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.
BERS, A. (Hrsg.): Frauen. Lyrik. Gedichte in deutscher Sprache. Stuttgart: Reclam 2021. . BLECKEN, G.: Deutsche Liebeslyrik vom Barock bis zur Gegenwart. Hollfeld: Bange 2010. BRAUN, CH. VON, STEPHAN, I: Gender Studien. Eine Einführung. 2. Auflage. Stuttgart: Metzler 2006. BURDORF, D.: Einführung in die Gedichtanalyse. 2. Auflage. Stuttgart: Metzler 1997. FELSNER, K., HELBIG, H., MANZ, TH.: Arbeitsbuch Lyrik. 2. Auflage. Berlin: Akademie-Verlag 2012. GNÜG, H. (Hrsg.): Nichts ist versprochen. Liebesgedichte der Gegenwart. Stuttgart: Reclam 2000 LUHMANN, N: Liebe als Passion. Zur Codierung von Intimität. 15. Auflage. Frankfurt a. M.: Suhrkamp 2022. REINHARDT-BECKER, E. , BECKER, F.: Liebesgeschichte(n). Identität und Diversität vom 18. bis zum 21. Jahrhundert, Frankfurt am Main: Campus 2019.
Supplementary literature will be presented at the beginning of and throughout the semester and will be available on Moodle/MS Teams.
Regular and active participation in discussions and completion of preparatory assignments, presentation of an interpretive paper/presentation (20–30 minutes).
Examination period: oral exam lasting 20 minutes (30 percent).
A prerequisite for admission to the exam is the successful completion of the continuous assessment (minimum grade E). Any violation of academic integrity results in the annulment of the points obtained in the respective assessment component.
Grading scale: A: 100–91%, B: 90–81%, C: 80–73%, D: 72–66%, E: 65–60%, Fx: 59–0%.
The instructor accepts a maximum of two absences supported by documented proof.
German
The selected love poems are to be located within a triangle of literary history, love discourse and gender discourse, whose components range from the Baroque to the present. The focus is on a) Petrarchism, Anacreontics, Sturm und Drang, Romanticism, literary modernism, Expressionism, Neue Sachlichkeit, contemporary poetry, b) love in times of arranged marriages, the "invention" of romantic love around 1800, continued effects, problematisation and alternative concepts c) from the "one-sex-model" to the "two-sex-model" to gender as a social construct. Love poetry by men and women is dealt with and related to each other. Guiding questions are: Who speaks about love, when and to whom? What taboos are there and what transgressions? How is individual and social identity constructed through love? How is masculinity and femininity defined in love poems and how do they challenge gender stereotypes or the norm of heterosexuality?
Weighting of midterm/final grades: 70/30
Students are able to productively apply methods of text analysis and interpretation, formulate and justify their own interpretive proposals, and communicate intersubjectively about interpretations. They are familiar with selected moments of German love poetry from the Baroque period to the present and expand their knowledge of literary history. They are acquainted with selected canonical poems of German-language culture and relevant lyric poets. They gain an overview of literary-theoretical, sociological, and discourse-historical research approaches and are able to apply them in the interpretation of texts. They engage with existential themes of love, identity, and gender from a historical perspective and recognize both change and continuity. They develop their linguistic and interpretive competences.
LEISS, Ingo, STADLER, Herrmann. Deutsche Literaturgeschichte. Band 8. Wege in die Moderne 1890–1918. München: DTV, 1999.
BORRIES, Erika von et al. Deutsche Literaturgeschichte. Band 9. Die Weimarer Republik 1918–1933. München: DTV, 2003.
RIEGEL, Paul, Rinsum, Wofgang van. Deutsche Literaturgeschichte. Band 10. Drittes Reich und Exil 1933–1945. München: DTV, 2000.
Selected literary texts for seminars on individual lecture topics will be made available for copying and study in the departmental library.
The course deepens knowledge of German literature of the first half of the 20th century through analysis and interpretation of selected key works in the final years of the German Empire, Weimar Republic and the exile. Emphasis is placed on critical analysis skills.
Active class participation, presentation on assigned texts, in the examination period written test. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Literary decadence (Thomas Mann: Tonio Kröger).
2. Literary expressionism (Kurt Pinthus: Menschheitsdämmerung).
3. Literature and psychoanalysis (Hermann Hesse: Demian).
4. Anti-war literature (Erich Maria Remarque: Im Westen nichts Neues).
5. Anti-fascist literature (Thomas Mann: Mario und der Zauberer).
6. Epic theatre (Bertolt Brecht: Die Maßnahme).
7. Literature of the so called New Objectivity (Alfred Döblin: Die zwie Freundinnen und ihr Giftmord).
8. The metropolitan novel (Irmgard Keun: Das kunstseidene Mädchen).
10. Big city lyrics (Bertolt Brecht: Lesebuch für Städtebewohner).
11. Exil lyrics (Bertolt Brecht: An die Nachgeborenen).
12. Exil prose (Anna Seghers: Ausflug der toten Mädchen).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of German literature in the context of changing cultural, social and political life of the first half of the 20th century.
BEUTIN, Wolfgang et al. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2013.
FORSTER, Heinz. Deutsche Literaturgeschichte. Band 11. Die Nachkriegszeitt 1945–1968. München: DTV, 1999.
FORSTER, Heinz, RIEGEL, Paul. Deutsche Literaturgeschichte. Band 12. Die Gegenwart 1968–1990. München: DTV, 2004.
The course deepens knowledge of German literature of the second half of the 20th century through analysis and interpretation of selected key works in the post-war, divided and reunified Germany. Emphasis is placed on critical analysis skills.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum 60% pass rate in all components.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Post-war prose (Heinrich Böll: Wo warst du, Adam?).
2. Post-war drama (Wolfgang Borchert: Draußen vor der Tür).
3. Post-war lyric (Johannes Bobrowski: Sarmatische Zeit).
4. Post-war novel (Günter Grass: Die Blechtrommel).
5. Literature of the 1960s in Germany (Heinrich Böll: Ansichten eines Clowns).
6. Literature of the 1960s in the GDR (Christa Wolf: Der geteilte Himmel).
7. Literature of the 1970s in the GDR (Christa Wolf: Kein Ort, Nirgens).
8. Literature of the 1970s in the FRG (Heinrich Böll: Die verlorene Ehre der Katharina Blum).
9. Literature of the “Wende” (Ingo Schulze: Simple Storys).
10. Literature in United Germany (Theresia Mora: Der Fall Ophelia).
11. Literature in United Germany (Judith Hermann: Sommerhaus, später).
12. Contemporary literature (Daniel Kehlmann: Ruhm).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of German literature in the context of changing cultural, social and political life of the second half of the 20th century.
JAHRAUS , O. et al. (eds.): Kafka-Handbuch. Leben - Werk - Wirkung. Göttingen: Vandenhoeck and Ruprecht, 2008. ISBN 978-3-525-20852-6
LARCATI, A. et al. (eds.) Stefan-Zweig-Handbuch. New York, Berlin: De Gruyter 2018. ISBN: 978-3110303889
ZEYRINGER, K.: Österreichische Literatur seit 1945 Überblicke, Einschnitte, Wegmarken. Innsbruck: Haymonn 2001, ISBN 3-85218-379-0
Active participation in class, reading of the assigned text, completion of a written homework assignment or paper (30 points) and a final test (70 points). Students must achieve at least 60% of the total points to pass the course. Violations of academic ethics will result in an Fx grade and disciplinary action in accordance with the FFCU Code of Ethics.
100-91%: A
90-82%: B
81-74%: C
73-66%: D
65-60%: E
59-0%: FX
The lecturer accepts a maximum of 2 absences.
The exact dates and topics for the mid-term and final examinations will be announced at the beginning of the semester.
Exam dates will be announced via AIS no later than the last week of classes.
German
The course will cover works by the following authors:
H. v. Hofmannsthal
A. Schnitzler
G. Trakl
F. Kafka
E. E. Kisch
S. Zweig
R. Musil
A list of specific works by the authors listed above will be given to the course participants at the first meeting.
Interim/final evaluation ratio: 30/70
After completing the course, the student will be familiar with representative authors and works of Austrian literature of the first half of the 20th century. The student learns the basic literary terminology used to periodize and aesthetically characterize a work. Possesses developed skills in describing and interpreting selected literary works, and has a working knowledge of searching modern secondary literature in digital databases.
ALBRECHT, M. (ed.): Bachmann-Handbuch: Leben - Werk - Wirkung. Stuttgart: Metzler 2012, ISBN: 978-3476025135
MAY, M. et al. (ed.): Celan-Handbuch: Leben – Werk – Wirkung. Stuttgart: Metzler 2012, ISBN: 978-3476024411
ZEYRINGER, K.: Österreichische Literatur seit 1945 Überblicke, Einschnitte, Wegmarken. Innsbruck: Haymonn 2001, ISBN 3-85218-379-0
Active participation in class, reading of the assigned text, completion of a written homework assignment or paper (30 points) and a final test (70 points). Students must achieve at least 60% of the total points to pass the course. Violations of academic ethics will result in an Fx grade and disciplinary action in accordance with the FFCU Code of Ethics.
