at mother tongue level
Students develop their translation skills and the ability to work with primary and secondary sources of information in search for an optimal translation solution. They become acquainted with the specifics of legal texts, their stylistics and terminology, as well as with the characteristics of the French and Slovak legal systems and with the documents encountered by a court translator in their work. Topics: 1. criminal law, 2. civil law, 3. commercial law, 4. family law, 5. legal proceedings 6. official documents, 7. lease contract 8. Sales and purchase agreement 9. police reports 10. insurance industry 11. indictment 12. judgment
Scale of assessment (preliminary/final): 50/50
Thanks to their knowledge of the French legal system and various tools they can use (paper dictionaries, online databases, parallel texts, websites), the student is able to correctly understand, interpret and translate a legal text, while being well acquainted with the work of a translator of legal texts.
2 hours of practice per week (90 minutes) for 12 weeks per semesters.
The seminar takes place on site.
Crystal, D. (2019). The Cambridge encyclopedia of the English language. Cambridge University Press.
Dovchin, S. (2020). Language, Social Media and Ideologies. Springer.
Page, R., Barton, D., Lee, C., Unger, J. W., & Zappavigna, M. (2022). Researching Language and Social Media. A Student Guide. (2nd ed.). Routledge. https://doi.org/10.4324/9781003121763-1
Xie, C., Yus, F., & Haberland, H. (2021). Approaches to Iinternet Pragmatics: Theory and Practice. John Benjamins Publishing Company.
More journal articles will be distributed during the semester
Ongoing assessment (coursework):
10% activity and class participation
35% continuous assignments
Final assessment (in the exam period):
55% final project
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR). The course is open to Master's students.
Maximum of 15 students
(Note: some topics are covered in several weeks)
1. Communication and the New Media
2. Language and the Internet
3. Social Media
4. Qualitative Internet Research Methods
5. Ethnographic and Sociolinguistic Approaches to Internet Research
6. Quantitative Methods of Internet Research
7. Analysis of Online Discourse
Grading scale:
A - 92 to 100%
B - 84 to 91%
C - 76 to 83%
D - 69 to 75%
E - 60 to 68%
FX (failed, no credits awarded) < 60%.
Max. 2 absences allowed
Violations of academic ethics will be sanctioned by grade lowering including the filing of a petition for disciplinary action, depending on the level of severity.
The course introduces linguistic methods and focuses on analyses of language in the digital space, especially on social media platforms. Students will become familiar with current research, review case studies, and conduct their own analyses of linguistic phenomena in online space using methods of their own choosing. The course also covers digital discourse analysis, sociolinguistic models, language change in digital environments, and ethical aspects of online research.
Upon successful completion of this course, the student will be able to:
1. understand the theoretical frameworks of linguistic research in the context of the Internet and apply them to the analysis of language on social networks
2. use different research methods to analyse digital communication not only for academic purposes
3. analyse the linguistic and sociolinguistic variables present in social media interactions
4. critically evaluate the ethical considerations associated with social media research
5. to develop an independent research project on specific aspects of language use on the Internet
2 hours of practice per week (90 minutes) for 12 weeks per semesters.
The seminar takes place on site.
Crystal, D. (2019). The Cambridge encyclopedia of the English language. Cambridge University Press.
Dovchin, S. (2020). Language, Social Media and Ideologies. Springer.
Page, R., Barton, D., Lee, C., Unger, J. W., & Zappavigna, M. (2022). Researching Language and Social Media. A Student Guide. (2nd ed.). Routledge. https://doi.org/10.4324/9781003121763-1
Xie, C., Yus, F., & Haberland, H. (2021). Approaches to Iinternet Pragmatics: Theory and Practice. John Benjamins Publishing Company.
More journal articles will be distributed during the semester
Ongoing assessment (coursework):
10% activity and class participation
35% continuous assignments
Final assessment (in the exam period):
55% final project
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR). The course is open to Master's students.
Maximum of 15 students
(Note: some topics are covered in several weeks)
1. Communication and the New Media
2. Language and the Internet
3. Social Media
4. Qualitative Internet Research Methods
5. Ethnographic and Sociolinguistic Approaches to Internet Research
6. Quantitative Methods of Internet Research
7. Analysis of Online Discourse
Grading scale:
A - 92 to 100%
B - 84 to 91%
C - 76 to 83%
D - 69 to 75%
E - 60 to 68%
FX (failed, no credits awarded) < 60%.
Max. 2 absences allowed
Violations of academic ethics will be sanctioned by grade lowering including the filing of a petition for disciplinary action, depending on the level of severity.
The course introduces linguistic methods and focuses on analyses of language in the digital space, especially on social media platforms. Students will become familiar with current research, review case studies, and conduct their own analyses of linguistic phenomena in online space using methods of their own choosing. The course also covers digital discourse analysis, sociolinguistic models, language change in digital environments, and ethical aspects of online research.
Upon successful completion of this course, the student will be able to:
1. understand the theoretical frameworks of linguistic research in the context of the Internet and apply them to the analysis of language on social networks
2. use different research methods to analyse digital communication not only for academic purposes
3. analyse the linguistic and sociolinguistic variables present in social media interactions
4. critically evaluate the ethical considerations associated with social media research
5. to develop an independent research project on specific aspects of language use on the Internet
Form: seminar
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 26
Study method: full-time
BÁZLIK, Miroslav. Porovnávacia gramatika anglického a slovenského jazyka 1. Bratislava:
Univerzita Komenského, 1991. ISBN 80-223-0146-9.
