Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance elarning
Number of hours: 5 per semester
Student workload: 75 hours in total
classes: 5 h (as a combination of in-person and online teaching), continuous home preparation for class (revision, study of terminology, homework) = 30 h, preparation for the mid-term test =15 h, theoretical and practical preparation for the final test = 25 h
Teaching methods:
Explanation of the material linked to discussion of the topic, interview method, students working in groups depending on the topic (smaller, larger groups), use of practical examples to apply the theoretical knowledge acquired during lessons and self-study, students searching for practical examples and using them in lessons - discussions, analyses
Compulsory readings:
LANČARIČ, D. (2012). Elements of Linguistics. Bratislava: Z-F LINGUA.
REPKA, R. (2008). A Student´s Introduction to the Study of the English Language. Bratislava: Z-F LINGUA.
Recommended readings:
AITCHINSON, J. (1995). Linguistics: An Introduction. Hodder and Stoughton.
LANČARIČ, D. (2012). Selected Chapters from English Linguistics. Bratislava: Z-F LINGUA.
ŠTEKAUER, P. (1993). Essentials of English Linguistics. Prešov: Slovacontact.
VACHEK, J. (1975). Introduction to the Study of English. Praha: SPN.
WIDDOWSON, H. G. (1996). Linguistics. Bristol: Oxford University Press.
none
Course completion requirements:
The student is entitled to an alternative date for the midterm assessment (if he/she has not attended the assessment for health or other serious reasons), but is not entitled to a re-sit in-term assessment date.
Passing the in-term assessment with a minimum of 60% pass rate is a prerequisite for passing the exam.
Continuous assessment (40 percent):
In-term test focused on theoretical knowledge, solving practical tasks
Final assessment (60 percent):
Final test focused on theoretical knowledge, practical problem solving, simple grammatical analysis
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a rich theoretical knowledge of the introduction to the individual linguistic disciplines, can analyse a simple English sentence independently and without error, identify the individual grammatical categories, correctly uses specialist terminology, is familiar with the history of English, can make connections correctly and without the teacher's assistance, correctly understands the relationships between the linguistic disciplines and can name them using the newly learned terminology.
B (excellent performance): The student has a rich theoretical knowledge in the field of introduction to individual linguistic disciplines, can analyse a simple English sentence independently and without serious errors, identify individual grammatical categories, correctly uses specialist terminology, is familiar with the history of English, can correctly state connections, correctly understands the relationships between linguistic disciplines and can name them, using the newly learned terminology.
C (good performance): The student can demonstrate theoretical knowledge of the area of introduction to individual linguistic disciplines, can analyse a simple English sentence independently, makes minor errors in identifying grammatical categories that do not have a major impact on the overall analysis, is familiar with the history of English, makes errors in terminology - expresses himself more in descriptive terms, understands the relationships between individual linguistic disciplines with the help of the teacher.
D (satisfactory performance): The student has sufficient theoretical knowledge in the field of introduction to individual linguistic disciplines, with the help of the teacher can analyse a simple English sentence, identify individual grammatical categories, has mastered professional terminology, can define the basic milestones in the history of English, understands the relationships between linguistic disciplines, can name them and use the basic terminology learnt in the process.
E (sufficient performance): The student has sufficient basic theoretical knowledge in the field of introduction to individual linguistic disciplines, with the active help of the teacher can analyse a simple English sentence, identify basic grammatical categories, is familiar with the basics of the history of English, knows the basic terminology but only with the help of the teacher can find connections, understands the relationships between linguistic disciplines at a sufficient level.
English, Slovak
Course outcomes of subject (content):
Main thematic threads of the course: Definition of general linguistics, definition of language and linguistic sign, functional styles of language, history of English language, structure of English and American studies, standard and non-standard English, geographical varieties of English, phonetics and phonology, lexicology, semantics, pragmatics, grammar, grammatical categories, morphological processes, syntax
Through the above content, the student will become familiar with the supporting linguistic theories and concepts (system, naming unit, communication, sign), grammatical categories (gender, case, tense, aspect, etc.), and grammatical processes (morphological, syntactic). At the same time, the student will acquire basic facts about the different planes and sub-plans of the language and gain a basic understanding of the development of the English language. The student will deepen his/her ability to work with specialized text and to critically analyse information.
The student develops the ability to critically assess the information obtained with regard to its relevance and applicability in practice. The acquired theoretical knowledge is subsequently used in practical activities and by using the stated methods, the student actively works on improving and refining his/her argumentation skills with a view to future pedagogical practice. The student develops the skills of correlating theoretical knowledge, acquires argumentation skills.
Continuous assessment (40 percent):
In-term test focused on theoretical knowledge, solving practical tasks
Final assessment (60 percent):
Final test focused on theoretical knowledge, practical problem solving, simple grammatical analysis
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
During the course, the student will acquire new linguistic terminology, gain an overview of the different linguistic disciplines, plans and sub-plans of language and their characteristics. The student will understand the interplay and nature of relevant linguistic sub-disciplines, gain an overview of the different periods in the development of the English language and understand the focus and orientation of the various linguistic schools, and recognize trends in the development of the English language.
Skills:
The student will learn to work independently with a professional linguistic text. The student will be able to analyse individual linguistic units, using theoretical knowledge, he/she will be able to analyse a simple English sentence independently, he/she will be able to determine grammatical categories of nouns and verbs, he/she will learn how to work with words using examples from everyday communication - morphemic analysis, basic lexical characterisation, determination of word types and sentence articles. They develop analytical-critical thinking as one of the basic characteristics of a future teacher.
Competences:
The student is able to work independently and in a group on grammatical analysis, at the same time he/she is able to present it to colleagues at the required linguistic level, he/she is able to defend and argue his/her claims, he/she develops argumentative competence. The students use interpersonal skills and develop communication skills when presenting their work. They think within the context of the subject, can correlate different linguistic systems and subsystems, do not understand them in a bounded way. They perceive language globally and demonstrate the overall view needed to its understanding.
Type of activities, scope (number of hours) and methods of educational activities:
Form: 8(L+S)
Teaching mode: combined, distance learning
Number of hours: 8 per semester
Student workload: 100 hours in total
Direct teaching = 8 hours (direct teaching), home assignments = 50 hours (studying terminology, preparing homework), reading excerpts from literary works = 5 hours, preparation and participation in a discussion = 7 hours, preparation for the final written test = 30 hours
Teaching methods:
Lecture, dialogic methods (debate, discussion, colloquium), analysis of video recordings (film extracts or relevant social events), heuristic method, students´ presentation of their own conclusions, guided self-study.
Compulsory readings:
JAVORČÍKOVÁ, J. and ŠIPOŠOVÁ, M. (2017). Thinking About Literature: Language, Pedagogical Contexts and Cultural Identity of Literature. Bratislava: Z-F Lingua.
FRANKO, Š. (1994). Theory of Anglophonic Literatures. Prešov: Slovacontact.
Recommended readings:
CUDDON, J. A. (1998; re-edition 2000, 2008) The Penguin Dictionary of Literary Terms and Literary Theory. London: Penguin.
EAGLETON, T. (1994; re-edition 2000). Literary Theory. Minneapolis: University of Minnesota.
JAVORČÍKOVÁ, J. (2009). “K problémom teórie literárnych žánrov: štúdia z komparatívnej genológie”. In Conversatoria Litteraria: miedzynarodowy rocznik naukowy. Roč. 2. Siedlce: Instytut Filologii Polskiej, Akademia Podlaska.
JAVORČÍKOVÁ, J. (2009). “Postmoderný text ako médium významu“. In Mladá veda 2009: humanitné vedy - literárna veda. Banská Bystrica: UMB.
The aforementioned sources are available in Slovak libraries and bookstores.
none
Course completion requirements: (100 points/ percent):
Continuous assessment (40 points/percent):
Participation in the literary-cultural discussion and elaboration of the assigned questions (10 points/10%)
Progress test (30 points/30%)
Participating in a literary-cultural discussion cultivates students’ relationship to literature and reading, as well as critical reflection on specific topics, or literature in general, which they present in written form. Progress tests 1 and 2 during the semester are aimed at determining the level of students´ theoretical knowledge and the ability to apply it practically to a text/literary work, as well as their ability to systematically analyse a literary text, evaluate it critically and form an attitude towards the topic. Alternatively, their ability to process the text creatively for pedagogical application is monitored.
Final assessment (60 points/percent):
Written exam (60 points/60%) measures the level of students´ theoretical knowledge of the subject (such as their awareness of literary terminology and its practical application to a literary text/work, for example).
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent results): The student masters the core knowledge of Anglophone literature and literary theory, as well as the relevant terminology. He/she can identify literary notions in a new text, is aware of the origin and development of literary trends, genres, representative works, the principles of literary criticism and the social and pedagogical contexts of Anglophone literature. He/she understands the context of the origin and development of literary movements and genres and is able to apply all studied terms to a new literary work and text).
B (very good): The student masters the core knowledge of Anglophone literature and literary theory, listed in (A) with less serious errors and inaccuracies, understands the substantial majority of contexts of the origin and development of literary movements and genres, can apply several terms to a new literary work and text).
C (good, reliable work): The student masters a substantial part of the cross-sectional key knowledge of the sub-discipline Anglophone literature and literary theory, with some errors and inaccuracies, understands most of the contexts of the origin and development of literary movements and genres, can apply some terms to a specific new literary work and text).
D (satisfactory results): The student masters a substantial part of core knowledge of Anglophone literature and literary theory, with several errors and inaccuracies, understands some of the contexts of the emergence and development of literary movements and genres. He/she cannot apply some terms to a familiar literary work and text.
E (sufficient performance): The student masters only some core knowledge of Anglophone literature and literary theory, with numerous errors and inaccuracies and partially understands the context of the origin and development of literary movements and genres. He/she can only apply some terms to a familiar literary work and text.
FX (insufficient performance; additional work is required): The student is not aware of the core knowledge of Anglophone literature and literary theory, or his/her knowledge is contextless, with excessive errors and inaccuracies, he/she does not understand the context of the origin and development of literary movements and genres, he/she cannot apply studied terms to a new or familiar literary work and text).
Languages necessary to complete the course: English, Slovak
Course contents:
Epistemology and gnoseology of literature - attributes of the literary text. Linguistic, cultural, social and pedagogical effects of reading fiction. Characteristics of literature and formation of literary genres. Poetry (genre variants, analysis of poetic works). Acoustic attributes of the text – metric system. Tropes. Prose (novel and short story, its structure, characters, narrator, etc.). Drama (genre variants - comedy, tragedy, drama, etc., analysis of dramatic works). Analysis (explication, close reading) and interpretation of literary texts. Methods of writing about literature. Pedagogical implications of the discipline.
Through the aforementioned subject contents and via the aforementioned educational methods, students acquire knowledge, develop their didactic skills and competences corresponding to the bachelor profile of a graduate in the study program English language and literature teaching (combination).
Continuous assessment (40 points/percent):
Participation in the literary-cultural discussion and elaboration of the assigned questions (10 points/10%)
Progress test (30 points/30%)
Participating in a literary-cultural discussion cultivates students’ relationship to literature and reading, as well as critical reflection on specific topics, or literature in general, which they present in written form. Progress tests 1 and 2 during the semester are aimed at determining the level of students´ theoretical knowledge and the ability to apply it practically to a text/literary work, as well as their ability to systematically analyse a literary text, evaluate it critically and form an attitude towards the topic. Alternatively, their ability to process the text creatively for pedagogical application is monitored.
Final assessment (60 points/percent):
Written exam (60 points/60%) measures the level of students´ theoretical knowledge of the subject (such as their awareness of literary terminology and its practical application to a literary text/work, for example).
Objectives and learning outcomes:
This course focuses on the acquisition of the following knowledge, skills and competences, as stipulated in the graduate profile (part: goals of education):
Knowledge:
The student…
- is aware of the core knowledge of the sub-discipline "Anglophone literature and literary theory", i.e. understands literary terminology and the context of the subject,
- has acquired overview of the history, literature, culture and cultural studies of countries where English is used as a mother tongue and is aware of their application in developing his/her intercultural literacy,
- understands the principles upon which the development of basic literary trends in Anglophone and world literature started, knows the cultural and ethnic diversity of Anglophone provenance,
- is aware of the attributes of literary and non-literary texts,
- recognizes the rhetorical characteristics of literary texts, artistic devices, tropes and figures,
- is aware of the development of literary genres of poetry, prose and drama in Anglophone literatures, and understands the diachronic and synchronic relations of genres,
- recognizes representative works of Anglophone literature,
- recognizes the principles of literary criticism,
- is aware of the pedagogical context of literature and implementation of literature to EFL teaching.
Skills:
The student…
- is able to use artistic (primary) and academic (secondary) literary sources,
- is able to apply critical analysis when evaluating selected cultural-social and political phenomena depicted in literary works,
- can analyse the latest knowledge of the discipline, can apply analytical-critical and linguistic thinking, leading to creativity and empathy,
- is cultivating skills to communicate fluently on professional aspects of literature and culture in English at B2 level,
- has acquired digital skills, can search for relevant information in the digital space and work in the digital learning environment Moodle.
Competences:
The student…
- can read and interpret literature (fiction and academic sources) in English,
- is able to argue, present and defend his/her opinions and positions, can communicate effectively in a group and solve professional problems as a part of team,
- knows how to plan and organize his/her education and how to use self-study strategies,
- is aware of self-knowledge strategies leading to deepening of his/her metacognitive awareness.
- has acquired literary and intercultural competences,
- has gained prerequisites for his/her active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching mode: combined, distance learning
Scope (number of hours): 8 hours per semester
Student workload: 100 hours in total
Teaching = 8 hours (combination of in-person and distant teaching), preparation for class (recapitulation, self-study, home assignments) = 39 hours, preparation for the final exam = 25 hours, writing an essay on a chosen topic = 14 hours, preparing a presentation on the topic of the essay = 10 hours, preparing a quiz or a didactic game on the topic of the presentation = 4 hours
Type of activities:
Brief presentation of lecture material, dialogic methods (debates, discussions), brainstorming, idea mapping, didactic games (quizzes, competitions), guided study (work with text, analysis and comprehension assignments)
Compulsory readings
MAUK, D., TONNESSEN, A. T., OAKLAND, J. (2022). American Civilization: An Introduction. 9th ed. London and New York: Routledge.
OAKLAND, J. (2011). British Civilization: An Introduction. 7th ed. London and New York: Routledge.
Recommended readings
BRENNER, G., FORD, M., and SULLIVAN, P. (2007). Celebrate! Holidays in the U.S.A. 2nd edition. https://americanenglish.state.gov/resources/celebrate-holidays-usa
MCDOWALL, D. (1989). An Illustrated History of Britain. Harlow: Longman.
O’CALLAGHAN, B. (2007). An Illustrated History of the USA. Harlow: Pearson Education.
O’DRISCOLL, J. (2009). Britain for Learners of English. Oxford: Oxford University Press.
National archives (America’s founding documents): https://www.archives.gov/founding-docs
U.S. Department of Education: https://www.ed.gov/
Department of Education (UK): https://www.gov.uk/government/organisations/department-for-education
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements
Continuous assessment (40 points/percent):
Essay on the chosen topic (20 points)
Presentation of the chosen topic (10 points)
Quiz or didactic game related to the chosen topic (10 points)
Obtaining a minimum of 60% of the seminar (24 points) is a pre-requisite for the completion of the course.
Final assessment (60 points/percent):
Written exam (60 points)
Grading
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student is able to independently write an essay on the chosen topic, makes excellent use of terminology, explains relevant theoretical knowledge, the work is written with no serious stylistic, spelling and grammatical mistake. The student is able to prepare and deliver a presentation on the chosen topic with maximal clarity and precision of language. The student can independently create and moderate meaningful quizzes for the purposes of education.
B (very good performance): The student is able to write an essay on the chosen topic, makes excellent use of terminology, explains relevant theoretical knowledge. The essay is written with no major (and with a few minor) mistakes of language and contents. The student is able to prepare and deliver a presentation on the chosen topic with minor errors in clarity and language. The student is able to create and moderate meaningful quizzes with minor intervention of the teacher.
C (good, reliable performance): The student is able to write an essay on the chosen topic with maximum two major mistakes, uses correct terminology with minimal inaccuracies. The essay is written in appropriate style and language with few errors in argument. The student is able to prepare and deliver a presentation on the chosen topic with a few errors of language (that do not disturb meaning). The student is able to create and moderate quizzes with the help of the teacher.
D (satisfactory performance): The student is able to write an essay on the chosen topic with 2-4 major mistakes, explains some fundamental theoretical context. The essay is written in an acceptable style and quality of language containing numerous mistakes. The student is able to create and deliver a presentation on the chosen topic with numerous errors of language and argument; the teacher needs to intervene often. The student is able to create and moderate quizzes only with significant intervention of the teacher.
E (sufficient performance): The student can write an essay on the chosen topic with minimal use of terminology and a large number of major mistakes in language use. The essay is written with minimal clarity and many errors of language use. The student is able to create and deliver a presentation on the chosen topic with numerous mistakes of language and minimal indication of cohesion. The student is able to create and moderate quizzes only with substantial help of the teacher.
FX (insufficient performance): The student cannot achieve the essay, is not aware of basic terminology. The paper is not comprehensible. The student is unable to create and present a presentation on the chosen topic, his/her oral delivery is not comprehensible and lacks sense and unity. The student fails to create quizzes.
Languages necessary to complete the course: English, Slovak
Course contents
Geography of the UK and the USA: outline map exercises will deepen students’ knowledge of geography and topography. The comparison of geographical and demographic data will help students to work with different types of information, scholarly texts and digital technologies.
UK and US history: the reading and discussion of historical sources will help students to learn online search strategies and the analysis of historical sources. The discussion of related scholarly studies will enhance students’ analytical skills and understanding the impact of historical events and transformations on societies and culture.
Holidays in the UK and the USA: by means of authentic textual and video materials, students will learn about traditional holidays in the UK and the USA, their history and related social and cultural practices and institutions; they will compare traditions with Slovak ones and explain the difference in terms of history and culture. Through the method of drama, they will illustrate certain holidays.
The educational system in the UK and the USA: students will brainstorm and discuss their own understanding of the current educational system in the UK and the USA, pointing out the differences between the Slovak and Anglo-American educational systems, discussing the positive and negative aspects of these educational systems.
Government in the UK and the USA: students will brainstorm and discuss their own understanding of the system of government in the UK and the USA. Based on the knowledge they have gained about the history of the UK and the USA, they will draw conclusions about how the system of government developed. Through selected speeches of British and US politicians, they will learn about the rhetoric of political speeches, and discuss them in terms of similarities and differences of language and argument. Students will create their own political speech.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor's degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Essay on the chosen topic (20 points)
Presentation of the chosen topic (10 points)
Quiz or didactic game related to the chosen topic (10 points)
Obtaining a minimum of 60% of the seminar (24 points) is a pre-requisite for the completion of the course.
Final assessment (60 points/percent):
Written exam (60 points)
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge
- Upon completion of this course, the student will have a clear understanding of the history, geography, and culture of the United Kingdom and the United States, as well as an understanding of how particular events in history have influenced the formation of Anglophone societies and cultures.
- Students will understand how realia can be implemented in the teaching of the English language (through the creation of a quiz) and how intercultural awareness can be developed through such implementation.
Skills
- Students will develop and improve their foreign language skills at B2–C1 levels (CEFR) in all language skills by working with authentic texts in English, by writing an essay and presenting their work.
- Students will be able to use digital technologies in their presentation with the implementation of audio-visual devices.
Competences
- Students will be able to plan and organise their own learning, which will improve their ability to cope with authentic texts, to find relevant literature, to select relevant information, and to process this information into an essay and presentation.
- Students will be able to defend their opinions and positions as well as to support them with arguments based on scholarly literature, historical sources and the interpretation of the knowledge transmitted in the course.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching method: combined, distance learning
Number of hours: 8 per semester
Student workload: 100 hours in total
Direct teaching = 8 h (a combination of in-person and online teaching), continuous home preparation for the class (revision, homework) = 42 h, preparation for the mid-term test = 20 h, theoretical and practical preparation for the final test (study of theory, practical exercises and exercises) = 30 h
Teaching methods:
Interpretation of material, interviews and discussions, work with text, solving tasks and assignments independently or in groups, problem solving, analysis and evaluation of classmates' partial outputs, application of theoretical knowledge in practice - active work of students in finding authentic examples from language practice, critical analysis
Compulsory readings:
(selected chapters corresponding to the course syllabus)
CLOSE, R. A. (1993). A University Grammar of English: Workbook. London: Longman.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. London: Longman.
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. London: Longman.
Recommended readings:
(selected chapters corresponding to the course syllabus)
BIBER, D., CONRAD, S. and LEECH, G. (2002). Student Grammar of Spoken and Written English. London: Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge: Cambridge University Press.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. London: Longman.
B-ANGex001 Introduction to the Study of the English Language
Course completion requirements:
The student is entitled to sit for the in-semester tests in an alternative date (in case of medical or other compelling reasons); in-semester tests cannot be resat.
I Continuous assessment (40%):
Continuous test containing practical activities and tasks
Final assessment (60%):
Final test aimed at determining the level of theoretical knowledge, development of practical tasks, application of the acquired theoretical knowledge in practical exercises
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student thinks independently in context, links the theoretical knowledge acquired with practical skills. The student has an excellent command of technical terminology and uses it in describing and determining grammatical phenomena. Analyses a simple sentence independently and without the teacher’s help. Independently and correctly determines all grammatical categories of nouns in a previously unknown text, understands and can explain the relationships within a nominal phrase without the teacher's assistance. Can justify his/her practical outcomes using new theoretical knowledge.
B (very good performance): The student thinks independently in context, links acquired theoretical knowledge with practical skills. The student has an appropriate level of knowledge of technical terminology and uses it to describe and determine grammatical phenomena. Analyses a simple sentence with minimal help from the teacher, correctly determines almost all grammatical categories of nouns in a previously unknown text, understands and can explain relationships within a nominal phrase. Can justify their practical output using new theoretical knowledge, makes minor errors in terminology, also relies on descriptive justifications and explanations.
C (good performance): The student can correlate phenomena only with the teacher's help, links some acquired theoretical knowledge with practical skills. He/she has an adequate level of knowledge of technical terminology and uses it to describe and determine grammatical phenomena with the teacher's assistance. With the teacher's help, analyses a simple sentence, correctly determines most grammatical categories of nouns in a previously unknown text, understands and can explain in a simple way the relationships within a nominal phrase. Can justify their practical output with terminological inaccuracies, relying on descriptive justifications and explanations. Has mastery of terminology, has minor problems in linking terminology to practical activities.
D (satisfactory performance): The student can correlate phenomena only with teacher assistance. The student knows basic vocabulary at an appropriate level and, with the teacher's assistance, uses it to describe and determine grammatical phenomena. Relies on the teacher's questions to analyse them. With the teacher's assistance, analyses a simple sentence, correctly determines most grammatical categories of nouns in a previously unknown text, understands and can explain in a simple way the relationships within a nominal phrase. Can justify their practical output with terminological inaccuracies, relying on descriptive justifications and explanations. Has a basic command of terminology but has difficulty linking it to practical activities. Relies on learned procedures and examples to elaborate.
E (sufficient performance): The student understands each grammatical category in isolation, lacks connection to context. The student has a sufficient command of basic vocabulary and, with the active help of the teacher, uses it to describe and determine grammatical phenomena. Relies on the teacher’s questions. Analyses a simple sentence with the teacher’s active assistance, determines grammatical categories of nouns in isolation, determines relationships within a nominal phrase with the help of the teacher’s questions. Relies on descriptive justifications and explanations. Knows basic terminology but has difficulty linking it to practical activities. Relies on learned procedures and examples from classroom lessons to work them out.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Language units, word types, phrases, sentence articles, nominal phrases, nouns, their grammatical categories and structural-functional characteristics, articles, pronouns, adjectives and their structural, syntactic and semantic characteristics.
Through the above content, the student will acquire linguistic terminology relevant to pedagogical grammar. It will systematize the knowledge of the functioning of English grammar acquired in the previous course of introduction to English language learning and systematically develop it further. The student will acquire knowledge of the structural, syntactic and semantic aspects of nominal phrases and their components and will understand their structural-functional characteristics. The student will develop declarative and procedural grammatical knowledge, and will develop comparative-linguistic thinking on the basis of comparing selected phenomena of Slovak and English grammar.
The presentation of didactically processed linguistic grammar is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for the teaching of the phenomena in question.
Continuous assessment (40%):
Continuous test containing practical activities and tasks
Final assessment (60%):
Final test aimed at determining the level of theoretical knowledge, development of practical tasks, application of the acquired theoretical knowledge in practical exercises
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
In the course, the student will consolidate the theoretical knowledge of the hierarchy of language units. The student will be able to identify the different word types and understand the connections between them within a simple sentence. The student will learn the characteristics of nouns, adjectives, articles and pronouns, and will acquire knowledge of all grammatical categories determined for nouns.
Skills:
The student is able to use the acquired theoretical knowledge for practical analysis and analysis of grammatical phenomena, be able to independently develop an analysis of a simple sentence, determine word types and grammatical categories of nouns. The student is able to participate in discussions on the grammatical phenomena discussed and is able to identify and correct the mistakes of his/her classmates. The student critically analyses, problem solves and produces relevant examples from practice, can find and describe the main differences and similarities between grammatical phenomena in Slovak and English. He/she uses own experience of the teaching process and critically analyses appropriate and inappropriate ways of teaching grammar.
Competences:
Students can communicate the results of their work in an appropriate manner, can critically evaluate their own analyses as well as those of classmates with whom they collaborate, and can solve relevant professional issues in a team manner at the appropriate language level B2-C1 CEFR. When working in groups, the student is able to participate in solving assignments and present the result of the work of the whole group. Using theoretical knowledge, they can argue and explain the solutions developed. The student explains grammatical phenomena at the required level and draws attention to more detailed analyses with correctly focused questions, thus creating the prerequisites for his/her own future practice in the field of foreign language education.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous home preparation = 30 hours, preparation for the term tests = 10 hours, preparation for the oral exam = 30 hours
Type of activities:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study
Povinná literatúra:
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century: With Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F Lingua.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. Palgrave Macmillan, Chapters 1–12 (pages 1–223).
Odporúčaná literatúra:
ALEXANDER, M. (2000). A History of English Literature. London: Macmillan.
JAVORČÍKOVÁ, J. (2015, revised edition in 2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Banská Bystrica: Vydavateľstvo Univerzity Mateja Bela – Belianum.
B-ANGex002 (Introduction to the Study of Anglophone Literature)
Course completion requirements
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Grading:
100–95% A, 94–90% B, 89–85%, C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has a core knowledge of the subdiscipline of English literature, and is proficient in representative works and the context of the social and pedagogical implications of Anglophone literature of the period in question. The student understands the significance and impact of literary movements, is aware of fundamental genres, and can apply all the terms studied also to new literary works. The students demonstrates systemic knowledge and its application in the tests. In the oral exam, the student demonstrates comprehensive and systematic knowledge, the ability to independently analyse, interpret, compare and synthesize works.
B (very good performance): The student masters the knowledge of the sub-discipline of English Literature, listed in (A) with minor errors and inaccuracies, understands the vast majority of the significance and impact of literary movements and genres of the period in question. The student demonstrates systemic knowledge and its application, with minor errors, in the term tests. In the oral exam, the student proves complex and systematic knowledge, ability to analyse, interpret, compare and synthesize works independently.
C (good and reliable performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with several errors and inaccuracies, understands most of the significance and impacts of literary movements and genres of the period in question, can apply some terms to specific unfamiliar literary works. The student demonstrates substantial knowledge in the term tests, with several errors. In the oral exam the student demonstrates extensive knowledge and the ability to adequately analyse, interpret, compare, and synthesize most works.
D (satisfactory performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with numerous errors and inaccuracies, understands some of the significance and impacts of literary movements and genres of the period in question, cannot apply some terms to well-known literary works. In the term tests the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam the student demonstrates complex and systematic knowledge and a partial ability to analyse, interpret, compare and synthesize some works.
E (sufficient performance): The student has minimal knowledge of the subdiscipline of English literature, with numerous errors and inaccuracies, understands only some of the significance and impact of literary movements and genres, cannot apply the terms to well-known literary works. The student does not demonstrate substantial knowledge and application of knowledge in the term tests. In the oral exam the student demonstrates unsystematic knowledge, minimal ability to analyse, interpret, compare and partially synthesize some works.
FX (insufficient performance; additional work is required): The student does not know basics of the sub-discipline of English literature, or their knowledge is without context, with numerous errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, cannot apply the studied terms to any literary work. In the term tests, the student fails to demonstrate essential knowledge and its application. In the oral exam, the student fails to demonstrate systematic knowledge, the ability to analyse, interpret, compare and synthesize works.
Languages necessary to complete the course
English, Slovak
Course contents:
Main themes of the course: Literature of the Old and Middle English periods, English Renaissance literature, 17th- century literature and the Enlightenment, the origins and rise of the novel, major representatives of the 18th-century novel, Romanticism in poetry and fiction, the Victorian period and realist fiction. The fin de siècle and the origins of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented in the sub-discipline of "English Literature", i.e. he/she understands the literary terminology and the contextual background of the course.
- The student acquires nuanced knowledge of the history, literature, culture and realities of countries where English is used as a mother tongue and knows their application potential in developing intercultural literacy.
- The student understands the significance and impact of the main literary movements in English (more broadly speaking, Anglophone) literature in the period in question.
- The student learns about the development of literary genres of poetry, prose and drama in English (Anglophone) literature, as well as the diachronic and synchronic relations of genre.
- The student becomes familiar with representative works of English literature of the period in question.
- The student recognises the prosodic features of texts, visual devices, tropes and figures.
- The student becomes familiar with the pedagogical contexts of literature and the educational potentials of teaching English literature.
Skills:
- The student critically evaluates cultural, social and political phenomena portrayed in literary works.
- The student is able to work with fiction (primary) and non-fiction (secondary) literature, and learns about the principles of literary criticism.
- The student can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student develops the skills to communicate fluently on professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, is able to search for relevant information in the digital environment and to work in the digital learning environment Moodle.
- The student learns how to work with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions, communicate effectively in a group and solve professional problems as a team.
- The student can plan and organise his/her own learning, use self-study strategies.
- The student masters self-knowledge strategies leading to deepening metacognitive awareness.
- The student gains intercultural competences.
- The student develops the prerequisites for active involvement in professional life
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous home preparation = 30 hours, preparation for the term tests = 10 hours, preparation for the oral exam = 30 hours
Type of activities:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study
Povinná literatúra:
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century: With Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F Lingua.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. Palgrave Macmillan, Chapters 1–12 (pages 1–223).
Odporúčaná literatúra:
ALEXANDER, M. (2000). A History of English Literature. London: Macmillan.
JAVORČÍKOVÁ, J. (2015, revised edition in 2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Banská Bystrica: Vydavateľstvo Univerzity Mateja Bela – Belianum.
B-ANGex002 (Introduction to the Study of Anglophone Literature)
Course completion requirements
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Grading:
100–95% A, 94–90% B, 89–85%, C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has a core knowledge of the subdiscipline of English literature, and is proficient in representative works and the context of the social and pedagogical implications of Anglophone literature of the period in question. The student understands the significance and impact of literary movements, is aware of fundamental genres, and can apply all the terms studied also to new literary works. The students demonstrates systemic knowledge and its application in the tests. In the oral exam, the student demonstrates comprehensive and systematic knowledge, the ability to independently analyse, interpret, compare and synthesize works.
B (very good performance): The student masters the knowledge of the sub-discipline of English Literature, listed in (A) with minor errors and inaccuracies, understands the vast majority of the significance and impact of literary movements and genres of the period in question. The student demonstrates systemic knowledge and its application, with minor errors, in the term tests. In the oral exam, the student proves complex and systematic knowledge, ability to analyse, interpret, compare and synthesize works independently.
C (good and reliable performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with several errors and inaccuracies, understands most of the significance and impacts of literary movements and genres of the period in question, can apply some terms to specific unfamiliar literary works. The student demonstrates substantial knowledge in the term tests, with several errors. In the oral exam the student demonstrates extensive knowledge and the ability to adequately analyse, interpret, compare, and synthesize most works.
D (satisfactory performance): The student masters a substantial part of the knowledge of the sub-discipline of English literature, with numerous errors and inaccuracies, understands some of the significance and impacts of literary movements and genres of the period in question, cannot apply some terms to well-known literary works. In the term tests the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam the student demonstrates complex and systematic knowledge and a partial ability to analyse, interpret, compare and synthesize some works.
E (sufficient performance): The student has minimal knowledge of the subdiscipline of English literature, with numerous errors and inaccuracies, understands only some of the significance and impact of literary movements and genres, cannot apply the terms to well-known literary works. The student does not demonstrate substantial knowledge and application of knowledge in the term tests. In the oral exam the student demonstrates unsystematic knowledge, minimal ability to analyse, interpret, compare and partially synthesize some works.
FX (insufficient performance; additional work is required): The student does not know basics of the sub-discipline of English literature, or their knowledge is without context, with numerous errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, cannot apply the studied terms to any literary work. In the term tests, the student fails to demonstrate essential knowledge and its application. In the oral exam, the student fails to demonstrate systematic knowledge, the ability to analyse, interpret, compare and synthesize works.
Languages necessary to complete the course
English, Slovak
Course contents:
Main themes of the course: Literature of the Old and Middle English periods, English Renaissance literature, 17th- century literature and the Enlightenment, the origins and rise of the novel, major representatives of the 18th-century novel, Romanticism in poetry and fiction, the Victorian period and realist fiction. The fin de siècle and the origins of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Presentation (40 points/40%) or weekly term tests during the semester (10 tests in total, 40 points/per cent)
Students write weekly tests on the material covered. The tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, to critically evaluate and contextualize it and to creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Final oral exam, which assesses the theoretical knowledge of students, e.g. literary terminology and its application to a literary text, awareness of the broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented in the sub-discipline of "English Literature", i.e. he/she understands the literary terminology and the contextual background of the course.
- The student acquires nuanced knowledge of the history, literature, culture and realities of countries where English is used as a mother tongue and knows their application potential in developing intercultural literacy.
- The student understands the significance and impact of the main literary movements in English (more broadly speaking, Anglophone) literature in the period in question.
- The student learns about the development of literary genres of poetry, prose and drama in English (Anglophone) literature, as well as the diachronic and synchronic relations of genre.
- The student becomes familiar with representative works of English literature of the period in question.
- The student recognises the prosodic features of texts, visual devices, tropes and figures.
- The student becomes familiar with the pedagogical contexts of literature and the educational potentials of teaching English literature.
Skills:
- The student critically evaluates cultural, social and political phenomena portrayed in literary works.
- The student is able to work with fiction (primary) and non-fiction (secondary) literature, and learns about the principles of literary criticism.
- The student can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student develops the skills to communicate fluently on professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, is able to search for relevant information in the digital environment and to work in the digital learning environment Moodle.
- The student learns how to work with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions, communicate effectively in a group and solve professional problems as a team.
- The student can plan and organise his/her own learning, use self-study strategies.
- The student masters self-knowledge strategies leading to deepening metacognitive awareness.
- The student gains intercultural competences.
- The student develops the prerequisites for active involvement in professional life
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 80 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, word transcription = 10 h, word pronunciation presentation = 10 h, pronunciation of text = 10 h, transcription of short sentences = 7h, theoretical test preparation = 15 h.
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology to teach English pronunciation, perception and imitation of correct pronunciation, correction of fossilized mispronunciations, peer analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory readings:
PAVLÍK, R. (2020). A Practical Course in English Phonetics and Phonology. Bratislava: Z-F Lingua.
PAVLÍK, R. (2019). A Short Introduction to English Phonetics and Phonology. Bratislava: Z-F Lingua.
Recommended readings:
CRUTTENDEN, A. (2014). Gimson’s Pronunciation of English, 8th edition. Abingdon: Routledge.
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
Prerequisites: B-ANGex001 Introduction to the Study of the English Language
Course completion requirements:
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the transcription of 20 English words, but has the option of submitting a re-recorded version 50 English words.
Taking part in the midterm assessment (with any result) is the requirement for being allowed to take the final exam.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can correctly pronounce English speech sounds and words, student makes almost no mistakes while reading a familiar continuous text, student uses word stress and sentence stress correctly, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, student has acquired broad theoretical knowledge of phonetics and phonology.
B (very good performance): The student in most cases pronounces English speech sounds and words correctly, makes only minor pronunciation mistakes when reading a familiar continuous text, can use word and sentence stress correctly, transcribes words and short sentences with only minor errors, his/her pronunciation is fully intelligible, he/she has acquired the necessary knowledge of phonetics and phonology.
C (good, reliable performance): The student has sufficiently mastered the pronunciation of English speech sounds and words, when reading a familiar continuous text, he/she makes occasional pronunciation errors, in some cases cannot use word and sentence stress correctly, he/she transcribes words and short sentences with minor mistakes, his/her pronunciation is intelligible, but bears slight signs of a foreign accent, he has mastered the theoretical phonetic-phonological knowledge;
D (satisfactory performance): The student has satisfactorily mastered the pronunciation of English vowels and words, makes pronunciation errors when reading a familiar continuous text, cannot always use word and sentence accents correctly, transcribes words and short sentences with errors, his pronunciation is understandable, but he bears signs of a foreign accent, has sufficiently mastered the theoretical knowledge of phonetics and phonology.
E (sufficient performance): The student has sufficiently mastered the pronunciation of basic English speech sounds and words, makes pronunciation errors when reading a familiar continuous text, but these do not impede comprehension, sometimes he/she cannot use sentence stress correctly, transcribes words and short sentences with many errors, but can correct these errors with the help of a dictionary, the student's pronunciation is intelligible, but the he/she has a distracting foreign accent, has sufficient but basic theoretical knowledge of phonetics and phonology.
Languages necessary to complete the course:
English
Course contents:
Main themes of the course: Sound level of language, definition of phonetics and phonology, transcription, physiological acoustic and auditory aspects of speech, classification of speech sounds: monophthongs, diphthongs, triphthongs and consonants, pronunciation of suffixes, syllable and syllabic consonants, elision and assimilation, linking, stress, strong and weak forms of English words, suprasegmental phenomena in English and Slovak.
By means of the above content, the student will become familiar with the knowledge of the sound level of the English language, its structural-functional characteristics, learn the ways of applying theoretical knowledge through practicing of English pronunciation, develop his/her foreign language (especially pronunciation, transcription, and listening) skills at the B2-C1 level, can read academic literature in English, learns to work independently and in a team to solve phonetic and phonological questions and problems, can analyse and correct his/her own pronunciation and the pronunciation of his peers.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course the student will acquire new theoretical knowledge in the field of phonetics and phonology of the English language, learn the mechanisms and principles of the formation of speech sounds and their modified forms in continuous speech, understand the nature of suprasegmental phenomena of pronunciation, become familiar with the basic differences between the sound systems of the English and Slovak languages, and learn the theoretical foundations of phonological transcription of words and short sentences.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, and be able to identify basic differences between English and Slovak pronunciation, can effectively transcribe English words and short sentences, learn to use dictionaries and audio-visual technology to correct his/her English pronunciation, apply theoretical knowledge to practical situations, be able to read and critically analyse academic literature, learn strategies for practising correct pronunciation.
Competences:
The student will learn to work independently and in a team to solve phonetic and phonological problems and tasks, be able to communicate on topics related to speech sound production and correct English pronunciation, be able to find and use resources and aids for his/her further self-development and pronunciation correction, will develop the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the terminological apparatus of other linguistic disciplines, can independently and appropriately apply the acquired phonetic-phonological knowledge in the development of his/her communicative competence in the English language.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 80 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, word transcription = 10 h, word pronunciation presentation = 10 h, pronunciation of text = 10 h, transcription of short sentences = 7h, theoretical test preparation = 15 h.
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology to teach English pronunciation, perception and imitation of correct pronunciation, correction of fossilized mispronunciations, peer analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory readings:
PAVLÍK, R. (2020). A Practical Course in English Phonetics and Phonology. Bratislava: Z-F Lingua.
PAVLÍK, R. (2019). A Short Introduction to English Phonetics and Phonology. Bratislava: Z-F Lingua.
Recommended readings:
CRUTTENDEN, A. (2014). Gimson’s Pronunciation of English, 8th edition. Abingdon: Routledge.
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge: Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
Prerequisites: B-ANGex001 Introduction to the Study of the English Language
Course completion requirements:
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the transcription of 20 English words, but has the option of submitting a re-recorded version 50 English words.
Taking part in the midterm assessment (with any result) is the requirement for being allowed to take the final exam.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can correctly pronounce English speech sounds and words, student makes almost no mistakes while reading a familiar continuous text, student uses word stress and sentence stress correctly, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, student has acquired broad theoretical knowledge of phonetics and phonology.
B (very good performance): The student in most cases pronounces English speech sounds and words correctly, makes only minor pronunciation mistakes when reading a familiar continuous text, can use word and sentence stress correctly, transcribes words and short sentences with only minor errors, his/her pronunciation is fully intelligible, he/she has acquired the necessary knowledge of phonetics and phonology.
C (good, reliable performance): The student has sufficiently mastered the pronunciation of English speech sounds and words, when reading a familiar continuous text, he/she makes occasional pronunciation errors, in some cases cannot use word and sentence stress correctly, he/she transcribes words and short sentences with minor mistakes, his/her pronunciation is intelligible, but bears slight signs of a foreign accent, he has mastered the theoretical phonetic-phonological knowledge;
D (satisfactory performance): The student has satisfactorily mastered the pronunciation of English vowels and words, makes pronunciation errors when reading a familiar continuous text, cannot always use word and sentence accents correctly, transcribes words and short sentences with errors, his pronunciation is understandable, but he bears signs of a foreign accent, has sufficiently mastered the theoretical knowledge of phonetics and phonology.
E (sufficient performance): The student has sufficiently mastered the pronunciation of basic English speech sounds and words, makes pronunciation errors when reading a familiar continuous text, but these do not impede comprehension, sometimes he/she cannot use sentence stress correctly, transcribes words and short sentences with many errors, but can correct these errors with the help of a dictionary, the student's pronunciation is intelligible, but the he/she has a distracting foreign accent, has sufficient but basic theoretical knowledge of phonetics and phonology.
Languages necessary to complete the course:
English
Course contents:
Main themes of the course: Sound level of language, definition of phonetics and phonology, transcription, physiological acoustic and auditory aspects of speech, classification of speech sounds: monophthongs, diphthongs, triphthongs and consonants, pronunciation of suffixes, syllable and syllabic consonants, elision and assimilation, linking, stress, strong and weak forms of English words, suprasegmental phenomena in English and Slovak.
By means of the above content, the student will become familiar with the knowledge of the sound level of the English language, its structural-functional characteristics, learn the ways of applying theoretical knowledge through practicing of English pronunciation, develop his/her foreign language (especially pronunciation, transcription, and listening) skills at the B2-C1 level, can read academic literature in English, learns to work independently and in a team to solve phonetic and phonological questions and problems, can analyse and correct his/her own pronunciation and the pronunciation of his peers.
Continuous assessment (40%):
Transcription of words (20%)
Word pronunciation presentation (20 %)
Final assessment (60%):
Text pronunciation presentation (20%)
Transcription of short sentences (15%)
Theoretical test (25%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course the student will acquire new theoretical knowledge in the field of phonetics and phonology of the English language, learn the mechanisms and principles of the formation of speech sounds and their modified forms in continuous speech, understand the nature of suprasegmental phenomena of pronunciation, become familiar with the basic differences between the sound systems of the English and Slovak languages, and learn the theoretical foundations of phonological transcription of words and short sentences.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, and be able to identify basic differences between English and Slovak pronunciation, can effectively transcribe English words and short sentences, learn to use dictionaries and audio-visual technology to correct his/her English pronunciation, apply theoretical knowledge to practical situations, be able to read and critically analyse academic literature, learn strategies for practising correct pronunciation.
Competences:
The student will learn to work independently and in a team to solve phonetic and phonological problems and tasks, be able to communicate on topics related to speech sound production and correct English pronunciation, be able to find and use resources and aids for his/her further self-development and pronunciation correction, will develop the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the terminological apparatus of other linguistic disciplines, can independently and appropriately apply the acquired phonetic-phonological knowledge in the development of his/her communicative competence in the English language.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching mode: combined, distance learning
Number of hours: 8 per semester
Student workload: 125 hours in total
Classes = 8 hours (a combination of in-person teaching and on-line consultations), 52 hours of home preparation (self-study, readings for seminars + assignments), 13 hours of preparation for in-semester assessment (applicational test n. 1), 13 hours of preparation for in-semester assessment (applicational test n. 2), 39 hours of preparation for the final assessment
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD, S. and LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2013). English Grammar: Verbs. Bratislava Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Students Grammar of the English Language. Longman.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. CUP.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGex001 Introduction to the Study of the English Language
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate, and apply construction features and semantics of English definite and indefinite verb phrases; analyse the communicative specifics of their use; correctly identify, demonstrate, and apply a wide range of types and degrees of modality; demonstrate aspects of their realization and meaning, and reliably resolve controversial situations; can reliably distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are rare; at the application level, the student can experiment with specific (non-prototypical) mappings to meet intended communicative goals creatively and appropriately; when working with a text, a student can explain them, prove the validity of their use; the student can explain, apply and evaluate the use of specific aspects of the system of voice; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can compare, distinguish and illustrate the individual morpho-syntactic features and semantics of each type of subjunctive; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can identify, explain and apply most of English definite and indefinite verb phrases reliably and can demonstrate the mechanics of their construction, semantics and communicative aspects; can correctly identify, demonstrate and apply a wide range of types and degrees of modality and can demonstrate aspects of its realisation and meaning; can distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are almost non-existent, the production reflects the application of specific (non-prototypical) mappings guided by the intended communicative goals; when working with a text, the student can explain and prove the validity of their use and experiment with them; can explain, apply and evaluate the use of specific aspects of the verb voice system; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can describe them clearly and give appropriate examples; can illustrate and compare the morpho-syntactic features and semantics of the different types of subjunctive; presented theoretical knowledge and its application is at an above-standard level.
