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.
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, 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.
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.
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.
WUYTS, Ann. Nederlands voor gevorderde anderstaligen deel 2. Acco, Leuven. ISBN
9789462927704. VAN BAALEN, Christine. Zakelijke communicatie. NCB Uitgevers. ISBN
9789055176090. PALMER, Emily and Miranda VAN T HOUT. Nederlands naar Perfectie, Bussum:
Coutinho, 2015. ISBN 9789046904527. PALMER, Emily. 77 Puntjes op de i. Bussum: Coutinho,
2019. ISBN 9789046906675. ROYEAERD, Sofie. et al. MOOC NVT Voor Anderstaligen.
Online. https://www.phil.muni.cz/nvt/mooc-nederlands-voor-gevorderde-anderstaligen
WUYTS Ann. Nederlands voor gevorderde anderstaligen deel 1, Leuven: Acco, 2016. ISBN
9789462927704. Ihttps://universiteitvannederland.nl/ The provisional teaching text for the course is
MS TEAMS available. Students will be familiarised with the supplementary literature during the course.
(a) During the teaching part (continuous), the student will pass 2 tests, each worth 25 points of total The student will take one of the following tests for a total of 25 points of assessment.
b) During the examination period, students will take a written examination for 30 points. They take an oral examination for 20 points of assessment.
Admission to the examination is conditional on achieving a minimum of 30 points in the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Grading scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of class.
The student must achieve at least a 60% pass mark.
Slovak (B2), Dutch (C1)
Topic Language and culture
Intercultural communication
Practice of feedback, correcting
Presentation practice, presentation evaluation
Lecture genre and column
Education topic
Debating education
Expressing an opinion
Indirect speech
Weighting of the midterm/final assessment: 50/50 weighting of the midterm/final assessment.
Expansion of language skills to a higher level of professional communication using professional vocabulary and terminology. In work situations, students will have adequate language fluency.
Lexicographical aids of the Dutch Language Institute. [online]. © 2021 [cited 2021-10-29].
Available from: https://ivdnt.org/
Terminology Portal. [online]. © 2021 [cited 2021-10-29]. Available from: https://
terminologickyportal.sk/
Van Dale Groot Woordenboek der Nederlandse Taal [online]. © 2021 [cited 2021-10-29]. Available from:
Available from: https://www.vandale.nl/
Lexicographical aids of the Institute of Linguistics of the Ludovít Štúr Institute of Linguistics. [online]. ©2021 [cit.2021-10-29]. Available from: https://slovnik.juls.savba.sk/
NAAIJKENS, Ton et al. Denken over vertalen. Nijmegen: Vantilt, 2004. ISBN 978 94 6004 06 7.
VANDEWEGHE, Willy. Duoteksten. Gent: Academia Press, 2005. ISBN 9789038208497.
Students will be introduced to the supplementary literature during the course.
a) during the teaching part (on an ongoing basis) continuous preparation of analyses and translations of the assigned texts,
terminological glossaries, presentation and defence of the translation method - 10x10 points
b) In the examination period, submission of a portfolio of translated texts
Classification scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Violation of academic ethics will result in the cancellation of the points earned in the respective item
of the assessment.
Slovak (C1), Dutch (B2)
During all seminars the analysis and lexical-semantic interpretation of difficult
technical texts and practice of basic translation skills. The translated texts are professional and social science texts, 5 texts from Dutch, 5 texts into Dutch.
- Work with lexicographic aids,
- research methods,
- presentation of own concepts and solutions,
- discussion of equivalence.
100/0
The student will master working with text as a communication, strengthen translation skills in working with difficult professional and social science text. The student develops the ability to translate into Dutch using the tools of computer-assisted translation, machine translation and post-editing. The student is able to present and defend his/her translation practices, translation concepts and evaluate the quality of the translation.
PALMER, Emily and Miranda VAN T HOUT. Nederlands naar Perfectie, Bussum: Coutinho, 2015.
ISBN 9789046904527
PALMER, Emily. 77 Puntjes op de i. Bussum: Coutinho, 2019. ISBN 9789046906675
ROYEAERD, Sofie. et al. MOOC NVT Voor Anderstaligen. Online. https://www.phil.muni.cz/
nvt/mooc-nederlands-voor-gevorderde-anderstaligen
WUYTS Ann. Nederlands voor gevorderde anderstaligen deel 1, Leuven: Acco, 2016. https://
universiteitvannederland.nl/
The provisional teaching text for the course is available in MS TEAMS. With the supplementary literature will be
students will be familiarised with during the course.
(a) During the teaching part (continuous), the student will pass 2 tests, each worth 25 points of the total
The student will take one of the following tests for a total of 25 points of assessment.
b) During the examination period, students will take a written examination for 30 points. They take an oral examination for 20 points of assessment.
Admission to the examination is conditional on achieving a minimum of 30 points in the continuous assessment.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item
of the assessment.
Grading scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of class.
The student must achieve at least a 60% pass mark.
Slovak (B2), Dutch (C1)
Topic economics and business
Circular economy
Meetings and meetings: how to organise a working meeting
Business correspondence: formality and informality
Differences in professional communication between Flemish and Dutch companies
Writing a press release
Monologue and Elevator Pitch
Health and food topics
Creative writing
Complaint and criticism
Practicing lecture notes
Command method
Weighting of the midterm/final assessment: 50/50 weighting of the midterm/final assessment.
Expansion of language skills to a higher level of professional communication using professional vocabulary and terminology. Students will reach level C1 and have the opportunity to obtain the CNaVT Certificate, Dutch as a Foreign Language, the highest level. In work situations, they achieve adequate linguistic fluency.