100-91%: A
90-82%: B
81-74%: C
73-66%: D
65-60%: E
59-0%: FX
The lecturer accepts a maximum of 2 absences.
The exact dates and topics for the mid-term and final examinations will be announced at the beginning of the semester.
Exam dates will be announced via AIS no later than the last week of classes.
German
The course will cover works by the following authors
P. Celan
I. Bachmann
H v. Doderer
Th. Bernhard
E. Jelinek
K. M. Gauss
M. Pollack
A list of specific works by the authors listed above will be given to the course participants at the first meeting each time.
interim/final evaluation ratio: 30/70
After completing the course, the student will be familiar with representative authors and works of Austrian literature of the second half of the 20th century. The student learns the basic literary terminology used to periodize and aesthetically characterize a work. Has developed skills in describing and interpreting selected literary works, as well as practical skills in searching modern secondary literature in digital databases. Has experience of presentation techniques and the ability to moderate discussion.
Active participation in the seminar, presentation of the paper and its subsequent written elaboration. The student must achieve at least 60% success rate.
Slovak, German
The seminar focuses on the activities of Germans in Spiš, Hauerland or Bratislava in the fields of education, literature, architecture, social life and politics in the context of Hungarian, Czechoslovak and Slovak history. It will focus on one selected epoch, which will be examined from the perspective of linguistics, literary history and cultural and social realities. Theoretically, the graduates of the course will learn about the processes of the formation of ethnic identity in the past and in the present, using the phenomenon of regional traditions and historical awareness as an example.
interim/final evaluation: 30/70
The seminar has the character of a research seminar, emphasizing the students' own research work. It deepens and applies the knowledge from the lecture German Language and Culture in Slovakia in the research work. Students will learn about the history of German language and culture in one of the selected dialect islands in Slovakia They will gain a deeper knowledge of the dialectal varieties of German in the region and get to know important local cultural personalities. They will learn how to work with historical written sources (transcribe and edit manuscripts) and prepare a scholarly text on a given topic for publication and prepare archival or field research. The final output of the seminar will be either a jointly prepared publication, subsequently published either in a professional periodical or on the department's website, or group field research (oral history, dialect recordings, etc.)
FAUSER, Markus: Einführung in die Kulturwissenschaft, Darmstadt 2003; BENTHIEN, Claudia (ed.): Germanistik als Kulturwissenschaft. Eine Einführung in neue Theoriekonzepte, Reinbek 2002.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum of 60% success in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
Slovak
Historical anthropology and history of mentalities, imagology and image theory, gender studies, interculturalism and postcolonial studies, theories of memory and collective identities, intertextuality and new philology.
The graduate will gain an interdisciplinary overview of the subject of German studies in the context of the so-called cultural sciences on the example of specific literary works.
Soňa Gabrzdilová – Milan Olejník: Karpatskí Nemci na Slovensku od druhej svetovej vojny do roku 1953. Bratislava: SAV et al. 2004.
Karl-Markus Gauß: Die versprengten Deutschen. Unterwegs in Litauen, durch die Zips und am Schwarzen Meer. Wien: Zsolnay 2005.
Viera Glosíková: Handbuch der deutschsprachigen Schrifsteller aus dem Gebiet der Slowakei -17 -20 Jahrhundert. Wien: Verlag der Österreichischen Akademie der Wissenschaften 1995.
Wynfrid Kriegleder - Andrea Seidler - Jozef Tancer (eds.) : Deutsche Sprache und Kultur im Raum Pressburg. Bremen: edition lumiěre 2002.
Wynfrid Kriegleder - Andrea Seidler - Jozef Tancer (eds.): Deutsche Sprache und Kultur in der Zips. - Bremen: edition lumiěre, 2007
Jozef Tancer – Elena Mannová: Od uhorského patriotizmu k menšinovému nacionalizmu. Zmeny povedomia Nemcov na Slovensku v 18. a 20. storočí. In: G. Kiliánová, E. Kowalská, E. Krekovičová (eds.): My a tí druhí v modernej spoločnosti : konštrukcie a transformácie kolektívnych identít. - Bratislava: Veda, 2009, s. 351-371.
Juraj Valiska: Die zipserdeutsche Mundart von Chmeľnica (Hopgarten). Bratislava: Slov. pedag. nakl. 1967.
Juraj Valiska: Nemecké nárečie Dobšinej: príspevok k výskumu zanikania nárečí enkláv. Gemerská vlastivedná spoločnosť 1980.
Juraj Valiska: Nemecké nárečia Horného Spiša. Príspevok k výskumu reliktných nárečí v pokročilom štádiu ich vývoja. Stará Ľubovňa : Okresné vlastivedné múzeum1982
Active participation in classes, detailed knowledge of the prescribed texts for each class, preparation of a report and its written elaboration in the form of a seminar paper of 8 to 10 pages. At least 60% of the total score is required for successful completion of the course.
German
Who are the so-called Carpathian Germans?
Settlement of Upper Hungary by German settlers
From Hungarian patriotism to minority awareness
Carpathian Germans and the 1st Czechoslovak Republic
Carpathian Germans between 1939 and 1948
German cultural and literary life in Bratislava
German cultural and literary life in Spiš
German dialects and dialect literature
German minority in Slovakia today
iterim/final evaluation: 0/100
The lecture focuses on the history of German language and culture in Slovakia from the Middle Ages to the present. It presents the settlement of Upper Hungary by German immigrants in three waves from the end of the 11th to the 18th century. The main focus is on their cultural and social activities in the towns (church, education, science, literature, art). Separate attention is paid to the characteristics of relict German dialects in Slovakia. in the areas of Bratislava, Hauerland and Spiš. Through audiovisual recordings, documentary films and memoirs, the course reflects on the position of the German language and culture in the different stages of the 20th century and reflects on the question of responsibility and the historical traumas of the German minority in Slovakia.
Peter Auer – Li Wei (eds.): Handbook of Multilingualism and Multilingual Communication. De Gruyter 2007.
Brigitta Busch: Das sprachliche Repertoire oder Niemand ist einsprachig. Klagenfurt: Drava 2012.
Brigitta Busch: Mehrsprachigkeit. Wien: Böhlau 2013
Adam Jaworski, Crispin Thurlow (ed.): Semiotic Landscapes. Language, Image, Space. London: Continuum 2010.
István Lanstyák – Gabriela Múcsková – Jozef Tancer (eds.): Jazyky a jazykové ideológie v kontexte viacjazyčnosti na Slovensku. Bratislava: Univerzita Komenského 2017.
Jozef Tancer: Rozviazané jazyky. Ako sme hovorili v starej Bratislave. Bratislava: slovart 2016.
The prerequisites for successful completion of the course are active participation in seminars (15%), preparation of partial homework assignments (15%), presentation of own research assignment at the end of the seminar and its written completion in the form of a seminar paper (40%). During the seminar, students will keep a language journal (30%), which they will hand in at the end of the seminar together with the seminar paper.
Grading scale: A: 100-91%, B: 90-81%, C: 80-73%, D: 72-66%, E: 65-60%, Fx: 59-0%
Slovak, German, English - reading competence
Theoretical concepts of multilingualism
Social multilingualism
Individual multilingualism
Biographical approaches to multilingualism
Language biographies
Language portrait
Language diary
Language ideologies
Language Landscape
interim/final evaluation: 30/70
The aim of the course is to introduce the theoretical concepts of multilingualism as well as the multilingual situation and its research in German-speaking countries. Students will acquire the basic skills necessary to prepare research and carry out their own research assignment, focusing on the use of the German language in Slovakia in the context of multilingual communication. At the same time, they will reflect on their own sources of multilingualism and their own linguistic repertoire in the context of biographically oriented multilingualism research practices.
ADAMCOVÁ, L.: Praktische Phonetik des Deutschen. SAP, Bratislava, 1996.
HOLIČ, Š.: Rétorika. Enigma, Nitra, 2004.
Continuously assessed seminar with regular preparation and the need for active participation in teaching. The student is obliged to attend the seminar, a maximum of 2 absences are allowed. Selected tasks will be assigned for home preparation and specially evaluated, the evaluation will take place continuously during the semester at 100%. The condition is participation in exercises, presentation of one's own opinion and critical thinking.
Classification scale:
100-95%: A
94-86%: B
85-78%: C
77-69%: D
68-60%: E
Violation of rules of academic ethics will result in nullification of acquired points of assessment.
German
Basics of rhetoric, introduction to theoretical knowledge. Partial rhetorical exercises for articulation, accent, intonation, nonverbal expression (facial expressions, gestures). Confrontational exercises and comparison of speaking performance in German and Slovak as a working language of an interpreter. Rhetorical tasks during simple interpreting exercises, persuasive procedures. Psychology of rhetoric.
100% during the semester
The student masters the basic theoretical knowledge in the field of rhetoric, is able to apply correct pronunciation, accent, intonation in the articulatory base of the German language with emphasis on proper logical-semantic processing and mediation of speech and contained message in connection with the preparation for the interpreting profession.