C (good, reliable performance): The student can recognize and describe the frequent types of English definite and indefinite verb phrases and can demonstrate the mechanics of their construction and semantics; in most cases, the student can correctly demonstrate the type and degree of modality and demonstrate aspects of its realization and meaning; in continuous linguistic production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are minimal; in production, application of specific (non-prototypical) mappings reflects the basic communicative goals; the student can explain them when working with the text and demonstrate the justification for their use; the student can explain, demonstrate and apply the morphosyntactic aspects of the verb voice system; the student can outline an analysis of the linguistic characteristics of auxiliary verbs; can describe them comprehensibly and give appropriate examples; can demonstrate and apply the morpho-syntactic requisites and semantics of the various types of subjunctive; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize and describe structurally frequent types of English definite and indefinite verb phrases; can mostly correctly discuss the type and degree of modality and explain meaning in basic usage; in continuous language production, errors in basic mappings of form (structure) and temporal meaning (semantics) are rare but observable; in production, specific (non-prototypical) mappings are less frequent; when working with a text, the student can recognise, explain and demonstrate them, although at the level of application inaccuracies are existent; the student has adequate knowledge of the morphosyntactic aspects of the verb voice system, the student can explain the basics of the linguistic characteristics of auxiliary verbs; can describe basic morpho-syntactic requisites and semantics of the individual types of subjunctive; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognize the most frequent types of English definite and indefinite verb phrases; can mostly correctly identify the type and degree of modality and define its meaning in basic uses; in continuous linguistic production, the student makes occasional errors in the basic mappings of form (structure) and temporal meaning (semantics); in production, specific (non-prototypical) relations are characterised by low frequency; when working with a text, the student can reproduce them, describe them in general terms and give contextually appropriate examples; the application suffers from increased error rate; the student has adequate knowledge of the basic morphosyntactic aspects of the verb voice system; can reproduce the basic linguistic characteristics of auxiliary verbs; can identify and name the basic morpho-syntactic requisites and semantics of individual types of subjunctive; presented theoretical knowledge and its application is at a sufficient level.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Classification of English verbs and their morpho-syntactic, semantic and syntactic characteristics; morpho-syntactic characteristics and semantics of English verb phrases governed by modal verbs; morpho-syntactic characteristics and semantics of English verb phrases governed by the verbs do, be and have; morpho-syntax and semantics of verb tense and aspect; morpho-syntax and basic functions of verb voice; morpho-syntax and semantics of verb mood; morpho-syntactic characteristics of adverbs and their semantics
Through the above content, the student will become familiar with the structural-functional characteristics of English verb forms and adverbs, recognize the basic structural features of English verb phrases and adverbs, develop metalinguistic awareness through which they will be able to identify correct, sub-optimal and incorrect realizations of a verb phrase with respect to its syntactic and hyper-syntactic environment, critically analyse them and be able to suggest an appropriate method of modification; by applying theoretical knowledge in problem-based tasks, the student develops the ability of analytical thinking and argumentation in English; by working with a professional text in English, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the morpho-syntax of English verbs and adverbs based on structural-functional and cognitive linguistics;
- will be able to demonstrate the organization of the English verb phrase and its formal characteristics;
- will be able to identify, describe and give examples of verb phrases according to the discursive requirements of continuous speech (text);
- will understand the nature of the relationship between form (structure) and temporal meaning (semantics) and is able to combine forms and functions into secondary, non-prototypical mappings;
- will be able to distinguish between different types of modality and to contrast their structural and semantic specificities;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004).
Skills:
Upon successful completion of this course, the student:
- will be able to analyse the structure and function of English verb forms, verb phrases and constructions containing adverbs from a variety of perspectives;
- will be able to produce sentences in which the morpho-syntax of the verb phrase and the adverbial phrase corresponds to the desired semantics,
- will be able to demonstrate semantic contradictions based on the ability to discriminate the structural aspects of an English verb phrase, identifies contradictions of a semantic nature and suggests an appropriate modification,
- will be able to reflect the basic differences between English and Slovak verbs, will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession;
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching mode: combined, distance learning
Number of hours: 8 per semester
Student workload: 125 hours in total
Classes = 8 hours (a combination of in-person teaching and on-line consultations), 52 hours of home preparation (self-study, readings for seminars + assignments), 13 hours of preparation for in-semester assessment (applicational test n. 1), 13 hours of preparation for in-semester assessment (applicational test n. 2), 39 hours of preparation for the final assessment
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD, S. and LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2013). English Grammar: Verbs. Bratislava Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Students Grammar of the English Language. Longman.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. CUP.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGex001 Introduction to the Study of the English Language
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate, and apply construction features and semantics of English definite and indefinite verb phrases; analyse the communicative specifics of their use; correctly identify, demonstrate, and apply a wide range of types and degrees of modality; demonstrate aspects of their realization and meaning, and reliably resolve controversial situations; can reliably distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are rare; at the application level, the student can experiment with specific (non-prototypical) mappings to meet intended communicative goals creatively and appropriately; when working with a text, a student can explain them, prove the validity of their use; the student can explain, apply and evaluate the use of specific aspects of the system of voice; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can compare, distinguish and illustrate the individual morpho-syntactic features and semantics of each type of subjunctive; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can identify, explain and apply most of English definite and indefinite verb phrases reliably and can demonstrate the mechanics of their construction, semantics and communicative aspects; can correctly identify, demonstrate and apply a wide range of types and degrees of modality and can demonstrate aspects of its realisation and meaning; can distinguish between prototypical and specific (non-prototypical) mappings of form (structure) and temporal meaning (semantics) within a verb phrase; in continuous language production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are almost non-existent, the production reflects the application of specific (non-prototypical) mappings guided by the intended communicative goals; when working with a text, the student can explain and prove the validity of their use and experiment with them; can explain, apply and evaluate the use of specific aspects of the verb voice system; can analyse and demonstrate the use of auxiliary verbs and their specific features on the basis of their linguistic characteristics; can describe them clearly and give appropriate examples; can illustrate and compare the morpho-syntactic features and semantics of the different types of subjunctive; presented theoretical knowledge and its application is at an above-standard level.
C (good, reliable performance): The student can recognize and describe the frequent types of English definite and indefinite verb phrases and can demonstrate the mechanics of their construction and semantics; in most cases, the student can correctly demonstrate the type and degree of modality and demonstrate aspects of its realization and meaning; in continuous linguistic production, errors in the basic mappings of form (structure) and temporal meaning (semantics) are minimal; in production, application of specific (non-prototypical) mappings reflects the basic communicative goals; the student can explain them when working with the text and demonstrate the justification for their use; the student can explain, demonstrate and apply the morphosyntactic aspects of the verb voice system; the student can outline an analysis of the linguistic characteristics of auxiliary verbs; can describe them comprehensibly and give appropriate examples; can demonstrate and apply the morpho-syntactic requisites and semantics of the various types of subjunctive; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize and describe structurally frequent types of English definite and indefinite verb phrases; can mostly correctly discuss the type and degree of modality and explain meaning in basic usage; in continuous language production, errors in basic mappings of form (structure) and temporal meaning (semantics) are rare but observable; in production, specific (non-prototypical) mappings are less frequent; when working with a text, the student can recognise, explain and demonstrate them, although at the level of application inaccuracies are existent; the student has adequate knowledge of the morphosyntactic aspects of the verb voice system, the student can explain the basics of the linguistic characteristics of auxiliary verbs; can describe basic morpho-syntactic requisites and semantics of the individual types of subjunctive; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognize the most frequent types of English definite and indefinite verb phrases; can mostly correctly identify the type and degree of modality and define its meaning in basic uses; in continuous linguistic production, the student makes occasional errors in the basic mappings of form (structure) and temporal meaning (semantics); in production, specific (non-prototypical) relations are characterised by low frequency; when working with a text, the student can reproduce them, describe them in general terms and give contextually appropriate examples; the application suffers from increased error rate; the student has adequate knowledge of the basic morphosyntactic aspects of the verb voice system; can reproduce the basic linguistic characteristics of auxiliary verbs; can identify and name the basic morpho-syntactic requisites and semantics of individual types of subjunctive; presented theoretical knowledge and its application is at a sufficient level.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Classification of English verbs and their morpho-syntactic, semantic and syntactic characteristics; morpho-syntactic characteristics and semantics of English verb phrases governed by modal verbs; morpho-syntactic characteristics and semantics of English verb phrases governed by the verbs do, be and have; morpho-syntax and semantics of verb tense and aspect; morpho-syntax and basic functions of verb voice; morpho-syntax and semantics of verb mood; morpho-syntactic characteristics of adverbs and their semantics
Through the above content, the student will become familiar with the structural-functional characteristics of English verb forms and adverbs, recognize the basic structural features of English verb phrases and adverbs, develop metalinguistic awareness through which they will be able to identify correct, sub-optimal and incorrect realizations of a verb phrase with respect to its syntactic and hyper-syntactic environment, critically analyse them and be able to suggest an appropriate method of modification; by applying theoretical knowledge in problem-based tasks, the student develops the ability of analytical thinking and argumentation in English; by working with a professional text in English, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the morpho-syntax of English verbs and adverbs based on structural-functional and cognitive linguistics;
- will be able to demonstrate the organization of the English verb phrase and its formal characteristics;
- will be able to identify, describe and give examples of verb phrases according to the discursive requirements of continuous speech (text);
- will understand the nature of the relationship between form (structure) and temporal meaning (semantics) and is able to combine forms and functions into secondary, non-prototypical mappings;
- will be able to distinguish between different types of modality and to contrast their structural and semantic specificities;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004).
Skills:
Upon successful completion of this course, the student:
- will be able to analyse the structure and function of English verb forms, verb phrases and constructions containing adverbs from a variety of perspectives;
- will be able to produce sentences in which the morpho-syntax of the verb phrase and the adverbial phrase corresponds to the desired semantics,
- will be able to demonstrate semantic contradictions based on the ability to discriminate the structural aspects of an English verb phrase, identifies contradictions of a semantic nature and suggests an appropriate modification,
- will be able to reflect the basic differences between English and Slovak verbs, will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession;
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching mode: combined, distance learning
Number of hours: 8 per semester
Student workload: 125 hours in total
Direct teaching = 8 hours (a combination of in-person teaching and on-line consultations), 52 hours of home preparation (self-study, readings for seminars + assignments), 13 hours of preparation for in-semester assessment (applicational test n. 1), 13 hours of preparation for in-semester assessment (applicational test n. 2), 39 hours of preparation for the final assessment
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD and S. LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2015). English Grammar: Syntax. Bratislava: Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Longman.
RAFAJLOVIČOVÁ, R. (2005). A Survey of the English Syntax. Prešov: Prešovská univerzita v Prešove.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. Cambridge University Press.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGex004 English Morphology I; B-ANGex007 English Morphology II
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate and use variations of the English verb order, demonstrate their mechanics, semantics and analyse the discursive circumstances of their use, can correctly categorise the type of agreement, demonstrate aspects of its realisation and reliably resolve controversial situations, can distinguish between the structural and functional characteristics of clause elements, experiment with them and combine them, can explain, apply and evaluate the use of specific aspects of English sentence negation, can reliably resolve the redundancy of linguistic material by applying pro-forms and ellipses with appropriate structural, positional and type characteristics, can compare, distinguish and illustrate among individual types of clauses and subordinate clauses on the basis of their morpho-syntactic features; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can reliably identify, explain, and use most variations of English word order and demonstrate their mechanics, semantics, and discourse requirements; in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization; the student can distinguish between and experiment with the structural and functional characteristics of clause elements, can explain, apply and evaluate the use of specific aspects of English sentence negation, can deal with the redundancy of linguistic material by means of pro-forms and ellipses with appropriate structural, positional and type characteristics, can illustrate and compare the basic morpho-syntactic features of different types of sentences and subordinate clauses
C (good, reliable performance): The student can recognize and explain most of the variations of English word order and demonstrate their mechanics and semantics, in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization, can explain and demonstrate the structural-functional characteristics of clause elements, can explain and demonstrate aspects of English sentence negation, can demonstrate and use pro-forms and ellipses with different structural, positional and type characteristics, can demonstrate the basic morpho-syntactic requisites of different types of clauses and subordinate clauses; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize most of the variations of the English word order, can mostly correctly recognize the type of agreement and explain the aspects of its realization, can recognize and correctly describe the structural-functional characteristics of the basic clause elements, has adequate knowledge of the basic aspects of negation of an English sentence, can classify and give examples of pro-forms and ellipses with different structural, positional and typological characteristics, can describe and explain the basic morpho-syntactic features of individual sentence types and subordinate clauses; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognise the most frequent variations of the English word order, can mostly correctly identify the type of agreement and determine its realisation, can correctly identify the structural-functional characteristics of the basic clause elements, has an adequate command of the basic aspects of negation of an English sentence, can name the different types of pro-forms and ellipses and recognise them according to their structural, positional and type characteristics, can identify and name the basic morpho-syntactic features of individual types of sentences and subordinate clauses; presented theoretical knowledge and its application is at a sufficient level.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Classification of sentences, their structure and function (declarative, interrogative, imperative, exclamative), clause elements and their syntactic features, word order and its variations, agreement (concord), negation (at the level of a clause, clause element, its scope and focus), coordinating and subordinating conjunctions (structure, syntax and semantics).
Through the above content, the student will become familiar with the structural-functional characteristics of individual types of sentences, with the structural features of the English sentence as a whole and its individual components; will develop a metalinguistic awareness, thanks to which they will be able to critically analyse the syntactic level of the linguistic material, identify the correct, sub-optimal and incorrect elements in the grammatical realisation of one's speech, justify their correctness or incorrectness and will be able to propose a method of modification; by applying theoretical knowledge in problem solving tasks, the student develops the ability of analytical thinking and argumentation in the English language; by working with authentic texts in the English language, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuos applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the syntactic features of English sentences based on structural-functional and cognitive linguistics;
- will be able to demonstrate the mechanisms and principles of the formation of different types of sentences in the English language;
- will be able to identify, describe and give examples of variations of the word order according to the discursive requirements of a continuous speech (text);
- will understand the nature of the relationship between form (structure) and function (sentence structure) and be able to combine different forms and functions;
- will be able to distinguish between different types of subordinate clauses according to their structural and semantic characteristics;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004, ANGde007).
Skills:
Upon successful completion of this course, the student:
- will be familiar with the structural and functional units of an English sentence, acquire the ability to analyse the structure of an English sentence from different points of view;
- will be able to produce sentences in accordance with the various principles of English word order,
- will be able to identify errors of a syntactic nature and suggest an appropriate modification;
- will be able to find and describe the main differences and similarities between the syntactic phenomena of Slovak and English language;
- will be able to construct their language production in accordance with the similarities and differences in the composition of English and Slovak sentences; will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 8(L+S)
Teaching mode: combined, distance learning
Number of hours: 8 per semester
Student workload: 125 hours in total
Direct teaching = 8 hours (a combination of in-person teaching and on-line consultations), 52 hours of home preparation (self-study, readings for seminars + assignments), 13 hours of preparation for in-semester assessment (applicational test n. 1), 13 hours of preparation for in-semester assessment (applicational test n. 2), 39 hours of preparation for the final assessment
Teaching methods:
Lecturing, explanation, conversation, discussion, grammatical analysis of short authentic texts, solving tasks and assignments, comparison of grammatical phenomena (structural-functional characteristics) in Slovak and English
Compulsory readings:
BIBER, D., CONRAD and S. LEECH, G. (2003). Student Grammar of Spoken and Written English. Pearson.
LOJOVÁ, G. (2015). English Grammar: Syntax. Bratislava: Z-F LINGUA. (CD)
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Longman.
RAFAJLOVIČOVÁ, R. (2005). A Survey of the English Syntax. Prešov: Prešovská univerzita v Prešove.
VINCE, M. (2013). Macmillan English Grammar in Context: Advanced. Macmillan.
Recommended readings:
BÁZLIK, M. (2011). Gramatika angličtiny – Seminárne úlohy. FiF UK.
BIBER, D., CONRAD and S. LEECH, G. (2003). Grammar of Spoken and Written English: Workbook. Pearson.
CARTER, R. and McCARTHY, M. (2006). Cambridge Grammar of English. Cambridge University Press.
CHALKER, S. (1992). A Student’s English Grammar: Workbook. Longman.
HAIS, K. (1991). Anglická gramatika. Bratislava: SPN.
HEWINGS, M. (1999). Advanced Grammar in Use. Cambridge University Press.
POVOLNÁ, R. (2004). Grammar I. Brno: MUNI.
QUIRK, R. and GREENBAUM, S. (1993). A University Grammar of English. CLOSE, R.A.: Workbook. Longman.
VINCE, M. (2010). Advanced Language Practice. Macmillan.
The sources are available in Slovak bookstores and libraries.
B-ANGex004 English Morphology I; B-ANGex007 English Morphology II
Course completion requirements:
Continuous assessment (40 points/percent):
Continuous applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can reliably explain, demonstrate and use variations of the English verb order, demonstrate their mechanics, semantics and analyse the discursive circumstances of their use, can correctly categorise the type of agreement, demonstrate aspects of its realisation and reliably resolve controversial situations, can distinguish between the structural and functional characteristics of clause elements, experiment with them and combine them, can explain, apply and evaluate the use of specific aspects of English sentence negation, can reliably resolve the redundancy of linguistic material by applying pro-forms and ellipses with appropriate structural, positional and type characteristics, can compare, distinguish and illustrate among individual types of clauses and subordinate clauses on the basis of their morpho-syntactic features; presented theoretical knowledge and its application is at an excellent level.
B (very good performance): The student can reliably identify, explain, and use most variations of English word order and demonstrate their mechanics, semantics, and discourse requirements; in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization; the student can distinguish between and experiment with the structural and functional characteristics of clause elements, can explain, apply and evaluate the use of specific aspects of English sentence negation, can deal with the redundancy of linguistic material by means of pro-forms and ellipses with appropriate structural, positional and type characteristics, can illustrate and compare the basic morpho-syntactic features of different types of sentences and subordinate clauses
C (good, reliable performance): The student can recognize and explain most of the variations of English word order and demonstrate their mechanics and semantics, in most cases, the student can correctly recognize the type of agreement and demonstrate aspects of its realization, can explain and demonstrate the structural-functional characteristics of clause elements, can explain and demonstrate aspects of English sentence negation, can demonstrate and use pro-forms and ellipses with different structural, positional and type characteristics, can demonstrate the basic morpho-syntactic requisites of different types of clauses and subordinate clauses; presented theoretical knowledge and its application is at an expected, appropriate level.
D (satisfactory performance): The student can recognize most of the variations of the English word order, can mostly correctly recognize the type of agreement and explain the aspects of its realization, can recognize and correctly describe the structural-functional characteristics of the basic clause elements, has adequate knowledge of the basic aspects of negation of an English sentence, can classify and give examples of pro-forms and ellipses with different structural, positional and typological characteristics, can describe and explain the basic morpho-syntactic features of individual sentence types and subordinate clauses; presented theoretical knowledge and its application is at a below-average level.
E (sufficient performance): The student can recognise the most frequent variations of the English word order, can mostly correctly identify the type of agreement and determine its realisation, can correctly identify the structural-functional characteristics of the basic clause elements, has an adequate command of the basic aspects of negation of an English sentence, can name the different types of pro-forms and ellipses and recognise them according to their structural, positional and type characteristics, can identify and name the basic morpho-syntactic features of individual types of sentences and subordinate clauses; presented theoretical knowledge and its application is at a sufficient level.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Classification of sentences, their structure and function (declarative, interrogative, imperative, exclamative), clause elements and their syntactic features, word order and its variations, agreement (concord), negation (at the level of a clause, clause element, its scope and focus), coordinating and subordinating conjunctions (structure, syntax and semantics).
Through the above content, the student will become familiar with the structural-functional characteristics of individual types of sentences, with the structural features of the English sentence as a whole and its individual components; will develop a metalinguistic awareness, thanks to which they will be able to critically analyse the syntactic level of the linguistic material, identify the correct, sub-optimal and incorrect elements in the grammatical realisation of one's speech, justify their correctness or incorrectness and will be able to propose a method of modification; by applying theoretical knowledge in problem solving tasks, the student develops the ability of analytical thinking and argumentation in the English language; by working with authentic texts in the English language, the student develops their foreign language skills at the B2-C1 level. The presentation of linguistic grammar adjusted for pedagogical purposes is enriched with suggestions for the use of transfer and prevention of interference from the Slovak language, as well as suggestions for the creation of effective learning strategies and methodological recommendations for teaching the phenomena in question.
Continuous assessment (40 points/percent):
Continuos applicational test 1 (20 points/percent)
Continuous applicational test 2 (20 points/percent)
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). No part of the mid-term assessment can be resat. Class attendance and taking part in the midterm assessment (24+ points (60%)) are the requirements for being allowed to take the final exam.
Final assessment (60 points/percent):
Theoretical written exam or oral exam
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will understand the syntactic features of English sentences based on structural-functional and cognitive linguistics;
- will be able to demonstrate the mechanisms and principles of the formation of different types of sentences in the English language;
- will be able to identify, describe and give examples of variations of the word order according to the discursive requirements of a continuous speech (text);
- will understand the nature of the relationship between form (structure) and function (sentence structure) and be able to combine different forms and functions;
- will be able to distinguish between different types of subordinate clauses according to their structural and semantic characteristics;
- will have a systematised network of knowledge of the functioning of English grammar acquired in practical language courses and in other relevant courses of study (B-ANGde004, ANGde007).
Skills:
Upon successful completion of this course, the student:
- will be familiar with the structural and functional units of an English sentence, acquire the ability to analyse the structure of an English sentence from different points of view;
- will be able to produce sentences in accordance with the various principles of English word order,
- will be able to identify errors of a syntactic nature and suggest an appropriate modification;
- will be able to find and describe the main differences and similarities between the syntactic phenomena of Slovak and English language;
- will be able to construct their language production in accordance with the similarities and differences in the composition of English and Slovak sentences; will be acquainted with the relevant reference grammars and manuals which he will be able to work with for the purpose of their further development and preparation for the performance of their profession
- will be able to apply the theoretical knowledge in the analysis of a coherent authentic text and in their own pedagogical practice;
- will have developed analytical and metalinguistic thinking when working with a linguistic material.
Competences:
Upon successful completion of this course, the student:
- will have developed individual and teamwork skills (through problem solving and morpho-syntactic tasks);
- will be able to communicate their ideas effectively and support their claims with arguments;
- will be able to apply the knowledge of English verbs and adverbs and knowledge from other linguistic disciplines in an interdisciplinary manner;
- will be able to work with an academic text, critically analyse and use them for their further professional development;
- will be able to plan and organise their further learning and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of direct teacher-student contact and communication via the Internet), continuous home study = 24 hours, designing and preparing a lesson plan = 8 hours, microteaching preparation = 4 hours, analysis of video recordings of selected English teaching methods = 4 hours, home study for the final theoretical test = 30 hours
Teaching methods:
Brief explanation of the material, brainstorming and problem solving tasks and assignments, dialogical methods (debate, discussion), analysis of teaching tasks from English language textbooks, simulation, analysis of video recordings, presentation of students’ own views based on introspective analysis of their own (pedagogical) experiences, guided self-study
Compulsory readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
REPKA, R., PČOLINSKÁ, A. and Šipošová, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
ŠIPOŠOVÁ, M and REPKA, R. (2023). Rudiments of English Language Didactics. Bratislava: Z-F Lingua.
Recommended readings:
BROWN, H. D. and LEE, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
HARMER, J. (2007). The Practice of English Language Teaching. 4th edition. Harlow: Pearson.
UR, P. (2012). A Course in English Language Teaching. Cambridge University Press.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student is able to independently create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, he/she is familiar with the complex theoretical background of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and organisational forms of work in teaching.
B (very good performance): The student, with minimal assistance from the teacher, is able to create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, is familiar with several theoretical backgrounds of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and a variety of organisational forms of work in teaching.
C (good performance): The student can create, with the help of the teacher and with minor errors, and teach a part of his/her English-language lesson plan by applying innovative methods of student-centred teaching for any selected ISCED and the relevant language level according to CEFR, knows the basic theoretical background of methods and theories of foreign language teaching with regard to students and the use of the most commonly used teaching tasks and some organisational forms of work in teaching.
D (satisfactory performance): The student can create, only with the intensive help of the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which can be taught with a larger number of deficiencies, partial knowledge of the theoretical background of methods and theories of foreign language teaching, partial knowledge of the basic characteristics of the students and the basic types of teaching tasks and organizational forms of work in teaching.
E (sufficient performance): The student can partially create, only with support and intensive help from the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which he/she can only teach with support from the teacher and with a larger number of deficiencies, partially knows only some theoretical background of methods and theories of foreign language teaching, partially knows some basic characteristics of the students and some basic types of teaching tasks and basic organisational forms of work in teaching.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Basic didactic terminology in comparative English – Slovak language; designing and planning of EFL lesson plans (organizational forms of work, material and technical provision of foreign language teaching); institutional and socio-cultural context of EFL teaching in Slovakia; learner variables; intrinsic and extrinsic motivation in the process of EFL acquisition; the process of learning and teaching English; roles of the teacher; characteristics of theories of English language learning with regard to their psycholinguistic aspects; learning tasks in foreign language teaching; traditional, humanising, activating, innovative and alternative methods of English language teaching (Grammar-Translation Method, Direct Method, AudioLingual Method, Natural Approach, Suggestopedia, TPR, CLIL, Communicative Approach, Post-Communicative Period in Foreign Language Teaching).
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know the social scientific and legislative context of institutional education, they know the theoretical principles of planning and organizing teaching in primary, lower and upper secondary education (ISCED 1 – ISCED3); they know, they can analyse and compare the complex theoretical background of traditional, humanising, activating, innovative and alternative methods of English language teaching and the possibilities of their application in the current educational context in Slovakia; they know the basics of English didactics and the principles of the learner-centred approach; students understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students are familiar with pedagogical documentation and school legislation related to English as a foreign language (EFL) teaching; they are able to analyse and reflect on individual components of foreign language education; they can apply basic pedagogical-psychological theoretical knowledge to educational practice; students have developed elementary didactic skills, can analyse pedagogical situations and propose solutions to common problems in EFL teaching and suggestions for appropriate intervention; students are familiar with relevant didactic publications and materials, can analyse and select them in relation to teaching objectives; students can create an English lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level (A1 – B2) according to CEFR by using a variety of appropriate organisational forms of teaching; students can teach a part of their own lesson plan (microteaching); students can actively use digital technologies to support and make foreign language education more effective.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge; students have developed the foundations of didactic competences and personal prerequisites leading to the humanization of EFL teaching in primary, lower and upper secondary education; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of direct teacher-student contact and communication via the Internet), continuous home study = 24 hours, designing and preparing a lesson plan = 8 hours, microteaching preparation = 4 hours, analysis of video recordings of selected English teaching methods = 4 hours, home study for the final theoretical test = 30 hours
Teaching methods:
Brief explanation of the material, brainstorming and problem solving tasks and assignments, dialogical methods (debate, discussion), analysis of teaching tasks from English language textbooks, simulation, analysis of video recordings, presentation of students’ own views based on introspective analysis of their own (pedagogical) experiences, guided self-study
Compulsory readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
REPKA, R., PČOLINSKÁ, A. and Šipošová, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
ŠIPOŠOVÁ, M and REPKA, R. (2023). Rudiments of English Language Didactics. Bratislava: Z-F Lingua.
Recommended readings:
BROWN, H. D. and LEE, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
HARMER, J. (2007). The Practice of English Language Teaching. 4th edition. Harlow: Pearson.
UR, P. (2012). A Course in English Language Teaching. Cambridge University Press.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student is able to independently create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, he/she is familiar with the complex theoretical background of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and organisational forms of work in teaching.
B (very good performance): The student, with minimal assistance from the teacher, is able to create and teach a part of his/her own English-language lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level according to CEFR, is familiar with several theoretical backgrounds of methods and theories of foreign language teaching with regard to the characteristics of the students and the use of a variety of appropriate teaching tasks and a variety of organisational forms of work in teaching.
C (good performance): The student can create, with the help of the teacher and with minor errors, and teach a part of his/her English-language lesson plan by applying innovative methods of student-centred teaching for any selected ISCED and the relevant language level according to CEFR, knows the basic theoretical background of methods and theories of foreign language teaching with regard to students and the use of the most commonly used teaching tasks and some organisational forms of work in teaching.
D (satisfactory performance): The student can create, only with the intensive help of the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which can be taught with a larger number of deficiencies, partial knowledge of the theoretical background of methods and theories of foreign language teaching, partial knowledge of the basic characteristics of the students and the basic types of teaching tasks and organizational forms of work in teaching.
E (sufficient performance): The student can partially create, only with support and intensive help from the teacher, an English-language lesson plan for any selected ISCED and the relevant language level according to CEFR, part of which he/she can only teach with support from the teacher and with a larger number of deficiencies, partially knows only some theoretical background of methods and theories of foreign language teaching, partially knows some basic characteristics of the students and some basic types of teaching tasks and basic organisational forms of work in teaching.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Basic didactic terminology in comparative English – Slovak language; designing and planning of EFL lesson plans (organizational forms of work, material and technical provision of foreign language teaching); institutional and socio-cultural context of EFL teaching in Slovakia; learner variables; intrinsic and extrinsic motivation in the process of EFL acquisition; the process of learning and teaching English; roles of the teacher; characteristics of theories of English language learning with regard to their psycholinguistic aspects; learning tasks in foreign language teaching; traditional, humanising, activating, innovative and alternative methods of English language teaching (Grammar-Translation Method, Direct Method, AudioLingual Method, Natural Approach, Suggestopedia, TPR, CLIL, Communicative Approach, Post-Communicative Period in Foreign Language Teaching).
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Designing a lesson plan (20 points)
Microteaching (10 points)
Analysis of video recordings of selected English teaching methods (10 points)
The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).
Final assessment (60 points/percent):
Written exam
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know the social scientific and legislative context of institutional education, they know the theoretical principles of planning and organizing teaching in primary, lower and upper secondary education (ISCED 1 – ISCED3); they know, they can analyse and compare the complex theoretical background of traditional, humanising, activating, innovative and alternative methods of English language teaching and the possibilities of their application in the current educational context in Slovakia; they know the basics of English didactics and the principles of the learner-centred approach; students understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students are familiar with pedagogical documentation and school legislation related to English as a foreign language (EFL) teaching; they are able to analyse and reflect on individual components of foreign language education; they can apply basic pedagogical-psychological theoretical knowledge to educational practice; students have developed elementary didactic skills, can analyse pedagogical situations and propose solutions to common problems in EFL teaching and suggestions for appropriate intervention; students are familiar with relevant didactic publications and materials, can analyse and select them in relation to teaching objectives; students can create an English lesson plan by applying innovative student-centred teaching methods for any selected ISCED and the relevant language level (A1 – B2) according to CEFR by using a variety of appropriate organisational forms of teaching; students can teach a part of their own lesson plan (microteaching); students can actively use digital technologies to support and make foreign language education more effective.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge; students have developed the foundations of didactic competences and personal prerequisites leading to the humanization of EFL teaching in primary, lower and upper secondary education; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 (per semester)
Student workload: 50 hours in total
Direct teaching = 5 hours, 23 hours of home preparation, 11 hours of working on short written assignments, 11 hours of writing a final written assignment
Teaching methods:
Monological (brief explanation, instruction), dialogical (polemic, debate, discussion, colloquium), presentation of own views and attitudes, mind games, mind maps, written practical methods, work with text, study of professional text, critical analysis
Compulsory readings:
BOJO, P. (2019). Methodology of Writing Research Texts. Bratislava: Z-F Lingua.
Recommended readings:
(selected chapters according to the teacher’s instructions)
BAILY, S. (2003). Academic Writing. London: Nelson Thornes.
BAILEY, S. (2011). Academic Writing: A Handbook for International Students. London: Routledge.
GLENDINNING, E. H. and HOLSTRÖM, B. (2004). Study Reading: A Course in Reading Skills for Academic Purposes. Cambridge University Press.
MEYERS, A. (2014). Essays to Research Papers. Harlow: Pearson Longman.
O’DELL, F. and BROADHEAD, A. (2008). Objective CAE. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can perform the assigned tasks and elaborate the assignments independently and correctly. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from paragraph to whole. The student cites sources, quotes and paraphrases correctly; writes a complete academic text on a given topic independently and correctly; can make a good use of a large variety of different devices typical of a professional text. The student formulates research objectives and research questions on a given topic without instructor's assistance.
B (very good performance): The student can perform the tasks and develop assignments independently, errors are scarce. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from a paragraph to a whole. The student constructs a complete professional text on a given topic correctly and almost independently, cites sources, quotes and paraphrases correctly with minimal help from the teacher. The student can make suitable use of a large variety of devices of a professional text. The student formulates research objectives and research questions on a given topic with minimal assistance from the teacher
C (good performance): The student can perform the tasks and produce assignments almost independently, although with few errors. The student commands an average vocabulary at the B2-C1 CEFR level and can structure a text logically from the paragraph to the whole with the help of the teacher. The student makes minor errors in the structure of an academic text on a given topic, correctly cites sources used, quotes, paraphrases, but with teacher’s help and formulates research objectives and research questions on a given topic with the teacher's assistance.
D (satisfactory performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands an average vocabulary at the B2-C1 CEFR level. The student is acquainted with the structure and logics of the sequencing of an academic English text, but only with the teacher's help can be this knowledge applied creatively in the production of their own text. The student makes mistakes in the structure of a professional text on a given topic and relies on teacher’s help to cite, quote and paraphrase the sources. The student formulates research objectives and research questions on a given topic with the teacher's assistance.
E (sufficient performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands a sufficient vocabulary at B2-C1 CEFR level. The student is acquainted with theoretical knowledge of the structure and the logics of the sequencing of a professional English text, but only with teacher’s help can the student apply this knowledge in the production of their own text. The student makes minor mistakes in citing sources, when quoting and paraphrasing, the student is reliant on teacher’s assistance. Mistakes in the structure of a professional text on a given topic are present. The student can formulate research objectives and research questions on a given topic, relying on learned procedures.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: The professional text: types, procedures, ethics, plagiarism. Synthesis and paraphrasing. Punctuation in professional text. Citation and citation of sources. Organisation of the text. Research objectives and research questions. Hypotheses. Theoretical framework of students’ works. Abstract and introduction. Research and empirical part of the thesis. Discussion. Conclusion. Resume.
The student will develop the skill of formal and informal writing in English, focusing on mastering the characteristic features of English writing and realizing the negative transfer from the native language. By synthesising the rules for writing a professional work, they will gradually produce their own professional work at the required B2-C1 CEFR level, and will be able to plan and organise the procedures for producing professional work at that level independently. The student applies theoretical knowledge in the creative process of text production. The course combines a process approach to writing in which the student engages invention, comparison, editing with a pragmatic approach to teaching the fundamentals of writing (precise instruction in writing key sentences, statements).
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- knows the differences between formal and informal expression, understands the principles of formal expression in writing.
- knows, at the required level, the formal requirements of a professional text, can distinguish between a professional text and other types of written text, and knows what formal matters are necessary for this type of text.
- knows the formal differences between English and Slovak professional texts.
Skills:
Upon successful completion of this course, the student:
- will have actively learned the whole process of writing a professional text;
- will be able to analyse model professional texts and has actively learned key structures,
- will understand the nature of formal style and can distinguish between formal and informal modes of written expression;
- will have gradually developed skills from writing a paragraph to producing a logically structured cohesive whole;
- will be able to express themselves at the appropriate language level B2-C1 of the CEFR.
Competences:
Upon successful completion of this course, the student:
- will have improved their expressive skills, will be able to critically evaluate their own work;
- will emphasizes their own critical thinking, will be able to analyse the implications of word choice, structures, and techniques used in the creation of a text;
- will be able to plan and logically structure a professional text, demonstrate argumentative skills in English and competence to collaborate and solve tasks in a team in the production of joint creative outputs.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 (per semester)
Student workload: 50 hours in total
Direct teaching = 5 hours, 23 hours of home preparation, 11 hours of working on short written assignments, 11 hours of writing a final written assignment
Teaching methods:
Monological (brief explanation, instruction), dialogical (polemic, debate, discussion, colloquium), presentation of own views and attitudes, mind games, mind maps, written practical methods, work with text, study of professional text, critical analysis
Compulsory readings:
BOJO, P. (2019). Methodology of Writing Research Texts. Bratislava: Z-F Lingua.
Recommended readings:
(selected chapters according to the teacher’s instructions)
BAILY, S. (2003). Academic Writing. London: Nelson Thornes.
BAILEY, S. (2011). Academic Writing: A Handbook for International Students. London: Routledge.
GLENDINNING, E. H. and HOLSTRÖM, B. (2004). Study Reading: A Course in Reading Skills for Academic Purposes. Cambridge University Press.
MEYERS, A. (2014). Essays to Research Papers. Harlow: Pearson Longman.
O’DELL, F. and BROADHEAD, A. (2008). Objective CAE. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can perform the assigned tasks and elaborate the assignments independently and correctly. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from paragraph to whole. The student cites sources, quotes and paraphrases correctly; writes a complete academic text on a given topic independently and correctly; can make a good use of a large variety of different devices typical of a professional text. The student formulates research objectives and research questions on a given topic without instructor's assistance.
B (very good performance): The student can perform the tasks and develop assignments independently, errors are scarce. The student commands a rich vocabulary at the B2-C1 CEFR level and employs it creatively; can structure a text logically from a paragraph to a whole. The student constructs a complete professional text on a given topic correctly and almost independently, cites sources, quotes and paraphrases correctly with minimal help from the teacher. The student can make suitable use of a large variety of devices of a professional text. The student formulates research objectives and research questions on a given topic with minimal assistance from the teacher
C (good performance): The student can perform the tasks and produce assignments almost independently, although with few errors. The student commands an average vocabulary at the B2-C1 CEFR level and can structure a text logically from the paragraph to the whole with the help of the teacher. The student makes minor errors in the structure of an academic text on a given topic, correctly cites sources used, quotes, paraphrases, but with teacher’s help and formulates research objectives and research questions on a given topic with the teacher's assistance.
D (satisfactory performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands an average vocabulary at the B2-C1 CEFR level. The student is acquainted with the structure and logics of the sequencing of an academic English text, but only with the teacher's help can be this knowledge applied creatively in the production of their own text. The student makes mistakes in the structure of a professional text on a given topic and relies on teacher’s help to cite, quote and paraphrase the sources. The student formulates research objectives and research questions on a given topic with the teacher's assistance.
E (sufficient performance): The student can perform the assigned tasks and produce assignments with errors that do not affect the overall understanding of the text. The student commands a sufficient vocabulary at B2-C1 CEFR level. The student is acquainted with theoretical knowledge of the structure and the logics of the sequencing of a professional English text, but only with teacher’s help can the student apply this knowledge in the production of their own text. The student makes minor mistakes in citing sources, when quoting and paraphrasing, the student is reliant on teacher’s assistance. Mistakes in the structure of a professional text on a given topic are present. The student can formulate research objectives and research questions on a given topic, relying on learned procedures.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: The professional text: types, procedures, ethics, plagiarism. Synthesis and paraphrasing. Punctuation in professional text. Citation and citation of sources. Organisation of the text. Research objectives and research questions. Hypotheses. Theoretical framework of students’ works. Abstract and introduction. Research and empirical part of the thesis. Discussion. Conclusion. Resume.
The student will develop the skill of formal and informal writing in English, focusing on mastering the characteristic features of English writing and realizing the negative transfer from the native language. By synthesising the rules for writing a professional work, they will gradually produce their own professional work at the required B2-C1 CEFR level, and will be able to plan and organise the procedures for producing professional work at that level independently. The student applies theoretical knowledge in the creative process of text production. The course combines a process approach to writing in which the student engages invention, comparison, editing with a pragmatic approach to teaching the fundamentals of writing (precise instruction in writing key sentences, statements).
Continuous assessment (50 percent):
Short written assignments (up to 500 words) on specified topics
Final assessment (50 percent):
Final written work on the assigned topic of approximately 500–700 words
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- knows the differences between formal and informal expression, understands the principles of formal expression in writing.
- knows, at the required level, the formal requirements of a professional text, can distinguish between a professional text and other types of written text, and knows what formal matters are necessary for this type of text.
- knows the formal differences between English and Slovak professional texts.
Skills:
Upon successful completion of this course, the student:
- will have actively learned the whole process of writing a professional text;
- will be able to analyse model professional texts and has actively learned key structures,
- will understand the nature of formal style and can distinguish between formal and informal modes of written expression;
- will have gradually developed skills from writing a paragraph to producing a logically structured cohesive whole;
- will be able to express themselves at the appropriate language level B2-C1 of the CEFR.
Competences:
Upon successful completion of this course, the student:
- will have improved their expressive skills, will be able to critically evaluate their own work;
- will emphasizes their own critical thinking, will be able to analyse the implications of word choice, structures, and techniques used in the creation of a text;
- will be able to plan and logically structure a professional text, demonstrate argumentative skills in English and competence to collaborate and solve tasks in a team in the production of joint creative outputs.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, mid-term practical test = 20 h, final practical test = 15 h, final theoretical test = 15 h
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, lexical analysis of short authentic texts, concise comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory reading:
PAVLÍK, R. (2021). A Textbook of English Lexicology I: Word Structure, Word-Formation, Word Meaning. 2nd edition. Bratislava: Z-F Lingua.
Recommended readings:
JACKSON, H. and ZÉ AMVELA, E. (2007). Words, Meaning and Vocabulary. London: Continuum. (Chapters 1 and 4).
LANČARIČ, D. (2016). English Lexicology: Theory and Exercises. Nümbrecht: KIRSCH Verlag. (Chapters 1, 2 and 5)
PLAG, I. (2018). Word-formation in English. 2nd edition. Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can practically recognize individual types of lexemes, can correctly determine the type of motivation of lexical units, can correctly determine the structural-functional characteristics of English words, has a theoretical and practical command of all types of word-formation, can correctly identify various types of meaning and semantic shifts, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation, has a rich theoretical lexical knowledge.
B (very good performance): The student can practically recognize the different types of lexemes, he/she can in most cases correctly identify the type of motivation of lexical units, can identify the structural-functional characteristics of most English words, has a theoretical and practical command of most types of word-formation, can generally correctly identify the different types of meaning and shifts in meaning, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation processes, has a broad theoretical knowledge of the subject.
C (good performance): The student can practically recognize most types of lexemes, can in most cases correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has a theoretical and practical command of the basic types of word-formation, can identify the basic types of meaning and shifts in meaning, has an adequate vocabulary, can identify the basic differences between English and Slovak word-formation, has adequate theoretical knowledge.
D (satisfactory performance). The student can practically recognize most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has adequate command of the basic types of word-formation, can identify the basic types of meaning and semantic shifts, has an adequate vocabulary, can identify the most basic differences between English and Slovak word-formation, has sufficient theoretical knowledge.
E (sufficient performance): The student can practically recognise most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of frequent English words, has adequate knowledge of the basic types of word-formation, knows some types of meaning and some semantic shifts, has a sufficiently large vocabulary, has sufficient lexical theoretical knowledge.
Terms of evaluation
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the mid-term test. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (with any result) are the requirements for being allowed to take the final exam.
Languages necessary to complete the course:
English
Course contents:
Main themes of the course: The focus of lexicology, types of words, the main properties of lexemes, word structure, affixation, compounding and conversion, shortening and blending of words, back-formation, reduplication and lexical ellipsis, marginal types of word-formation, lexical and grammatical meaning, semantic aspects of sentences and utterances, semantic shifts.
By means of the above content, the student will learn about the lexical level of the English language, its structural-functional characteristics, and the ways of applying theoretical knowledge through practice in the analysis of English vocabulary, develops his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2-C1 level, is able to read academic literature in English, learns to work independently and in a team to solve lexical questions and problems, is able to appropriately use the acquired knowledge and skills in the classroom.
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic lexical terminology and will deepen his/her knowledge of the vocabulary of modern English. The student will learn the structural-functional characteristics of the English vocabulary, the theoretical principles of word-formation, and an understanding of word meaning.
Skills:
The student is familiar with the problems of different types of word-formation, can lexically analyse words from different points of view, and form lexemes in accordance with the principles of word-formation, can make practical use of the acquired theoretical knowledge in the analysis of a coherent authentic text, can identify the basic differences between English and Slovak word-formation, learn to use dictionaries and online resources to increase his/her English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and adequate way in practice, he/she has developed strategies for vocabulary acquisition.
Competences:
The student learns to work independently and in a team to solve lexical (word-formation and semantic) problems and tasks, is able to communicate on topics related to the formation and meaning of English words, is able to find and use digital resources and aids useful for further independent development and expansion of his/her vocabulary, develops the ability to analyse and synthesize linguistic material, is familiar with academic literature, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, mid-term practical test = 20 h, final practical test = 15 h, final theoretical test = 15 h
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, lexical analysis of short authentic texts, concise comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory reading:
PAVLÍK, R. (2021). A Textbook of English Lexicology I: Word Structure, Word-Formation, Word Meaning. 2nd edition. Bratislava: Z-F Lingua.
Recommended readings:
JACKSON, H. and ZÉ AMVELA, E. (2007). Words, Meaning and Vocabulary. London: Continuum. (Chapters 1 and 4).
LANČARIČ, D. (2016). English Lexicology: Theory and Exercises. Nümbrecht: KIRSCH Verlag. (Chapters 1, 2 and 5)
PLAG, I. (2018). Word-formation in English. 2nd edition. Cambridge University Press.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student can practically recognize individual types of lexemes, can correctly determine the type of motivation of lexical units, can correctly determine the structural-functional characteristics of English words, has a theoretical and practical command of all types of word-formation, can correctly identify various types of meaning and semantic shifts, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation, has a rich theoretical lexical knowledge.
B (very good performance): The student can practically recognize the different types of lexemes, he/she can in most cases correctly identify the type of motivation of lexical units, can identify the structural-functional characteristics of most English words, has a theoretical and practical command of most types of word-formation, can generally correctly identify the different types of meaning and shifts in meaning, has a broad vocabulary, can identify the basic differences between English and Slovak word-formation processes, has a broad theoretical knowledge of the subject.
C (good performance): The student can practically recognize most types of lexemes, can in most cases correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has a theoretical and practical command of the basic types of word-formation, can identify the basic types of meaning and shifts in meaning, has an adequate vocabulary, can identify the basic differences between English and Slovak word-formation, has adequate theoretical knowledge.
D (satisfactory performance). The student can practically recognize most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of common English words, has adequate command of the basic types of word-formation, can identify the basic types of meaning and semantic shifts, has an adequate vocabulary, can identify the most basic differences between English and Slovak word-formation, has sufficient theoretical knowledge.
E (sufficient performance): The student can practically recognise most of the basic types of lexemes, can mostly correctly identify the type of motivation of lexical units, can correctly identify the structural-functional characteristics of frequent English words, has adequate knowledge of the basic types of word-formation, knows some types of meaning and some semantic shifts, has a sufficiently large vocabulary, has sufficient lexical theoretical knowledge.
Terms of evaluation
The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the mid-term test. Class attendance (maximum of 3 authorized absences, or depending on the situation) and taking part in the midterm assessment (with any result) are the requirements for being allowed to take the final exam.
Languages necessary to complete the course:
English
Course contents:
Main themes of the course: The focus of lexicology, types of words, the main properties of lexemes, word structure, affixation, compounding and conversion, shortening and blending of words, back-formation, reduplication and lexical ellipsis, marginal types of word-formation, lexical and grammatical meaning, semantic aspects of sentences and utterances, semantic shifts.
By means of the above content, the student will learn about the lexical level of the English language, its structural-functional characteristics, and the ways of applying theoretical knowledge through practice in the analysis of English vocabulary, develops his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2-C1 level, is able to read academic literature in English, learns to work independently and in a team to solve lexical questions and problems, is able to appropriately use the acquired knowledge and skills in the classroom.