Lexicographical aids of the Dutch Language Institute. [online]. © 2021 [cited 2021-10-29]. Available from: https://ivdnt.org/
Van Dale Groot Woordenboek der Nederlandse Taal [online]. © 2021 [cited 2021-10-29]. Available from: https://www.vandale.nl/
Van Dale Nederlands-Duits [online]. © 2021 [cited 2021-10-29]. Available from: https://www.vandale.nl/
JULS aids [online]. ©2021 [cited 2021-10-29]. Available from: https://slovnik.juls.savba.sk/
NAAIJKENS, Ton et al. Denken over vertalen. Nijmegen: Vantilt, 2004. ISBN 978 94 6004 06 7.
The supplementary literature on the Steunpunt Literair Vertalen recommendations, which are made available on the Mijn Nederlands portal, will be made available to students during the course.
a) during the teaching part (continuously) continuous preparation of the translation of the assigned literary texts, presentation of own translation concept, translation procedures, problems and solutions - 70 points
b) in the examination period the student submits a portfolio of the texts translated during the semester - 30 points
Classification Scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The teacher accepts max. 2 absences with documented evidence. Exam dates will be posted via AIS no later than the last week of class.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Slovak (C1), Dutch (B2)
During all seminars, the analysis and translation interpretation of literary texts and the practice of basic translation skills are carried out. Students present their own translation project at one of the seminars, defend their translation concept and translation solutions. During the seminars, work with lexicographic aids, methods of research, presentations of own concepts and solutions, discussions on equivalence are developed.
A brief outline of the topics covered in practical translation analysis:
1. Selection of a literary work for translation
2. Classification, analysis and interpretation of the work
3. Choosing a translation strategy
4. Identification of translation problems
5. Translation practices depending on the literary genre, context and nature of the text
6. Translation aids
7. Procedures of literary translation editing
8. Cooperation with the publisher and editor
9. Praxeology of literary translation - professional organisations and literary funds
10. Praxeology of literary translation - lifelong learning
11. Praxeology of literary translation - networking and presentation of translation on the book market
12. Criticism of literary translation
70/30
After completing the course, the student is able to analyse and interpret a literary text, linking knowledge of the literature of Dutch-speaking countries with the choice of an appropriate translation strategy. The student is able to place the source text in the literary canon, to work with different literary genres. Acquires translation skills and the ability to apply available translation aids effectively. Acquires basic experience in editing literary translation.
WUYTS, Ann. Nederlands voor gevorderde anderstaligen deel 2. Acco, Leuven. ISBN 9789462927704.
VAN BAALEN, Christine. Zakelijke communicatie. NCB Uitgevers. ISBN 9789055176090.
PALMER, Emily a Miranda VAN T HOUT. Nederlands naar Perfectie, Bussum: Coutinho, 2015. ISBN 9789046904527. PALMER, Emily. 77 Puntjes op de i. Bussum: Coutinho, 2019. ISBN 9789046906675. ROYEAERD, Sofie. et al. MOOC NVT Voor Anderstaligen. Online. https://www.phil.muni.cz/nvt/mooc-nederlands-voor-gevorderde-anderstaligen
WUYTS Ann. Nederlands voor gevorderde anderstaligen deel 1, Leuven: Acco, 2016. ISBN 9789462927704.
The provisional teaching text for the course is available in MS TEAMS. Students will be introduced to the supplementary literature during the course
a) During the teaching part (continuous) the student will take 2 tests, each worth 25 points of the total mark. b) In the exam period the students will take a written exam worth 30 points. They will take an oral examination for 20 points of assessment. Admission to the examination is conditional on achieving a minimum of 30 points in the continuous assessment.
Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
Grading scale:
100-90: A
89-80: B
80-72: C
72-66: D
66-60: E
60-0: FX
Instructors will accept a maximum of 2 absences with documented evidence. Examination dates will be posted via AIS no later than the last week of class. The student must achieve at least a 60% pass mark.
Slovak (C1), Dutch (C1)
1. Philosophy and ethics
2. Psychology
3. Law
4. Technology
50/50
Extend language skills to a higher level of professional communication using professional vocabulary and terminology. Students will reach level C2 and have the opportunity to obtain the CNaVT Certificate, Dutch as a Foreign Language, the highest level. In work situations, they achieve adequate linguistic fluency.
Van Dale Nederlands-Duits [online]. © 2021 [cited 2021-10-29]. Available from: https://
www.vandale.nl/
JULS aids [online]. ©2021 [cited 2021-10-29]. Available from: https://slovnik.juls.savba.sk/
Students will be introduced to supplementary literature during class, etc.
(a) During the teaching part (on an ongoing basis) continuous teamwork on the implementation of the translation 30 points
b) during the teaching part (continuous) continuous preparation of the translation part of the translation project and its presentation at one of the seminars, incorporation of the comments of the linguistic and technical editor - 70 points
Grading scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of classes of the teaching period.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Slovak (C1), Dutch (B2)
The aim of the course is to simulate a complete translation team project from translation assignment, through translation, editing, proofreading and publication. Familiarization with editorial, editing and translation tasks.