- Koppensteiner, Jürgen: Österreich. Ein landeskundliches Lesebuch. (Niveaustufen B2 bis C2). 6., überarbeitete und aktualisierte Auflage. Wien: Praesens, 2018.
- Krumm, Thomas: Das politische System der Schweiz. Ein internationaler Vergleich. Berlin: de Gruyter, 2013.
- Recker, Marie-Luise: Geschichte der Bundesrepublik Deutschland. 3., überarbeitete und erweiterte Auflage. München: Beck 2009. (C.H. Beck Wissen)
- Reinhardt, Volker: Geschichte der Schweiz. 6., aktualisierte Auflage. München: Beck 2019. (C.H. Beck Wissen)
- Schmidt, Manfred G.: Das politische System Deutschlands. Institutionen, Willensbildung und Politikfelder. 4., aktualisierte Auflage. München: Beck, 2021.
- Vocelka, Karl: Österreichische Geschichte. 5., aktualisierte Auflage. München: Beck 2019. (C.H. Beck Wissen)
Active participation(continuous knowledge verification), short independent works and final exam. The student must achieve at least 60% in all parts of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
The course focuses on the political landscape of German-speaking countries, reflecting current political and media debates in Germany, Austria and Switzerland (the so-called D-A-CH countries). We analyze German-language media, discuss them, and acquire the relevant context necessary to properly assess and understand them (historical development, political system, specificities of the three countries, etc. ). Main topics of the course:
1) Space and demography: internal and mutual heterogeneity of the D-A-CH countries, demographic trends, D-A-CH as an immigration destination in the 20th century, and current (Gastarbeiter, migration and labour market policies).
2) Economy: economic developments and policies in the context of globalization, the most important industries and sectors in D-A-CH and their current direction
3) Society: historical antecedents and traumas, problematic issues (inequalities, unemployment, marginalisation) and the welfare state
4) State and nation: contrasting view of national consciousness and identity issues, defining tendencies versus emphasising commonalities, EU membership or non-membership
5) Politics: specificities of countries and their political systems, political environment, ideological background, issues of political culture, constitutions and foreign policy; federalism, specificities of countries, implications of federalism
6) Mass media: the press in D-A-CH, global developments and national specificities, the state and the media (affairs and debates in recent years in Germany and Austria), social media and democracy,
7) Church and state: religions in D-A-CH, state-church relationship, differences in Germany and Austria, current discourse and developments (teaching ethics, scandals and their reflection, influence of churches).
8) Colonial history of Germany and Austria: history, reflection, influences
Scale of assessment (preliminary/final): 100/ 0
The student knows the methods of text analysis and has the linguistic competences necessary to actively understand newspaper articles, professional texts and statistics of professional literature and to be able to extract relevant information from them. Using his/her knowledge of facts, he/she is able to engage in debate on current social issues in German-speaking countries and to place these in a political, historical, social and cultural context.
The primary didactic method is Dutch for Reading Knowledge (C. Van Baalen et al., John Benjamins), which begins with texts on architecture and design, secularization and social security, migration, water management, postcolonialism in the Netherlands, the Dutch Golden Age, and related topics. Each chapter contains three core texts drawn from journals, newspapers, or online sources.
The student takes tests throughout the semester aimed at assessing receptive competence based on the thematic units of the textbook, followed by a comprehensive written examination at the end of the semester. The student is required to achieve a minimum success rate of 60% in all components of the assessment.
To complete the course, a receptive knowledge of English at the B1 level and native-level proficiency in Slovak are required.
The course is not intended for students of Dutch translation studies.
Work with the textbook is supplemented by current texts and audiovisual materials. Real-life language communication situations are simulated. Basic translation and interpreting exercises are included.
The aim of this course is to introduce participants with no prior knowledge of Dutch to a method for acquiring receptive language competence that enables an acceptable level of text comprehension. The objective of the introductory course is to develop language competence at the A1 level of the Common European Framework of Reference for Languages, with a particular focus on receptive skills in Dutch, as well as translation and interpreting competence from Dutch as the source language into Slovak. The target audience consists of students—particularly those with knowledge of English and German and/or Scandinavian languages—who are interested and motivated to work with Dutch and Dutch-language sources, such as selected chapters from Dutch and Flemish press, academic publications, or archival materials from the Netherlands, as well as texts intended for translation and interpreting from Dutch.
The primary didactic method is Dutch for Reading Knowledge (C. Van Baalen et al., John Benjamins), which begins with texts on architecture and design, secularization and social security, migration, water management, postcolonialism in the Netherlands, the Dutch Golden Age, and related topics. Each chapter contains three core texts drawn from journals, newspapers, or online sources.
The student takes tests throughout the semester aimed at assessing receptive competence based on the thematic units of the textbook, followed by a comprehensive written examination at the end of the semester. The student is required to achieve a minimum success rate of 60% in all components of the assessment.
To complete the course, a receptive knowledge of English at the B1 level and native-level proficiency in Slovak are required.
Work with the textbook is supplemented by current texts and audiovisual materials. Real-life language communication situations are simulated. Basic translation and interpreting exercises are included.
100/0
The aim of this course is to introduce participants with no prior knowledge of Dutch to a method for acquiring receptive language competence that enables an acceptable level of text comprehension. The objective of the introductory course is to develop language competence at the A1 level of the Common European Framework of Reference for Languages, with a particular focus on receptive skills in Dutch, as well as translation and interpreting competence from Dutch as the source language into Slovak. The target audience consists of students—particularly those with knowledge of English and German and/or Scandinavian languages—who are interested and motivated to work with Dutch and Dutch-language sources, such as selected chapters from Dutch and Flemish press, academic publications, or archival materials from the Netherlands, as well as texts intended for translation and interpreting from Dutch.
MILOŠOVIČOVÁ, Petra. Interkultúrny manažment: úspešná navigácia v globálnom svete. Bratislava: Univerzita Komenského v Bratislave, Filozofická fakulta, Katedra germanistiky, nederlandistiky a škandinavistiky; Vydavateľstvo UK, 2024. 200 s. ISBN 978-80-223-5946-7
MILOŠOVIČOVÁ, Petra. Zdroje synergických efektov v interkultúrnom manažmente. Praha : Wolters Kluwer ČR, a. s. 2019. ISBN 978-80-7598-663-4
MILOŠOVIČOVÁ, Petra. Interkulturelles Management. Praha : Wolters Kluwer ČR, a. s. 2019. ISBN 978-80-7598-365-7
RAKŠÁNYIOVÁ, Jana. Preklad ako interkultúrna komunikácia. Bratislava 2005. ISBN 8089137091.
EISMANN, V.: Erfolgreich in der interkulturellen Kommunikation. Berlin 2007. ISBN 978-3-06-020266-9.
SONDERMANN, M.: Lokales Denken, globales Handeln. Interkulturelle Zusammenarbeit und globales Management. Deutscher Taschenbuchverlag 2011. ISBN 9783423508070.
Current internet sources Students will be introduced to additional literature during the course.
(a) during the teaching part (continuously) active work in lessons (30 points) (b) In the examination period: presentation on a selected topic e.g.: taboos, conflicts in work an communication, a presentation of a selected company, a presentation of the company culture of a chosen area or country (70 marks). A minimum of 10 points in the intermediate assessment is required for admission to the examination. Violation of academic ethics will result in the cancellation of the points obtained in the relevant item In the case of a particular grade. Grading scale: 100-90: A 89-80: B 79-72: C 71-66: D 65-60: E 59-0: FX The instructor will accept a maximum of 2 absences with documentation. The dates of the exams will be published via AIS no later than the last week of the teaching period.
1. Introduction – intercultural management, intercultural competence and intercultural communication
2. Hofstede´s dimensions in intercultural management
3. Clash of different cultures, corporate culture, cultural transfer strategies in intercultural management
4. Soft skills in intercultural management - cultural differences in communication (norms, conventions, stereotypes, prejudices, clichés)
5. Verbal communication: workplace etiquette, euphemisms
6. Non-verbal communication and body language
7. Communication in the workplace, global teams
8. Workplace misunderstandings related to multiculturalism and language barriers
9. Taboos and possible forms of conflict in the workplace and in communication
10. Solving case studies, practicing model situations
11. Processes of cultural adaptation, intercultural training, intercultural competence model
12. The path to successful intercultural communication
Chapters from the textbook *Intercultural Management* can be presented by company professionals during classes in the form of guest lectures or company visits
30/70
Successful completion of this course will provide students with a basic overview of the fundamental principles of intercultural management. They will understand the dimensions of culture according to Geert Hofstede. By completing the course, students will gain a basic overview of intercultural differences between countries, learn about different forms of verbal and non-verbal communication, and should acquire appropriate communication skills in a multicultural environment. Based on intercultural training and rehearsal of model situations, they are able to resolve conflicts in a multicultural team using appropriate communication skills and other soft skills.
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).
