Recommended literature will be updated based on the place chosen for the excursion in the given year.
The student must obtain at least 60 points out of 100 possible points. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points).
Grading scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX. Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Scale of assessment (preliminary/final): 100 % preliminary
The content of the subject will depend on the place chosen for the excursion in the given year.
Scale of assessment (preliminary/final): 100 % preliminary
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
1. MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
2. FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
3. HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
4. ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
5. Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak. Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak. Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN: 80-08-02529-8.
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta, 2013. 320 s. ISBN: 978-80-8063-404-9.
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica, 2016. ISBN: 978-80-200-2566-1.
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave, 2018. ISBN: 978-80-223-4566-8.
Pravidlá slovenského pravopisu. 4. nezmenené vydanie. Bratislava: VEDA, 1998. ISBN 80-224-0532-9.
Selected parts of the literature.
Active participation and handing in publicistic texts according to the course programme that will be announced at the beginning of the semester. Participation in proofreading and other editorial activities connected with preparation of the journal. A part of the semester is in on-site learning mode (to be specified at the beginning of the semester). The final evaluation is based on the quality level of the hand-in text, for example if student does not offer own pictures for the text, makes many stylistic or grammatical mistakes – low language quality, low content quality or if he/she misses the deadline. Outcomes during the semester are not possible to evaluate more than once. The teacher will accept a maximum of two absences with documentation. Infringement of academic policy will result in annulment of the evaluation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Scale of assessment (preliminary/final): 100 % preliminary.
Slovak, Czech
1. Assumptions to publicistic text production.
2. Problematic aspects of publicistic text production.
3. Autoregulation of the productive process of the text.
4. Problematic grammatical aspects.
5. Proofreading.
6. Taking pictures for the texts.
7. Final graphic and visual aspect of the journal.
8. Own literary input (prose, poem).
9. Interview with selected respondents.
10. Writing reviews on literary publications, films, music.
11. Own publication defence.
12. Own publication presentation.
100 % preliminary
After completing the course, student has practical competence in writing the publicistic texts and editorial preparation of a publication.
JELÍNEK, Stanislav. et al. Raduga 1: pracovný zošit; ruština pre stredné a jazykové školy. Bratislava: Fraus, 1997. ISBN 80-88844-18-5.
JELÍNEK, Stanislav et al. Raduga 1: učebnica; ruština pre stredné a jazykové školy. Bratislava: Fraus, 1997. ISBN 80-88844-17-7.
MADEJ, Lizaveta. Lektorské cvičenia 1-2. Didaktické materiály k výučbe ruského jazyka pre študentov prvého ročníka ruských a východoeurópskych štúdií. Bratislava: Stimul, 2019. ISBN 978-80-8127-253-0.
PAŘÍZKOVÁ, Štěpánka. Ruština pro začátečníky a samouky. Dolní Ředice: P a P, 2002. ISBN 80-903072-0-5.
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-00-7. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-08-3. Available at: https://mgu-russian.com
More materials are made available to students by the teacher according to his/hers current selection
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesful completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesful completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak
1. Russian alphabet. Russian writing.
2. Phonetic system of Russian language. Basic orthoepic rules. Stress, intonation.
3. Conversation topic Getting to know each other: personal identity (basic vocabulary), formal and non-formal communication. Personal pronouns.
4. Syntactic construction of simple sentences in Russian. Using the word „be“.
5. Conversation topic My family: basic vocabulary, possesive pronouns.
6. Verbs of the 1. and the 2. conjugacy forms.
7. Conversation topic Free time: basic vocabulary, training of verb use.
8. Conversation topic Dwelling: basic vocabulary, using of substantives in plural forms.
9. Accusative case and prepositional case of singular substantives.
10. Conversation topic My day: basic vocabulary, using of numeralias. Conjugacy of irregular verbs of the 1. and the 2. conjugacy forms. Basic adverbs.
11. Creation of simple texts focused on the aspects of everday life.
12. Development of communication abilities: creation of questions and answers, training of basics of coherent speech.
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A1) – according to standards of the Russian for Foreigners programme. He/she is informed with basic phonetic, orthographic and morphological specifics of Russian language, he/she understands and has adopted the principles of creation and use of simple sentences in Russian. He/she has adopted the ability to react to common question and basic communication abilities in everyday topics.
JELÍNEK, Stanislav. et al. Raduga 2: pracovní sešit; ruština pro střední a jazykové školy. Plzeň: Fraus, 1997. ISBN 80-85784-74-2.
JELÍNEK, Stanislav et al. Raduga 2: učebnice; ruština pro střední a jazykové školy. Plzeň: Fraus, 1997. ISBN 80-85784-73-4.
MADEJ, Lizaveta. Lektorské cvičenia 1-2. Didaktické materiály k výučbe ruského jazyka pre študentov prvého ročníka ruských a východoeurópskych štúdií. Bratislava: Stimul, 2019. ISBN 978-80-8127-253-0.
PAŘÍZKOVÁ, Štěpánka. Ruština pro začátečníky a samouky. Dolní Ředice: P a P, 2002. ISBN 80-903072-0-5.
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-00-7. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.1. СПб: Златоуст, 2019. ISBN 978-5-907123-08-3. Available at: https://mgu-russian.com
More materials are made available to students by the teacher according to his/hers current selection.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesful completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesful completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1)
1. Articulation training.
2. Adjective and its grammatical categories.
3. Conversation topic Hobbies: basic vocabulary, use of adjectives.
4. Adverbs in Russian: approach to formation and specifics of use.
5. Conversation topic Traveling. Use of можно – нельзя – надо.
6. Modal verbs: conjugation and use.
7. Conversation topic Friendship.
8. Prepositional case in substantives and adjectives. Prepositional phrase.
9. Conversaton topic Food and lifestyle: basic vocabulary, conjugation of one-syllable irregular verbs.
10. Accusative case in substantives and adjectives. Prepositional phrase.
11. Conversation topic Weather and seasons: basic vocabulary, use of demonstrative pronous.
12. Reading and comprehension of oral and written texts. Creation of coherent texts on common topics. Training of communication abilities (coherent speech and spontaneous reactions).
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A1) – according to standards of the Russian for Foreigners programme. He/she has deepened his knowledge from phonetic, ortographic and morphological system of Russian language. He/she understands the basic grammatical phenomenons in Russian language. He/she has improved his/hers comprehensive reading ability, creation and presentation (oral and wirtten) of texts in basic conversation topics, extended his/hers vocabulary.
BARNET, Vladimír. et al. Ruština pro pokročilé. Voznice: LEDA, 2007. ISBN 978-80-7335-104-5
ONDREJČEKOVÁ, Erika – DEKANOVÁ, Eva. Ruský jazyk učebnica a cvičebnica. Nitra: Enigma, 2006. ISBN 80-89132-30-8.
Говорим по-русски без переводчика: Интенсивный курс по развитию навыков устной речи. Red. Л. С. Крючкова, Л. А. Дунаева. Москва: Флинта, 2016. ISBN 978-5-89349-413-6. Available at: https://mgu-russian.com
ЖИВКОВИЧ, Игорь. Русская грамматика в упражнениях: учеб. пособие. Москва: Флинта, 2016. ISBN 978-5-9765-1804-9. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-309-0. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-307-6. Available at: https://mgu-russian.com
More current materials, selected articles and studies from Russian linguistic scientific journals and papers will be made available by the teacher.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesfull completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesfull completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1 - A2)
1. Comprehensive reading of scientific linguistic text.
2. Listening and understanding speech.
3. International vocabulary in Russian language.
4. Linguistic terminology.
5. Training of communication abilities (coherent speech and spontaneous reactions).
6. Creation of coherent texts in selected conversation topics: clothes, job and occupation, dwelling, traveling and planning of activities etc.
7. Movement verbs in Russian language and specifics of their use.
8. Singular and plural of substantives and adjectives in genitive form.
9. Prepositional case system in Russian language.
10. Imperative and conditional sentence type.
11. Modal phrases.
12. Idiomatic system of Russian language.
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (A2 – B1) – according to standards of the Russian for Foreigners programme. He/she deepened his knowledge from phonetic, ortographic and morphological system of Russian language. He/she understands the basic grammatical phenomenons in Russian language. He/she improved his/hers comprehensive reading ability of scientific (linguistic) texts, creation and presentation (oral and wirtten) of texts in basic conversation topics, extended his/hers vocabulary.
BARNET, Vladimír. et al. Ruština pro pokročilé. Voznice: LEDA, 2007. ISBN 978-80-7335-104-5
ONDREJČEKOVÁ, Erika – DEKANOVÁ, Eva. Ruský jazyk učebnica a cvičebnica. Nitra: Enigma, 2006. ISBN 80-89132-30-8.
Говорим по-русски без переводчика: Интенсивный курс по развитию навыков устной речи. Red. Л. С. Крючкова, Л. А. Дунаева. Москва: Флинта, 2016. ISBN 978-5-89349-413-6. Available at: https://mgu-russian.com
ЖИВКОВИЧ, Игорь. Русская грамматика в упражнениях: учеб. пособие. Москва: Флинта, 2016. ISBN 978-5-9765-1804-9. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: рабочая тетрадь, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-309-0. Available at: https://mgu-russian.com
ЧЕРНЫШЕВ, Станислав – ЧЕРНЫШЕВА, А. Поехали! Русский язык для взрослых. Начальный курс: учебник, часть 1.2. СПб: Златоуст, 2019. ISBN 978-5-90712-307-6. Available at: https://mgu-russian.com
More current materials, selected articles and studies from Russian linguistic scientific journals and papers will be made available by the teacher.
a) completing and submitting preliminary tasks focused on verifying grammatical knowledge and training vocabulary (20%);
b) succesfull completion of preliminary test (30%). The test must be completed at minimally 60% of points;
c) succesfull completion of final exam, which consists of written lexical-gramatical test and oral presentation of a selected conversation topic (50%).
Continuous preparation for seminars, completion of tasks, continuous written homeworks will be specified in the course programme at the beginning of the semester. Content of the course, date of the preliminary test and date of the final exam will be announced at the beginning of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences.
The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %).
Slovak, Russian (A1 - A2)
1. Listening and understanding speech.
2. Singular and plural of substantives and adjectives in instrumental case.
3. Specifics of Russian syntactic system: basic syntactic units and relations.
4. Partial predicates (infinitive, participle, gerund).
5. Compound sentences and complex sentences.
6. Indirect speech.
7. Modeling of communication situations in Russina language.
8. Translation exercises.
9. Communication in topics of contemporary social life in Slovakia, Russia and the world.
10. Scientific Russian in russian scientific linguistic literature.
11. Linguistics terminology.
12. Training of communication abilities (coherent speech and spontaneous reactions).
100 % preliminary
Graduate of the course posseses knowledge from Russian language at beginners level (B1 to B2) – according to standards of Russian for foreigners education programme. He/she has deepened his/hers knowledge of phonetic, ortographic and morphological system of Russian language. He/she understands basic phenomenons in Russian language. He/she has improved in comprehensive listening, reproduction and production of texts, and has improved his ability to understand scientific (linguistic) texts. He/she has extended his/hers vocabulary, strenghtened hers his conversation abilities with emphasis on differentiation of communication conditions.
ČMEJRKOVÁ, Světla et al. Mluvená čeština: Hledání funkčního rozpětí. Praha: Academia, 2011. ISBN 978-80-200-1970-ý.
DOLNÍK, Juraj a Eugénia BAJZÍKOVÁ. Textová lingvistika. Bratislava: STIMUL, 1998. ISBN
80-86597-78-5.
HOFFMANOVÁ, Jana. Stylistika a... Praha: Trizonia, 1997. ISBN 80-85573-67-9. ORGOŇOVÁ, Oľga a Juraj DOLNÍK. Používania jazyka. Bratislava: Univerzita Komenského, 2010. ISBN 978-80-223-2925-5.
SEARLE, R. John. Rečové akty. Bratislava: Kalligram, 2007. ISBN 80-7149-892-0. Note: Students will be acquainted with other literature, including templates of the presented papers, during the course.
Continuous preparation for seminars and elaboration of ongoing assignments, including practical interpretive penetrations (20 b), elaboration of a paper and its presentation (20 b), final written test (60 b). The teacher will accept a maximum of two absences with documentation.
Grading scale: 100 – 92 %: A, 91 – 84 %: B, 83 – 76 %: C, 75 – 68 %: D, 67 – 60 %: E, 59 – 0 %: FX. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
slovak, czech
. Origin and constitution of textual linguistics.
2. Boundaries and originality of textual linguistics. Textual linguistics in transdisciplinary connections.
3. Problems of text definition, attempt to define text.
4. Necessary conditions (criteria) of textuality.
5. Grammatical, semantic and pragmatic structure of the text.
6. Text grammar. Analysis of connecting and repeating connectors.
7. Horizontal text segmentation.
8. Classification (typology) of texts. Types of texts.
9. Contrastive analysis of written (monologic) and oral (dialogical) texts.
10. Text creation - text-creating competence.
11. The phenomenon of interpretativeness - interpretive competence in relation to the text.
12. Outline of the text interpretation procedure. Comprehensive text analysis.
Scale of assessment (preliminary/final): 100 % preliminary.
The graduate of the course has knowledge of different approaches to text research, the structure and types of texts, understands the interaction of text and context in text creation, interpretation and apperception and is able to analyze and interpret different types of texts in formal-compositional, grammatical, semantic and pragmatic page.
Recommended literature:
KRAJČOVIČ, Rudolf. Vývin slovenského jazyka a dialektológia. 2. vyd. Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2526-4 (Selected parts)
MÚCSKOVÁ, Gabriela, MUZIKOVÁ, Katarína a WAMBACH, Viera. Praktická dialektológia: vysokoškolská príručka na nárečovú interpretáciu. Wien: Facultas Verlags- & Buchhandels AG Wien, 2012. + CD. ISBN 978-3-200-02560-8. (vybrané časti)
ŠTOLC, Jozef. Slovenská dialektológia. Bratislava: Veda, 1994. ISBN 978-80-224-0036-7. KRÁLIK, Ľubor. Stručný etymologický slovník slovenčiny. Bratislava: Veda, 2015. ISBN 978-80-224-1493-7.
Staršia slovenská lexika v medzijazykových vzťahoch. Bratislava: Veda, 2011. ISBN
978-80-224-1217-9. [cit. 2021-10-24] Available at: https://www.juls.savba.sk/attachments/ pub_starsia_slovenska_lexika/starsia.pdf
Atlas slovenského jazyka I. - IV. Bratislava: Veda, 1968 - 1984. Slovník slovenských nárečí. I. - III. Bratislava: Veda, 1994 - 2021.
Historický slovník slovenského jazyka I. – VII. Bratislava: Veda, 1991 – 2008. rubrika v časopise Kultúra slova - Zo studnice rodnej reči. (Selected parts).
BOTÍK, Ján a SLAVKOVSKÝ, Peter. Encyklopédia ľudovej kultúry Slovenska. I. II. Bratislava: Veda, 1995. ISBN: 978-80-224-0234-I, ISBN 80-224-0235-4.
Kolektív autorov. Tradičná ľudová kultúra Slovenska slovom a obrazom. Elektronická encyklopédia. [cit. 2021-10-24] Available at: https://www.ludovakultura.sk/encyklopedia/
Course requirements:
Active participation in lectures and seminars and systematic work on home assignments (20 %); a presentation focused on a selected topic of traditional culture (30 %); a final paper (50 %).
The condition for final evaluation is the fulfilment of all the course requirements.
Infringement of academic policy will result in annulment of the evaluation.
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 with documentation.
The exact syllabus and course requirements will be announced at the beginning of the semester.
Slovak
Course syllabus:
1. Dialect as a regional variety; development and differentiation of the Slovak dialects.
2. Development of the Slovak dialect lexicon in connection with the traditional folk culture development.
3. Impact of different languages and cultures on the dialect lexicon and traditional culture.
4. Process of historicization and archaization of the lexicon.
5. Ethnographisms as a special form of historisms and archaisms.
6. Historical and dialect lexicography and cartography.
7. Traditional folk culture and its dynamics.
8. Structure of the traditional folk culture.
9. Folk terminology.
10. Ethnographic and dialect lexicography and cartography.
11. Sources of traditional folk culture.
12. Sources of dialect lexicon
Scale of assessment (preliminary/final): 100 % preliminary.
Learning outcomes:
After successfully completing the course, the student has a basic overview of tangible and intangible traditional culture. He/she understands the development of traditional culture from the historical and social aspect and is able to identify the connections of the development and differentiation of the traditional dialectal lexis with the historical and cultural development of society. The student can analyse the selected topic from traditional folk culture and combine it with the perspective of dialectal lexical development and its regional variations.
DOLNÍK, Juraj. Synchrónna dynamika morfológie. In: Morfologické aspekty súčasnej
slovenčiny. Bratislava: VEDA, vydavateľstvo slovenskej akadémie vied, 2010, s. 66-96. ISBN 978-80-224-1159-2.
DOLNÍK, Juraj. Teória spisovného jazyka so zreteľom na spisovnú slovenčinu. Bratislava: Veda, vydavateľstvo slovenskej akadémie vied, 2010. ISBN 978-80-224-1119-6.
HORECKÝ, Ján, BUZÁSSYOVÁ, Klára a Ján BOSÁK. Dynamika slovnej zásoby súčasnej slovenčiny. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied, 1989. ISBN
80-224-0047-5.
