Type of activities, scope (number of hours) and methods of educational activities:

2 hours per week, seminar, combined form (primarily attendance).

Student workload: 11 x 2 hours of direct teaching = 22 hours; 8 hours of seminar preparation; 10 hours of report preparation; 10 hours of test preparation. Total 50 hours of student work.

Teaching methods: exposition (description and explanation of the rules of German spelling), fixation (repetitive exercises, homework and dictations, games), diagnostic and classification (written exams and didactic tests).

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

Duden. Die deutsche Rechtschreibung. Mannheim: Verlag Duden, 2020. 1296 s. ISBN 978-3-411-04018-6

Recommended readings:

https://www.duden.de/sprachwissen/rechtschreibregeln

HAAS, CH./MENZEL, W. 2007. Rechtschreibung – leicht gemacht!. München: Compact Verlag, 2007. 147 s. ISBN 978-3-8174-7714-2

SCHIEMANN E./BÖLCK M. 2008. Hören, sprechen, richtig schreiben. Stuttgart: Schmetterlin, 2008. 186 s. ISBN 3-89657-805-7

Course completion requirements:

assessment (paper, final test - 100/0)

The basis for the assessment is the paper and the final test. Students must pass both in order to receive a grade. The student will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student has mastered the rules of German spelling and can explain them, recognizes errors and corrects them. The student is able to apply the acquired knowledge in different contexts.

Very good: The student as mastered the rules of German spelling, can explain and apply them with very few errors in different contexts, recognizes most errors and can correct them

Good: The student has understood the rules of German spelling, can reproduce and apply them with minor errors, can recognize and correct many errors made by others

Satisfactory: The student has only partially understood the rules of German spelling, repeatedly make mistakes when applying them. Errors made by others are only partially recognized and corrected.

Satisfactory: The rules of German spelling were only insufficiently understood and gross errors occur in the implementation; the errors of others are also hardly recognized and can only rarely be corrected.

Sufficient: sufficient treatment of the topic, minimal or no knowledge of the scientific context, a large number of orthographic, stylistic errors.

German

Course outcomes of subject (content):

New German spelling, its history, characteristics - basic principles, comparison with old spelling, s/ss/ß. Writing words with a consonant, special cases in the new German spelling, word division, writing foreign words, writing words together and separately, writing words with a hyphen, writing words with a capital initial letter, writing words with a small initial letter as well as punctuation are practiced. Repetition exercises, tests and dictations are aimed at consolidating the acquired knowledge.

According to the profile, the graduate has oral and written communication skills, which undoubtedly include competence in orthography.

assessment (paper, final test - 100/0)

The basis for the assessment is the paper and the final test. Students must pass both in order to receive a grade. The student will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: The students learn the German orthography as a basic requirement for the correct reception and production of different types of texts. The Orthographic competence is promoted. The students know the spelling rules, the correct spelling of words and the rules of punctuation and can reproduce them in exercises, dictations and texts as well as present them in detail and explain them with examples. The students have a sufficiently correct command of spelling and punctuation, but they can occasionally show influences of the mother tongue. They can recognize most of their own and others' mistakes and correct them.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily attendence).

Student workload: 11x 2 hours of direct teaching = 22 hours; 10 hours preparation for direct teaching, 18 hours preparation for seminar work. Total 50 hours of student work.

Teaching methods: expository (explanation of theoretical knowledge in the field of writing professional texts and creating final theses, fixation (training of typical vocabulary for individual types of professional texts in the final thesis), diagnostic and classification, etc.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

KATUŠČÁK, D. 2013. Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 2013. 162 s. ISBN 8089132454

Recommended readings:

GAVORA, P. 2008. Úvod do pedagogického výskumu. 4.vyd. Bratislava: Univerzita Komenského, 2008. 236 s. ISBN 978-80-223-2391-8

Course completion requirements:

assessment (seminar work - 100/0)

The prerequisite for obtaining the grade is the preparation of a seminar paper.

The grade is awarded on a scale:

A (100 - 91%, excellent - outstanding)

B (90 - 81%, very good - above average standard)

C (80 - 73%, good - normal reliable work)

D (72 - 66%, satisfactory - acceptable results)

E (65 - 60%, satisfactory - results meet minimum criteria)

Fx (59 - 0%, inadequate - extra work required).

Excellent: precise formulation of the intent of the thesis, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, nuanced language, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors.

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, only a small number of grammatical, orthographic and stylistic errors.

Good: treatment of the topic in relation to the objectives, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.

Satisfactory: only a rough outline of the problem addressed, superficial knowledge of the scientific context, several grammatical, orthographic, stylistic errors, a greater number of grammatical, orthographic and stylistic errors.

Sufficient: sufficient treatment of the topic, minimal or no knowledge of the scientific context, a large number of orthographic, stylistic errors.

Slovak, German

Course outcomes of subject (content):

Characteristics of a professional text in terms of form and content. Professional and scientific writing style. Choosing and defining the topic of a professional text. Working with the professional text, abstract creation. Formal criteria of the bachelor's thesis. Content structure of the bachelor thesis. Working with professional literature and online resources. Citation and paraphrase. Presentation of the bachelor thesis project. The content of the course contributes to the profile of the graduate, as it should sufficiently master the theoretical foundations of scientific work.

assessment (seminar work - 100/0)

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: to learn how to work with professional texts and their specifics in terms of content and form.

Learning outcomes: the graduate of the course knows the linguistic and content specifics of professional texts and can create professional texts, will be prepared to independently conceive the final thesis with regard to its formal and content criteria. The student will be familiar with and be able to navigate through primary and secondary professional and scientific sources in the field of study. Knows and can apply the principles of authorial ethics. Knows how to apply the principles of writing a professional text, has sufficient knowledge of the theoretical basis of scientific work and research methods.

The graduate will acquire the following transferable competences: communication skills in presentation, analytical skills based on the analysis of the assignment, creativity and abstract thinking skills, critical thinking skills when working with scientific literature and thinking in context. On the basis of the course, the student will understand the basics of working with professional texts, analyses them, apply theoretical knowledge in the drafting of professional texts and acquire competences in the field.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily on-site)

Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). 100 hours of student work in total.

Educational methods: explanations, working with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (vybrané kapitoly)

Recommended readings:

MIKULÁŠ, R. 2017 Cesta ako individuačný proces a ako blúdenie: kognitívno-naratologické úvahy o centrálnom sujete vývinového románu. In: Philologia. Roč. 27, č. 1 (2017), 85–102. ISSN 1339-2026

SØRENSEN, B. A. 2020. Geschichte der deutschen Literatur Bd. I: Vom Mittelalter bis zur Romantik. C. H. Beck, 2020. 352 s. ISBN-10:3406751849, ISBN-13:978-3406751844 alebo

ZMEGAČ, V. 2004. Kleine Geschichte der deutschen Literatur. Von den Anfängen bis zur Gegenwart. Wiesbaden: Marix Verlag, 2004. 432 s. ISBN 393771524X

Course completion requirements:

continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.