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of our seminar is to be a presentation of Simultaneous Interpreting from several perspectives. Interpreting testing and training. Discussion with a representative or representatives of professional interpreters.
Assessment: The subject of the assessment will be cabin interpretation from a letter from German into Slovak and the creation of a glossary on a professional topic, which was either the subject of the lectured text or cabin interpretation from a sheet. In both cases, the student prepares a glossary in the range of at least 1NS / standard page /
Assessment method: continuous
The precise date a topic of continous assessment will be announced at the beginning of the semester.
Other conditions for obtaining evaluation resp. credits:
Active participation in the discussion of social and political events at the beginning of each seminar.
Everyone will prepare at least 1 paper. Papers will be in either German or Slovak.
What is the contribution: Speech lasting 10-25 minutes on a professional topic or by agreement / in the virtual space "i-nest" approx. 10 minutes on a professional topic or by agreement.
The speech must be delivered freely and not read with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german C1
Introduction to interpreting techniques.
Theoretical introduction to simultaneous interpreting processes and activities.
Training of preparatory techniques for simultaneous interpretation.
Interpreting simple texts with social and undemanding political topics
Interpretation of simple texts with economic topics.
100% continuous assessment
Students will master the introduction to simultaneous interpreting techniques, interpreting simple texts, especially into Slovak, mastering the interpretation technique.
NOVÁKOVÁ, Taida. Simultánne tlmočenie. Bratislava: Univerzita Komenského, 1993. ISBN 80-223-0650-9.
BEST, Joanna, KALINA, Sylvia. Übersetzen und Dolmetschen eine Orientierungshilfe. Tübingen: Francke, 2002. ISBN 3-7720-2985-X
JONES, Roderick. Conferecne interpreting explained. London: Routledge, 2014. ISBN 978-1-900650-57-1
ŠVEDA, Pavol. Vybrané kapitoly z didaktiky simultánneho tlmočenia. Bratislava: Univerzita Komenského, 2016. ISBN 978-80-223-4069-4
DJOVČOŠ, Martin, ŠVEDA Pavol. Didaktika prekladu a tlmočenia na Slovensku. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4469-2
The content of the seminar will be the continuation of learning and consolidation of skills in Simultaneous Interpretation acquired during the winter semester at the seminar Simultaneous Interpreting 1. Testing and training of interpreting. Depending on the situation, a discussion with the representative or representatives of professional interpreters.
Other conditions for obtaining evaluation resp. credits:
The precise date a topic of continous assessment will be announced at the beginning of the semester.
Active participation in the discussion of social and political events at the beginning of each seminar is part of the evaluation.
Everyone will prepare at least 1 paper. Papers will be in either German or Slovak.
What is the post: Speech / presentation lasting 20-30 minutes / in the virtual space "i-nest" approx. 10 minutes on a professional topic or by agreement.
The speech must be delivered, recorded as an audio file, not read freely, with the knowledge that it will be reproduced by someone. Or cabin interpretation text from a sheet of at least 1.5 A4 pages.
Attendance: two absences are tolerated by the others with apology. The language we will speak is SVK + DE. Any long-term absence of a student must be approved by the department management.
Classification scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
slovak, german C1
Deepening of simultaneous interpreting techniques from German into Slovak, using the possibility of text condensation and interpreting compression.
Introduction to interpreting techniques from Slovak to German.
Extension of thematic scope, EU, economy, culture, etc.
100% continuous assessment
Students will master the techniques of simultaneous interpretation from German into Slovak and an introduction to interpretation from Slovak into German, with the thematic scope of politics, economics, European Union.
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.
Michal Potemra: Bibliografia inorečových novín a časopisov na Slovensku do roku 1918. Martin: Matica Slovenská 1963.
Mária Kipsová, Elena Jakešová: Bibliografia slovenských a inorečových novín a časopisov z rokov 1919-1938. Martin: Matica Slovenská 1968.
Jozef Tancer: Im Schatten Wiens. Zur deutschsprachigen Presse und Literatur im Pressburg des 18. Jahrhunderts. Bremen: edition lumiěre 2008.
Jozef Tancer: Das deutschsprachige Pressewesen in Pressburg bis 1918. Eine Einführung anhand von Fallbeispielen. Bratislava : Stimul 2013.
Jozef Tancer (ed.): Mediale Selbstreferenzen im Netzwerk der Presse der Habsburgermonarchie und ihrer Nachfolgestaaten. Viedeň: New academic press 2019.
https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/kgn/Pressburger_Akzente_02.pdf
Tancer, Jozef: Der schwarze Sabbat. Die Brandkatastrophe in Pressburg 1913 als Medienereignis. Bratislava: Univerzita Komenského 2012.
Péter Urbán: Wie das Blatt an der Baumkrone. Die deutschsprachige Presse in Bratislava (1919-1929). Bremen: edition lumiěre 2018.
Supplementary literature will be presented at the beginning of the semester and throughout its duration, and will be available on Moodle/MS Teams.
Active participation in classes, completion of smaller homework assignments, and a seminar paper of 8 to 10 pages. Any violation of academic integrity will result in the annulment of the points earned in the relevant assessment component. Instructors accept a maximum of two absences supported by documented proof.
The thematic areas may vary depending on the period under study, which will be determined at the beginning of the semester on the basis of the selected focus. Possible thematic areas include: German-language periodical press in the Kingdom of Hungary during the Enlightenment – historical and cultural context; founding figures of German-language journalism; the differentiation of scholarly, popular-science journalism and literary journals; the periodical press and the Revolution of 1848/49; the periodical press and nationalism; literary and humorous magazines around 1900; modern journalistic genres: reportage and feuilleton; the relationship between artistic prose and modern journalism; the German-language periodical press in the context of the First Czechoslovak Republic; the German-language periodical press in the context of the Slovak State (1939–1945); the German-language press as a forum of minority culture and politics; German-language periodical press in Spiš and Košice; the use of the German language in multilingual newspapers and magazines.
The aim of the course is to familiarize students with the history of the German-language periodical press in Slovakia in the chosen periods ranging from the 18th century to the end of the Second World War. The focus is on both daily newspapers and literary journals, with attention given to significant journalistic figures (e.g. K. W. Windisch, K. G. Rumy, J. Csaplovics, A. Neustadt, J. Batka, E. Grailich, K. Benyovszky, J. Engyeli, E. Holly, and others), period-specific themes (the Enlightenment, the bourgeoisie, nationalism, modernization, language policy, images of the self and the other, the construction of German identity), and the development of journalistic and literary genres (editorial, feuilleton, portrait, reportage, sketch, serialized novel, etc.). Students will also learn how to work with digital databases of periodical press and how to read texts printed in Fraktur.
Joachim Paech: Literatur und Film. Zweite Auflage. Stuttgart, Weimar 1997; Anne Bohnenkamp (Hrsg.): Interpretationen: Literaturverfilmungen. Stuttgart 2005.
Seminar paper. The student must achieve at least 60% in the assessment.
Deadlines for submitting the seminar paper will be announced no later than the final week of the teaching period.
Violation of academic ethics results in the annulment of points awarded for the respective assessment component.
Grading scale:
100%–91% – A
90%–81% – B
80%–73% – C
72%–66% – D
65%–60% – E
59% and below – FX (the student has not fulfilled the requirements for obtaining credits)
The instructor accepts a maximum of two absences supported by relevant documentation. In justified cases (serious health issues, representing the university abroad, or other unforeseen circumstances), it is necessary to arrange with the instructor for possible alternative assignments and subsequent recognition of the absence.
German
The seminar offers an introduction—using topics that change from semester to semester—to the analysis of film adaptations of literary works and their reception from the first half of the 20th century to the present. Possible topics include: the reception of the film All Quiet on the Western Front and its literary source Im Westen nichts Neues by E. M. Remarque in interwar Central Europe; the figure of the Golem in literature and film and its reception; the metropolis of Berlin in literature and film; Arthur Schnitzler’s Traumnovelle (the novella and Stanley Kubrick’s film Eyes Wide Shut); Jurek Becker’s Jakob der Lügner (the novel and the films by Frank Beyer and Peter Kassowitz, respectively); Günter Grass’s Die Blechtrommel (the novel and Volker Schlöndorff’s film); Anna Seghers’s Der Transit (the novel and Christian Petzold’s film), etc.
0/100
Students are able to distinguish between the specific language of film and literature and are familiar with the genre of film adaptations of literary works.
Type of activities: seminar
Number of hours:
per week: 2 per level/semester: 28
Form of the course: on-site learning
Akker, Robbin van der; Gibbons, Allison; Vermeulen, Timotheus (eds.): Metamodernism: Historicity, Affect, and Depth after Postmodernism. London: Rowman & Littlefield, 2017. (The relevant excerpts will be provided by the course teacher)
Tally Jr., Robert: Spatiality. London: Routledge, 2012. https://ebookcentral.proquest.com/lib/uniba-ebooks/reader.action?docID=1075186&query=spatiality&ppg=7
Callender, Craig: The Oxford Handbook of Philosophy of Time. New York: Oxford University Press, 2013. (available in University Library)
Final Essay Written in Class During the Credit Week.