KRALČÁK, Ľubomír. Dynamika súčasnej slovenčiny: sociolingvistické aspekty dynamiky jazyka. Nitra: Univerzita Konštantína Filozofa, 2009. ISBN 978-80-8094-665-4.
MLACEK, Jozef. Médiá a jazyk. In: Jazyk a jazykoveda v pohybe. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied, 2008, s. 288-296.
Note: Additional literature including the templates for the presented papers will be specified during the semester.
Continuous preparation for seminars and active participation in seminar discussions (10 b), preparation of a paper and its presentation at the seminar (10 b), preparation of a seminar paper according to the teacher's instructions and its submission no later than in the next-to-last week of the semester (30b), final colloquium in the last week of the teaching part of the semester, the subject of which is the topic of the seminar paper (50 b).
Max. two documented absences are allowed.
Grading scale:
100 – 92 %: A, 91 – 84 %: B, 83 – 76 %: C, 75 – 68 %: D, 67 – 60 %: E, 59 – 0 %: Fx.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Slovak
1. The concept of synchronous and diachronic dynamics.
2. Tendencies of language development in the synchronous aspect.
3. Objectivist approach to explaining language changes.
4. Subjectivist approach to explaining language changes.
5. The dynamics of orthographic principles.
6. Manifestations of language dynamics on the morphological and syntactic level of language.
7. Manifestations of language dynamics on the lexical and word-forming level of language.
8. The language economy principle – economization of language structures (critical analysis).
9. Internationalisation of language – causes and effects of internationalisation.
10. Erasing differences between spoken and written language.
11. The dynamics of communication spheres (with the example of mass media, belles-lettres and scientific style).
12. Users’ attitudes towards language changes. Conservativism versus liberalism in the current language discourse.
Scale of assessment (preliminary/final): 100 % preliminary
After completing the course, the student has knowledge of synchronous dynamic changes in the language, understands the mechanism of its development and is able to competently assess innovations at all levels of the language, including current changes in various areas of communication.
BOHUNICKÁ, Alena. Metaforika činnostného aspektu jazyka. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3694-9.
DOLNÍK, Juraj et al. Cudzosť – jazyk – spoločnosť. Bratislava: Iris, 2015. ISBN 978-80-8153-042-5.
DOLNÍK, Juraj. Jazyk v pragmatike. Bratislava: Veda, 2018. ISBN 978-80-224-1686-3. DOLNÍK, Juraj. Jazyk v sociálnej kultúre. Bratislava: Veda, 2017. ISBN 978-80-224-1584-2. HUANG, Yan. Pragmatika. Praha: Karolinum, 2019. ISBN 978-80-246-3337-4.
LAKOFF, G. – JOHNSON, M. Metafory, kterými žijeme. Brno: Host, 2002. Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
a) active participation in seminars in the form of engaging in discussion with relevant outputs (20 %);
b) preparation and presentation of a paper on a given topic (30 %). The topics of the papers and the date of the presentation will be announced at the beginning of the semester. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment. The condition for granting credits is the achievement at least 60 % success rate for continuous evaluation. The teacher will accept a maximum of two absences with documentation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Slovak, ability to read in Czech and English
1. Scientific paradigms in linguistics. Communication-pragmatic turn.
2. Multidisciplinarity and contemporary linguistics.
3. Pragmatization of linguistics: semantics and pragmatics.
4. Lexical significance in a pragmatic perspective.
5. Language in social interaction.
6. Courtesy in language.
7. Discourse and critical discourse analysis.
8. Sociologization of linguistics.
9. Xenolinguistics.
10. Cognitivization of linguistics.
11. Cultural (ethno) linguistics.
12. Eco-linguistics.
100 % preliminary
The graduate of the course has knowledge of the breadth of the current subject of synchronous linguistics, can identify the latest domestic and foreign linguistic trends, has the ability to think critically about current linguistic approaches to language research.
MISTRÍK, J.: Štylistika. 3. vyd. Bratislava: SPN, 1997. 600 s. ISBN 80-08-02529-8 MLACEK, J.: Sedemkrát o štýle a štylistike. Ružomberok: Katolícka univerzita v Ružomberku, 2007. 124 s. ISBN 978-80-8044-172-0
FINDRA, J.: Štylistika súčasnej slovenčiny. Martin: Osveta 2013. 320 s. ISBN
978-80-8063-404-9
HOFFMANNOVÁ a kol.: Stylistika mluvené a psané češtiny. Praha: Academica 2016. ISBN 978-80-200-2566-1
ORGOŇOVÁ, O. - BOHUNICKÁ, A.: Interakčná štylistika. Bratislava: Univerzita Komenského v Bratislave 2018.ISBN 978-80-223-4566-8
QUENEAU, R.: Stylistická cvičení. Praha: Volvox Globator 2012. ISBN 978-80-7207-853-0
ORGOŇOVÁ, O., & BOHUNICKÁ, A. (2025). Pragmatizácia slovenskej štylistiky digitálnej éry. Stylistyka, 35, 195–230. https://doi.org/10.25167/Stylistyka35.2025.11
Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
Two home written stylization works (specification of the term in the course program at the beginning of the semester), one paper or presentation or interpretation, final written examination in the 12th - 13th week of the semester, oral exam in the exam period.
The prerequisite for the procedure for the oral exam is to manage the continuous control on time with an overall continuous evaluation of at least E. Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item.
Slovak, Czech
TIme burden – 4c = 100h - 120h
1. completion of educational activities (L,S): 39h
2. continuous preparation for seminars: 33 h
3. 2 homeworks: 7h
4. preparation for final test exam: 20h
5. preparation for final oral exam: 20h
Subject and terminology of Slovak stylistics. Interdisciplinarity in stylistics. Functional, expressive and interactional stylistics. Typologies of styles and genres and their application in practice. Intertextuality. Creation and interpretation.
Written and oral stylization, monological and dialogical expressions. Verbal and nonverbal communication. Didactic application of theoretical background.
Scale of assessment (preliminary/final): 40/60
The student has a systemized current knowledge of the theory of functional, expressive and interactional stylistics and is able to transform them creatively into a didactic style. He/she can an adequately interpret texts of various styles and genres, he/she can critically differentiate stylistically and stylizally adequate and inadequate texts or unmask disinformation. He is able to creatively apply stylistic theory in creating his own text from different spheres and types of communication and with regard to the addressee.
AUSTIN, J. L.: Ako niečo robiť slovami. Bratislava: Kalligram 2004. DOLNÍK, J.: Všeobecná jazykoveda. Bratislava: Veda 2009, 2. vydanie 2013.
HIRSCHOVÁ, M.: Pragmatika v češtině. 1. vydanie Olomouc 2006; 2. vydanie Praha:
Karolinum 2013.
ORGOŇOVÁ, O. – DOLNÍK, J.: Používanie jazyka. Bratislava: Univerzita Komenského 2010. (vybrané kapitoly)
SEARLE, J. R.: Rečové akty. Bratislava: Kalligram 2007.
More materials are made available to students by the teacher according to his/hers current selection
Continuous completion of tasks, one 30-minute sound recording according to instructions for transcription and conversation analysis (specification of the task and deadline in the course programme at the beginning of the semester), one report or presentation or interpretation, final written exam in 12. – 13. week of the semester (or colloquium).
Preeliminary outputs are accepted in the specified deadline and they do not have a correction date. The final grade integrates the preeliminary grades. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. Scale of assessment (preliminary/final): 40/60
Slovak, Czech, knowledge of English is welcomed
Time burden - 4c = 100h - 120h
- completion of educational activities (L,S): 39h
- continuous preparation for lessons: 33 h
- collection and processing of empirical material: 7h
- preparation for final test exam: 20h
- preparation for colloquium: 20h
The term pragmatics and the contemporary pragmatically oriented linguistics in the didactic field. Differentiation of traditional and contemporary linguistic pragmatics.
Language as a part of social action, speech acts and their typology. Speech acitivity, communicative functions of statements in institutional and private environment.
Cooperative principle and conversational maxims. Cooperative and non-cooperative speech activity in school. Dialogue, conversation, ethnomethodology. Deixes and their meaning in communication. New pragmatic direction: xenolinguistics; ethnolinguistics and language image of the world.
40/60
Student is based on the knowledge from linguistic pragmatics able to understand and evaluate social behaviour and communication intentions in real interactions, especially in school environment (in communication with parents, teachers, students). He/she is ready to infer pragmatic goals of communicants nad purposefully aim for optimal communication effect.
BETÁKOVÁ, Valéria, JACKO, Jozef a Kristína ZELINKOVÁ. Teória vyučovania slovenského jazyka. 1. vyd. Bratislava: SPN, 1984.
ČECHOVÁ, Maria. Komunikační a slohová výchova. 1. vyd. Praha: ISV nakladatelství, 1998. ISBN 80-85866-32-3.
GAVORA, Peter et al. Ako rozvíjať porozumenie textu u žiaka. Nitra: Enigma, 2008. ISBN 978-80-89132-57-7.
PALENČÁROVÁ, Jana, KESSELOVÁ, Jana a Jana KUPCOVÁ. Učíme slovenčinu komunikačne a zážitkovo. 1. vyd. Bratislava: SPN, 2003. ISBN 80-10-000328-X. ŠTĚPÁNÍK, Stanislav a Martina ŠMEJKALOVÁ. Průvodce začínajícího češtináře. Praha:
Pedagogická fakulta Univerzity Karlovej, 2016. ISBN 978-80-7290-949-0. Available at: https:// www.researchgate.net/
publication/319836793_Pruvodce_zacinajiciho_cestinare.
ŠTĚPÁNÍK, Stanislav et al. Školní výpravy do krajiny češtiny. Didaktika českého jazyka pro základní školy. Plzeň: Nakladatelství Fraus, 2020. ISBN 978-80-7489-595-1
Inovovaný štátny vzdelávací program. Jazyk a komunikácia. Slovenský jazyk a literatúra. Štátny pedagogický ústav © [cit. 2021-10-25]. Available at: https://www.statpedu.sk/sk/svp/inovovany- statny-vzdelavaci-program/.
Slovak language textbooks for the 2nd grade of elementary school, Slovak language textbooks for grammar schools and specialized schools.
Selected articles from the Slovenčinár (available at: http://sausba.sk/page.php?id=12), and Language and literature magazines (available at: http://www.statpedu.sk/sk/publikacna-cinnost/casopisy/jazyk-literatura/),
Slovak language and literature at school and current articles from other professional journals, anthologies.
Additional literature will be published at the beginning and during the semester.
a) during the teaching part of the semester (preliminary) – active participation in seminars (joining the discussion), preparation of assignments (a portfolio of didactic materials and activities) - 25 p., a preparation for two lessons including worksheets for the assigned subjects and a presentation of one of the prepared lessons at the seminar during the second half of the semester (50 p.),
b) during the exam period – a colloquium focused on the synthesizing reflection and on the defence of the assignments – the portfolio, the preparations for lessons and the worksheets (25 p.). The prerequisite for the colloquium is meeting the conditions of the preliminary evaluation (active participation in seminars, preparation and hand-in of the portfolio and the preparations for the lessons according to set deadlines).
The hand-in dates for the preliminary assignments, the preparations for lessons and the presentations will be specified in the course programme at the beginning of the semester.
The colloquium dates will be published via AIS no later than the last week of the teaching part of the semester.
Max. two excused absences are accepted. Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: Fx
Slovak, Czech (passive)
Theory of teaching the Slovak language. Style and communication as a subject.
State education programme, school education programme and education standards.
Communication competence and the possibilities for its development.
Traditional vs. innovative teaching methods and their utilization in the Slovak language lessons.
Teaching aids and modern technologies and their utilization in the Slovak language lessons.
Slovak language textbooks.
Communication and stylistic education. Creative writing.
Didactic transformation of the current linguistic knowledge and their application to teaching.
Assessment and evaluation of spoken and written speech.
Analysis and interpretation of the text, developing reading literacy.
Solving methodological problems of the specific teaching subjects.
Preparation of a model teaching lesson concerning a chosen subject.
75/25
After successfully completing this course, the student acquires knowledge about the specifics of teaching the Slovak language (methodological foundation and current trends in teaching the Slovak language), about the pedagogical documents, textbooks and teaching methods used in the Slovak language lessons. He/she understands the specifics of developing the students’ communication, interpretation and creative competence. He/she can didactically transform the linguistic knowledge and apply it effectively to the teaching of Slovak language. He/she can perform a didactic analysis of the curriculum, set an educational goal, accordingly and effectively use various methods and didactic means based on the content and aim of the teaching lesson, choose the right educational material, design effective teaching activities and assignments according to the set educational goals and educational needs and abilities of the students, create his/her own educational materials for the chosen subjects within the Slovak language and communication.
BILINSKI, W. Velká kniha rétoriky. Praha: Grada Publishing, 2011. ISBN 978-80-247-3905-2 HEINDRICHS, J. Rétorika pro každého. Brno: Computer Press, 2010. ISBN 978-80-251-2693-6
KRAUS, J. Rétorika v evropské kultuře i ve světe. Praha: Karolinum, 2011. ISBN
978-80-246-2001-5
VYBÍRAL, Z. Psychologie komunikace. Praha: Portál, 2009. ISBN 978-80-736-7387-1 ŠPAČKOVÁ, A. Moderní rétorika na univerzitě. Praha: Karolinum, 2017. ISBN
978-80-246-3708-2
Homeworks during semester (interpretation and creation of argumentation entries, contributions to discussions etc.), two prepared speeches orally presented in seminar (preliminary), final text exam or colloquium in 12. – 13. week of the semester.
Preliminary outputs do not have a correction date. The teacher will accept a maximum of two documented absences. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Credits will be granted to the student who has obtained at least an E as the final grade. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. Scale of assessment (preliminary/final): 100/0
slovak, czech
Time burden – 4c = 100h – 120h
-Completion of educational activities (L,S): 39h
-Continuous preparation for lessons: 26h
- Preparation of 2 speeches: 16h
- Preparation for the final written exam: 20h
Ancient rhetorics and neorhetorics. Rhetorical genres. Politenes and etiquette. Conflicting and non-conflicting communication. Defense against manipulative behaviour and verbal abuse. Interpretation of rhetorical speeches.
Creation of rhethorical texts (public monological and dialogical); persuasion, agumentation. Practical rhetorics 1 - monology (business, politically/socially engaged speeches and occasional speeches.
Pratical rhetorics 2 – dialogical interactions (principle of cooperation, principle of politeness and their application in form example defence of a project/propagation of bioethical practices and discussion/polemics concerning them, in business negotiation and conflict, in family arguments...)
100/0
The student is able to apply systemized information from the subject to didactic practice. He/she knows the methods of rhetorical interpretation and masters the principles of speaking. He/she is able to adequately understand the speaker's performance and to respond appropriately in dialogic interaction in the work (school) and non-work environment. He/she is able to apply correct persuasive tactics in a prepared and improvised communication act in the spirit of ethical principles of healthy communication.
BETÁKOVÁ, Valéria, JACKO, Jozef a Kristína ZELINKOVÁ. Teória vyučovania slovenského jazyka. 1. vyd. Bratislava: SPN, 1984.
ČAPEK, Robert. Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada, 2015. ISBN 978-80-247-3450-7.
ČECHOVÁ, Maria. Komunikační a slohová výchova. 1. vyd. Praha: ISV nakladatelství, 1998. ISBN 80-85866-32-3.
ELIAŠOVÁ, Věra. Tvorivé písanie na strednej škole. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4565-1.
Syntax a jej vyučovanie 3. Zost. J. Vaňko. Nitra: Filozofická fakulta Univerzity Konštantína Filozofa, 2005. ISBN 80-8050-930-1.
ŠTĚPÁNÍK, Stanislav a Martina ŠMEJKALOVÁ. Průvodce začínajícího češtináře. Praha: Pedagogická fakulta Univerzity Karlovej, 2016. ISBN 978-80-7290-949-0. Available at: https:// www.researchgate.net/
publication/319836793_Pruvodce_zacinajiciho_cestinare.
Inovovaný štátny vzdelávací program. Jazyk a komunikácia. Slovenský jazyk a literatúra. Štátny pedagogický ústav © [cit. 2021-10-25]. Available at: https://www.statpedu.sk/sk/svp/inovovany- statny-vzdelavaci-program/.
Slovak language textbooks for junior high school, Slovak language textbooks for grammar schools and specialised schools.
Selected articles from magazines: Slovenčinár (available at: http://sausba.sk/page.php?id=12), Jazyk a literatúra (available at: http://www.statpedu.sk/sk/publikacna-cinnost/casopisy/jazyk-literatura/), Slovenský jazyk a literatúra v škole, Didaktické studie (Didactic papers) and contemporary articles in other specialised magazines, anthologies. Additional literature will be published at the beginning of and during the semester.
Active participation in seminars (taking part in the discussion with relevant inputs) - 10 p., preliminary preparation of assignments focused on the analysis, creation and evaluation of various teaching materials, tests, didactic activities, the use of didactic games etc. - 40 p., seminar paper or project – 50 p.
The hand-in date and the requirements for the seminar paper/preparation of the project will be specified in the course programme at the beginning of the semester.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
Max. two excused absences are accepted.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: Fx
Slovak, Czech (passive, some of the study literature is in Czech)
Communication-cognitive and experiential conception of mother tongue teaching.
Constructivist approach in Slovak language teaching. Project teaching.
Didactic transformation of current linguistic knowledge and its application in teaching Slovak language.
Communication competence and possibilities of its development.
Morphology, syntax, lexicology, phraseology, stylistics in school practice.
Discourse analysis and possibilities of its use in school practice.