The assessment:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Distinction: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the means acquired, fluent expression, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the literature of the period, ability to interpret it on the basis of the acquired means, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.

Satisfactory (D): content mastery with several weaknesses, basic mastery and understanding of the issues and interpretive practices, poor scholarly argumentation and formulation of evaluative critical stances.

Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.

Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literary texts.

German

Course outcomes of subject (content):

Literature of the early Enlightenment: the travel novel, the adventure novel, court poetry, the beginnings of literary criticism. Philosophy of the Enlightenment, the first literary talents of the Enlightenment literature, the literary quarrel between Leipzig and Zurich, its origins and consequences. The literary Rococo, doctrinal literature, literature from Halle and Prussia, anacreontics in Germany. Turning towards the constitution of a "classical" national literature. Sturm und Drang, causes of the emergence of a new ideological orientation, changes in the middle of the 18th century. Goethe from literary beginnings to his stay in Italy. Schiller from the period of his studies in Ludwigsburg to his stay in Weimar and Jena. German classics, Goethe after his return from Italy, Goethe's prose works, Goethe's work at the turn of the century, return to Faust. Schiller and Goethe, Schiller's classical dramas and the last creative phase, contemporaries of Goethe and Schiller. Transcending the classics. Goethe's late work.

continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: to gain an overview of German literature from the early Enlightenment to Goethe's late works.

Learning Outcomes: the graduate of the course will acquire an overview of literature as a system and institution in the broader social and especially spiritual context of the 18th century. They will learn to analyse key texts of the period, work critically with the literature, and develop argumentative and presentation strategies.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily on-site)

Student workload: 11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). 100 hours of student work in total.

Teaching methods: explanations, working with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected chapters)

Recommended readings:

MIKULÁŠ, R. 2014. Ferdinand von Saar: podoby rakúskej novely medzi realizmom a modernou. In: Premeny poetiky novely 20. storočia v európskom kontexte. Bratislava: Univerzita Komenského, 2014, s. 136–152. ISBN 978-80-223-3714-4

MIKULÁŠOVÁ, A. 1998. Bratia Grimmovci a zberatelia rozprávok na Slovensku: podobnosti a odlišnosti v prístupe k spracovaniu ľudovej slovesnosti. In: Literatúra pre deti a mládež v procese 1. Nitra: Univerzita Konštantína Filozofa, 1998, 309–315. ISBN 80-8050-160-2

SØRENSEN, B. A. 2020. Geschichte der deutschen Literatur Bd. I: Vom Mittelalter bis zur Romantik. C. H. Beck, 2020. 352 s. ISBN-10:3406751849, ISBN-13:978-3406751844 SØRENSEN, B. A. 2016. Geschichte der deutschen Literatur Bd. II: Vom 19. Jahrhundert bis zur Gegenwart. C. H. Beck, 2016. 512 s. ISBN-10:‎ 340669733X, ISBN-13:978-3406697333 ZMEGAČ, V. 2004. Kleine Geschichte der deutschen Literatur. Von den Anfängen bis zur Gegenwart. Wiesbaden: Marix Verlag, 2004. 432 s. ISBN 393771524X

Course completion requirements:

continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.

The assessment:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Distinction: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the means acquired, fluent expression, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the literature of the period, ability to interpret it on the basis of the acquired means, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.

Satisfactory (D): content mastery with several weaknesses, basic mastery and understanding of the issues and interpretive practices, poor scholarly argumentation and formulation of evaluative critical stances.

Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific argumentation and formulation of evaluative critical stances.

Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literary texts.

German, Slovak

Course outcomes of subject (content):

The social situation in Germany after the French Revolution, the philosophy of the period and the establishment of German studies as a scientific discipline, the possibilities of periodization of the epoch, literary centres. The beginnings of women's emancipation. Berlin salons, Romantic poetics, theorists and theoretical works of early Romanticism. The "folk tale", literary foci of early Romanticism. Between classics and romance. Between romance and realism, restoration currents after 1815; currents of emancipation- Junges Deutschland, Vormärz. Biedermeier, Vienna People's Theatre. Realism, social situation in Germany after 1848, prose works, lyrical works, dramatic works. Naturalism, theory of so-called consequential realism. Key works (primary literature) are updated at the beginning of the semester.

continuous assessment in the form of discussions: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means, active participation in discussions/analyses.

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: to gain an overview of the 19th century literature.

Learning Outcomes: the graduate of the course will gain a differentiated view of literature as a system and institution in a broader social and especially spiritual context from the end of the 18th century to the last decades of the 19th century. The student will learn to analyze key texts of the period, work critically with literature, gain insight into the current state of the issues under study, and develop argumentative and presentation strategies.

Type of activities, scope (number of hours) and methods of educational activities:

2 hours per week, seminar, combined form (primarily attendence).

Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours preparing for the paper; 18 hours preparing for the final test. Total of 50 hours of student work.

Teaching methods: exposition (lecture, explanation and discussion of the various historical, political and social developments in Germany, independent work using different techniques), fixation (repetitive exercises, games), diagnostic and classification (written exams and didactic tests).

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

Internetový zdroj

knižná alebo elektronická verzia publikácie:

Online- und Printpublikationen der Bundeszentrale für politische Bildung [online] [citované 26/11/2021]. Dostupné na: https://www.bpb.de/

Kol. autorov. Tatsachen über Deutschland [online] [citované 26/11/2021]. Dostupné na:

https://www.tatsachen-ueber-deutschland.de/de/Deutschland-Buch-Ausgabe-2018

Recommended readings:

články z tlače, internetu . [online] [citované 26/11/2021]. Dostupné na:

http://www.dw.de/themen/s-9077

https://www.dhm.de/lemo/

https://www.dw.com/de/das-deutschlandlabor/s-32379

https://www.dw.com/de/der-mauerfall-eine-unterrichtsreihe/a-2340056

https://www.tatsachen-ueber-deutschland.de/de

https://www.zdf.de/dokumentation/momente-der-geschichte#/videos/all/cloud

internetové stránky miest ,obcí, krajov a kultúrnych inštitúcií Nemecka

SCHMIDT K. et al. 2007. Erinnerungsorte. Deutsche Geschichte im DaF-Unterricht. Cornelsen 2007. 96 S. ISBN 3060204764

assessment (presentation, final test - 100/0)

A paper and a final test are prerequisites for the grade; students must pass both in order to receive a passing grade. Students will receive a maximum of 50 points for the paper and a maximum of 50 points for the final test.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student knows the main historical, political and social events, can relate them to current issues and discuss them.