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: 50% (class participation) / 50% (final in-class essay).
Participation:
The student demonstrates understanding of the subject matter by actively engaging in class discussions, responding to questions, and formulating their own.
Final In-Class Essay:
During the credit week, the student will write an essay-style reflection in person, based on one of the thematic areas covered in the course. The minimum required length is one standard page (1 standard page = 1,800 characters).
The course will be conducted in Slovak or English, depending on the needs of the students.
Metamodernism as a response to postmodernism and its value-depleted space; metamodernism as oscillation between ironic skepticism and sincerity; metamodernism as a reading of the structure of feeling of the contemporary subject; new affect as a desire to restore sincerity, emotionality, and existential engagement—while maintaining critical awareness of their historical mediation and problematic nature; relational subjectivity as an attempt at meaning-oriented self-experience in time, space, and embodied being; conceptions of time and space in the history of modern philosophy and literary theory; Mikhail Mikhailovich Bakhtin, the architectonics of the event, and the chronotope; phenomenology of time in classical phenomenological philosophy; temporality in Hans-Georg Gadamer’s hermeneutics; the postmodern turn to space (Michel Foucault and Jean-François Lyotard); rhizomatic space (Gilles Deleuze & Félix Guattari); postmodern experience of space and capitalism (Fredric Jameson, David Harvey); Henri Lefebvre and his influence on the spatial turn in the humanities; spatiality in the thought of Doreen Massey; cultural critique and the phenomenology of speed in the work of Paul Virilio.
1. Introduction: Metamodernism as a reading of the contemporary subject and their structure of feeling
2. Metamodernism, relational subjectivity, and current modes of self-experience in time and space
3. Mikhail Mikhailovich Bakhtin and his architectonics of the event
4. Mikhail Mikhailovich Bakhtin and his chronotopic thought
5. Toward a phenomenology of time (Edmund Husserl, Maurice Merleau-Ponty)
6. Hans-Georg Gadamer’s “empty” and “fulfilled” time
7. The postmodern turn to space I: Michel Foucault and Jean-François Lyotard
8. The postmodern turn to space II: The rhizomatic model (Gilles Deleuze & Félix Guattari)
9. Postmodern space as a symptom of capitalism (Fredric Jameson, David Harvey)
10. The spatial turn in the humanities I: Henri Lefebvre and the social production of space
11. The spatial turn in the humanities II: Doreen Massey and space as a dynamic network of relations
12. Paul Virilio and his phenomenology of speed
13. How to experience oneself in contemporary time and space? Analysis of contemporary autofiction
14. Final in-class essay
50% class participation) /50% final in-class essay
Students will become acquainted, in an accessible manner, with metamodernism as a way of understanding the emotionality of the contemporary subject. This will enable them to engage with contemporary literature in a more layered and reflective way and to better understand the experience of the contemporary reader in its specific characteristics: in connection with their new affect, their striving for a new sincerity, and their search for a new depth (the value of being) through affective and self-affirming experience of the self within time, space, and corporeal being.
At the same time, students will become familiar with autofiction as one of the most popular literary genres of the present—one that blurs the boundary between narrator and author and embodies new (metamodern) forms of experiencing time and space.
Concurrently, they will acquire philologically relevant conceptual tools for thinking about time and space in the 20th and 21st centuries. This knowledge will enable them to reflect in a nuanced way on current metamodern tendencies, drawing from the dialogical philosophy of Mikhail M. Bakhtin, classical phenomenology, the hermeneutics of Hans-Georg Gadamer, postmodern philosophy, the spatial turn in the humanities, and Paul Virilio’s phenomenology of speed.
In this way, students will gain a panoramic overview of how time and space are understood in modern and contemporary humanities, develop sensitivity to time and space as both existential and literary categories, and acquire an interpretive-methodological foundation for a mode of their reading that is both critical and meaning-oriented—that is, metamodern—in literary as well as non-literary contexts.
Authentic materials of different text types, e.g. advertising, professional texts, colloquial texts.
SCHIPPAN, Thea, Lexikologie der deutschen Gegenwartssprache. Tübingen: 2002
FLEISCHER, Wolfgang, BARZ, Irmhild, Wortbildung der deutschen Gegenwartssprache. Berlin/Boston: 2012
VAJIČKOVÁ, Mária: Lexikalisches Grundwissen in Sprachsystem und Sprachgebrauch. Bratislava: 2009.
DOLNÍK, Juraj, Lexikológia. Bratislava: 2003.
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
a) during the teaching part (continuous): presentation of a selected lexical phenomenon on the basis of an authentic text/texts and conveying interesting linguistic units to expand the vocabulary, continuous preparation for seminars, study of literature, preparation of assigned homework, active work in class throughout the semester (30 %) b) in the examination period: final written test, consisting of a practical and a theoretical part (70 %), the student has to achieve a minimum of 60% success rate. A minimum of 60% in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German
Topics vary partially from semester to semester.
For example, the following aspects of German lexicology may be covered:
Okazionisms and neologisms, composites, contamination, abbreviations, Anglicisms, pluricentrism, multisyllabic words, polysemy and homonymy, collocations, specialized expressions, language play and others.
30/70
Upon successful completion of the course, the student has a comprehensive knowledge of German lexicology.
The student is able to make a detailed analysis of various types of authentic texts from a lexical point of view, especially in the field of word formation and semantics. At the same time, the student will be able to describe the functions of individual linguistic units in a text.
The student knows different ways of expanding his/her own vocabulary and can identify his/her own preferences in developing his/her lexical competence. The student deepens his/her knowledge in different areas of vocabulary.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
FUNK, Hermann, KUHN, Christina, SKIBA, Dirk, SPANIEL-WEISE, Dorothea, WICKE, Rainer. DLL 4: Aufgaben, Übungen, Interaktion. Stuttgart: Klett Sprachen, 2017
SALOMO, Dorothé, MOHR, Imke. DLL 10: DaF für Jugendliche. Stuttgart: Klett Sprachen, 2016
Participants of the seminar will receive study literature donated by the Goethe-Institut.
a) during the teaching part (ongoing): the seminar is organised in cooperation with the Goethe Institute in the form of Blended Learning. During the semester, students submit assignments electronically, which take approximately 3-4 hours to complete, with a minimum of 75% of all assignments to be submitted. At the same time, three attendance meetings are held during the course of the session with compulsory attendance. At the end of the semester, a practicum project is to be developed and presented. Active work in class throughout the semester, working on assignments and preparing and presenting the project constitutes 100% of the grade. The student must achieve a minimum of 60% pass mark. b) In the examination period: 100% continuous assessment Violation of academic ethics will result in the cancellation of the points earned in the relevant item of assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept absences from class meetings and failure to turn in assignments with documented evidence. Exact dates and topics for midterm grading will be announced at the beginning of the semester.
German, level C1-C2
The topics presented vary depending on the current DLL module that is the focus of the seminar in a given semester. For example: 1. Working with young people in the German classroom. 2. Typology of tasks and exercises. 3. Lesson preparation. During the semester, students will submit assignments electronically, attend three attendance meetings, and develop and present a practicum project at the end of the semester.
100/0
The student has extended didactic competences in different areas depending on the current DLL module in a given semester, e.g. working with young people in the German classroom, typology of tasks and exercises, preparation of the lesson.
PETZOLD, Klaus et al. Geschichte der deutschsprachigen Schweizer Literatur im 20. Jahrhundert. Berlin: Volk und Wissen, 1991.
RUSTERHOLZ, Peter et al. Schweizer Literaturgeschichte. Stuttgart: Metzler, 2007.
This course will convey knowledge of German-language Swiss literature of the second half of the 20th and early 21st centuries through analysis and interpretation of selected key works. Attention will also focus on intercultural contexts. Emphasis is placed on critical analysis skills.
Active class participation, papers on assigned texts, final essay. The student must achieve a minimum 60% pass rate in all components of the assessment.
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
Grading scale: 100% – 91% - A, 90% – 81% - B, 80% – 73% - C, 72% – 66% - D, 65%– 60% - E, 59% and below - FX (student has not met the credit requirements)
The lecturer will accept a maximum of 2 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German
1. Introduction to the cultural history of German-speaking Switzerland.
2. The post-war novel (Max Frisch: Stiller).
3. The post-war novel (Max Frisch: Homo Faber).
4. Post-war prose (Friedrich Dürrenmatt: Die Panne).
5. Post-war drama (Friedrich Dürrenmatt: Besuch der alten Dame).
6. Post-war drama (Max Frisch: Andorra).
7. Literary reflection on the past (Adolf Muschg: Wenn Auschwitz in der Schweiz liegt).
8. Literary reflection on the past (Lukas Bärfus: Hundert Tage).
9. Women's Literature (Gertrud Leutenegger: Pomona).
10. Intercultural literature (Irena Brezna: Reportage).
11. Intercultural literature (Irena Brezhna: Essays).
12. Intercultural literature (Irena Brezhna: Die undankbare Fremde).
Scale of assessment (preliminary/final): 40 / 60
Upon successful completion of the course, students are able to critically analyse selected literary works of Swiss-German literature in the context of changing cultural, social and political life.