Use of diachronic linguistics knowledge in the Slovak language teaching.
Developing students' argumentation skills in Slovak language lessons.
Developing reading literacy.
Didactic game, its functions and use in Slovak language lessons.
Analysis of textbooks, teaching materials and pedagogical documents.
Creating one’s own teaching materials.
100 % preliminary
After completing the course, the student has knowledge of contemporary trends in teaching the Slovak language. He/she understands the specifics of developing the students’ communication, interpretation and creative competence in Slovak language lessons. He/she can analyse and solve methodical problems in teaching various Slovak language subjects. He/she can didactically transform linguistic knowledge and effectively and creatively apply them to creating his/her own teaching materials and to teaching Slovak language.
Recommended literature:
KRAJČOVIČ, Rudolf. Vývin slovenského jazyka a dialektológia. 2. vyd. Bratislava: Univerzita Komenského, 2009. ISBN 978-80-223-2526-4 (Selected parts)
KRAJČOVIČ, Rudolf a ŽIGO, Pavol. Textová príručka k dejinám slovenského jazyka. Bratislava: SPN, 1979. ISBN 67-063-79.
MÚCSKOVÁ, Gabriela, MUZIKOVÁ, Katarína a WAMBACH, Viera. Praktická dialektológia: vysokoškolská príručka na nárečovú interpretáciu. Wien: Facultas Verlags- & Buchhandels AG Wien, 2012. + CD. ISBN 978-3-200-02560-8. (Selected parts)
ŠTOLC, Jozef. Slovenská dialektológia. Bratislava: Veda, 1994. ISBN 978-80-224-0036-7. KRÁLIK, Ľubor. Stručný etymologický slovník slovenčiny. Bratislava: Veda, 2015. ISBN 978-80-224-1493-7.
KOVÁČOVÁ, Viera. Vybrané kapitoly z dialektológie. Učebné texty a materiály. Ružomberok: Verbum, 2013. ISBN 978-80-8084-933-7. (selected parts)
Atlas slovenského jazyka I. - IV. Bratislava: Veda, 1968 - 1984. Slovník slovenských nárečí. I. - III. Bratislava: Veda, 1994 - 2021.
Course requirements:
Active participation in class and continuous work on home assignments (20%); realisation of own heuristic research in the location selected and agreed in class and its presentation (30 %); Seminar paper based on own heuristic research (50%). The deadline, content and form of the semester papers will be set in a course syllabus at the beginning of the semester. The condition for final evaluation is a minimum of 50% of final test evaluation and fulfilment of all the others course requirements.
Infringement of academic policy will result in annulment of the evaluation.
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 with documentation.
The exact syllabus and course requirements will be announced at the beginning of the semester.
Slovak
Course syllabus:
1. Dialect as a traditional regional variety; development and differentiation of the Slovak dialects.
2. Basic structural differences in the Slovak dialects and the impact of different languages on their development.
3. Dialectology as a field of study.
4. Conceptual and methodological aspects of traditional, sociolinguistic and perceptual dialectology.
5. Folk dialectology.
6. The basics of heuristic research.
7. Historical and dialect lexicography and cartography.
8. Dialects and its dynamics – changes in structure, development and use of traditional dialects in the current communication.
9. Analysis and interpretation of the authentic dialect material.
Scale of assessment (preliminary/final): 100 % preliminary.
Learning outcomes:
After completing the course, the student knows the basic dialect structure, historical and cultural aspects of Slovak dialects in Slovakia and partly in Slovak enclaves in other countries. The student knows the methods of traditional, sociolinguistic, and perceptual dialectology as well as the methods of heuristic research. He/she is able to collect his own research material, transcribe dialect material and analyse it from the perspective of traditional, sociolinguistic, or perceptual dialectology and present it in a presentation and a seminar paper.
Made available to students according to teachers current selection.
Active participation at lectures in cooperation with publisher Orbis Pictus Istropolitana, preparing and completing preliminary tasks, presentation of practical teaching material. The teacher will accept a maximum of four absences. A breach of academic ethics will result in the cancellation of the evaluation result of the relevant item. The evaluation is carried out according to this classification scale: A (100 % - 92 %), B (91 % - 84 %), C (83 % - 76 %), D (75 % - 68 %), E (67 % - 60 %). Scale of assessment (preliminary/final): 100/0
slovak
1. Textbook as a specific type of text; system of textbooks in Slovakia and textbook politics
2. How is a textbook made? Editorial process.
3. On the axis: linguistics – school textbook – users and everyday language practice (content, form, usage)
4. Evaluation of textbooks, methodics and criteria for evaluation; relationship of textbooks to iŠVP, authors goal.
5. Proofreading in practice.
6. Graphics and illustrations as a part of teaching apparatus.
7. Specific handling of a theme in textbooks and their potential use in practice; methods.
8. Preparation and presentation of teaching material.
Scale of assessment (preliminary/final): 100/0
The student has overview of the publishing process and editorial practice, of use of textbooks after their publishing (approval and school practice) and their evaluation. He/she also gains practical experience with proofreading and editorial work.
Recommended literature prescribed for compulsory and optional subjects of the study program, which are relevant for the content of the final state examination. Dominant are synthetic, conceptual and theoretical works enabling a contextual overview and search for causes and contexts
1. Semantics and pragmatics of language expressions. Didactic application of the distinction between semantics and pragmatics of language expressions. Preparation of a model lesson on a given topic with an introduction to teaching methods and types of tasks.
2. Speech acts. Didactic potential of speech act theory.
3. Communication culture. Critical evaluation of school documentation: state and school educational program, content and performance educational standard, target requirements for graduations.
4. Conversational analysis. Instead of cultivating the regulatory mechanism of interviews in the content of education and application in the teaching of SJ.
5. Discourse analysis. The contribution of the concept of discourses to the development of social intelligence in the modernization of the state educational program.
6. Rhetoric. The current state and potential of rhetoric in the state educational program and in the teaching of the Slovak language.
7. Persuasion. The technique of persuasion in the development of social interaction competence with regard to the potential of teaching aids.
8. Language and communication culture in the pre-prescription period. The place of language cultivation and communication competence in high school Slovak textbooks - critical evaluation.
9. Language and communication culture in the writing period. Didactic reflection of knowledge from language culture and their application in the development of the student's language self-confidence.
10. Xenolinguistics. Xenophobia and xenophilia as a didactic problem. Preparation of a model lesson focused on xenophobia and xenophilia.
11. Stylistics - methodological confrontation. Optimal stylistics in Slovak language teaching.
12. Stylistic differentiation of language means. Issues of evaluation and classification of spoken and written expressions.
13. Text from the author's point of view. Issues of communication and style education at secondary schools.
14. Text from the recipient's point of view. Cultivation of interpretive competence and methodology of working with non-artistic texts in the teaching of the Slovak language.
15. Current trends in linguistics. Didactic problem: systems linguistics and development of communication competence.
2 438 / 5 000
Výsledky prekladov
The student can take the state exam
a) after obtaining at least such a number of credits that after obtaining credits for successful completion
state examinations has reached the required number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects and elective courses
subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
(d) if no disciplinary action is taken against him.
Successful completion of the state exam is one of the conditions for successful completion
study program. The subject of the state examination is evaluated by the commission for state examinations
grades A to FX. The examination commission decides on the evaluation of the state examination or its part
consensual. If the examination commission does not reach a consensus, evaluate the state examination or its
component shall be decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are required to publish their
dates of state exams on the website no later than 5 weeks before they take place. The student
registers for the state exam through the academic information system at least three
weeks before the date of its action.
The student is entitled to one regular and two resit dates of the state exam. The due date is the one
to which the student applied for the first time within the deadline set for state exams. If he was a student at
regular date of the state exam evaluated by the mark FX, corrective dates of the state exam may
student perform
(a) in the following dates for the holding of state examinations in the relevant academic year
or
(b) within the time limits for holding State examinations in one of the following academic years in
in accordance with § 65, par. 2 of the Higher Education Act.
If, for serious reasons, a student is unable to attend the date of the state examination for which he / she has applied,
he is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three
working days after the date of the state examination or its part, if there were serious obstacles to it
prevented themselves from apologizing in advance. If a student does not appear for a state examination without apology or
part of it, or if the chairman of the selection board does not accept his apology,
of the given date of the state exam is evaluated with the FX mark.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set
department.
2. The student receives a question from the subject of the state exam, which is given in writing and anonymously
random selection from printed questions or generator.
3. The examination commission will give the student a reasonable time to prepare an oral answer to the assigned
question. (In the case of the distance form of SS, the student answers without preparation.)
4. The student is ready to have a synthesizing dialogue with the examination board.
5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination
examinations to be held at a closed session of the selection board.
The course of the state examination and the announcement of its results are public
0/100
The graduate has an awareness of the relationship between the Slovak national language and language, etc.
communication culture, written and oral communication; can apply knowledge of systemic
linguistics, sociolinguistics and linguistic pragmatics in describing and explaining the language. The student's ability to integrate learning outcomes from courses of a given degree is one of the attributes of a successful graduate.
Recommended literature prescribed for compulsory and optional subjects of the study program, which are relevant for the content of the final state examination. Dominant are synthetic, conceptual and theoretical works enabling a contextual overview and search for causes and contexts.
The answer to the state question is to include basic historical and literary-historical
context of the period, the context of the work of individual authors, the characteristics of the period and the author
poetics and a more detailed analysis and interpretation of several works by the authors mentioned in the question.
1. Social context of the development of literature in the first half of the 20th century. Characteristics
and periodization of the period. Basic tendencies in the development of poetry, prose and drama. The key
authors and their works.
2. Slovak modernism (broader social and artistic context, time and author's
definition, transformation in the poetics of poetry, prose and drama). Poetic and prose work
Ivan Krask and Janek Jesenský.
3. Prose work of Ladislav Nádaši-Jégý and Gejza Vámoš. Naturalism
and expressionism as a starting point for the transformation of prose.
4. Prose work of Ján Hrušovský and Ivan Horváth. Characteristics and transformations
authorial poetics, modernist innovation of prose.
5. Prose work of Mila Urban. Characteristics and transformations of author 's poetics, tradition and
prose innovation.
6. Prose work of Jozef Cíger Hronský. Characteristics and transformations of copyright
poetics, tradition and prose innovation.
7. Prose work of Margita Figuli and Dobroslav Chrobák. Characteristics and transformations
authorial poetics (starting points, naturism), prose innovation.
8. Prose work of František Švantner. Characteristics and transformations of author's poetics
(starting points, naturism and its overcoming), prose innovation.
9. Poetry by Emil Boleslav Lukáč, Ján Smrek and Valentín Beniak.
Characteristics and transformations of author's poetics, neosymbolism and its overcoming.
(Note: the answer should focus on one author in profile and on the other two
give only a basic overview of the work and a brief description of the author's poetics).
10. Poetry by Ladislav Novomeský. Characteristics and transformations of copyright
poetics, avant-garde and poetry innovation.
11. Poetry of Rudolf Dilong, Pavel Gašparovič Hlbin and Janek Silan (until
1948). Characteristics and transformations of author's poetics, context of Catholic modernism
(Note: the answer should focus on one author in profile and state the other two
only a basic overview of the work and a brief description of the author's poetics).
12. Poetic work of Rudolf Fabry and Vladimír Reisel in the context of surrealism
and surrealism.
13. Dramatic works by Vladimír Hurban Vladimírov, Ivan Stodol and Július Barč Ivan - tradition and drama innovation (Note: the answer should focus on
one author and for the other two give only a basic overview of the creation and a brief
characteristics of authorial poetics).
14. Literary-historical characteristics of individual decades: 50s, 60s, 70s and 80s 20.
stor. Transformations of social contexts and poetics. Key authors and their works.
15. Socialist realism - features of poetics, themes, authors and works, historical context.
(Frano Kráľ, Milan Lajčiak, Peter Jilemnický, Vladimír Mináč and František Hečko).
16. Dominik Tatarka and Ladislav Mňačko. Transformations of their work in historical contexts.
17. An unconventional view of the Second World War in drama and prose. Peter Karvaš and Ivan
Bukovčan, Leopold Lahola.
18. Poetics and development of poetry by Milan Rúfus and Miroslav Válek.
19. Poetics of poetic groups of the 60's. Concretists and Lone Runners.
20. Neomodernist prose of the 1960s and its later development. On the example of the work of John
Johanides and Rudolf Sloboda.
21. Literary historical classification and poetics of Dušan Mitan and Dušan Dušek.
22. Changes in literature after 1989 (in literary texts and in literary life). Overview
poetics from the 90s to the present.
23. Peter Pišťanek and Stanislav Rakús. Ironic reassessment of the present and the past
in the 90s.
24. Pavel Vilikovský. Neomodernist and postmodernist characteristics of his work.
25. The return of neo-modernist tendencies, subject prose and authenticity after 1989
(Balla, Márius Kopcsay, Marek Vadas and others).
26. The historical novel in the period of normalization and its return in the new millennium)
Ballek and Pavol Rankov).
27. Postmodernist tendencies in the prose of Igor Otčenáš and Dušan Taragel and in poetry
Peter Macsovszky and Michal Habaj.
28. Forms of contemporary literature written by women (Jana Juráňová, Monika Kompaníková,
Ivana Dobrakovová and others).
29. Ironic subversion in the dramatic work of Milan Lasica and Július Satinský,
Stanislav Štepka and Viliam Klimáček.
The student will also prepare a model lesson focused on issues in history
Slovak literature.
The student can take the state exam
a) after obtaining at least such a number of credits that after obtaining credits for successful completion
state examinations has reached the required number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects and elective courses
subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
(d) if no disciplinary action is taken against him.
Successful completion of the state exam is one of the conditions for successful completion
study program. The subject of the state examination is evaluated by the commission for state examinations
grades A to FX. The examination commission decides on the evaluation of the state examination or its part
consensual. If the examination commission does not reach a consensus, evaluate the state examination or its
component shall be decided by voting.
Based on the wording of the study regulations of the faculty (VP 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty study schedule. Departments are required to publish their
dates of state exams on the website no later than 5 weeks before they take place. The student
registers for the state exam through the academic information system at least three
weeks before the date of its action.
The student is entitled to one regular and two resit dates of the state exam. The due date is the one
to which the student applied for the first time within the deadline set for state exams. If he was a student at
regular date of the state exam evaluated by the mark FX, corrective dates of the state exam may
student perform
(a) in the following dates for the holding of state examinations in the relevant academic year
or
(b) within the time limits for holding State examinations in one of the following academic years in
in accordance with § 65, par. 2 of the Higher Education Act.
If, for serious reasons, a student is unable to attend the date of the state examination for which he / she has applied,
he is obliged to apologize in writing to the chairman of the examination commission in advance or no later than three
working days after the date of the state examination or its part, if there were serious obstacles to it
prevented themselves from apologizing in advance. If a student does not appear for a state examination without apology or
part of it, or if the chairman of the selection board does not accept his apology,
of the given date of the state exam is evaluated with the FX mark.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set
department.
2. The student receives a question from the subject of the state exam, which is given in writing and anonymously
random selection from printed questions or generator.
3. The examination commission will give the student a reasonable time to prepare an oral answer to the assigned
question. (In the case of the distance form of SS, the student answers without preparation.)
4. The student is ready to have a synthesizing dialogue with the examination board.
5. Upon completion of the student's answer, the examination commission will decide on the results of the state examination
examinations to be held at a closed session of the selection board.
The course of the state examination and the announcement of its results are public
0/100
The student has knowledge about the specifics of teaching Slovak language and literature, about pedagogical
documents, textbooks and teaching methods used in SJ and literature classes.
The graduate is able to apply linguistic and literary knowledge in school practice, he knows
involved in the creation of didactic and popularization works.
PEKAROVIČOVÁ, Jana. Slovenčina ako cudzí jazyk - predmet aplikovanej lingvistiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-290-5. Dostupné na: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/24/978-80-8127-290-5_Pekarovicova.pdf?sequence=1&isAllowed=y
KAMENÁROVÁ, Renáta a kol. Krížom-krážom. Slovenčina A1. Metodická príručka. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4708-2.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – PALCÚTOVÁ, Michaela – ŠTEFÁNIK, Jozef. Slovenčina pre cudzincov. Praktická fonetická príručka. Bratislava: Stimul, 2005. ISBN 80-89236-04-9.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – MOŠAŤOVÁ, Michaela. Vzdelávací program Slovenčina ako cudzí jazyk. Jazykový kurz v kontaktnej a dištančnej forme. Bratislava: Stimul, 2007. ISBN 978-80-89236-28-2.
SEDLÁKOVÁ, Marianna et al. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: FF UPJŠ, 2015. ISBN 978-80-8152-250-5.
učebnice slovenčiny pre cudzincov
www.fphil.uniba.sk/sas
www.e-slovak.sk
vybrané state zo zborníkov:
Studia Academica Slovaca (1 - 50)
Jazyk a komunikácia v súvislostiach
Slovenčina (nielen) ako cudzí jazyk (I - III)
Active participation in seminars, the preparation and completion of given tasks, presentation on a topic of your choice, conducting a survey, final test, a colloquium.
Slovak
Continual and final assessment: the characteristics of Slovak as a foreign language and its typological features.
Sociolinguistic and ethnocultural factors in the presentation and acquisition of Slovak as a foreign language.
The presentation and acquisition of Slovak grammar, lexis, and phonetic and prosodic aspects. Identification and classification of communication barriers and mistakes.
Non-verbal communication from the point of view of Slovak as a foreign language.