Continuous assessment (40%)
Mid-term practical test (40%)
Final assessment (60%)
Final practical test (30%)
Final theoretical test (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic lexical terminology and will deepen his/her knowledge of the vocabulary of modern English. The student will learn the structural-functional characteristics of the English vocabulary, the theoretical principles of word-formation, and an understanding of word meaning.
Skills:
The student is familiar with the problems of different types of word-formation, can lexically analyse words from different points of view, and form lexemes in accordance with the principles of word-formation, can make practical use of the acquired theoretical knowledge in the analysis of a coherent authentic text, can identify the basic differences between English and Slovak word-formation, learn to use dictionaries and online resources to increase his/her English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and adequate way in practice, he/she has developed strategies for vocabulary acquisition.
Competences:
The student learns to work independently and in a team to solve lexical (word-formation and semantic) problems and tasks, is able to communicate on topics related to the formation and meaning of English words, is able to find and use digital resources and aids useful for further independent development and expansion of his/her vocabulary, develops the ability to analyse and synthesize linguistic material, is familiar with academic literature, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous home preparation = 15 hours, preparation for the term tests = 16 hours, preparation for the exam = 39 hours
Type of activities:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study
Compulsory readings:
Primary sources according to the course requirements: B. Franklin: Autobiography, selected passages from Poor Richard’s Almanach, Puritan writings from the 17th century, The Declaration of Independence, selected poems by E. Dickinson, W. Whitman and E. A. Poe (The Raven, Anabelle Lee), short stories by Poe (Tell-Tale Heart, The Cask of Amontillado), M. Twain: Adventures of T. Sawyer, Adventures of H. Finn, selected works of turn-of-the-century literature
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava : Z-F LINGUA.
GREY, R. (2011). Brief History of American Literature. London: Wiley-Blackwell.
Recommended readings:
BRADBURY, M. and RULAND, R. (1992). From Puritanism to Postmodernism: A History of American Literature. London: Penguin Books.
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press.
HIGH, P. B. (1986). An Outline of American Literature. Edinburgh: Longman.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student knows the terminology and can apply it to unfamiliar texts, knows the origins and development of literary movements, genres of American literature, representative works, and the social and pedagogical contexts of American and, to some extent, Anglophone literature of the period. The student understands the context and significance of literary movements and genres, can apply all terms to unfamiliar literary works. In the term tests, the student is knowledgeable in the interpretation of texts. In the oral exam, the student demonstrates the ability to creatively interpret, analyse, compare, and synthesize individual works in their theoretical contexts.
B (very good performance): The student is mostly aware of knowledge of the subdiscipline of American Literature listed in (A) with minor errors and inaccuracies, understands the vast majority of literary movements and genres of the period. In the term tests, the student is able to interpret the texts discussed with some minor mistakes. In the oral exam, the student demonstrates the ability to interpret, analyse, compare and synthesize individual works with occasional confusions or mistakes in language.
C (good performance): The student is reliably aware of the core knowledge of the sub-discipline of American literature with several errors and inaccuracies, understands most of the literary movements and genres of the period in question, can apply some terms to some unfamiliar literary works. In the term tests, the student is able to interpret the texts discussed with some major confusions and mistakes in language. In the oral exam, the student demonstrates the ability to partially interpret, analyse, compare, and synthesize most works with some major mistakes.
D (satisfactory performance): The student has some elementary command of the core knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands some of the literary movements and genres of the period in question, cannot apply some terms to a familiar literary work, text. In the term tests, the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare most works.
E (sufficient performance): The student demonstrates some knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands only some of the literary movements and genres, cannot apply terms to a familiar literary work. In the term tests, the student demonstrates minimal ability to interpret the texts discussed. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare some works.
FX (insufficient; additional work is required): The student does not have sufficient core knowledge of the sub-discipline of American Literature, or their knowledge is uncontextualized, with multiple errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, and cannot apply the terms discussed to any familiar or unfamiliar literary work. In the term tests, the student fails to interpret the texts discussed. In the oral exam, the student fails to demonstrate the ability to interpret, analyse and compare works.
Languages necessary to complete the course
English, Slovak
Course contents:
Main themes of the course: Colonial beginnings, the early and late colonial periods, 18th-century political rhetoric, New England Renaissance, Transcendentalism, Romantic prose, Romantic poetry, the Gilded Age, experimentation with various forms of the novel, turn-of-the-century naturalism, psychological realism, emergence of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented to the sub-discipline of American Literature, i.e., understands the literary terminology and contextual background of the course.
- The student has acquired nuanced knowledge of the history, literature and culture of countries where English is used as a first language and knows its application potential in developing intercultural literacy.
- The student understands the significance and impact of the major literary movements in American and more broadly, Anglophone literature during the period in question.
- The student learns about the development of literary genres of poetry, prose, and drama in American and Anglophone literature, and the diachronic and synchronic relations of genres.
- The student is familiar with representative works of American literature.
- The student recognizes the prosodic features of text, imagery, tropes, and figures.
- The student is oriented to the pedagogical contexts of literature and the teaching of American literature of the pre-modern period.
- The student is familiar with the basic methodology of the use of literary text in the pedagogical process.
Skills:
- The student is able to work with fiction (primary) and nonfiction (secondary) literature.
- The student is able to critically analyse the cultural, social and political phenomena represented in literary works.
- The student can apply the principles of literary criticism.
- The student can understand and interpret the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student has developed the skills to communicate fluently about professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, can search for relevant information in digital environments and work in the digital learning environment Moodle.
- The student is familiar with the pedagogical potentials of working with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions.
- The student can plan and organise own learning, use self-study strategies,
- The student learns self-discovery strategies leading to deepening metacognitive awareness.
- The student acquires interpersonal skills, e.g. they can communicate effectively in a group and solve professional problems as a team.
- The student acquires literary and intercultural competences.
- The student develops the prerequisites for active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous home preparation = 15 hours, preparation for the term tests = 16 hours, preparation for the exam = 39 hours
Type of activities:
Brief presentation of lecture material, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), heuristic method, presentation of individual opinions, guided self-study
Compulsory readings:
Primary sources according to the course requirements: B. Franklin: Autobiography, selected passages from Poor Richard’s Almanach, Puritan writings from the 17th century, The Declaration of Independence, selected poems by E. Dickinson, W. Whitman and E. A. Poe (The Raven, Anabelle Lee), short stories by Poe (Tell-Tale Heart, The Cask of Amontillado), M. Twain: Adventures of T. Sawyer, Adventures of H. Finn, selected works of turn-of-the-century literature
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava : Z-F LINGUA.
GREY, R. (2011). Brief History of American Literature. London: Wiley-Blackwell.
Recommended readings:
BRADBURY, M. and RULAND, R. (1992). From Puritanism to Postmodernism: A History of American Literature. London: Penguin Books.
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press.
HIGH, P. B. (1986). An Outline of American Literature. Edinburgh: Longman.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student knows the terminology and can apply it to unfamiliar texts, knows the origins and development of literary movements, genres of American literature, representative works, and the social and pedagogical contexts of American and, to some extent, Anglophone literature of the period. The student understands the context and significance of literary movements and genres, can apply all terms to unfamiliar literary works. In the term tests, the student is knowledgeable in the interpretation of texts. In the oral exam, the student demonstrates the ability to creatively interpret, analyse, compare, and synthesize individual works in their theoretical contexts.
B (very good performance): The student is mostly aware of knowledge of the subdiscipline of American Literature listed in (A) with minor errors and inaccuracies, understands the vast majority of literary movements and genres of the period. In the term tests, the student is able to interpret the texts discussed with some minor mistakes. In the oral exam, the student demonstrates the ability to interpret, analyse, compare and synthesize individual works with occasional confusions or mistakes in language.
C (good performance): The student is reliably aware of the core knowledge of the sub-discipline of American literature with several errors and inaccuracies, understands most of the literary movements and genres of the period in question, can apply some terms to some unfamiliar literary works. In the term tests, the student is able to interpret the texts discussed with some major confusions and mistakes in language. In the oral exam, the student demonstrates the ability to partially interpret, analyse, compare, and synthesize most works with some major mistakes.
D (satisfactory performance): The student has some elementary command of the core knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands some of the literary movements and genres of the period in question, cannot apply some terms to a familiar literary work, text. In the term tests, the student demonstrates some essential knowledge and its application, with numerous errors. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare most works.
E (sufficient performance): The student demonstrates some knowledge of the subdiscipline of American literature with numerous errors and inaccuracies, understands only some of the literary movements and genres, cannot apply terms to a familiar literary work. In the term tests, the student demonstrates minimal ability to interpret the texts discussed. In the oral exam, the student demonstrates the ability to partially interpret, analyse and compare some works.
FX (insufficient; additional work is required): The student does not have sufficient core knowledge of the sub-discipline of American Literature, or their knowledge is uncontextualized, with multiple errors and inaccuracies, does not understand the significance and impact of literary movements and genres of the period in question, and cannot apply the terms discussed to any familiar or unfamiliar literary work. In the term tests, the student fails to interpret the texts discussed. In the oral exam, the student fails to demonstrate the ability to interpret, analyse and compare works.
Languages necessary to complete the course
English, Slovak
Course contents:
Main themes of the course: Colonial beginnings, the early and late colonial periods, 18th-century political rhetoric, New England Renaissance, Transcendentalism, Romantic prose, Romantic poetry, the Gilded Age, experimentation with various forms of the novel, turn-of-the-century naturalism, psychological realism, emergence of modernism.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (40 points/percent):
Mid-term test (20 points/percent)
End-of-term test (20 points/per cent)
The term tests assess students’ ability to cope with literary texts, that is, their ability to systematically analyse a literary text, critically evaluate and contextualize it, or creatively elaborate the text for pedagogical application.
Final assessment (60 points/percent):
Written exam, which assesses students’ theoretical knowledge of the subject, e.g. literary terminology, their practical application to a literary text, and broader context.
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student is oriented to the sub-discipline of American Literature, i.e., understands the literary terminology and contextual background of the course.
- The student has acquired nuanced knowledge of the history, literature and culture of countries where English is used as a first language and knows its application potential in developing intercultural literacy.
- The student understands the significance and impact of the major literary movements in American and more broadly, Anglophone literature during the period in question.
- The student learns about the development of literary genres of poetry, prose, and drama in American and Anglophone literature, and the diachronic and synchronic relations of genres.
- The student is familiar with representative works of American literature.
- The student recognizes the prosodic features of text, imagery, tropes, and figures.
- The student is oriented to the pedagogical contexts of literature and the teaching of American literature of the pre-modern period.
- The student is familiar with the basic methodology of the use of literary text in the pedagogical process.
Skills:
- The student is able to work with fiction (primary) and nonfiction (secondary) literature.
- The student is able to critically analyse the cultural, social and political phenomena represented in literary works.
- The student can apply the principles of literary criticism.
- The student can understand and interpret the latest findings of the discipline, apply analytical-critical and linguistic thinking, leading to creativity and empathy.
- The student has developed the skills to communicate fluently about professional aspects of literature and culture in English at B2 level.
- The student acquires presentation and digital skills, can search for relevant information in digital environments and work in the digital learning environment Moodle.
- The student is familiar with the pedagogical potentials of working with literary texts in English language teaching.
Competences:
- The student is able to read and interpret literature (fiction and non-fiction) in English.
- The student is able to argue, present and defend his/her views and opinions.
- The student can plan and organise own learning, use self-study strategies,
- The student learns self-discovery strategies leading to deepening metacognitive awareness.
- The student acquires interpersonal skills, e.g. they can communicate effectively in a group and solve professional problems as a team.
- The student acquires literary and intercultural competences.
- The student develops the prerequisites for active involvement in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Total number of hours: 75 hours in total
Direct teaching = 5 hrs (combination of direct teaching and internet communication), continuous homework (revision + solving homework tasks) = 27 hrs, retelling of video content = 11 hrs , reading and use of English = 11 hrs, vocabulary test based on video clips = 3.5 hrs, reading and Use of English test, parts 1–4 = 14 hrs, listening comprehension, part 1 = 3.5 hrs
Teaching methods:
Monologic methods (to a minimum extent); explaining mainly lexical structures at the B2-C1 level (CEFR), dialogic teaching (conversation on a pre-defined topic; it thematically and lexically corresponds to the B2-C1 level, the English profile is used as a guide to the language level); methods of inscenation (guided role-playing aimed at practising lexical and grammatical structures at the B2-C1 level); guided self-study (home preparation, working with a text and video recordings)
Compulsory readings:
BROOK-HART, G. and HAINES, S. (2014). Complete Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017) English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
These resources are available in Slovak libraries and bookstores.
none
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to an alternative date for the Continuous assessment. Attendance in class (maximum of 3 excused absences or, depending on the seriousness of the situation) as well as passing the midterm assessment with any result is a prerequisite for taking the examination.
A (excellent performance): The student can independently and correctly perform the assigned tasks and solve assignments. The student can independently and correctly explain English vocabulary without hesitation and can fluently retell a listened or read text using B2-C1 level vocabulary. The student can respond quickly and accurately in the format of the Cambridge First/Advanced exam, can complete information correctly in the time allowed, select the correct information and paraphrase using the given word.
B (very good performance): The student is able to correctly perform the assigned tasks and solve assignments with minimal assistance from the teacher and schoolmates. The student can, with minimal help from the teacher and schoolmates, explain English vocabulary correctly with little hesitation and can fluently retell a listened to or read text using B2-C1 level vocabulary. The student can respond quickly and correctly in the format of the Cambridge First/Advanced exam, can fill in the information correctly in the time allowed, select the correct information and paraphrase using the given word.
C (good performance): The student is able, with the help of the teacher and the schoolmates, to carry out the assigned tasks and solve assignments with minor errors. With the help of the teacher and the schoolmates, the student is able to explain English vocabulary correctly with minor hesitations and is able to retell a listened or read text fluently but with excessive use of compensatory strategies (e.g. fillers) using vocabulary at B2-C1 level. The student can respond with hesitation but largely correctly in the Cambridge First/Advanced exam format, can fill in information in the time allowed with fewer errors, select the correct information and paraphrase using the given word.
D (satisfactory performance): The student can, with intensive help from the teacher and the schoolmates, correctly or with minor errors, perform the assigned tasks and solve assignments. The student can, with intensive help from the teacher and schoolmates, explain English vocabulary with minor errors and considerable hesitation, and can retell a listened to or read text using vocabulary at B2-C1 level with minor errors. The student can respond in the Cambridge First/Advanced exam format with intensive help and minor errors. In the time allowed, the student can fill in the information, select the correct information and paraphrase using the given word, but with making minor errors.
E (sufficient performance): The student can only partially perform the assigned tasks and solve assignments with the support and intensive help of the teacher and the schoolmates. With support and intensive help from the teacher and schoolmates, the student can partially and with considerable hesitation explain vocabulary in English and can retell a listened to or read text using B2-C1 level vocabulary with minor errors. The student can partially respond in the Cambridge First/Advanced exam format and only with support and intensive help can partially fill in the information, select the correct information and paraphrase using the given word in the time allowed.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Complete Advanced, Lessons 1–7: Our People, Mastering Languages, All in the Mind, Just the job!, Dramatic events, Picture yourself, Leisure and entertainment. Cambridge Advanced Listening papers 1–4, Reading and Use of English papers 1–7, Speaking part 1–4.
Through the above content, the student is linguistically prepared to continue his/her studies in the field at Master’s degree, having developed foreign language communication skills at the B2-C1 level. As a result of the applied activities in the course, the student is familiar with the complex theoretical background of traditional, activating, innovative and alternative methods of foreign language teaching. The student knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics. The student is able to argue, present and defend his/her views and opinions.
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Objectives and learning outcomes:
Based on the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student expands his/her vocabulary, will know grammatical and lexical structures at B2-C1 level. The student will know the differences and similarities in the structure and functions of the language means of the mother tongue (Slovak) and the target language (English). The student knows the structural and contextual differences between written and spoken discourse. The student knows language skills and compensatory strategies. The student knows the format of Cambridge examinations
Skills:
The student will be proficient in grammatical and lexical structures at B2-C1 level in spoken and written communication. The student will gain confidence and improve all key (receptive and productive) language skills. The student will be able to analyse an English text in terms of basic phonological, lexical and grammatical language means. The student will be able to describe and compare the main differences and similarities between the linguistic systems of the mother tongue (Slovak) and English. The student will be able to apply the above mentioned aspects in communication. The student will acquire the strategies necessary to pass the Cambridge First and Cambridge Advanced examinations.
Competences:
The student acquires communicative competence in English. The student is able to argue, present and defend his/her opinions and points of view. The student is able to understand a wide range of difficult long sentences and fully recognize their meaning. The student can express ideas in a coherent and spontaneous manner without much obvious searching for expressions. The student is able to use language effectively and flexibly for social, academic and professional purposes, and has developed metacognitive awareness. The student can produce clear, well-structured and detailed oral discourse on complex topics.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Total number of hours: 75 hours in total
Direct teaching = 5 hrs (combination of direct teaching and internet communication), continuous homework (revision + solving homework tasks) = 27 hrs, retelling of video content = 11 hrs , reading and use of English = 11 hrs, vocabulary test based on video clips = 3.5 hrs, reading and Use of English test, parts 1–4 = 14 hrs, listening comprehension, part 1 = 3.5 hrs
Teaching methods:
Monologic methods (to a minimum extent); explaining mainly lexical structures at the B2-C1 level (CEFR), dialogic teaching (conversation on a pre-defined topic; it thematically and lexically corresponds to the B2-C1 level, the English profile is used as a guide to the language level); methods of inscenation (guided role-playing aimed at practising lexical and grammatical structures at the B2-C1 level); guided self-study (home preparation, working with a text and video recordings)
Compulsory readings:
BROOK-HART, G. and HAINES, S. (2014). Complete Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017) English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
These resources are available in Slovak libraries and bookstores.
none
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to an alternative date for the Continuous assessment. Attendance in class (maximum of 3 excused absences or, depending on the seriousness of the situation) as well as passing the midterm assessment with any result is a prerequisite for taking the examination.
A (excellent performance): The student can independently and correctly perform the assigned tasks and solve assignments. The student can independently and correctly explain English vocabulary without hesitation and can fluently retell a listened or read text using B2-C1 level vocabulary. The student can respond quickly and accurately in the format of the Cambridge First/Advanced exam, can complete information correctly in the time allowed, select the correct information and paraphrase using the given word.
B (very good performance): The student is able to correctly perform the assigned tasks and solve assignments with minimal assistance from the teacher and schoolmates. The student can, with minimal help from the teacher and schoolmates, explain English vocabulary correctly with little hesitation and can fluently retell a listened to or read text using B2-C1 level vocabulary. The student can respond quickly and correctly in the format of the Cambridge First/Advanced exam, can fill in the information correctly in the time allowed, select the correct information and paraphrase using the given word.
C (good performance): The student is able, with the help of the teacher and the schoolmates, to carry out the assigned tasks and solve assignments with minor errors. With the help of the teacher and the schoolmates, the student is able to explain English vocabulary correctly with minor hesitations and is able to retell a listened or read text fluently but with excessive use of compensatory strategies (e.g. fillers) using vocabulary at B2-C1 level. The student can respond with hesitation but largely correctly in the Cambridge First/Advanced exam format, can fill in information in the time allowed with fewer errors, select the correct information and paraphrase using the given word.
D (satisfactory performance): The student can, with intensive help from the teacher and the schoolmates, correctly or with minor errors, perform the assigned tasks and solve assignments. The student can, with intensive help from the teacher and schoolmates, explain English vocabulary with minor errors and considerable hesitation, and can retell a listened to or read text using vocabulary at B2-C1 level with minor errors. The student can respond in the Cambridge First/Advanced exam format with intensive help and minor errors. In the time allowed, the student can fill in the information, select the correct information and paraphrase using the given word, but with making minor errors.
E (sufficient performance): The student can only partially perform the assigned tasks and solve assignments with the support and intensive help of the teacher and the schoolmates. With support and intensive help from the teacher and schoolmates, the student can partially and with considerable hesitation explain vocabulary in English and can retell a listened to or read text using B2-C1 level vocabulary with minor errors. The student can partially respond in the Cambridge First/Advanced exam format and only with support and intensive help can partially fill in the information, select the correct information and paraphrase using the given word in the time allowed.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Complete Advanced, Lessons 1–7: Our People, Mastering Languages, All in the Mind, Just the job!, Dramatic events, Picture yourself, Leisure and entertainment. Cambridge Advanced Listening papers 1–4, Reading and Use of English papers 1–7, Speaking part 1–4.
Through the above content, the student is linguistically prepared to continue his/her studies in the field at Master’s degree, having developed foreign language communication skills at the B2-C1 level. As a result of the applied activities in the course, the student is familiar with the complex theoretical background of traditional, activating, innovative and alternative methods of foreign language teaching. The student knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics. The student is able to argue, present and defend his/her views and opinions.
Continuous assessment (100%):
Retelling the content of the video and explaining unfamiliar vocabulary (20%)
Reading and Use of English part 1, multiple choice (20%)
Vocabulary Test, based on vocabulary from video clips (10%)
Reading and Use of English parts 1–4 (multiple choice, filling in the correct expression in the text, word formation, paraphrasing by using the given word) (40%)
Listening, part 1 (multiple choice) (10%)
Objectives and learning outcomes:
Based on the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student expands his/her vocabulary, will know grammatical and lexical structures at B2-C1 level. The student will know the differences and similarities in the structure and functions of the language means of the mother tongue (Slovak) and the target language (English). The student knows the structural and contextual differences between written and spoken discourse. The student knows language skills and compensatory strategies. The student knows the format of Cambridge examinations
Skills:
The student will be proficient in grammatical and lexical structures at B2-C1 level in spoken and written communication. The student will gain confidence and improve all key (receptive and productive) language skills. The student will be able to analyse an English text in terms of basic phonological, lexical and grammatical language means. The student will be able to describe and compare the main differences and similarities between the linguistic systems of the mother tongue (Slovak) and English. The student will be able to apply the above mentioned aspects in communication. The student will acquire the strategies necessary to pass the Cambridge First and Cambridge Advanced examinations.
Competences:
The student acquires communicative competence in English. The student is able to argue, present and defend his/her opinions and points of view. The student is able to understand a wide range of difficult long sentences and fully recognize their meaning. The student can express ideas in a coherent and spontaneous manner without much obvious searching for expressions. The student is able to use language effectively and flexibly for social, academic and professional purposes, and has developed metacognitive awareness. The student can produce clear, well-structured and detailed oral discourse on complex topics.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 hours
Student workload: 75 hours in total
Direct teaching = 5 hours, continuous home preparation (self-study, homework solving) = 30 hours; preparation of 3 seminar papers = 24 hours, preparation for the final test = 16 hours
Teaching methods:
Explanation, guided discussion, group work, brainstorming, heuristic methods, problem-solving tasks, application of theoretical knowledge in practice, introspective analysis of experiences, critical analysis of experienced teaching approaches
Compulsory readings:
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie: prístup zameraný na žiaka. Bratislava: Vydavateľstvo UK.
LOJOVÁ, G. et al. (2011). Využívanie personalizácie vo vyučovaní anglického jazyka v primárnom vzdelávaní. Bratislava: Z-F Lingua.
Recommended readings:
Humanizing language teaching http://www.hltmag.co.uk/index.htm
LOJOVÁ, G. (2017). “Application of Selected Principles of the Learner-centred Approach to English Grammar Teaching”. XLinguea, vol. 10, no. 4, pp. 278–86.
NUNAN, D. (1988). The Learner-centred Curriculum. Cambridge University Press.
ROGERS, C. and FREIBERG, H. J. (1994). Freedom to Learn. New York: Macmillan.
TUDOR, I. (1996). Learner Centredness as Language Education. Oxford University Press.
WEIMER, M. (2013). Learner-Centred Teaching: Five Key Changes To Practice. Jossey Bass.
The publications are available in Slovak libraries and bookshops.
none
Course completion requirements:
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
Languages necessary to complete the course:
English and Slovak
Course contents:
1. Humanisation of English language teaching, traditional and activating approaches – synthesizing and deepening knowledge students create the theoretical foundations of pedagogical skills and competences.
2. Principles of the Learner-centred approach:
2a. Active learning; meaningful, relevant, and personalized learning content – students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions; they discuss possible application of activating and motivating methods, tasks, and activities. They consider the determining impact of intra psychical components on language learning.
2b. Cognitive and affective domains, teacher – learners’ relations, classroom atmosphere, social climate - students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions. They consider the determining impact of social components on language learning as well as the need to respect learners’ individual and developmental differences.
2c. Teacher’s and learners’ roles – students acquire knowledge about humanistic teacher’s roles as a facilitator, partner, and coach as well as learners’ role of autonomous human beings responsible for their own learning. The critical analysis and comparison with traditional roles enable them to understand these roles as a base for the development of relevant skills and competences.
3. Possibilities and constraints on the applications of the Learner-centred approach in English language teaching in Slovakia – based on the synthesis of acquired knowledge, critical analysis, and comparison, students will contemplate the ways of effective application of the approach in English language teaching and of overcoming possible problems and constraints.
Teaching these topics using the methods above significantly contributes to achieving the set goals and learning outcomes listed in the profile of a graduate.
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course concentrates on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students acquire knowledge of the theoretical foundations of traditional, humanistic, and activating methods of foreign language teaching.
They know the principles of the Learner-centred approach, understand their impact on effective English language learning and teaching.
They understand the determining effect of various intra psychical and social factors on language learning and the possibilities of their modification in an educational environment.
Skills:
Students develop basic methodological skills, can analyse pedagogical situations reflecting learners´ emotions and behaviours, from the perspective of the effectiveness of language learning.
They can analyse everyday problems in English language teaching, suggest solutions and appropriate interventions.
Competences:
Students can present, justify, and defend their opinions and attitudes.
They can work with professional texts, select, consolidate, and interpret knowledge autonomously.
They develop metacognitive strategies and awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5(L+S)
Teaching mode: combined, distance learning
Number of hours: 5 hours
Student workload: 75 hours in total
Direct teaching = 5 hours, continuous home preparation (self-study, homework solving) = 30 hours; preparation of 3 seminar papers = 24 hours, preparation for the final test = 16 hours
Teaching methods:
Explanation, guided discussion, group work, brainstorming, heuristic methods, problem-solving tasks, application of theoretical knowledge in practice, introspective analysis of experiences, critical analysis of experienced teaching approaches
Compulsory readings:
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie: prístup zameraný na žiaka. Bratislava: Vydavateľstvo UK.
LOJOVÁ, G. et al. (2011). Využívanie personalizácie vo vyučovaní anglického jazyka v primárnom vzdelávaní. Bratislava: Z-F Lingua.
Recommended readings:
Humanizing language teaching http://www.hltmag.co.uk/index.htm
LOJOVÁ, G. (2017). “Application of Selected Principles of the Learner-centred Approach to English Grammar Teaching”. XLinguea, vol. 10, no. 4, pp. 278–86.
NUNAN, D. (1988). The Learner-centred Curriculum. Cambridge University Press.
ROGERS, C. and FREIBERG, H. J. (1994). Freedom to Learn. New York: Macmillan.
TUDOR, I. (1996). Learner Centredness as Language Education. Oxford University Press.
WEIMER, M. (2013). Learner-Centred Teaching: Five Key Changes To Practice. Jossey Bass.
The publications are available in Slovak libraries and bookshops.
none
Course completion requirements:
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
Languages necessary to complete the course:
English and Slovak
Course contents:
1. Humanisation of English language teaching, traditional and activating approaches – synthesizing and deepening knowledge students create the theoretical foundations of pedagogical skills and competences.
2. Principles of the Learner-centred approach:
2a. Active learning; meaningful, relevant, and personalized learning content – students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions; they discuss possible application of activating and motivating methods, tasks, and activities. They consider the determining impact of intra psychical components on language learning.
2b. Cognitive and affective domains, teacher – learners’ relations, classroom atmosphere, social climate - students activate and widen their knowledge; they introspectively analyse their learning experiences as well as the impact of (in)appropriate interventions. They consider the determining impact of social components on language learning as well as the need to respect learners’ individual and developmental differences.
2c. Teacher’s and learners’ roles – students acquire knowledge about humanistic teacher’s roles as a facilitator, partner, and coach as well as learners’ role of autonomous human beings responsible for their own learning. The critical analysis and comparison with traditional roles enable them to understand these roles as a base for the development of relevant skills and competences.
3. Possibilities and constraints on the applications of the Learner-centred approach in English language teaching in Slovakia – based on the synthesis of acquired knowledge, critical analysis, and comparison, students will contemplate the ways of effective application of the approach in English language teaching and of overcoming possible problems and constraints.
Teaching these topics using the methods above significantly contributes to achieving the set goals and learning outcomes listed in the profile of a graduate.
Continuous assessment (60%):
2 seminar papers: topics adapted to the group and their level of educational-psychological thinking (2 x 20%)
Final seminar paper: “My opinions on learner-centred English language teaching (possibilities and constraints in the Slovak educational context)” (20%)
In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge and stimuli from guided discussions in the classroom, the critical analysis of experienced teaching approaches and the introspective analysis of their impact on the effectiveness of language learning. In addition, some suggestions for effective interventions are provided.
To be allowed to write a final test, students have to achieve min 60% of the continuous assessment (=36%).
Final assessment (40%):
The final test is focused on acquired theoretical knowledge and its application to English language learning and teaching.
The final assessment reflects the level of students’ comprehension of Learner-centred principles; level of their pedagogical-psychological-linguistic and analytical-critical thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, to analyse and solve problems and suggest appropriate intervention.
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course concentrates on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students acquire knowledge of the theoretical foundations of traditional, humanistic, and activating methods of foreign language teaching.
They know the principles of the Learner-centred approach, understand their impact on effective English language learning and teaching.
They understand the determining effect of various intra psychical and social factors on language learning and the possibilities of their modification in an educational environment.
Skills:
Students develop basic methodological skills, can analyse pedagogical situations reflecting learners´ emotions and behaviours, from the perspective of the effectiveness of language learning.
They can analyse everyday problems in English language teaching, suggest solutions and appropriate interventions.
Competences:
Students can present, justify, and defend their opinions and attitudes.
They can work with professional texts, select, consolidate, and interpret knowledge autonomously.
They develop metacognitive strategies and awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: combined, distance learning
Number of hours: 2 per semester
Student workload: 50 hours in total
Direct teaching: 2 h (combined form), home preparation (revision, work with resources): 16 h, preparation for student’s own presentation and discussion (drafting, training, preparation of questions): 13 h, writing final seminar paper: 6 h, preparation for the test: 13 h
Teaching methods:
Presentation of learning material, explanation, brainstorming, dialogic methods (dialogue, discussion) about the given period of history – presenting of student’s own opinion, presentation, analysis and evaluation, student’s individual work, group work, practical application of the acquired knowledge
Compulsory readings:
(Selected chapters by the teacher’s instructions)
BARBER, C., BEAL, J. and SHAW, P. (2012). The English Language. 2nd edition. Cambridge University Press.
JESPERSEN, O. (1905, numerous reprints). Growth and Structure of the English Language. Leipzig: Teubner.
Recommended readings:
(Selected chapters by the teacher’s instructions)
BURNLEY, D. 1992. The History of the English Language. London: Routledge.
PYLES, T. and ALGEO, J. (1993). The Origin and Development of the English Language. Boston: FortWorth.
none
Course completion requirements
Attendance and submission of a presentation of required extent and quality
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has clear knowledge and can present it in his/her own presentation without the teacher’s assistance, can logically and systematically lead a discussion with colleagues, demonstrates excellent presentation skills, logically and constructively summarizes the facts and contexts in his/her final paper.
B (very good performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has thorough knowledge, can present the knowledge in his/her own presentation without the teacher’s assistance with only a minimum of errors (linguistic expressions, presentation skills), The student can logically and systematically lead a discussion with his/her colleagues with a minimum of the teacher’s assistance, demonstrates excellent presentation skills, logically summarises facts and contexts in the final paper.
C (good performance): The student has an overview of the development of the English language, understands and, with help, correlates the changes and their consequences in the different periods, with the help of the teacher, with minor errors in speech, can present his/her knowledge in a presentation, with the teacher’s assistance logically and systematically leads the discussion with colleagues, demonstrates good presentation skills, logically and summarizes the facts and contexts in his/her final paper.
D (satisfactory performance): The student has an overview of the development of the English language, understands the changes and their consequences in the different periods, has clear knowledge, makes mistakes (language, presentation skills) in the presentation (also in writing), with teacher’s assistance, the student leads the discussion with colleagues, satisfactorily manages to summarize the facts and contexts in his/her final paper.
E (sufficient performance): The student has a basic overview of the development of the English language, knows the changes and their consequences in the different periods, demonstrates sufficient knowledge, makes language and presentation skills mistakes in the presentation (also in the written assignments), with the teacher’s assistance the student leads a discussion with colleagues, is able to summarize the studied facts in his/her final paper.
Language necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: The place of English among other languages in the world; Indo-European languages; Scandinavian influence on the development of English; Middle English: Norman and French influence on the development of English; The influence of Greek and Latin on the development of English; The emergence of American English; English as a world language
Through the above content, the student will acquire theoretical knowledge about the development of the English language, he/she will perceive English in the context of other world languages and understand intercultural contexts. Through self-presentation, the student will develop his/her presentation skills, systematic and analytical abilities, and will use knowledge and skills acquired in other courses to discuss issues independently.
The student deepens his/her skills in working with professional texts, selecting relevant information, communicating the information to other students and then processing and critically analysing the information. The student is able to use digital technologies and is familiar with other sub-disciplines of linguistics.
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
The student will gain an overview of the development of the English language and will acquire historical context. The student will gain an overview of the different periods and influences on the development of the language and is familiar with cross-cultural contexts. The student understands the impact of historical events on the development of the English language and is able to relate relevant information learned in previous courses.
Skills:
The student is able to use relevant materials, select information, demonstrate digital skills in creating and presenting his/her work. He/she demonstrates presentation and communication skills in front of an audience, using their own creativity and critical thinking skills. The student develops the skills to communicate fluently at the required B2 – C1 CEFR level and to convey relevant information to the audience.
Competences:
The student can use self-study strategies effectively, he/she develops metacognitive awareness and autonomy. The student actively works with a variety of resources, demonstrates presentation skills in English at the required B2 – C1 CEFR level. He/she can lead a discussion effectively, actively participates in the discussion at the required linguistic level, demonstrates his/her argumentative skills and has personal and affective prerequisites for a humanistic and intercultural approach to the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 2S
Teaching mode: combined, distance learning
Number of hours: 2 per semester
Student workload: 50 hours in total
Direct teaching: 2 h (combined form), home preparation (revision, work with resources): 16 h, preparation for student’s own presentation and discussion (drafting, training, preparation of questions): 13 h, writing final seminar paper: 6 h, preparation for the test: 13 h
Teaching methods:
Presentation of learning material, explanation, brainstorming, dialogic methods (dialogue, discussion) about the given period of history – presenting of student’s own opinion, presentation, analysis and evaluation, student’s individual work, group work, practical application of the acquired knowledge
Compulsory readings:
(Selected chapters by the teacher’s instructions)
BARBER, C., BEAL, J. and SHAW, P. (2012). The English Language. 2nd edition. Cambridge University Press.
JESPERSEN, O. (1905, numerous reprints). Growth and Structure of the English Language. Leipzig: Teubner.
Recommended readings:
(Selected chapters by the teacher’s instructions)
BURNLEY, D. 1992. The History of the English Language. London: Routledge.
PYLES, T. and ALGEO, J. (1993). The Origin and Development of the English Language. Boston: FortWorth.
none
Course completion requirements
Attendance and submission of a presentation of required extent and quality
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has clear knowledge and can present it in his/her own presentation without the teacher’s assistance, can logically and systematically lead a discussion with colleagues, demonstrates excellent presentation skills, logically and constructively summarizes the facts and contexts in his/her final paper.
B (very good performance): The student has an excellent overview of the development of the English language, understands and independently correlates the changes in the individual periods, has thorough knowledge, can present the knowledge in his/her own presentation without the teacher’s assistance with only a minimum of errors (linguistic expressions, presentation skills), The student can logically and systematically lead a discussion with his/her colleagues with a minimum of the teacher’s assistance, demonstrates excellent presentation skills, logically summarises facts and contexts in the final paper.
C (good performance): The student has an overview of the development of the English language, understands and, with help, correlates the changes and their consequences in the different periods, with the help of the teacher, with minor errors in speech, can present his/her knowledge in a presentation, with the teacher’s assistance logically and systematically leads the discussion with colleagues, demonstrates good presentation skills, logically and summarizes the facts and contexts in his/her final paper.
D (satisfactory performance): The student has an overview of the development of the English language, understands the changes and their consequences in the different periods, has clear knowledge, makes mistakes (language, presentation skills) in the presentation (also in writing), with teacher’s assistance, the student leads the discussion with colleagues, satisfactorily manages to summarize the facts and contexts in his/her final paper.
E (sufficient performance): The student has a basic overview of the development of the English language, knows the changes and their consequences in the different periods, demonstrates sufficient knowledge, makes language and presentation skills mistakes in the presentation (also in the written assignments), with the teacher’s assistance the student leads a discussion with colleagues, is able to summarize the studied facts in his/her final paper.
Language necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: The place of English among other languages in the world; Indo-European languages; Scandinavian influence on the development of English; Middle English: Norman and French influence on the development of English; The influence of Greek and Latin on the development of English; The emergence of American English; English as a world language
Through the above content, the student will acquire theoretical knowledge about the development of the English language, he/she will perceive English in the context of other world languages and understand intercultural contexts. Through self-presentation, the student will develop his/her presentation skills, systematic and analytical abilities, and will use knowledge and skills acquired in other courses to discuss issues independently.
The student deepens his/her skills in working with professional texts, selecting relevant information, communicating the information to other students and then processing and critically analysing the information. The student is able to use digital technologies and is familiar with other sub-disciplines of linguistics.
Continuous assignment (100 percent):
Elaboration and presentation of a topic of the student’s choice: 30%
Leading a discussion by the student on the topic of his presentation: 10%
Final seminar paper: 20%
Final test: 40%
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
The student will gain an overview of the development of the English language and will acquire historical context. The student will gain an overview of the different periods and influences on the development of the language and is familiar with cross-cultural contexts. The student understands the impact of historical events on the development of the English language and is able to relate relevant information learned in previous courses.
Skills:
The student is able to use relevant materials, select information, demonstrate digital skills in creating and presenting his/her work. He/she demonstrates presentation and communication skills in front of an audience, using their own creativity and critical thinking skills. The student develops the skills to communicate fluently at the required B2 – C1 CEFR level and to convey relevant information to the audience.
Competences:
The student can use self-study strategies effectively, he/she develops metacognitive awareness and autonomy. The student actively works with a variety of resources, demonstrates presentation skills in English at the required B2 – C1 CEFR level. He/she can lead a discussion effectively, actively participates in the discussion at the required linguistic level, demonstrates his/her argumentative skills and has personal and affective prerequisites for a humanistic and intercultural approach to the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 22 h, 1st practical test = 14 h, 2nd practical test = 15 h, final theoretical test = 19 h
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena (collocations and idioms), pair-work, didactic games, discussion of the topics covered in the class, phraseological analysis of short authentic texts, comparison of the collocations and idioms in English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory reading:
PAVLÍK, R. (2020). English Collocations and Idioms: An Introduction to the Study of Multiword Expressions. Bratislava: Z-F Lingua
Recommended readings:
FERNANDO, C. (1996). Idioms and Idiomaticity. Oxford University Press.
KVETKO, P. (2015). English Idioms: Theory and Applications. Trnava: Univerzita sv. Cyrila a Metoda.
MLACEK, J. (1984). Slovenská frazeológia. 2nd edition. Bratislava: SPN.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a perfect command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows the stylistic properties and emotional colouring of prefabricated expressions in English, can correctly use collocations and idioms in terms of their interpersonal function, knows many translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
B (very good performance): The student has a good command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows their main stylistic features and emotional colouring, can correctly use many collocations and idioms in terms of their interpersonal function, knows the translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
C (good performance): The student knows the basic structural characteristics of English multi-word expressions, can mostly correctly identify the semantic properties of collocations and idioms, knows and uses some of their stylistic properties, can generally correctly use collocations and idioms in terms of their interpersonal function, knows some translation equivalents of English and Slovak multi-word expressions, is ready to apply the theoretical and practical knowledge in the classroom.
D (satisfactory performance): The student knows some basic structural properties of English multi-word expressions, can mostly correctly identify semantic properties of collocations and idioms, can identify some stylistic properties of prefabricated expressions, can mostly correctly use collocations and idioms in terms of their interpersonal function, knows the basic translation equivalents of English and Slovak multi-word expressions, is ready to apply some theoretical and practical knowledge in the classroom.
E (sufficient performance): The student knows some basic structural properties of English multi-word expressions, can identify some semantic properties of collocations and idioms, can recognize stylistic properties of prefabricated expressions but only uses them to a limited extent, can correctly use some collocations and idioms in terms of their interpersonal function, identifies only the basic differences between English and Slovak phraseology, is ready to apply basic theoretical and practical knowledge in a limited way in practice.
Terms of evaluation:
The final grade will be given to those students who have satisfactory attendance (maximum of 3 authorized absences, or depending on the situation) and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the three tests (if he/she has not attended the assessment for medical or other serious reasons), but he/she is not entitled to any re-sits.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: General problems of multi-word expressions, collocations and idioms, formal and semantic properties of collocations, comparison of English and Slovak collocations, classification of idioms, formal and semantic characteristics of idioms, stylistic aspects of idioms, geographical variations of idioms, English and Slovak idioms from the translational point of view
By means of the above content, the student learns about the idiomatic level of the English language, its structural-functional characteristics, learns the ways of applying theoretical knowledge through practice in the analysis of English phraseology, develops his/her foreign language (especially idiomatic) skills and competences at the B2-C1 level, can read academic literature in English, learns to work independently and in a team solving phraseological issues and problems, can appropriately apply the acquired knowledge and skills in practice.
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic phraseological terminology and deepen his/her knowledge of English vocabulary. The student will learn the structural-functional characteristics of English phraseology, the theoretical principles of formal and semantic analysis of English multi-word expressions, the basic contextual determinants of the use of collocations and idioms, the theoretical foundations of the translation of English prefabricated units.
Skills:
The student makes use of different types of multi-word expressions, can analyse collocations and idioms from different perspectives, can practically apply the acquired theoretical knowledge in the analysis of a continuous authentic text, is able to identify linguistic and sociocultural aspects of English phrases, is able to identify the basic differences between English and Slovak word-formation, can use dictionaries and online resources to acquire English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and suitable way, has acquired strategies for vocabulary acquisition.
Competences:
The student will be able to work independently and in a team to solve phraseological problems and tasks, be able to communicate on topics related to the formation and meaning of English collocations and phrases, be able to find and use digital resources and tools for his/her further professional development, can read professional (phraseological) literature, has developed the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 22 h, 1st practical test = 14 h, 2nd practical test = 15 h, final theoretical test = 19 h
Teaching methods:
Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena (collocations and idioms), pair-work, didactic games, discussion of the topics covered in the class, phraseological analysis of short authentic texts, comparison of the collocations and idioms in English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory reading:
PAVLÍK, R. (2020). English Collocations and Idioms: An Introduction to the Study of Multiword Expressions. Bratislava: Z-F Lingua
Recommended readings:
FERNANDO, C. (1996). Idioms and Idiomaticity. Oxford University Press.
KVETKO, P. (2015). English Idioms: Theory and Applications. Trnava: Univerzita sv. Cyrila a Metoda.
MLACEK, J. (1984). Slovenská frazeológia. 2nd edition. Bratislava: SPN.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a perfect command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows the stylistic properties and emotional colouring of prefabricated expressions in English, can correctly use collocations and idioms in terms of their interpersonal function, knows many translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
B (very good performance): The student has a good command of the structural characteristics of English multi-word expressions, can correctly identify the semantic transparency of collocations and idioms, knows their main stylistic features and emotional colouring, can correctly use many collocations and idioms in terms of their interpersonal function, knows the translation equivalents of English and Slovak multi-word expressions, is ready to apply theoretical and practical knowledge in the classroom.
C (good performance): The student knows the basic structural characteristics of English multi-word expressions, can mostly correctly identify the semantic properties of collocations and idioms, knows and uses some of their stylistic properties, can generally correctly use collocations and idioms in terms of their interpersonal function, knows some translation equivalents of English and Slovak multi-word expressions, is ready to apply the theoretical and practical knowledge in the classroom.
D (satisfactory performance): The student knows some basic structural properties of English multi-word expressions, can mostly correctly identify semantic properties of collocations and idioms, can identify some stylistic properties of prefabricated expressions, can mostly correctly use collocations and idioms in terms of their interpersonal function, knows the basic translation equivalents of English and Slovak multi-word expressions, is ready to apply some theoretical and practical knowledge in the classroom.
E (sufficient performance): The student knows some basic structural properties of English multi-word expressions, can identify some semantic properties of collocations and idioms, can recognize stylistic properties of prefabricated expressions but only uses them to a limited extent, can correctly use some collocations and idioms in terms of their interpersonal function, identifies only the basic differences between English and Slovak phraseology, is ready to apply basic theoretical and practical knowledge in a limited way in practice.
Terms of evaluation:
The final grade will be given to those students who have satisfactory attendance (maximum of 3 authorized absences, or depending on the situation) and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the three tests (if he/she has not attended the assessment for medical or other serious reasons), but he/she is not entitled to any re-sits.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: General problems of multi-word expressions, collocations and idioms, formal and semantic properties of collocations, comparison of English and Slovak collocations, classification of idioms, formal and semantic characteristics of idioms, stylistic aspects of idioms, geographical variations of idioms, English and Slovak idioms from the translational point of view
By means of the above content, the student learns about the idiomatic level of the English language, its structural-functional characteristics, learns the ways of applying theoretical knowledge through practice in the analysis of English phraseology, develops his/her foreign language (especially idiomatic) skills and competences at the B2-C1 level, can read academic literature in English, learns to work independently and in a team solving phraseological issues and problems, can appropriately apply the acquired knowledge and skills in practice.
Continuous assessment (100%)
1st practical test (30%)
2nd practical test (30%)
Theoretical test (40 %)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will become familiar with basic phraseological terminology and deepen his/her knowledge of English vocabulary. The student will learn the structural-functional characteristics of English phraseology, the theoretical principles of formal and semantic analysis of English multi-word expressions, the basic contextual determinants of the use of collocations and idioms, the theoretical foundations of the translation of English prefabricated units.
Skills:
The student makes use of different types of multi-word expressions, can analyse collocations and idioms from different perspectives, can practically apply the acquired theoretical knowledge in the analysis of a continuous authentic text, is able to identify linguistic and sociocultural aspects of English phrases, is able to identify the basic differences between English and Slovak word-formation, can use dictionaries and online resources to acquire English vocabulary, is able to read and critically analyse academic literature, is able to use the acquired knowledge in an appropriate and suitable way, has acquired strategies for vocabulary acquisition.