CIEL, Martin: Metódy a možnosti analýzy filmového obrazu. Bratislava: Vysoká škola múzických umení 2011.
Available at: https://www.vsmu.sk/wp-content/uploads/2023/01/Metody_a_moznosti_analyzy_filmoveho_obrazu_Ciel_Martin.pdf
KOKEŠ, Radomír D.: Rozbor filmu. Brno: Filozofická fakulta Masarykovy univerzity 2015.
Available at: https://www.academia.edu/39632126/Koke%C5%A1_Radom%C3%ADr_D_ROZBOR_FILMU_2015_cel%C3%A1_kniha_PDF_
During the semester, the student will present two 15-minute papers on (non-discussed) Norwegian films of his/her choice (fiction, documentary, animation). At the end of the semester, each student will hand in a 2-3 standard page essay on a Norwegian film of the student's choice. The grading will be based on the above scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will result in the cancellation of the points earned in the respective item
of the evaluation.
Instructor will accept a maximum of 2 absences with supporting documentation.
Supplementary reading will be presented at the beginning and during the semester, available on MS Teams.
Slovak or English language, literature can be in Slovak, Czech or English
1. A generational account of contemporary Norwegian society
2. The theme of family relationships.
3. The cinematic representation of history
4. Fantastic, mythological, symbolic and supernatural themes
5. Norwegian action film
6. Norwegian comedies
7. Norwegian documentary
8. Norwegian animated films
Continuous/final grade weighting: 100/0
By completing the course, the student will gain a selective overview of the thematic and genre diversity of recent Norwegian film production. The aim of the course is to learn more about Norwegian society, its social and generational composition and its perspective on contemporary, historical, specific and universal themes through films. The aim is also to highlight, through discussions, the stimulating elements of film language in the peculiar and diverse poetics of Norwegian films.
Popovič, A.: Teória umeleckého prekladu. Bratislava 1977.
Albrecht, J.: Die literarische Übersetzung. Darmstadt 1998.
Výber zadaných textov
Vilikovský, J.: Preklad ako tvorba. Bratislava 1984.
Eco, U.: Quasi das selbe mit anderen Worten. Über das Übersetzen. Münchgen, Wien 2006.
Active participation in seminars, presentation of partial translations (50% of the grade), students submit a translation of an agreed passage of a fiction text of 5 standard pages (50% of the grade) after the end of the semester. Grades 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A . The instructor will tolerate 2 absences upon submission of appropriate documentation. Grading 50/50.
Violation of academic ethics will result in cancellation of points earned in the appropriate grade item.
German, Slovak
Analysis and interpretation of prose and dramatic texts. Creolization of cultures in translation
Presentation and defence of own method of translation. Intertextuality in fiction texts.
The whole semester is devoted to the artistic translation from German into Slovak.
In the seminar, students work together on independently prepared translations of a selected fiction text.
100% intermediate evaluation
The graduate of the course has an overview of the procedures and strategies in translating literary texts from German into Slovak. The graduate is able to determine the strategy of the translation process), master specific translation skills when working with fiction texts.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K. ‒ KMEŤOVÁ, B. ‒ DEBNÁR, M.: Slovenský národný korpus. Texty, anotácie, vyhľadávania. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2017.
ŠIMKOVÁ, M. ‒ GAJDOŠOVÁ, K.: Slovenský národný korpus. Používanie, príklady, postupy. Bratislava: Jazykovedný ústav Ľ. Štúra SAV / Mikula 2020.
During the semester, students will take two short written tests. Continuous assessment during the semester will account for 50 percent of the final grade for the course. The remaining 50 percent will be based on a practical exam. Grades will be assigned according to the following scale:
0-59% - F, 60-67% - E, 68-75% - D, 76-83% - C, 84-91% - B, 92-100% - A
Violations of academic ethics will result in the cancellation of points earned in the relevant assessment component.
The instructor will accept a maximum of 2 absences with supporting documentation.
The exact date and topic of the midterm assessment will be announced at the beginning of the semester.
Exam dates will be published via AIS no later than the last week of the lecture period.
Weighting of midterm/final assessment: 50/50.
Supplementary reading will be presented at the beginning and during the semester and will be available on MS Teams.
Slovak
1. Theoretical and methodological foundations of corpus linguistics
2. Creation, structure, and use of the resources of the Slovak National Corpus/Ľ. Štúr Institute of Linguistics, Slovak Academy of Sciences: style and genre annotation of resources, lemmatization, and morphological annotation of resources
3. Methods of searching the corpus (simple and combined searches for lemmas and forms, searching using CQL, regular expressions, and others) and corpus manager functionalities (filters, frequencies, collocation analysis)
4. Searching in parallel (bilingual) corpora with a focus on the translation of idioms
5. Searching in parallel (bilingual) corpora with a focus on the translation of expressive expressions
6. Searching in parallel (bilingual) corpora with a focus on the translation of expressions with terminological validity
7. Searching in parallel (bilingual) corpora with a focus on the translation of other marked expressions and phenomena
8. Searching in other (Slovak and foreign) parallel and specialized corpora, using statistical analysis applications (QUITAUP, CALC)
50/50
By completing this course, students will gain a basic theoretical understanding of corpus linguistics and, above all, practical skills in using corpus resources and tools for translators. Alongside large language models, corpus linguistics serves as a robust tool not only in the translation process itself, but also in the analysis and critique of translations. The knowledge and skills acquired can then be applied, for example, in the preparation of theses in the fields of philology and translation studies.
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.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013. STORCH, Günther. Deutsch als Fremdsprache. Eine Didaktik. Paderborn: Wilhelm Fink, 1999. Vzdelávacie materiály Deutsch Lehren Lernen. Band 1-10. Klett Sprachen: 2017. Spoločný európsky referenčný rámec pre jazyky. Učenie sa, vyučovanie, hodnotenie. Bratislava: Štátny pedagogický ústav, 2017.
a) during the teaching part (continuous): report on teaching forms or methods and active work in class throughout the semester (30 points) b) in the examination period: final written test (70 points) The student must achieve a minimum of 60% pass rate. A minimum of 10 points in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the nullification of the points earned in the respective assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German, level C1-C2
1.Learners - age, motivation, personal characteristics, learning styles and strategies 2.Teaching forms: traditional teaching, teaching between the four eyes, TPR, immersion, suggestopedia 3.Basic communication skills: reading, listening, writing, speaking 4.Teaching pronunciation, vocabulary, grammar in the classroom 5.Development of teaching methods: grammar-translation method, audio-lingual and audiovisual method, communicative-pragmatic method, intercultural method 6.Theories of foreign language acquisition - behaviourism, contrastive analysis, language acquisition as a cognitive-modular process 7.Correction of learners' language expression
30/70
After successful completion of the course, the student has basic knowledge in the field of didactics of German as a foreign language, is familiar with the development of didactic theories and methods with an emphasis on communicative teaching according to the Common European Framework of Reference for Languages. On the basis of theoretical knowledge, he is able to convey effectively, in particular, language and communication skills in the classroom. It is familiar with the patterns of correcting learners' linguistic expression and the different ways of motivating them depending on their learning types.
BIMMEL, P.; KAST, B; NEUNER, G. Deutschunterricht planen. Fernstudieneinheit 18. München: Goethe-Institut, 2003.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013.
ENDE, K., GROTJAHN, R., KLEPPIN, K., MOHR, I. DLL 06: Curriculare Vorgaben und Unterrichtsplanung. Fort- und Weiterbildung weltweit. Stuttgart: Klett Sprachen, 2013.
STORCH, Günther. Deutsch als Fremdsprache. Eine Didaktik. Paderborn: Wilhelm Fink, 1999.
ZIEBELL, B.: Unterrichtsbeobachtung und Lehrerverhalten. Fernstudieneinheit 32. München: Goethe-Institut, 2002.
Spoločný európsky referenčný rámec pre jazyky. Učenie sa, vyučovanie, hodnotenie. Bratislava: Štátny pedagogický ústav, 2017.
a) during the teaching part (continuous): presentation to students of the prepared lesson or teaching material using own didacticisation of the authentic text, providing feedback on other presentations at the seminar, active work in class throughout the semester (50 points)
(b) in the examination period: a seminar paper consisting of a comprehensive didactic description of an independently designed lesson based on theoretical knowledge (formulation of objectives, introduction of social forms and work with authentic materials and different media)
The student must achieve a minimum 60% success rate.
A minimum of 30 points in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the nullification of the points earned in the relevant assessment item.
The student must achieve at least a 60% pass rate in each part of the assessment.
Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0%
The instructor will accept a maximum of 2 absences with documented evidence.
The exact date and topic of the midterm evaluation and the due date of the term paper will be announced at the beginning of the semester.