Very Good: The student knows the main historical, political and social events, can follow and participate in current debates

Good: The student knows basic historical, political and social events and can follow current debates

Satisfactory: The student has only a fragmentary knowledge of the main historical, political and social events, has difficulties understanding current debates

Sufficient: The student has only a marginal knowledge of the main historical, political and social events, references to current debates cannot be made

German

Course outcomes of subject (content):

A brief history of Germany. Geographical characteristics (mountain ranges, watersheds, islands, etc.). Political system, industry. Population, language. Society: education, science, media, sport. Culture: major figures in literature, philosophy, music, painting and architecture. Customs, traditions and festivals; peculiarities of the national cuisine. Characteristics of the individual Länder. The graduate of the course is thus equipped with a broad knowledge of German culture, history and present-day local history.

assessment (presentation, final test - 100/0)

Learning outcomes/ Objectives and learning outcomes:

The students have basic knowledge of important topics about the German reality based on selected subjects - history (from 1945 to the present), politics (system, elections, current events and tendencies, parties, movements), society (minorities, migration, youth, marginal groups, transformations in society, environmental protection), current topics. They can read and evaluate articles, specialized texts and statistics. They can reflect on the acquired knowledge, understand connections, and make references. They can describe complex issues clearly, in detail and systematically. The students are sensitized to inter- and intracultural differences and have developed strategies and skills to better assess foreign culture phenomena and relate them to their own reality.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. 50 hours of student work in total.

Teaching methods: analysis of literary texts, working with professional texts, brainstorming, discussion of the topic, guided self-study.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BEUTIN, W. a i. 2019. Deutsche Literaturgeschichte: Von den Anfängen bis zur Gegenwart. Metzler, 2019. 810 s. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected chapters)

Recommended readings:

McINNES, E./PLUMPE, G. (eds.) 1996. Hansers Sozialgeschichte der deutschen Literatur. 6. Band. Bürgerlicher Realismus und Gründerzeit 1848–1890. München/Wien: dtv, 1996. 760 s. ISBN-13:9783423043489

MIKULÁŠ, R. 2014. Ferdinand von Saar: podoby rakúskej novely medzi realizmom a modernou. In: Premeny poetiky novely 20. storočia v európskom kontexte. Bratislava: Univerzita Komenského, 2014, 136–152. ISBN 978-80-223-3714-4

MIKULÁŠOVÁ, A. 1998. Bratia Grimmovci a zberatelia rozprávok na Slovensku: podobnosti a odlišnosti v prístupe k spracovaniu ľudovej slovesnosti. In: Literatúra pre deti a mládež v procese 1. Nitra: Univerzita Konštantína Filozofa, 1998, 309–315. ISBN 80-8050-160-2

SAUTERMEISTER, G./SCHMID, U. 1998. Hansers Sozialgeschichte der deutschen Literatur. 5. Band. Zwischen Restauration und Revolution. 1815 – 1848. München/Wien: dtv 1998. 760 s. ISBN-10:3423043474

SØRENSEN, B. A. 2016. Geschichte der deutschen Literatur Bd. II: Vom 19. Jahrhundert bis zur Gegenwart. C. H. Beck, 2016. 512 s. ISBN-10:‎ 340669733X, ISBN-13:978-3406697333

Course completion requirements:

reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, final seminar paper: 40 points (100/0).

The assessment:

A (100 - 91%, excellent - outstanding)

B (90 - 81%, very good - above average standard)

C (80 - 73%, good - normal reliable work)

D (72 - 66%, satisfactory - acceptable results)

E (65 - 60%, satisfactory - results meet minimum criteria)

Fx (59 - 0%, inadequate - extra work required).

Excellent: precise formulation of the purpose of the work, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation, differentiated language, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, consideration of a large amount of literature, formally correct editing (adherence to citation standards, etc.), good grades (excellent), excellent ability to independently present the results of work and incorporate comments, active participation in discussions/analyses of literary works, independent problem solving, independent, creative work during the semester.

Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to present the results of the thesis independently and to incorporate comments from the oral presentation of the thesis, active participation in discussions/analyses of literary works, independent problem-solving, and self-created work during the semester.

Good: average treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), correct use of technical terms, grammatically, orthographically, stylistically at a good level. ), good ability to independently present the results of work and incorporate comments, participation in discussions/analyses of literary works, independent problem solving during the semester.

Satisfactory: only a rough outline of the problem to be solved, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, a greater number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, infrequent participation in discussions/analyses of literary works and in group work during the semester.

Sufficient: results treat the chosen topic superficially and without own contribution by mechanically reading from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of little secondary literature, insufficient ability to present theoretical knowledge independently, passive participation in discussions/analyses of literary works and group work during the semester.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, weak or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies. Failure to engage in discussions and group work during the semester.

German, Slovak

Course outcomes of subject (content):

analysis of literary texts, Ludwig Tieck: Der blonde Eckbert, Clemens Brentano: Geschichte vom braven Kasperl und dem schönen Annerl, E.T.A. Hoffmann: Der Sandmann, H. v. Kleist: Michael Kohlhaas, Franz Grillparzer: Der arme Spielmann, Georg Büchner: Woyzeck, Jeremias Gotthelf: Die schwarze Spinne, Adalbert Stifter: Der Bergkristall, Brigitta, G. Keller: Romeo und Julia auf dem Dorfe, Theodor Fontane: Effi Briest, Gerhart Hauptmann: Bahnwärter Thiel etc. The selection of texts is updated at the beginning of the academic year.

reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, final seminar paper: 40 points (100/0).

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: to analyse and interpret literary texts from Romanticism to the end of Naturalism.

Learning outcomes: the graduate of the course will acquire an effective repertoire of strategies for dealing with texts on the basis of empirical experience with the text and the need to interpret it at different levels. The graduate of the course will be able to identify the period from which this shift emerged and identify it in the structure of the text, in the system of themes, motifs, the psychological profile of the characters and other features of the texts.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily attendance).

Student's workload: 11 x 2 hours of direct teaching = 22 hours; 14 hours preparation of seminar work; 14 hours preparation for mid-term evaluation (report). Total 50 hours of student work.

Teaching methods: explanation, narration, interview, discussion, brainstorming, students' own work, work with Internet resources, practice, repetition

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BUSCHA, J./HELBIG, G. 2011. Übungsgrammatik Deutsch. 6. Aufl., Berlin: Langenscheidt, 2011. 379 s. ISBN 978-3-468-49494-9

Recommended readings:

BUSCHA, J./HELBIG, G. 2011. Deutsche Grammatik. Ein Handbuch für den Ausländerunterricht, 7. Aufl., Berlin/Wien: Langenscheidt, 2011. 654 s. ISBN 978-3-468-49493-2

HALL, K./ SCHEINER, B. 2014. DaF-Übungsgrammatik für die Oberstufe B2-C2. 1. neue Ausg., Ismaning: Hueber Verlag, 2014. 359 s. ISBN 978-3-19-207448-6

test (100/0)

The grade is awarded on a scale of:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Excellent: Precise articulation of the intent and objectives of the paper/seminar paper, demonstration of excellent knowledge of the topic, clear, logical reasoning, ability to flexibly and promptly demonstrate theoretical knowledge through practical examples, nuanced language, correct use of technical terms, excellent composition, clear style and a minimum of grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard and the authorial plural, correct inclusion of bibliographical references in the text and in the index, etc. ), excellent ability to independently present the results of the work and to incorporate comments from the oral presentation of the paper, active participation in discussions, independent and group problem solving, own creative work during the semester.