Development of communicational competence: reception and production skills.
Linguistic minimum and teaching practice.
60/40
To grasp the forms and methodology of the communicative approach in the presentation of the language system. Participants will learn to specify individual levels of language and learning programmes according to the degree of ability and individual focus; a teaching concept is presented which is focused on the development of communicational competency and the methodology of making the Slovak language and culture accessible to foreigners.
PEKAROVIČOVÁ, Jana. Slovenčina ako cudzí jazyk - predmet aplikovanej lingvistiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-290-5. Dostupné na: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/24/978-80-8127-290-5_Pekarovicova.pdf?sequence=1&isAllowed=y
KAMENÁROVÁ, Renáta a kol. Krížom-krážom. Slovenčina A1. Metodická príručka. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4708-2.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – PALCÚTOVÁ, Michaela – ŠTEFÁNIK, Jozef. Slovenčina pre cudzincov. Praktická fonetická príručka. Bratislava: Stimul, 2005. ISBN 80-89236-04-9.
PEKAROVIČOVÁ, Jana – ŽIGOVÁ, Ľudmila – MOŠAŤOVÁ, Michaela. Vzdelávací program Slovenčina ako cudzí jazyk. Jazykový kurz v kontaktnej a dištančnej forme. Bratislava: Stimul, 2007. ISBN 978-80-89236-28-2.
SEDLÁKOVÁ, Marianna et al. Praktická didaktika slovenčiny ako cudzieho jazyka pre študentov slovakistiky. Košice: FF UPJŠ, 2015. ISBN 978-80-8152-250-5.
učebnice slovenčiny pre cudzincov
www.fphil.uniba.sk/sas
www.e-slovak.sk
Active participation in classes, the preparation and completion of given tasks, participation in the teaching of foreign students by sitting in on a class, teaching foreign students in a group or individually, the making of a diary of findings, working in a tandem, a colloquium.
Language instructors’ methodical preparation.
Levels of language/levels of foreign language according to the Common European Framework of Reference for Languages.
The teaching concept, the methodology of the presentation of curriculum with a focus on the receiver.
Teaching tools, textbooks, and exercises books. Internet audio and video-recordings.
Classification of the students, classification of mistakes.
Participation in lectures; recording with the use of a diary.
Teaching foreigners in a group or individually.
Analysis of lectures, evaluation of all components.
60/40
In this practical course, students will learn about forms and methods of the communicative approach in courses of Slovak language for foreigners, with a focus on grammar and lexis concerning teaching objectives, reflecting the activities of students and the teaching competence of the instructor. They will work on a complex analysis and interpretation of their own teaching lessons from the point of view of pedagogical interaction.
KVETKO, Pavol Translation Studies an introduction course. Trnava: Univerzita
sv. Cyrila a Metoda. ISBN 978-80-8105-641-3. BAKER, Mona (2018) In Other Words: A Coursebook on Translation. London: Routledge 2018. ISBN 978-1-138-66688-7. Zuzana Kraviarová: Integrovaná výučba odborného prekladu in: Prekladateľské listy 3, Bratislava, Univerzita Komenského 2014 ISBN 978-80-223-3584-3; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Alojz Keníž: Preklad ako hra na invariant a ekvivalenciu, AnaPress 2008. ISBN 978-80-89137-38-1; Martin Djovčoš a Pavol Šveda: Mýty a fakty o preklade a tlmočení na Slovensku, Veda 2017. ISBN
978-80-224-1566-8; Jana Rakšányiová: Preklad ako intekultúrálna komunikácia, AnaPress 2005. ISBN 80-89137-09-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual 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: 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. Basics of working in CAT tool 2. Popularization text, sparsely terminologically saturated 3. Translation of a fictional text, descriptively saturated 4. Text with high terminological saturation 5. Translation of a children's fiction 6. Translation of a newspaper article 7. Birth certificate, formal processing of the translation, work of the official translator 8. Fantasy / sci-fi text with a poem, translation license 9. Translation of the tourist guide 10. Cookbook translation, localization 11. Post-editing and machine translation work 12. Medical text 13. Intercultural communication - traditions and folklore
100% continuous evaluation
After completing the course, the student knows the basic translation theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak. He knows CAT tools and masters the basics of working with them. 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. He knows the translational pitfalls typical of different types of texts and is ready to solve 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. Thgey can communicate these procedures to others from the position of a teacher.
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.
BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.
BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.
HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.
LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.
MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.
NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.
The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).
The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).
Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.
100/0
By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural 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.
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.
590 / 5 000
Výsledky prekladov
BARBORÍK, Vladimír (ed.). Critical Yearbook 2018. Bratislava: Literary Information Center, 2019. ISBN 978-80-8119-122-0
CHMEL, Rudolf. History of Slovak literary criticism. Bratislava: Tatran, 1991. ISBN 80-222-0266-5.
MATEJOV, Fedor. Readings. Bratislava: Slovak Academic Press, 2005. ISBN 80-88746-15-9.
MATEJOV, Fedor, ZAJAC, Peter (eds.). From initiative to tradition structuralism in Slovak literary studies from the 1930s to the present. Brno: Host, 2005. ISBN 80-7294-149-6.
PETRÍK, Vladimír, PEŤKO, Valér (eds.). Slovak Literary Criticism 4. Bratislava: Slovenský spisovateľ, 1984.
The condition for completing the course is to obtain at least sixty points out of a hundred possible. Points can be obtained for active participation and preparation for seminars (40) and presentations on the ideas of selected personalities of Slovak literary history and criticism (60 points). Violation of academic ethics results in the cancellation of earned points in the relevant item.
Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
1. Personality of Vladimír Petrík.
2. Personality of Stanislav Šmatlák.
3. Nitra school. František Mik's expression concept.
4. Views on the interwar prose of Ján Števček.
5. Interwar literature according to Oskar Čepan.
6. The concept of the history of Slovak literature in "academic" DSL.
7. History of Slovak literature by Viliam Marcoko.
8. History of Slovak literature according to Imrich Sedlák.
9. "Disintegration" of literary history and the personality of Valér Mikula.
10. Personality of Petr Zajac.
11. Personality of Milan Šutovec.
12. The younger generation of literary criticism - Vladimír Barborík, Peter Darovec, Jaroslav Šrank.
13. The crisis of literary criticism?
100/0
The student will get acquainted with individual forms of Slovak literary-critical and literary-historical writing in the 20th century on specific texts. They will acquire the basic characteristics of the most significant literary-critical styles and the most important literary-historical methodologies, which he will be able to apply in his own professional outputs.
MIKULA, Valér. Literárne observatórium. Bratislava: Slovenský spisovateľ, 1989. ISBN 978-8022000000.
ŠÚTOVEC, Milan. Rekapitulácia nekapitulácie. Bratislava: Slovenský spisovateľ, 1990. ISBN 9788022001540.
DAROVEC, Peter. Súčasná slovenská literatúra v perspektíve literárnej kritiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-284-4. Dostupné na: http://fphil.uniba.sk/stimul
PETRÍK, Vladimír. Slovenský intelektuál Alexander Matuška. Bratislava: Literárne informačné centrum, 2019. ISBN 978-80-8119-118-3.
CHMEL, Rudolf. Dejiny slovenskej literárnej kritiky. Bratislava: Tatran, 1991. ISBN 978-8022202664.
Ongoing - during the teaching part: oral introduction to one of the selected topics of seminars (max. 10 p), active participation in seminars, participation in discussions with relevant inputs (max. 10 p), presentation of own literary critical text created in accordance with the knowledge obtained during the semester in recent two weeks of the teaching part (max. 70 points), public defense of this text at the seminar (10 points).
A maximum of two excused absences are accepted. Violation of academic ethics results in the cancellation of earned points in the relevant item.
Classification scale: 100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
1 Introduction to the issue - literary criticism as an integral, yet specific part of literary science
2 Affinities and differences of literary criticism towards literary history and literary theory.
3 Excursion into the history of Slovak literary criticism. Origin, formation, development in changing social and cultural conditions.
4 Alexander Matuška as a modern intellectual and at the same time a literary critic.
5 The relationship between literary criticism and critical thinking. What is literary criticism in a broader and narrower sense.
6 Defining the subject of interest of literary criticism - what texts fall within its competence - time, language, national and genre determination.
7 Media space of literary criticism - an overview of literary magazines and other publishing possibilities for literary criticism.
8 Standard and specific forms of literary criticism. Basic text attributes: title, perex, scope, required information.
9 Composition rules of literary criticism: introductory definition of prototext (genre, contextual), analytical core of literary criticism, evaluation conclusion.
10 Inspiration through a critical style 1 .: Valér Mikula: Literary Observatory.
11 Inspiration through a critical style 2: Milan Šutovec: Recapitulation of non-capitulation.
12 Student realizations of literary critical text and opposition of submitted outputs.
ongoing evaluation 100 %.
Upon successful completion of this course, students will acquire practical skills in creating their own literary critical texts at the level required by publishing in professional specialized literary journals. The basis for these skills is orientation in various forms of today's and historical literary criticism, individual styles of prominent representatives of modern Slovak literary criticism, various relevant literary-critical approaches to the texts of contemporary literature.
The literature will be specified according to the focus of the course at the beginning of the semester.
Students will have access to all presentations, which will be published in the course's Teams group.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. Active participation, preparation for the course, and completion of the final test are all part of the assessment.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
1. Ancient literature (with emphasis on Greek and Roman)
2. Medieval literature (Czech, German, French, Italian, Spanish, English)
3. Renaissance literature (Czech, Italian, French, Spanish, German and English)
4. Baroque literature (Czech, Italian, Spanish and English)
5. Enlightenment and classicism
6. Pre-Romanticism and Romanticism
7. Realism
8. Modern and avant-garde directions
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Middle Ages to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
The literature will be specified according to the focus of the course at the beginning of the semester.
The course is evaluated continuously and the condition for its completion is to obtain at least sixty percent of the total evaluation. It includes active participation and preparation for seminars and the elaboration of an interpretation essay.
The criteria for the overall assessment will be specified at the beginning of the semester.
Violation of academic ethics by students results in the cancellation of the evaluation in the relevant item.
Absences: 2 absences without apology required. More than 2 absences: an apology is required and submitted to the relevant study assistant at the FiFUK Study Department.
1. Baroque
2. Enlightenment
3. Classicism
4. Pre-Romanticism
5. Romanticism
6. Realism
7. Modern
8. Avant-garde
9. Literature of the 20th century between the two wars
10. Literature of the 20th and 21st centuries after 1945
Note: the specification of the program will be published in the course annotation at the beginning of the semester according to its thematic focus.
100/0
Students will gain a basic orientation in world literature from the Baroque to the present with an emphasis on selected key personalities and their relations with Slovak literature in various development periods. Interpretive, contextualising and comparative skills will be highlighted.
VAŠÁK, Pavel: Textologie. Teorie a ediční praxe. Praha: Univerzita Karlova, 1993. ISBN 80-7066-638-2
HAVEL, Rudolf - ŠTOREK, Břetislav (eds.): Editor a text. Úvod do praktické textologie. Praha: Československý spisovatel, 1971.
VOJTECH, Miloslav: Problematika edícií a jazykových aktualizácií bernolákovských literárnych textov. Slovenská literatúra, 67, 2020, č. 4, s. 287 - 305. Dostupné na: https://www.sav.sk/journals/uploads/09281328slov_lit_04-20-01.pdf
NAVRÁTIL, Martin: Možnosti a limity jazykovej aktualizácie textu. Slovenská literatúra, 67, 2020, č. 5, s. 397 - 412. Dostupné na: https://www.sav.sk/journals/uploads/11042057slov_lit_05-20-01.pdf.
Ďalšia doplnková študijná literatúra k jednotlivým témam bude študentom poskytnutá na začiatku semestra.
The course is completed by continuous assessment, part of the evaluation is the continuous elaboration of practically oriented textological tasks during the semester and the final written test at the end of the teaching part of the semester to verify knowledge and skills related to textological work. In all parts of the evaluation, the student must achieve at least 60 percent success. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Classification scale:
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Slovak
Textology as a literary and linguistic discipline
History of publishing practice in Slovakia
Text in systems textology
Textological rules
Text process
Text attribution
Editorial realization of the text and its phases
Text editions (critical, documentary, genetic, reader ...)
Specifics of individual types of editions and editions
Literary-historical paleography
The issue of editorial processing of texts of older development periods
100/0
After completing the course, the student will gain basic knowledge of textuology as a philological discipline and will acquire basic textological knowledge and practical skills usable in textological and publishing practice.
CHMEL, Rudolf (Ed.). Literárnokritické konfrontácie. Bratislava: Tatran, 1980.
CHMEL, Rudolf. Dejiny slovenskej literárnej kritiky. Bratislava: Tatran, 1991. ISBN 80-222-0266-5.
MATEJOV, Fedor, ZAJAC, Peter (Eds.). Od iniciatívy k tradícii. Štrukturalizmus v slovenskej literárnej vede od 30. rokov po súčasnosť. Brno: Host, 2005. ISBN 80-7294-149-6.
PIŠÚT, Milan. Hodnoty a čas. Bratislava: Tatran, 1978.
PETRÍK, Vladimír, PEŤKO, Valér (Eds.). Slovenská literárna kritika 4. Bratislava: Slovenský spisovateľ, 1984.
Additional sources will be recommended/assigned during the first meeting of the class.
Regular preparation, attendance, participation in discussions: 25 %
Presentation/essay: 25 %
Paper: 50 %
Minimum requirements in each part of the evaluation: 60 %
Overall evaluation of the class:
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less =Fx
Slovak
The impact of Positivism in Slovak literary studies. J. Vlček and his activities.
The split ("Martin centre" versus the "Hlas"). The role of F. Votruba and E. Maróthy Šoltésová in promoting progressive tendencies in literary development.
Š. Krčméry and his concept of literary history. Š. Krčméry as a literary critic.
A. Mráz and his his concept of literary history. A. Mráz as a literary critic.
M. Pišút and metacriticism
J. E. BOr and J. Kútnik-Šmálov and their literary and cultural activities
Structuralism in Slovak literary studies.
M. Bakoš and M. Považan and their contribution.
Note: A detailed programme of the class will be announced during the first session.
100 during semester/ 0 during exam session
Students will become familiar with the development of literary studies in the first half of the 20th century; will read and analyse decisive texts in literary criticism and literary history; will acquire knowledge about various styles, methods and schools.
AUSTIN, John Langshaw. Ako niečo robiť slovami. Kalligram: Bratislava, 2006. ISBN 80-7149-659-6.
ČERNÝ, Jiří. Dějiny lingvistiky. Votobia: Olomouc, 1996. ISBN 80-85885-96-4. HUMBOLDT, Wilhelm von. O rozmanitosti stavby ľudských jazykov a jej vplyve na duchovný rozvoj ľudského rodu. Bratislava: Veda 2000. ISBN 80-224-0607-4.
SAUSSURE, Ferdinand. Kurs obecné lingvistiky. Academia: Praha, 2007. ISBN 978-80-200-1568-6.
SEARLE, John Rogers. Rečové akty. Esej z filozofie jazyka. Bratislava: Kalligram, 2007. ISBN 80-7149-892-0.
WITTGENSTEIN, Ludwig. Filozofické skúmania. Bratislava: Pravda, 1979. Other current materials according to the teacher's choice will be made available by the teacher to all course participants.
a) active participation in seminars in the form of engaging in discussion with relevant outputs (20 %);
b) preparation and presentation of a paper on a given topic (30%). The topic of the paper and the date of the presentation will be announced at the beginning of the semester;
c) successful completion of a continuous test (50%). The student must obtain at least 60% points.
The content and the exact date for continuous evaluation will be announced at the beginning of the semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
The condition for granting credits is the achievement of at least 60 % success rate for continuous evaluation.
The teacher will accept a maximum of two absences with documentation.
Grading scale:
A: 100 - 92 %
B: 91 - 84 %
C: 83 - 76 %
D: 75 - 68 %
E: 67 - 60 %
FX: 59 %
Slovak, ability to read in Czech language
1. Periodization of the history of linguistics.
2. Ancient thinking about language.
3. Štúr's philosophy of language.
4. W. von Humboldt on linguistic and spiritual diversity.
5. Lee Whorf on linguistic relativity.
6. Linguistics and semiotics.
7. F. de Saussure on language and thinking.
8. Functional structuralism of the Prague School.
9. Hjelmslev's analysis of language.
10. Wittgenstein's model of language as a game.
11. H.-G. Gadamer about speech and understanding.
12. J. R. Searle on speech activity.
100 % preliminary
The graduate has knowledge of the development of linguistic thinking, he became acquainted with older currents of thought important from the point of view of modern linguistics, can think critically about the current linguistic methodology in terms of its chronological development.
The recommended literature will be updated according to the place that will be selected as the destination of the excursion in the given year.
The student must obtain at least 60 points out of 100 possible. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points). Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
The content of the course will depend on the place that will be selected in the given year as the destination of the excursion.
100/0
Through direct contact, the student gets acquainted with literary monuments and literary institutions, museums, archival workplaces and libraries in Slovakia and abroad. As a result, he / she will be able to perceive literature in a more plastic context.
The recommended literature will be updated according to the place that will be selected as the destination of the excursion in the given year.
The student must obtain at least 60 points out of 100 possible. The student obtains points by completing the mandatory part of the excursion program (50 points) and preparing a short paper or by completing a colloquium after the excursion (50 points). Classification scale: 100-92: A; 91-85: B; 84-75: C; 74-67: D; 66-60: E; 59-0: FX.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
The content of the course will depend on the place that will be selected in the given year as the destination of the excursion.