German, level C1-C2
In the introductory part of the seminar: 1. Phases of the teaching process and lesson preparation. 2. Preparation of own teaching materials, didactization of authentic texts 3. Analysis of the lesson, self-reflection and giving feedback. In the second part of the seminar: preparation and presentation of the lesson or teaching material prepared by the students using their own didacticisation of the authentic text, self-reflection and giving feedback on the other presentations at the seminar. According to the current possibilities, organization of a workshop for students from high schools led by the participants of the course.
50/50
After successful completion of the course, the student is able to prepare a German lesson independently, knows the phases of the lesson, social forms and types of exercises and is able to take them into account in the design of the lesson. Can independently didacticise authentic materials in relation to the stated teaching objectives. The student has the ability to analyse his/her own didactic proposals and to give feedback on the proposals of others.
BRASH, Bärbel, PFEIL, Andrea. Unterrichten mit digitalen Medien. Deutsch Lehren Lernen. Band 9. Klett Sprachen: 2017.
FREDERKING, Volker, KROMMER, Axel, MAIWALD, Klaus. Mediendidaktik Deutsch. Eine Einführung.
Berlin: Erich Schmidt Verlag, 2012.
HUNECKE, Hans-Werner, STEINIG, Wolfgang. Deutsch als Fremdsprache. Eine Einführung. Berlin: Erich Schmidt Verlag, 2013.
SCHILLING T. & WILLMANN, K. Methoden der Filmarbeit. Bonn: Bundeszentrale für politische Bildung. Bonn: Bundeszentrale für politische Bildung, 2012.
a) during the teaching part (continuous): presentation of a lesson or teaching material prepared by the students using different media and active work in the classroom during the whole semester (50 points) b) in the exam period: seminar work, the content of which is the work with media in the classroom on the basis of theoretical knowledge. The student must achieve a minimum pass mark of 60%. A minimum of 30 points in the intermediate assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation and the due date of the term paper will be announced at the beginning of the semester.
German, level C1-C2
1. Media roles and criteria for media selection in the classroom.
2. Familiarity with different types of media:
- Visual, tactile and textual media - blackboard, worksheets, posters, cards, photos, illustrations, art images, concrete objects, different types of reading texts
- Literary texts as a medium - Didactics of lyric
- Auditory media - authentic tone documents, podcasts, songs
- Audiovisual media - feature films, authentic television broadcasts - commercials, weather forecasts, talk shows, documentaries
- Electronic media - computer in the classroom, teaching apps, interactive whiteboard
3. Didactization of authentic materials using media, creation of own teaching materials
50/50
Upon successful completion of the course, the student has a basic understanding of media in the classroom. The student is able to recognize the advantages of different media in teaching and is able to use them effectively for the preparation of teaching materials. In particular, the student acquires didactic competence to work with modern digital media such as teaching apps, podcasts, film and video, etc.
BURGER, Harald. Phraseologie. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt verlag, 1998.
ĎURČO, Peter. Sprichwörter in der Gegenwartssprache. Trnava: Univerzita sv. Cyrila a Metoda, 2005.
FLEISCHER, Wolfgang: Phraseologie der deutschen Gegenwartsprache. Tübingen: Max Niemeyer Verlag, 1997.
GAJDOŠOVÁ, Silvia: Spiel und Spaß mit deutschen Phraseologismen, Bratislava: 2010.
Šajánková, Monika (2025): Phraseologismen in Theorie und Praxis. Bratislava: Comenius-Universität Bratislava. https://stella.uniba.sk/texty/FIF_MS_phraseologismen-theorie-praxis.pdf
Supplementary reading materials and the instructors’ compendium will be presented at the beginning of and throughout the semester and will be available on Microsoft Teams. The instructor’s presentations and supplementary materials will be made available on Microsoft Teams on an ongoing basis.
a) during the teaching part (continuous): comprehensive presentation of the selected phraseology in class (report) and active work in class during the whole semester (30 %) b) in the examination period: final written test, consisting of practical and theoretical part (70 %), the student must achieve at least 60% success. A minimum of 60% in the continuous assessment is a condition for admission to the examination. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item. The student must achieve at least a 60% pass rate in each part of the assessment. Grading Scale. A: 100 - 91%, B: 90 - 81%, C: 80 - 73%, D: 72 - 66%, E: 65 - 60%, Fx: 59 - 0% The instructor will accept a maximum of 2 absences with documented evidence. The exact date and topic of the midterm evaluation will be announced at the beginning of the semester. Exam dates will be announced via AIS no later than the last week of the class period.
German, level C1-C2
Basic concepts of phraseological theory (idiomaticity, stability, polylexicality)
Semantics, paradigmatic and syntagmatic relations in phraseology.
Phraseologisms in different texts.
Contrastive phraseology.
Phraseography, phraseological dictionaries.
Phraseodidactics, Phraseologisms in teaching.
Paremiology, proverbs.
Exercises and tasks to develop active phraseological competence
30/70
After successful completion of the course, the student has a basic knowledge of German phraseology, can distinguish phrases from other linguistic units and classify them according to their types. The student is able to analyse the use of phrases in authentic texts. At the same time, the student has developed basic phraseological competence in both the receptive and productive spheres.
von AUE, Hartmann. Erec. Köln: Anaconada, 2006.
von AUE, Hartmann. Iwein. Wiesbaden: Marix Verlag, 2006.
Das Nibelungenlied.Stuttgart: Reclam, 2002.
ESCHENBACH, Wolfram. Parzival I, II. Stuttgart. reclam, 1981.
HEINZLE, J.: Geschichte der deutschen Literatur von den Anfängen bis zum Beginn der Neuzeit. 1/1. Band. Frankfurt am Main,1988.
STRASSBURG, Gottfried. Tristan I, II. Stuttgart: Reclam, 1999.
- supplementary literature will be presented at the beginning and during the semester
a) during the teaching part, a paper on the selected topic (30 points, i.e. 30%)
b) in the examination period, a test (70 points, i.e. 70%)
The student must obtain a total of at least 60% .
Passing scale:
A: 100 -91 %
B: 90 -81%
C: 80 - 73%
D: 72 - 66%
E: 65 -60%
The teacher will accept a maximum of 2 absences with documented evidence.
Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
german
1. Historical, social and cultural factors that influenced the emergence of Germanic (Germanic) literature
2. The beginnings of German literature
3. Icelandic sagas and the Gothic translation of the Bible ( Codex argenteus)
4. Nibelungenlied- an explanation of the term Nibelungen
5. Controversy of authorship of the work, historical events in the work
6. Knight and court poetry
6. W. v. Eschenbach. Parzival - author and work
7. Reading selected chapters from the work, analysis of characteristic features in the work
8. H. v. Aue: author and work
9. H. v. Aue -Erec
10. H. v. Aue - Iwein - comparison of works
11. G. v. Straßburg: author and work
12. Tristan - analysis, characteristics of the main characters
The weight of the evaluation is intermediate 30%/final 70%.
Students have knowledge of selected works of early German literature - Nibelungenlied (unknown author), Pazival (Wolfram von Eschenbach), Tristan (Gottfried von Straßburg), Erec, Iwein (Hartmann von Aue) and are able to critically analyse these works after reading them on the basis of the theoretical knowledge from the seminar. They have knowledge of the period in which the works were written and can explain the characteristic features of the work.
Primary and secondary literature according to courses taken.
The student presents his/her knowledge of the history of German Austrian and Swiss literature (authors and works according to a detailed list published on the department's website) in the form of an oral examination. The student presents knowledge of German phraseology in the form of an oral examination.
A student may take the state examination a) after obtaining at least the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of state examinations, b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme, c) after fulfilling the student's obligations arising from Section 71, paragraph 3, letter b of the Higher Education Act, d) if there are no disciplinary proceedings against him/her. Successful completion of the subject of the state examination is one of the conditions for successful completion of the study programme. The subject of the state examination shall be evaluated by the State Examination Board with classification grades A to FX. The marking of the state examination or part thereof is decided by consensus by the examination board. If the Board of Examiners fails to reach a consensus, the marking of the State examination or part thereof shall be decided by vote. In accordance with the wording of the Faculty's study regulations (VP 5/2020, Art. 15), the framework dates for state examinations are set by the Dean and with the Faculty's study schedule. Departments are obliged to publish their state examination dates on the website at least 5 weeks before the examination. The student shall register for the state examination via the academic information system at least three weeks before the date of the examination. A student is entitled to one regular and two make-up examination dates. The regular examination date is the one for which the student first applied on the date set for the national examinations. If a student has been awarded a grade of FX in the regular state examination, the student may take the make-up state examination dates (a) on subsequent state examination dates in the relevant academic year, or (b) on state examination dates in any of the following academic years in accordance with section 65(2) of the Higher Education Act. If a student is unable, for serious reasons, to attend a state examination date for which he or she has registered, he or she shall be obliged to apologise in writing to the chair of the examination board in advance or, at the latest, within three working days after the date of the state examination or part thereof if there were serious obstacles preventing him or her from apologising in advance. If the student fails to appear for the state examination or part thereof on the specified date without an excuse, or if the chairman of the examination board does not accept the student's excuse, the student shall be marked with a grade of FX for that date of the state examination. The student must achieve a pass mark of at least 60% in all parts of the state examination.