Brief outline of the course:
1. the study group will receive a translation assignment, which they will divide and individually translate
2. the team of translators divides up the tasks of the project, sets up a timetable and a method of evaluating the progress of the work
3., 4., 5., 6., 7., 8. in a collective review the students discuss optimal solutions
9. after the texts have been edited by the editor, the translation team consults the editor's interventions
11. individual translators incorporate the editor's interventions into the translations as part of the proofreading process
100/0
Upon completion of the course, the student will be able to work in a team on a larger and more complex translation assignment. The student is able to participate as a team member in the development of a translation concept, the unification of translation procedures, to cooperate with the language and technical editor, and to participate in the practical implementation of the publication. With team members, he/she is able to set up a work schedule and evaluate the progress of the work at the end of comprehensive work stages. Is able to place the source text in the sociocultural context of the source and target cultures. The student acquires basic experience in editing translation.
current recordings and texts (NRC - Handelsblad, NOS Nieuws, De Standaard, speech repository)
Educational materials at: https://www.vzdelavanietlmocnikov.sk/vzdel%C3%A1vacie-materialy
Educational materials at: https://knowledge-centre-translation-interpretation.ec.europa.eu/en
STAHL, Jaroslav. Čo sa odohráva v hlave tlmočníka. Teoretické otázky, praktické odpovede. Bratislav: IRIS, 2014. ISBN 9788089238989
KAUTZ, Ulrich. Handbuch Didaktik des Übersetzens en Dolmetschens, Goethe Institut/ Iudicium, München 2000. ISBN 978-3891294499
JONES, Roderick. Conference interpreting explained. Oxfordshire: Routledge, 1998. ISBN 9781900650571
KADRIC, Mira. Dolmetschen bei Gericht. Vieden: WUV, 2001. ISBN 978-3708902722
BEST, Johanna a Silvia KALINA. Ubersetzen und Dolmetschen. Tübingen a Basel: A. Francke-UTB, 2002. ISBN 978-3825223298
Students will be introduced to the supplementary literature during the course.
a) during the teaching part (on an ongoing basis) continuous preparation of assigned texts for consecutive and simultaneous interpreting and preparation of a memory exercise - 30 points
b) in the examination period oral examination in simultaneous interpreting - 70 points
Classification scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of class.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
The aim is to introduce students to the following practical exercises: notation methods, terminological
preparation, text condensation, specifics and conventions of consecutive interpreting, specifics and
The specifics and conventions of simultaneous interpreting, the development of the technique of interpreting from the page, memory exercises,
reception training, analysis, text interpretation, text reverbalization, interpreting with visual support
power-point. The training takes place continuously during practice-oriented seminars.
Brief outline of the e-learning course:
1. Basic concepts of social interpreting in Dutch-speaking countries
2. Communicative contexts and techniques of social interpreting
3. Forms of social interpreting
4. Interpreting notation
5. Interpreting competencies and strategies
6. Consecutive versus simultaneous interpreting
10. Evaluation of interpreting quality
11. Evaluation of acquired knowledge
30/70
After completing the seminar, the student is able to interpret professional texts in the field of public services, social security, collective bargaining from Dutch into Slovak and vice versa, is able to make an interpreter's record, has mastered the use of signs and abbreviations, knows how to work in an interpreter's booth and the techniques of simultaneous interpreting, is able to simultaneously interpret professional texts.
RENKEMA, Jan. Schrijfwijzer. Amsterdam: Boom, 2012. ISBN 9789461056962. RENKEMA, Jan. Schrijfwijzer comapct. Amsterdam: Boom, 2015. ISBN 9789012108263. DE WACHTER, L.; FIVEZ, K.; VAN SOOM, C. Academisch schrijven. Leuven: Acco, 2014. ISBN 9789033496218. CINGEROVÁ, Nina; MOTYKOVÁ, Katarína. Úvod do diskurznej analýzy [online]. Bratislava: Univerzita Komenského v Bratislave, Filozofická fakulta, 2017. ISBN 978-80-223-4385-5. RENKEMA, Jan; SCHUBERT, Christoph. Introduction to Discourse Studies. New edition. Amsterdam: John Benjamins Publishing Company, 2018. 453 p. ISBN 9789027201966 BEKIUS, Willem. Werkboek journalistieke genres. Bussum: Coutinho, 2012. ISBN 9789062833634. GOOSEN, Maartje a Francien SCHOORDIJK. Basisvaardigheden academisch schrijven. Bussum: Coutinho, 2012. ISBN 9789046903926. KARREMAN, Joyce en Renske VAN ENSCHOT. Tekstanalyse. Methoden en toepassingen. Assen: Koninklijke van Gorcum. ISBN 9789023255604. Woordenlijst academisch Nederlands S doplnkovou literatúrou budú študenti oboznámení počas výučby.
Requirements for completing the course: a) During the lecture part (on an ongoing basis), students work on texts focused on the genres specified in the course outline. Throughout the semester, each student takes turns serving as an editor, copyeditor, and proofreader. Students are tasked with proofreading and editing their peers’ texts. In the final week of the semester, they submit portfolios containing a collection of completed texts and a report evaluating the proofread and edited texts (50 points). b) During the exam period, students take a written exam (50 points). The exam focuses on the theoretical aspects of textual linguistics and stylistics. A prerequisite for admission to the exam is achieving a minimum of 60% on the course assessment. Violation of academic ethics results in the cancellation of points earned in the relevant assessment item. Grading scale: 100–90: A 89–80: B 80–72: C 72–66: D 66–60: E 60–0: FX Instructors accept a maximum of 2 absences with supporting documentation. Exam dates will be published via AIS no later than the last week of the lecture period. Students must achieve a minimum of 60% in all parts
Slovak (C1), Dutch (B2)
1. Theoretical aspects of stylistics with regard to artificial intelligence 2. Text analysis, the CCC model (Renkema) 3. Crisis communication, press releases 4. Other texts in the field of journalism 5. Speeches: an introduction to the genre 6. Speeches: Fundamentals of Rhetoric and Argumentation 7. Discourse Linguistics: Fundamentals 8. Marketing Texts 9. Internal Workplace Communication, Professional Communication 10. Academic Writing 11. Contrastive Text Linguistics 12. Review, Submission of Text Portfolio
50/50
Mastering the variety of expressive methods, text composition, and text types and genres in contemporary Dutch, particularly with regard to the functional analysis of texts in professional communication. Students become familiar with the variety of texts in the Dutch professional environment based on five main areas: journalism, marketing communication, internal professional communication, and speeches. They learn the basics of academic writing and discourse linguistics with regard to the development of artificial intelligence.