Competences:
The student will be able to work independently and in a team to solve phraseological problems and tasks, be able to communicate on topics related to the formation and meaning of English collocations and phrases, be able to find and use digital resources and tools for his/her further professional development, can read professional (phraseological) literature, has developed the ability to analyse and synthesize linguistic material, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching: 5 (combined form), home preparation (studying for seminars, working on home assignments) = 30 h, preparation for theoretical test 1 = 10 hours, preparation for the theoretical test 2 = 10 hours, analysis of text 1 = 10 hours, analysis of text 2 = 10 hours
Teaching methods:
presentation of the material, explanation, dialogue, discussion, analysis of short texts, completing tasks and assignments.
Compulsory readings:
FLOWERDEW, J. (2013). Discourse in English Language Education. New York: Routledge.
McCARTHY, M. (1991). Discourse Analysis for Language Teachers. Cambridge University Press.
Recommended readings:
(Selected chapters)
BLOMMAERT, J. (2005). Discourse: A Critical Introduction. Cambridge University Press.
CUMMINGS, L. (2005). Pragmatics: A Multidisciplinary Perspective. Edinburgh University Press.
HATCH, E. (1992). Discourse and Language Education. Cambridge University Press.
McCARTHY, M. and CARTER, R. (1994). Language as Discourse. Harlow: Longman.
SWALES, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
The resources are available in the Slovak bookshops and libraries.
none
Course completion requirements:
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70%, E, 69–0% FX
A (excellent performance). The student has thorough knowledge and is able to apply the mechanisms and principles to analyse texts, reliably identifies the genre, register and assesses the level of cohesion and coherence of the text, has an above-standard knowledge of the criteria of textuality, which allows him/her to effectively distinguish between authentic and inauthentic, factual or journalistic text, the student is able to consistently analyse the functional meaning of the individual formal language structures within a broader conversation, is able to effectively apply theoretical knowledge.
B (very good performance): The student has a good command of the mechanisms and principles for analysis of a text, can correctly identify the genre, the register and is able to assess the level of cohesion and coherence of the text, has an excellent knowledge of the criteria of textuality, which enables him/her to distinguish between an authentic and an inauthentic factual or journalistic text, can correctly determine the functional meaning of the individual formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge.
C (good performance): The student knows and applies the mechanisms and principles for the analysis of a text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, has the knowledge of the criteria of textuality, which allows him/her to distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the most of the formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge at an appropriate level.
D (satisfactory performance): The student knows some basic mechanisms and principles for the analysis of a coherent text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, knows several criteria of textuality, which allows him/her to distinguish to some extent between authentic and inauthentic, factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader discourse, is able to effectively apply the basic theoretical knowledge at an acceptable level.
E (sufficient performance): The student knows the basic mechanisms and principles for analysis of the text, can identify the basic types of genres, registers and to some extent assess the level of cohesion and coherence of the text. The student knows the basic criteria of textuality, which allows him/her to partially distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader conversation, is able to apply the basic theoretical knowledge at a lower level.
Language necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Disciplines which concern text and discourse analysis, text and discourse, characteristics of text and textual analysis, qualitative differences between textual analyses at the level of written and spoken text (types of texts, units of written text and its complexity, cultural conventions of written expressions, interaction strategies, conversational principles, etc. ), situationality of the text, intertextuality, acceptability and informativeness of the text, means of lexical cohesion of the text, possible application of the text analysis in grammar, vocabulary and phonology
Through the above content, the student will learn about the interaction of the different linguistic patterns and the speaker's intention in the broader discourse, the characteristics of written and spoken text and different approaches to their analysis). The student will develop foreign language knowledge and skills (especially reading, listening, vocabulary and semantic skills) at B2-C1 level, be able to read professional literature in English. The student will learn to work independently and, in a team. The student will be able to apply acquired knowledge.
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
By completing the course, the student will:
- acquire new theoretical knowledge in the field of discourse analysis
- learn the mechanisms and principles of text analysis
- understand the nature of textuality and learn the basic elements of cohesion
- understand the concept of communicative dynamism and the treatment of the theme (in different types of clauses and sentences), understand the theme development in the text)
- understand the basic aspects of speech theory.
Skills:
The student can:
- analyse language in relation to a specific context and correctly determine the functional meaning of particular formal aspects of language within a larger discourse, i.e., a text
- correctly interpret a text in the light of the knowledge acquired in general linguistics, semiotics, pragmatics, psychology, anthropology classes, interpret a text with respect to other aspects of the situational, cultural, linguistic, and social context
- identify the genre / type of any text in the English language and relate it to a particular type of discourse
- perform a basic linguistic, stylistic, and discursive analysis of English factual and journalistic texts
- apply the knowledge of the basic criteria of textuality to distinguish between high quality (authentic) and low quality (inauthentic) factual or journalistic texts
- identify cohesion, coherence, implicatures and other discursive variables in a text
- apply theoretical knowledge in the analysis of a coherent authentic text and in student’s own pedagogical practice.
Competences:
With the completion of the course, the student:
- will have developed the ability to work individually and as a team (through problem solving activities and assignments)
- will be able to communicate his/her ideas effectively and support his/her claims with arguments
- will be able to make interdisciplinary connections between knowledge from other linguistic disciplines
- will be able to work with professional text which they critically analyse and use for their further professional development
- will be able to plan and organise their further education and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching: 5 (combined form), home preparation (studying for seminars, working on home assignments) = 30 h, preparation for theoretical test 1 = 10 hours, preparation for the theoretical test 2 = 10 hours, analysis of text 1 = 10 hours, analysis of text 2 = 10 hours
Teaching methods:
presentation of the material, explanation, dialogue, discussion, analysis of short texts, completing tasks and assignments.
Compulsory readings:
FLOWERDEW, J. (2013). Discourse in English Language Education. New York: Routledge.
McCARTHY, M. (1991). Discourse Analysis for Language Teachers. Cambridge University Press.
Recommended readings:
(Selected chapters)
BLOMMAERT, J. (2005). Discourse: A Critical Introduction. Cambridge University Press.
CUMMINGS, L. (2005). Pragmatics: A Multidisciplinary Perspective. Edinburgh University Press.
HATCH, E. (1992). Discourse and Language Education. Cambridge University Press.
McCARTHY, M. and CARTER, R. (1994). Language as Discourse. Harlow: Longman.
SWALES, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.
The resources are available in the Slovak bookshops and libraries.
none
Course completion requirements:
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70%, E, 69–0% FX
A (excellent performance). The student has thorough knowledge and is able to apply the mechanisms and principles to analyse texts, reliably identifies the genre, register and assesses the level of cohesion and coherence of the text, has an above-standard knowledge of the criteria of textuality, which allows him/her to effectively distinguish between authentic and inauthentic, factual or journalistic text, the student is able to consistently analyse the functional meaning of the individual formal language structures within a broader conversation, is able to effectively apply theoretical knowledge.
B (very good performance): The student has a good command of the mechanisms and principles for analysis of a text, can correctly identify the genre, the register and is able to assess the level of cohesion and coherence of the text, has an excellent knowledge of the criteria of textuality, which enables him/her to distinguish between an authentic and an inauthentic factual or journalistic text, can correctly determine the functional meaning of the individual formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge.
C (good performance): The student knows and applies the mechanisms and principles for the analysis of a text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, has the knowledge of the criteria of textuality, which allows him/her to distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the most of the formal language structures in the context of a broader discourse, is able to effectively apply theoretical knowledge at an appropriate level.
D (satisfactory performance): The student knows some basic mechanisms and principles for the analysis of a coherent text, can mostly correctly identify the genre, the register and assess the level of cohesion and coherence of the text, knows several criteria of textuality, which allows him/her to distinguish to some extent between authentic and inauthentic, factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader discourse, is able to effectively apply the basic theoretical knowledge at an acceptable level.
E (sufficient performance): The student knows the basic mechanisms and principles for analysis of the text, can identify the basic types of genres, registers and to some extent assess the level of cohesion and coherence of the text. The student knows the basic criteria of textuality, which allows him/her to partially distinguish between authentic and inauthentic factual or journalistic text, can correctly determine the functional meaning of the basic formal language structures in the context of a broader conversation, is able to apply the basic theoretical knowledge at a lower level.
Language necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Disciplines which concern text and discourse analysis, text and discourse, characteristics of text and textual analysis, qualitative differences between textual analyses at the level of written and spoken text (types of texts, units of written text and its complexity, cultural conventions of written expressions, interaction strategies, conversational principles, etc. ), situationality of the text, intertextuality, acceptability and informativeness of the text, means of lexical cohesion of the text, possible application of the text analysis in grammar, vocabulary and phonology
Through the above content, the student will learn about the interaction of the different linguistic patterns and the speaker's intention in the broader discourse, the characteristics of written and spoken text and different approaches to their analysis). The student will develop foreign language knowledge and skills (especially reading, listening, vocabulary and semantic skills) at B2-C1 level, be able to read professional literature in English. The student will learn to work independently and, in a team. The student will be able to apply acquired knowledge.
Continuous assignment (100 percent):
Continuous theoretical test 1 (25 percent)
Continuous theoretical test 2 (25 percent)
Stylistic analysis of two English texts (2 x 25 percent)
A minimum of 50 per cent for each of the text analyses (= 2 x 12.5 percent) is required for the mark. A draft of the analysis is handed in and the student completes it according to the instructor’s comments. Continuous test cannot be re-taken.
Objectives and learning outcomes:
From the learning objectives declared in the graduate’s profile, this course focuses on the acquisition of the following knowledge, skills, and competences:
Knowledge:
By completing the course, the student will:
- acquire new theoretical knowledge in the field of discourse analysis
- learn the mechanisms and principles of text analysis
- understand the nature of textuality and learn the basic elements of cohesion
- understand the concept of communicative dynamism and the treatment of the theme (in different types of clauses and sentences), understand the theme development in the text)
- understand the basic aspects of speech theory.
Skills:
The student can:
- analyse language in relation to a specific context and correctly determine the functional meaning of particular formal aspects of language within a larger discourse, i.e., a text
- correctly interpret a text in the light of the knowledge acquired in general linguistics, semiotics, pragmatics, psychology, anthropology classes, interpret a text with respect to other aspects of the situational, cultural, linguistic, and social context
- identify the genre / type of any text in the English language and relate it to a particular type of discourse
- perform a basic linguistic, stylistic, and discursive analysis of English factual and journalistic texts
- apply the knowledge of the basic criteria of textuality to distinguish between high quality (authentic) and low quality (inauthentic) factual or journalistic texts
- identify cohesion, coherence, implicatures and other discursive variables in a text
- apply theoretical knowledge in the analysis of a coherent authentic text and in student’s own pedagogical practice.
Competences:
With the completion of the course, the student:
- will have developed the ability to work individually and as a team (through problem solving activities and assignments)
- will be able to communicate his/her ideas effectively and support his/her claims with arguments
- will be able to make interdisciplinary connections between knowledge from other linguistic disciplines
- will be able to work with professional text which they critically analyse and use for their further professional development
- will be able to plan and organise their further education and develop effective strategies for learning grammar.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching: 5 h (a combination of in-person and online teaching), continuous assignments continuous home preparation for the class: 26 h, written preparation of assignments and tasks: 10 h, solving tasks for the midterm test: 10 h, preparation for the midterm test: 7 h, solving tasks for the final test: 10 h, preparation for the final test: 7 h
Teaching methods:
Explanation, group work, independent work, brainstorming, guided self-study (repetition of theoretical knowledge from grammar courses, work with text), monological methods: brief repetition of grammatical rules, dialogical methods: conversation, debate, discussion, application of theoretical knowledge to practical examples
Compulsory readings:
(selected chapters corresponding to the course syllabus)
HEWINGS, M. (2013). Advanced Grammar in Use Book with Answers. Cambridge University Press.
HEWINGS, M. and HAINES, S. (2015). Grammar and Vocabulary for Advanced. Cambridge University Press.
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Recommended readings:
(selected chapters corresponding to the course syllabus)
PAVEY, E. L. (2010). The Structure of Language: An Introduction to Grammatical Analysis. Cambridge University Press.
none
Course completion requirements:
A student is entitled to an alternative date of continuous assessment (if he/she has not attended for medical or other compelling reasons) but is not entitled to a re-sit in-term date.
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently with unfamiliar text, navigate grammatical structures, recognize them within a coherent text, analyse them correctly, and understand them in context without any help from the teacher. Independently and correctly identifies grammatical categories, understands the principles of word formation and independently applies grammatical rules to practical examples. Can find and correct errors in a text without teacher assistance and justify his/her claims at the appropriate C1 level.
B (very good performance): The student can work independently with an unfamiliar text, is familiar with grammatical structures, can recognise them within a coherent text with minimal assistance from the teacher or group, analyse them correctly and understand them in context. With minimal assistance, navigation by the teacher, correctly identifies grammatical categories, understands the principles of word formation, and independently applies grammatical rules to practical examples. With minimal help from the teacher, is able to find and correct errors in the text, justify his/her claims at the appropriate C1 language level, and makes only minimal errors in speech.
C (good performance): The student can work with an unfamiliar text, relying on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher's or group’s assistance, analyse them correctly and, with help, understand them in context. With the teacher’s help and navigation, identifies grammatical categories, understands the principles of word formation and applies grammatical rules to practical examples. With the teacher's help, he/she can find and correct errors in the text, justify his/her claims at the appropriate language level C1, makes mistakes in speech.
D (satisfactory performance): The student can work with unfamiliar text, relies heavily on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher’s or group’s assistance, makes minor errors when analysing them. With the teacher’s help and guidance, identifies grammatical categories, understands the principles of word formation. Applies grammatical rules to practical examples with significant teacher assistance. Can correct errors in text.
E (satisfactory performance): The student can work with unfamiliar text, relies heavily on teacher prompting and guidance, has sufficient command of grammatical structures, can recognise them within a coherent text only with significant teacher or group help, makes errors when analysing them, identifies grammatical categories with the teacher’s help and navigation, understands the basic principles of word formation. The student relies on examples from the classroom. He/she can correct errors in text, makes errors in speech that do not affect comprehension.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Systematization of knowledge about the functioning of English grammar, definition of key grammatical phenomena, work with grammatical text, selected grammatical tenses in English texts, regularities of English syntax and their occurrence in English texts, comparison of selected phenomena of Slovak and English syntax.
The student will systematize the knowledge about the functioning of English grammar acquired in the required courses focused on grammar and linguistics. During the course, the student will acquire the skills necessary for grammatical analysis of text, which he/she will be able to apply in practice, develop presentation and argumentation skills in English. They will be able to use them not only in independent work but also in cooperation with other students. Through the above content, the student is oriented in several levels of language, learns their structural-functional characteristics and acquires ways of their application in teaching practice. At the same time, the student is able not only to critically analyse but also to modify grammatical structures in an appropriate way. In the course of teaching, the student acquires methodological recommendations for teaching the grammatical phenomena being studied.
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
The student will master the linguistic terminology relevant to pedagogical grammar, systematizing the knowledge of the functioning of English grammar acquired in previous grammar courses. The student will master the basic structural-functional characteristics, develop his/her declarative and procedural knowledge of grammar. The student will acquire the strategies necessary for the correct analysis of an authentic English text.
Skills:
The student develops comparative-linguistic thinking, uses the ability to analyse and synthesize when working with an unfamiliar English text on the basis of comparing selected phenomena of Slovak and English grammar, uses argumentation and presentation skills to declare the knowledge and understanding acquired through self-study. She/he knows and uses grammatical and lexical structures at C1 level.
Competences:
The student can use self-study strategies effectively and takes responsibility for his/her own development. The student is able to communicate his/her knowledge effectively, presenting it in front of other students. The student is able to think in broader contexts, does not understand individual grammatical phenomena in isolation, synthesises and demonstrates metacognitive skills. He/she demonstrates the ability to think abstractly.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching: 5 h (a combination of in-person and online teaching), continuous assignments continuous home preparation for the class: 26 h, written preparation of assignments and tasks: 10 h, solving tasks for the midterm test: 10 h, preparation for the midterm test: 7 h, solving tasks for the final test: 10 h, preparation for the final test: 7 h
Teaching methods:
Explanation, group work, independent work, brainstorming, guided self-study (repetition of theoretical knowledge from grammar courses, work with text), monological methods: brief repetition of grammatical rules, dialogical methods: conversation, debate, discussion, application of theoretical knowledge to practical examples
Compulsory readings:
(selected chapters corresponding to the course syllabus)
HEWINGS, M. (2013). Advanced Grammar in Use Book with Answers. Cambridge University Press.
HEWINGS, M. and HAINES, S. (2015). Grammar and Vocabulary for Advanced. Cambridge University Press.
QUIRK, R. and GREENBAUM, S. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Recommended readings:
(selected chapters corresponding to the course syllabus)
PAVEY, E. L. (2010). The Structure of Language: An Introduction to Grammatical Analysis. Cambridge University Press.
none
Course completion requirements:
A student is entitled to an alternative date of continuous assessment (if he/she has not attended for medical or other compelling reasons) but is not entitled to a re-sit in-term date.
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently with unfamiliar text, navigate grammatical structures, recognize them within a coherent text, analyse them correctly, and understand them in context without any help from the teacher. Independently and correctly identifies grammatical categories, understands the principles of word formation and independently applies grammatical rules to practical examples. Can find and correct errors in a text without teacher assistance and justify his/her claims at the appropriate C1 level.
B (very good performance): The student can work independently with an unfamiliar text, is familiar with grammatical structures, can recognise them within a coherent text with minimal assistance from the teacher or group, analyse them correctly and understand them in context. With minimal assistance, navigation by the teacher, correctly identifies grammatical categories, understands the principles of word formation, and independently applies grammatical rules to practical examples. With minimal help from the teacher, is able to find and correct errors in the text, justify his/her claims at the appropriate C1 language level, and makes only minimal errors in speech.
C (good performance): The student can work with an unfamiliar text, relying on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher's or group’s assistance, analyse them correctly and, with help, understand them in context. With the teacher’s help and navigation, identifies grammatical categories, understands the principles of word formation and applies grammatical rules to practical examples. With the teacher's help, he/she can find and correct errors in the text, justify his/her claims at the appropriate language level C1, makes mistakes in speech.
D (satisfactory performance): The student can work with unfamiliar text, relies heavily on the teacher's help and guidance, is familiar with grammatical structures, can recognise them within a coherent text with the teacher’s or group’s assistance, makes minor errors when analysing them. With the teacher’s help and guidance, identifies grammatical categories, understands the principles of word formation. Applies grammatical rules to practical examples with significant teacher assistance. Can correct errors in text.
E (satisfactory performance): The student can work with unfamiliar text, relies heavily on teacher prompting and guidance, has sufficient command of grammatical structures, can recognise them within a coherent text only with significant teacher or group help, makes errors when analysing them, identifies grammatical categories with the teacher’s help and navigation, understands the basic principles of word formation. The student relies on examples from the classroom. He/she can correct errors in text, makes errors in speech that do not affect comprehension.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Systematization of knowledge about the functioning of English grammar, definition of key grammatical phenomena, work with grammatical text, selected grammatical tenses in English texts, regularities of English syntax and their occurrence in English texts, comparison of selected phenomena of Slovak and English syntax.
The student will systematize the knowledge about the functioning of English grammar acquired in the required courses focused on grammar and linguistics. During the course, the student will acquire the skills necessary for grammatical analysis of text, which he/she will be able to apply in practice, develop presentation and argumentation skills in English. They will be able to use them not only in independent work but also in cooperation with other students. Through the above content, the student is oriented in several levels of language, learns their structural-functional characteristics and acquires ways of their application in teaching practice. At the same time, the student is able not only to critically analyse but also to modify grammatical structures in an appropriate way. In the course of teaching, the student acquires methodological recommendations for teaching the grammatical phenomena being studied.
Continuous assessment (100 percent):
Assessed practical activities (tasks, exercises) focused on the grammatical phenomena and structures covered by curriculum (20 percent)
Mid-term test (40 percent)
End-of-term test (40 percent)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:
Knowledge:
The student will master the linguistic terminology relevant to pedagogical grammar, systematizing the knowledge of the functioning of English grammar acquired in previous grammar courses. The student will master the basic structural-functional characteristics, develop his/her declarative and procedural knowledge of grammar. The student will acquire the strategies necessary for the correct analysis of an authentic English text.
Skills:
The student develops comparative-linguistic thinking, uses the ability to analyse and synthesize when working with an unfamiliar English text on the basis of comparing selected phenomena of Slovak and English grammar, uses argumentation and presentation skills to declare the knowledge and understanding acquired through self-study. She/he knows and uses grammatical and lexical structures at C1 level.
Competences:
The student can use self-study strategies effectively and takes responsibility for his/her own development. The student is able to communicate his/her knowledge effectively, presenting it in front of other students. The student is able to think in broader contexts, does not understand individual grammatical phenomena in isolation, synthesises and demonstrates metacognitive skills. He/she demonstrates the ability to think abstractly.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 hours per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of direct teacher-student contact and communication via the Internet), home preparation for class = 30 h, creating a presentation of a specific short story and its context = 15 h, written analysis of a selected topic based on one work = 25h
Teaching methods:
Brief overview of the development of the short story genre, analysis and interpretation of literary works, dialogical methods (debate, discussion, colloquium), presentation of own views based on introspective analysis of own (pedagogical) experiences, self-reflection based on the literary draft and discussion during the lessons, presentation with application possibilities of the literary text, critical reflection of the presentations
Compulsory readings:
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press. Available online: https://15orient.com/files/genette-on-narrative-discourse.pdf
HUNTER, A. (2007). The Cambridge Introduction to the Short Story in English. Cambridge University Press.
JAVORČÍKOVÁ, J. and ŠIPOŠOVÁ, M. (2017). Thinking about Literature. Bratislava: Z-F LINGUA.
MARCH-RUSSELL, P. (2009). The Short Story: An Introduction. Edinburgh University Press. Chapter 1: Origins: From Folktale to Art-Tale. Available online:
https://www.qmul.ac.uk/media/qmul/hub/The-Short-Story-an-Introduction-(1_Origins_From_Folktale_to_Art-Tale).pdf
Recommended reading:
KOSTELNÍKOVÁ, M. (2013). A Theoretical and Practical Introduction to the Study of Literature. Bratislava: Z-F Lingua.
Selected short stories will be available to students online on the course blog.
B-ANGde002 Introduction into the Study of Anglophone Literature
Course requirements:
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student knows the basic development of the short story and its specifics in different historical periods, can independently analyse a short literary work against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method, can apply his/her analysis to a pedagogical level and present it in front of the class, can interpret the work in writing, and has the knowledge to use the literary text in English language teaching by using the appropriate methods.
B (very good performance): The student knows the main features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with minimal help against the background of the narratological principle and the theme of the reading, is mostly able to find elements in the work related to a particular literary method, is largely able to apply his/her analysis to a pedagogical level and present it to the class, is able to interpret the work in writing with minimal help, has sufficient knowledge to use the literary text in English language teaching using appropriate methods with little guidance.
C (good performance): The student knows the basic features of the development of the short story and its specifics in individual historical periods, can analyse a short literary work with greater help against the background of the narratological principle and the read theme, is largely able to find in the work elements related to a particular literary method, with some help, can apply his/her analysis to a pedagogical level and present it to the class, can interpret the work in writing with the teacher's help, has the basic knowledge to use the literary text in English language teaching by using appropriate methods with little guidance.
D (satisfactory performance): The student knows some features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with great help against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method to a small extent, with more help, can apply his/her analysis to a pedagogical level and present it in front of the class; with considerable help from the teacher, can interpret the work in writing; has a certain amount of knowledge in order to use the literary text for English language teaching by using appropriate methods with more advice.
E (sufficient performance): The student knows only partial features of the development of the short story and its specifics in the individual historical periods, can only with the support of the teacher analyse a short literary work against the background of the narratological principle and the read theme, is narrowly able to find in the work the elements related to a particular literary method, can apply his/her analysis to a pedagogical level and present them to the class with a great deal of help from the teacher, can interpret the work in writing with substantial support from the teacher, can use his/her knowledge to apply the literary text to the teaching of the English language by using appropriate methods with intensive help from the teacher.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: An introduction to the theory of the short story genre, the psychological short story (Edgar Alan Poe, “The Tell-Tale Heart”), women’s writing between realism and modernism (Katherine Mansfield, “Bliss”), the modernist feminist short story (Virginia Woolf, “The Mark on the Wall”), the postmodern existentialist short story (John Barth, “Night-Sea Journey”), political short story (Donald Barthelme, “Game”), postmodern reproductive rights short story (Kurt Vonnegut, “Welcome to the Monkey House”), feminist remix short story (Angela Carter, “The Company of Wolves”), postmodern science fiction short story (Isaac Asimov, “What if”), hypertext short story (Judy Malloy, “Uncle Roger”).
Through the above mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student(s) know one of the basic literary genres and understand its specificities and development, since the short story is also an essential genre in the education of pupils in primary and secondary education; they have knowledge of the possibilities of discussing a literary text in the classroom and how to use it in discussions based on life themes and for the benefit of individual self-reflection; they know the basic methodology for the use of a literary text in the pedagogical process.
Skills:
Students are familiar with relevant works, their media presentations and materials, and are able to analyse and select them in relation to teaching objectives, Students are able to appropriately apply different media representations of literary works as an innovative method of learner-centred teaching in an English lesson plan for any selected ISCED and relevant language level according to the CEFR, using a variety of appropriate learning tasks and organisational forms of teaching, students have developed analytical skills, are able to discuss independently, in pairs and in groups.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach a written text and think critically about basic psychological, social and cultural issues that translate not only into their own experience, but also into their position as a competent and understanding teacher for primary and secondary education in the country.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 hours per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of direct teacher-student contact and communication via the Internet), home preparation for class = 30 h, creating a presentation of a specific short story and its context = 15 h, written analysis of a selected topic based on one work = 25h
Teaching methods:
Brief overview of the development of the short story genre, analysis and interpretation of literary works, dialogical methods (debate, discussion, colloquium), presentation of own views based on introspective analysis of own (pedagogical) experiences, self-reflection based on the literary draft and discussion during the lessons, presentation with application possibilities of the literary text, critical reflection of the presentations
Compulsory readings:
GENETTE, G. (1980). Narrative Discourse. New York: Cornell University Press. Available online: https://15orient.com/files/genette-on-narrative-discourse.pdf
HUNTER, A. (2007). The Cambridge Introduction to the Short Story in English. Cambridge University Press.
JAVORČÍKOVÁ, J. and ŠIPOŠOVÁ, M. (2017). Thinking about Literature. Bratislava: Z-F LINGUA.
MARCH-RUSSELL, P. (2009). The Short Story: An Introduction. Edinburgh University Press. Chapter 1: Origins: From Folktale to Art-Tale. Available online:
https://www.qmul.ac.uk/media/qmul/hub/The-Short-Story-an-Introduction-(1_Origins_From_Folktale_to_Art-Tale).pdf
Recommended reading:
KOSTELNÍKOVÁ, M. (2013). A Theoretical and Practical Introduction to the Study of Literature. Bratislava: Z-F Lingua.
Selected short stories will be available to students online on the course blog.
B-ANGde002 Introduction into the Study of Anglophone Literature
Course requirements:
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student knows the basic development of the short story and its specifics in different historical periods, can independently analyse a short literary work against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method, can apply his/her analysis to a pedagogical level and present it in front of the class, can interpret the work in writing, and has the knowledge to use the literary text in English language teaching by using the appropriate methods.
B (very good performance): The student knows the main features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with minimal help against the background of the narratological principle and the theme of the reading, is mostly able to find elements in the work related to a particular literary method, is largely able to apply his/her analysis to a pedagogical level and present it to the class, is able to interpret the work in writing with minimal help, has sufficient knowledge to use the literary text in English language teaching using appropriate methods with little guidance.
C (good performance): The student knows the basic features of the development of the short story and its specifics in individual historical periods, can analyse a short literary work with greater help against the background of the narratological principle and the read theme, is largely able to find in the work elements related to a particular literary method, with some help, can apply his/her analysis to a pedagogical level and present it to the class, can interpret the work in writing with the teacher's help, has the basic knowledge to use the literary text in English language teaching by using appropriate methods with little guidance.
D (satisfactory performance): The student knows some features of the development of the short story and its specifics in the different historical periods, can analyse a short literary work with great help against the background of the narratological principle and the read theme, is able to find elements in the work related to a particular literary method to a small extent, with more help, can apply his/her analysis to a pedagogical level and present it in front of the class; with considerable help from the teacher, can interpret the work in writing; has a certain amount of knowledge in order to use the literary text for English language teaching by using appropriate methods with more advice.
E (sufficient performance): The student knows only partial features of the development of the short story and its specifics in the individual historical periods, can only with the support of the teacher analyse a short literary work against the background of the narratological principle and the read theme, is narrowly able to find in the work the elements related to a particular literary method, can apply his/her analysis to a pedagogical level and present them to the class with a great deal of help from the teacher, can interpret the work in writing with substantial support from the teacher, can use his/her knowledge to apply the literary text to the teaching of the English language by using appropriate methods with intensive help from the teacher.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: An introduction to the theory of the short story genre, the psychological short story (Edgar Alan Poe, “The Tell-Tale Heart”), women’s writing between realism and modernism (Katherine Mansfield, “Bliss”), the modernist feminist short story (Virginia Woolf, “The Mark on the Wall”), the postmodern existentialist short story (John Barth, “Night-Sea Journey”), political short story (Donald Barthelme, “Game”), postmodern reproductive rights short story (Kurt Vonnegut, “Welcome to the Monkey House”), feminist remix short story (Angela Carter, “The Company of Wolves”), postmodern science fiction short story (Isaac Asimov, “What if”), hypertext short story (Judy Malloy, “Uncle Roger”).
Through the above mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a selected short story (30 points/percent)
Active participation in the analysis of the works during class (10 points/percent)
Written literary analysis based on the chosen topic (60 points/percent)
Objectives and learning outcomes
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student(s) know one of the basic literary genres and understand its specificities and development, since the short story is also an essential genre in the education of pupils in primary and secondary education; they have knowledge of the possibilities of discussing a literary text in the classroom and how to use it in discussions based on life themes and for the benefit of individual self-reflection; they know the basic methodology for the use of a literary text in the pedagogical process.
Skills:
Students are familiar with relevant works, their media presentations and materials, and are able to analyse and select them in relation to teaching objectives, Students are able to appropriately apply different media representations of literary works as an innovative method of learner-centred teaching in an English lesson plan for any selected ISCED and relevant language level according to the CEFR, using a variety of appropriate learning tasks and organisational forms of teaching, students have developed analytical skills, are able to discuss independently, in pairs and in groups.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach a written text and think critically about basic psychological, social and cultural issues that translate not only into their own experience, but also into their position as a competent and understanding teacher for primary and secondary education in the country.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours, continuous home study = 20 hours, preparing a power-point presentation of a selected topic = 28 hours, seminar paper (critical analysis and reflection of a selected topic) = 22 hours
Teaching methods
Brief explanation of the material, brainstorming, dialogical methods (debate, discussion, colloquium), critical analysis
Compulsory readings:
DIDENKO, A.V. and PICHUGOVA, I. L. (2016). Post CLT or Post-Method: Major Criticisms of the Communicative Approach and the Definition of the Current Pedagogy. SHS web of Conferences, Vol. 28. [online]
https://www.shs-conferences.org/articles/shsconf/pdf/2016/06/shsconf_rptss2016_01028.pdf
MELLOW, D. (2002). “Toward principled eclecticism in language teaching: The two-dimensional model and the centring principle”. Teaching English as a Second Language Electronic Journal, vol 5, no. 4 [online] http://tesl-ej.org/ej20/a1.html
REPKA, R., PČOLINSKÁ, A. and ŠIPOŠOVÁ, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
Licensed methods online:
Helen Doron [online] https://helendoron.sk/site/
Hocus Lotus [online] https://www.hocus-lotus.sk/
Jolly Phonics [online] https://www.jollyphonics.sk/
Wattsenglish [online] https://www.wattsenglish.sk/
Recommended readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
BROWN, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
KUMARAVADIVELU, B. (2006). Understanding Language Teaching: From Method to Postmethod. New York: Routledge. (Chapters 8 and 9 – available online):
https://fliphtml5.com/ajxnf/swsp/basic
none
Course completion requirements:
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance)
B (very good)
C (good performance)
D (satisfactory performance)
E (sufficient performance)
FX (insufficient performance; additional work is required)
Languages necessary to complete the course: English, Slovak
Course contents:
(1) The position of grammar and vocabulary in Task-Based Language Teaching (TBLT) – Suggestopedia – Direct Method – Total Physical Response (TPR) – Communicative Language Teaching (CLT)
(2) The role of drills within the Audio-Lingual Method; Post-Communicative Period – analyses and critical reappraisals
(3) The role of teacher and learner in the context of the Post-Communicative Approach, principled eclecticism
(4) Innovative methods of teaching English to young learners (Helen Doron, Hocus Lotus, Wattsenglish, Jolly Phonics)
Within the individual presentation of a selected issue, a student will demonstrate knowledge as well as his/her presentation and argumentation skills. In the seminar paper, the student will demonstrate the level of his/her pedagogical-psychological thinking, competences and ability to critically analyse the selected issue. At the same time, s/he will propose suggestions for possible applications in the context of contemporary foreign language teaching and learning in Slovakia.
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know, can analyse and compare the complex theoretical background of traditional, humanizing, activating, innovative and alternative methods of foreign language teaching and the possibilities of their application in the current educational context in Slovakia (ISCED 1 – ISCED3); they know the basics of English didactics and the principles of the learner-centred approach and they understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students have developed basic didactic skills, they can analyse pedagogical situations and propose solutions to common problems in EFL teaching, they are able to give suggestions for appropriate intervention; students are familiar with relevant didactic materials, can analyse and select them in relation to teaching aims and objectives; students can actively use digital technologies to present professional issues, to give relevant arguments in order to deal with and support foreign language education.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge with regard to critical thinking and critical reading; students have developed the foundations of didactic competences leading to the humanization of EFL teaching; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours, continuous home study = 20 hours, preparing a power-point presentation of a selected topic = 28 hours, seminar paper (critical analysis and reflection of a selected topic) = 22 hours
Teaching methods
Brief explanation of the material, brainstorming, dialogical methods (debate, discussion, colloquium), critical analysis
Compulsory readings:
DIDENKO, A.V. and PICHUGOVA, I. L. (2016). Post CLT or Post-Method: Major Criticisms of the Communicative Approach and the Definition of the Current Pedagogy. SHS web of Conferences, Vol. 28. [online]
https://www.shs-conferences.org/articles/shsconf/pdf/2016/06/shsconf_rptss2016_01028.pdf
MELLOW, D. (2002). “Toward principled eclecticism in language teaching: The two-dimensional model and the centring principle”. Teaching English as a Second Language Electronic Journal, vol 5, no. 4 [online] http://tesl-ej.org/ej20/a1.html
REPKA, R., PČOLINSKÁ, A. and ŠIPOŠOVÁ, M. (2015). An Introductory Course in English Language Didactics. Bratislava: Z-F LINGUA.
Licensed methods online:
Helen Doron [online] https://helendoron.sk/site/
Hocus Lotus [online] https://www.hocus-lotus.sk/
Jolly Phonics [online] https://www.jollyphonics.sk/
Wattsenglish [online] https://www.wattsenglish.sk/
Recommended readings:
BROWN, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.
BROWN, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.
KUMARAVADIVELU, B. (2006). Understanding Language Teaching: From Method to Postmethod. New York: Routledge. (Chapters 8 and 9 – available online):
https://fliphtml5.com/ajxnf/swsp/basic
none
Course completion requirements:
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance)
B (very good)
C (good performance)
D (satisfactory performance)
E (sufficient performance)
FX (insufficient performance; additional work is required)
Languages necessary to complete the course: English, Slovak
Course contents:
(1) The position of grammar and vocabulary in Task-Based Language Teaching (TBLT) – Suggestopedia – Direct Method – Total Physical Response (TPR) – Communicative Language Teaching (CLT)
(2) The role of drills within the Audio-Lingual Method; Post-Communicative Period – analyses and critical reappraisals
(3) The role of teacher and learner in the context of the Post-Communicative Approach, principled eclecticism
(4) Innovative methods of teaching English to young learners (Helen Doron, Hocus Lotus, Wattsenglish, Jolly Phonics)
Within the individual presentation of a selected issue, a student will demonstrate knowledge as well as his/her presentation and argumentation skills. In the seminar paper, the student will demonstrate the level of his/her pedagogical-psychological thinking, competences and ability to critically analyse the selected issue. At the same time, s/he will propose suggestions for possible applications in the context of contemporary foreign language teaching and learning in Slovakia.
Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100points/percent):
Presentation of a selected topic (theory + research findings + practical application) (50 points/percent)
Seminar paper (50 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students know, can analyse and compare the complex theoretical background of traditional, humanizing, activating, innovative and alternative methods of foreign language teaching and the possibilities of their application in the current educational context in Slovakia (ISCED 1 – ISCED3); they know the basics of English didactics and the principles of the learner-centred approach and they understand their importance for the effectiveness of English language teaching and learning at the A1 – B2 levels according to the Common European Framework of Reference (CEFR).
Skills:
Students have developed basic didactic skills, they can analyse pedagogical situations and propose solutions to common problems in EFL teaching, they are able to give suggestions for appropriate intervention; students are familiar with relevant didactic materials, can analyse and select them in relation to teaching aims and objectives; students can actively use digital technologies to present professional issues, to give relevant arguments in order to deal with and support foreign language education.
Competences:
Students are familiar with professional linguodidactic texts, are able to independently acquire and correlate knowledge with regard to critical thinking and critical reading; students have developed the foundations of didactic competences leading to the humanization of EFL teaching; students are able to argue, present and defend their opinions and positions and have developed the prerequisites for active involvement in professional life in the field of foreign language education in the public and private institutional sectors.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload:
Direct teaching = 5 hours (combination of direct teaching and internet communication), continuous home preparation = 26 hours, creation of 3 games in PowerPoint = 9 hours, creation of a story in web applications = 17 hours, writing an essay = 9 hours, presentation of the latest trends in education = 5 hours, creation of a digital portfolio = 4 hours.
Teaching methods:
Brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, mind maps, working with a text, an introspective analysis of own experience, working with digital technologies
Compulsory readings:
CIMERMANOVÁ, I. et al. (2014). CALL and Foreign Language Education: e-textbook for Foreign Language Teachers. Nitra: UKF. Available online.
GILLERAN, A. et al. (2017). Building a Culture of Inclusion through eTwinning. Belgium: Central Support Service for eTwinning. Available online.
MIŠÚT, M. (2013). IKT vo vzdelávaní (elektronická učebnica). Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. Available online
Recommended readings:
BOBOT, V., JAKUBEKOVÁ, M., and RURÁK, R. (2012). Využívanie informačno-komunikačných technológií vo vyučovaní. Bratislava: Metodicko-pedagogické centrum v Bratislave. Available online.
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie. Prístup zameraný na žiaka. Bratislava: Univerzita Komenského v Bratislave.
LOJOVÁ, G. and VLČKOVÁ, K. (2011). Styly a strategie učené ve výuce cizích jazyků. Praha: Portál.
These resources are available in Slovak libraries and bookstores.
none
Course completion requirements:
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently create three different types of games in PowerPoint focusing on three different age groups of learners, the student can independently create his/her own story for a selected age group, present the story as “storytelling”, can independently write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using a variety of advanced options. The student can independently create a digital portfolio.
B (very good performance): The student can create three different types of games in PowerPoint with minimal teacher’s assistance, focusing on different age groups of learners, can create his/her own story for a selected age group with minimal teacher’s assistance and present it as “storytelling” with minimal faults, can write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools using a variety of advanced options, can create a digital portfolio with minimal teacher’s support.
C (good performance): The student can, with the teacher’s help, create three different types of games in PowerPoint focusing on three different age groups of learners, but with minor faults, the student can create his own story for a selected group of pupils and present it as a “storytelling”, but with several faults, can write an essay with minor errors about his experience in using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, he/she can create a digital portfolio with the help of the teacher.
D (satisfactory performance): The student is able to create three different types of games in PowerPoint with intensive help from the teacher, focusing on three different age groups of learners, the student is able to create his/her own story for a selected group of learners, and is able to present it as “storytelling”, but with major faults, can write an essay about his/her experience of using ICT when learning English, but with major errors, can produce a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, but with minor faults, can create a digital portfolio in a basic form with intensive teacher’s support.
E (sufficient performance): The student can create three different types of games in PowerPoint with intensive help and support from the teacher, focusing on three different age groups of pupils, can create his/her own story for a selected group of pupils and present it, but without interaction with the audience, without elements of drama. The student can write an essay about his/her experience of using ICT when learning English, but with major errors, can make a presentation about the latest trends in the use of ICT in education in presentation tools (e.g., PowerPoint) using very basic options, can create a digital portfolio with intensive help and support from the teacher and only in a very basic form.
FX (insufficient performance): The student fails to create three different types of games in PowerPoint focusing on three different age groups of learners, fails to create a story or present it, fails to write an essay about his/her experience of using ICT when learning English, fails to make a presentation in presentation tools (e.g., PowerPoint), not even in the basic form and fails to create a digital portfolio.
Languages necessary to complete the course: English, Slovak
Course contents:
(1) Basic terminology, history of the use of ICT in education, how to implement ICT into teaching of English, theories of education and the use of ICT; Learning styles and individualization of education - through a brief explanation of the subject matter and videos, students will learn about the basic terminology and history of the use of ICT in education, through brainstorming and mind mapping, they will present their views on how to incorporate ICT in the classroom. In discussion, they will draw out what learning styles they distinguish and what possibilities ICT presents for individualising learning and, through their own introspection, they will evaluate their own learning styles and use of ICT when learning English.
(2) Communication through ICT, educational portals, working with information, blended learning, eTwinning - through a brief explanation of the subject matter and working with a professional text with the essence of blended learning and eTwinning, they will discuss the positive and negative aspects of this form of teaching, then they will suggest how they could use blended learning and eTwinning in teaching of English.
(3) ICT in English language teaching with a focus on teaching language means and developing language skills using the different tools available - through a short explanation of the subject matter, they will become familiar with the use of different tools in teaching different language means and skills and will try out selected tools when creating tasks for learners
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student will expand the knowledge acquired in the courses “Fundamentals of English language didactics” and “Learner-centred approach in teaching English”.
- The student will become aware of the development of cognitive, affective and personality characteristics of pupils in different stages of development and will be able to use ICT adequately in particular age groups.
- The student expands his/her knowledge of ICT, the principles and importance of its use in foreign language education.
Skills:
- The student is able to apply the knowledge of developmental psychology in the preparation of activities using ICT as well as digital technologies and expands his/her skills on how to use ICT in education.
Competences:
- The student is able to work with professional and scientific literature, to select relevant information, interpret it, to express his/her own opinions and attitudes, which he/she can justify and present.
- The student is able to implement elements of personalisation in the teaching process and thus contribute to the humanisation of teaching English at different levels of education.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Scope (number of hours): 5 per semester
Student workload:
Direct teaching = 5 hours (combination of direct teaching and internet communication), continuous home preparation = 26 hours, creation of 3 games in PowerPoint = 9 hours, creation of a story in web applications = 17 hours, writing an essay = 9 hours, presentation of the latest trends in education = 5 hours, creation of a digital portfolio = 4 hours.
Teaching methods:
Brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, mind maps, working with a text, an introspective analysis of own experience, working with digital technologies
Compulsory readings:
CIMERMANOVÁ, I. et al. (2014). CALL and Foreign Language Education: e-textbook for Foreign Language Teachers. Nitra: UKF. Available online.
GILLERAN, A. et al. (2017). Building a Culture of Inclusion through eTwinning. Belgium: Central Support Service for eTwinning. Available online.
MIŠÚT, M. (2013). IKT vo vzdelávaní (elektronická učebnica). Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave. Available online
Recommended readings:
BOBOT, V., JAKUBEKOVÁ, M., and RURÁK, R. (2012). Využívanie informačno-komunikačných technológií vo vyučovaní. Bratislava: Metodicko-pedagogické centrum v Bratislave. Available online.
LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie. Prístup zameraný na žiaka. Bratislava: Univerzita Komenského v Bratislave.
LOJOVÁ, G. and VLČKOVÁ, K. (2011). Styly a strategie učené ve výuce cizích jazyků. Praha: Portál.
These resources are available in Slovak libraries and bookstores.
none
Course completion requirements:
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently create three different types of games in PowerPoint focusing on three different age groups of learners, the student can independently create his/her own story for a selected age group, present the story as “storytelling”, can independently write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using a variety of advanced options. The student can independently create a digital portfolio.
B (very good performance): The student can create three different types of games in PowerPoint with minimal teacher’s assistance, focusing on different age groups of learners, can create his/her own story for a selected age group with minimal teacher’s assistance and present it as “storytelling” with minimal faults, can write an essay about his/her experience of using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools using a variety of advanced options, can create a digital portfolio with minimal teacher’s support.
C (good performance): The student can, with the teacher’s help, create three different types of games in PowerPoint focusing on three different age groups of learners, but with minor faults, the student can create his own story for a selected group of pupils and present it as a “storytelling”, but with several faults, can write an essay with minor errors about his experience in using ICT when learning English, can make a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, he/she can create a digital portfolio with the help of the teacher.
D (satisfactory performance): The student is able to create three different types of games in PowerPoint with intensive help from the teacher, focusing on three different age groups of learners, the student is able to create his/her own story for a selected group of learners, and is able to present it as “storytelling”, but with major faults, can write an essay about his/her experience of using ICT when learning English, but with major errors, can produce a presentation about the latest trends in the use of technology in education in presentation tools (e.g., PowerPoint) using basic options, but with minor faults, can create a digital portfolio in a basic form with intensive teacher’s support.
E (sufficient performance): The student can create three different types of games in PowerPoint with intensive help and support from the teacher, focusing on three different age groups of pupils, can create his/her own story for a selected group of pupils and present it, but without interaction with the audience, without elements of drama. The student can write an essay about his/her experience of using ICT when learning English, but with major errors, can make a presentation about the latest trends in the use of ICT in education in presentation tools (e.g., PowerPoint) using very basic options, can create a digital portfolio with intensive help and support from the teacher and only in a very basic form.
FX (insufficient performance): The student fails to create three different types of games in PowerPoint focusing on three different age groups of learners, fails to create a story or present it, fails to write an essay about his/her experience of using ICT when learning English, fails to make a presentation in presentation tools (e.g., PowerPoint), not even in the basic form and fails to create a digital portfolio.
Languages necessary to complete the course: English, Slovak
Course contents:
(1) Basic terminology, history of the use of ICT in education, how to implement ICT into teaching of English, theories of education and the use of ICT; Learning styles and individualization of education - through a brief explanation of the subject matter and videos, students will learn about the basic terminology and history of the use of ICT in education, through brainstorming and mind mapping, they will present their views on how to incorporate ICT in the classroom. In discussion, they will draw out what learning styles they distinguish and what possibilities ICT presents for individualising learning and, through their own introspection, they will evaluate their own learning styles and use of ICT when learning English.