1. The student shall attend the registered date of the state examination according to the schedule set by the department.
2. The student presents knowledge of the history of modern German, Austrian, and Swiss literature and his/her own reading experience with selected works according to the list of works published on the department's website. This part of the state examination is carried out in the form of an oral examination.
3. The student is able to make a structural, semantic and pragmatic analysis of the selected phraseology on the basis of an authentic text and to describe it also in terms of lexicography and contrast; this part of the state examination is carried out in the form of an oral or written examination.
0/100
The student has an overview of selected works of modern German, Austrian and Swiss literature and is able to place them in the context of the overall work of the authors and the broader socio-cultural discourses of the period. Emphasis is placed on one's own reading experience and ability to interpret a given literary work. The student is proficient in the basic theoretical knowledge of German phraseology and can demonstrate active phraseological competence.
Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. 2001 Europarat, Strassburg..
Bimmel, P.; Kast, B; Neuner, G.: Deutschunterricht planen. Fernstudieneinheit 18. 2003 Goethe-Institut, München.
Huneke, H.-W.; Steinig, W.: Deutsch als Fremdsprache. Eine Einführung. 2010 Berlin
In the form of an oral examination, the student presents knowledge from the field of didactics of German as a foreign language as well as from the development of didactic theories and methods with an emphasis on important components of communicative teaching.
The student must achieve a grade of at least 60% in each part of the state examination.
Preparation of a lesson based on a didactic objective
Didacticisation of authentic material (textual, visual, auditory media)
Analysis of the proposed lesson, theoretical justification of the procedures
Basic communication skills: reading, listening, writing, speaking
Teaching pronunciation, vocabulary, grammar in the classroom
Motivation, learning styles and strategies, learner autonomy
Phases of the lesson, method of didactic analysis
Media in foreign language teaching
Theories and methods of foreign language acquisition
The graduate is able to design a lesson on the basis of didactic principles in order to meet the didactic objectives. The student is able to work independently with different types of media (e.g. textual, visual, auditory) and use them effectively in the classroom. Can support and justify his/her practices with didactic theory.
ERNST, P. Deutsche Sprachgeschichte. Wien, 2012.
SCHMIDT, W. Geschichte der deutschen Sprache. Ein Lehrbuch für das germanistische Studium. Stuttgart.: S. Hirzel, 2007.
LEXER, M. Mittelhochdeutsches Handwörterbuch. Leipzig: S. Hirzel, 1872.
HENNING, B. Kleines mittelhochdeutsches Wörterbuch. Tübingen: Niemeyer,1995.
von POLENZ, P. Geschichte der deutschen Sprache. Berlin/New York: Walter de Gruyter, 2009 . STEDJE, A. Deutsche Sprache gestern und heute. München: W. Fink Verlag,1996.
- copies of manuscripts and other supplementary literature will be presented during the semester
The student takes 1 written test (50%) during the semester and 1 written test (50%) during the exam period. The pass rate is 60%. The instructor will accept 2 absences with documented evidence. Violation of academic ethics will result in the cancellation of the points earned in the relevant assessment item.
Grading scale:
A: 100 -91 %
B: 90 -81%
C: 80 - 73%
D: 72 - 66%
E: 65 -60%
german
1. Temporal and territorial breakdown of German
2. Indo-European primordial language
3. Germanic and Germanic tribes, Gothic
4.Old Upper German period, origin of the word "deutsch", linguistic peculiarities
5. The period of Middle Upper German, the so-called "classical" German, important linguistic peculiarities
6. Analysis of texts from the Middle Upper German period
7. Characteristics of verb forms, nouns, adjectives, negation
8. The Early New Upper German period - linguistic changes
9. Social and historical influences on the development of German in the Early Modern Upper German period, the emergence of town clerks and the personality of the scribe in the formation of a unified German language
10. M. Luther and the German language
11. Transcription of medieval manuscripts written in German
12. Linguistic analysis of medieval manuscripts written in German
The weight of the evaluation is: interim 50%/final 50%
After completing the course, students have a theoretical knowledge of the history of the German language, can explain and describe linguistic peculiarities in the individual developmental stages and justify linguistic characteristics in the new Upper German. They are able to justify the historical and social factors that influenced the development of the German language. At a practical level, they can analyse texts from the Middle Upper German period and also have a basic knowledge of working with manuscripts from the Early Modern Upper German period.
FUNK, Hermann, Christina KUHN, Dirk SKIBA, Dorothea SPANIEL-WEISE a Rainer E. WICKE. DLL 04: Aufgaben, Übungen, Interaktion. München: Klett Sprachen, 2014. 184 s. ISBN 978-3-12-606968-7
HOFFMANN, Isabel, Katrin HOFMANN a Derya GÜR-ŞEKER. KI für AI-nsteiger – Künstliche Intelligenz im DaF/DaZ-Kontext: Ein Einführungspapier [online]. Version 1.0. 2024 [cit. 2026-05-28]. Dostupné na: https://pub.h-brs.de/frontdoor/deliver/index/docId/7942/file/KI-Paper_Hoffmann_et_al_Version_1_0.pdf
HOFFMANN, Isabel. Mobile-based Augmented Reality (AR) für den Unterricht von Deutsch als Alltagssprache und von Deutsch als Fach- und Berufssprache: ein Online-Experiment. In: DVORECKÝ, Michal, Sandra REITBRECHT, Brigitte SORGER a Hannes SCHWEIGER, eds. Sprachliche Teilhabe fördern: Innovative Ansätze und Technologien in Sprachunterricht und Hochschulbildung. Wien: Praesens Verlag, 2023, Bd. 3.
KOLEČÁNI LENČOVÁ, Ivica. Fremdsprachenunterricht innovativ: Gestaltpädagogische Ansätze und Implikationen. 1. vyd. Köln: KIRSCH-Verlag, 2024. 166 s. ISBN 978-3-943906-70-7.
KOLEČÁNI LENČOVÁ, Ivica. Soft Skills in Foreign Language Education [online]. Bratislava: Comenius University Bratislava, Faculty of Education, 2025 [cit. 2026-05-28]. Dostupné na: https://ojs.tuzvo.sk/index.php/apps/article/view/161
STORCH, Günther. Deutsch als Fremdsprache: Eine Didaktik. Stuttgart: UTB, 2003. 367 s. ISBN 978-3825281847
Additional literature will be presented at the beginning of and throughout the semester. A selection of further academic texts and unpublished study materials related to selected topics is available in MS Teams.
• active participation in discussions and project work throughout the semester,
• preparation of exercises and tasks,
• final reflection on the seminar carried out in a colloquium with practitioners.
The exact dates and topics of the continuous and final assessment (colloquium) will be announced at the beginning of the semester and during the final week of classes.
Violation of academic integrity will result in the annulment of the points obtained in the respective assessment component.
Grading scale:
100% – 91% = A
90% – 81% = B
80% – 73% = C
72% – 66% = D
65% – 60% = E
59% and below = FX (the student has not fulfilled the requirements for the award of credits)
Teachers accept a maximum of 2 absences supported by valid documentation. In justified cases (serious health problems, international representation, or other unforeseen circumstances), it is necessary to arrange with the teacher for possible alternative assignments and subsequent recognition of the absence.
German
In partnership with the organization NextDeutsch, we connect the academic preparation of future German language teachers with real international practice. Throughout the semester, students actively participate in the ongoing Slovak-German project Donaupioniere, and their main task is to design exercises and activities with the support of artificial intelligence tools. The designed exercises and activities are subsequently consulted with practitioners and tested by a group of pupils participating in the project.
The course also prepares students in the area of digital competences, which are increasingly required of teachers in European education systems, and creates synergies between university education for future teachers, school practice, and international cooperation within the Danube region.
During the course, students focus on the following thematic areas:
1. Goals and organizational structure of the Donaupioniere project
2. Methodological and didactic principles of AI-supported teaching I
3. Methodological and didactic principles of AI-supported teaching II
4. Typology of exercises and tasks
5. Development of soft skills in language education
6. Artificial intelligence as support for the teacher
7. Artificial intelligence as support for autonomous student learning
8. Designing educational activities using artificial intelligence
9. Designing activities focused on the development of soft skills
10. Testing and implementation of educational activities
11. Feedback and data collection for action research in education
12. Evaluation of project collaboration and reflection on outcomes
50/50
Upon completing the course, students:
• are familiar with the possibilities of using artificial intelligence tools in the non-formal educational process,
• reflect on the advantages and limitations of using artificial intelligence tools in foreign language teaching,
• are able to design a variety of exercises and tasks with the help of multiple artificial intelligence tools,
• are capable of effectively linking individual learners’ needs with appropriate forms of language activities and working efficiently with heterogeneous groups,
• are familiar with the basic strategies of action research in education,
• understand the importance of developing soft skills in foreign language teaching, as well as the significance of the methodological and didactic principle of taking responsibility for one’s own learning.