ÚLŠ aids [online]. [cit. 2021-10-29]. Available from: https://slovnik.juls.savba.sk/
Iate.com [online]. ©2021 [cited 2021-10-29]. Available from: https://iate.europa.eu/home
Online lexicographical aids to contemporary Dutch available via Taaluniversum
Instituut voor de Nederlandse Taal [online]. © 2021 [2021-10-29]. Available from: https://ivdnt.org/
A temporary teaching text for the course is available in Moodle, MS TEAMS. Students will be introduced to the supplementary literature during the course
a) during the teaching part (on an ongoing basis) continuous preparation of analyses and translations of assigned texts and active participation in seminars - 20 points
b) at the end of the teaching part, the student submits a portfolio of translated texts - 30 points
c) in the examination period - a written examination in the form of a translation of a text of 150-200 words from Dutch into Slovak and a text of 150-200 words from Slovak into Dutch, thematically related to the texts translated during the semester - 50 points
Classification scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of classes the last day of the teaching period.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Translation analysis of the text. These are demanding professional texts focused on economic cooperation between the Netherlands and Slovakia and the business environment.
A brief outline of the work on translation texts, which is the subject of individual seminars:
1. Analysis and interpretation of the source text
2. Determination of the translation strategy
3. Identification of problems
4. Choice of translation methods
5. Solving equivalence problems
6. Practice terminological research
7. Creating ad hoc equivalences
8. Exotization versus naturalization
9. Formulation of the translation text
10. Editing the translated text
11. Defending the translation concept
12. Translation technologies in translation practice
Training in the use of modern translation tools and language technologies.
Localization of the translated text.
50/50
After completing the course, the student is able to analyse and interpret the source text, choose an appropriate translation strategy, master working with the text as a communication, and have translation skills in working with difficult professional texts. He has the ability to translate into Dutch using computer-assisted translation tools, machine translation and post-editing.
Current recordings and texts (NRC - Handelsblad, NOS Nieuws, De Standaard)
STAHL, Jaroslav. Čo sa odohráva v hlave tlmočníka. Teoretické otázky, praktické odpovede. Bratislav: IRIS, 2014. ISBN 9788089238989
KAUTZ, Ulrich. Handbuch Didaktik des Übersetzens en Dolmetschens, Goethe Institut/ Iudicium, München 2000. ISBN 978-3891294499
JONES, Roderick. Conference interpreting explained. Oxfordshire: Routledge, 1998. ISBN 9781900650571
KADRIC, Mira. Dolmetschen bei Gericht. Vieden: WUV, 2001. ISBN 978-3708902722
BEST, Johanna a Silvia KALINA. Ubersetzen und Dolmetschen. Tübingen a Basel: A. Francke-UTB, 2002. ISBN 978-3825223298
Students will be introduced to the supplementary literature during the course.
a) during the teaching part (continuously) continuous preparation of assigned texts for consecutive and simultaneous interpreting, analysis and evaluation of the performance of classmates - 40 points
b) during the teaching part (continuous) evaluation of individual student performance in consecutive interpreting - 30 points
c) during the teaching part (on-going) evaluation of individual student performance in simultaneous interpreting - 30 points
Classification scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of class.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
The seminars are aimed at the systematic development of consecutive interpreting techniques with an emphasis on high consecutive and simultaneous interpreting with an emphasis on terminological correctness, content accuracy, stylistic appropriateness, intonation, etc. After mastering the techniques of consecutive and simultaneous interpreting in both directions, i.e. also into a foreign language, the course will focus on the superstructural competences of consecutive and simultaneous interpreting listed below.
Short course outline:
1. Training short-term memory
2. Short consecutive training without notation
3. High consecutive 1 A4
4. Self-reflection and analysis of the interpreted speech
5. Interpreting recordings of political speeches and difficult technical texts
6. Phasing
7. Short-term memory training
8. Ethics and etiquette of the interpreter
9. Diplomatic interpreting
10. Psychohygiene of the interpreter
11. Preparation for the state exam
12. Repetition and evaluation of students' performance
100% continuously
The student masters the technique of short and high consecutive and simultaneous interpreting in both directions. The student can adequately prepare for the interpreting task. The student knows the ethical principles of the interpreter. Is capable of lifelong learning. Can evaluate own and colleagues' interpreting performance.
Primary and secondary literature from required courses recommended by the chair of the committee and the recommended literature of the compulsory elective courses taken.
1. An oral examination consisting of morphological-syntactic-lexical-lexical-phraseological analysis and interpretation of a text in Dutch, which tests the knowledge of the Dutch language at C1 level 2. An oral examination on topics in the history of the literatures of the Dutch-speaking countries and the culture of the Netherlands and Belgium in Dutch.