(2) Communication through ICT, educational portals, working with information, blended learning, eTwinning - through a brief explanation of the subject matter and working with a professional text with the essence of blended learning and eTwinning, they will discuss the positive and negative aspects of this form of teaching, then they will suggest how they could use blended learning and eTwinning in teaching of English.
(3) ICT in English language teaching with a focus on teaching language means and developing language skills using the different tools available - through a short explanation of the subject matter, they will become familiar with the use of different tools in teaching different language means and skills and will try out selected tools when creating tasks for learners
Continuous assessment (100%):
Creation of 3 PowerPoint games, each of the game focusing on a different age group of learners and a methodological description of these activities (25 points/percent)
Creation and presentation of a story in the chosen web portal/application (25 points/percent)
An essay on the topic of own student’s experience of using ICT when learning English and their opinions about the impact of technology on learning English (25 points/percent)
Presentation of the latest trends in education and a review of recent research on the effectiveness of ICT use in education (14 points)
Creation and presentation of a digital portfolio (11 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student will expand the knowledge acquired in the courses “Fundamentals of English language didactics” and “Learner-centred approach in teaching English”.
- The student will become aware of the development of cognitive, affective and personality characteristics of pupils in different stages of development and will be able to use ICT adequately in particular age groups.
- The student expands his/her knowledge of ICT, the principles and importance of its use in foreign language education.
Skills:
- The student is able to apply the knowledge of developmental psychology in the preparation of activities using ICT as well as digital technologies and expands his/her skills on how to use ICT in education.
Competences:
- The student is able to work with professional and scientific literature, to select relevant information, interpret it, to express his/her own opinions and attitudes, which he/she can justify and present.
- The student is able to implement elements of personalisation in the teaching process and thus contribute to the humanisation of teaching English at different levels of education.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 hours per semester
Student’s workload: 75 hours in total
Direct teaching = 5 h (a combination of direct teacher-student contact and communication via the Internet), home preparation for class = 10 h, creating a presentation of a specific intercultural topic in the context = 30 h, written analysis of an intercultural topic= 30 h
Teaching methods:
Media presentations of intercultural topics, analyses of selected journalistic articles and theoretical works, dialogical methods (debate, discussion, colloquium), case studies, situation analysis method, role-playing method, project-based learning, critical evaluation of presentations
Compulsory readings:
GOODMAN, L. and de GAY, J. eds.. (2000). The Routledge Reader in Politics and Performance. London and New York: Routledge. Available online: https://monoskop.org/log/?p=755.
HUSÁROVÁ, Z. and ULKUNIEMI, S. (2015). Making collaborative visual poems about identities: an interdisciplinary and international art educational project. In: Conversations on Finnish Art Education. Helsinki: Aalto University, pp. 318–329.
JAVORČÍKOVÁ, J. and ZELENKOVÁ, A. (2019). Cultural studies in the brexit era: In-service teachers’ and students’ views. In: Proceedings of Academics World International Conference. Bhubaneswar: Institute of Research and Journals, pp. 35–39.
Recommended readings:
BABAEV, D. et al. (2020). Information and Communicative Competence Development in Prospective Teachers. In: Creative Education vol. 11, no. 12. Available online: https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=106264.
BORELLO, E. et al. (2016). Web 2.0, Language Learning and Intercultural Competence. In: Open Access Library Journal vol. 3, no. 2. Available online:
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=68252.
none
Course requirements:
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an in-depth knowledge of the basic issues of contemporary intercultural research, is able to critically analyse social and cultural topics presented in the media independently, is able to argue convincingly for his/her humanistic position in a discussion, is able to present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, is able to apply his/her insight and the current scientific background independently to the teaching of the English language through the creation of a project for a certain age group.
B (very good performance): The student knows the basic issues of contemporary intercultural research, can critically analyse social and cultural issues presented in the media with minimal assistance, and is able to argue well for his/her humanistic position in a debate, is able to present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, using the creation of a project for a certain age group, is able, after a very short consultation with the teacher, to apply his/her insight and contemporary scientific background to the teaching of English.
C (good performance): The student is familiar with partial issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media with little help, and is able to argue for his/her humanistic position in a discussion, with a little help, can present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, by creating a project for a certain age group, can, after a short consultation with the teacher, apply his/her insight and the current scientific background to the teaching of English language.
D (satisfactory performance): The student is only familiar with certain topics in contemporary intercultural research, can critically analyse social and cultural issues presented in the media with great help, is able to argue for his/her humanistic position in a discussion, although less convincingly, with more help, he/she can present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, by creating a project for a certain age group, he/she is able, after a longer consultation with the teacher, to apply his/her insight and current scientific background to the teaching of the English language.
E (sufficient performance): The student is familiar with only peripheral issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media only partially, is able to argue for his/her humanistic point of view in a discussion, although not convincingly, can present his/her media analysis and reflections on a particular intercultural topic to the group and to the class with great help, by creating a project for a certain age group, can, after extensive consultation with the teacher, apply his/her insight and current scientific background to the teaching of English.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Introduction to intercultural communication, what is culture, communication, individuality vs. collectivity, technology, economics, globalism, science, gender, race, encounters of intercultural thinking, use of intercultural thinking in the classroom.
Through the above-mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students are able to perceive and think critically about issues related to concepts of identity, intercultural thinking and globalised society, are able to think interculturally, think critically about the problems of contemporary society and present them through the prism of a specific situation that also concerns their lives.
Skills:
Students are proficient in finding and selecting relevant sources for an intercultural approach, are able to analyse media presentations and media materials in relation to instructional objectives, are able to apply an intercultural approach to the teaching of English in elementary and secondary schools, are able to discuss intercultural issues in depth and argue persuasively in pairs and large groups, are able to apply critical analysis in evaluating selected cultural, social, and political phenomena.
Competences:
Students are able to present their own, theoretically grounded position and to think critically about opposing views (also using the method of situation analysis), they are able to use the method of case studies in the teaching of English for different levels to become more familiar with a particular intercultural issue, they are able to develop a creative project on an intercultural topic and at the same time to apply it to the teaching of English, they have mastered strategies of self-knowledge leading to a deepening of metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 hours per semester
Student’s workload: 75 hours in total
Direct teaching = 5 h (a combination of direct teacher-student contact and communication via the Internet), home preparation for class = 10 h, creating a presentation of a specific intercultural topic in the context = 30 h, written analysis of an intercultural topic= 30 h
Teaching methods:
Media presentations of intercultural topics, analyses of selected journalistic articles and theoretical works, dialogical methods (debate, discussion, colloquium), case studies, situation analysis method, role-playing method, project-based learning, critical evaluation of presentations
Compulsory readings:
GOODMAN, L. and de GAY, J. eds.. (2000). The Routledge Reader in Politics and Performance. London and New York: Routledge. Available online: https://monoskop.org/log/?p=755.
HUSÁROVÁ, Z. and ULKUNIEMI, S. (2015). Making collaborative visual poems about identities: an interdisciplinary and international art educational project. In: Conversations on Finnish Art Education. Helsinki: Aalto University, pp. 318–329.
JAVORČÍKOVÁ, J. and ZELENKOVÁ, A. (2019). Cultural studies in the brexit era: In-service teachers’ and students’ views. In: Proceedings of Academics World International Conference. Bhubaneswar: Institute of Research and Journals, pp. 35–39.
Recommended readings:
BABAEV, D. et al. (2020). Information and Communicative Competence Development in Prospective Teachers. In: Creative Education vol. 11, no. 12. Available online: https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=106264.
BORELLO, E. et al. (2016). Web 2.0, Language Learning and Intercultural Competence. In: Open Access Library Journal vol. 3, no. 2. Available online:
https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/journal/paperinformation.aspx?paperid=68252.
none
Course requirements:
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has an in-depth knowledge of the basic issues of contemporary intercultural research, is able to critically analyse social and cultural topics presented in the media independently, is able to argue convincingly for his/her humanistic position in a discussion, is able to present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, is able to apply his/her insight and the current scientific background independently to the teaching of the English language through the creation of a project for a certain age group.
B (very good performance): The student knows the basic issues of contemporary intercultural research, can critically analyse social and cultural issues presented in the media with minimal assistance, and is able to argue well for his/her humanistic position in a debate, is able to present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, using the creation of a project for a certain age group, is able, after a very short consultation with the teacher, to apply his/her insight and contemporary scientific background to the teaching of English.
C (good performance): The student is familiar with partial issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media with little help, and is able to argue for his/her humanistic position in a discussion, with a little help, can present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, by creating a project for a certain age group, can, after a short consultation with the teacher, apply his/her insight and the current scientific background to the teaching of English language.
D (satisfactory performance): The student is only familiar with certain topics in contemporary intercultural research, can critically analyse social and cultural issues presented in the media with great help, is able to argue for his/her humanistic position in a discussion, although less convincingly, with more help, he/she can present his/her media analysis and reflections on a particular intercultural topic in a group and in front of the class, by creating a project for a certain age group, he/she is able, after a longer consultation with the teacher, to apply his/her insight and current scientific background to the teaching of the English language.
E (sufficient performance): The student is familiar with only peripheral issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media only partially, is able to argue for his/her humanistic point of view in a discussion, although not convincingly, can present his/her media analysis and reflections on a particular intercultural topic to the group and to the class with great help, by creating a project for a certain age group, can, after extensive consultation with the teacher, apply his/her insight and current scientific background to the teaching of English.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Introduction to intercultural communication, what is culture, communication, individuality vs. collectivity, technology, economics, globalism, science, gender, race, encounters of intercultural thinking, use of intercultural thinking in the classroom.
Through the above-mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Bachelor's degree in the study programme of Teaching English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific intercultural issue in context (30 points/percent)
Active participation in discussions on the assigned issues during class (10 points/percent)
Creation of a project/play on an intercultural topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students are able to perceive and think critically about issues related to concepts of identity, intercultural thinking and globalised society, are able to think interculturally, think critically about the problems of contemporary society and present them through the prism of a specific situation that also concerns their lives.
Skills:
Students are proficient in finding and selecting relevant sources for an intercultural approach, are able to analyse media presentations and media materials in relation to instructional objectives, are able to apply an intercultural approach to the teaching of English in elementary and secondary schools, are able to discuss intercultural issues in depth and argue persuasively in pairs and large groups, are able to apply critical analysis in evaluating selected cultural, social, and political phenomena.
Competences:
Students are able to present their own, theoretically grounded position and to think critically about opposing views (also using the method of situation analysis), they are able to use the method of case studies in the teaching of English for different levels to become more familiar with a particular intercultural issue, they are able to develop a creative project on an intercultural topic and at the same time to apply it to the teaching of English, they have mastered strategies of self-knowledge leading to a deepening of metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (a combination of in-person teaching and on-line consultations), home preparation (revision + assignments + work with texts) = 35 hours, Reading and use of English part 5 = 5 hours, Reading and use of English part 6 = 5 hours, Reading and use of English part 7 = 5 hours, preparation for the whole section Reading and Use of English parts 1–7 = 20 hours
Teaching methods:
Guided self-study method (homework with the text and related assignments), frontal method (the teacher raises a topic contradictory to the topic of the text and then through guided discussion reaches a consensus with the students), monological methods (explanation of reading comprehension strategies - identification of key information, reading techniques, etc.), practical methods - solving tasks for the development of reading comprehension according to the model of the Cambridge B2-C1 exam
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
The student is entitled to an alternative date of final assessment (in case of medical or other compelling reasons); Continuous assignments cannot be resat.
Attendance and passing the midterm assessment with any result are prerequisites for passing the exam.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work with the text independently and without errors at the level B2-C1, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information The student can correctly understand the text independently and within the time limit, and correctly perform the Cambridge exam format tasks without assistance. The student can retell a text using vocabulary at B2-C1 level independently and fluently.
B (very good performance): The student is able to work with the text at B2-C1 level with minimal help from the teacher without errors, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can correctly understand the text with minimal teacher/team assistance in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with minimal help and with minor hesitations.
C (good performance): The student is able to work with the text at B2-C1 level with the help of the teacher, minor errors are present. The student can apply the skills of speed reading to find out content, speed reading to get information, close reading to understand the text thoroughly, close reading to identify specific information and can, with the help of the teacher/team, understand the read text correctly or with minor errors in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with help and minor hesitations.
D (satisfactory performance): The student can work with the text at B2-C1 level with intensive help from the teacher, major errors are present. With intensive teacher/team support, the student can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can, with intensive teacher/team support, comprehend the text read in the time allowed but with more significant errors. The student is able to retell a text using vocabulary at B2-C1 level with help and with some hesitation.
E (sufficient performance): The student is able to work with the text at B2-C1 level with intensive help from the teacher. With intensive teacher/team support, the student can partially apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information and can partially understand the text read with intensive teacher/team support in the time allowed. The student can retell a text using B2-C1 level vocabulary with intensive help and with little hesitation.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Reading comprehension, formal and informal style, vocabulary from texts, vocabulary - cohesion and linking expressions, identifying information from the context of a text, skills associated with the Reading Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, chapters 1 - 8. Latest news, travel and traditions, behaviour and social contact, selling and buying, health and sport, old and new culture, ecology, study and work
Through the above content, the student is prepared to continue their studies in this field at the 2nd cycle of higher education, has developed foreign language communication skills at the B2-C1 level, is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the 2nd cycle of higher education, is able to argue, present and defend his/her views and opinions. The student is acquainted with professional texts (linguistic, linguodidactic and other, as well as in ordinary texts), is able to independently acquire and interpret knowledge. The student acquires the ability to work practically with a text, applying reading techniques and is able to search for information and use it correctly.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will be acquainted with the principles of working with text, will have mastered reading techniques (scanning, skimming, reading for gist, reading for detail), will have mastered vocabulary from texts; - will have mastered the vocabulary necessary to successfully complete tasks to develop and test reading skills (means of cohesion, use of reference and linking expressions, etc.); will be acquainted - with the basics of individual linguistic disciplines and will be able to further use or deepen this knowledge in the second stage of higher education; knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in English language teaching - specifically in reading comprehension.
Skills:
Upon successful completion of this course, the student will have developed the skill of reading a variety of texts, understanding them in both formal and informal styles; will be able to apply strategies for developing tasks to test reading comprehension skills according to the Cambridge format. In Cambridge format test tasks, the learner can select the correct one from the options, fill in the correct missing paragraph in a text and associate the part of the text to the speaker; will be able to understand more complex texts at B2-C1 level with the help of reading development strategies; will have developed foreign language communication skills at the B2-C1 level; will be able to analyse an English text in terms of basic phonological, lexical and grammatical linguistic resources, describe and compare the language systems of Slovak and English, and use digital technologies to support foreign language education - specifically in reading comprehension.
Competences:
Upon successful completion of this course, the student will have developed a high level of communicative competence and performance, will be able to understand, mentally process, retain and retell the content of the text; will be able to navigate in professional texts, can independently acquire and correlate knowledge; will be able to read and interpret literature (both fiction and non-fiction) in English; will have acquired competence in planning activities for the development of reading comprehension (including activation of mental schemata), carrying out tasks and evaluating activities for the development and testing of reading comprehension skills.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (a combination of in-person teaching and on-line consultations), home preparation (revision + assignments + work with texts) = 35 hours, Reading and use of English part 5 = 5 hours, Reading and use of English part 6 = 5 hours, Reading and use of English part 7 = 5 hours, preparation for the whole section Reading and Use of English parts 1–7 = 20 hours
Teaching methods:
Guided self-study method (homework with the text and related assignments), frontal method (the teacher raises a topic contradictory to the topic of the text and then through guided discussion reaches a consensus with the students), monological methods (explanation of reading comprehension strategies - identification of key information, reading techniques, etc.), practical methods - solving tasks for the development of reading comprehension according to the model of the Cambridge B2-C1 exam
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
The sources are available in Slovak bookstores and libraries.
none
Course completion requirements:
The student is entitled to an alternative date of final assessment (in case of medical or other compelling reasons); Continuous assignments cannot be resat.
Attendance and passing the midterm assessment with any result are prerequisites for passing the exam.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work with the text independently and without errors at the level B2-C1, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information The student can correctly understand the text independently and within the time limit, and correctly perform the Cambridge exam format tasks without assistance. The student can retell a text using vocabulary at B2-C1 level independently and fluently.
B (very good performance): The student is able to work with the text at B2-C1 level with minimal help from the teacher without errors, can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can correctly understand the text with minimal teacher/team assistance in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with minimal help and with minor hesitations.
C (good performance): The student is able to work with the text at B2-C1 level with the help of the teacher, minor errors are present. The student can apply the skills of speed reading to find out content, speed reading to get information, close reading to understand the text thoroughly, close reading to identify specific information and can, with the help of the teacher/team, understand the read text correctly or with minor errors in the time allowed. The student is able to retell a text using vocabulary at B2-C1 level with help and minor hesitations.
D (satisfactory performance): The student can work with the text at B2-C1 level with intensive help from the teacher, major errors are present. With intensive teacher/team support, the student can apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information, and can, with intensive teacher/team support, comprehend the text read in the time allowed but with more significant errors. The student is able to retell a text using vocabulary at B2-C1 level with help and with some hesitation.
E (sufficient performance): The student is able to work with the text at B2-C1 level with intensive help from the teacher. With intensive teacher/team support, the student can partially apply the skills of speed reading to identify content, speed reading to obtain information, close reading to thoroughly understand the text, close reading to identify specific information and can partially understand the text read with intensive teacher/team support in the time allowed. The student can retell a text using B2-C1 level vocabulary with intensive help and with little hesitation.
Languages necessary to complete the course:
English, Slovak
Course contents:
Main themes of the course: Reading comprehension, formal and informal style, vocabulary from texts, vocabulary - cohesion and linking expressions, identifying information from the context of a text, skills associated with the Reading Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, chapters 1 - 8. Latest news, travel and traditions, behaviour and social contact, selling and buying, health and sport, old and new culture, ecology, study and work
Through the above content, the student is prepared to continue their studies in this field at the 2nd cycle of higher education, has developed foreign language communication skills at the B2-C1 level, is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the 2nd cycle of higher education, is able to argue, present and defend his/her views and opinions. The student is acquainted with professional texts (linguistic, linguodidactic and other, as well as in ordinary texts), is able to independently acquire and interpret knowledge. The student acquires the ability to work practically with a text, applying reading techniques and is able to search for information and use it correctly.
Continuous assessment (100%):
Reading and use of English part 5, multiple choice (15%)
Reading and use of English part 6, search for a correct missing paragraph (15%)
Reading and use of English part 7, association of a paragraph with a speaker (15%)
Reading and use of English parts 1–7, (55%)
Objectives and learning outcomes:
Based on the objectives declared in the profile of a graduate, this course aims for the student to develop the following knowledge, skills, and competences:
Knowledge:
Upon successful completion of this course, the student:
- will be acquainted with the principles of working with text, will have mastered reading techniques (scanning, skimming, reading for gist, reading for detail), will have mastered vocabulary from texts; - will have mastered the vocabulary necessary to successfully complete tasks to develop and test reading skills (means of cohesion, use of reference and linking expressions, etc.); will be acquainted - with the basics of individual linguistic disciplines and will be able to further use or deepen this knowledge in the second stage of higher education; knows the individual levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in English language teaching - specifically in reading comprehension.
Skills:
Upon successful completion of this course, the student will have developed the skill of reading a variety of texts, understanding them in both formal and informal styles; will be able to apply strategies for developing tasks to test reading comprehension skills according to the Cambridge format. In Cambridge format test tasks, the learner can select the correct one from the options, fill in the correct missing paragraph in a text and associate the part of the text to the speaker; will be able to understand more complex texts at B2-C1 level with the help of reading development strategies; will have developed foreign language communication skills at the B2-C1 level; will be able to analyse an English text in terms of basic phonological, lexical and grammatical linguistic resources, describe and compare the language systems of Slovak and English, and use digital technologies to support foreign language education - specifically in reading comprehension.
Competences:
Upon successful completion of this course, the student will have developed a high level of communicative competence and performance, will be able to understand, mentally process, retain and retell the content of the text; will be able to navigate in professional texts, can independently acquire and correlate knowledge; will be able to read and interpret literature (both fiction and non-fiction) in English; will have acquired competence in planning activities for the development of reading comprehension (including activation of mental schemata), carrying out tasks and evaluating activities for the development and testing of reading comprehension skills.
Type, of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours): 5 per semester
Student’s workload: 75 hours in total
Direct teaching = 5 h, theory = 17 h, self-study of materials and sample papers = 13 h, preparation for Assignment 1 = 6 h, preparation for Assignment 2 = 10 h, preparation for Assignment = 24 h
Teaching methods:
Guided self-study (working with the text and related assignments), frontal method (the teacher invites students to evaluate a randomly selected work and discuss the correct, less correct, or incorrectly formulated parts of the written text), monological methods (explanation of strategies and procedures applied in academic or essay writing - paragraph structure, essay structure, topic sentence, thesis statement, central part of the paper, conclusion.) practical methods - own creative assignment-based writing
Compulsory reading:
ZEMACH, E. D. and RUMISEK, L. A. (2005). Academic Writing from Paragraph to Essay. Oxford: Macmillan.
Recommended readings:
BANKS, T. (2013). Writing for Impact. Cambridge University Press.
LEKI, I. (2012) Academic Writing, Exploring Processes and Strategies. Cambridge University Press.
PALMER, G., GOWER, R. and HAINES, S. (2008). Cambridge English Skills: Real Writing. Cambridge University Press.
These resources are available in Slovak libraries and/or bookstores.
none
Course completion requirements:
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Class attendance and completion of the continuous assessment tests with any score are prerequisites for the final continuous assessment. The student is allowed to ask for an extra date for the interim assessment tests (if he/she has not attended the assessment for medical or other serious reasons) but is not allowed to re-sit any of the tests.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with the text (draft) and can independently prepare for the task (collecting information, data). The student can independently and without help create the individual parts of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can independently create an appropriate argument, comparison, express an opinion in writing (according to the type of essay). The student works independently with grammatical and lexical structures at the B2-C1 level. The student can appropriately synthesize ideas and use the correct means of cohesion in a written text.
B (very good performance): The student is able to work with the text (draft) with minimal help and without errors and can prepare for the assignment (gathering information, data) with minimal help from the teacher and/or team. With minimal help, the student produces the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can, with minimal help, create an appropriate argument, comparison, express an opinion in writing (depending on the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student is able to synthesize ideas appropriately and use the correct means of cohesion in a written text.
C (good performance): The student is able to work with the text (draft) with the help of the teacher and with only minor errors. With the help of the teacher and / or the team the student can prepare for the task (information gathering, data). The student can, with help, produce the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). The student is able to make an appropriate argument, comparison, express an opinion in writing with help (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a written text.
D (satisfactory performance): The student is able to work with the text (draft) with intensive help from the teacher but with only minor errors. With the intensive help of the teacher and/or the team, the student can prepare for the task (gathering information, data). With intensive help, the student can produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). With intensive help, the student is able to produce a mostly appropriate argument, comparison, opinion in written form (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level, while committing more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in written text.
E (sufficient performance): The student is able to work with the text (draft) with intensive help from the teacher but with more serious errors. With support and intensive help from the teacher and/or the team, the student is able to prepare for the task (information gathering, data collection). With the support and intensive help, he/she is able to produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with more serious inaccuracies). With support and intensive help, the student is able to produce a mostly appropriate argument, comparison, and opinion in writing (according to the type of essay). The student works with grammatical and lexical structures at B2-C1 level, making more serious errors. The student can mostly synthesise ideas appropriately but makes more serious errors in the use of cohesion devices and phrases.
The language required for the course: English, Slovak
Course contents:
Main themes of the course: Task (writing) planning, selection and specification of the topic, paragraph structure, writing a descriptive paragraph, opinion paragraph, comparative paragraph, problem-solving paragraph, essay structure, coherence and cohesion, essay parts.
Using the above knowledge, students will significantly develop the skill of writing a foreign language (English-language) text which will also prepare them for higher, master's level studies. The student will become familiar with the different levels of the English language, especially those relevant to academic or creative writing. The student has developed foreign language communication skills at the B2-C1 level. The student knows how to use digital technologies appropriately in data collection and in the evaluation of writing tasks. The student is able to argue, present and defend his/her views and opinions in an essay, and is able to independently gather and interpret knowledge. The student has developed elementary didactic skills, can analyse pedagogical situations and propose solutions with regard to teaching writing skills.
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Learning objectives and outcomes:
From the learning objectives declared in the graduate’s profile, this course aims to acquire the following knowledge, skills, and competences:
Knowledge:
The student is familiar with the basics of linguistic disciplines and is able to further use or deepen this knowledge in the 2nd level of higher education. The student knows the levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, and knows how to apply them in English language teaching, specifically in writing. The student becomes familiar with the structure of the written text according to the Anglophone criteria of academic and essay writing. The student will acquire knowledge of the correct formation of the topic sentence and thesis statement, the core of the paragraph and the essay, as well as knowledge of the correct writing of the conclusion. The student will learn how to organize and work with ideas, how to express thought, opinion, compare and contrast in a written text (essay). The student will learn the correct linguistic devices for producing a text. In general, the student will become familiar with language structures at B2-C1 level.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic phonological, lexical and grammatical linguistic devices, can describe and compare the linguistic systems of the English and Slovak languages. The student is able to create a paragraph and an essay applying the English language rules for academic and essay writing. The student is able to correctly create the individual parts of a paragraph and essay (introduction, body, conclusion, topic sentence, thesis statement), The student is able to organize ideas, is able to express an opinion in the required form, is able to compare and contrast ideas and opinions. The student is able to produce a paragraph and a longer form of written text (essay) at B2-C1 level with the application of grammatical and lexical structures and with the correct use of cohesive expressions. The student will be able to produce a text with a high degree of synthesis. The student is able to actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts, is able to independently acquire and correlate knowledge, is able to read and interpret literature (both fiction and professional) in English, is able to argue, present and defend his/her opinions and points of view. The student will learn to produce a coherent text of a required length, applying the rules of English writing. The student will learn to critically evaluate a text and use self-correction. The student will be able to plan and organize his/her own learning. The student will learn to plan writing development tasks with an emphasis on information gathering. The student's digital literacy skills will be developed while gathering information. The student will be able to carry out high-level synthesis of text using the tools of cohesion. The student will independently make correct use of grammatical and lexical structures at the B2-C1 level, recognizing the more formal structures that are appropriate in written text. The student will be able to creatively apply the acquired information in pedagogical practice.
Type, of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours): 5 per semester
Student’s workload: 75 hours in total
Direct teaching = 5 h, theory = 17 h, self-study of materials and sample papers = 13 h, preparation for Assignment 1 = 6 h, preparation for Assignment 2 = 10 h, preparation for Assignment = 24 h
Teaching methods:
Guided self-study (working with the text and related assignments), frontal method (the teacher invites students to evaluate a randomly selected work and discuss the correct, less correct, or incorrectly formulated parts of the written text), monological methods (explanation of strategies and procedures applied in academic or essay writing - paragraph structure, essay structure, topic sentence, thesis statement, central part of the paper, conclusion.) practical methods - own creative assignment-based writing
Compulsory reading:
ZEMACH, E. D. and RUMISEK, L. A. (2005). Academic Writing from Paragraph to Essay. Oxford: Macmillan.
Recommended readings:
BANKS, T. (2013). Writing for Impact. Cambridge University Press.
LEKI, I. (2012) Academic Writing, Exploring Processes and Strategies. Cambridge University Press.
PALMER, G., GOWER, R. and HAINES, S. (2008). Cambridge English Skills: Real Writing. Cambridge University Press.
These resources are available in Slovak libraries and/or bookstores.
none
Course completion requirements:
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Class attendance and completion of the continuous assessment tests with any score are prerequisites for the final continuous assessment. The student is allowed to ask for an extra date for the interim assessment tests (if he/she has not attended the assessment for medical or other serious reasons) but is not allowed to re-sit any of the tests.
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with the text (draft) and can independently prepare for the task (collecting information, data). The student can independently and without help create the individual parts of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can independently create an appropriate argument, comparison, express an opinion in writing (according to the type of essay). The student works independently with grammatical and lexical structures at the B2-C1 level. The student can appropriately synthesize ideas and use the correct means of cohesion in a written text.
B (very good performance): The student is able to work with the text (draft) with minimal help and without errors and can prepare for the assignment (gathering information, data) with minimal help from the teacher and/or team. With minimal help, the student produces the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement). The student can, with minimal help, create an appropriate argument, comparison, express an opinion in writing (depending on the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student is able to synthesize ideas appropriately and use the correct means of cohesion in a written text.
C (good performance): The student is able to work with the text (draft) with the help of the teacher and with only minor errors. With the help of the teacher and / or the team the student can prepare for the task (information gathering, data). The student can, with help, produce the essentials of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). The student is able to make an appropriate argument, comparison, express an opinion in writing with help (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a written text.
D (satisfactory performance): The student is able to work with the text (draft) with intensive help from the teacher but with only minor errors. With the intensive help of the teacher and/or the team, the student can prepare for the task (gathering information, data). With intensive help, the student can produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with minor inaccuracies). With intensive help, the student is able to produce a mostly appropriate argument, comparison, opinion in written form (according to the type of essay). The student works with grammatical and lexical structures at the B2-C1 level, while committing more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in written text.
E (sufficient performance): The student is able to work with the text (draft) with intensive help from the teacher but with more serious errors. With support and intensive help from the teacher and/or the team, the student is able to prepare for the task (information gathering, data collection). With the support and intensive help, he/she is able to produce the elements of academic and essay writing (introduction, core, conclusion, topic sentence / thesis statement with more serious inaccuracies). With support and intensive help, the student is able to produce a mostly appropriate argument, comparison, and opinion in writing (according to the type of essay). The student works with grammatical and lexical structures at B2-C1 level, making more serious errors. The student can mostly synthesise ideas appropriately but makes more serious errors in the use of cohesion devices and phrases.
The language required for the course: English, Slovak
Course contents:
Main themes of the course: Task (writing) planning, selection and specification of the topic, paragraph structure, writing a descriptive paragraph, opinion paragraph, comparative paragraph, problem-solving paragraph, essay structure, coherence and cohesion, essay parts.
Using the above knowledge, students will significantly develop the skill of writing a foreign language (English-language) text which will also prepare them for higher, master's level studies. The student will become familiar with the different levels of the English language, especially those relevant to academic or creative writing. The student has developed foreign language communication skills at the B2-C1 level. The student knows how to use digital technologies appropriately in data collection and in the evaluation of writing tasks. The student is able to argue, present and defend his/her views and opinions in an essay, and is able to independently gather and interpret knowledge. The student has developed elementary didactic skills, can analyse pedagogical situations and propose solutions with regard to teaching writing skills.
Continuous assessment (100%):
Assignment 1: correct formulation of topic sentence a thesis statement (15%)
Assignment 2: writing a paragraph (25%)
Assignment 3: writing an essay on a given topic (60%)
Learning objectives and outcomes:
From the learning objectives declared in the graduate’s profile, this course aims to acquire the following knowledge, skills, and competences:
Knowledge:
The student is familiar with the basics of linguistic disciplines and is able to further use or deepen this knowledge in the 2nd level of higher education. The student knows the levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), understands their structural-functional characteristics, and knows how to apply them in English language teaching, specifically in writing. The student becomes familiar with the structure of the written text according to the Anglophone criteria of academic and essay writing. The student will acquire knowledge of the correct formation of the topic sentence and thesis statement, the core of the paragraph and the essay, as well as knowledge of the correct writing of the conclusion. The student will learn how to organize and work with ideas, how to express thought, opinion, compare and contrast in a written text (essay). The student will learn the correct linguistic devices for producing a text. In general, the student will become familiar with language structures at B2-C1 level.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic phonological, lexical and grammatical linguistic devices, can describe and compare the linguistic systems of the English and Slovak languages. The student is able to create a paragraph and an essay applying the English language rules for academic and essay writing. The student is able to correctly create the individual parts of a paragraph and essay (introduction, body, conclusion, topic sentence, thesis statement), The student is able to organize ideas, is able to express an opinion in the required form, is able to compare and contrast ideas and opinions. The student is able to produce a paragraph and a longer form of written text (essay) at B2-C1 level with the application of grammatical and lexical structures and with the correct use of cohesive expressions. The student will be able to produce a text with a high degree of synthesis. The student is able to actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts, is able to independently acquire and correlate knowledge, is able to read and interpret literature (both fiction and professional) in English, is able to argue, present and defend his/her opinions and points of view. The student will learn to produce a coherent text of a required length, applying the rules of English writing. The student will learn to critically evaluate a text and use self-correction. The student will be able to plan and organize his/her own learning. The student will learn to plan writing development tasks with an emphasis on information gathering. The student's digital literacy skills will be developed while gathering information. The student will be able to carry out high-level synthesis of text using the tools of cohesion. The student will independently make correct use of grammatical and lexical structures at the B2-C1 level, recognizing the more formal structures that are appropriate in written text. The student will be able to creatively apply the acquired information in pedagogical practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (a combination of in-person and online teaching), home preparation (revision + homework) = 30 hours, preparation for Assignment 1 = 8 hours, preparation for Assignment 2 = 8 hours, preparation for Assignment 3 = 8 hours, preparation for Assignment 4 = 8 hours, preparation for Assignment 5 = 8 hours
Teaching methods:
Dialogic methods (conversation/polemic/discussion on a predetermined topic always with the aim of learning and practising C1 vocabulary), problem-based methods (brainstorming mostly as an introduction to the topic), practical methods - simulating the format of the Cambridge Advanced exam (parts 1–4). Note: C1 level will be measured by the level of textbooks/materials used, English Profile and the Cambridge Advanced Learner's Dictionary
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
UR, P. (2012). Discussions that Work. Cambridge University Press.
All the above mentioned readings are available in Slovak libraries and bookstores.
none
Course completion requirements:
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to a re-sit date for the Continuous assessment.
Class attendance and passing the in-term assessment with any result are prerequisites for taking the examination.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with a spoken text. He/she can independently prepare for the task (information gathering, data). The student can independently create an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student can work independently with grammatical and lexical structures at B2-C1 level. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
B (very good performance): The student is able to work with spoken text with minimal assistance and without errors. With minimal assistance from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With minimal help, the student can make an appropriate argument, comparison, express an opinion in spoken form (depending on the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
C (good performance): The student is able to work with spoken text with the help of the teacher and with only minor errors. He/she is able to prepare for the task (information gathering, data) with the help of the teacher and/or the team. The student can, with help, make an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a spoken text.
D (satisfactory performance): The student can work with written and spoken text with intensive help from the teacher but with only minor errors. With intensive help from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With intensive help, the student is able to make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, making even more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in spoken text.
E (sufficient performance): The student is able to work with spoken text with intensive help from the teacher but with more serious errors. He/she is able to prepare for the task (information gathering, data collection) with support and intensive help from the teacher and/or the team. The student can, with support and intensive help, make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, while making more serious errors. The student can mostly synthesise ideas appropriately, but makes more serious errors in the use of cohesion devices and phrases.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Speaking - formal and informal style, vocabulary from written and spoken texts, vocabulary - cohesive expressions, skills associated with the Speaking Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, Units 1–8. Latest news, travel and traditions, manners and social contact, selling and buying, health and sport, old and new culture, ecology, study and work.
Through the above content, the student is prepared to continue studying this subject at the 2nd degree of the study programme. The student knows the different levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics, and the ways of their application in communication and in teaching practice. The student has developed foreign language communication skills at the B2-C1 level, is able to argue, present and defend his/her views and opinions. The student has developed communication strategies, including compensatory mechanisms.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Objectives and learning outcomes:
The general objective is to ensure the attainment of C1 level of communication according to the Common European Framework of Reference for Languages (CEFR).
Knowledge:
The student is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the second cycle of higher education, knows the individual levels of the English language system (phonetics, phonology, grammar lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in learning and teaching the English language. The student learns the principles of successful conversation. The student will acquire knowledge of compensatory strategies, the student will acquire the vocabulary necessary to express even more difficult and complex topics in a formal and informal style. The student will expand his/her vocabulary, learn the correct pronunciation of individual words and groups of words in a sentence, learn the principles of linking consonant pronunciation and reduced pronunciation.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic sound, lexical and grammatical linguistic resources, can describe and compare the main differences and similarities between the language systems of the native (Slovak) and English languages, The student can retell the content of an authentic video recording using the vocabulary contained in the video recording. The student will develop the ability to understand authentic and adapted spoken text. The student will be able to apply compensatory mechanisms in communication. The student will be able to hold a fluent conversation using adequate vocabulary, even on more complex technical topics. The student can describe a picture, ask and answer questions using pictorial material in the format of the Cambridge Advanced exam. The student can lead a discussion that leads to a meaningful conclusion (debate type), and can actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts (linguistic, linguodidactic and others), is able to independently acquire and correlate knowledge, is able to argue, present and defend his/her views and opinions, is able to plan and organize his/her own learning, The student is able to understand a wide range of difficult, longer texts and to recognize their implicit meanings. Can express themselves fluently and spontaneously without too much overt search for expressions. Can use language flexibly and effectively for social, academic or professional purposes. Can produce clear, well-organised and detailed spoken text on complex topics, demonstrating command of compositional techniques, connective expressions and means of cohesion. The student has mastered strategies of self-discovery leading to deepening metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (a combination of in-person and online teaching), home preparation (revision + homework) = 30 hours, preparation for Assignment 1 = 8 hours, preparation for Assignment 2 = 8 hours, preparation for Assignment 3 = 8 hours, preparation for Assignment 4 = 8 hours, preparation for Assignment 5 = 8 hours
Teaching methods:
Dialogic methods (conversation/polemic/discussion on a predetermined topic always with the aim of learning and practising C1 vocabulary), problem-based methods (brainstorming mostly as an introduction to the topic), practical methods - simulating the format of the Cambridge Advanced exam (parts 1–4). Note: C1 level will be measured by the level of textbooks/materials used, English Profile and the Cambridge Advanced Learner's Dictionary
Compulsory readings:
MAY, P. (2014). Compact Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.
Recommended readings:
McCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Phrasal Verbs in Use Advanced. Cambridge University Press.
McCARTHY, M. and O’DELL, F. (2017). English Idioms in Use Advanced. Cambridge University Press.
O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.
O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.
UR, P. (2012). Discussions that Work. Cambridge University Press.
All the above mentioned readings are available in Slovak libraries and bookstores.
none
Course completion requirements:
The student is entitled to an alternative date for the final assessment (if he/she has not attended the assessment for medical or other serious reasons), but is not entitled to a re-sit date for the Continuous assessment.
Class attendance and passing the in-term assessment with any result are prerequisites for taking the examination.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is able to work independently and without errors with a spoken text. He/she can independently prepare for the task (information gathering, data). The student can independently create an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student can work independently with grammatical and lexical structures at B2-C1 level. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
B (very good performance): The student is able to work with spoken text with minimal assistance and without errors. With minimal assistance from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With minimal help, the student can make an appropriate argument, comparison, express an opinion in spoken form (depending on the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and use the correct means of cohesion in a spoken text.
C (good performance): The student is able to work with spoken text with the help of the teacher and with only minor errors. He/she is able to prepare for the task (information gathering, data) with the help of the teacher and/or the team. The student can, with help, make an appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue/dialogue). The student works with grammatical and lexical structures at B2-C1 level with only minimal errors. The student can synthesise ideas appropriately and mostly use correct means of cohesion in a spoken text.
D (satisfactory performance): The student can work with written and spoken text with intensive help from the teacher but with only minor errors. With intensive help from the teacher and/or team, the student can prepare for the task (information gathering, data collection). With intensive help, the student is able to make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, making even more serious errors. The student can mostly synthesise ideas appropriately and mostly use correct means of cohesion in spoken text.
E (sufficient performance): The student is able to work with spoken text with intensive help from the teacher but with more serious errors. He/she is able to prepare for the task (information gathering, data collection) with support and intensive help from the teacher and/or the team. The student can, with support and intensive help, make a mostly appropriate argument, comparison, express an opinion in spoken form (according to the type of monologue / dialogue). The student works with grammatical and lexical structures at the B2-C1 level, while making more serious errors. The student can mostly synthesise ideas appropriately, but makes more serious errors in the use of cohesion devices and phrases.
Languages necessary to complete the course: English, Slovak
Course contents:
Main themes of the course: Speaking - formal and informal style, vocabulary from written and spoken texts, vocabulary - cohesive expressions, skills associated with the Speaking Paper from the Cambridge Advanced Examination and from the Compact Advanced textbook, Units 1–8. Latest news, travel and traditions, manners and social contact, selling and buying, health and sport, old and new culture, ecology, study and work.
Through the above content, the student is prepared to continue studying this subject at the 2nd degree of the study programme. The student knows the different levels of the English language system (phonetics, phonology, grammar, lexicology, stylistics), their structural-functional characteristics, and the ways of their application in communication and in teaching practice. The student has developed foreign language communication skills at the B2-C1 level, is able to argue, present and defend his/her views and opinions. The student has developed communication strategies, including compensatory mechanisms.
Continuous assessment (100%):
Assignment 1 - Explain vocabulary and retell the video using the vocabulary (20%)
Assignment 2 - Short conversational debate activity (20%)
Assignment 3 - Cambridge Advanced, speaking, part 1 (introduction, introductory interview, answering examiner’s questions) (20%)
Assignment 4 - Cambridge Advanced, speaking, part 2 (talking about a picture, answering questions in a partner’s picture) (20%)
Assignment 5 - Cambridge Advanced, speaking, part 3 (3-minute paired interview) (20%)
Objectives and learning outcomes:
The general objective is to ensure the attainment of C1 level of communication according to the Common European Framework of Reference for Languages (CEFR).
Knowledge:
The student is oriented in the basics of individual linguistic disciplines and is able to further use or deepen this knowledge as needed in the second cycle of higher education, knows the individual levels of the English language system (phonetics, phonology, grammar lexicology, stylistics), understands their structural-functional characteristics, knows the ways of their application in learning and teaching the English language. The student learns the principles of successful conversation. The student will acquire knowledge of compensatory strategies, the student will acquire the vocabulary necessary to express even more difficult and complex topics in a formal and informal style. The student will expand his/her vocabulary, learn the correct pronunciation of individual words and groups of words in a sentence, learn the principles of linking consonant pronunciation and reduced pronunciation.
Skills:
The student has developed foreign language communication skills at the B2-C1 level, can analyse an English text in terms of basic sound, lexical and grammatical linguistic resources, can describe and compare the main differences and similarities between the language systems of the native (Slovak) and English languages, The student can retell the content of an authentic video recording using the vocabulary contained in the video recording. The student will develop the ability to understand authentic and adapted spoken text. The student will be able to apply compensatory mechanisms in communication. The student will be able to hold a fluent conversation using adequate vocabulary, even on more complex technical topics. The student can describe a picture, ask and answer questions using pictorial material in the format of the Cambridge Advanced exam. The student can lead a discussion that leads to a meaningful conclusion (debate type), and can actively use digital technologies to support foreign language education.
Competences:
The student is able to navigate in professional texts (linguistic, linguodidactic and others), is able to independently acquire and correlate knowledge, is able to argue, present and defend his/her views and opinions, is able to plan and organize his/her own learning, The student is able to understand a wide range of difficult, longer texts and to recognize their implicit meanings. Can express themselves fluently and spontaneously without too much overt search for expressions. Can use language flexibly and effectively for social, academic or professional purposes. Can produce clear, well-organised and detailed spoken text on complex topics, demonstrating command of compositional techniques, connective expressions and means of cohesion. The student has mastered strategies of self-discovery leading to deepening metacognitive awareness.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, 1st practical test = 10 h, pronunciation of short sentences = 15 h, 2nd practical test = 15 h, oral text-presentation = 15 h
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology, phonetic and phonological analysis of words and sentences, peer pronunciation analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory reading:
PAVLÍK, R. (2018). Developing Phonetic and Phonological Skills. Bratislava: Z-F Lingua.
Recommended readings:
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge University Press.
HEWINGS, M. (2007). English Pronunciation in Use: Advanced. Cambridge University Press.
UNDERHILL, A. (2005). Sound Foundations. Learning and Teaching Pronunciation. Oxford: Macmillan Education.
All of the above books are available in Slovak libraries and/or bookshops.
B-ANGde-006 Phonetics and Phonology of English Language
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student correctly pronounces English words (individually and in sentences), correctly implements all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of all segmental and suprasegmental phenomena; is familiar with and can demonstrate pronunciation differences between British and American English.
B (very good performance): The student correctly pronounces English words (individually and in sentences), correctly implements almost all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of many of the segmental and suprasegmental phenomena covered in the class; knows and can demonstrate most of the pronunciation differences between British and American English.
C (good performance): The student pronounces most English words (individually and in sentences) correctly, uses appropriately most segmental and suprasegmental phenomena when reading a prepared continuous text, transcribes words correctly - makes only minor errors in sentences, his/her pronunciation is fully intelligible, can analyse continuous speech in terms of most of the segmental and suprasegmental phenomena covered in the course; knows and can demonstrate all the important pronunciation differences between British and American English.
D (satisfactory performance): The student pronounces most English words (individually and in sentences) correctly; when reading a prepared continuous text, he/she correctly realizes all essential segmental and suprasegmental phenomena; he/she transcribes words correctly, but makes minor errors in sentences; his/her pronunciation is reasonably intelligible; he/she can analyse continuous speech in terms of the main segmental and suprasegmental phenomena; he/she knows and can demonstrate the essential pronunciation differences between British and American English.
E (sufficient performance): The student pronounces most English words correctly, correctly implements basic segmental and suprasegmental phenomena when reading a prepared continuous text, makes errors when transcribing words and sentences, his/her pronunciation is generally intelligible, can analyse continuous speech only in terms of the most basic segmental and suprasegmental phenomena; knows and can demonstrate only some pronunciation differences between British and American English.
Languages necessary to complete the course: English
Course contents:
Main themes of the course: Production and realisation of vowels and consonants in words and sentences – their phonetic-phonological analysis, pronunciation training and phonetic-phonological analysis of word and sentence stress, suprasegmental phenomena (linking, assimilation, elision, rhythm, intonation) and their phonetic-phonological characteristics, types of English pronunciation.
By means of the above content, the student will deepen the knowledge of the structural-functional attributes of the sound level of the English language acquired in the course Phonetics and Phonology of the English Language, learn the ways of applying theoretical knowledge through practical practice of English pronunciation and phonetic-phonological analysis of English words and sentences, will develop his/her foreign language (especially pronunciation, transcription and listening) skills at B2 – C1 level, will learn to work independently and in a team to solve phonetic-phonological tasks, will be able to analyse and correct his/her own pronunciation and the pronunciation of his/her peers.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course, the student will review and consolidate his/her theoretical knowledge of phonetics and phonology, will become familiar with a variety of different types of phonetic-phonological tasks that can be used practically in the classroom, will become familiar with the methods of analysis of continuous speech from segmental and suprasegmental points of view, will become familiar with the differences between British and American English.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, will be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, will be able to solve different types of phonetic-phonological tasks, will become familiar with the strategies of text analysis from both segmental and suprasegmental points of view, will be able to identify the main differences between British and American pronunciation, will be able to apply theoretical knowledge through practical examples.