100/0
Through direct contact, the student gets acquainted with literary monuments and literary institutions, museums, archival workplaces and libraries in Slovakia and abroad. As a result, he / she will be able to perceive literature in a more plastic context.
LOTMAN, Michajlovič Jurij. Semiotika filmu a problémy filmovej estetiky. Bratislava: Slovenský filmový ústav, 2008. ISBN 978-80-85187-51-9.
MACEK, Václav, PAŠTÉKOVÁ, Jelena. Dejiny slovenskej kinematografie 1896-1969. Bratislava: Slovenský filmový ústav, 2016. ISBN 978-80-85739-68-8.
STADTRUCKER, Ivan. Dejiny slovenskej televízie. Náčrt vývojových tendencií kultúrotvornej inštitúcie (1956 - 1989). Bratislava: Perfekt, 2015. ISBN 978-80-8046-738-8.
ŠVEC, Štefan. Gramatika filmového jazyka. Bratislava: Vysoká škola múzických umení, 2011. ISBN 978-80-89437-24-9.
ŽILKA, Tibor. (Post)moderná literatúra a film. Nitra: Univerzita Konštantína Filozofa, 2006. ISBN 80-8050-965-4.
The course is completed by continuous evaluation. Required: active participation in the seminar (60% of the evaluation); test, seminar work or colloquium (40% of evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
Slovak
1. Film and literature
2. Živý bič (film screening)
3. Comparison of "Živý bič" by M. Urban with the film adaptation
4. Nevesta hôľ (film screening)
5. Comparison of "Nevesta hôľ" by F. Švantner with the film adaptation
6. Kým kohút nezaspieva (film screening)
7. Comparison of "Kým kohút nezaspieva" by I. Bukovčan with the film adaptation
8. 322 (film screening)
9. Comparison of "Potápača priťahujú pramene mora" by J. Johanides with the film adaptation
10. S Rozárkou (film screening)
11. Comparison of "S Rozárkou" by V. Šikula with the film adaptation
12. Jožko Púčik a jeho kariéra (film screening)
100/0
Students will be able to determine the adaptation strategy of a film and identify the semiotic correlation between literary work and motion picture.
Teaching method: seminar
Recommended teaching extent (in hours):
Weekly: 2 For the study period: 28
Study method: full-time
ECO, Umberto: Lector in fabula. Role čtenáře, aneb interpretační kooperace v narativních textech. Praha: Academia, 2010.
FOSTER, Thomas C.: Čítaj romány ako profesor. Bratislava: Tatran, 2018.
HARTLEY, Jenny – TURVEY, Sarah: Reading Groups. Oxford University Press, 2001.
Dostupné na: https://books.google.sk/books?id=hsIUp1-k5-8C&pg=PA30&hl=hu&source=gbs_toc_r&cad=2#v=onepage&q&f=false
ŠTUBŇA, Pavol: Psychológia literatúry. Bratislava: Univerzita Komenského, 2017
VÁŠOVÁ, L. Úvod do bibliopedagogiky: Úloha informačních institucí ve vzdělávání [online]. Praha: Ústav informačních studií a knihovnictví, FF UK v Praze, 2007.
Available on: https://uisk.ff.cuni.cz/wp-content/uploads/sites/62/2016/01/%c3%9avod-do-bibliopedagogiky-%c3%9aloha-informa%c4%8dn%c3%adch-instituc%c3%ad-ve-vzd%c4%9bl%c3%a1v%c3%a1n%c3%ad_V%c3%a1%c5%a1ov%c3%a1.pdf
The reading list will be finalized at the beginning of the semester based on the course focus.
Podmienky na absolvovanie predmetu:
Kurz je hodnotený priebežne. Od študentov sa vyžaduje príprava a aktívna účasť na seminárnych diskusiách. V závere semestra študenti prezentujú vlastný projekt knižného klubu alebo pripravia a pripravia modelový scenár časti vzorového stretnutia knižného klubu na základe zvolenej literatúry.
Klasifikačná stupnica: A: 100% - 93% B: 92% - 85% C: 84% - 77% D: 76% - 69% E: 68% - 60% FX: 59% - 0%
Váha priebežného / záverečného hodnotenia: 100/0
Porušenie akademickej etiky študentom má za následok anulovanie hodnotenia v príslušnej položke.
Povolené sú 2 absencie bez vyžadovania ospravedlnenky. Viac ako 2 absencie: vyžaduje sa ospravedlnenka odovzdaná príslušnej študijnej referentke na Študijnom oddelení FiF UK.
The course is graded on a continuous basis; students are required to prepare and actively participate in seminar discussions. At the end of the semester, students will present their own book club project or prepare a syllabus of a book club meeting based on selected literature.
Grading scale: A: 100% - 93% B: 92% - 85% C: 84% - 77% D: 76% - 69% E: 68% - 60% FX: 59% - 0%
Weight of continuous / final assessment: 100/0
Any violation of academic ethics by a student will result in the cancellation of the grade for the relevant item.
Two absences are permitted without requiring a note of absence. More than two absences: a note of absence must be submitted to the relevant academic advisor at the Academic Affairs Office.
Slovak, English at a level sufficient to read secondary literature
1. Reading groups – typology and functions
2. Receptionist approaches to literature
3. Interpretation of literary works
4. Practical Seminar
5. Psychology of Literature
6. Group Dynamics
7. Reading in Group Practice
8. Practical Seminar 2
9. Selecting Literature for Group Reading
10. Developing Questions and Facilitating Literary Discussions
11. Practical Seminar 3.
12. Designing and Leading Your Own Reading Group
Note: The specific details of the program will be published in the course syllabus at the beginning of the semester according to its thematic focus.
100/0
Students will become familiar with various approaches to literary works. They will gain basic knowledge about the types of activities based on group reading, as well as their functions and significance. They will learn about various techniques and methods for group work with literary works. In the practical part of the course, they will practice leading discussions about literary works. They will be able to propose and organize their own reading group (including the selection of literature and the structure of meetings).
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.
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.
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.
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.
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.
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 is 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 C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Typology of languages, phonetic and phonological comparisons: Differences between individual voices, intonation, and accent; morphological comparisons: verbal species and their categories, syntactic comparisons: sentence compositions, word sequences; lexical comparisons: false friends, idioms. Students will observe the similarities and differences between the languages studied and the cases of interference in the target language.
50/50 (%)
Increasing and expanding knowledge of systemic differences between English and Slovak at the phonetic, phonological, morphological, syntactic, and lexical levels. Students will analyze texts from different discourses and compare them based on the above-mentioned levels. The course activities can also be applied to the teaching of the English language
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.
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 discussions
30% oral presentation, submission of the first draft of final work
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 students can speak the level of English C1 according to the CEFR.
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. The place of literature in English language education.
12.Intercultural communication in American cultural environment.
100/ 0 continuous
Students know, can define and recognise characteristic features of dominant literary movement of 20th century, such as: realism, naturalism, modernism, postmodernism. They are familiarised with the development art and literature of 21st century.
Students know and understand key literary works from American literature of the 20th century in their social, historical, and cultural context with the focus on following topics: construction of identity, crisis of identity, alienation, racial hatred, taboo themes, relationship between humans and their environment.
Students can explicate the significance of the extract from a literary work in the context of the whole artwork. Students are able to identify suitable parts of the text and incorporate them in the English language lesson with the aim to train intercultural competence.
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.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8 Dostupné na: https://www.coe.int/en/web/common-european-framework-reference-languages/home
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Dostupné na: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
SCRIVENER, Jim. Learning Teaching: The Essential Guide to English Language Teaching. London: Macmillan Education, 2011. ISBN 978-0-230-72984-1.
Spoločný európsky referenčný rámec pre jazyky: učenie sa, vyučovanie, hodnotenie (SERR) [online]. Štátny pedagogický ústav: Bratislava, 2017. ISBN 978-80-8118-201-3. Available from: https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
REID, E. (2014). Authentic Materials in Developing Intercultural Communicative Competences. LLCE 2014. Available from: https://www.researchgate.net/publication/262938546_Authentic_Materials_in_Developing_Intercultural_Communicative_Competences
REID, E., Kovacikova, E. (2018) Creativity and Critical Thinking in Foreign Language Teaching. In Hradec Kralove Journal of Anglophone Studies. Available at: https://www.researchgate.net/publication/331927975_Creativity_and_Critical_Thinking_in_Foreign_Language_Teaching
HARMER, J. (2014). The Practice of English Language Teaching. Pearson.
Successful completion of a bachelors program in an appropriate field (e.g., English philology, English language teaching, English language and literature, translation studies [in combination with English], etc.)
During semester: creating and teaching activities during seminars (30%), creating a portfolio (20%)
Examination period: lesson plans (20%), teaching (30%)
Participation at all lectures and seminars is compulsory, as well as completion of all assignments.
Marking scale:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
FX (fail, no credits awarded) < 60%.
Language: C1 written and spoken English (CEFR)
The course meets twice a week, 90 minutes each time.
1. Teaching English as a foreign language
2. CEFR, SVP
3. English language teacher, learners
4. Classroom management, approaches, methods, techniques, activities, materials
5. Planning a lesson, parts of a lesson/tasks/activities
6. Reception: listening
7. Reception: reading
8. Production, interaction, mediation: speaking
9. Production, interaction, mediation: writing
50/50
The student is familiar with and able to navigate the terminology in the field of teaching and studying foreign languages. They are able to work with source documents for language education. They understand the roles and competencies of the teacher, as well as the characteristics of learners, including their age, learning styles, and special needs (they are able to identify, analyze, classify, and adapt teaching to these characteristics). They can actively work with various approaches, methods, materials, and activities. They are able to plan an effective language lesson and create and effectively teach activities that develop individual language skills
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8 Dostupné na: https://www.coe.int/en/web/common-european-framework-reference-languages/home
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Dostupné na: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
SCRIVENER, Jim. Learning Teaching: The Essential Guide to English Language Teaching. London: Macmillan Education, 2011. ISBN 978-0-230-72984-1.
Spoločný európsky referenčný rámec pre jazyky: učenie sa, vyučovanie, hodnotenie (SERR) [online]. Štátny pedagogický ústav: Bratislava, 2017. ISBN 978-80-8118-201-3. Available from: https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
HARMER, J. (2014). The Practice of English Language Teaching. Pearson.
REID, E. (2014). Intercultural aspects in teaching English at primary schools. - 1. ed. - Frankturt am Main : Peter Lang Edition, 2014. - 135 p. - ISBN 978-3-631-65553-5. DOI 10.3726/978-3-653-04708-0.
REID, E. (2020). English Language Education to Pupils with General Intellectual Giftedness. Berlin : Peter Lang, 2020. - 224 p. - ISBN 9783631802113.
REID, E. (2019) Gifted education programmes. In: The Routledge Handbook of Translation and Education / ed. Laviosa, S., González-Davies, M. - London : Routledge, 2019. - ISBN 9780815368434, P. 323-340.
REID, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword / Eva Reid, 2021. In: Foreign Language Pronunciation, from Theory to Practice / Zdena Kráľová, Katarína Nemčoková, Juraj Datko. - Newcastle upon Tyne : Cambridge Scholars Publishing, 2021. - ISBN 978-1-5275-7371-0, s. ix-xvi.
REID, E. (2015). Techniques Developing Intercultural Communicative Competences in English Language Lessons, 2015. DOI 10.1016/j.sbspro.2015.04.011.
In. Procedia - Social and Behavioral Sciences : WCLTA 2014, 5th World Conference on Learning, Teaching and Educational Leadership, Prague 29-30 October 2014. - ISSN 1877-0428, Vol. 186 (2015), p. 939-943.
REID, E. (2016). Teaching English Pronuncation to Different Age Groups ; recenzent: Richard Repka, Martina Šipošová, 2016.
In. Jazykovedné, literárnovedné a didaktické kolokvium XXXIXI : zborník vedeckých prác a vedeckých štúdií. - Bratislava : Z-F LINGUA, 2016. - ISBN 978-80-8177-025-8, S. 19-30.
Fif KAA/A-muAN-301 /15 (Didaktika anglického jazyka 1) ELT 1
During semester: creating and teaching activities during seminars (30%), creating own portfolio (20%). Examination period: lesson plans (20%), teaching (30%). Participation at all lessons is compulsory (missed classes only for relevant reasons), as well as completion of all assignments.
Marking scale:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
FX (fail, no credits awarded) < 60%.
Written and spoken C1 English (CEFR)
The course consists of two weekly 90-minute seminars with groups of a maximum of 20.
•Communicative language competences, linguistic competences – lexical
•Linguistic competence – grammatical
•Linguistic competence – phonological
•Sociolinguistic and pragmatic competence
•Intercultural communicative competence
•Special educational needs
•ESP, CLIL
•Technology, online teaching
•Feedback, mistakes, errors, evaluation, assessment
50-50
The student is familiar with and able to navigate the complexity of teaching and studying the English language. They are able to work with source documents for language education such as CEFR and the School Educational Program (ŠVP). They understand and are able to work with students with special educational needs. They are familiar with CLIL methodology and can apply it in combination with another subject in their course of study. The student knows how to create activities for English classes that meet specific needs. They understand the principles and approaches to teaching linguistic, sociolinguistic, and pragmatic competences and can create and effectively teach lessons focused on these competences. The student understands the importance of developing intercultural communicative competences, which they can promote in their English classes. They are familiar with and can apply various methods of feedback, error correction, and evaluation. They are able to adapt to the needs of modern times with regards to the use of technology in teaching.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume (CEFR) [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
NEWBY, David. The European Portfolio for Student Teachers of Languages (EPOSTL) [online]. Council of Europe, 2007. Available from: https://www.ecml.at/Resources/ECMLresources/tabid/277/ID/51/language/en-GB/Default.aspx
SCRIVENER, Jim. Learning Teaching: The Essential Guide to English Language Teaching. London: Macmillan Education, 2011. ISBN 978-0-230-72984-1.
Spoločný európsky referenčný rámec pre jazyky: učenie sa, vyučovanie, hodnotenie (SERR) [online]. Štátny pedagogický ústav: Bratislava, 2017. ISBN 978-80-8118-201-3. Available from: https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
Fif KAA/A-muAN-302/15 (Didaktika anglického jazyka 2)
10% Participation in class workshops and discussions
25% Completed EPOSTL (The European Portfolio for Student Teachers of Languages)
40% Weekly reaction papers
25% Final exam
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
Written and spoken C1 English (CEFR)
1. Reflections on student teaching
2. Criteria for evaluation (and creating) ELT materials
3. Teaching English in vocational school contexts
4. Teaching English to children with special education needs (SEN)
5. Intercultural communicative competence in foreign language teaching
6. Neuromyths in foreign language learning
Assessment is comprised of coursework and a final exam: 75%/25%
After successful completion of this course, a student will be able to do the following:
1. Listen, observe, reflect, and write more critically
2. Evaluate their own knowledge and skills with regard to teaching English
3. Evaluate existing ELT materials and create their own for specific target learners
4. Understand the need for continuous professional development
5. Be more aware of current issues, approaches, techniques, strategies, and educational science in English language teaching and understand how to apply them in their own
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. Accessed 17 October 2021. ISBN 978-92-871-8621-8 Available from https://www.coe.int/en/web/common-european-framework-reference-languages/home
English Profile [online]. Cambridge University Press, 2015. Available from: https://www.englishprofile.org/
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
Štátny vzdelávací program [online]. Štátny Pedagogický Ústav. ©2020 [accessed 2021-10-24]. Available from: https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/
THORNBURY, Scott. How to Teach Grammar. Longman, 1999. ISBN 0-582-33932-4.
THORNBURY, Scott. The Lexical Approach: a journey without maps [online]. In: Modern English Teacher, 7(4), 1998, 7-13. ISSN 0308-0587. Available from: http://www.scottthornbury.com/articles.html
THORNBURY, Scott. Uncovering Grammar [online]. Macmillan Education, 2001. ISBN 0-333-95282-0. Available from: https://www.onestopenglish.com/download?ac=2563
15% Class interaction
40% Assignments
20% Microteaching (either grammar or lexis)
25% Final paper
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Written and spoken C1 English (CEFR)
The course consists of weekly 90-minute workshops.
1. Lexis vs vocabulary
2. Functional vs structural grammar
3. Strategies and techniques in teaching grammar and lexis
4. Types of grammar and vocabulary exercises and activities
5. Criteria for assessing grammar and lexis
6. Exercise and activity creation and adaption based on target learner
7. Error correction and providing feedback
Assessment is comprised of 100% coursework.