A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies, b) after successfully completing the compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, c) after fulfilling the student's obligations arising from Section 71, subsection 3, letter b of the Higher Education Act, d) if no disciplinary proceedings are conducted against him/her. Successful completion of the subject of the state examination is one of the conditions for successful completion of the study programme. The subject of the state examination shall be evaluated by the State Examination Board with classification grades A to FX. The marking of the state examination or part thereof is decided by consensus by the examination board. If the Board of Examiners fails to reach a consensus, the marking of the State examination or part thereof shall be decided by vote. In accordance with the wording of the Faculty's study regulations (VP 5/2020, Art. 15) and the Faculty's study timetable, the dean sets the framework dates for the state examinations. Departments are obliged to publish their state examination dates on the website at least 5 weeks before the examination. The student shall register for the state examination via the academic information system at least three weeks before the date of the examination. A student is entitled to one regular and two make-up examination dates. The regular examination date is the one for which the student first applied on the date set for the national examinations. If a student has been awarded a grade of FX in the regular state examination, the student may take the make-up state examination dates (a) on subsequent state examination dates in the relevant academic year or (b) on state examination dates in any of the subsequent academic years in accordance with section 65(2) of the Higher Education Act. If a student is unable, for serious reasons, to attend a state examination date for which he or she has registered, he or she shall be obliged to apologise in writing to the chair of the examination board in advance or, at the latest, within three working days after the date of the state examination or part thereof if there were serious obstacles preventing him or her from apologising in advance. If the student fails to appear for the state examination or part thereof on the specified date without an excuse, or if the chairman of the examination board does not accept the student's excuse, the student shall be marked with a grade of FX for that date of the state examination. The student must achieve a pass mark of at least 60% in all parts of the state examination.
Dutch (C1), Slovak (C1/C2)
The oral exam consists of a morphological-syntactic-syntactic-lexical-phraseological analysis and interpretation of a text in Dutch, which tests the C1 level of the language. Supplementary questions in the text cover key topics in Dutch literature, morphology, syntax, lexicology, history and cultural history of the Netherlands and Belgium.
The tutor announces the topics via the German Studies website at the beginning of the last semester.
0/100
The student is able to contextualise selected knowledge, phenomena and personalities from the cultural environment of the Netherlands and Belgium in Dutch, to grasp the textual context and to interpret its content.
The student is able to characterise a given literary epoch according to a given question about literature, to know the basic details of the life and overall work of a given author and to interpret a given literary excerpt in the context of a given work (e.g. a chapter from a novel). Can compare the work with other works that are the subject of the national examination, and knows the basic data on the reception of the author and the work in question.
The student is able to orient himself in the morphological, syntactical and lexical phenomena of Dutch and, according to a given question, is able to orient himself in a given area of non-Dutch studies.
Primary and secondary literature listed for each compulsory and optional
subjects, available lexicographical aids.
Translation of a popular and educational or professional text from Dutch into Slovak
Translation of a popular-educational or professional text from Slovak into Dutch
Consecutive interpretation from Slovak into Dutch
Consecutive interpretation from Dutch into Slovak
Interpretation of a letter from Dutch into Slovak
Demonstration of translation competence - professional and popular-instructional text and interpreting competence in the range of the topics covered - consecutive interpreting, simultaneous interpreting, interpreting from a letter. The student must achieve a score of at least 60% in each part of the subject of the final state examination.
Dutch (B2), Slovak (C1)
Brief outline of the course:
1. The student will translate a popular-educational or professional text from Dutch into Slovak in the range of about 150 words. Specification of the translation task depending on the text.
2. The student will translate a popular-educational or professional text from Slovak into Dutch in the range of approx. 150 words. Specification of the translation task depending on the text.
3. The student will translate a text from Dutch into Slovak, total length approx. 1
standard page
4. The student consecutive interprets a freely read text from one of the areas discussed in the seminar (e.g. politics, social security, SMEs, EU, etc.) from Slovak into Dutch. Duration approx. 5 minutes.
5. The student simultaneously interprets a text from one of the areas discussed at the seminar (e.g. politics, social security, SMEs, EU, etc.) from Dutch into Slovak.
0/100
The student is able to demonstrate translation competence from and into a foreign language as well as
interpreting competence (simultaneous and consecutive interpreting in both directions, interpreting from a letter).
When translating, the student is able to adapt the translation strategy to the specifics of the text, use translation
aids, create a professional translation depending on the specified task.
In consecutive interpreting, the student is able to adequately translate a text using interpreting
notation, emphasis is placed on the communicative aspect of consecutive interpreting - eye contact, delivery, voice work.
In simultaneous interpreting, the student is able to adequately and at an appropriate pace interpret the text being presented. In interpreting from a letter, the student demonstrates the ability to respond dynamically
to the text, to interpret the presented text at an adequate level of content and style. Emphasis on
the communicative aspect of interpreting.
STAHL, Jaroslav. What goes on in the interpreter's head. Theoretical questions, practical answers.
Bratislava: IRIS, 2014. ISBN 9788089238989.
KAUTZ, Ulrich. Handbuch Didaktik des Übersetzens en Dolmetschens, Goethe Institut/
Iudicium, Munich 2000. ISBN 978-3891294499.
JONES, Roderick. Conference interpreting explained. Oxfordshire: Routledge, 1998. ISBN
9781900650571.
KADRIC, Mira. Dolmetschen bei Gericht. Vienna: WUV, 2001. ISBN 978-3708902722.
BEST, Johanna and Silvia KALINA. Ubersetzen und Dolmetschen. Tübingen and Basel: A. FranckeUTB, 2002. ISBN 978-3825223298.
NOVÁKOVÁ, Taida. Interpreting - theory, teaching, practice. Bratislava : Comenius University,
ISBN 8022303488.
MAKAROVÁ, Viera. Interpreting the border area between science, experience and the art of the possible.
Bratislava : Stimul - Centre for Informatics and Education FIF UK , 2004. ISBN 80-88982-81-2.
Students will be introduced to additional literature during the course.
(a) During the teaching part (continuous), the student will present one chapter from the booklet of 2 lessons on Europe with a focus on terminological analysis - 20 points
(b) during the teaching part (continuous) the student will take a written test on EU terminology based on the 12 Lessons on Europe booklet - 30 points
(c) during the teaching part (continuous), the student completes interpreting exercises focusing on the techniques of interpreting from the page, consecutive and simultaneous interpreting and interpreting notation; and terminology exercises - 50 points
The student must achieve at least a 60% pass rate in all parts of the assessment.