Competences:
The student learns to work independently and in a team when solving phonetic-phonological problems and tasks, can communicate on topics related to speech-sound production and correct English pronunciation, learns the principles of phonological analysis of text, can search for and use resources and aids for his/her further independent development, develops his/her abstract thinking skills, can appropriately apply the acquired phonetic-phonological knowledge and strategies in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, 1st practical test = 10 h, pronunciation of short sentences = 15 h, 2nd practical test = 15 h, oral text-presentation = 15 h
Teaching methods:
Concise explanation/description of the subject matter, individual and group pronunciation practice, pair-work, transcription of words and short sentences, listening to recordings, didactic games, using audio-visual technology, phonetic and phonological analysis of words and sentences, peer pronunciation analysis and evaluation, building strategies for the practicing of correct pronunciation
Compulsory reading:
PAVLÍK, R. (2018). Developing Phonetic and Phonological Skills. Bratislava: Z-F Lingua.
Recommended readings:
ROACH, P. (2009). English Phonetics and Phonology: A Practical Course. Cambridge University Press.
HEWINGS, M. (2007). English Pronunciation in Use: Advanced. Cambridge University Press.
UNDERHILL, A. (2005). Sound Foundations. Learning and Teaching Pronunciation. Oxford: Macmillan Education.
All of the above books are available in Slovak libraries and/or bookshops.
B-ANGde-006 Phonetics and Phonology of English Language
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance and who have taken all three tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student correctly pronounces English words (individually and in sentences), correctly implements all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of all segmental and suprasegmental phenomena; is familiar with and can demonstrate pronunciation differences between British and American English.
B (very good performance): The student correctly pronounces English words (individually and in sentences), correctly implements almost all segmental and suprasegmental phenomena of English pronunciation when reading a prepared continuous text, correctly transcribes words and short sentences, his/her pronunciation is fully intelligible, he/she can analyse continuous speech in terms of many of the segmental and suprasegmental phenomena covered in the class; knows and can demonstrate most of the pronunciation differences between British and American English.
C (good performance): The student pronounces most English words (individually and in sentences) correctly, uses appropriately most segmental and suprasegmental phenomena when reading a prepared continuous text, transcribes words correctly - makes only minor errors in sentences, his/her pronunciation is fully intelligible, can analyse continuous speech in terms of most of the segmental and suprasegmental phenomena covered in the course; knows and can demonstrate all the important pronunciation differences between British and American English.
D (satisfactory performance): The student pronounces most English words (individually and in sentences) correctly; when reading a prepared continuous text, he/she correctly realizes all essential segmental and suprasegmental phenomena; he/she transcribes words correctly, but makes minor errors in sentences; his/her pronunciation is reasonably intelligible; he/she can analyse continuous speech in terms of the main segmental and suprasegmental phenomena; he/she knows and can demonstrate the essential pronunciation differences between British and American English.
E (sufficient performance): The student pronounces most English words correctly, correctly implements basic segmental and suprasegmental phenomena when reading a prepared continuous text, makes errors when transcribing words and sentences, his/her pronunciation is generally intelligible, can analyse continuous speech only in terms of the most basic segmental and suprasegmental phenomena; knows and can demonstrate only some pronunciation differences between British and American English.
Languages necessary to complete the course: English
Course contents:
Main themes of the course: Production and realisation of vowels and consonants in words and sentences – their phonetic-phonological analysis, pronunciation training and phonetic-phonological analysis of word and sentence stress, suprasegmental phenomena (linking, assimilation, elision, rhythm, intonation) and their phonetic-phonological characteristics, types of English pronunciation.
By means of the above content, the student will deepen the knowledge of the structural-functional attributes of the sound level of the English language acquired in the course Phonetics and Phonology of the English Language, learn the ways of applying theoretical knowledge through practical practice of English pronunciation and phonetic-phonological analysis of English words and sentences, will develop his/her foreign language (especially pronunciation, transcription and listening) skills at B2 – C1 level, will learn to work independently and in a team to solve phonetic-phonological tasks, will be able to analyse and correct his/her own pronunciation and the pronunciation of his/her peers.
Continuous assessment (100%):
1st practical test (20%)
Pronunciation of short sentences (20%)
2nd practical test (30%)
Oral text presentation (30%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
During the course, the student will review and consolidate his/her theoretical knowledge of phonetics and phonology, will become familiar with a variety of different types of phonetic-phonological tasks that can be used practically in the classroom, will become familiar with the methods of analysis of continuous speech from segmental and suprasegmental points of view, will become familiar with the differences between British and American English.
Skills:
The student will improve his/her pronunciation of English words (both individually and in sentences), increase the level of intelligibility of his/her speech, will be able to detect pronunciation errors and deficiencies in the speech of his/her classmates, will be able to solve different types of phonetic-phonological tasks, will become familiar with the strategies of text analysis from both segmental and suprasegmental points of view, will be able to identify the main differences between British and American pronunciation, will be able to apply theoretical knowledge through practical examples.
Competences:
The student learns to work independently and in a team when solving phonetic-phonological problems and tasks, can communicate on topics related to speech-sound production and correct English pronunciation, learns the principles of phonological analysis of text, can search for and use resources and aids for his/her further independent development, develops his/her abstract thinking skills, can appropriately apply the acquired phonetic-phonological knowledge and strategies in his/her further education and in his/her professional practice.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 30 hours, preparation of two oral exercises = 15 hours, preparation of final written work = 25 hours
Type of activities:
Discussion and critical analysis of literary works, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), team work, presentation and critical reflection on presentations, guided self-study
Compulsory readings
Primary literary texts according to the course requirements
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2018). World Literature: A Reader in English, American and Canadian Fiction: Coursebook. Bratislava: Z-F LINGUA.
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century with Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F LINGUA.
Recommended readings
BATE, J. (2010). English Literature: A Very Short Introduction. Oxford University Press.
GRAY, R. (2011). A Brief History of American Literature. London: Wiley-Blackwell.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. London: Palgrave Macmillan.
Relevant volumes of the series Cambridge Themes in American Literature and Culture
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGex002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a deep knowledge of literary periods and trends in British and American literature, can connect incidental influences in British and American literature, is also sensitive to variations of the same themes and motifs in different periods, clearly sees the social and cultural factors behind literary variations, demonstrates systems knowledge and its application in literary analysis.
B (very good performance): The student has a good understanding of literary periods and trends in British and American literature, discovers a variety of incidental influences in British and American literature, is able to relate variations of the same themes and motifs in different periods to each other, can provide some explanation of the social and cultural factors behind literary variations, demonstrates systemic knowledge and is partially able to apply it to literary analysis, in-class oral exercises contain minor errors or confusions.
C (good performance): The student has a solid understanding of literary periods and trends in British and American literature, discovers some incidental influences in British and American literature, recognizes some variations of the same themes and motifs in different periods, can point to some of the social and cultural factors behind literary variations without a thorough explanation, attests to systemic knowledge and is partially able to apply it to literary analysis, oral exercises in class contain some major errors.
D (satisfactory performance): The student has sufficient knowledge of literary periods and trends in British and American literature, discovers few incidental influences in British and American literature, has limited understanding of the social and cultural factors behind literary variation, is able to apply background and theoretical knowledge only to works discussed but not to unfamiliar texts, both oral exercises contain major errors.
E (sufficient performance): The student has minimal knowledge of literary periods and trends in British and American literature, identifies only a few obvious incidental influences in British and American literature, can apply only clichés of social and cultural history to the works analysed, applies theory and background knowledge in an insubstantial way to the texts, only one of the oral exercises is acceptable.
FX (insufficient performance): The student fails to demonstrate minimal knowledge of literary periods and trends in British and American literature, cannot identify any significant incidental influences, cannot connect social and cultural history with relevant contents of the works discussed, fails to integrate theory and practice to a minimal degree, neither of the oral exercises are acceptable.
Languages necessary to complete the course
English, Slovak
Course contents:
Major periods of British and American literature with representative authors and works: recapitulating and expanding the horizon of knowledge.
Exploration of the transformations of a selected theme (e.g., heroism, love, marriage, poverty, marginalization, family, city and country, climate and nature, monsters) in pairs of British and American literary samples from different periods (medieval and early modern, 19th century, modern and post-modern).
Literary inspirations and rewritings: the transformation of basic literary material (story, legend, myth) in several British and American samples.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of canonical and non-canonical works of British and American literature from a variety of periods that address important themes of the individual and society, understand literary terminology and the contexts of the works analysed, recognize synchronic and diachronic variations in British and American literature, recognize prosodic and stylistic features of literary texts over time, gain proficiency in adaptation studies and transmediality, and become knowledgeable in the pedagogical implications of literature.
Skills:
Students are able to work with literary texts and scholarly studies and apply analytical-critical and linguistic thinking in analysing and discussing texts. Students develop the ability to communicate fluently about professional aspects of literature and culture in English at the B2 level. They acquire presentation and digital skills and are able to search for relevant information in a digital environment and work in the digital learning environment Moodle. They develop elementary didactic skills and are able to analyse pedagogical situations.
Competences:
Students can effectively use self-study strategies, read literature in a foreign language, argue in discussions. They also acquire interpersonal skills, e.g. they can communicate effectively in a group and solve problems in a team. They acquire literary and intercultural competences that enable them to engage in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 30 hours, preparation of two oral exercises = 15 hours, preparation of final written work = 25 hours
Type of activities:
Discussion and critical analysis of literary works, dialogical methods (debates, discussions), analysis of video recordings (filmed examples of works, relevant social events), team work, presentation and critical reflection on presentations, guided self-study
Compulsory readings
Primary literary texts according to the course requirements
JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2017). A Compendium of English Literature: An Annotated Companion to English Literature and Literary Theory. Bratislava: Z-F LINGUA.
JAVORČÍKOVÁ, J. (2018). World Literature: A Reader in English, American and Canadian Fiction: Coursebook. Bratislava: Z-F LINGUA.
KARÁTH, T. (2021). An Outline of the History of English Literature from the Beginnings to the Late 19th Century with Exercises and Suggestions for Pedagogical Applications. Bratislava: Z-F LINGUA.
Recommended readings
BATE, J. (2010). English Literature: A Very Short Introduction. Oxford University Press.
GRAY, R. (2011). A Brief History of American Literature. London: Wiley-Blackwell.
PECK, J. and COYLE, M. (2013). A Brief History of English Literature. 2nd edition. London: Palgrave Macmillan.
Relevant volumes of the series Cambridge Themes in American Literature and Culture
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGex002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has a deep knowledge of literary periods and trends in British and American literature, can connect incidental influences in British and American literature, is also sensitive to variations of the same themes and motifs in different periods, clearly sees the social and cultural factors behind literary variations, demonstrates systems knowledge and its application in literary analysis.
B (very good performance): The student has a good understanding of literary periods and trends in British and American literature, discovers a variety of incidental influences in British and American literature, is able to relate variations of the same themes and motifs in different periods to each other, can provide some explanation of the social and cultural factors behind literary variations, demonstrates systemic knowledge and is partially able to apply it to literary analysis, in-class oral exercises contain minor errors or confusions.
C (good performance): The student has a solid understanding of literary periods and trends in British and American literature, discovers some incidental influences in British and American literature, recognizes some variations of the same themes and motifs in different periods, can point to some of the social and cultural factors behind literary variations without a thorough explanation, attests to systemic knowledge and is partially able to apply it to literary analysis, oral exercises in class contain some major errors.
D (satisfactory performance): The student has sufficient knowledge of literary periods and trends in British and American literature, discovers few incidental influences in British and American literature, has limited understanding of the social and cultural factors behind literary variation, is able to apply background and theoretical knowledge only to works discussed but not to unfamiliar texts, both oral exercises contain major errors.
E (sufficient performance): The student has minimal knowledge of literary periods and trends in British and American literature, identifies only a few obvious incidental influences in British and American literature, can apply only clichés of social and cultural history to the works analysed, applies theory and background knowledge in an insubstantial way to the texts, only one of the oral exercises is acceptable.
FX (insufficient performance): The student fails to demonstrate minimal knowledge of literary periods and trends in British and American literature, cannot identify any significant incidental influences, cannot connect social and cultural history with relevant contents of the works discussed, fails to integrate theory and practice to a minimal degree, neither of the oral exercises are acceptable.
Languages necessary to complete the course
English, Slovak
Course contents:
Major periods of British and American literature with representative authors and works: recapitulating and expanding the horizon of knowledge.
Exploration of the transformations of a selected theme (e.g., heroism, love, marriage, poverty, marginalization, family, city and country, climate and nature, monsters) in pairs of British and American literary samples from different periods (medieval and early modern, 19th century, modern and post-modern).
Literary inspirations and rewritings: the transformation of basic literary material (story, legend, myth) in several British and American samples.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – not graded (A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.)
Preparation of two of the following assignments to develop argumentative and analytical skills (30 points/percent):
Summary of the historical and cultural context of the chosen literary work
Review of a scholarly article related to the selected literary work
Preparation of an exercise to teach any aspect of the selected literary work
Follow-up research on a question raised in a previous class discussion
Moderating the discussion of a question (the moderator introduces the question and prepares the arguments for the debate)
Presentation of one of the adaptations or intermedial transpositions of the selected literary work
Discussion of a closely related literary work from another period of British or American literature
Active participation in class discussions (10 points/percent)
Written analysis of a selected topic based on a literary work (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of canonical and non-canonical works of British and American literature from a variety of periods that address important themes of the individual and society, understand literary terminology and the contexts of the works analysed, recognize synchronic and diachronic variations in British and American literature, recognize prosodic and stylistic features of literary texts over time, gain proficiency in adaptation studies and transmediality, and become knowledgeable in the pedagogical implications of literature.
Skills:
Students are able to work with literary texts and scholarly studies and apply analytical-critical and linguistic thinking in analysing and discussing texts. Students develop the ability to communicate fluently about professional aspects of literature and culture in English at the B2 level. They acquire presentation and digital skills and are able to search for relevant information in a digital environment and work in the digital learning environment Moodle. They develop elementary didactic skills and are able to analyse pedagogical situations.
Competences:
Students can effectively use self-study strategies, read literature in a foreign language, argue in discussions. They also acquire interpersonal skills, e.g. they can communicate effectively in a group and solve problems in a team. They acquire literary and intercultural competences that enable them to engage in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous preparation for the course = 30 hours, presentation of a specific work and its context = 15 hours, written analysis of a selected pop culture topic = 25 hours
Type of activities:
Choice of basic pop culture topics, discourse analysis method, heuristic method, analysis and interpretation of literary works, dialogical methods (debate, discussion), brainstorming, critical reflection on presentations
Compulsory readings
HUSÁROVÁ, Z. and MONTFORT, N. (2012). Shuffle Literature and the Hand of Fate. In: Electronic Book Review, No. 5, Vol. 19, pp. 1–12. https://electronicbookreview.com/essay/shuffle-literature-and-the-hand-of-fate
MAMBROL, N. (2018). Popular Culture. In: Literary Theory and Criticism. https://literariness.org/2018/08/17/popular-culture/
WARK, M. (1999). Celebrities, Culture and Cyberspace. London: Commerford & Miller. https://monoskop.org/images/d/de/Wark_McKenzie_Celebrities_Culture_and_Cyberspace_1999.pdf
Recommended readings
BARTHES, R. (1972). Mythologies. New York: The Noonday Press. https://soundenvironments.files.wordpress.com/2011/11/roland-barthes-mythologies.pdf
BURKE, P. (2009). Popular Culture in Early Modern Europe. Farnham: Ashgate.
RUSHKOFF, D. (1996). Media Virus! Hidden Agendas in Popular Culture. (Chapter: The Datasphere)
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGex002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has excellent knowledge of the basic development of pop culture and its specifics in a literary text, can independently analyse a short literary work against the background of cultural development, is able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in a broad context, has profound knowledge to use the literary text in English language teaching by using appropriate methods.
B (very good performance): The student knows the basic development of pop culture and its specifics in a literary text, can analyse a short literary work with minimal help against the background of cultural development, is mostly able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context, has the knowledge to apply the literary text to English language instruction using appropriate methods.
C (good performance): The student knows the basic features of the development of pop culture and its specifics in a literary text, is able to analyse a short literary work against the background of cultural development with more help, is largely able to find elements in the work related to the chosen art form, with some help, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with minor errors, has the basic knowledge to use a literary text in English language teaching using appropriate methods with some intervention from the teacher.
D (satisfactory performance): The student knows some features of the development of popular culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with substantial help, is able to find elements in the work related to the chosen art form to a small extent, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with major errors, has some knowledge to use a literary text in English language teaching with much intervention from the teacher.
E (sufficient performance): The student knows only partial features of the development of pop culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with significant teacher support, is able to narrowly locate elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class with a great deal of help, can interpret the work in writing in the chosen context with few errors, can use his/her knowledge to apply the literary text to English language teaching by using appropriate methods with intensive support from the teacher.
FX (insufficient performance): The student lacks minimal knowledge of the development of pop culture and its specifics in a literary text, is unable to locate texts in their cultural contexts, cannot identify elements of a chosen art form in a given text, cannot analyse a literary text according to given criteria, and fails to see and propose ways to apply a literary text to English language teaching.
Languages necessary to complete the course
English, Slovak
Course contents:
Major themes of the course: Perceptions of pop culture, transformations of pop culture and its literary examples, pop culture in postmodernism, contemporary pop culture and the internet, new literary genres and pop culture, contemporary literature and music, contemporary literature and theatre/performance, contemporary literature and computer games, instapoetry, contemporary literature and fashion/design, contemporary literature and clubs/festivals.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor's degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students become familiar with thinking about the cultural context of popular literary texts and understand their specificities and development, because the contribution of contemporary themes to literary education not only develops interest in their study, but also makes education more attractive to students at the second level of primary education and throughout secondary education; through reading and analysis, students develop linguistic and reading literacy, gain knowledge of media and digital possibilities, learn about how to discuss literary texts in the classroom and how to use them in discussions based on real life issues and for the benefit of individual self-reflection.
Skills:
Students become familiar with influential works of popular culture, their media presentations and materials, can analyse and select them in relation to the teaching objectives. Students can appropriately apply literary texts as an innovative method of learner-centred teaching to any lesson plan and relevant language level, using a variety of appropriate teaching tasks and organisational forms of teaching. Students develop analytical skills, are able to discuss independently, in pairs and in groups, and develop critical reflection on other students' presentations.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach written texts and think critically about basic psychological, social and cultural issues that translate not only into their own experience but also into their position as a competent, creative, culturally oriented and culturally responsive teacher of elementary and secondary education in Slovakia.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), continuous preparation for the course = 30 hours, presentation of a specific work and its context = 15 hours, written analysis of a selected pop culture topic = 25 hours
Type of activities:
Choice of basic pop culture topics, discourse analysis method, heuristic method, analysis and interpretation of literary works, dialogical methods (debate, discussion), brainstorming, critical reflection on presentations
Compulsory readings
HUSÁROVÁ, Z. and MONTFORT, N. (2012). Shuffle Literature and the Hand of Fate. In: Electronic Book Review, No. 5, Vol. 19, pp. 1–12. https://electronicbookreview.com/essay/shuffle-literature-and-the-hand-of-fate
MAMBROL, N. (2018). Popular Culture. In: Literary Theory and Criticism. https://literariness.org/2018/08/17/popular-culture/
WARK, M. (1999). Celebrities, Culture and Cyberspace. London: Commerford & Miller. https://monoskop.org/images/d/de/Wark_McKenzie_Celebrities_Culture_and_Cyberspace_1999.pdf
Recommended readings
BARTHES, R. (1972). Mythologies. New York: The Noonday Press. https://soundenvironments.files.wordpress.com/2011/11/roland-barthes-mythologies.pdf
BURKE, P. (2009). Popular Culture in Early Modern Europe. Farnham: Ashgate.
RUSHKOFF, D. (1996). Media Virus! Hidden Agendas in Popular Culture. (Chapter: The Datasphere)
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
B-ANGex002 Introduction to the Study of Anglophone Literature
Course completion requirements:
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Grading:
100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX
A (excellent performance): The student has excellent knowledge of the basic development of pop culture and its specifics in a literary text, can independently analyse a short literary work against the background of cultural development, is able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in a broad context, has profound knowledge to use the literary text in English language teaching by using appropriate methods.
B (very good performance): The student knows the basic development of pop culture and its specifics in a literary text, can analyse a short literary work with minimal help against the background of cultural development, is mostly able to find elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context, has the knowledge to apply the literary text to English language instruction using appropriate methods.
C (good performance): The student knows the basic features of the development of pop culture and its specifics in a literary text, is able to analyse a short literary work against the background of cultural development with more help, is largely able to find elements in the work related to the chosen art form, with some help, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with minor errors, has the basic knowledge to use a literary text in English language teaching using appropriate methods with some intervention from the teacher.
D (satisfactory performance): The student knows some features of the development of popular culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with substantial help, is able to find elements in the work related to the chosen art form to a small extent, can apply his/her analysis and reasoning to a literary text and present it to the class, can interpret the work in writing in the chosen context with major errors, has some knowledge to use a literary text in English language teaching with much intervention from the teacher.
E (sufficient performance): The student knows only partial features of the development of pop culture and its specifics in a literary text, can analyse a short literary work against the background of cultural development with significant teacher support, is able to narrowly locate elements in the work related to the chosen art form, can apply his/her analysis and reasoning to a literary text and present it to the class with a great deal of help, can interpret the work in writing in the chosen context with few errors, can use his/her knowledge to apply the literary text to English language teaching by using appropriate methods with intensive support from the teacher.
FX (insufficient performance): The student lacks minimal knowledge of the development of pop culture and its specifics in a literary text, is unable to locate texts in their cultural contexts, cannot identify elements of a chosen art form in a given text, cannot analyse a literary text according to given criteria, and fails to see and propose ways to apply a literary text to English language teaching.
Languages necessary to complete the course
English, Slovak
Course contents:
Major themes of the course: Perceptions of pop culture, transformations of pop culture and its literary examples, pop culture in postmodernism, contemporary pop culture and the internet, new literary genres and pop culture, contemporary literature and music, contemporary literature and theatre/performance, contemporary literature and computer games, instapoetry, contemporary literature and fashion/design, contemporary literature and clubs/festivals.
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor's degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Presentation of a specific work and its context (30 points/percent)
Active participation in class discussions (10 points/percent)
Written analysis of a selected pop culture topic (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students become familiar with thinking about the cultural context of popular literary texts and understand their specificities and development, because the contribution of contemporary themes to literary education not only develops interest in their study, but also makes education more attractive to students at the second level of primary education and throughout secondary education; through reading and analysis, students develop linguistic and reading literacy, gain knowledge of media and digital possibilities, learn about how to discuss literary texts in the classroom and how to use them in discussions based on real life issues and for the benefit of individual self-reflection.
Skills:
Students become familiar with influential works of popular culture, their media presentations and materials, can analyse and select them in relation to the teaching objectives. Students can appropriately apply literary texts as an innovative method of learner-centred teaching to any lesson plan and relevant language level, using a variety of appropriate teaching tasks and organisational forms of teaching. Students develop analytical skills, are able to discuss independently, in pairs and in groups, and develop critical reflection on other students' presentations.
Competences:
Students are able to argue, present and defend their views and opinions, are able to critically approach written texts and think critically about basic psychological, social and cultural issues that translate not only into their own experience but also into their position as a competent, creative, culturally oriented and culturally responsive teacher of elementary and secondary education in Slovakia.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of direct teaching and internet communication), continuous home preparation = 26 hours, analysis of a selected textbook approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic = 9 hours, creation of modified activities for dyslexic learners = 13 hours, creation of a set of activities for a selected authentic text = 11 hours, creation of activities for a selected part of a film = 11 hours
Teaching methods:
Brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, creation of mind maps and teaching materials, working with a text, an introspective analysis of the own experience
Compulsory readings:
Documents related to the process of approving didactic materials (Protocols for the issuance of approval endorsements (available online)
Textbook evaluation criteria and forms (available online)
HOMOLOVÁ, E. (2003). Autentický materiál ako prostriedok rozvoja jazykových a komunikatívnych kompetencií žiakov. Banská Bystrica: Univerzita Mateja Bela.
NIJAKOWSKA, J. et al. (2014). Dyslexia for Teachers of English as a Foreign Language. DysTEFL2 materials. Available online.
REPKA, R. and ŠIPOŠOVÁ, M. (2017). The Teaching of Communicative Skills to Slovak English Learners. Bratislava: Z-F Lingua.
TUREK, I. (2010). Didaktika. Bratislava: Iura Edition. (selected chapters)
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov (available online)
Recommended readings:
GODIŠ, T. (2016). Multimediálne prostriedky vo vyučovaní cudzieho jazyka na vysokej škole. In Aplikované jazyky v univerzitnom kontexte III. TU Zvolen, pp. 100–110. [online]
PETLÁK, E. (2004). Všeobecná didaktika. Bratislava: Iris.
PETTY, G. (2013). Moderní vyučování. Praha: Portál.
POKRIVČÁKOVÁ, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs. Nitra: UKF.
SIKOROVÁ, Z. (2004). Výběr učebnic na základních a středních školách. Ostrava: Pedagogická fakulta Ostravské univerzity.
none
Course completion requirements:
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently analyse the selected textbook, can independently create a set of modified activities for learners with dyslexia, can independently select an appropriate authentic text and film for the target age group and proficiency level, and prepare activities.
B (very good performance): The student can analyse a selected textbook with minimal assistance, can create a set of modified activities for learners with dyslexia with minimal assistance from the teacher, can select an appropriate authentic text and film for the target age group and proficiency level with minimal assistance from the teacher, and can prepare activities.
C (good performance): The student, with the teacher’s help, is able to analyse the selected textbook, is able, with the teacher’s help, to create a set of modified activities for learners with dyslexia, is able, with the teacher’s help, to select an appropriate authentic text and film for the target age group and proficiency level, and is able to prepare activities but with minor faults.
D (satisfactory performance): The student, with intensive teacher’s assistance, can analyse a selected textbook, create a set of modified activities for learners with dyslexia, select an appropriate authentic text and film for the target age group and appropriate proficiency level and with intensive teacher’s assistance, the student can prepare activities but with multiple faults.
E (sufficient performance): The student, with support and intensive help from the teacher, can analyse the selected textbook, can create a set of modified activities for dyslexic learners but with multiple faults, the student can select an appropriate authentic text and film for the target age group and proficiency level but with support and intensive help from the teacher, and the student can prepare activities but with multiple faults.
FX (insufficient performance): The student fails to analyse the selected textbook, fails to create a set of modified activities for learners with dyslexia, fails to select an appropriate authentic text and film for the target age group and proficiency level, and fails to prepare activities.
Languages necessary to complete the course: English, Slovak
Course contents:
1. Didactic materials (basic terminology, classifications), their functions and implementation in the teaching process - through brainstorming, students present their knowledge and opinions about the didactic materials used in English lessons. Through a brief explanation of the subject matter, they will expand their knowledge, which will be later implemented in their works.
2. Textbook, its meaning, evaluation of textbooks, legislation related to the purchase and distribution of approved textbooks, textbooks and workbooks, editorial portal, digitalization of textbooks, eAktovka - they will present their ideas about the function of the textbook, as well as the process of approving textbooks by the Ministry of Education, Science, Research and Sport and will demonstrate their ideas about this process by creating a mind map. They will become familiar with the legislation and then they will discuss to what extent their ideas about the legislation process were the same. They will analyse a selected English textbook based on the criteria of the Ministry of Education, Science, Research and Sport.
3. Teaching materials for learners with SEN - through a brief explanation of the subject matter, students are introduced to the multisensory approach and examples of activities and strategies used in teaching learners with SEN and then they create activities themselves.
4. Authentic materials in teaching English, reading comprehension, listening comprehension - in the discussion, they will present their experience with the use of authentic materials in learning English with a focus on developing reading and listening comprehension, through a brief explanation of the subject matter, they will become familiar with the necessary terminology and methodological procedure for incorporating authentic materials into the curriculum and with the principles applied in teaching reading and listening comprehension. They will select an appropriate authentic text and film for a selected group of learners and create activities.
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student knows the legislation applied regarding the use of English language textbooks in Slovak state primary and secondary schools.
- The student knows the theoretical principles of creating teaching materials based on the knowledge of the theoretical principles of creating and planning the educational process.
Skills:
- The student is familiar with relevant didactic materials, can analyse, select and create various teaching materials in relation to the teaching objectives, based on the knowledge acquired in the profile courses “Fundamentals of English language didactics” and “Learner-centred approach in English language teaching”.
- The student is able to use digital technologies when creating teaching materials and is able to apply basic pedagogical-psychological theoretical concepts into the teaching practice.
Competences:
- The student is able to acquire, through self-learning, the knowledge necessary for the analysis of textbooks and the creation of teaching materials and is able to justify his/her methodological procedures.
- The student is able to create and implement teaching materials based on a student-centred approach into the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of direct teaching and internet communication), continuous home preparation = 26 hours, analysis of a selected textbook approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic = 9 hours, creation of modified activities for dyslexic learners = 13 hours, creation of a set of activities for a selected authentic text = 11 hours, creation of activities for a selected part of a film = 11 hours
Teaching methods:
Brief explanation of the subject matter, dialogic methods (debate, discussion, colloquium), brainstorming, creation of mind maps and teaching materials, working with a text, an introspective analysis of the own experience
Compulsory readings:
Documents related to the process of approving didactic materials (Protocols for the issuance of approval endorsements (available online)
Textbook evaluation criteria and forms (available online)
HOMOLOVÁ, E. (2003). Autentický materiál ako prostriedok rozvoja jazykových a komunikatívnych kompetencií žiakov. Banská Bystrica: Univerzita Mateja Bela.
NIJAKOWSKA, J. et al. (2014). Dyslexia for Teachers of English as a Foreign Language. DysTEFL2 materials. Available online.
REPKA, R. and ŠIPOŠOVÁ, M. (2017). The Teaching of Communicative Skills to Slovak English Learners. Bratislava: Z-F Lingua.
TUREK, I. (2010). Didaktika. Bratislava: Iura Edition. (selected chapters)
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov (available online)
Recommended readings:
GODIŠ, T. (2016). Multimediálne prostriedky vo vyučovaní cudzieho jazyka na vysokej škole. In Aplikované jazyky v univerzitnom kontexte III. TU Zvolen, pp. 100–110. [online]
PETLÁK, E. (2004). Všeobecná didaktika. Bratislava: Iris.
PETTY, G. (2013). Moderní vyučování. Praha: Portál.
POKRIVČÁKOVÁ, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs. Nitra: UKF.
SIKOROVÁ, Z. (2004). Výběr učebnic na základních a středních školách. Ostrava: Pedagogická fakulta Ostravské univerzity.
none
Course completion requirements:
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can independently analyse the selected textbook, can independently create a set of modified activities for learners with dyslexia, can independently select an appropriate authentic text and film for the target age group and proficiency level, and prepare activities.
B (very good performance): The student can analyse a selected textbook with minimal assistance, can create a set of modified activities for learners with dyslexia with minimal assistance from the teacher, can select an appropriate authentic text and film for the target age group and proficiency level with minimal assistance from the teacher, and can prepare activities.
C (good performance): The student, with the teacher’s help, is able to analyse the selected textbook, is able, with the teacher’s help, to create a set of modified activities for learners with dyslexia, is able, with the teacher’s help, to select an appropriate authentic text and film for the target age group and proficiency level, and is able to prepare activities but with minor faults.
D (satisfactory performance): The student, with intensive teacher’s assistance, can analyse a selected textbook, create a set of modified activities for learners with dyslexia, select an appropriate authentic text and film for the target age group and appropriate proficiency level and with intensive teacher’s assistance, the student can prepare activities but with multiple faults.
E (sufficient performance): The student, with support and intensive help from the teacher, can analyse the selected textbook, can create a set of modified activities for dyslexic learners but with multiple faults, the student can select an appropriate authentic text and film for the target age group and proficiency level but with support and intensive help from the teacher, and the student can prepare activities but with multiple faults.
FX (insufficient performance): The student fails to analyse the selected textbook, fails to create a set of modified activities for learners with dyslexia, fails to select an appropriate authentic text and film for the target age group and proficiency level, and fails to prepare activities.
Languages necessary to complete the course: English, Slovak
Course contents:
1. Didactic materials (basic terminology, classifications), their functions and implementation in the teaching process - through brainstorming, students present their knowledge and opinions about the didactic materials used in English lessons. Through a brief explanation of the subject matter, they will expand their knowledge, which will be later implemented in their works.
2. Textbook, its meaning, evaluation of textbooks, legislation related to the purchase and distribution of approved textbooks, textbooks and workbooks, editorial portal, digitalization of textbooks, eAktovka - they will present their ideas about the function of the textbook, as well as the process of approving textbooks by the Ministry of Education, Science, Research and Sport and will demonstrate their ideas about this process by creating a mind map. They will become familiar with the legislation and then they will discuss to what extent their ideas about the legislation process were the same. They will analyse a selected English textbook based on the criteria of the Ministry of Education, Science, Research and Sport.
3. Teaching materials for learners with SEN - through a brief explanation of the subject matter, students are introduced to the multisensory approach and examples of activities and strategies used in teaching learners with SEN and then they create activities themselves.
4. Authentic materials in teaching English, reading comprehension, listening comprehension - in the discussion, they will present their experience with the use of authentic materials in learning English with a focus on developing reading and listening comprehension, through a brief explanation of the subject matter, they will become familiar with the necessary terminology and methodological procedure for incorporating authentic materials into the curriculum and with the principles applied in teaching reading and listening comprehension. They will select an appropriate authentic text and film for a selected group of learners and create activities.
Continuous assessment (100 points):
Analysis of a selected textbook (25 points)
Creation of a set of modified activities for dyslexic learners (25 points)
Creation of a set of activities for a selected authentic text for learners in the lower secondary education (25 points)
Creation of a set of activities for a certain part of a selected film for learners in the upper secondary education (25 points)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- The student knows the legislation applied regarding the use of English language textbooks in Slovak state primary and secondary schools.
- The student knows the theoretical principles of creating teaching materials based on the knowledge of the theoretical principles of creating and planning the educational process.
Skills:
- The student is familiar with relevant didactic materials, can analyse, select and create various teaching materials in relation to the teaching objectives, based on the knowledge acquired in the profile courses “Fundamentals of English language didactics” and “Learner-centred approach in English language teaching”.
- The student is able to use digital technologies when creating teaching materials and is able to apply basic pedagogical-psychological theoretical concepts into the teaching practice.
Competences:
- The student is able to acquire, through self-learning, the knowledge necessary for the analysis of textbooks and the creation of teaching materials and is able to justify his/her methodological procedures.
- The student is able to create and implement teaching materials based on a student-centred approach into the teaching process.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 25 hours; presentation of a topic of the culture of English-speaking countries = 20 hours; preparation for the final assessment = 25 hours
Type of activities:
Discussion and critical analysis of journal articles and theoretical works; dialogical methods (debate, discussion); group work; comparison of variations in Anglophone countries; brainstorming on pedagogical applications of selected cultural phenomena; media presentations of cultural themes; critical reflection on presentations; e-learning (online quizzes before class)
Compulsory readings:
ADELMAN, C. and SCHWARTZ, B. L., eds. (2013). Prairie Directory of North America: The United States, Canada, and Mexico. 2nd ed. Oxford University Press.
BOEHMER, E. (2008). Nelson Mandela: A Very Short Introduction. Oxford University Press.
FERGUSON, N. (2003). Empire. New York: Allen Lane.
MORGAN, K. (2012). Australia: A Very Short Introduction. Oxford University Press.
SCHAPERA, I., ed. (2004). Western Civilization and the Natives of South Africa: Studies in Culture Contact. Routledge.
WRIGHT, D. (2020). Canada: A Very Short Introduction. Oxford University Press.
Recommended readings:
SAYERS, A. (2001). Australian Art. Oxford University Press.
WHITELAW, A., FOSS, B., and PAIKOWSKY, S., eds. (2010). The Visual Arts in Canada: The Twentieth Century. Oxford University Press.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has profound knowledge of themes and works related to the cultural heritage of English-speaking countries, understands the complex relationships between majority and minority cultures, can independently analyse and present selected texts in their contexts, reflects critically on classroom discussions, has an excellent ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
B (very good performance): The student has a solid understanding of themes and works related to the cultural heritage of English-speaking countries, understands the relationship between majority and minority cultures, can independently analyse and present selected texts in their contexts with minor interpretive errors, is able deduce important conclusions from class discussions, has a good ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
C (good performance): The student has a good understanding of themes and works related to the cultural heritage of English-speaking countries, mostly understands the relationship between majority and minority cultures, can analyse and present selected texts in their contexts to some extent, selectively understands the main conclusions of class discussions, has some ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, three of the four portfolio assignments are acceptable.
D (satisfactory performance): The student has sufficient knowledge of themes and works related to the cultural heritage of English-speaking countries, has a limited understanding of the relationship between majority and minority cultures, and analyses and presents selected texts in their contexts without adequate critical reflection and clarity, can understand only a few ideas raised in class discussions, has minimal ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, two of the four portfolio assignments are acceptable.
E (sufficient performance): The student has minimal knowledge of themes and works related to the cultural heritage of English-speaking countries, has a reduced understanding of majority and minority cultures, presents selected texts without analysis, summarizes class discussions superficially without due arguments, is unable to elaborate on the use of culture in teaching or cultural mediation, only one of the four portfolio assignments is acceptable.
FX (insufficient performance; extra work is required): The student presents inadequate or no research on the chosen topic, the quality of the written work is inadequate or not presented, the results do not meet the criteria specified for Grades A, B, C, D, and E.
Languages necessary to complete the course: English, Slovak
Course contents:
1. General knowledge of the spread of the English language and culture in the world: The British Empire, the US and the Cold War, globalization, different English-speaking societies in the world
2. Travelling in the English-speaking world: natural and cultural sites and monuments, iconic landscapes, people's adaptation to the landscape
3. Colonial background and post-colonial heritage of Canada, Australia, New Zealand and South Africa
4. Minority cultures in Canada, Australia, New Zealand and South Africa, interactions between minority and non-indigenous cultures
5. Contemporary cultural achievements and trends in Canada, Australia and South Africa, iconic visual depictions and films of the respective countries
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- Students gain knowledge of the cultural heritage of English-speaking countries with a particular focus on Australia, New Zealand, Canada and South Africa.
- Students become aware of the legacy of indigenous cultures in these countries and the interactions between minority (indigenous) and majority cultures.
- Students learn about current significant cultural achievements and trends in lesser-known regions of the Anglophone world, and will be familiar with the cultural and ethnic diversity of Anglophone provenance.
- Students will be able to apply the topics presented to their teaching (create a lesson based on a cultural studies theme, teaching the language in interaction with the culture of Canada and North America).
Skills:
- Students will be able to work with scholarly text, critically analyse and present selected texts in their broader cultural contexts.
- Students develop presentation and argumentation skills.
- Students can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking to selected cultural phenomena, leading to creativity and empathy.
- Students develop foreign language skills to communicate fluently about professional aspects of culture and the teaching of culture in English at B2 level.
- Students acquire presentation and digital skills, can search for relevant information in the digital environment and work in the digital learning environment Moodle; they also acquire presentation and project development skills.
Competences:
- Students identify arguments in debates and are able to take a position and defend their views.
- Students are able to critically approach and present a written text and its wider cultural context.
- Students are able to apply the cultural legacy of English-speaking countries as competent and culturally knowledgeable teachers in primary and secondary education in Slovakia and in any other situation of cultural mediation.
- Students are able to apply critical analysis in the evaluation of selected cultural, social and political phenomena.
- Students can effectively use self-study strategies.
- Students can read scholarly literature in a foreign language.
- Students acquire intercultural competences and competences for intercultural approach in language education.
- Students obtain the prerequisites for active participation in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Scope (number of hours): 2 per week, 22 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 25 hours; presentation of a topic of the culture of English-speaking countries = 20 hours; preparation for the final assessment = 25 hours
Type of activities:
Discussion and critical analysis of journal articles and theoretical works; dialogical methods (debate, discussion); group work; comparison of variations in Anglophone countries; brainstorming on pedagogical applications of selected cultural phenomena; media presentations of cultural themes; critical reflection on presentations; e-learning (online quizzes before class)
Compulsory readings:
ADELMAN, C. and SCHWARTZ, B. L., eds. (2013). Prairie Directory of North America: The United States, Canada, and Mexico. 2nd ed. Oxford University Press.
BOEHMER, E. (2008). Nelson Mandela: A Very Short Introduction. Oxford University Press.
FERGUSON, N. (2003). Empire. New York: Allen Lane.
MORGAN, K. (2012). Australia: A Very Short Introduction. Oxford University Press.
SCHAPERA, I., ed. (2004). Western Civilization and the Natives of South Africa: Studies in Culture Contact. Routledge.
WRIGHT, D. (2020). Canada: A Very Short Introduction. Oxford University Press.
Recommended readings:
SAYERS, A. (2001). Australian Art. Oxford University Press.
WHITELAW, A., FOSS, B., and PAIKOWSKY, S., eds. (2010). The Visual Arts in Canada: The Twentieth Century. Oxford University Press.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student has profound knowledge of themes and works related to the cultural heritage of English-speaking countries, understands the complex relationships between majority and minority cultures, can independently analyse and present selected texts in their contexts, reflects critically on classroom discussions, has an excellent ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
B (very good performance): The student has a solid understanding of themes and works related to the cultural heritage of English-speaking countries, understands the relationship between majority and minority cultures, can independently analyse and present selected texts in their contexts with minor interpretive errors, is able deduce important conclusions from class discussions, has a good ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation.
C (good performance): The student has a good understanding of themes and works related to the cultural heritage of English-speaking countries, mostly understands the relationship between majority and minority cultures, can analyse and present selected texts in their contexts to some extent, selectively understands the main conclusions of class discussions, has some ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, three of the four portfolio assignments are acceptable.
D (satisfactory performance): The student has sufficient knowledge of themes and works related to the cultural heritage of English-speaking countries, has a limited understanding of the relationship between majority and minority cultures, and analyses and presents selected texts in their contexts without adequate critical reflection and clarity, can understand only a few ideas raised in class discussions, has minimal ability to use cultural phenomena of English-speaking countries in the context of teaching and cultural mediation, two of the four portfolio assignments are acceptable.
E (sufficient performance): The student has minimal knowledge of themes and works related to the cultural heritage of English-speaking countries, has a reduced understanding of majority and minority cultures, presents selected texts without analysis, summarizes class discussions superficially without due arguments, is unable to elaborate on the use of culture in teaching or cultural mediation, only one of the four portfolio assignments is acceptable.
FX (insufficient performance; extra work is required): The student presents inadequate or no research on the chosen topic, the quality of the written work is inadequate or not presented, the results do not meet the criteria specified for Grades A, B, C, D, and E.
Languages necessary to complete the course: English, Slovak
Course contents:
1. General knowledge of the spread of the English language and culture in the world: The British Empire, the US and the Cold War, globalization, different English-speaking societies in the world
2. Travelling in the English-speaking world: natural and cultural sites and monuments, iconic landscapes, people's adaptation to the landscape
3. Colonial background and post-colonial heritage of Canada, Australia, New Zealand and South Africa
4. Minority cultures in Canada, Australia, New Zealand and South Africa, interactions between minority and non-indigenous cultures
5. Contemporary cultural achievements and trends in Canada, Australia and South Africa, iconic visual depictions and films of the respective countries
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100%):
Online quizzes – not graded
A minimum score of 70% on the quizzes is required for the completion of the course. Students have an unlimited number of attempts before the actual class.
Presentation of a topic from the culture of English-speaking countries (30 points/percent)
Active participation in class discussions (10 points/percent)
Portfolio (60 points/percent):
Submission of a portfolio containing four of the following assignments:
- A summary of two class discussions
- A review of one scholarly study related to any aspect of the course
- An essay on the pedagogical application of any topic or work related to the class topic
- A critical review of an iconic film related to Canadian, Australian or South African culture,
- An interview with a contemporary Canadian, Australian or South African artist or scholar of cultural studies
- Reflection on how the course has contributed to a better understanding of English-speaking cultures
- Exploration of the cultural relations between Slovakia and a selected English-speaking country, focusing on the presence of the culture of the selected country in Slovakia
- Preparation of a proposal for a Canadian/Australian/South African Culture Day to be held at Comenius University with a detailed description of the program and a rationale for the choice of program (or the same at the high school)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
- Students gain knowledge of the cultural heritage of English-speaking countries with a particular focus on Australia, New Zealand, Canada and South Africa.
- Students become aware of the legacy of indigenous cultures in these countries and the interactions between minority (indigenous) and majority cultures.
- Students learn about current significant cultural achievements and trends in lesser-known regions of the Anglophone world, and will be familiar with the cultural and ethnic diversity of Anglophone provenance.
- Students will be able to apply the topics presented to their teaching (create a lesson based on a cultural studies theme, teaching the language in interaction with the culture of Canada and North America).
Skills:
- Students will be able to work with scholarly text, critically analyse and present selected texts in their broader cultural contexts.
- Students develop presentation and argumentation skills.
- Students can analyse the latest findings of the discipline, apply analytical-critical and linguistic thinking to selected cultural phenomena, leading to creativity and empathy.
- Students develop foreign language skills to communicate fluently about professional aspects of culture and the teaching of culture in English at B2 level.
- Students acquire presentation and digital skills, can search for relevant information in the digital environment and work in the digital learning environment Moodle; they also acquire presentation and project development skills.
Competences:
- Students identify arguments in debates and are able to take a position and defend their views.
- Students are able to critically approach and present a written text and its wider cultural context.
- Students are able to apply the cultural legacy of English-speaking countries as competent and culturally knowledgeable teachers in primary and secondary education in Slovakia and in any other situation of cultural mediation.
- Students are able to apply critical analysis in the evaluation of selected cultural, social and political phenomena.
- Students can effectively use self-study strategies.
- Students can read scholarly literature in a foreign language.
- Students acquire intercultural competences and competences for intercultural approach in language education.
- Students obtain the prerequisites for active participation in professional life.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 20 hours; work on research project = 25 hours; preparation for research project presentation = 5 hours; preparation for the end-of-term test = 20 hours
Type of activities:
Discussion and critical analysis of assigned texts; group work; discussion (simulation of contemporary social discourses and debates in Anglophone countries, taking a position); identification of historical factors of social discourses; application of theoretical (historical) knowledge to the analysis of social discourses; comparison of variations in Anglophone countries; brainstorming on the pedagogical applications of selected historical and social issues; presentation; critical reflection on presentations; e-learning (online quizzes before class
Compulsory readings:
BOYER, P. S. (2012). American History: A Very Short Introduction. Oxford University Press.
KARÁTH, T. (2011). Notions of History Underlying Intercultural Communication: Concepts of History and History as a Concept. In Sántháné Gedeon Mária et al. Small Miracles – A Look at the Cultural Similarities and Differences Between Americans and Hungarians. Budapest: Eötvös Collegium, Anglo-American Studies Workshop, pp. 21–39.