Very good: solid treatment of the topic in relation to the objectives pursued, demonstration of good knowledge of the topic, logical structure of the thesis, logical argumentation, ability to demonstrate theoretical knowledge with practical examples, active participation in discussions, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard and the author's plural, correct inclusion of bibliographical references in the text and in the list, etc.), correct use of the author's plural and the author's plural. ), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, independent and group problem solving and own work during the semester.

Good: Average treatment of the topic in relation to the stated objectives, logical reasoning, correct communication of arguments from secondary literature, demonstration of good knowledge, but the paper contains inaccurate and irrelevant facts in relation to the topic in places, mostly correct use of technical terms, some elements of composition present, prevalence of theoretical information over practical examples, grammatical, orthographic, stylistic level good, appropriate amount of literature taken into account, formally correct editing (observance of the citation standard and the author's plural, correct inclusion of bibliographical references both in the text and in the index, etc.), correctness of the citation standard and the author's plural ), good ability to independently present the results of the work and incorporate comments, participation in discussions, independent and group problem solving.

Satisfactory: Only a rough outline of the problem to be solved, apparently little knowledge related to the topic, imprecise presentation of arguments taken from secondary literature, the topic is treated mainly theoretically without implementation of practical examples, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, minimal incorporation of comments from the oral presentation, infrequent participation in discussions, group problem solving throughout the semester.

Sufficient: Results treat the chosen topic superficially and without practical examples by mechanical reading from various sources, knowledge related to the topic is very weak, imprecise use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, inaccuracies in adherence to citation standards, incorrect inclusion of bibliographic references in the text and/or in the list, lack of ability to independently present theoretical knowledge in connection with practical applications, passive participation in discussions, group problem solving during the semester.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, lack of participation in discussions and group work.

German

Course outcomes of subject (content):

morphemic structure of words in authentic texts. Reversible verbs - practical exercises. Prepositional verbs - practical exercises. Verb conjugations - practical exercises. Semantics and flexion of German verbs in authentic texts. Grammatical categories of nouns. Adjectives in the function of attributive, nominal adjunct and adverbial determiner. Pronouns and pronominal adverbs - practical exercises. Numerals - practical exercises. Adverbs and their semantic relations in a sentence. Prepositions and conjunctions - practical exercises. Particles, quotation marks and their pragmatic function in the text. On the basis of the acquired knowledge, the graduate of the course cultivates his/her linguistic expression. In the eventual teaching profession, he/she will use the acquired knowledge and skills in communicating grammatical structures in the teaching of German as a foreign language.

100/0

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: the ability to produce grammatically correct linguistic structures.

Learning outcomes: the graduate of the course knows the morphemic and morphological system of German, is able to identify grammatically correct linguistic structures. The student is familiar with the connections between the forms and functions of linguistic devices. The student is capable of self-reflection and self-evaluation (critically assessing his/her linguistic level) and subsequent self-correction. Integrates the acquired knowledge and skills into his/her linguistic expression, thus improving his/her communication and presentation skills.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily attendence).

Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of continuous home preparation for class, self-study; 20 hours of preparation of a seminar paper; 10 hours of preparation of a co-authored paper; 36 hours of preparation for the final assessment (presentation of the seminar paper, oral examination). Total 100 hours of student work.

Teaching methods: explanation, work with professional text, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

HALLET, W. a KÖNIGS, Frank G. 2019. Handbuch Fremdsprachendidaktik. Seelze. Klett u. Kallmeyer, 2019. 399 s. V. a VIII. kapitola. ISBN 978-3-7800-1053-7

KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. Od textu k projektu. Bratislava: PdF UK, 2021. 70 s. ISBN 978-80-223-5278-9

STORCH, G. 1999. Deutsch als Fremdsprache – Eine Didaktik: Theoretische Grundlagen und praktische Unterrichtsgestaltung. Paderborn: Fink, 1999. 367 s., s. 305–310, 327–336. ISBN-13:978-3825281847

Recommended readings:

Gemeinsamer europäischer Referenzrahmen für Sprachen: lernen, lehren, beurteilen. Begleitband. 2020. Stuttgart: Klett.

LENČOVÁ, I. 2006. Lernen an Stationen. Pädagogisch-didaktische Überlegungen zu einem der neuen Unterrichtsmodelle. In: Germanistické štúdie. Banská Bystrica: FHV UMB, 2006, 21–33. ISBN 80-8083-224-2

LENČOVÁ, I. 2006. Das Glück hat Flügel. Literarische Stationen für Jugendliche. In: Fremdsprache Deutsch: Zeitschrift für die Praxis des Deutschunterrichts, č. 35, 38–42.

PIEPHO, H. E. et all. 1996. Aufgaben-Handbuch: Deutsch als Fremdsprache; Abriss einer Aufgaben- und Übungstypologie. München: Iudicium, 1996. ISBN 3-89129-269-4

WICKE, R. E. 2012. Aufgabenorientiertes und projektorientiertes Lernen im DaF-Unterricht. München: Iudicium, 2012. 292 s. ISBN 978-3-86205-089-5

Course completion requirements:

Continuous assessment (50 points): study of literature, active participation in discussions, 1 co-presentation focused on a selected phenomenon of educational reality in school and 1 seminar paper focused on selected concepts from didactics with examples from practice. Final assessment (50 points): presentation of the seminar paper and oral examination (50/50).

The grade is awarded on a scale:

A (100 - 91%, excellent - outstanding)

B (90 - 81%, very good - above average standard)

C (80 - 73%, good - normal reliable work)

D (72 - 66%, satisfactory - acceptable results)

E (65 - 60%, satisfactory - results meet minimum criteria)

Fx (59 - 0%, inadequate - extra work required).

Excellent: active participation in discussions during the semester, persuasive presentation of the paper, precise formulation of the intention of the seminar paper, excellent knowledge of the topic, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own contribution, argumentation and ability to make comparisons, correct use of technical terms, grammatically, orthographically and stylistically minimal errors, formally correct editing (adherence to the citation standard, etc.), good grades (excellent). ), excellent ability to independently present theoretical knowledge in connection with practical applications.

Very good: active participation in discussions during the semester, solid presentation of the abstract and formulation of the intent of the seminar paper, very good knowledge of the subject, logical structure of the paper and argumentation, clear language, few grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), ability to independently present theoretical knowledge in connection with practical applications.

Good: solid treatment of the topic, insufficient connection to the current state of the research problem, logical argumentation, correct communication of arguments, mostly correct use of technical terms, grammatically, orthographically, stylistically at an average level, relatively adequate amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to independently present theoretical knowledge in connection with practical applications.

Satisfactory: only a rough outline of the problem to be solved, superficial knowledge of the scientific context, imprecise presentation of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to present theoretical knowledge independently in connection with practical applications.

Sufficient: the results treat the chosen topic superficially and without own contribution by mechanically taking from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.

Insufficient results: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars and examination, major formal deficiencies.