Grading scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of class.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
Slovak (C1), Dutch (B2)
The aim is to introduce students to the following on the basis of practical exercises:
1. notation methods,
2. terminological preparation,
3. density of the text,
4. the specifics and conventions of consecutive interpreting,
5. the specifics and conventions of simultaneous interpreting,
6. the development of the technique of interpreting from the page,
7. memory exercises,
8. reception training,
9. analysis, interpretation of the text,
10. text reverbalization,
11. interpreting with visual support of power-point,
12. evaluation and assessment of acquired knowledge and skills
The training takes place continuously during practice-oriented seminars.
Weighting of the midterm/final grade: 100% midterm
After the seminar, the student is able to interpret fewer demanding texts from Dutch into Slovak, is able to produce an interpreter's transcript of shorter sections of less demanding texts related to EU terminology, is able to translate fewer demanding texts related to current EU topics, has a list of signs and abbreviations that he/she can apply in the interpreter's transcript.
BOSSAERT, Benjamin; HORÁČKOVÁ, Veronika; VAN UFFELEN, Herbert. Recepcia nizozemskej a flámskej literatúry v Česku a na Slovensku [online]. Bratislava: Univerzita Komenského v Bratislave, Filozofická fakulta, Katedra germanistiky, nederlandistiky a škandinavistiky, 2024. Dostupné na: https://stella.uniba.sk/texty/FIF_BHU_nederlandse_literatuur_receptie_de_cz_sk.pdf
BEL, Jaqcueline. Bloed en rozen. Geschiedenis van de Nederlandse literatuur 1900-1945.
Prometheus, Amsterdam 2018 (3de, herziene druk). ISBN 9789035145214.
BREMS, Hugo. Altijd weer vogels die nesten beginnen. Geschiedenis van de Nederlandse
literatuur. Amsterdam: Bert Bakker, 2006. ISBN 9789035131736
BŽOCH, Adam. A short history of Dutch literature. Ruzomberok: Catholic University
Ružomberok, 2010. ISBN 9788080845308.
GERA, Judith and Agens SNELLER. Inleiding literatuurgeschiedenis voor de internationale
neerlandistiek. Hilversum: Verloren. 2010. ISBN 9789087041335.
GORP, H. van et al. Lexicon van literaire termen. Groningen: Wolters-Noordhoff, 1998. ISBN
9789068905144
A provisional teaching text for the course is available in Moodle, MS TEAMS. With supplementary literature
will be made available to the students during the course of the course, etc.
The student will complete a continuous assessment during the semester in the form of a close-reading (analysis of texts and questions). The student will complete a 40-point overall assessment. The student is required to complete a reading-aloud analysis of 40 points of the reading assignment during the semester, for a total of 40 points. 4 excerpts from works (10 points each), which he/she analyzes based on questions, contextualizes literary-historically, but also applies literary-theoretical aspects. This semester's assignments include emphasis on the reception of translated literature from Dutch into Slovak, literary-historical development of the Dutch and Flemish literature from the 20th century with a focus on prose and poetry after World War II. to the year 2000.
The student will take an oral examination, two questions on topics from the brief syllabus and one question on compulsory literature in the examination period, which constitutes 60 points of assessment. List of required readings (3 books per semester, by genre and period) will be specified by the instructor in the first week of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the relevant item
of the grade.
Grading Scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
The exact assignments (text and work analyses) of the midterm will be announced at the beginning of the semester. Examination dates will be announced via AIS no later than the last week of the teaching period.
Slovak (C1), Dutch (C1)
1. Literary sociology, introduction to 20th century literature, introductory concepts of translation reception.
2. Dutch and Flemish literature of World War II and post-World War II. Mulisch, Hermans,
Reve.
3. Dutch and Flemish literary fund and translation policy, DLIT - lecture
4. Fifty and sixty poets. Hugo Claus.
5. Prose 1945-1960.
6. Prose and poetry of the 1970s.
7. Translation reception from Dutch in neighbor countries: a comparative lecture (DLIT).
8. The first Slovak translations from Dutch. Hendrik Conscience and Contexts (DLIT).
9. Louis Paul Boon, life and work.
10. The 1980s in Dutch and Flemish literature.
11. De Avond is Ongemak by Marieke Lucas Rijneveld. Reception of the work in Slovak and
international context.
12. The 1990s in Dutch and Flemish literature.
Weighting of the midterm/final assessment: 40/60
Students will be able to analyse older literary and artistic texts, locate and research adequate sources when writing and researching literary works.
actual text recordings (speech repository:https://speech-repository.webcloud.ec.europa.eu/)
educational materials at: https://knowledge-centre-translation-interpretation.ec.europa.eu/en
STAHL, Jaroslav. What goes on in the interpreter's head. Theoretical questions, practical answers.
Bratislava: IRIS, 2014. ISBN 9788089238989
KAUTZ, Ulrich. Handbuch Didaktik des Übersetzens en Dolmetschens, Goethe Institut/
Iudicium, Munich 2000. ISBN 978-3891294499
JONES, Roderick. Conference interpreting explained. Oxfordshire: Routledge, 1998. ISBN
9781900650571
KADRIC, Mira. Dolmetschen bei Gericht. Vienna: WUV, 2001. ISBN 978-3708902722
BEST, Johanna and Silvia KALINA. Ubersetzen und Dolmetschen. Tübingen and Basel: A. FranckeUTB, 2002. ISBN 978-3825223298
NOVÁKOVÁ, Taida. Interpreting - theory, teaching, practice. Bratislava : Comenius University,
ISBN 8022303488.
MAKAROVÁ, Viera. Interpreting the border area between science, experience and the art of the possible.