MAUK, D. (2009). American Civilization: An Introduction. London: Routledge.
McDOWALL, D. (1991). An Illustrated History of Britain. Harlow: Longman.
Recommended readings:
OAKLAND, J. (2016). British Civilization: An Introduction. London: Routledge.
O’CALLAGHAN, B. (1990). An Illustrated History of the USA. Harlow: Longman.
STORRY, M. and CHILDS, P. (2016). British Cultural Identities. London: Routledge.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; critically engages with texts; carefully plans research; presents a clear, informative, and well-structured project.
B (very good performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; has minor errors in reconstructing arguments; has a good research project, but presentation is not entirely clear.
C (good performance): The student has a general but slightly superficial knowledge of Anglophone history and societies; understands the texts correctly but does not always see the argumentative structure; research project is correct but not informative
D (satisfactory performance): The student has a satisfactory grasp of the history and contemporary social issues of Anglophone societies; understands the text adequately but cannot relate it to contemporary issues; two of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) are acceptable
E (sufficient performance): The student has minimal knowledge of the history and contemporary social issues of Anglophone societies; understands the texts literally but fails to see the substance of the argument; only one of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) is acceptable.
FX (insufficient performance): The student lacks minimal knowledge of the history and contemporary social issues of Anglophone societies; fails to understand the texts; none of the four major aspects of the research projects (methods, contents, structure, and execution) meets the criteria of acceptance.
Languages necessary to complete the course: English, Slovak
Course contents:
General awareness of the history of Anglophone societies: the main periods of British and American history, the main steps in the constitutional development of the UK and the USA, the British Empire, the colonial and post-colonial development of Canada and Australia, other English-speaking societies in the world
General themes in the development of Anglophone societies: migration, democracy and civil rights, diversity
Contemporary social issues and debates in historical perspectives: immigration, racism, multiculturalism, Brexit, global responsibility, challenges to democracy, postcolonial tensions
Projects related to specific social issues and their historical roots
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of the historical development of Anglophone societies (UK, USA, Canada, Australia) and know about their application potential in developing intercultural literacy. Students understand the cultural differences between Anglophone societies. They are familiar with the methodology of landscape research with broader social, cultural, and intercultural contexts. They have clear ideas about the potentials of applying literary texts in teaching.
Skills:
Students are able to work with scholarly texts, critically analyse texts, and reassess the relevance of historical knowledge to the analysis of social debates. They develop analytical and argumentative skills for the discussion of social conflicts. They become aware of the general themes of contemporary Anglophone societies. They develop presentation and argumentation skills. They become aware of the possibilities of working with literary text in English language teaching.
Competences:
Students can identify the various positions in debates and can take a position. They are able to cope with professional texts, they are able to independently acquire and apply knowledge. They are able to present and defend the results of their research project. They are able to communicate effectively, collaborate and solve professional problems as a team.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 hours (combination of in-person and distant teaching), home preparation for class (reading assigned texts, working on online quizzes) = 20 hours; work on research project = 25 hours; preparation for research project presentation = 5 hours; preparation for the end-of-term test = 20 hours
Type of activities:
Discussion and critical analysis of assigned texts; group work; discussion (simulation of contemporary social discourses and debates in Anglophone countries, taking a position); identification of historical factors of social discourses; application of theoretical (historical) knowledge to the analysis of social discourses; comparison of variations in Anglophone countries; brainstorming on the pedagogical applications of selected historical and social issues; presentation; critical reflection on presentations; e-learning (online quizzes before class
Compulsory readings:
BOYER, P. S. (2012). American History: A Very Short Introduction. Oxford University Press.
KARÁTH, T. (2011). Notions of History Underlying Intercultural Communication: Concepts of History and History as a Concept. In Sántháné Gedeon Mária et al. Small Miracles – A Look at the Cultural Similarities and Differences Between Americans and Hungarians. Budapest: Eötvös Collegium, Anglo-American Studies Workshop, pp. 21–39.
MAUK, D. (2009). American Civilization: An Introduction. London: Routledge.
McDOWALL, D. (1991). An Illustrated History of Britain. Harlow: Longman.
Recommended readings:
OAKLAND, J. (2016). British Civilization: An Introduction. London: Routledge.
O’CALLAGHAN, B. (1990). An Illustrated History of the USA. Harlow: Longman.
STORRY, M. and CHILDS, P. (2016). British Cultural Identities. London: Routledge.
These resources are available in Slovak libraries and bookstores, as well as on the free internet.
none
Course completion requirements:
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; critically engages with texts; carefully plans research; presents a clear, informative, and well-structured project.
B (very good performance): The student is knowledgeable in the history and contemporary social issues of Anglophone societies; has minor errors in reconstructing arguments; has a good research project, but presentation is not entirely clear.
C (good performance): The student has a general but slightly superficial knowledge of Anglophone history and societies; understands the texts correctly but does not always see the argumentative structure; research project is correct but not informative
D (satisfactory performance): The student has a satisfactory grasp of the history and contemporary social issues of Anglophone societies; understands the text adequately but cannot relate it to contemporary issues; two of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) are acceptable
E (sufficient performance): The student has minimal knowledge of the history and contemporary social issues of Anglophone societies; understands the texts literally but fails to see the substance of the argument; only one of the four major aspects of the research project and its presentation (methods, academic content, structure, and execution) is acceptable.
FX (insufficient performance): The student lacks minimal knowledge of the history and contemporary social issues of Anglophone societies; fails to understand the texts; none of the four major aspects of the research projects (methods, contents, structure, and execution) meets the criteria of acceptance.
Languages necessary to complete the course: English, Slovak
Course contents:
General awareness of the history of Anglophone societies: the main periods of British and American history, the main steps in the constitutional development of the UK and the USA, the British Empire, the colonial and post-colonial development of Canada and Australia, other English-speaking societies in the world
General themes in the development of Anglophone societies: migration, democracy and civil rights, diversity
Contemporary social issues and debates in historical perspectives: immigration, racism, multiculturalism, Brexit, global responsibility, challenges to democracy, postcolonial tensions
Projects related to specific social issues and their historical roots
Through the above course content and methods of education, students will acquire knowledge, develop their pedagogical skills and competences corresponding to the profile of a graduate of the bachelor’s degree in the study programme Teaching of English Language and Literature in Combination.
Continuous assessment (100 points/percent):
Online quizzes – ungraded (A minimum score of 70% on the quizzes is required to complete the course. Students have an unlimited number of attempts before the actual class.)
Summaries of readings and class discussions (10 points/percent)
Presentations (30 points/percent)
End-of-term test focusing on the critical analysis of assigned texts and questions related to presentations (60 points/percent)
Objectives and learning outcomes:
From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
Students gain knowledge of the historical development of Anglophone societies (UK, USA, Canada, Australia) and know about their application potential in developing intercultural literacy. Students understand the cultural differences between Anglophone societies. They are familiar with the methodology of landscape research with broader social, cultural, and intercultural contexts. They have clear ideas about the potentials of applying literary texts in teaching.
Skills:
Students are able to work with scholarly texts, critically analyse texts, and reassess the relevance of historical knowledge to the analysis of social debates. They develop analytical and argumentative skills for the discussion of social conflicts. They become aware of the general themes of contemporary Anglophone societies. They develop presentation and argumentation skills. They become aware of the possibilities of working with literary text in English language teaching.
Competences:
Students can identify the various positions in debates and can take a position. They are able to cope with professional texts, they are able to independently acquire and apply knowledge. They are able to present and defend the results of their research project. They are able to communicate effectively, collaborate and solve professional problems as a team.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, 1st practical test = 25 h, 2nd practical test = 25 h
Teaching methods:
Individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, didactic games, lexical analysis of short authentic texts, comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory readings:
McCARTHY, M. (1990). Vocabulary. Oxford: Oxford University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use. Upper-intermediate. 4th edition. Cambridge University Press.
WATCYN-JONES, P. and FARRELL, M. (2002). Test your Vocabulary 4. Harlow: Pearson Education Limited.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance and who have taken all tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can practically identify individual types of English word-formation, has a rich vocabulary formed by means of various word-formation processes, knows all types of individual word classes and many ways of their functional and stylistic use, knows and can correctly use many synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
B (very good performance): The student can practically identify individual types of English word-formation, has a good vocabulary formed through various word-formation processes, knows the types of individual word classes and the ways of their functional and stylistic use, knows and can correctly use synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
C (good performance): The student can practically identify most types of English word-formation, has a reasonably wide vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their functional and stylistic use, knows and can use synonymic and antonymic expressions in English vocabulary, knows and can use English collocations and idioms at B2 level.
D (satisfactory performance): The student can practically identify most types of English word-formation, has an adequate vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their application, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
E (sufficient performance): The student can practically identify some types of English word-formation, has a sufficient vocabulary of words formed through different word-formation processes, knows the basic types of individual word classes and some ways of using them, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
Languages necessary to complete the course: English
Course contents:
Main themes of the course: English word formation - affixation, compounding, conversion; shortening and blending of words, nouns and adjectives in English, verbs and adverbs, English prepositions and conjunctions, synonyms and antonyms in English vocabulary, jargon, semantic fields, English collocations and idioms, multi-word lexemes with interpersonal function.
By means of the above content, the student will consolidate his/her knowledge of the structural-functional attributes of the lexical level of the English language, will learn how to use theoretical knowledge in practice in the analysis of English vocabulary, will develop his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2 – C1 level, will learn to work independently and in a team to solve lexical tasks and problems, and will be able to apply the acquired knowledge and skills appropriately in the classroom.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will increase his/her knowledge of the vocabulary of the English language, the classification of types of word-formation, different types of word classes, he/she will review the principles of the formation of paradigmatic and syntagmatic relations between lexical units of the language system, he/she will become familiar with the basic communicative functions of lexemes.
Skills:
The student is familiar with the problems of individual types of word-formation, knows how to lexically analyse vocabulary in terms of word classes, knows and can use the vocabulary generated by paradigmatic and syntagmatic relations in the language system, can practically apply the acquired theoretical knowledge in the analysis of a coherent authentic text, can use the acquired knowledge in an appropriate and adequate way in his/her professional practice.
Competences:
The student learns to work independently and in a team when solving lexical tasks, can communicate on topics related to the formation and meaning of English words, can find and use digital resources and aids useful for his/her further independent development, acquires vocabulary-building strategies.
Type of activities, scope (number of hours) and methods of educational activities:
Form of teaching: 5S
Teaching mode: combined, distance learning
Number of hours: 5 per semester
Student workload: 75 hours in total
Direct teaching = 5 h (a combination of in-class teaching and on-line communication), continuous out-of-class preparation (revising, homework, self-study) = 20 h, 1st practical test = 25 h, 2nd practical test = 25 h
Teaching methods:
Individual practice of the discussed lexical phenomena, pair-work, discussion of the topics covered in the class, didactic games, lexical analysis of short authentic texts, comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary
Compulsory readings:
McCARTHY, M. (1990). Vocabulary. Oxford: Oxford University Press.
McCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use. Upper-intermediate. 4th edition. Cambridge University Press.
WATCYN-JONES, P. and FARRELL, M. (2002). Test your Vocabulary 4. Harlow: Pearson Education Limited.
All of the above books are available in Slovak libraries and/or bookshops.
none
Course completion requirements:
The final grade will be awarded to those students who have satisfactory attendance and who have taken all tests administered during the semester. The student is entitled to alternative dates of the tests (if he/she has not attended the assessment for medical or other serious reasons), but the student is not entitled to any re-sits.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Grading:
100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX
A (excellent performance): The student can practically identify individual types of English word-formation, has a rich vocabulary formed by means of various word-formation processes, knows all types of individual word classes and many ways of their functional and stylistic use, knows and can correctly use many synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
B (very good performance): The student can practically identify individual types of English word-formation, has a good vocabulary formed through various word-formation processes, knows the types of individual word classes and the ways of their functional and stylistic use, knows and can correctly use synonymic and antonymic expressions in English vocabulary, knows and can actively use English collocations and idioms at C1 level.
C (good performance): The student can practically identify most types of English word-formation, has a reasonably wide vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their functional and stylistic use, knows and can use synonymic and antonymic expressions in English vocabulary, knows and can use English collocations and idioms at B2 level.
D (satisfactory performance): The student can practically identify most types of English word-formation, has an adequate vocabulary formed through different word-formation processes, knows the types of individual word classes and some ways of their application, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
E (sufficient performance): The student can practically identify some types of English word-formation, has a sufficient vocabulary of words formed through different word-formation processes, knows the basic types of individual word classes and some ways of using them, knows and can use some synonymous and antonymic expressions in English vocabulary, knows and can use some English collocations and idioms.
Languages necessary to complete the course: English
Course contents:
Main themes of the course: English word formation - affixation, compounding, conversion; shortening and blending of words, nouns and adjectives in English, verbs and adverbs, English prepositions and conjunctions, synonyms and antonyms in English vocabulary, jargon, semantic fields, English collocations and idioms, multi-word lexemes with interpersonal function.
By means of the above content, the student will consolidate his/her knowledge of the structural-functional attributes of the lexical level of the English language, will learn how to use theoretical knowledge in practice in the analysis of English vocabulary, will develop his/her foreign language (especially lexical and semantic) skills and vocabulary at the B2 – C1 level, will learn to work independently and in a team to solve lexical tasks and problems, and will be able to apply the acquired knowledge and skills appropriately in the classroom.
Continuous assessment (100%):
1st practical test (50%)
2nd practical test (50%)
Objectives and learning outcomes:
Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:
Knowledge:
The student will increase his/her knowledge of the vocabulary of the English language, the classification of types of word-formation, different types of word classes, he/she will review the principles of the formation of paradigmatic and syntagmatic relations between lexical units of the language system, he/she will become familiar with the basic communicative functions of lexemes.
Skills:
The student is familiar with the problems of individual types of word-formation, knows how to lexically analyse vocabulary in terms of word classes, knows and can use the vocabulary generated by paradigmatic and syntagmatic relations in the language system, can practically apply the acquired theoretical knowledge in the analysis of a coherent authentic text, can use the acquired knowledge in an appropriate and adequate way in his/her professional practice.
Competences:
The student learns to work independently and in a team when solving lexical tasks, can communicate on topics related to the formation and meaning of English words, can find and use digital resources and aids useful for his/her further independent development, acquires vocabulary-building strategies.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 42 hours of continuous preparation for lecture and preparation for midterm test, including study of literature; 65 hours of preparation for final test, including study of literature. A total of 120 hours of student work.
Teaching methods: explanation; demonstration of theoretical knowledge and concepts by practical examples; discussion of the topic; guided self-study; e-learning
Compulsory readings:
ONDRUŠ, Š. – SABOL, J. 1987. Úvod do štúdia jazykov. 3. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 344 s.
Recommended readings:
ČERNÝ, J. 1998. Úvod do studia jazyka. Olomouc: Rubico. 248 s. ISBN 80-85839-24-5. (selected chapters)
DOLNÍK, J. 1999. Základy lingvistiky. Bratislava: Filozofická fakulta UK. 228 s. ISBN80-85697-95-5. (selected chapters)
DZIVIAKOVÁ, M. 2016. Slovenský jazyk, jeho systém a charakteristika. In: Písmo a žiaci so stratou sluchu. Ed. D. Tarcsiová. Bratislava: Iris, s. 31 – 90. ISBN 978-80-89726-88-2.
KAČALA, J. 1994. Slovenčina – vec politická? Martin: Matica slovenská. 187 s. ISBN 80-7090-294-9.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a midterm test in the scope of the first 6 topics (50 points) and in the exam period in the form of a final test (50 points). The course is completed with a grade resulting from the interim assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (0/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has an excellent knowledge of the introduction to language study in the required range, logically arranges the facts presented, can apply and adapt the acquired linguistic knowledge in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellent developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of the introduction to language learning to the required extent, logically organises the facts presented, can apply and adapt the linguistic knowledge acquired very well in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed skills to learn;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of introductory language learning to the required extent, organises the facts presented appropriately, can reliably apply and adapt the linguistic knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the introduction to language learning within the required scope, shows some deficiencies in the arrangement of facts, can satisfactorily apply the linguistic knowledge acquired in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge from the introduction to the study of language in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired linguistic knowledge in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the introduction to language learning to the required extent, does not know the facts and their logical connections, cannot apply the linguistic knowledge acquired in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Language as a social phenomenon. Language and speech. System and structure of language. Basic subsystems of language, basic linguistic units differentiated according to subsytems of language, basic linguistic disciplines. Systemic relations in language. Properties of the system.
2. Language feature. Unilateral and bilateral understanding and nature of the linguistic sign.
3. Linguistic functions. Communicative, cognitive, representational and aesthetic functions of language.
4. Language and society. National language and its formations. The basic developmental line of written Slovak. Basic Slovak codification manuals and linguistic works on the Slovak language. Slovak linguists.
5. Language and consciousness. Language and thinking. Language as an individual phenomenon.
6. Language as an object of research in linguistics. Linguistics, philology, grammar. Language and writing, spelling, principles of Slovak spelling. Linguistics in the system of sciences.
7. The sound level of language. Phoneme, vowel, allophone. Phonology and phonetics. Properties of phonemes. Phonological opposites. Vowels and consonants. Diphthongs. Neutralizations and alternations. Suprasegmental phenomena.
8. Lexical subsystem of language. Word, lexeme. Meaning of a word, sememe, seme. Lexicology and its sub-disciplines. Ways of vocabulary enrichment. Word-forming structure of a word. Paradigmatic relations in vocabulary. Vocabulary breakdown and classification. Lexicography, types of dictionaries in Slovak.
9. Morphological level of language. Grammatical form. Morpheme, morphemic structure of a word, types of morphemes. Word types, criteria for defining word types, classification of word types. Lexical, grammatical and lexico-grammatical categories. Characteristic features of Slovak morphology.
10. Syntactic level. Construction, types of construction. Syntagmatics. Sentence syntax, sentence articles. Semi-sentential syntax. Sentence syntax. Suprasentential and semantic syntax.
11. Genealogical, typological and areal classification of languages. The position of Slovak among the languages. Linguistics, its development and methods. History of linguistics.
The student will thoroughly acquire basic theoretical knowledge about language and linguistics, which will not only build on the knowledge acquired in general secondary education, but will also further enable the deepening and systematic development of his/her knowledge in the field into a comprehensive form, which he/she will be able to subsequently use in application. The student will become acquainted with basic linguistic terms and concepts, acquire basic knowledge of the individual levels of the language system and the laws of its functioning. At the level of the current state of knowledge, the student will acquire relevant knowledge about language and speech, linguistic sign, content and form in language and their interrelation, the functions of language, the relationship between language and society, the stratification of language, the notion of national language, written language and other existential forms of language, the relationship between language and consciousness, language and thought, linguistics as a science of language, the history of linguistics and the classification of languages. The student will also acquire a thorough knowledge of the basic knowledge of the individual levels of the language system, become familiar with the definition of basic concepts, characteristics and classifications of linguistic phenomena in the field of sound, lexical, morphological and syntactic subsystems of language. An important aspect of the course will also be the acquisition of the ability to appropriately concretise the theoretical concepts acquired through practical examples. The student will be able to actively acquire information in the field of language and linguistics, using digital technologies and resources, effectively use the acquired knowledge, adequately formulate and defend arguments, and on their basis solve professional problems in the field, using appropriate methods of the discipline. They will also develop their communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to observe the principles of authorial ethics, the ability to plan and to be actively responsible for their own learning. The student will be able to apply the acquired knowledge and skills in a reliable orientation in linguistic literature, in a prompt perception of the interpretations of language in the following years of his/her studies, thus being prepared to deepen and develop them in further Bachelor and subsequently Master studies, as well as to use them and creatively apply them in the school environment in the position of a teaching assistant, possibly also for the needs of the publishing environment. Emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying basic information about language in general and about phonological, lexical and grammatical linguistic phenomena to the general public, as well as in independently analysing a problem in a given field at the level of language and offering relevant conclusions, explanations and linguistic justifications to lay audiences.
The student has acquired a set of basic knowledge about language in general so that he/she can easily perceive the specialised explanations about language in the following years of study. At the level of the current state of scientific knowledge, the student has a thorough knowledge of basic linguistic terms and concepts and has acquired basic knowledge of the individual levels of the language system. The student is able to appropriately concretise the acquired theoretical knowledge and concepts, especially in the field of sound, lexical, morphological and syntactic subsystems of language, using practical examples of individual linguistic phenomena. He/she is also able to apply them appropriately to the solution of a problem in the field of language, being able to actively obtain and communicate the necessary information and facts and to formulate and defend relevant professional arguments appropriately. The student has developed analytical skills as well as the ability to think abstractly and critically, can think about linguistic phenomena in context and has developed the ability to expand his/her knowledge independently. He has acquired the basic theoretical knowledge of language and linguistics as well as the skills which enable him to navigate reliably through the linguistic literature and to perceive readily the interpretations of language which follow in the subsequent years of his studies. The acquired theoretical knowledge is not only prepared to deepen and develop it in further Bachelor's and subsequently Master's studies, but also to use and creatively apply it in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment. The student is also able to convey basic information about language and its individual subsystems to the general public and thus offer certain conclusions and linguistic justifications to lay audiences as well. The student has achieved a high professional level as well as a high level of linguistic culture, which is very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload:13 hours of direct instruction; 10 hours of continuous class preparation; 42 hours of preparation for 2 midterm tests; 55 hours of literature study and preparation for the final written test on professional knowledge and analytical-interpretive skills. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generative interview, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with text, problem-based tasks, guided self-study, e-learning
Compulsory readings:
HARPÁŇ, M. 2009. Teória literatúry. Bratislava: ESA, 283 s. ISBN 978-80-85684-69-8. (selected chapters)
Recommended readings:
CULLER, J. D. 2002. Krátký úvod do literární teorie. Brno: Host. 168 s. ISBN 80-7294-070-8. (selected chapters)
HODROVÁ, D. a kol. 2001. ... na okraji chaosu... Poetika literárního díla 20. století. Praha: Torst. 865 s. ISBN 80-7215-140-1. (selected chapters)
PETRŮ, E. 2000. Úvod do studia literární vědy. Olomouc: Rubico. 187 s. ISBN 80-85839-44-X. (selected chapters)
ŠRANK, J. 2009. Autorské texty s folklórnou dimenziou. Bratislava: Univerzita Komenského. 168 s. ISBN 978-80-223-2668-1. (selected sections)
Additional study texts will be made available to students electronically.
Active participation in the class is required to pass the course. Assessment includes:
• two continuous written tests (the first one during the semester covering the first 6 topics, the second one at the end of the continuous teaching, both tests 25 points each);
• a final written test on professional knowledge and analytical-interpretive skills (50 points).
The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (intermediate tests: less than 15 points each; final written test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has an excellent knowledge of the introduction to the study of literature in the required scope, logically arranges the presented facts in a flawless manner, can apply and adapt the acquired literary knowledge at an excellent level in specific approaches to the literary text in the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further learning;
B (92 - 85%, very good - above average standard): very good performance: The student has a very good knowledge of the introduction to the study of literature to the required extent, he/she arranges the facts presented logically, with only minor errors, he/she is able to apply and adapt the acquired literary knowledge very well in concrete approaches to literary texts in the teaching of literature in school practice, has the ability to solve individual tasks and assignments independently and in wider literary, literary-historical and cultural contexts, the linguistic and stylistic level of his/her expression is very good, has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of the introduction to the study of literature to the required extent, arranges the facts presented appropriately and makes errors only in places, can reliably apply and adapt the acquired literary knowledge in specific approaches to the literary text in the teaching of literature in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the introduction to the study of literature to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary knowledge in specific approaches to the literary text in the teaching of literature in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates minimal knowledge of introductory literature study to the extent required and significant gaps in the organization of facts, can minimally apply acquired literary knowledge in specific approaches to literary text, solves individual tasks and assignments with considerable assistance at a satisfactory level, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge of the introduction to the study of literature to the required extent, does not know the facts or their logical connections, cannot apply the acquired literary knowledge in specific approaches to the literary text, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Literary science and its disciplines. Methodology of literary science. Overview of world and domestic literary theory.
2. Possibilities of interpretation of literature. Basic methods, procedures and aspects in the analysis of a literary text. An overview of some of the major literary theoretical and interpretive movements and schools.
3. Semiotic-communicative and receptive-aesthetic nature of fiction and literary work.
4. Linguistic construction - stylistic level and expressive organization of a literary work. Stylistic (expressive) model of the text. Poetics of a poetic text. Tropes and figures.
5. Thematic construction of a literary work. The thematic model of a literary work and its basic categories (character, narrator/lyrical subject, chronotope, plot, sujet). Basics of narrative theory (narratology).
6. Compositional construction of a literary work. Compositional model of a literary work and its basic categories of external and internal composition.
7. Literary types and genres. Species and genre system of literature and its developmental dynamics. The genre nature of the literary work and the literary process.
8. Author, text, reader. The question of intentionality as a prerequisite for understanding a literary work. The meaning and sense of the text.
9. Basics of versology (metre, prosodic systems, verse, rhyme, stanza).
10. Analysis and interpretation of selected poetic texts.
11. Analysis and interpretation of selected prose and dramatic texts.
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning the theoretical-methodological and terminological apparatus of literary science (its disciplines and methods within the framework of research of artistic literature), semiotic-communicative and literary-aesthetic principles and laws of the verbal work, means and procedures of linguistic, formal, thematic and compositional construction of the work, the stylistic level, means of expression, generic and genre system of literature, versology and issues of reception of the literary work. The student will be able to create simple definitions of literary terms, to give age-appropriate examples and to identify and correct the most frequent mistakes that occur when working with text in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to justify and apply various methodological procedures of literary analysis and interpretation, to evaluate the artistic contribution of a literary work, to use the experience with an artistic text in his/her own individual (reception and production) activity. Develop analytical skills with emphasis on independent and creative work. On the basis of the knowledge and skills acquired, he/she will be able to apply analytical-interpretive competencies to other literary texts, to point out the interrelationships between them, and to reflect on new possibilities of literary analysis and interpretation. The student will acquire a base of knowledge and skills that he/she will deepen and develop in further Bachelor's and then Master's studies, he/she will be able to use them and creatively apply them in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a text proofreader. The student's acquired knowledge and skills will be a professional prerequisite for the analysis and selection of didactic materials from literature with regard to teaching objectives. The student will develop his/her analytical-interpretive skills with an emphasis on independent and creative work, critical thinking and reasoning in context, and will be able to justify and apply various methodological approaches to the interpretation of a literary work. The student will be guided to actively acquire information and effectively use cross-cutting and specialised knowledge, will consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. They will creatively use appropriate and appropriate methods of the discipline in solving problem-based assignments. He/she will have the aptitude and motivation to develop the skills necessary for further learning and will be prepared to encourage pupils to actively acquire literary (especially literary-theoretical) knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own education, to develop and strengthen a sense of social responsibility and pluralistic citizenship in the spirit of democracy.
The student has knowledge of the theoretical-methodological and terminological apparatus of literary science, of semiotic-communicative and literary-aesthetic principles and laws of the verbal work, of the means and methods of construction of the work, of genology, versology and the issues of reception of the literary work. The student has knowledge of the methodology of literary analysis, has developed his/her analytical skills with an emphasis on independent and creative work, has acquired analytical and interpretive skills applicable to the professional and school analysis and interpretation of specific literary texts, can identify different forms of literariness and can actively seek new possibilities in approaching a literary text. The student is able to interpret a literary text in relation to other art forms. Can also work with different possible interpretations of a text in school practice. As a result of the analytical and critical approach to the literary text, the student has developed transferable competences, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks, as well as to construct his/her own interpretations of literary texts. The student is able to promptly perceive interpretations of literature in the following years of his/her studies. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and subsequently master's studies, but also to use and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 10 hours include preparation for seminars and self-study of literature on individual topics; 10 hours of preparation for oral presentation of a paper and 27 hours of preparation for written elaboration of the presented paper. A total of 60 hours of student work.
Teaching methods: explanation, demonstration, work with text, colloquium, discussion, presentation, guided self-study, e-learning
Compulsory readings:
LICHNEROVÁ, L. 2016. Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 strán, 31 obrázkov, 1 príloha. ISBN 978-80-8127-155-7. Available on: https://fphil.uniba.sk/fileadmin/fif/studium/student/bakalar_magister/Pisanie_a_obhajoba_zaverecnych_prac.pdf.
MEŠKO, D. – KATUŠČÁK, D. – FINDRA, J. a kol. 2013.: Akademická príručka. Chcete byť úspešní na vysokej škole? 3. vydanie. Bratislava: Osveta, 2013. ISBN 978-80-8063-392-9.
Recommended readings:
ŽEŇUCH, P. 2014. O nevyhnutnosti komplexného a interdisciplinárneho slavistického výskumu slovenskej kultúry. In: Konštantínove listy, roč. 7, č. 1, s. 90 – 96.
ŽEŇUCH, P. 2014. O nevyhnutnosti a nezastupiteľnosti komplexných slavistických štúdií. In Dobríková, M. – Vojtech, M.: Bratislava: Univerzita Komenského v Bratislave, s. 9 – 17. ISBN 978-80-223-3864-6.
Active participation in the class is required to pass the course. The student will receive a grade based on an orally presented and word-processed paper in the form of a seminar paper according to the topic of the assignment and observing all citation rules and principles (presentation of the paper 25 points, written seminar paper 75 points). The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (e.g. presentation: less than 15 points, seminar paper: less than 45 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of creating, conceiving, working with information sources, critical study and correct use and citation of sources to the required extent, logically arranges the facts presented, the acquired knowledge in the field focused on the creation of a professional text can be excellently applied and adapted to the working procedures in the creation of a professional text in school practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student is very good at creating, conceiving, working with information sources, critical study and correct use and citation of sources within the required range, logically organizes the facts presented, the acquired knowledge in the field focused on the creation of a professional text can be well applied, adapted and can design working procedures in the creation of a professional text in school practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his speech is very good, has very well developed skills to learn;
C (84 - 77%, good - normal reliable work): good performance: The student has a good knowledge of creating, conceiving, working with information sources, critical study and correct use and citation of sources in the required scope, logically organizes the presented facts, can reliably apply and adapt the acquired knowledge and working procedures in the creation of a professional text in the school practice in the school practice, reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of creating, conceiving, working with information sources, critical study and correct use and citation of sources to the required extent, logically arranges the facts presented, can satisfactorily apply the acquired knowledge and existing working practices aimed at the creation of a professional text in school practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge in the field focused on the production of a professional text, has deficiencies in the arrangement of facts, can minimally apply the acquired knowledge and existing working procedures in the production of a professional text in school practice, solves individual tasks and assignments at a sufficient level, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge in the area of the production of a professional text to the required extent, does not know the facts and their logical connections, cannot apply the knowledge of the work and production of a professional text in practice, cannot solve individual tasks and assignments, has insufficient skills to continue learning.
Slovak
1. Background, assumptions and requirements for the preparation and writing of a professional text.
2. Formal and substantive aspects of the professional text.
3. Research on the topic of the professional text, compilation of bibliography.
4. Background, requirements and conditions for the application of methodological procedures.
5. Work with information sources and critical study.
6. The use of research results and excerpts in the development of the abstract and the project of a professional text.
7. The process of creating a professional text within the scope of a professional text project.
8. Creation of the professional text and preparation of relevant documentation.
9. Principles of proper citation of scientific sources, sources, scientific and professional literature.
10. Forms of referencing cited sources. Writing a micro-chapter for a draft professional text.
11. Linguistic and formal editing of a professional text, appraisal and proofreading of the text.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field.
The thematic stratification of the course will provide a basic overview of the production of a professional text with an emphasis on the acquisition and development of skills in the production of a professional text, especially in terms of its content and form. The student will gain an overview of the rules that unify the academic practice of writing a professional text, especially focusing on the seminar paper, the report and the undergraduate thesis. The student will acquire knowledge and skills in publishing ethics, copyright law and will acquire knowledge and skills related to the principles of proper citation and working with bibliographic information and sources.
The student will be prepared not only to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor and subsequently master studies, but will be able to use and creatively apply them in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using the appropriate and appropriate methods of the discipline. In particular, the student will consolidate and develop communication competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and pluralistic attitudes. Be competent in the use of digital technologies in the classroom.
The student has acquired basic knowledge in the field of production of professional or scientific text, has knowledge of working with information sources, the methodology of professional and scientific work, critical work with the source base and literature, excerpting sources and the main principles of citing them. The student has developed information and methodological literacy, methodological and expressive skills in the field of study.
The student has acquired the skills to correctly navigate in primary and secondary professional and scientific sources in the field of study, has acquired knowledge of the observance of the principles of authorial ethics, of the critical approach and evaluation of the professional dimension of print and online sources, of the application of the principles of writing a professional text, and of the observance of the main points in the structure and terminological construction of a professional text according to the current rules of the field and the principles of citation.
The student has acquired the skills to promptly perceive, apply and develop the principles of professional text production, critical use of sources and correct citation of literature following in the subsequent years of his/her studies. He/she is prepared to deepen and develop this knowledge and skills in further Bachelor and then Master studies, and is able to apply them creatively in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey the essential knowledge of professional text production, critical use of sources and legal citation of literature to the general public and lay readers. By solving problem-based tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures. The student has the skills to communicate facts and concepts and to formulate and defend his/her views in an argumentative manner. The student has the competence to independently extend his/her knowledge and appreciate the broader context of issues in the production of a professional text. They have also developed a number of transferable skills, e.g. analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills, etc.
Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)
Student workload: 19 hours of direct instruction (13 hours lecture + 6 hours seminar); 30 hours of preparation for the midterm test, 20 hours of preparation for the orthoepy exercises, 31 hours of preparation for the final test and 20 hours of preparation for the phonetic transcription. Total 120 hours of student work.
Teaching methods: interpretation, explanation, practical practice of theoretical knowledge and phenomena, solving tasks and assignments, guided self-study, e-learning
Compulsory readings:
KRÁĽ, Á. – SABOL, J. 1989. Fonetika a fonológia. Bratislava: Slovenské pedagogické nakladateľstvo. 392 s. ISBN 80-0800-036-8. (selected chapters)
KRÁĽ, Á. 2016. Pravidlá slovenskej výslovnosti. Systematika a ortoepický slovník. 3. vyd. Martin: Matica slovenská. 424 s. ISBN 978-80-8128-159-4.
Recommended readings:
ŽEŇUCH, P. 2018. Vojvodinskí Rusnáci a slovenskí rusnáci: jazyková, konfesionálna a etnická identita v komparácii. In: Slavica Slovaca, roč. 53, č. 3 – 4, s. 75 – 85. Available on:
http://www.slavu.sav.sk/casopisy/slavica/2018_1/posekana%20slavika/%C5%BDe%C5%88uch.pdf
ŽEŇUCH, P. 2020. Zvuková rovina cirkevnej slovančiny u Slovákov [elektronický zdroj]. Bratislava: Ústav filologických štúdií Pedagogickej fakulty Univerzity Komenského v Bratislave. 57 s. ISBN 978-80-570-2716-4. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KSJL/rozne/ZENUCH_Peter_Zvukova_rovina_cirkevnej_slovanciny_u_Slovakov__1_.pdf
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a midterm test (30 points) and orthoepic exercises (20 points) in the scope of the first 6 topics. In the examination period, he/she will be assessed by means of a final test (30 points) and a phonetic transcription (20 points).
The course is completed with an assessment resulting from the mid-term and final assessment of learning outcomes during the teaching part of the semester of study (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (intermediate test: less than 18 points; orthographic exercises: less than 12 points; final test: less than 18 points; and phonetic transcription: less than 12 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of phonetics, phonology and selected orthoepic phenomena to the required extent, logically arranges the facts presented, can apply and adapt the acquired linguistic knowledge excellently in practice, has the ability to independently solve individual tasks and assignments in phonetics, phonology and orthoepy also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has a very good knowledge of phonetics, phonology and selected orthoepic phenomena to the required extent, logically arranges the facts presented, can apply and adapt the acquired linguistic knowledge very well in practice, has the ability to independently solve individual tasks and assignments in phonetics, phonology and orthoepy also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of phonetics, phonology and selected orthoepic phenomena to the required extent, organises the facts presented appropriately, can reliably apply and adapt the linguistic knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of phonetics, phonology and selected orthoepic phenomena to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired linguistic knowledge in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60%, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of phonetics, phonology and selected orthoepic phenomena to the required extent and deficiencies in the arrangement of facts, can minimally apply the acquired linguistic knowledge in practice, solves individual tasks and assignments at a sufficient level, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of phonetics, phonology and selected orthographic phenomena to the required extent, does not know the facts and their logical connections, cannot apply the linguistic knowledge acquired in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. The subject of phonetics and phonology in relation to other linguistic disciplines. Phoneme, vowel, allophone. Phonetic and phonological transcription.
2. Physiological phonetics I. Articulatory phonetics. Physiology of speech production.
3. Vowel system of Slovak. Classification of vowels. Characteristics of vowels.
4. Orthophony and orthoepy.
5. Phonetic transcription.
6. Acoustic phonetics. Physiological phonetics II. Perceptual phonetics. Acoustic properties of sound and physiology of speech perception.
7. Intermediate test and orthoepic exercises.
8. Suprasegmental phenomena. Prosodic properties of speech with a focus on school practice.
9. Basic phonological concepts. Phonological opposites. Inventory of phonemes of written Slovak.
10. Syntagmatic and paradigmatic relations of phonemes. Neutralizations and their use in school practice.
11. Alternations and their use in school practice.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will learn to correctly use terms from the sound subsystem of language and the sound subsystem of speech such as phoneme, vowel and allophone. The student will understand the difference between phonetics and phonology, and between phonetic and phonological transcription. Recognizes the relationships between phoneme, grapheme and vowel. Acquire theoretical knowledge of the physiology of production, acoustics and the physiology of speech perception. The student will learn the division and characteristics of the organs of speech, the organogenetic components of speech, the theories of voice production and the physical properties of the voice. Understand concepts and terms such as articulation, secondary articulation and coarticulation. They will become aware of the connection between the articulatory characteristics of Slovak vowels and orthophonic rules. The student will be able to classify Slovak vowels and describe them against the background of individual aspects. He/she will be able to use basic acoustic concepts, understand the nature of formants and antiformants. The student will acquire theoretical knowledge in the field of prosody and phonology (especially in the field of neutralizations and alternations) with a focus on their use in school practice. The student will learn the basic phonological concepts. Understand the nature of phonemes, their properties and ways of determining phonemes. Recognise that phonemic distinctive signs result from the articulatory and acoustic properties of the segments. Understand the relationship between contrastive and complementary distribution of vowels. Know the phonological system of Slovak, phonological contrasts and their neutralizations. Understand the difference between neutralisations and alternations. Based on the knowledge of orthographic rules, he/she will understand the implementation of certain types of neutralisations. The student will be able to provide stimulating feedback on orthographic norms and linguistic culture to colleagues and the wider public. He/she will be able to use the theoretical knowledge of orthographic norms in phonetic transcription and will be prepared not only to deepen and develop the acquired knowledge of orthoepy, phonetics and phonology in further bachelor's and then master's studies, but also to use and creatively apply it in the school environment as a teaching assistant, or even for the needs of the publishing environment as a text proofreader. The student will strengthen and develop communication competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, the ability to plan and be actively responsible for his/her own education.
The student understands the difference between phoneme, vowel and allophone and can apply the acquired theoretical knowledge in phonological and phonetic transcription. The student has acquired knowledge of the laws of the formation of sound speech, its physiology and acoustics, as well as knowledge of the phonological structure of the Slovak language. The student is aware of the relationship of phonetics and phonology to other linguistic disciplines (especially the relationship between phonology and morphology) and understands their interdisciplinary connections (the relationship between phonetics and the culture of spoken discourse, the relationship between phonetics and rhetoric). Knows the articulatory, acoustic and perceptual classification of Slovak vowels. The student is familiar with the system of sound means of continuous speech and knows the principles of their functioning. Knows the basic orthographic rules and can use them practically in the production of their own spoken utterances. He is prepared not only to deepen and develop his knowledge of phonetics, phonology and orthoepy in further bachelor's and then master's studies, but also to use and creatively apply it in the school environment as a teaching assistant, or even for the needs of the publishing environment as a proofreader. By solving problem-based tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. They have also developed a number of transferable skills, such as analytical thinking, creativity, abstract and critical thinking skills, and reasoning in context. He or she can also communicate information about phonetic, phonological and orthoepic phenomena to the general public and can offer conclusions and justifications in the field of articulatory and acoustic phonetics, phonology and orthoepy to lay audiences. The student has the competence to expand his/her knowledge independently and the ability to identify and evaluate the broader contexts of professional issues.
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 42 hours of continuous preparation for lectures and preparation for the midterm test, including study of the literature; 65 hours of preparation for the final test, including study of the literature. A total of 120 hours of student work.
Teaching methods: lecture, explanation, demonstration of practical examples, guided self-study, e-learning
Compulsory readings:
RIPKA, I. – IMRICHOVÁ, M. 2011. Kapitoly z lexikológie a lexikografie. Prešov: Prešovská univerzita v Prešove. 235 s. ISBN 978-80-5550-327-1.
Recommended readings:
FURDÍK, J. 2004. Slovenská slovotvorba (teória, opis, cvičenia). Prešov: Náuka. 200 s. ISBN 978-80-8903-828-2. (selected chapters)
FURDÍK, J. 2008. Teória motivácie v lexikálnej zásobe. Košice: LG. 95 s. ISBN978-80-9697-607-2. (selected chapters)
HORVÁTHOVÁ, Ľ. 2017. Jazyk Slniečka. In Časopisecký fenomén Slniečko v kontexte slovenskej detskej a národnej kultúry, Ondrej Sliacky a kol., s. 193 – 220. Bratislava: Univerzita Komenského v Bratislave. ISBN 9878022344838.
OLOŠTIAK, M. – IVANOVÁ, M. 2013. Kapitoly z lexikológie (Lexikálna syntagmatika a viacslovné pomenovania). Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 251 s. ISBN 978-80-555-0938-9. (selected chapters)
Krátky slovník slovenského jazyka. 2020. Red. J. Kačala – M. Považaj – M. Pisárčiková. 5., doplnené a upravené vyd. Martin: Matica slovenská. 956 s. ISBN 978-80-8128-261-4.
Active participation in the class is required to pass the course. The student will be evaluated in the form of a midterm test in the scope of the first 5 topics (50 points) and a final test (50 points) in the examination period. The course is completed with an assessment resulting from the interim assessment of learning outcomes during the teaching part of the semester of study and from the final assessment of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E out of the total points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (mid-term test: less than 30 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of lexicology in the required range, logically arranges the facts presented, can apply and adapt the acquired knowledge of lexicology in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of lexicology to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of lexicology very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of lexicology to the required extent, organises the facts presented appropriately, can reliably apply and adapt the lexical knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of lexicology to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of lexicology in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 – 60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of lexicology in the required range and deficiencies
in the arrangement of facts, can minimally apply the acquired knowledge from lexicology in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of lexicology to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of lexicology in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. The lexical subsystem and its relation to other subsystems of language. Lexicology - its scope, division, subject and methods.
2. The word as the basic unit of the lexical subsystem of the language system. The word in terms of the lexical, sound, morphological and syntactic levels of language. Variants of the word.
3. Characteristics of word types in terms of their naming value. Sub-systems in the vocabulary. Lexical units in terms of paradigmatic, syntagmatic and pragmatic properties. Centre and periphery in the vocabulary.
4. Lexical semantics. The word as a linguistic sign. Meaning-forming factors. Motivation of lexemes. Component analysis, types of semantic disjunctive signs.
5. Semantic structure of a word. Manifestations of symmetrical dualism of a linguistic sign. Polysemy, homonymy and synonymy. Word connectivity and the factors that condition it. Changes in the meaning of a word.
6. Derivatology. Word-forming structure of a word, word-forming ways, means, procedures and types.
7. Manifestations of dynamics in vocabulary. Word formation (derivation, composition), universalization, multiverbalization, abreviation, appellativization, proprialization, formation of multi-word nominalizations, semiological-onomasiological derivation, acquisition from foreign languages, word extinction
8. Vocabulary differentiation from the semantic point of view, from the stylistic and expressive point of view, from the social and territorial point of view, from the temporal point of view, from the point of view of origin and frequency, from the point of view of spelling.
9. Phraseology. Characteristics of phrases, their semantic and structural classification.
10. Terminology. Properties and structure of terms, logization of terms, terminologization and determinologization.
11. Lexicography. Typology of dictionaries.
The curriculum of the course covers a complex of knowledge from lexicology and individual lexical disciplines, which builds on the general secondary education of students and systematically develops and deepens their knowledge into a comprehensive and applicable form. The course will enable students to acquire a comprehensive picture of the system in the vocabulary, the principles of its differentiation and organization, the semantic and formal relations in the vocabulary, the word as the central unit of the lexical system, its semantic and word-forming structure and its place in the vocabulary system. Students will learn knowledge and basic concepts of lexical semantics (semasiology), onomasiology, derivatology, phraseology, terminology and lexicography, which they will be able to apply in the analysis of lexical devices used in the text as well as in the evaluation of the appropriateness, correctness and creativity of their use. They will reliably orient themselves in the vocabulary of our national language, learn to differentiate and evaluate words in terms of spelling, expressiveness, frequency, in terms of time and in terms of belonging to different styles and stylistic layers, identify and explain the diverse semantic relationships of words in a text, and sensitively perceive and critically evaluate the peculiarities of their use in diverse types of texts. They will be prepared to solve problem-solving tasks and assignments independently and in a broader linguistic context, to independently search for necessary information in different types of dictionaries and in specialist literature, to critically evaluate them and to use them appropriately in communicating knowledge, conclusions and their justifications to both specialist and lay audiences. They will be prepared not only to deepen, develop and systematize the acquired knowledge in the course of their further studies, as well as in the cultivation of their linguistic expression, but also to apply it creatively in the school environment in the position of a pedagogical assistant, in the publishing environment in the position of a proofreader and, after the completion of the master's degree, also in the position of a teacher of Slovak language and literature in secondary education.
Students have a complex knowledge of lexicology and individual lexical disciplines, they know the content and division of lexicology, the subject and methods of its research. They perceive the connection of the lexical level with other levels of the language system, the multistructure of the vocabulary and the internal differentiation of our national language. They are able to explain and concretise the acquired theoretical knowledge of lexical resources on practical examples, they are able to independently search for necessary information in relevant sources, critically evaluate them and use them appropriately when communicating their knowledge, conclusions and justifying them to the lay and professional public. They are able to perceive and evaluate various lexical phenomena not only from the point of view of the current state of scientific knowledge, but also from the point of view of school practice. They have developed the ability to think in context, to argue and to think critically. They are prepared to deepen and develop the acquired knowledge in the course of further studies, to use it effectively in the cultivation of their linguistic expression and in their own text production, as well as in the school environment in the position of a teaching assistant, in the publishing environment in the position of a proofreader and, after the completion of the master's degree, in the position of a teacher of Slovak language and literature in secondary education.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 17 hours of preparation for the paper, 31 hours of preparation for orthographic exercises and 29 hours of preparation for proofreading. Total of 90 hours of student work.