German, Slovak

Course outcomes of subject (content):

1. Theoretical knowledge and research results of didactics of foreign languages and reference disciplines.

2. Interactive German language teaching, its characteristic features and principles, teacher's personality as a creative medium of the teaching process, defining the objectives and contents of teaching units, forms, and methods of work.

3. Familiarization with the European Framework of Reference and the curriculum, structural moments of the interactive teaching unit, the phase model of the interactive processes of teaching and learning, progression, and its role in the planning of the teaching process.

4. Didactic analysis of teaching units and evaluation of the process in a broader sense, comparison of effectiveness in relation to the stated objectives and contents; use of new technologies, evaluation in terms of usability in teaching.

5. The influence of mother tongue and L2 in the process of foreign language teaching.

The teaching of thematic units through the selected methods and forms of work contributes to a considerable extent to the achievement of the set objectives and learning outcomes listed in the graduate profile.

Continuous assessment (50 points): study of literature, active participation in discussions, 1 co-presentation focused on a selected phenomenon of educational reality in school and 1 seminar paper focused on selected concepts from didactics with examples from practice. Final assessment (50 points): presentation of the seminar paper and oral examination (50/50).

Learning outcomes/ Objectives and learning outcomes:

Objectives: to convey the theoretical foundations of foreign language didactics together with the conceptual apparatus with a focus on the German language.

Outcomes: the graduate of the course is able to reflect on the educational reality in school and to carry out didactic analysis and evaluation of teaching units. He/she is open to new knowledge and can apply critical (self)reflection. He/she will develop the skills to apply theoretical knowledge in educational conditions of school, expand his/her competences to work with new technologies. Improves communication, presentation and argumentation skills, self-study strategies. He/she will be able to present his/her own solutions and attitudes adequately and professionally with an innovative approach.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily attendence).

Student workload: 11 x 2 hours of direct instruction = 22 hours; 22 hours of direct instruction; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for final assessment (oral examination). Total 100 hours of student work.

Teaching methods: explanations, work with specialist texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

MIKULÁŠ a kol. 2019. Literaturwissenschaft in internationaler Perspektive. In: Literaturwissenschaft in internationaler Perspektive. Nümbrecht: Kirsch-Verlag, 2019. 509 s. ISBN 978-3-943906-35-6

Recommended readings:

MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Grundfragen der Literaturwissenschaft. Teil I. Theorien, Methoden, Tendenzen. Nümbrecht: Kirsch Verlag, 2011. 226 s. ISBN 978-3-933586-77-3

MIKULÁŠ, R. 2015. Kánon ako funkcia v autoreflexii systému literatúry = The canon as a function in the auto-reflection of the literature system. In World Literature Studies. Roč. 7 (24), č. 3 (2015), 63–75. ISSN (online) 1337-9690

Course completion requirements:

continuous assessment in the form of a discussion: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, knowledge of conceptual instrumentation and methods of literary research, active participation in discussions/analyses is required.

Grades are awarded on a scale of:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Excellent: excellent knowledge of theories and methods of literary scholarship, excellent command of conceptual instrumentation, fluent speech, structured statements, excellent ability to think analytically and formulate critical evaluative stances.

Very good: solid knowledge of theories and methods of literary studies, solid command of conceptual instrumentation, fluent speech with minor weaknesses, very good ability to think analytically and formulate critical evaluative stances.

Good: solid knowledge of theories and methods of literary scholarship, solid command of conceptual instrumentation, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.

Satisfactory: content mastery with several deficiencies, basic mastery and understanding of the issues, weak scholarly argumentation and ability to formulate evaluative critical stances.

Satisfactory: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and the ability to formulate evaluative critical stances.

Inadequate: insufficient, no knowledge of theories and methods of literary scholarship, insufficient mastery of conceptual instrumentation

German, Slovak

Course outcomes of subject (content):

At the level of the theory of literature we will explain the division of the literary system, the role of literary criticism, the problems of literary historiography and the procedures of interpretation of literary works of art, the processes of the creation of literary canons, but we will also deal with the traditional areas of the theory of literature, namely rhetoric and stylistics. We will problematize the notion of literature between the aesthetics of production and the aesthetics of reception. Part of the lecture will be concerned with differentiations at the level of types and genres. In the context of the concept of literature we will consider the categories of literariness, poeticity, aesthetic information, experientiality, etc.

continuous assessment in the form of a discussion: 50 points and oral examination: 50 points (50/50), mastery of theoretical content, knowledge of conceptual instrumentation and methods of literary research, active participation in discussions/analyses is required.

Learning outcomes/ Objectives and learning outcomes:

Objectives: to convey the theoretical foundations of foreign language didactics together with the conceptual apparatus with a focus on the German language.

Outcomes: the graduate of the course is able to reflect on the educational reality in school and to carry out didactic analysis and evaluation of teaching units. He/she is open to new knowledge and can apply critical (self)reflection. He/she will develop the skills to apply theoretical knowledge in educational conditions of school, expand his/her competences to work with new technologies. Improves communication, presentation and argumentation skills, self-study strategies. He/she will be able to present his/her own solutions and attitudes adequately and professionally with an innovative approach.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily attendance).

Student workload: 11 x 2 hours of direct teaching = 22 hours; 10 hours preparation for direct teaching 28 hours preparation for continuous assessment, 40 hours preparation for examination. Total 100 hours of student work.

Teaching methods: expository (explanation of theoretical knowledge on the basics of Germanic linguistics, interactive lecture, discussion, interview, diagnostic and classification methods, etc.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

ADAMCOVÁ, L. 1997. Linguistisches Grundwissen. Eine Einführung für zukünftige Deutschlehrer. Bratislava: Pedagogická fakulta Univerzity Komenského, 1997. 116 s. ISBN 80-88868-35-1

GROSS, H. 1990. Einführung in die germanistische Linguistik. 2. Aufl. München: Iudicium-Verl, 1990. 268 s. ISBN 3-89129-240-6

PITNER, K. 2016. Einführung in die germanistische Linguistik. 2. überarbeitete Aufl. ‎Darmstadt: wbg Academic in Wissenschaftliche Buchgesellschaft (WBG), 2016. 195 s. ISBN-13: ‎ 978-3534267941

Recommended readings:

ADAMCOVÁ, L. 2005. Moderne Linguistik. Eine Propädeutik für Germanisten. 1. Aufl., Wien: Eidition Praesens, 2005. 209 s. ISBN 3-7069-0275-3

BUSCH, A./STENSCHKE, O. 2007. Germanistische Linguistik. Eine Einführung. 1. Aufl., Tübingen: Narr Verlag, 2007. 256 s. ISBN 978-3-8233-6288-3

GERGEL, P. 2018. Kollokationsprofil des Substantivs „Freundlichkeit. In: Studies in foreign language education 10., 1. vyd. Nümbrecht: Kirsch-Verlag, 2018. - S. 28 – 43. ISBN 978-3-943906-43-1.