BÁZLIK, Miroslav a Alžbeta KUBIŠOVÁ. Porovnávacia gramatika anglického a slovenského
jazyka 2. Bratislava: Univerzita Komenského, 1991. ISBN 978-80-223-2620-9.
Strana: 2
BÁZLIK, Miroslav a Jolana MIŠKOVIČOVÁ. Pravidlá výslovnosti britskej a americkej
angličtiny, Bratislava: IURA Edition, 2012. ISBN 978-80-8078-447-8.
BIBER, Douglas, et al. Longman Student Grammar of Spoken and Written English.
Harlow: Pearson Education, 1999. ISBN 978-0-521-02411-2.
LANČARIČ, Daniel: English Lexicology. Theory and Exercises. Numbrecht: Kirsch-Verlag,
2016. ISBN 978-3-943906-25-7.
MATTIELO, Elisa. Extra-Grammatical Morphology in English : Abbreviations, Blends,
Reduplicatives, and Related Phenomena. De Gruyter Mouton. 2013. Dostupné na: EBSCOhost
Web – eBook Academic Collection.
Additional material will be distributed during the semester
Students need to have attended the courses on phonetics and phonology, morphology, syntax, lexicology
During the course, students will be continuously evaluated for classroom activity and completion of assignments (50%) At the end of the semester, students will hand in or present their research project (50%).
59 points or less.
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Language typology, phonetic and phonological comparisons: the differences between the individual syllables, intonation, and accent; morphological comparisons: word types and their categories, syntactic
comparisons: sentence structure, word order; lexical comparisons: false friends, idioms. Students will
observe correspondences and differences between the languages studied and instances of interference in the target language.
1. Introduction to comparative and contrastive linguistics and its application in practice
2. Phonetic and phonological properties of languages
3. Orthographic properties of languages
4. Morphological properties of languages
5. Syntactic properties of languages
6. Lexical properties of languages
7. Pragmatic properties of languages
8. Creating a research project
9. Working on a research project
You must have at least 60 points to pass. Credit will not be awarded to students with 59 points or less.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A
Maximum of two absences.
50/50 weighting of midterm/final grades (%).
Improving and extending knowledge of the systemic differences between English and another language at
phonetic, phonological, morphological, syntactic and lexical levels. Students learn how to selecet and analyze the similarities and differences between English and another chosen language. Through individual and group activities, and project based learning, they learn how to approach and critically evaluate issues in their chosen languages.
Form: seminar
Recommended length of teaching (in hours):
Weekly: 2 Over the study period: 26
Study method: full-time
BÁZLIK, Miroslav. Porovnávacia gramatika anglického a slovenského jazyka 1. Bratislava:
Univerzita Komenského, 1991. ISBN 80-223-0146-9.
BÁZLIK, Miroslav a Alžbeta KUBIŠOVÁ. Porovnávacia gramatika anglického a slovenského
jazyka 2. Bratislava: Univerzita Komenského, 1991. ISBN 978-80-223-2620-9.
Strana: 2
BÁZLIK, Miroslav a Jolana MIŠKOVIČOVÁ. Pravidlá výslovnosti britskej a americkej
angličtiny, Bratislava: IURA Edition, 2012. ISBN 978-80-8078-447-8.
BIBER, Douglas, et al. Longman Student Grammar of Spoken and Written English.
Harlow: Pearson Education, 1999. ISBN 978-0-521-02411-2.
LANČARIČ, Daniel: English Lexicology. Theory and Exercises. Numbrecht: Kirsch-Verlag,
2016. ISBN 978-3-943906-25-7.
MATTIELO, Elisa. Extra-Grammatical Morphology in English : Abbreviations, Blends,
Reduplicatives, and Related Phenomena. De Gruyter Mouton. 2013. Dostupné na: EBSCOhost
Web – eBook Academic Collection.
Additional material will be distributed during the semester
Students need to have attended the courses on phonetics and phonology, morphology, syntax, lexicology
During the course, students will be continuously evaluated for classroom activity and completion of assignments (50%) At the end of the semester, students will hand in or present their research project (50%).
59 points or less.
Participation in the course requires at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Language typology, phonetic and phonological comparisons: the differences between the individual syllables, intonation, and accent; morphological comparisons: word types and their categories, syntactic
comparisons: sentence structure, word order; lexical comparisons: false friends, idioms. Students will
observe correspondences and differences between the languages studied and instances of interference in the target language.
1. Introduction to comparative and contrastive linguistics and its application in practice
2. Phonetic and phonological properties of languages
3. Orthographic properties of languages
4. Morphological properties of languages
5. Syntactic properties of languages
6. Lexical properties of languages
7. Pragmatic properties of languages
8. Creating a research project
9. Working on a research project
You must have at least 60 points to pass. Credit will not be awarded to students with 59 points or less.
Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A
Maximum of two absences.
50/50 weighting of midterm/final grades (%).
Improving and extending knowledge of the systemic differences between English and another language at
phonetic, phonological, morphological, syntactic and lexical levels. Students learn how to selecet and analyze the similarities and differences between English and another chosen language. Through individual and group activities, and project based learning, they learn how to approach and critically evaluate issues in their chosen languages.