After successful completion of this course, a student will be able to do the following:
1. Understand and utilize the CEFR (and English Profile) to help learners of English improve their grammar and build their vocabulary
2. Apply effective strategies and techniques to teach grammar and lexis
3. Evaluate grammar and vocabulary exercises based on their effectiveness
4. Adapt existing grammar and vocabulary exercises for various levels and kinds of learners
5. Create grammar and vocabulary activities
6. Set criteria for the acquisition of grammar and lexis and apply it for assessment
7. Appropriately correct learners’ errors
BURNS, Anne. Teaching speaking: Towards a holistic approach [online]. In: LEUNG, Yiu-nam [ed.], Epoch making in English teaching and learning: A special monograph for celebration of ETA-ROC’s 25th anniversary. Taipei: Crane Publishing Co Ltd, 2016. pp. 52-63. ISBN 978-986-147-758-9. Available from: https://www.researchgate.net/publication/314545785_Teaching_speaking_Towards_a_holistic_approach
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume (CEFR) [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
GOH, Christine. Teaching Speaking [online]. In: RENANDYA, Willy A. and WIDODO Handoyo Puji (Eds.). English Language Teaching Today: Linking Theory and Practice. Switzerland: Springer International Publishing, 2016. pp. 143-160. ISSN 2213-6975. Available from: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/EQa6ZTzTaGpLgzOOmHEtcqcBEC11_CV_uYohHH6YHlmEgQ?e=oYXjrH
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
HILLARD, Amanda. Spoken Grammar and Its Role in the Classroom [online]. In: English Teaching Forum. 2014, 52(4), 2-13. ISSN 1559-663X. Available from: https://americanenglish.state.gov/files/ae/resource_files/_spoken_grammar_and_its_role_in_the_english_language_classroom__by_amanda_hilliard_english_teaching_forum_2014_524.pdf
JONES, K. Simulations in Language Teaching. Cambridge UP, 1992. ISBN 0-521-27045-6
SCRIVENER, Jim. Learning Teaching: The Essential Guide to English Language Teaching. London: Macmillan Education, 2011. ISBN 978-0-230-72984-1.
Spoločný európsky referenčný rámec pre jazyky: učenie sa, vyučovanie, hodnotenie (SERR) [online]. Štátny pedagogický ústav: Bratislava, 2017. ISBN 978-80-8118-201-3. Available from: https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
15% Class interaction
40% Assignments
20% Microteaching (a speaking activity)
25% Final paper
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
Written and spoken C1 English (CEFR)
The course consists of weekly 90-minute workshops.
1. Spoken grammar: features and implications
2. Genres in speaking
3. Register and turn-taking
4. Interactive expressions and interjections
5. Types of speaking activities
6. Creating speaking activities
7. Providing feedback on spoken English
Assessment is comprised of 100% coursework.
After successful completion of this course, a student will be able to do the following:
1. Understand and utilize the CEFR to benefit learners of English in their speaking skills
2. Understand the concept of spoken grammar and its implications for teaching English language
3. Create meaningful communicative language activities with clear instructions
4. Adapt existing materials to better practice authentic speaking skills (e.g., intonation, interjections, etc.)
5. Set criteria for assessment of spoken English
6. Assess spoken English
BURNS, Anne. Teaching speaking: Towards a holistic approach [online]. In: LEUNG, Yiu-nam [ed.], Epoch making in English teaching and learning: A special monograph for celebration of ETA-ROC’s 25th anniversary. Taipei: Crane Publishing Co Ltd, 2016. pp. 52-63. ISBN 978-986-147-758-9. Available from: https://www.researchgate.net/publication/314545785_Teaching_speaking_Towards_a_holistic_approach
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume (CEFR) [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
GOH, Christine. Teaching Speaking [online]. In: RENANDYA, Willy A. and WIDODO Handoyo Puji (Eds.). English Language Teaching Today: Linking Theory and Practice. Switzerland: Springer International Publishing, 2016. pp. 143-160. ISSN 2213-6975. Available from: https://liveuniba-my.sharepoint.com/:b:/g/personal/steyne1_uniba_sk/EQa6ZTzTaGpLgzOOmHEtcqcBEC11_CV_uYohHH6YHlmEgQ?e=oYXjrH
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
HILLARD, Amanda. Spoken Grammar and Its Role in the Classroom [online]. In: English Teaching Forum. 2014, 52(4), 2-13. ISSN 1559-663X. Available from: https://americanenglish.state.gov/files/ae/resource_files/_spoken_grammar_and_its_role_in_the_english_language_classroom__by_amanda_hilliard_english_teaching_forum_2014_524.pdf
JONES, K. Simulations in Language Teaching. Cambridge UP, 1992. ISBN 0-521-27045-6
SCRIVENER, Jim. Learning Teaching: The Essential Guide to English Language Teaching. London: Macmillan Education, 2011. ISBN 978-0-230-72984-1.
Spoločný európsky referenčný rámec pre jazyky: učenie sa, vyučovanie, hodnotenie (SERR) [online]. Štátny pedagogický ústav: Bratislava, 2017. ISBN 978-80-8118-201-3. Available from: https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
15% Class interaction
40% Assignments
20% Microteaching (a speaking activity)
25% Final paper
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
Written and spoken C1 English (CEFR)
The course consists of weekly 90-minute workshops.
1. Spoken grammar: features and implications
2. Genres in speaking
3. Register and turn-taking
4. Interactive expressions and interjections
5. Types of speaking activities
6. Creating speaking activities
7. Providing feedback on spoken English
Assessment is comprised of 100% coursework.
After successful completion of this course, a student will be able to do the following:
1. Understand and utilize the CEFR to benefit learners of English in their speaking skills
2. Understand the concept of spoken grammar and its implications for teaching English language
3. Create meaningful communicative language activities with clear instructions
4. Adapt existing materials to better practice authentic speaking skills (e.g., intonation, interjections, etc.)
5. Set criteria for assessment of spoken English
6. Assess spoken English
CASANAVE, Christine Pearson. Controversies in Second Language Writing: Dilemmas and Decisions in Research and Instruction. Ann Arbor: The University of Michigan Press, 2004. 0-472-08979-X.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
Informácie o meraniach [online]. Národný ústav certifikovaných meraní vzdelávania. ©2010-2021. Available from: https://www.nucem.sk/sk/merania
Inovovaný ŠVP pre 2. stupeň ZŠ, pre gymnáziá so štvorročným a päťročným vzdelávacím programom. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/.
WEIGLE, Sara Cushing. Teaching writing teachers about assessment. In: Journal of Second Language Writing. 2007, 16(3), 194-209. ISSN 1873-1422. Available from: https://www.researchgate.net/publication/248545522_Teaching_writing_teachers_about_assessment
Fif KAA/A-muAN-301 /15 (Didaktika anglického jazyka 1) ELT 1
15% Class interaction
60% Assignments
25% Final paper
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Written and spoken C1 English (CEFR)
The course consists of weekly 90-minute workshops.
1. Genre in teaching writing
2. Genres in speaking
3. Formal and informal language in writing
4. Standard writing conventions in academic writing genres
5. Rubrics and writing instructions
6. Creating and adapting writing activities
7. Providing feedback on written English
8. Types of assessment and criteria
9. Assessing written compositions (practice)
Assessment is comprised of 100% coursework.
After successful completion of this course, a student will be able to do the following:
1. Understand and utilize the CEFR to benefit learners of English in their writing skills
2. Understand the concept of genre in teaching writing
3. Train learners how to write an English paragraph (e.g., topic sentence, outlining, staying on point, etc.)
4. Adapt existing materials to better practice authentic writing skills (e.g., emails vs letters, texting vs postcards)
5. Set criteria for assessment of written English compositions of various genres
6. Assess written English compositions pertinent to Slovak education (e.g., the academic essay, the maturita composition, etc.)
Type of activities: seminars
Number of hours:
per week: 2 per level/semester: 28
Form of the course: on-site learning
DÖRNYEI, Zoltan. The psychology of the language learner. New Jersey: Lawrence Erlbaum Associates, 2005. ISBN 9780805860184.
LOJOVÁ, Gabriela. Individuálne osobitosti pri učení sa cudzích jazykov I. Bratislava:
Vydavateľstvo UK, 2005. ISBN 978822343763.
LOJOVÁ, Gabriela. Učme cudzí jazyk efektívnejšie: Prístup zameraný na žiaka. Bratislava:
Vydavateľstvo UK, 2019. ISBN 978-80-223-4877-5.
LOJOVÁ, Gabriela, SOKOLOVÁ, Lenka. Poznaj svojich žiakov: Vývinová psychológia pre učiteľov cudzích jazykov. Bratislava: Vydavateľstvo UK, 2024. ISBN 9788022357500.
WILLIAMS, Marion, BURDEN, Robert L. Psychology for Language Teachers, Cambridge: CUP, 1997. ISBN 9780521498807.
Within the 100% continuous assessment, the fulfillment of three criteria is required:
40% – active participation in discussions during seminars (analysis of practical examples/case studies, individual and group work)
30% – test focused on basic knowledge of discussed concepts and their practical application in the context of teaching English as a foreign language
30% – presentation of a solution to an assigned pedagogical-psychological problem; utilization of theoretical knowledge gained from seminars and self-study, proposal of an intervention in the form of practical steps aimed at improving the effectiveness of language learning by ensuring optimal psychological states of the learners
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
A maximum of two absences without the obligation of documentation is allowed.
Violation of academic ethics will be penalized according to the severity, ranging from grade reduction to a proposal for disciplinary action.
The dates for continuous assessment will be announced in accordance with the Study Regulations during the first week of the instructional part of the semester.
The participation in the course requires at least B2 level of English according to the CEFR.
1. Cognitive and affective factors impacting the process and outcomes of foreign language education; essentials of neurodidactics and psychodidactics
2. Negative emotions, foreign language anxiety, and communication barriers
3. Motivation, attitudes, and beliefs of learners in the context of foreign language learning and use
4. Personality traits of learners
5. Impact of developmental factors and learners' generational affiliations on the effectiveness of foreign language instruction
6. Teacher well-being (stress, coping strategies, resilience-building, professional development, etc.)
100/0 continuous assessment
After completing the course, students possess relevant knowledge in the fields of neuroscience and psychodidactics applicable in the context of foreign language education. They understand the principles of the foreign language learning process, considering its cognitive, affective, and personality dimensions. They are also capable of identifying manifestations of foreign language anxiety, low self-esteem, lack of motivation, harmful beliefs or attitudes, as well as other phenomena that negatively affect progress in learning a foreign language among their students. Students know how to appropriately analyze, evaluate, and propose and implement interventions to address observed behaviors and actions of their students. Additionally, they can translate theoretical knowledge from developmental psychology and related disciplines into practice to ensure that teaching conditions best meet the needs of learners in terms of their age, phase of psychological development, and generational affiliation. Students have relevant knowledge concerning teacher well-being, comprehensively understand their role in ensuring effective teaching, and are familiar with and able to apply strategies to maintain it.
Type of activities: seminars
Number of hours:
per week: 2 per level/semester: 28
Form of the course: on-site learning
DÖRNYEI, Zoltan. The psychology of the language learner. New Jersey: Lawrence Erlbaum Associates, 2005. ISBN 9780805860184.
LOJOVÁ, Gabriela. Individuálne osobitosti pri učení sa cudzích jazykov I. Bratislava:
Vydavateľstvo UK, 2005. ISBN 978822343763.
LOJOVÁ, Gabriela. Učme cudzí jazyk efektívnejšie: Prístup zameraný na žiaka. Bratislava:
Vydavateľstvo UK, 2019. ISBN 978-80-223-4877-5.
LOJOVÁ, Gabriela, SOKOLOVÁ, Lenka. Poznaj svojich žiakov: Vývinová psychológia pre učiteľov cudzích jazykov. Bratislava: Vydavateľstvo UK, 2024. ISBN 9788022357500.
WILLIAMS, Marion, BURDEN, Robert L. Psychology for Language Teachers, Cambridge: CUP, 1997. ISBN 9780521498807.
Within the 100% continuous assessment, the fulfillment of three criteria is required:
40% – active participation in discussions during seminars (analysis of practical examples/case studies, individual and group work)
30% – test focused on basic knowledge of discussed concepts and their practical application in the context of teaching English as a foreign language
30% – presentation of a solution to an assigned pedagogical-psychological problem; utilization of theoretical knowledge gained from seminars and self-study, proposal of an intervention in the form of practical steps aimed at improving the effectiveness of language learning by ensuring optimal psychological states of the learners
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
A maximum of two absences without the obligation of documentation is allowed.
Violation of academic ethics will be penalized according to the severity, ranging from grade reduction to a proposal for disciplinary action.
The dates for continuous assessment will be announced in accordance with the Study Regulations during the first week of the instructional part of the semester.
The participation in the course requires at least B2 level of English according to the CEFR.
1. Cognitive and affective factors impacting the process and outcomes of foreign language education; essentials of neurodidactics and psychodidactics
2. Negative emotions, foreign language anxiety, and communication barriers
3. Motivation, attitudes, and beliefs of learners in the context of foreign language learning and use
4. Personality traits of learners
5. Impact of developmental factors and learners' generational affiliations on the effectiveness of foreign language instruction
6. Teacher well-being (stress, coping strategies, resilience-building, professional development, etc.)
100/0 continuous assessment
After completing the course, students possess relevant knowledge in the fields of neuroscience and psychodidactics applicable in the context of foreign language education. They understand the principles of the foreign language learning process, considering its cognitive, affective, and personality dimensions. They are also capable of identifying manifestations of foreign language anxiety, low self-esteem, lack of motivation, harmful beliefs or attitudes, as well as other phenomena that negatively affect progress in learning a foreign language among their students. Students know how to appropriately analyze, evaluate, and propose and implement interventions to address observed behaviors and actions of their students. Additionally, they can translate theoretical knowledge from developmental psychology and related disciplines into practice to ensure that teaching conditions best meet the needs of learners in terms of their age, phase of psychological development, and generational affiliation. Students have relevant knowledge concerning teacher well-being, comprehensively understand their role in ensuring effective teaching, and are familiar with and able to apply strategies to maintain it.
References:
BROWN, Douglas H. Principles of Language Learning and Teaching, Sixth Edition. Upper Saddle River: Pearson Education, 2014. ISBN 978-0-13-304194-1.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Strasbourg: Council of Europe Publishing, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
HOLDEN, Susan and Vinicius NOBRE. Teaching English Today: Contexts and Objectives. Scotland: Swan Communication Ltd., 2019. ISBN 978-1-901760-13-2.
Inovovaný štátny vzdelávací program [online]. Bratislava: Štátny pedagogický ústav, 2020. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
NUNAN, David and Ronald CARTER. Cambridge Guide to Teaching Speakers of Other Languages. Cambridge: Cambridge University Press, 2001. ISBN 9780511667206.
TANDLICHOVÁ, Eva. Didaktika anglického jazyka. Bratislava: UK Bratislava, 2001. ISBN 80-223-1611-3.
Content of the state examination course:
Topic
1. Family & Society
2. Home & Housing
3. The Human Body & Healthcare
4. Transportation & Travel
5. Education
6. Humans & Nature
7. Free Time, Hobbies, & Lifestyle(s)
8. Meals & Eating Habits
9. Multicultural Society
10. Clothing & Fashion
11. Sport
12. Shopping and Services
13. Countries, Towns, & Places
14. Culture & Art
15. Books & Literature
16. Humans & Society
17. Communication & Its Forms
18. Mass Media
19. Young people & their world
20. Employment, occupations, & jobs
21. Science and Technology in service to humans
22. Role Models & ideals
23. Human Relationships
24. Slovakia
25. The Countries whose Language I’m learning
Conditions for successful completion of course:
All matters pertaining to state examinations (conditions of the examination, deadlines, assessment, examination board, participation) are set out in Article 15 of the Study Regulations of the Faculty of Arts. One component of state examinations in the MA teaching degree programme at the Department of British and American Studies in English Language Teaching Methodology, which takes the form of a didactic project (lesson plans based on the specifications below), by which the students have to demonstrate their ability to prepare a meaningful lesson plan and, in the course of its defence, to answer relevant questions from the theory of teaching and education.
The purpose of the state exams is to determine whether students are well-grounded in English language teaching theory and able to apply it appropriately in the Slovak educational environment. To that end, the student prepares two (2) 45-minute English language lesson plans (template available), with the understanding that one lesson follows the other. Students submit their lesson plans by the deadline set by the department. Any teaching aids that are part of their lesson plans, e.g. pictures, flashcards, etc., must be submitted as well.
At the exam explain the theory (or theories) upon which their lesson plans, activities, and assignments are based and their reasonings for laying the lesson out as they did. Examiners may ask questions concerning any aspect of the lesson plans and their objectives, as well as questions about the intended group of learners (i.e., aspects such as the characteristics of that age group, classroom management, and types of interaction). Use of professional terminology is expected.
Assessment:
Students are assessed on their knowledge of English language teaching methodology and theory as it relates to the components of and factors in their lesson plans. English language proficiency, as well the ability to provide explanations and give instructions appropriately, are also taken into consideration. Level C1 and above is expected.
The target students, their educational level, their level of language proficiency (according to CEFR), the group size, and all other variables need for the didactic project (i.e., lesson plans) are determined by lottery. The target group for the second lesson plan does not change, but the following variables can be changed by the student according to their own preference: time of the day, language skill, target language, and topic.
Variables
A. ISCED Level: Lower or Upper Secondary
B. Grade, Age, and CEFR Language Level
· Lower secondary: 5th-8th grades in a 9-year primary school 7th grade (12-13 years old); prima-tercia in an 8-year secondary school
· Upper secondary: 4-year program; 5-year bilingual program; vocational school
C. Size and Make-up of the Group
D. Day and Time
E. Target Language Skill: Speaking, Listening, Reading, Writing
F. Topic (topics are listed below in the “Content of State Examination” section
Assessment coursework/final exam: 0/100%
Students must be proficient to at least CEFR level C1 to pass the state examination.
Brief outline of the course:
1. The student briefly presents (but does not read) their project to the members of the state exam committee.
2. The student responds in depth to comments and questions from the feedback received in advance.
3. The student responds to any additional comments and questions from the committee members in a discussion.
4. The student responds to related questions on the theory of foreign language teaching.
5. Non-public discussion and decision by the commission members assessing the defence of the didactic project (i.e., their lesson plans).