GERGEL, P. 2014. Was nimmt man gewöhnlich "in Anspruch"? Zur Verbindbarkeit des Funktionsverbgefüges "in Anspruch nehmen". In: Philologia, roč. 24, č. 2 (2014), s. 27 – 40. ISSN 1339-2026

passing the midterm test: 50 points and the exam: 50 points (50/50).

During the semester, the midterm test will be aimed at verifying the knowledge of the specified subject areas. A maximum of 50 points (50%) will be possible on the test. There will be an examination in the examination period for which a total of 50 points (50%) can be obtained.

The marks will be awarded on a scale:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Excellent: excellent knowledge of basic linguistics and linguistic terminology, ability to link new knowledge and skills with previously acquired knowledge and skills, fluent speech, structured statements, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of basic linguistics and linguistic terminology, fluent speech with minor weaknesses, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of basic linguistics and linguistic terminology, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.

Proficient: mastery of content and terminology with several deficiencies, basic mastery and understanding of issues and interpretive procedures, lacks scientific reasoning and the formulation of evaluative critical stances.

Inadequate: insufficient, no knowledge of course content, insufficient mastery of conceptual instrumentation.

German

Course outcomes of subject (content):

The development and history of the German language. The linguistic sign - a semiotic view. Sound sign - phonetics and phonology. Graphic sign - graphemics and orthography. Basic concepts of morphology - morphemes, categories, classification. Basic concepts of syntax - sentence articles, sentence types. Basic concepts of word formation - word-forming morphemes and word-forming processes. Basic concepts of lexicology - word meaning structure, meaning relations. History of general and Germanic linguistics. Linguistics as an interdisciplinary. Language and speech - nature, functions and forms of language. The content of the course contributes to the profile of the graduate, as the graduate should have a broad knowledge of the theories of the discipline of Germanic studies and the foundations of Germanic linguistics.

passing the midterm test: 50 points and the exam: 50 points (50/50).

Learning objectives: to acquire basic knowledge in the field of general and Germanic linguistics as well as familiarity with professional linguistic terminology.

Learning outcomes: the graduate will gain a systematic overview of the most important linguistic and grammatical theories as well as an overview of the development of general and Germanic linguistics. The graduate will acquire the following transferable competences: analytical skills in dealing with the foundations of the various linguistic disciplines, the ability to think abstractly on the basis of the analysis of linguistic theories, reasoning in context by taking into account the relationships between the various linguistic sub-disciplines. The graduate is familiar with the foundations of individual linguistic disciplines and their basic terminology. In the course of further studies, the graduate will apply the acquired basic knowledge when working with linguistic material, achieving a basic level of basic orientation in linguistics, its subdisciplines and the specifics of language development.

2 hours per week, seminar, combined form (primarily on-site).

Student workload: 11 x 2 hours of direct instruction = 22 hours; 28 hours of preparation for seminar work. 50 hours of student work in total.

Teaching methods: exposition (lecture, explanation and discussion of the different methods of literary analysis, individual work using various techniques), fixation (repetitive exercises and homework), diagnostic and evaluation.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

MIKULÁŠ a kol. 2019. Literaturwissenschaft in internationaler Perspektive. In: Literaturwissenschaft in internationaler Perspektive. Nümbrecht: Kirsch-Verlag, 2019. 509 s. ISBN 978-3-943906-35-6 (vybrané kapitoly) a literárne texty, ktoré sa aktualizujú na začiatku semestra akademického roka, v ktorom sa predmet otvára.

Recommended readings:

ALLKEMPER, A. 2001. Literaturwissenschaft. Paderborn: Wilhelm Fink Verlag, 2001. 316 s. ISBN 3-8252-2590-9

ANDREOTTI, M. 2009. Die Struktur der modernen Literatur. Bern und Stuttgart: Verlag Paul Haupt, 2009. 294 s. ISBN 978-3-8252-1127-1

CULLER, J. 2002. Krátký úvod do literární teorie. Brno: Host, 2002. 168 s. ISBN 80-7294-070-8

FELSNER, K./HELBIG, H./MANZ, T. 2012. Arbeitsbuch Lyrik. Berlin: Akademie Verlag, 2012. 300 s. ISBN 3050059095

GENETTE, G. 2010. Die Erzählung. München: Fink, 2010. 293 s. ISBN 3825280837

GIGL, C. 2013. Textanalyse und Interpretation. Stuttgart: Klett Verlag 2013. 192 s. ISBN 978-3-12-927166-7

JEßING, B./KÖHNEN, R. 2007. Einführung in die Neuere deutsche Literaturwissenschaft. Stuttgart: Metzler, 2007. 435 s. ISBN-13: ‎ 978-3476021427

MARTÍNEZ, M./SCHEFFEL, M. 2020. Einführung in die Erzähltheorie. München: Beck, 2020. 234 s. ISBN 3406742831

PFISTER, M. 2010. Das Drama. München: Fink, 2010. 454 s. ISBN 3825205800

-

The basis of the assessment is a term paper.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student has understood the literary analysis methods and can apply them independently, can analyze literary texts of all genres in depth.

Very good: The student has understood the literary analysis methods and can apply them with minor uncertainties, can independently analyze literary texts of all genres.

Good: The student has understood the literary analysis methods and applies them with minor errors

Satisfactory: The student has only partially understood the methods of literary analysis and makes frequent mistakes applying them.

Sufficient: The student only marginally understood the literary analysis methods and big/large errors are made in the implementation.

Sufficient: the student has understood the methods of analysis in literary science only sufficiently and makes gross errors in application.

Insufficient: the student does not understand the methods of analysis in literary science, cannot analyze literary texts.

German, Slovak

Clarification of the nature of the literary work as an aesthetic entity. The course includes a brief outline of the development of literary theory, the traditions of literary research in German studies, as well as current trends in European literary scholarship. Particular attention is paid to the application of knowledge to the main literary types and genres.

Assessment (term paper - 100/0)

The students are familiar with the basic questions and problems of literary studies. They understand main concepts and theories for the analysis of literary texts and master the technical terminology. Students gain an insight in the different steps of literary analysis and know the literary methodology. They can examine different literary texts of the three main literary genres using the latest methods analysis and interpret them on the basis of their own reading experience. The students are able to formulate their results professionally using scientific tools.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily attendance).

Student's workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of homework; 8 hours of essay preparation; 10 hours of final test preparation. Total 50 hours of student work.

Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

KOITHAN, U./SCHMITZ, H./SIEBER, T./SONNTAG, R. 2015. Aspekte neu. Mittelstufe Deutsch. Teil 1. München: Klett-Langenscheidt, 192 s. ISBN 978-3-12-605027-2

Grammatik aktiv. Verstehen. Üben. Sprechen. 2017. Berlin: Cornelsen 2017. 312 s. ISBN 978-3-06-021482-2 alebo aktuálne učebné materiály na úrovni B2.