Bratislava : Stimul - Centre for Informatics and Education FIF UK , 2004. ISBN 80-88982-81-2
Students will be introduced to additional literature during the course.
a) during the teaching part (continuously) continuous preparation of assigned texts for consecutive and
simultaneous interpretation and preparation of memory exercises - 20 points
b) during the teaching part (continuous) preparation of a presentation of a Slovak company at a simulated trade fair
- 10 points
c) in the examination period oral examination in consecutive interpreting - 70 points
Classification scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of classes
The last day of the teaching period.
Violation of academic ethics will result in the cancellation of the points earned in the respective item
of the assessment.
Slovak (C1), Dutch (C1)
The aim is to introduce students to the following practical exercises: notation methods, terminological preparation, text condensation, specifics and conventions of consecutive interpreting, specifics and conventions of simultaneous interpreting, development of the technique of interpreting from the page, memory exercises, reception training, analysis, text interpretation, text reverbalization, interpreting with visual support of the power-point. The training takes place continuously during practice-oriented seminars.
Brief outline
1. memory exercises on current topics in the socio-political life of Dutch speakers
countries
2. training in consecutive interpreting techniques
3. interpreting notation
4. dialogic interpretation of business negotiations
5. interpreting a company presentation at a simulated trade fair
6. preparation for interpreting
7. practicing simultaneous interpreting techniques
8. working in a booth
9. decalage
10. pilotage
11. evaluation of interpreting performance
12. evaluation of students' work during the semester and revision
30/70
After completing the seminar, the student is able to interpret more demanding professional texts focused on business and entrepreneurship from Dutch into Slovak, is able to make an interpreter's transcript from shorter sections of less demanding texts, is able to translate texts related to the business environment, has a list of signs and abbreviations that can be applied in the interpreter's transcript.
KWAKERNAAK, Erik. Didactiek van het vreemdetalenonderwijs. Bussum: Coutinho, 2015.
ISBN 9789046904404.
Current didactic aids on the market and articles on current debates in education.
KNAAP, Ewout van der. Literatuur en film in het vreemdetaalonderwijs. Bussum: Coutinho,
2015. ISBN 9789046906774.
STEEHOUDER, Michael et al. Leren Communiceren. Groningen: Noordhoff uitgevers, 2006.
ISBN 9789001862329
Hulstijn, J. e.a.. (ed.), Nederlands als tweede taal in de volwasseneneducatie. Handboek voor
docenten. Amsterdam: Meulenhoff Educatief, 1996. ISBN 9028022287.
Students will be introduced to supplementary literature during class, etc.
Continuous evaluation of the seminar consists in the evaluation of homework assignments, which include practical (10 points), observation of a classroom lesson (10 points), a practical exercise in the theory of the didactics of Dutch as a foreign language (10 points). Lesson observation and report writing (15 points), presentations (lesson preparation for 25 points) and from a final knowledge test in the credit week on topics in the course brief (50 points).
Violation of academic ethics will result in the cancellation of the points earned in the respective item of the assessment.
Grading Scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Slovak (C1), Dutch (C1)
1. Introduction to didactics, didactics focused on foreign languages.
2. Didactic aids for Dutch as a foreign language.
3. 2. Basic competences of a language teacher, basics of foreign language didactics.
4. The difference in Dutch language teaching for immigrants in Dutch-speaking countries. and Dutch as a foreign language extra muros (NT2/NVT).
5. Lesson observation.
6. Basic parameters of listening and reading.
7. Basic parameters of writing and speaking (conversational competence).
8. Tips for organizing a lesson.
9. Common European Framework of Reference for Languages.
10. Culturally specific concepts in the classroom.
11. Assessment and testing.
12. Curriculum and culture. Teaching literature and culture in the didactics of foreign languages and Dutch as a foreign language.
Weighting of midterm/final grade: 100/0
Students are able to pedagogically lead language exercises. They are familiar with the most modern didactic manuals and textbooks of Dutch as a foreign language and are able to use them adequately. They can apply them adequately in the teaching process.
POLAK, Nina en Joost de VRIES. De wereld in jezelf; De Nederlandse en Vlaamse literatuur
van de 21ste eeuw in 60 essays. Amsterdam: Prometheus, 2018. ISBN 9789044638943.
HAM, Laurens en Sven VITSE. (ed.) DW B 2019 3: Het literair klimaat 2010-2019.
Warande en Belfort, 2019. ISBN 9789460018374.
D´HULST, Lieven en Chris VAN DE POEL. Alles verandert altijd, Perspectieven op literair
vertalen. Leuven: KULeuven University Press. ISBN 9789462701939
ROCK, Jan, FRANSSEN, Gaston and Femke ESSINK. Literatuur in de wereld. Handboek moderne
letterkunde. Nijmegen: Vantilt, 2013. ISBN 9789460041396
BREMS, Hugo. Altijd weer vogels die nesten beginnen. Geschiedenis van de Nederlandse
literatuur. Amsterdam: Bert Bakker, 2006. ISBN 9789035131736
The student will complete a midterm assessment during the semester in the form of a close-reading (analysis of texts with questions), which represents 30 points of the total grade. The student is provided with 3 excerpts from the work during the semester (each worth 10 points), which he/she analyzes based on the questions, contextualizes literary-historically, as well as applies literary-theoretical aspects of the work. Students will also be introduced to Dutch essays and discuss one essay to be selected from De Wereld in Jezelf (discussion preparation for 10 points). This semester the emphasis is on the reception of translated literature from Dutch into English, the literary-historical development of Dutch and Flemish literature of the 21st century, with a focus on prose, essays, and poetry after 2000.
The student will take an oral examination, two questions on topics from the brief syllabus and one question on compulsory literature in the exam period, which accounts for 60 points of assessment. List of required readings (3 books per semester, by genre and period) will be specified by the instructor in the first week of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the relevant item
of the grade.