6. Announcement of the final assessment of the defence and didactic project.
0/100 (%)
Learning outcomes
Upon successful completion of the state examination, students will have demonstrated the following:
· a basic knowledge of the psychological and linguo-didactic foundations of English language teaching, and the foundations of the theory of foreign language teaching
· a basic knowledge of various methods, approaches, techniques, classroom management solutions, forms of testing, and classroom activities appropriate for the teaching of all language skills: speaking, listening, reading, and writing
· the ability to appropriately use various teaching techniques and technology relevant to the content and/or teaching objective
· the ability to plan and organise lessons of English as a foreign language in accordance with government and EU policy (i.e., the updated National Curriculum and the Common European Framework of Reference for Languages)
· the ability to develop teaching materials and curricula
· the skills to prepare and implement a an English language lesson in practice based on government requirements and teaching objectives
BAUER, Laurie: English Word-formation. Cambridge: CUP, 1996. ISBN 0-521-28492-9.
BÁZLIK, Miroslav a Jolana MIŠKOVIČOVÁ. Pravidlá výslovnosti britskej a americkej angličtiny. Bratislava: Iura Edition, 2012. ISBN 978-80-8078-447-8.
BÁZLIK, Miroslav a Martin VOTRUBA. Gramatika angličtiny : Seminárne úlohy. Bratislava: Univerzita Komenského v Bratislave, 2011. ISBN 978-80-223-3086-2.
BÁZLIK, Miroslav a Martin VOTRUBA. Porovnávacia gramatika anglického a slovenského jazyka. Bratislava: Univerzita Komenského v Bratislave, 2008. ISBN 978-80-223-2449-6.
BLAKE, Jason. Writing Short Literature Essays: a Guide for Slovenian Students. Celje: Samozaložba, 2010. ISBN 978-961-245-898-0.
BOROŠOVÁ, Beáta. Segmental and Suprasegmental Phonetics and Phonology, British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge
University Press, 2003. ISBN 0-521-53033-4.
GRAUZĽOVÁ, Lucia. Writing a Thesis in Literary Studies. Bratislava: Stimul, 2024. ISBN 978-80-8127-426-8.
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.
KUBIŠOVÁ, Alžbeta, BÁZLIK, Miroslav a Martin VOTRUBA. Porovnávacia gramatika anglického a slovenského jazyka II. Bratislava: Univerzita Komenského v Bratislave, 2009. ISBN 978-80-223-2620-9.
KVETKO, Pavol: English Lexicology in Theory and Practice. Trnava: Univerzita sv. Cyrila a Metoda, Filozofická fakulta, 2015. ISBN: 978-80-8105-639-0.
LACKO, Ivan. How to present perfectly, simply, and continuously: ideas (not only) for academic assignments and examinations. Bratislava: Univerzita Komenského v Bratislave, 2021. ISBN 978-80-223-5337-3.
LANČARIČ, Daniel: English Grammar in Theory and Practice. Bratislava: Univerzita Komenského v Bratislave, 2020. ISBN 978-80-223-4906-2.
LANČARIČ, Daniel: English Lexicology. Theory and Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN 978-3-943906-25-7.
QUIRK, Randolph a Sidney GREENBAUM. A Student’s Grammar of the English Language. Harlow: Longman, 1990. ISBN 0-582-05971-2.
ROACH, Peter. English Phonetics and Phonology. Cambridge: Cambridge University Press, 2009. ISBN 978-0-521-71740-3.
The requirements for a state examination (conditions, dates, assessment, examination board, participation) are set by Article 15 of the Study Regulations at the Faculty of Arts. One of the constitutive parts of the state examination within master’s study programmes is an examination in “English Studies“. Students in their final year choose one of the following two modules according to their preference and notify their choice to the Department of British and American Studies’s secretary by a deadline specified by the department:
• Literature module
• Linguistics module
LITERATURE MODULE:
• Within this module students will be expected to produce a literary research project on a topic they will choose by drawing lots in a manner and at a time specified by the department. The topics are general, for example, freedom, injustice, trust, etc., and they are changed at regular intervals.
• Students will submit their literary research project in the form of a voice-over Power Point presentation to the department’s secretary by a deadline specified by the department, usually 5 days before the date of the state examination. The presentation must include research questions, a thesis statement, and Works Cited (as specified below).
• The project is required to have a clearly formulated thesis statement related to the topic selected and be argumentative in character. It has to analyze at least 2 primary sources (preferably texts that the students have studied; at least one of them has to be a book) and use at least 4 secondary sources (two of them must be in book format; web sources may be used only as additional material).
• Students will be expected to offer an analytical view of the selected primary literary texts; therefore, their project needs to be based on an analytical thesis statement. A good thesis statement offers an interpretation of a literary text, is debatable (i.e. someone might disagree with it), but it can be supported by textual evidence.
• At the defence of the project, students will be expected to respond to questions related to the analyzed literary texts and to their literary, cultural, and historical context. The projects will be assessed based on the following criteria:
• coherence/structure: 20 %
• language: 10 %
• presentation skills: 10 %
• analysis/argumentation: 20 %
• context knowledge: 20 %
• adequate work with sources: 20 %
Students will be awarded an automatic FX if they fail to meet one of the following criteria:
• their projects do not meet the minimum requirements of the assignment, i.e. their projects are not related to the topic they have chosen, they are not based on a thesis statement, and they are not argumentative in character,
• they do not speak a C1 level of English,
• they do not use primary and secondary sources as required (number, reliability),
• they do not refer to the primary and secondary sources listed in their Works Cited.
LINGUISTIC MODULE:
The final State Examination in English Linguistics is an oral examination conducted in English. The set questions should give the students who choose this module the opportunity to
• demonstrate the ability to present analytically the linguistic phenomena in question and their role at the corresponding language levels;
• demostrate how they master synthetic interpretation and relevant argumentation in the phenomena’s systemic contexts and communication functions;
• demonstrate the ability to come up with their own findings and observations alongside the subject matter;
• demonstrate the ability of contrastively evaluating the language situation in comparison with Slovak;
• in case of thematic relevance of the given question, to demostrate the ability to exemplify the theory on the means of expression in the written text, which will be provided to the student before the beginning of the preparation for the exam.
The evaluation criteria of the linguistic module presuppose the answering of questions at a level that corresponds to the graduate’s profile of the given study program, and are as follows:
• a thought-through and clear concept of an answer;
• the meeting of the above requirements in relation to the question;
• coherence of speech;
• appropriate CEFR level (approx. C1).
As part of the state examination, the student randomly draws from the questions that have been announced in advance by the department.
Students must be proficient to at least CEFR level C1 to pass the state examination.
The state examination in English Studies will be focused on the knowledge and skills that students have acquired during their studies in courses in linguistics, literature, but also in courses on history, culture, translation, and ELT methodology. Students will be expected to demonstrate their ability to present their knowledge and skills in given fields, with a particular emphasis on their ability to creatively interpret and place them in mutual relations, in an academically adequate form, using a cultivated advanced English.
0/100 (%)
Upon a successful completion of the state examination, students
• have basic knowledge in English literature or linguistics,
• have detailed knowledge about a selected historical and literary period and socio-cultural context or selected aspects of all language layers,
• are able to work with theoretical sources and apply theoretical knowledge in analyzing literary texts or language discourses,
• are able to critically analyze, synthetize, and argue,
• have a command of the target language that corresponds at least to C1 CEFR,
• have good presentation skills.
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.
ČEPAN, Oskár. Kontúry naturizmu. Bratislava: Slovenský spisovateľ, 1977.
ČÚZY, Ladislav et al. Panoráma slovenskej literatúry 2. Bratislava: SPN, 2005. ISBN: 80-10-00674-2.
GÁFRIK, Michal. Próza slovenskej moderny. Bratislava: Slovenský spisovateľ, 1993. ISBN 80-220-0432-4.
HABAJ, Michal. Druhá moderna. Bratislava: Ars poetica, 2005. ISBN 80-969409-1-0
ŠÚTOVEC, Milan: Mýtus a dejiny v próze naturizmu. Bratislava: LIC, 1982. ISBN 978-80-88878-98-5.
Additional literature and sources will be assigned during the first class. Some reading material is available in MS Teams.
a) 40 per cent (40 points) during semester: 20 points presentation/paper/essay, 10 points regular preparation for the class and attendance, 10 points discussion. Minimum requirement to take the exam: 60 per cent (=24 points). Two classes per semester can be missed.
b) 60 per cent (60 points) during the exam session. Minimum requirement to pass the exam: 60 per cent (=36 points). The grades for the exam: 60-55 = A, 54-50 = B, 49-45=C, 44-40=D, 39-36=E, 35 and less=Fx)
Evaluation of the class (semester + exam):
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less=Fx
Slovak
1. Prose of the Slovak Modern School (I. Krasko, J. Jesenský, Ľ. Groeblová, I. Gall).
2. Slovak prose between 1918 - 1948: an overview of tendencies, poetics, movements, generations and groups. O. Čepan's typology of the interwar period.
3. Naturalism: general characteristics of the movement, Naturalism in Slovak literature. L. N. Jégé' s works.
4. Avant-gardes: general characteristics in arts and literature. Expressionism in arts. Literary Expressionism and Expressionist tendencies in Slovak prose between 1918 and 1948 (Typology, representatives, works).
5. J. Hrušovsky.
6. G. Vámoš.
7. I. Horváth.
8. P. Jilemnicky.
9. M. Urban.
10. J. C. Hronsky.
11. Naturism in Slovak prose: general characteristics. D. Chrobák and M. Figuli.
12. F. Švantner.
13. New version of Slovak prose – poets of sujet (J. Červeň). D. Tatarka's work before 1948.
Note. The programme of seminars and reading assignments for each class, as well as themes of papers/presentation/essays will be announced during the first meeting of the class.
40 during semester/60 during exam session
Students will acquire knowledge about Slovak prose in the given period; will become familiar with works of the most significant writers of the period; will be able to analyse and interpret texts; will be able to perceive history of Slovak prose in the first half of the 20th century in comparative, artistic and cultural contexts.
ČÚZY, Ladislav et al. Panoráma slovenskej literatúry 2. Bratislava: SPN, 2005. ISBN: 80-10-00674-2.
GÁFRIK, Michal. Poézia slovenskej moderny. Bratislava: Vydavateľstvo SAV, 1965.
HABAJ, Michal. Básnik v čase. Bratislava: LIC, 2016. ISBN 9788081190988.
ROSENBAUM, Karol et al. Dejiny slovenskej literatúry V. Literatúra v rokoch 1918 – 1945. Bratislava: VEDA, 1984.
ŠMATLÁK, Stanislav. Dve storočia slovenskej lyriky. Bratislava: Tatran, 1979.
Additional literature and sources will be assigned during the first class. Some reading material is available in MS Teams.
a) 40 per cent (40 points) during semester: 20 points presentation/paper/essay, 10 points regular preparation for the class and attendance, 10 points discussion. Minimum requirement to take the exam: 60 per cent (=24 points). Two classes per semester can be missed.
b) 60 per cent (60 points) during the exam session. Minimum requirement to pass the exam: 60 per cent (=36 points). The grades for the exam: 60-55 = A, 54-50 = B, 49-45=C, 44-40=D, 39-36=E, 35 and less=Fx)
Evaluation of the class (semester + exam):
100-92=A, 91-83=B, 82-74=C, 73-67=D, 66-60=E, 59 and less=Fx
Slovak
1. An overview of Slovak poetry between 1900 and 1918. Poetry of the Slovak Modern School.
2. Slovak poetry between 1918 and 1948: general characteristics, basic tendencies, generations, movements and group; representatives and works.
3. J. Smrek.
4. E. B. Lukáč.
5. L. Novomesky.
6. Poetism: general characteristics, relevance and manifestations in Slovak interwar period.
7. Surrealism and its Slovak version (nadrealizmus) in Slovak poetry. R. Fabry's work.
8. - 9. Catholic Modern School. P. G. Hlbina, R. Dilong and J. Silan.
10. Other poets in the interwar period (V. Beniak, J. Kostra, P. Horov, A. Plávka...)
11. Characteristics of Slovak drama between 1900 and 1948: tendencies, movements, representatives, works. .
12. I. Stodola.
13. J. Barč-Ivan.
Note. The programme of seminars and reading assignments for each class, as well as themes of papers/presentation/essays will be announced during the first meeting of the class.
40 during semester/60 during exam session
Students will acquire knowledge about Slovak poetry and drama in the given period; will become familiar with works of the most significant writers of the period; will be able to analyse and interpret texts; will be able to perceive history of Slovak poetry and drama in the first half of the 20th century in comparative, artistic and cultural contexts.
OBERT, Viliam: State z didaktiky literatúry. Nitra: Univerzita Konštantína Filozofa, 1990.
VITÉZOVÁ, Eva: Súčasná literatúra a škola. Nitra: UKF, 2009. ISBN 978‑80‑8094‑662‑3.
LIGOŠ, Milan: Základy jazykového a literárneho vzdelávania I. – II. Ružomberok: FF KU, 2009. ISBN 978-80-8084-429-5 (I.), 978-80-8084-430-1 (II.)
Učebnice slovenskej literatúry pre základné a stredné školy.
Séria zborníkov K problematike vyučovania materinského jazyka a literatúry I. – IV. Ed. Miloslav Vojtech. Bratislava : Univerzita Komenského, 2006 – 2009. Dostupné na: http://www.sausba.sk/page.php?id=7
Časopis Slovenčinár. Dostupný na: http://www.sausba.sk/page.php?id=12.
The subject is evaluated by continuous evaluation. Prerequisite for the award is active participation in seminars (two absences are allowed), elaboration of a seminar paper and preparation of a model lesson on a selected topic. In all parts of the evaluation, the student must achieve at least 60 percent success.
Classification scale:
A: 100% - 93%
B: 92% - 85%
C: 84% - 77%
D: 76% - 69%
E: 68% - 60%
FX: 59% - 0%
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
Didactics of literature and its place in the system of pedagogical sciences and literary science (characteristics of didactics of literature as an interdisciplinary and applied scientific discipline, two levels of functioning of didactics of literature);
Teacher's ability to teach literature (literary-professional, general-pedagogical and literary-didactic);
Didactic structure of teaching literature (developing literary skills, acquiring literary knowledge, deepening literary culture, achieving broader educational goals) and an overview of basic teaching methods;
Forms of literary education within the subject Slovak language and literature at the second stage of primary schools;
Models of literature in secondary school practice (chronological syllabus, genre and genre-thematic syllabus, mixed models; characteristics of current models of literary curriculum in secondary school and its problems);
Characteristics of the current state educational program in literary education (concept of the valid state educational program, curriculum and educational standard, shortcomings of the state educational program, current situation in the field of basic pedagogical documents in relation to literary education, models of curricular transformation);
Characteristics of literature textbooks and literary reading books and their usability in school practice;
Interpretation of literary text in school practice and the issue of so-called compulsory reading;
Teaching aids in literature lessons and the use of ICT in literary education;
Evaluation and classification;
Solving methodological problems of specific teaching topics.
100/0
After completing the course, students will gain theoretical knowledge of professional didactics, which they should be able to creatively and effectively use to identify, analyze and solve professional and didactic situations in teaching literature, can transform the scientific system of literary focus to didactic application level, analyze and reflect union-didactic and psychological peculiarities of teaching literature in the teaching process. Can adapt the current state educational program to the specific conditions of school practice.
MiKULA, Valér. et al. Slovník slovenských spisovateľov. Bratislava: Kaligram a Ústav slovenskej literatúry SAV, 2005. ISBN 80-7149-801-7.
CHMEL, Rudolf. et al. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram & Ústav slovenskej literatúry SAV, 2006. ISBN 80-7149-918-8.
MARČOK, Viliam. Dejiny slovenskej literatúry 3. Bratislava: Literárne informačné centrum, 2006. ISBN 80-89222-08-0.
BOKNÍKOVÁ, Andrea. et al. Portréty slovenských spisovateľov 3. Bratislava: Univerzita Komenského, 2003. ISBN 80-223-1779-9.
JENĆÍKOVÁ, Eva. et al. Čítame slovenskú literatúru. Bratislava: Ústav slovenskej literatúry SAV, 1997. ISBN 80-887-4610-8.
a) Continuously - during the teaching part: oral introduction to one of the selected seminar topics (max 10 p), seminar work submitted no later than the end of the teaching part of the semester - in-depth interpretation by the student of the selected problem (significant motif, etc.) related to any of the seminar topics (max 10 p), active participation in seminars, participation in the discussion with relevant inputs (max 10 ).
b) During the examination period: written test (max. 70 p). In the case of the overall evaluation of Fx from the first date of the exam, an oral exam (max. 70 points) follows in the corrective term.
A maximum of two excused absences are accepted. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Fulfillment of each of the criteria of continuous assessment at more than 0 p is a condition for participation in the exam.
Exam dates will be published via AIS no later than the last week of the training section.
Classification scale:
100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
1. Periodization of Slovak literature from the end of the WW2 to the end of the 20th century: main milestones, characteristics of individual periods, period controversies, determining canons and authors.
2. Transitional period 1945-48. The end of the tendencies of the 1940s (surrealism, naturism, Catholic modernism) and the announcement of new trends (social realism).
3. Advent of socialist realism, its sources and doctrine: main themes and forms in poetry and prose, representatives (M. Lajčiak, F. Hečko, V. Mináč, etc.).
4. Neo-avant-garde in poetry from the end of the 1950s: return to the traditions of modernism and the avant-garde (M. Válek, M. Rúfus), Concretists; rehabilitation of the left avant-garde (L. Novomeský, superrealism); Prose Generation 56.