Recommended readings:

BUSCHA A./SZITA S. B-Grammatik. Leipzig: Schubert. 266 s. ISBN 3941323105

články z tlače, internetu. [online] [citované 26/11/2021]. Dostupné na:

slovníky – dvojjazyčné a výkladové

assessment (essay, final test - 100/0)

The essay and the final test must be handed in for assessment. Both must be passed to receive a passing grade. The student will receive a maximum of 50 points for the essay and a maximum of 50 points for the final test.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66% , satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student masters the acquired linguistic means and can apply them in the four skills and different contexts.

Very good: The student masters the acquired linguistic means and can apply them with very few errors in the four skills and different contexts.

Good: The student can use the learned linguistic means with minor errors in most contexts and language skills.

Satisfactory: The linguistic means covered are frequently used incorrectly and can only be transferred to other contexts or language skills to a limited extent.

Sufficient: The linguistic means covered can only be used with gross errors, transfer to other contexts or language skills is hardly possible.

German, Slovak

Practising basic language skills: reading, listening, speaking, writing, using a variety of exercises on the above topics. Reading comprehension: note-taking and key-word formation, questioning, formulating answers and appropriate reasoning. Strategies for reading a foreign language text are practised: first reading, gathering background information, key words, questions, intensive reading and structuring of the text and other strategies. The competences of writing foreign language texts are developed: selecting a topic, collecting material, sorting, organising and structuring the text, formulating ideas. In the area of narrative, free narration on a selected topic as well as appropriate argumentation are practised.

Graduates of the course are able to communicate fluently in German in a variety of situations at an appropriate level and have acquired communication skills in oral and written form.

assessment (essay, final test - 100/0)

The class aims to develop students' communication skills: different topics are discussed, linguistic means are learned and applied, specific vocabulary based on the given topic is acquired, and relevant grammar rules are repeated, and all four skills are practiced. The students can understand the main ideas of complex texts on both concrete and abstract topics; can communicate spontaneously and fluently in order to have a normal conversation with native speakers without much effort on either side; can express themselves clearly and in detail on a wide range of topics, explain their opinion on a topical issue and present arguments and counterarguments for or against a particular point of view.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily attendance).

Student workload: 11 x 2 hours of direct instruction = 22 hours; 22 hours; 8 hours of homework; 10 hours of preparation for project work; 10 hours of preparation for final test. Total 50 hours of student work.

Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BILLINA, A. 2019. Lesen und Schreiben B2. München: Hueber Verlag, 2019. 144 s. ISBN 978-3-19-597493-6 or up-to-date teaching materials at B2 level.

Recommended readings:

articles from the press, internet, dictionaries - bilingual and explanatory

Course completion requirements:

assessment (project, final exam – 100/0)

The basis of the assessment is a project and a final exam. The students have to pass both to complete the course. The student will receive a maximum of 50 points for the project and a maximum of 50 points for the final test.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66%, satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student understands and responds appropriately to a wide range of authentic listening and reading material.

Very good: The student understands and responds appropriately to a wide range of authentic listening and reading texts with few minor uncertainties.

Good: The student understands and responds to many authentic listening and reading texts with minor difficulty.

Satisfactory: The student understands authentic listening and reading texts only with some difficulty and finds it hard to react appropriately.

Sufficient: The student understands authentic listening and reading texts only with great difficulty and hardly reacts to them.

Insufficient: the student does not understand authentic listening texts

German

Course outcomes of subject (content):

Strategies for reading and listening comprehension, practicing different types of reading. Graduates of the course are able to read fluently in German in a variety of specific situations and have acquired oral and written communication skills in reading and listening comprehension.

assessment (project, final exam – 100/0)

Learning outcomes/ Objectives and learning outcomes:

The students understand standard language spoken in direct contact and in the media as they normally encounter it in private, social, professional, or educational life. They understand longer speeches and talks and are able to follow complex lines of argument if reasonably familiar with the topic. They understand TV news and reports, interviews, and most films if standard language is spoken. Students can read articles and reports on current topics and problems and understand contemporary literary prose. They can read independently, adapt reading style and speed to different texts and purposes, and use appropriate reference works. They have a large reading vocabulary but may have difficulty with less frequently used phrases. Students can use a variety of listening and reading strategies to ensure comprehension, including listening for key words and using clues from the context.

Type of activities, scope (number of hours) and methods of educational activities:

2 hours per week, seminar, combined form (primarily attendence).

Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of home preparation; 8 hours of essay preparation; 10 hours of final test preparation. Total 50 hours of student work.

Teaching methods: exposition (description, explanation and conversation, individual work using various techniques), fixation (repetitive exercises, homework, games), diagnostic and classification (written exams and didactic tests).

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

BETZ, U.J/BILLINA, A. 2019. Hören & Sprechen B2. München: Hueber Verlag, 2019. 160 s. ISBN 978-3-19-717493-8 alebo aktuálne učebné materiály na úrovni B2.

Recommended readings:

REININGER, D. 2009. "Aber biografisch, das bin ich selbst!“. Mündliches biografisches Erzählen als Unterrichtsaktivität im zweit- und fremdsprachlichen Deutschunterricht mit Erwachsenen. Innsbruck: studienVerlag, 2009. 328 s. ISBN 3706548038

SCHREITER, I. 2002. Schreibversuche. Kreatives Schreiben bei Lernern des Deutschen als Fremdsprache. Themenvorschläge, Arbeitsempfehlungen und viele authentische Beispiele für phantasievolle Texte. München: iudicium, 2002. 235 s. ISBN 3891297343

WOLFRUM, J. 2010. Kreativ schreiben. Gezielte Schreibförderung für jugendliche und erwachsene Deutschlernende (DaF/DaZ). Ismaning: Hueber Verlag, 2010. 184 s. ISBN 3190417512

Course completion requirements:

assessment (written composition, final test - 100/0)

In order to receive a grade, students must submit a written composition and pass the final test. Both must be passed to receive a passing grade. The student will receive a maximum of 50 points for the essay and a maximum of 50 points for the final test.

Rating scale: A (100-91%, excellent - outstanding results), B (90-81%, very good - above average level), C (80-73%, good - normal reliable work), D (72-66% , satisfactory - acceptable results), E (65-60%, sufficient - results meet minimum criteria), Fx (59-0%, insufficient - additional work required).

Excellent: The student masters the acquired linguistic means and can apply in speaking and writing in different contexts.

Very good: The student masters the acquired linguistic means and can apply in speaking and writing with very few errors in different contexts.

Good: The student can use the learned linguistic means with minor errors in speaking and writing in most contexts.

Satisfactory: The students make frequent errors in reading and writing and the covered contents can only partially be transferred to other contexts.

Sufficient: The students make gross errors in reading and writing, a transfer of covered contents to other contexts is hardly possible

German

Course outcomes of subject (content):

Strategies for text production, discussion, argumentation on current social issues. Graduates of the course are able to communicate in German in a variety of specific situations at an appropriate professional level through the production of their own texts and have acquired oral and written communication skills in the production of written and oral communications

assessment (written composition, final test - 100/0)

Learning outcomes/ Objectives and learning outcomes:

The students have mastered the principles of text production in speaking and writing. The students can communicate spontaneously and fluently in order to have a normal conversation with a native speaker. They can take an active part in discussions on familiar topics, justifying and defending their views. They can express themselves clearly and in detail on a wide range of topics, explain ideas, discuss issues and build their arguments logically. The students can write detailed texts on various topics related to their field of interest. In an essay or report they can provide information or present arguments and counterarguments for or against a particular point of view. They can write clear and coherent descriptions of real or fictional events and experiences.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily attendence).