Grading Scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
The exact assignments (text and work analysis) of the midterm assessment will be announced at the beginning of the semester.
Examination dates will be announced via AIS no later than the last week of the
teaching period.
Slovak (C1), Dutch (C1)
The instructor selects current literary themes for in-depth analysis, giving attention to texts of drama, poetry, and prose. Emphasis is placed on 20th and 21st century literature, on literary-sociological aspects of the perception of literature in a Central European context, and on textual analysis. In particular, the following topics are covered during the semester:
1. Introduction to postmodern literature and an outline of the main themes in contemporary Dutch and Flemish literature.
2. Poets of the 21st century, typical characteristics of postmodern poetry. Ramsey Nasr.
3. Literary journals. Das Mag. Lize Spit. Young writers. Feminism and literature.
4. Discussion on the canonization of works. Jef Geeraerts and literature from the Congo.
5. Alternative poetry. Instagram. Tim Hofman.
6. Writers and the relationship with the media.
7. Nina Weijers, Nina Polak, the newer generation of women writers.
8. Frankfurter Buchmesse and the promotion of literature abroad.
9. European reference framework for literary translation.
10. Utopian prose and the thematization of the climate crisis in Dutch literature.
11. Literary awards, Hanna van Binsbergen.
12. The CPNB Foundation and the debate on migrant literature, gender.
Weighting of the midterm/final assessment: 40/60
Students will be able to analyse recent and modern literary and artistic texts, locate and research
Adequate sources in analyzing and researching literary works.
1. Characteristics of a legal text from the point of view of textual linguistics
2. Functions of a legal text
3. Genres of legal translation 2.
4. Terminological search in available sources of legal terminology and corpora of parallel texts
5. Determining the degree of equivalence
6. Interpretation of a legal term
7. Translation within the supranational legal system (EU)
8. Civil procedural law terminology in Dutch
9. Terminology of criminal procedure in Dutch
10. Terminology of commercial law in Dutch
11. Translation practices in legal translation
12. Summary and review of acquired knowledge
a) during the teaching part (continuously) continuous evaluation of translated texts, active participation in discussions on equivalence and interpretation of terms, defence of own solution - 30 points
b) during the teaching part (continuous) a report on one of the topics assigned by the teacher - 20 points
in the examination period, a seminar paper: translation of a legal text of 5 standard pages - 50 points
Grading scale:
100-90: A
89-80: B
79-72: C
71-66: D
65-60: E
59-0: FX
The instructor will accept a maximum of 2 absences with documentation.
Exam dates will be posted via AIS no later than the last week of classes
The last day of the teaching period.
Violation of academic ethics will result in the cancellation of the points obtained in the relevant item of the assessment.
1. Characteristics of a legal text from the point of view of textual linguistics
2. Functions of a legal text
3. Genres of legal translation 2.
4. Terminological search in available sources of legal terminology and corpora of parallel texts
5. Determining the degree of equivalence
6. Interpretation of a legal term
7. Translation within the supranational legal system (EU)
8. Civil procedural law terminology in Dutch
9. Terminology of criminal procedure in Dutch
10. Terminology of commercial law in Dutch
11. Translation practices in legal translation
12. Summary and review of acquired knowledge
50/50
After completing the course, the student is able to professionally handle the translation of administrative and legal texts from Dutch into Slovak, is able to analyze the conceptual system of legal terminology in the Dutch linguistic field, reflects the multilingualism of the Belgian legal system in a specific translation assignment and reflects the terminological differences within multilingual legal systems (Belgium) in the legal translation into Slovak.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K. ‒ KMEŤOVÁ, B. ‒ DEBNÁR, M.: Slovenský národný korpus. Texty, anotácie, vyhľadávania. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2017.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K.: Slovenský národný korpus. Používanie, príklady, postupy. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2020.
During the semester, students will take two short written tests. Continuous assessment during the semester will account for 50 percent of the final grade for the course. The remaining 50 percent will be based on a practical exam. Grades will be assigned according to the following scale:
0-59% - F, 60-67% - E, 68-75% - D, 76-83% - C, 84-91% - B, 92-100% - A
Violations of academic ethics will result in the cancellation of points earned in the relevant assessment component.
The instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the lecture period.
Weighting of midterm/final assessment: 50/50.
Supplementary reading will be presented at the beginning and during the semester and will be available on MS Teams.
Slovak
1. Theoretical and methodological foundations of corpus linguistics
2. Creation, structure, and use of the resources of the Slovak National Corpus/Ľ. Štúr Institute of Linguistics, Slovak Academy of Sciences: style and genre annotation of resources, lemmatization, and morphological annotation of resources
3. Methods of searching the corpus (simple and combined searches for lemmas and forms, searching using CQL, regular expressions, and others) and corpus manager functionalities (filters, frequencies, collocation analysis)
4. Searching in parallel (bilingual) corpora with a focus on the translation of idioms
5. Searching in parallel (bilingual) corpora with a focus on the translation of expressive expressions
6. Searching in parallel (bilingual) corpora with a focus on the translation of expressions with terminological validity
7. Searching in parallel (bilingual) corpora with a focus on the translation of other marked expressions and phenomena
8. Searching in other (Slovak and foreign) parallel and specialized corpora, using statistical analysis applications (QUITAUP, CALC)
50/50
By completing this course, students will gain a basic theoretical understanding of corpus linguistics and, above all, practical skills in using corpus resources and tools for translators. Alongside large language models, corpus linguistics serves as a robust tool not only in the translation process itself, but also in the analysis and critique of translations. The knowledge and skills acquired can then be applied, for example, in the preparation of theses in the fields of philology and translation studies.
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.