5. "Golden Sixties". Connection to world currents of thought and art (existentialism, new novel, absurd literature). Other forms of modern poetry (Lone Runners).
6. The onset of a significant prose generation (J. Johanides, V. Šikula, R. Sloboda, P. Hrúz, P. Vilikovský).
7. Normalization of literature in the 70s: an attempt to revitalize soc. realism (so-called engaged literature, or neoschematism); the changed publishing situation in the early 1970s; officially preferred genres and themes; stratification lit. life in the period of normalization (official literature, exile, dissident, gray zone).
8. Poetry in the period of normalization: Mihálek's school of poetry, so-called engaged literature (M. Válek), its topics and poetics; "non-consolidated", resp. only partially "consolidated" authors (preserving the heritage of the 1960s). Poetry of Š. Strážay and Š. Moravčík as the "reverse" of the normalization picture of the world.
9. Prose of 70.-80. years: inclination to historicism and its socio-cultural interpretation in the so-called novel sagas (V. Šikula, P. Jaroš, I. Habaj, L. Ballek); analytical prose of introspective (R. Sloboda), artistic (J. Johanides) and ironic type (P. Vilikovský, P. Hrúz); prose of model cold (D. Mitana), life paradox (J. Puškáš) and human favor (D. Dušek). Author in opposition: D. Tatarka.
10. Advent of a new generation of poetry and prose in the 80's (J. Urban, I. Kolenič, V. Klimáček, E. Groch). Changes in cultural and political coordinates in the period of the so-called redevelopment.
11. Unofficial and later also the official crowd of the new prose generation, which represents a fundamental departure from the neo-modernist line of Slovak literature of previous generations and presents the so-called prose of ironic perpetuation (P. Pišťanek, D. Taragel, I. Otčenáš). Academic irony of S. Rakús.
12. The vicissitudes of D. Tatarka's life and work as a synecdochal recapitulation of the transformations of society and literature of the individual decades of the second half of the 20th century.
continuous evaluation 30% / final evaluation 70%.
The student will gain the ability to understand and interpret a literary text in the literary-historical and literary-aesthetic contexts of the second half of the 20th century, will gain a reliable overview of the development of words. literature in this period, learns a wide range of works of authors and reads in depth the most important works of the period. He will also gain the framework of knowledge and skills needed to further his own relevant analysis of the research problems associated with this period.
DAROVEC, Peter. Súčasná slovenská literatúra v perspektíve literárnej kritiky. Bratislava: Stimul, 2020. ISBN 978-80-8127-284-4. Dostupné na: http://fphil.uniba.sk/stimul
ŠRANK, Jaroslav. Individualizovaná literatúra. Slovenská poézia konca 20. a začiatku 21. storočia z perspektívy nastupujúcich autorov. Bratislava: Cathedra, 2013. ISBN 978-80-89495-12-2.
BARBORÍK, Vladimír. Vývin slovenskej prózy po roku 1989. Neuvedené, 2014. Dostupné na: https://www.academia.edu/11502524/Skript%C3%A1_pr%C3%B3za_po_r_1989
PASSIA Radoslav et al. Hľadanie súčasnosti. Bratislava: Literárne informačné centrum, 2014. ISBN 978-80-8119-085-8.
MIKULA, Valér, et al. Slovník slovenských spisovateľov. Bratislava: Kalligram a Ústav slovenskej literatúry SAV, 2005. ISBN 80-7149-801-7.
a) Continuously - during the teaching part: oral introduction to one of the selected seminar topics (max 10 p), seminar work submitted no later than the end of the teaching part of the semester - in-depth interpretation by the student of the selected problem (significant motif, etc.) related to any of the seminar topics (max 10 b), active participation in seminars, participation in the discussion with relevant inputs (max 10 p).
b) During the examination period: written test (max. 70 p). In the case of the overall evaluation of Fx from the first date of the exam, an oral exam (max. 70 points) follows in the corrective term.
A maximum of two excused absences are accepted. Fulfillment of each of the criteria of continuous assessment at more than 0 p is a condition for participation in the exam. Exam dates will be published via AIS no later than the last week of the training section. Violation of academic ethics results in the cancellation of points earned in the relevant item.
Classification scale: 100-92 A, 91-84 B, 83-76 C, 75-68 D, 67-60 E, 59 and less Fx
Slovak
Capacity is limited to 20 students in a seminar group
1. Ironic reassessment of the present and the past in the 1990s.
2. Peter Pišťanek: Mladý Dônč
3. Dušan Taragel: Tales for Disobedient Children and Their Caring Parents / Murder as a Social Event
4. Neomodernist and postmodernist characteristics of the work of Stanislav Rakús and Pavel Vilikovský.
5. Pavel Vilikovský: Magic parrot.
6. The return of neo-modernist tendencies, prose of the subject and authenticity after 1989 (Balla, Márius Kopcsay, Marek Vadas and others).
7. Marek Vadas: Healer.
8. Balla: In the Name of the Father.
9. Reminiscences of the historical novel in the period of normalization and its return in the new millennium (Ladislav Ballek and Pavol Rankov: Mothers).
10. Postmodernist tendencies in the prose of Igor Otčenáš (Christ's Shocks, If) and in the poetry of Peter Macsovszky and Michal Habaj.
11. Forms of contemporary literature written by women (Jana Juráňová: I lived with Hviezdoslav, Monika Kompaníková: The Fifth Ship, Ivana Dobrakovová: Mothers and Truckists).
12. Ironic subversion in the dramatic work of Milan Lasica and Július Satinský, Stanislav Štepka and Viliam Klimáček.
continuous evaluation 30% / final evaluation 70%.
Upon successful completion of this course, students will have an overview of current trends in art-oriented Slovak literature. They will get acquainted with the most appreciated (and therefore probably from the literary-critical point of view) texts of our current prose and poetry and thus gain the ability to critically distinguish the productive forms of Slovak literature. They will also gain the interpretive skills necessary for an in-depth understanding of this text as well as the contexts in which they occur.
BRTÁŇOVÁ, Erika: Na margo staršej literarúry. Bratislava: Kalligram, Ústav slovenskej literatúry SAV, 2012. ISBN 978-80-8101-678-3.
ŠMATLÁK, Stanislav: Dejiny slovenskej literatúry I. Bratislava: LIC 2007. ISBN 978-80-89222-28-5.
KÁKOŠOVÁ, Zuzana: Kapitoly zo slovenskej literatúry. 9. - 18. storočie. Bratislava: Univerzita
Komenského 2005. ISBN 80-223-2037-4.
KÁKOŠOVÁ, Zuzana: Príručka k dejinám staršej slovenskej literatúry. Trnava: UCM 2007. ISBN
978-80-89220-64-9.
KÁKOŠOVÁ, Zuzana: Latinská humanistická poézia 16. storočia v kontexte slovenskej literatúry. Bratislava: Vydavateľstvo UK, 2010. ISBN 978-80-223-2603-2.
The course is completed by continuous evaluation. Required: active participation in the seminar (50% of the evaluation), which consists of reading the required literature, its interpretation and active participation in the discussion at the seminar (responding to questions from literary history and literary theory); test or seminar work (50% of the evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
Slovak, Czech, prestandardized Slovak
Medieval literature (9th - 15th centuries):
1. legends (Old Slavonic and Latin)
2. chronicles
3. secular and religious poetry
Renaissance and humanistic literature:
4. epigrammatic work
5. civic-political compositions
6. historical and love poetry
7. spiritual poetry
Baroque literature:
8. spiritual poetry
9. love and bandit poetry
10. didactic-reflexive poetry
11. travel and memoir prose
12. drama in older Slovak literature
100/0
Students will expand, supplement and deepen their knowledge of older Slovak literature.
ŠTEVČEK, Ján. Dejiny slovenského románu. Bratislava: Tatran, 1989.
BÍLIK, René. Historický žáner v slovenskej próze. Bratislava: Kalligram, 2008. ISBN 978-80-8101-137-5.
KLÁTIK, Zlatko. Vývin slovenského cestopisu. Bratislava: Vydavateľstvo SAV, 1968.
BAKOŠ, Mikuláš. Vývin slovenského verša od školy Štúrovej. Bratislava: Vydavateľstvo SAV, 1966.
Literals in the edition "Knižnica slovenskej literatúry" published by Kalligram.
The course is completed by continuous evaluation. Required: active participation in the seminar (50% of the evaluation), which consists of reading the required literature, its interpretation and active participation in the discussion at the seminar (responding to questions from literary history and literary theory); test or seminar work (50% of the evaluation). In all parts of the evaluation, students have to achieve at least 60 percent success. The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Classification scale:
A: 100% - 94%
B: 93% - 86%
C: 85% - 78%
D: 77% - 70%
E: 69% - 60%
Fx: 59% - 0%
Absences: More than 2 absences: it is required to report the reason of absence (for example proof of sickness) to the study department FiFUK. Academic integrity violations will not be tolerated and will result in loosing the achieved points.
1. Genre changes of Slovak literature at the end of the 18th century and in the 19th century;
2. Thematic transformations of Slovak literature at the end of the 18th century and in the 19th century;
3. The issue of verse and prosody in Slovak poetry of the 19th century;
4. Forms of poetry (ode, elegy);
5. Forms of poetry (idyll, epigram, psalm);
6. Transformations of verse epics and lyrical-epic genres;
7. Transformations of shorter prose genres (sketch, short story, novella);
8. Forms of the novel in Slovak literature at the end of the 18th and in the 19th century;
9. Memoirs and (auto) biographical genres;
10. Forms of travel prose;
11. Forms of journalism;
12. Forms of drama.
100/0
Students will broaden and deepen their knowledge of the literary-historical development of Slovak literature in the 19th century with emphasis on its genre structure and variety. The students acquire the ability to comprehensively interpret poetry and prose in the background of historical poetics.
BŽOCH, A.: Psychoanalýza na periférii. K dejinám psychoanalýzy na Slovensku. Bratislava: Kalligram, 2007. ISBN 978-80-7149-927-5.
MACURA, V. A JEDLIČKOVÁ, A. (eds.). Průvodce po světové literární teorii 20. století. Eds. V. Macura, A. Jedličková. Brno: Host, 2012. ISBN 978-80-7294-848-2.
MIKULÁŠ, R. a kol.: Podoby literárnej vedy. Teórie – metódy – smery. Bratislava: Veda, 2016. ISBN 978-80-224-1524-8. Viaceré heslá sú dostupné na: http://hyperlexikon.sav.sk/sk/index/.
MITOSEKOVÁ, Z.: Teorie literatury: historický přehled. Přeložila Marie Havránková. Brno: Host, 2010. ISBN 978-80-7294-332-6.
MATEJOV, F. – ZAJAC, P. (eds.): Od iniciatívy k tradícii. Štrukturalizmus v slovenskej literárnej vede od 30. rokov po súčasnosť. Brno: Host, 2005. ISBN 80-7294-149-6.
Final list of recommended literature will be presented at the beginning of the semester. Textbook with basis of the lectures will be available in MS Teams, the lectures will expand upon the textbook in a significant way.
This is a non-mandatory course evaluated during the semester. The course is evaluated on basis of written exam during the semester, which will test
a) knowledge of individual parts of subject matter presented on lectures (based on the textbook),
b) creative (commented) reading of selected paper/essay/book chapter – chosen from those with which the subject matter of lectures is concerned.
A specific part of each lecture is a discussion about a particular poem/prose, active participation in this is valuable.
Grading scale:
100 – 92: A
91 – 84: B
83 – 76: C
75 – 68: D
67 – 60: E
59 – 0: FX
The teacher accepts a maximum of two absences with a written proof of the cause of absence. The exam date will be announced at the beginning of the semester and can be later changed with respect to a student-teacher agreement.
Violation of academic ethics results in the cancellation of earned points in the relevant item.
Slovak
The course helps in developing of reading and writing competencies. It is aimed at an overview of selected approaches to literature in theory of literature, psychoanalysis, philosophy, and esthetics, in international and domestic culture contexts. The course is executed as a set of interactive lectures. Topics are:
1. Positivism and its detailed study of author’s biography.
2. Formalism and its benefits in more complex interpretation of literary works.
3. „Antirealism“ in essays related to avantgarde art.
4. Psychoanalysis and its insight into functions of libido in the process of creating text..
5. Psychoanalytical insights into existential writing longing to find the meaning of life.
6. Phenomenology and its study of forces of nature (mainly fire and water) in imagination.
7. Structuralism, its “story” in Russian, French, Czech and Slovak context.
8. Structuralist analysis of poetry and prose.
9. Semiology and its suggestions on distancing from lies and power of language.
10. Relationship between terms semiotics and semiology.
11. Postmodern philosophy and esthetics, its insight in approach to art and life.
12. Cognitive sciences in study of poetry and prose.
13. Aspect of gender in history of literature and in its interpretation.
During selected parts of the lectures, Slovak and world poetry and prose will be interpreted and interactively discussed. Visual artworks will also be presented, since one of the goals of the course is to show how science connects to the power of art.
100/0
After successful participation in the course the student has an overview in different approaches to literature of 20th and 21st century and he/she is able to put them into the context of evolutionary steps of art. The student is able to grasp and comment on a scientific metatext (from domains of theory of literature, psychoanalysis, philosophy, esthetics), specific in its approach to literature. The student is capable of selecting aspects of the text in a way enabling him/her to use those in their own interpretation of a literary text or in their own reflection on art. The student is aware of the specifics of exact scientific methods as well as of more open approaches to literature. He/she has basic knowledge about developing his/her own competencies of reading and writing with aspects from various discussed metatexts.
HOJDA, Zdeněk - OTTLOVÁ, Marta - PRAHL, Roman (eds.): Slovanství a česká kultura 19. století. Praha: KLP, 2006. ISBN 80-86791-31-9.
MARTINKOVIČ, Marcel: Slovanská utópia? Posledná vízia Ľudovíta Štúra. In: Historická revue, 26, 2015, č. 10, s. 42 - 46.
MLACEK, Jozef - VOJTECH, Miloslav (eds.): Slovensko a slovanský svet. In: Studia Academica Slovaca 35. Bratislava: Stimul, 2006, s. 337-486, ISBN 80-89236-11-1.
PYNSENT, Robert: Pátrání po identitě. Praha: Nakladatelství H&H, 1996, ISBN 80-8587-40-7.
VOJTECH, Miloslav: Podoby a modifikácie ideálu slovanskej vzájomnosti v slovenskej obrodeneckej literatúre. In: Studia Academica Slovaca 35. Bratislava: Stimul, 2006, s. 337-333, ISBN 80-89236-11-1.
VOJTECH, Miloslav: Ján Kollár - tvorca slovanského mýtu. In: KOLLÁR, Ján: Dielo. Bratislava: Kalligram a Ústav slovenskej literatúry SAV, 2009, s. 563 - 586, ISBN 978-80-8101-227-8.
Continuous evaluation: participation in lectures (two absences are allowed), seminar paper on a topic related to the language specialization of the student (the seminar paper will be submitted by the student at the end of the instruction period).
Final assessment: oral exam (in the examination period).
In all parts of the evaluation, the student must achieve at least 60% success.
Grading scale: A: 100 - 92%, B: 91 - 84%, C: 83 - 76%, D: 75 - 68%, E: 67 - 60%, Fx: less than 60%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant part of the assessment.
Slovak language
The beginnings of the ideological concept of Slavic belonging in Slovakia in the 17th and 18th century (Baroque Slavism);
Transformations of the concepts of Slovak-Slavic cooperation in the 19th century (Ján Kollár's idea of Slavic reciprocity, Pavol Jozef Šafárik's Slavic works, Ľudovít Štúr's concept of the Slavic world in the work Slavdom and the world of the future, messianic concepts of Slavic cooperation, Ján Palárik's treatise On the Slavic reciprocity, Svetozár Hurban Vajanský's Pan-Slavic concepts);
the Slavic issue in the Austrian monarchy and in Austria-Hungary (Austro-Slavism, Kollár's four-tribe concept of the Slavic nation, Illyrian movement, intensification of Czech-Slovak cooperation at the turn of the 20th century);
Reflection of the emergence of new Slavic states in South-Eastern Europe in Slovakia in the 19th century (in contemporary journalism and in travel literature), the Polish issue and its image in the Slovak literature of the 19th century;
Development of Slovak-Slavic cooperation after 1918: Czechoslovak-Yugoslav cultural and literary relations and their political background (Little Entente), Slovak-Russian relations determined by the revolution in 1917, Slovak-Polish cultural and literary relations in the interwar period; Slovak-Slavic cultural and literary relations after 1945 and their historical-political background (Slavic nations as a part of the socialist bloc, Slovak-Slavic cooperation marked by the ideological concept of the so-called proletarian internationalism, rupture in relations with the peoples of Yugoslavia after the split in the Comintern after 1949, events of the second half of the 20th century and their impact on the Slovak-Slavic cultural and literary relations);
Slavic themes in Slovak poetry, prose and drama of the 19th and 20th centuries; Current problems and issues of Slovak-Slavic relations in the context of geopolitical changes in Europe at the turn of the 21st century.
40/60
After completing the course, the students are familiar with the issues of Slovak-Slavic cultural and literary relations in the 19th and 20th centuries. They know the theoretical concepts of Slovak-Slavic cooperation and key works of Slovak writers who reflected on this issue in their theoretical writings and literature. They are able to perceive the Slovak-Slavic cultural and literary relations in the context of broader historical and geopolitical connections.
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.