Student workload: 11 x 2 hours of direct instruction = 22 hours; 10 hours of preparation for direct instruction 18 hours of preparation for seminar work. 50 hours of student work in total.

Teaching methods: expository (description of the characteristics of the professional language, fixation (practice of vocabulary and grammatical phenomena occurring in the professional language), diagnostic and classification, etc.

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

ROELCKE, T. 2010. Fachsprachen. Berlin: 2010. 269 s. ISBN-13: 978-3503122219

Recommended readings:

GERGEL, P. 2021. Vermögensdelikte in der Übersetzung. Nümbrecht: Kirsch-Verlag, 2021. 151 s. ISBN 978-3-943906-56-1

MICHŇOVÁ, E. 2006. Business Deutsch. Praha: Grada, 2006. 112 s. ISBN 80-247-1643-7

MICHŇOVÁ, E.: Deutsch im Beruf. Praha: Grada, 2008. 128 s. ISBN 978-80-247-2408-9

Course completion requirements

test (100/0)

The grade is awarded on a scale:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Excellent: precise wording, excellent knowledge of the current state of research on technical language, consideration of the scientific context, clear and logical argumentation, nuanced language, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors, consideration of a large body of literature, formally correct editing (adherence to citation standards, etc.).

Very good: solid treatment of the topic of the seminar paper, very good knowledge of the scientific context of professional communication, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing

Good: reasonably good treatment of the topic but superficial connection with the current state of the research problem, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.)

Satisfactory: superficial knowledge of the scientific context of professional communication, imprecise presentation of arguments taken from secondary literature, largely correct use of professional terms, several grammatical, orthographic, stylistic errors.

Adequate: sufficient treatment of the topic in the field of professional language, minimal knowledge of the scientific context, a large number of orthographic, stylistic errors.

Insufficient results: insufficient treatment of the topic, no knowledge of the scientific context, poor or no reasoning, large number of orthographic, stylistic errors.

German

Course outcomes of subject (content):

term structure, processes of terminologization, characteristics of a professional text. Specifics of a professional text. Horizontal and vertical division of professional language, characteristics of professional language, work with professional literature on the example of texts from several areas of social and natural sciences (e.g. electrical engineering, physics, mathematics, economics, law, chemistry, biology, medicine, etc. The graduate is familiar with linguistic tendencies in professional expression and is equipped with extensive knowledge and the ability to communicate fluently in German at an appropriate professional level, i.e. the content of this course contributes in this way to the graduate's profile.

100/0

Learning outcomes/ Objectives and learning outcomes:

Learning objectives: to become familiar with the structure and types of professional texts, their grammar and vocabulary.

Learning outcomes: the graduate of the course knows the term as a basic building unit of professional written and oral expression. On the basis of the analysis of selected textual examples, the student will be able to characterise the morphological, syntactic, lexical and stylistic specifics of professional texts (e.g. in the field of technology, economics, law and natural sciences). The graduate will acquire the following transferable competences: analytical skills based on the analysis of concrete linguistic material (professional texts), creativity and the ability to think abstractly and critically in the production of a seminar paper. The graduate knows the specific principles of the creation of professional texts and their linguistic specificities skills, applies the acquired knowledge in the creation of the seminar work in the integration of the acquired theoretical knowledge into the conception and implementation of small-scale research, which is part of the seminar work, in the field of competences reaches a relatively high level in professional expression and competence in the implementation of linguistic research of professional texts.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily on-site).

Student's workload: 11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for a paper; 16 hours of preparation for a seminar paper. 50 hours of student work in total.

Teaching methods: analysis of literary texts, work with professional texts, brainstorming, discussion of the topic, guided self-study

Compulsory/Recommended readings:

(Selected according to the teacher's recommendation and the focus of the paper.)

Compulsory readings:

https://www.kinderundjugendmedien.de

Recommended readings:

LANGE, G. (ed.) 2000. Taschenbuch der Kinder-und Jugendliteratur. Baltmannsweiler: Schneider Verlag Hohengehren, 2000. 565 s. ISBN 3-89676-345-8

MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 s. ISBN 80-968927-8-9

MIKULÁŠOVÁ, A./MIKULÁŠ, R. 2011. Diskurse der Kinder- und Jugendliteraturforschung. Nümbrecht: Kirsch Verlag, 2011. 140 s. ISBN 978-3-933586-79-7

MATTENKLOTT, G. 1989. Die Zauberkreide. Stuttgart: J. B. Metzlersche Verlagsbuchhandlung, 1989. 363 s. ISBN 3476006727

Course completion requirements:

reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).

The assessment:

A (100 - 91%, excellent - outstanding);

B (90 - 81%, very good - above average standard);

C (80 - 73%, good - normal reliable work);

D (72 - 66%, satisfactory - acceptable results);

E (65 - 60%, satisfactory - results meet minimum criteria);

Fx (59 - 0%, inadequate - extra work required).

Excellent: precise formulation of the purpose of the work, clear and logical argumentation, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation, differentiated language, correct use of technical terms, minimal grammatical, orthographic and stylistic errors, consideration of a large amount of literature, formally correct editing (adherence to citation standards, etc.), good grades (excellent), excellent ability to independently present the results of work and incorporate comments, active participation in discussions/analyses of literary works, independent problem solving, independent, creative work during the semester.

Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to present the results of the thesis independently and to incorporate comments from the oral presentation of the thesis, active participation in discussions/analyses of literary works, independent problem-solving, and self-created work during the semester.

Good: average treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), correct use of technical terms, grammatically, orthographically, stylistically at a good level. ), good ability to independently present the results of work and incorporate comments, participation in discussions/analyses of literary works, independent problem solving during the semester.

Satisfactory: only a rough outline of the problem to be solved, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, a greater number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, infrequent participation in discussions/analyses of literary works and in group work during the semester.

Sufficient: results treat the chosen topic superficially and without own contribution by mechanically reading from various sources, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of little secondary literature, insufficient ability to present theoretical knowledge independently, passive participation in discussions/analyses of literary works and group work during the semester.

Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, weak or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies. Failure to engage in discussions and group work during the semester.

German

Course outcomes of subject (content):

Literature for children and young people - subject matter - definitions - literature for children and young people in foreign language teaching. Genres: lyric for children and young people; picture book; fairy tale; short story; fantastic prose for children and young people - short story - novella; realistic prose for children and young people; adolescent novel; adventurous prose; comics; magazines for children.

reading of primary literature texts is required (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions/analyses: 30 points, preparation/presentation of a paper: 30 points, seminar paper: 40 points (100/0).