Teaching methods: explanation, guided self-study, practical practice and justification of theoretical orthographic knowledge and phenomena, problem solving, guided self-study, e-learning
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4., nezmenené vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
Recommended readings:
RIPKA, I. – IMRICHOVÁ, M. – SKLADANÁ, J. 2005. Príručka slovenského pravopisu pre školy a prax. Bratislava: Ottovo nakladateľstvo. 672 s. ISBN 80-969159-1-6.
KRÁĽ, Á. 2016. Pravidlá slovenskej výslovnosti. Systematika a ortoepický slovník. 3. vyd. Martin: Matica slovenská. 424 s. ISBN 978-80-8128-159-4.
KAČALA, J. 2014. State o slovenskej kvantite a rytmickom zákone. Bratislava: Univerzita Komenského v Bratislave. 135 s. ISBN 978-80-223-3833-2. (selected chapters)
TUROČEKOVÁ, M. 2022. Regulácia slovnej kvantity v slovenskom spisovnom jazyku z pohľadu Jána Kačalu a jej odraz v kodifikačných príručkách po roku 1989. In: Dziviaková, M. – Horváthová, Ľ. – Faithová, E. (eds.): Jazyk ako neprestajná inšpirácia. Zborník príspevkov k jubileu Jána Kačalu. Bratislava: Univerzita Komenského v Bratislave, s. 266 – 278. ISBN 978-80-223-5495-0.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a paper (20 points), orthographic exercises in the scope of the first 2 topics (20 points) and in the scope of the 3rd-7th topics (20 points) and in the form of a language proofreading (40 points).
The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E out of the total number of points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (paper: less than 12 points, orthographic exercises: less than 12 points + 12 points and proofreading: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of orthography in the required range, logically arranges the facts presented, can apply and adapt the acquired knowledge of orthography in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of orthography to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of orthography very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of orthography within the required range, organises the facts presented appropriately, can apply and adapt the orthography knowledge acquired reliably in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of orthography within the required range, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of orthography in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of orthography in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of orthography in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge of orthography to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of orthography in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Writing, alphabet, orthography. Orthography principles.
2. Writing i/í and y/ý in home-origin words. Writing i/í and y/ý in words of foreign origin.
3. Orthographic exercises. Development of orthography in the context of founding and intermediate codification.
4. Writing the vowel ä. The relationship between orthography and orthoepy for the hard and soft consonants d, t, n, l and ď, ť, ň, ľ and for the consonant v.
5. Neutralizations (undertones, double consonants) and orthography.
6. Writing capital letters I.
7. Writing capital letters II.
8. Orthographic exercise. Writing words separately and skillfully. Word division.
9. Slovak orthography rules before and after 1989. Rhythmic law.
10. Punctuation. Comma and its functions.
11. Linguistic proofreading.
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge related to orthography and orthoepy, will consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will acquire theoretical knowledge in the field of orthography, become familiar with the individual principles (phonemic, morphematic, grammatical and etymological) on which Slovak orthography is based, and understand their essence and significance for Slovak orthography. They will become aware of the relationships between grapheme, phoneme and vowel. Against the background of the founding and ongoing codification, they will deepen their knowledge of the Slovak graphic system (with a focus on the grapheme y, the soft consonants ď, ť, ň and, above all, the soft consonant ľ), the writing of capital letters, soft and hard consonants, their orthographic and orthoepic specificities, as well as the application of the rhythmic law in terms of the linguistic norm and linguistic practice. They will learn about the development (and peripetitions) of selected orthography phenomena captured in the Slovak Orthography Rules before 1989 and after 1989 up to the present. The student will have a thorough knowledge of capitalization and punctuation (especially commas) and will recognize problematic phenomena in this orthography area. The student will become aware of the relationship between orthography and orthoepy and the influence of certain phenomena of the sound subsystem of the language (neutralisations) on Slovak orthography. Understand the influence of the founding and ongoing codification on the current state of Slovak orthography. The student will be able to use digital technologies in the teaching of orthography principles, in particular in the use of the online version of current codification manuals and the dictionary portal. The student will learn to identify and correct orthographic errors in various types of written expression, and will be able to use and creatively apply knowledge of orthography in a school environment as a teaching assistant or, for the needs of the publishing environment, as a proofreader. He/she will be prepared to provide stimulating feedback on orthography standards to colleagues and the wider public. The student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and to be actively responsible for his/her own learning.
The student knows the orthographic standard of written Slovak. The theoretical knowledge of the principles and rules of Slovak orthography is ready not only to deepen and develop in further bachelor's and then master's studies, but also to use and creatively apply them in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a text proofreader. Based on problem solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. Competence to independently extend their knowledge of the development of selected orthography phenomena from the time of the Bernolákov codification to the current codifications captured in current codification manuals, as well as the ability to identify and evaluate the broader context of orthographic issues. As a result of assessing and justifying individual orthography phenomena, the student also develops a number of transferable skills, such as analytical thinking, creativity, abstract and critical thinking, and contextual reasoning. The student is also able to convey information about orthography principles and orthography phenomena to the general public, and is able to offer conclusions and orthography justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 17 hours of preparation for the paper, 31 hours of preparation for orthographic exercises and 29 hours of preparation for proofreading. Total of 90 hours of student work.
Teaching methods: explanation, guided self-study, practical practice and justification of theoretical orthographic knowledge and phenomena, problem solving, guided self-study, e-learning
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4., nezmenené vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
Recommended readings:
RIPKA, I. – IMRICHOVÁ, M. – SKLADANÁ, J. 2005. Príručka slovenského pravopisu pre školy a prax. Bratislava: Ottovo nakladateľstvo. 672 s. ISBN 80-969159-1-6.
KRÁĽ, Á. 2016. Pravidlá slovenskej výslovnosti. Systematika a ortoepický slovník. 3. vyd. Martin: Matica slovenská. 424 s. ISBN 978-80-8128-159-4.
KAČALA, J. 2014. State o slovenskej kvantite a rytmickom zákone. Bratislava: Univerzita Komenského v Bratislave. 135 s. ISBN 978-80-223-3833-2. (selected chapters)
TUROČEKOVÁ, M. 2022. Regulácia slovnej kvantity v slovenskom spisovnom jazyku z pohľadu Jána Kačalu a jej odraz v kodifikačných príručkách po roku 1989. In: Dziviaková, M. – Horváthová, Ľ. – Faithová, E. (eds.): Jazyk ako neprestajná inšpirácia. Zborník príspevkov k jubileu Jána Kačalu. Bratislava: Univerzita Komenského v Bratislave, s. 266 – 278. ISBN 978-80-223-5495-0.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a paper (20 points), orthographic exercises in the scope of the first 2 topics (20 points) and in the scope of the 3rd-7th topics (20 points) and in the form of a language proofreading (40 points).
The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E out of the total number of points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (paper: less than 12 points, orthographic exercises: less than 12 points + 12 points and proofreading: less than 24 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of orthography in the required range, logically arranges the facts presented, can apply and adapt the acquired knowledge of orthography in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of orthography to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of orthography very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of orthography within the required range, organises the facts presented appropriately, can apply and adapt the orthography knowledge acquired reliably in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of orthography within the required range, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of orthography in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of orthography in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of orthography in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge of orthography to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of orthography in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Writing, alphabet, orthography. Orthography principles.
2. Writing i/í and y/ý in home-origin words. Writing i/í and y/ý in words of foreign origin.
3. Orthographic exercises. Development of orthography in the context of founding and intermediate codification.
4. Writing the vowel ä. The relationship between orthography and orthoepy for the hard and soft consonants d, t, n, l and ď, ť, ň, ľ and for the consonant v.
5. Neutralizations (undertones, double consonants) and orthography.
6. Writing capital letters I.
7. Writing capital letters II.
8. Orthographic exercise. Writing words separately and skillfully. Word division.
9. Slovak orthography rules before and after 1989. Rhythmic law.
10. Punctuation. Comma and its functions.
11. Linguistic proofreading.
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialized knowledge related to orthography and orthoepy, will consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will acquire theoretical knowledge in the field of orthography, become familiar with the individual principles (phonemic, morphematic, grammatical and etymological) on which Slovak orthography is based, and understand their essence and significance for Slovak orthography. They will become aware of the relationships between grapheme, phoneme and vowel. Against the background of the founding and ongoing codification, they will deepen their knowledge of the Slovak graphic system (with a focus on the grapheme y, the soft consonants ď, ť, ň and, above all, the soft consonant ľ), the writing of capital letters, soft and hard consonants, their orthographic and orthoepic specificities, as well as the application of the rhythmic law in terms of the linguistic norm and linguistic practice. They will learn about the development (and peripetitions) of selected orthography phenomena captured in the Slovak Orthography Rules before 1989 and after 1989 up to the present. The student will have a thorough knowledge of capitalization and punctuation (especially commas) and will recognize problematic phenomena in this orthography area. The student will become aware of the relationship between orthography and orthoepy and the influence of certain phenomena of the sound subsystem of the language (neutralisations) on Slovak orthography. Understand the influence of the founding and ongoing codification on the current state of Slovak orthography. The student will be able to use digital technologies in the teaching of orthography principles, in particular in the use of the online version of current codification manuals and the dictionary portal. The student will learn to identify and correct orthographic errors in various types of written expression, and will be able to use and creatively apply knowledge of orthography in a school environment as a teaching assistant or, for the needs of the publishing environment, as a proofreader. He/she will be prepared to provide stimulating feedback on orthography standards to colleagues and the wider public. The student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and to be actively responsible for his/her own learning.
The student knows the orthographic standard of written Slovak. The theoretical knowledge of the principles and rules of Slovak orthography is ready not only to deepen and develop in further bachelor's and then master's studies, but also to use and creatively apply them in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a text proofreader. Based on problem solving tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. Competence to independently extend their knowledge of the development of selected orthography phenomena from the time of the Bernolákov codification to the current codifications captured in current codification manuals, as well as the ability to identify and evaluate the broader context of orthographic issues. As a result of assessing and justifying individual orthography phenomena, the student also develops a number of transferable skills, such as analytical thinking, creativity, abstract and critical thinking, and contextual reasoning. The student is also able to convey information about orthography principles and orthography phenomena to the general public, and is able to offer conclusions and orthography justifications to lay audiences.
Scope, type/method of teaching and organizational form: lecture + seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 33 hours of continuous reading of fiction texts per class period; 21 hours of preparation for the presentation of the assigned assignment with emphasis on the application of acquired knowledge and reading-interpretation skills; 23 hours of preparation for written tests aimed at identifying excerpts from the literary works read. A total of 90 hours of student work.
Teaching methods: lecturing, interpretation of theoretical knowledge and its application to practical examples, demonstration, moderated conversation, analytical and interpretative work with literary text, guided self-study, e-learning
Compulsory readings:
BLOOM, H. 2000. O kánonu. In: Kánon západní literatury. Knihy, které prošly zkouškou věků. Praha: Prostor, s. 27 – 52. ISBN 80-7260-013-3.
BRTÁŇOVÁ, E. 2018. Jonáš Záborský a antická kultúra. In: Ideológia v premenách času v pamiatkach gréckej a latinskej tradície. Bratislava: Univerzita Komenského v Bratislave, s. 344 – 353. ISBN 978-80-223-4626-9.
CASANOVA, P. 2012. Světová republika literatury. Praha: Karolinum, s. 23 – 64. ISBN 80-7260-013-3.
Recommended readings:
BRTÁŇOVÁ, E. 2017. Doležalov pokus o veľkú epiku. In: Český a slovenský literární klasicismus. Brno: Host, s. 245 – 271. ISBN 978-80-7577-186-5.
BRTÁŇOVÁ, E. 2000. Stredoveká scholastická kázeň. K recepcii latinských sermones v kódexoch slovenskej proveniencie. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied. 200 s. ISBN 80-2240-634-1. (selected sections)
ŽEŇUCH, P. 2020. Byzantsko-slovanská tradícia v staršom období vývinu slovenskej kultúry. In: Konštantínove listy, roč. 13, č. 1, s. 112 – 125. Available on: http://www.constantinesletters.ukf.sk/images/issues/2020_v13_iss1/CL_v13_iss1_112to125.pdf
ŽEŇUCH, P. 2002. Medzi Východom a Západom. Byzantsko-slovanská tradícia, kultúra a jazyk na východnom Slovensku. Bratislava: Veda, vydavateľstvo SAV. 288 s. ISBN 80-224-0697-X. (selected sections)
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated for the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (40 points) and for two continuous written tests (the first is taken during the semester within the scope of the first 6 topics, the second at the end of the continuous teaching, both tests are 30 points each). The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (presentation of the assignment: less than 24 points, intermediate test: less than 18 points, final test: less than 18 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has an excellent knowledge of world literature to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the acquired literary-historical knowledge at an excellent level and adapt the procedures of working with literary texts in school practice, has the ability to independently and imaginatively solve individual tasks and assignments in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has a very good knowledge of world literature to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired literary-historical knowledge very well and adapt the procedures of working with literary texts in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of world literature to the required extent, arranges the facts presented appropriately and makes errors only in places, can reliably apply and adapt the procedures of working with a literary text in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the curriculum to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates minimal knowledge of the required range of material and significant gaps in the organisation of facts, can minimally apply acquired knowledge and existing practices of working with literary text in school practice, solves individual tasks and assignments with considerable help at a satisfactory level, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the curriculum to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. What is world literature? Canon. Prototext, metatext. Adaptation. Palimpsest, pastiche, travesty.
2. Ancient literature. The origins of verbal art. Literature of the Orient.
3. Greek literature. Didactic epic. Drama. Entertainment literature.
4. Roman literature. Satire. Historical writing.
5. Medieval literature. Chivalric epic. Vagrant lyric. Religious drama.
6. Humanist and Renaissance literature. Love songs. From the novella to the novel. Renaissance theatre.
7. Baroque literature. Reflection of the world as labyrinth and theatre.
8. The Enlightened Century. Literature as the engine of the Enlightenment movement.
9. Classical literature. Specific peculiarities of French classicism and "pseudo-classicism".
10. Romantic literature. Nature poetry. Gothic and historical novel.
11. Realistic literature. Realism as an artistic method. Different forms of realism.
The course will broaden the student's knowledge of representative works of world literature, create a better understanding of Slovak literary communication in a broader international context, and contribute to the mastery of literary theory and methodology of literary research. The student will acquire the competences necessary for teaching world literature. The student will learn how to plan and implement individual lessons, practically apply various methods of making the material of the period accessible. The student will be able to use digital technologies in teaching the history of literature. He/she will acquire the prerequisites and motivation to develop the skills necessary for further learning and be prepared to encourage pupils to actively acquire literary-historical knowledge.
The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using the appropriate and appropriate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has acquired knowledge about the phenomenon of world literature, its national variants, periodization, literary trends and representatives. The student is able to creatively and independently analyse and interpret literary texts, to characterise the poeological and value specifics of the work of individual authors and to identify different forms of literariness. The student has developed his/her communication skills and is able to practise competent participation in a professional discussion of the topic under discussion, to develop his/her interpretative inventiveness. He is able to perceive readily the interpretations on literature following in the following years of his studies. He is prepared not only to deepen and develop them in further bachelor's and then master's studies, but also to use and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a proofreader. The student is also able to convey information about the phenomena of world literature to the general public and to offer conclusions and morphological justifications to lay audiences. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts, and opinions, and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture + seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 33 hours of continuous reading of fiction texts per class period; 21 hours of preparation for the presentation of the assigned assignment with emphasis on the application of acquired knowledge and reading-interpretation skills; 23 hours of preparation for written tests aimed at identifying excerpts from the literary works read. A total of 90 hours of student work.
Teaching methods: lecturing, interpretation of theoretical knowledge and its application to practical examples, demonstration, moderated conversation, analytical and interpretative work with literary text, guided self-study, e-learning
Compulsory readings:
BLOOM, H. 2000. O kánonu. In: Kánon západní literatury. Knihy, které prošly zkouškou věků. Praha: Prostor, s. 27 – 52. ISBN 80-7260-013-3.
BRTÁŇOVÁ, E. 2018. Jonáš Záborský a antická kultúra. In: Ideológia v premenách času v pamiatkach gréckej a latinskej tradície. Bratislava: Univerzita Komenského v Bratislave, s. 344 – 353. ISBN 978-80-223-4626-9.
CASANOVA, P. 2012. Světová republika literatury. Praha: Karolinum, s. 23 – 64. ISBN 80-7260-013-3.
Recommended readings:
BRTÁŇOVÁ, E. 2017. Doležalov pokus o veľkú epiku. In: Český a slovenský literární klasicismus. Brno: Host, s. 245 – 271. ISBN 978-80-7577-186-5.
BRTÁŇOVÁ, E. 2000. Stredoveká scholastická kázeň. K recepcii latinských sermones v kódexoch slovenskej proveniencie. Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied. 200 s. ISBN 80-2240-634-1. (selected sections)
ŽEŇUCH, P. 2020. Byzantsko-slovanská tradícia v staršom období vývinu slovenskej kultúry. In: Konštantínove listy, roč. 13, č. 1, s. 112 – 125. Available on: http://www.constantinesletters.ukf.sk/images/issues/2020_v13_iss1/CL_v13_iss1_112to125.pdf
ŽEŇUCH, P. 2002. Medzi Východom a Západom. Byzantsko-slovanská tradícia, kultúra a jazyk na východnom Slovensku. Bratislava: Veda, vydavateľstvo SAV. 288 s. ISBN 80-224-0697-X. (selected sections)
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated for the presentation of the assigned assignment with emphasis on the application of the acquired knowledge and reading-interpretation skills (40 points) and for two continuous written tests (the first is taken during the semester within the scope of the first 6 topics, the second at the end of the continuous teaching, both tests are 30 points each). The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (presentation of the assignment: less than 24 points, intermediate test: less than 18 points, final test: less than 18 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has an excellent knowledge of world literature to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the acquired literary-historical knowledge at an excellent level and adapt the procedures of working with literary texts in school practice, has the ability to independently and imaginatively solve individual tasks and assignments in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has a very good knowledge of world literature to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired literary-historical knowledge very well and adapt the procedures of working with literary texts in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of world literature to the required extent, arranges the facts presented appropriately and makes errors only in places, can reliably apply and adapt the procedures of working with a literary text in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the curriculum to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired literary-historical knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates minimal knowledge of the required range of material and significant gaps in the organisation of facts, can minimally apply acquired knowledge and existing practices of working with literary text in school practice, solves individual tasks and assignments with considerable help at a satisfactory level, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the curriculum to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. What is world literature? Canon. Prototext, metatext. Adaptation. Palimpsest, pastiche, travesty.
2. Ancient literature. The origins of verbal art. Literature of the Orient.
3. Greek literature. Didactic epic. Drama. Entertainment literature.
4. Roman literature. Satire. Historical writing.
5. Medieval literature. Chivalric epic. Vagrant lyric. Religious drama.
6. Humanist and Renaissance literature. Love songs. From the novella to the novel. Renaissance theatre.
7. Baroque literature. Reflection of the world as labyrinth and theatre.
8. The Enlightened Century. Literature as the engine of the Enlightenment movement.
9. Classical literature. Specific peculiarities of French classicism and "pseudo-classicism".
10. Romantic literature. Nature poetry. Gothic and historical novel.
11. Realistic literature. Realism as an artistic method. Different forms of realism.
The course will broaden the student's knowledge of representative works of world literature, create a better understanding of Slovak literary communication in a broader international context, and contribute to the mastery of literary theory and methodology of literary research. The student will acquire the competences necessary for teaching world literature. The student will learn how to plan and implement individual lessons, practically apply various methods of making the material of the period accessible. The student will be able to use digital technologies in teaching the history of literature. He/she will acquire the prerequisites and motivation to develop the skills necessary for further learning and be prepared to encourage pupils to actively acquire literary-historical knowledge.
The course will lead the student to the active acquisition of information and the effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her skill to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using the appropriate and appropriate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has acquired knowledge about the phenomenon of world literature, its national variants, periodization, literary trends and representatives. The student is able to creatively and independently analyse and interpret literary texts, to characterise the poeological and value specifics of the work of individual authors and to identify different forms of literariness. The student has developed his/her communication skills and is able to practise competent participation in a professional discussion of the topic under discussion, to develop his/her interpretative inventiveness. He is able to perceive readily the interpretations on literature following in the following years of his studies. He is prepared not only to deepen and develop them in further bachelor's and then master's studies, but also to use and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a proofreader. The student is also able to convey information about the phenomena of world literature to the general public and to offer conclusions and morphological justifications to lay audiences. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts, and opinions, and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 42 hours of continuous preparation for lecture and preparation for midterm test, including study of literature; 65 hours of preparation for final test, including study of literature. A total of 120 hours of student work.
Teaching methods: explanation; demonstration of theoretical knowledge and concepts through practical examples; discussion of the topic covered; guided self-study; e-learning
Compulsory readings:
KAČALA, J. 2014. Jazykové kategórie v slovenčine. 2., doplnené a prepracované vyd. Bratislava: Univerzita Komenského. 180 s. ISBN 978-80-223-3486-0.
ORAVEC, J. – BAJZÍKOVÁ, E. – FURDÍK, J. 1984. Súčasný slovenský spisovný jazyk. Morfológia. Bratislava: Slovenské pedagogické nakladateľstvo. 232 s.
Recommended readings:
DZIVIAKOVÁ, M. 2014. Chápanie a spracovanie slovesa v súčasnej slovenskej jazykovede. In: Hľadanie metódy v kontrastívnej lingvistike [elektronický zdroj]. Bratislava: Univerzita Komenského, s. 99 – 147 [CD-ROM]. ISBN 978-80-223-3772-4.
Morfológia slovenského jazyka. 1966. Red. J. Ružička. Bratislava: Vydavateľstvo SAV. 896 s. (selected chapters)
SOKOLOVÁ, M. 1995. Kapitolky zo slovenskej morfológie. Prešov: Slovacontact. 180 s. ISBN 80-901417-7-3.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a midterm test within the scope of the first 4 topics (50 points) and in the exam period in the form of a final test (50 points). The course is completed with an assessment resulting from the interim review of learning outcomes during the teaching part of the semester of study and from the final review of learning outcomes (50/50). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60% of the points must be obtained. Credit will not be awarded to a student who obtains less than 60% of the points in any component of the assessment (mid-term test: less than 30 points; final test: less than 30 points).
The rating is awarded on the basis of a scale:
(100 - 93 %, excellent - outstanding result): excellent performance: the pupil has excellent knowledge of morphology to the required extent, logically arranges the facts presented, can apply and adapt the acquired knowledge of morphology in practice, has the ability to independently solve individual morphological tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has well-developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the pupil has a very good knowledge of morphology to the required extent, organises the facts presented logically, can apply and adapt the acquired knowledge of morphology in practice very well, has the ability to solve individual morphological tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her expression is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the pupil has a good knowledge of morphology to the required extent, organises the facts presented appropriately, can reliably apply and adapt the acquired knowledge of morphology in practice, solves individual morphological tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory results: the pupil has satisfactory knowledge of morphology to the required extent, shows some deficiencies in the organisation of facts, can satisfactorily apply the acquired knowledge of morphology in practice, satisfactorily solves individual morphological tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - results meet minimum criteria): sufficient performance: student demonstrates a minimum amount of knowledge of morphology in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of morphology in practice, solves individual morphological tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of morphology to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of morphology in practice, cannot solve individual morphological tasks and assignments, has insufficient learning skills.
Slovak
1. Morphology and its place in the language system. The essence and subject of morphology, basic concepts, methodology. The central unit of morphology: grammatical form. Relationship of morphology to other linguistic levels. Grammatical form and its structure.
2. Morphological or grammatical categories (nominal, verbal), lexico-semantic and lexico-grammatical categories. Verbal species. Criteria for defining word species. Classification of word species in lexico-semantic, morphological and syntactic terms.
3. Morpheme as the smallest unit of morphology. Morphematic structure of word and form. Types of morphemes and submorphemes.
4. Typological classification of languages. Morphological type of Slovak.
5. Lexical-semantic nature and classification of nouns. Grammatical categories and inflection of nouns.
6. Lexical-semantic nature and classification of adjectives. Inflection and gradation of adjectives. Adjectivals.
7. Lexico-semantic nature and classification of pronouns. Pronouns.
8. Lexical-semantic nature and classification of numerals. Lexicalisation of numerals.
9. Lexical-semantic nature and division of verbs and verb forms. Verbal grammatical and lexico-grammatical categories and verb tenses.
10. Lexical-semantic nature, division, formation and gradation of adverbs.
11. Lexico-semantic characteristics and classification of prepositions, conjunctions, particles and quotation marks.
The student will thoroughly acquire theoretical knowledge about the morphological level of the language as a part of the grammatical system of written Slovak, which will not only build on his knowledge acquired in the field within the general secondary education, but will also further enable the deepening and systematic development of his knowledge in the field of Slovak morphology into a comprehensive form, which he will be able to subsequently use in application. At the level of the current state of knowledge, the student will acquire relevant knowledge about the grammatical form as the central morphological unit and its structure, as well as about the morpheme as the smallest unit of morphology and the individual types of morphemes and submorphemes, and will master the issues of grammatical, lexical-semantic and lexical-grammatical categories, get acquainted with the characteristic features of Slovak morphology in terms of morphological typology of languages, gain relevant knowledge about the lexical-semantic essence, morphological and syntactic characteristics of individual word types as basic word groups and deepen theoretical knowledge about selected sub-issues of Slovak morphology. An important aspect of the course will also be to look at morphological theory with regard to school practice, as well as to acquire the ability to appropriately concretize the acquired theoretical morphological concepts on concrete practical examples. The student will be guided to actively acquire information in the field of Slovak morphology, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the field, using appropriate methods of the discipline. They will also develop their communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for their own learning. The acquired knowledge and skills will be applied and developed in the student's further Bachelor's and Master's studies, because they will enable him to perceive morphological phenomena in a broader linguistic (especially syntactic) context, and he will be able to use them creatively in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment and proofreading practice. Emphasis on raising the student's professional level and linguistic culture will prove to be equally important in adequately conveying information about morphological phenomena to the general public, as well as in independently analysing a problem in a given area at the language level and offering relevant conclusions, explanations and morphological justifications to lay audiences as well.
By familiarizing himself with the morphology of written Slovak, the student has acquired comprehensive theoretical knowledge and knowledge of the morphological system as a part of the grammatical system of written Slovak. The student has thoroughly acquired knowledge of grammatical form, morphemes, linguistic categories and individual word types, and has acquired theoretical knowledge of selected sub-issues of Slovak morphology, while being able to view the phenomena from the perspective of the current state of scientific knowledge as well as from the perspective of school practice. The student is able to concretise the acquired theoretical knowledge of morphology on practical examples of individual morphological phenomena. He/she is also able to use them appropriately to solve a problem in the field of morphology, while being able to actively obtain and communicate the necessary information and facts and to formulate and defend relevant professional arguments appropriately. The above leads to the fact that he/she has developed analytical skills as well as the ability to think abstractly and critically, he/she is forced to think in contexts and has also developed the ability to expand his/her knowledge independently. The thoroughly acquired theoretical knowledge of morphology and the acquired skills are important for the student's further studies and are a prerequisite for judging and evaluating morphological phenomena also in broader grammatical correlations. The acquired theoretical knowledge of the morphology of written Slovak is not only prepared to deepen and develop in further Bachelor's and then Master's studies, but can also be used and creatively applied in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a text proofreader. The student can also communicate information about morphological phenomena to the general public and offer conclusions and morphological justifications to lay audiences. The student has achieved a high professional level as well as a high level of linguistic culture, which is very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)
Student workload: 19 hours of direct teaching; 30 hours of continuous preparation for individual lessons with application of specific assignments, including reading of literary texts for individual lessons; 16 hours of seminar paper writing; 55 hours of literature study and preparation for the oral examination on professional knowledge and analytical-interpretive skills. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generalizing interview, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with text, group work, problem-based tasks, guided self-study, e-learning
Compulsory readings:
SLIACKY, O. 2013. Dejiny slovenskej literatúry pre deti a mládež do roku 1960. Bratislava: LIC. 295 s. ISBN 978-80-8119-073-5. (selected chapters)
STANISLAVOVÁ, Z. a kol. 2010. Dejiny slovenskej literatúry pre deti a mládež po roku 1960. Bratislava: LIC. 320 s. ISBN 978-80-8119-026-1. (selected chapters)
Recommended readings:
DRZEWIECKA, I. 2013. Grafopoetika. K estetickým a poetologickým aspektom grafickej vizualizácie básnického textu. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 184 s. ISBN 978-80-555-0782-8. (selected chapters)
FAITHOVÁ, E. 2018. Fakt ako umenie. Seriály literatúry faktu v Slniečku 1927 – 1990. In: Bibiana, roč. 25, č. 3, s. 33 – 43.
MITROVÁ, A. 2018. Pôvodná rozhlasová dramatická tvorba pre deti a mládež na Slovensku (kontext 30. – 50. rokov 20. storočia). Prešov: Vydavateľstvo Prešovskej univerzity. 173 s. ISBN 978-80-555-2157-2. (selected sections)
ŠRANK, J. 2019. Milan Adamčiak (1946 – 2017). Archív II (KOPO) – konkrétna poézia 1964 – 1972. In: TOP 5. Slovenská literárna scéna 2015 v odbornej reflexii. Fintice: FACE – Fórum alternatívnej kultúry a vzdelávania, s. 10 – 30. ISBN 978-80-89763-40-5.
BIBIANA, revue o umení pre deti a mládež. Available on: www.bibiana.sk/sk/archiv/digitalna-bibiana/revue-bibiana
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills required in working with literary texts (30 points);
• the production of a seminar paper which examines the work of the author studied with an emphasis on the application of the knowledge acquired about the particularities of the author's poetics, on analytical-interpretive skills and on the defence of one's arguments (20 points);
• an oral examination on professional knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the teaching part of the semester of study and a final review of learning outcomes (50/50). To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (assignments: less than 18 points; final analysis: less than 12 points; oral examination: less than 30 points).
A (100 - 93%, excellent - outstanding results): excellent performance: The student has an excellent knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works in the required scope, logically arranges the presented literary-historical facts flawlessly, the acquired literary-scientific knowledge can be applied and adapted at an excellent level in specific approaches to the literary text usable in the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further learning;
B (92 - 85%, very good - above average standard): very good performance: the student has a very good knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works within the required scope, logically, with only minor errors, arranges the presented literary-historical facts, the acquired literary-scientific can apply and adapt the knowledge very well in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is very good, has very well developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: The student has a good knowledge of Slovak literature for children and young people, its developmental stages, genre invariants, the most important representatives and their representative works to the required extent, arranges the presented literary-historical facts appropriately and makes errors only in places, can reliably apply and adapt the acquired literary-historical knowledge in specific approaches to literary texts applicable to the teaching of literature in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: Student has satisfactory knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, most important representatives and their representative works in the required range, demonstrates some deficiencies in the arrangement of literary-historical facts, can satisfactorily apply the acquired literary-historical knowledge in specific approaches to the literary text applicable to the teaching of literature in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: Student demonstrates a minimal amount of knowledge about Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works in the required range, as well as significant deficiencies in the arrangement of literary-historical facts, the acquired literary-scientific knowledge can be minimally applied in specific approaches to the literary text usable in the teaching of literature in school practice, with significant help at a sufficient level, solves individual tasks and assignments, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: Student does not demonstrate sufficient knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works to the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary-scientific knowledge in specific approaches to literary text usable in teaching literature in school practice, cannot solve individual tasks and assignments, has insufficient skills to learn.
Slovak
1. Children's recipient, age periods and genre composition of literature for children and youth. Periodization process and developmental phases of Slovak literature for children and youth. Education for literature and education through literature. Institutional and journal base of literature for children and youth. Projects promoting reading for children and young people.
2. Folktale, poetics and typology. Collectors and their concepts. Basic manuscript and printed collections. The work of S. Reuss, J. Francisci, A. H. Škultéty and P. Dobšinský. Incorporation of the fairy tale into the children's reading fund. Literary folklorism for children and youth in the 20th century. Interpretation of selected folk tales by P. Dobšinský and the work of M. Rúfus The Book of Fairy Tales.
3. Folk tale, typology, collectors. The folktale work of A. Mednyanský, J. C. Hronský, J. Horák, M. Ďuríčková, literary project Tale Map of Slovakia. Interpretation of J. C. Hronský's The Buried Sword and M. Ďuríčková's The Queen of the Danube.
4. Constituting Slovak artistic literature for children and youth in the 1930s (works for children and youth by Ľ. Podjavorinská, Ľ. Ondrejov, J. C. Hronský, M. Rázusová-Martáková, M. Hranko, M. Rázus, J. Bodenek. Interpretation of the works of J. C. Hronský's The Bold Hare and Ľ. Ondrejov's The Robber's Youth.
5. Author's fairy tale, poetics and typology. The most important Slovak creators of modern fairy tales (Ľ. Feldek, M. Ďuríčková, J. Blažková, K. Bendová and others). Interpretation of M. Ďuríčková's fairy tale Jasietka and selected fairy tales from the works of K. Bendová's Osmijanka's Fairy Tales and Ľ. Feldek's Green Deer.
6. The most important Slovak creators of modern fairy tales (D. Hevier, J. Uličiansky, E. J. Groch, J. Milčák, D. Pastirčák, D. Taragel and others). Interpretation of the author's fairy tale by D. Hevier Land of Agord, J. Uličiansky's The Little Princess, E. J. Groch's The Tramp and Clara, D. Taragel's Fairy Tales for naughty children and their caring parents.
7. Modern Slovak poetry for children. Poetic works of K. Bendová, M. Válek, Ľ. Feldek, T. Janovic, D. Hevier, Š. Moravčík, M. Rúfus and others. Janovic's Wooden Dad and his Fairy Tales.
8. Intermedia poetry for children. Poetic works of Š. Moravčík, D. Hevier and F. Rojček. Interpretation of selected poems from Moravčík's collections The Rocket with the Golden Tail and Hadakum kvadakum or the Little Book for All the Change, from Hevier's collection Don't Crawl Your Tongue on a Lion and from Rojček's collection Torka z piesku.
9. Modern social prose for children and youth (social prose K. Jarunková, J. Blažková, M. Ďuríčková, V. Šikula, D. Dušek, P. Holka, J. Šebesta, etc.). Jarunková's Tulák, M. Ďuríčková's Majka Tárajka, J. Blažková's My Great Brother Robinzon and J. Šebesta's Venussha.
10. Modern theatre, radio and television works for children. The work of Ľ. Feldek, E. Čepčeková, J. Pavlovič, M. Čeretková-Gállová, J. Mokoš, J. Milčák, J. Uličiansky, M. Grznárová, D. Dušek, J. Bodnárová, V. Klimáček. Interpretation of Feldek's play Botafogo, Milčák's play Celestínka, ryba a pán Baltazár and Uličiansky's play Peter Kľúčik.
11. Development and forms of Slovak non-fiction for children and youth. Creation of V. Zamarovský, Ľ. Zúbek and V. Ferko. Non-fiction series in the magazine Slniečko. Experiential informativeness in modern non-fiction. Interpretation of the works of V. Zamarovský's The Discovery of Troy, Ľ. Zúbek's The Empire of Svätopluk and O. Sliacky's The Wonders of Slovakia.
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge, which also builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning the history of Slovak literature for children and youth, its developmental phases, individual tendencies and individual ideological and aesthetic initiatives and poetics, as well as theoretical background to the characterization of invariant features of individual genres of literature for children and youth. In presenting the poetological peculiarities of the work of the most prominent figures of Slovak literature for children and youth, the specificities of the child recipient, the need for intense aesthetic stimuli from age-appropriate literature in a varied genre composition in the development of the process of text reception, as well as the potential of literature for children and youth to shape and cultivate the reader will be taken into account. The student will be able to create simple definitions of literary terms, give age-appropriate examples of these terms, and identify and correct the most common errors that occur when working with text from children's and young adult literature in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to assess the value and artistic contribution of a literary work in a literary-historical context and be able to point out the importance of knowledge of the wider literary, cultural and social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and will be able to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with emphasis on independent and creative work. On the basis of the knowledge and skills acquired, he/she will be able to apply analytical-interpretive competencies to other literary texts, to point out the interrelationships between them, and to reflect on new possibilities of literary analysis and interpretation. The student will also become familiar with the related practical and methodological knowledge that will be a prerequisite for his/her proper understanding of the past in the courses of the continuing Master's degree. The student will acquire a base of knowledge and skills which he/she will deepen and develop in further bachelor's and subsequently master's studies, he/she will be able to use them and creatively apply them in the school environment in the position of a pedagogical assistant, later on for the analysis and selection of didactic materials from literature for children and young people with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a textual proofreader. The student will be guided to actively acquire information and effectively use cross-cutting and specialized knowledge, will consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to the literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in the composition of the term paper. The student will creatively use appropriate and appropriate methods of the discipline in solving problem-based assignments. The student will acquire the prerequisites and motivation to develop the skills necessary for further learning and will be able to encourage students to actively acquire literary-historical and literary-theoretical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works. The student is able to creatively and independently analyse and interpret literary texts, to characterise the poeological and value specifics of the work of individual authors and to identify different forms of literariness. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts, and can actively seek new possibilities in approaching a literary text. The student is able to interpret a literary text in relation to other types of art. The student can also work with different possible interpretations of the text in school practice. As a result of the analytical and critical approach to the literary text, the student develops transferable competences, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks, as well as to construct his/her own interpretations of literary texts. The student is able to promptly perceive interpretations of literature in the following years of his/her studies. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)
Student workload: 19 hours of direct teaching; 30 hours of continuous preparation for individual lessons with application of specific assignments, including reading of literary texts for individual lessons; 16 hours of seminar paper writing; 55 hours of literature study and preparation for the oral examination on professional knowledge and analytical-interpretive skills. A total of 120 hours of student work.
Teaching methods: lecture, inductive-generalizing interview, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with text, group work, problem-based tasks, guided self-study, e-learning
Compulsory readings:
SLIACKY, O. 2013. Dejiny slovenskej literatúry pre deti a mládež do roku 1960. Bratislava: LIC. 295 s. ISBN 978-80-8119-073-5. (selected chapters)
STANISLAVOVÁ, Z. a kol. 2010. Dejiny slovenskej literatúry pre deti a mládež po roku 1960. Bratislava: LIC. 320 s. ISBN 978-80-8119-026-1. (selected chapters)
Recommended readings:
DRZEWIECKA, I. 2013. Grafopoetika. K estetickým a poetologickým aspektom grafickej vizualizácie básnického textu. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta. 184 s. ISBN 978-80-555-0782-8. (selected chapters)
FAITHOVÁ, E. 2018. Fakt ako umenie. Seriály literatúry faktu v Slniečku 1927 – 1990. In: Bibiana, roč. 25, č. 3, s. 33 – 43.
MITROVÁ, A. 2018. Pôvodná rozhlasová dramatická tvorba pre deti a mládež na Slovensku (kontext 30. – 50. rokov 20. storočia). Prešov: Vydavateľstvo Prešovskej univerzity. 173 s. ISBN 978-80-555-2157-2. (selected sections)
ŠRANK, J. 2019. Milan Adamčiak (1946 – 2017). Archív II (KOPO) – konkrétna poézia 1964 – 1972. In: TOP 5. Slovenská literárna scéna 2015 v odbornej reflexii. Fintice: FACE – Fórum alternatívnej kultúry a vzdelávania, s. 10 – 30. ISBN 978-80-89763-40-5.
BIBIANA, revue o umení pre deti a mládež. Available on: www.bibiana.sk/sk/archiv/digitalna-bibiana/revue-bibiana
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills required in working with literary texts (30 points);
• the production of a seminar paper which examines the work of the author studied with an emphasis on the application of the knowledge acquired about the particularities of the author's poetics, on analytical-interpretive skills and on the defence of one's arguments (20 points);
• an oral examination on professional knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the teaching part of the semester of study and a final review of learning outcomes (50/50). To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (assignments: less than 18 points; final analysis: less than 12 points; oral examination: less than 30 points).
A (100 - 93%, excellent - outstanding results): excellent performance: The student has an excellent knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works in the required scope, logically arranges the presented literary-historical facts flawlessly, the acquired literary-scientific knowledge can be applied and adapted at an excellent level in specific approaches to the literary text usable in the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further learning;
B (92 - 85%, very good - above average standard): very good performance: the student has a very good knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works within the required scope, logically, with only minor errors, arranges the presented literary-historical facts, the acquired literary-scientific can apply and adapt the knowledge very well in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is very good, has very well developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: The student has a good knowledge of Slovak literature for children and young people, its developmental stages, genre invariants, the most important representatives and their representative works to the required extent, arranges the presented literary-historical facts appropriately and makes errors only in places, can reliably apply and adapt the acquired literary-historical knowledge in specific approaches to literary texts applicable to the teaching of literature in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: Student has satisfactory knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, most important representatives and their representative works in the required range, demonstrates some deficiencies in the arrangement of literary-historical facts, can satisfactorily apply the acquired literary-historical knowledge in specific approaches to the literary text applicable to the teaching of literature in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: Student demonstrates a minimal amount of knowledge about Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works in the required range, as well as significant deficiencies in the arrangement of literary-historical facts, the acquired literary-scientific knowledge can be minimally applied in specific approaches to the literary text usable in the teaching of literature in school practice, with significant help at a sufficient level, solves individual tasks and assignments, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: Student does not demonstrate sufficient knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works to the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary-scientific knowledge in specific approaches to literary text usable in teaching literature in school practice, cannot solve individual tasks and assignments, has insufficient skills to learn.
Slovak
1. Children's recipient, age periods and genre composition of literature for children and youth. Periodization process and developmental phases of Slovak literature for children and youth. Education for literature and education through literature. Institutional and journal base of literature for children and youth. Projects promoting reading for children and young people.
2. Folktale, poetics and typology. Collectors and their concepts. Basic manuscript and printed collections. The work of S. Reuss, J. Francisci, A. H. Škultéty and P. Dobšinský. Incorporation of the fairy tale into the children's reading fund. Literary folklorism for children and youth in the 20th century. Interpretation of selected folk tales by P. Dobšinský and the work of M. Rúfus The Book of Fairy Tales.
3. Folk tale, typology, collectors. The folktale work of A. Mednyanský, J. C. Hronský, J. Horák, M. Ďuríčková, literary project Tale Map of Slovakia. Interpretation of J. C. Hronský's The Buried Sword and M. Ďuríčková's The Queen of the Danube.
4. Constituting Slovak artistic literature for children and youth in the 1930s (works for children and youth by Ľ. Podjavorinská, Ľ. Ondrejov, J. C. Hronský, M. Rázusová-Martáková, M. Hranko, M. Rázus, J. Bodenek. Interpretation of the works of J. C. Hronský's The Bold Hare and Ľ. Ondrejov's The Robber's Youth.
5. Author's fairy tale, poetics and typology. The most important Slovak creators of modern fairy tales (Ľ. Feldek, M. Ďuríčková, J. Blažková, K. Bendová and others). Interpretation of M. Ďuríčková's fairy tale Jasietka and selected fairy tales from the works of K. Bendová's Osmijanka's Fairy Tales and Ľ. Feldek's Green Deer.
6. The most important Slovak creators of modern fairy tales (D. Hevier, J. Uličiansky, E. J. Groch, J. Milčák, D. Pastirčák, D. Taragel and others). Interpretation of the author's fairy tale by D. Hevier Land of Agord, J. Uličiansky's The Little Princess, E. J. Groch's The Tramp and Clara, D. Taragel's Fairy Tales for naughty children and their caring parents.
7. Modern Slovak poetry for children. Poetic works of K. Bendová, M. Válek, Ľ. Feldek, T. Janovic, D. Hevier, Š. Moravčík, M. Rúfus and others. Janovic's Wooden Dad and his Fairy Tales.
8. Intermedia poetry for children. Poetic works of Š. Moravčík, D. Hevier and F. Rojček. Interpretation of selected poems from Moravčík's collections The Rocket with the Golden Tail and Hadakum kvadakum or the Little Book for All the Change, from Hevier's collection Don't Crawl Your Tongue on a Lion and from Rojček's collection Torka z piesku.
9. Modern social prose for children and youth (social prose K. Jarunková, J. Blažková, M. Ďuríčková, V. Šikula, D. Dušek, P. Holka, J. Šebesta, etc.). Jarunková's Tulák, M. Ďuríčková's Majka Tárajka, J. Blažková's My Great Brother Robinzon and J. Šebesta's Venussha.
10. Modern theatre, radio and television works for children. The work of Ľ. Feldek, E. Čepčeková, J. Pavlovič, M. Čeretková-Gállová, J. Mokoš, J. Milčák, J. Uličiansky, M. Grznárová, D. Dušek, J. Bodnárová, V. Klimáček. Interpretation of Feldek's play Botafogo, Milčák's play Celestínka, ryba a pán Baltazár and Uličiansky's play Peter Kľúčik.
11. Development and forms of Slovak non-fiction for children and youth. Creation of V. Zamarovský, Ľ. Zúbek and V. Ferko. Non-fiction series in the magazine Slniečko. Experiential informativeness in modern non-fiction. Interpretation of the works of V. Zamarovský's The Discovery of Troy, Ľ. Zúbek's The Empire of Svätopluk and O. Sliacky's The Wonders of Slovakia.
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge, which also builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning the history of Slovak literature for children and youth, its developmental phases, individual tendencies and individual ideological and aesthetic initiatives and poetics, as well as theoretical background to the characterization of invariant features of individual genres of literature for children and youth. In presenting the poetological peculiarities of the work of the most prominent figures of Slovak literature for children and youth, the specificities of the child recipient, the need for intense aesthetic stimuli from age-appropriate literature in a varied genre composition in the development of the process of text reception, as well as the potential of literature for children and youth to shape and cultivate the reader will be taken into account. The student will be able to create simple definitions of literary terms, give age-appropriate examples of these terms, and identify and correct the most common errors that occur when working with text from children's and young adult literature in school practice. The acquired knowledge will be used appropriately when working with selected textual material. The student will be able to assess the value and artistic contribution of a literary work in a literary-historical context and be able to point out the importance of knowledge of the wider literary, cultural and social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and will be able to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with emphasis on independent and creative work. On the basis of the knowledge and skills acquired, he/she will be able to apply analytical-interpretive competencies to other literary texts, to point out the interrelationships between them, and to reflect on new possibilities of literary analysis and interpretation. The student will also become familiar with the related practical and methodological knowledge that will be a prerequisite for his/her proper understanding of the past in the courses of the continuing Master's degree. The student will acquire a base of knowledge and skills which he/she will deepen and develop in further bachelor's and subsequently master's studies, he/she will be able to use them and creatively apply them in the school environment in the position of a pedagogical assistant, later on for the analysis and selection of didactic materials from literature for children and young people with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a textual proofreader. The student will be guided to actively acquire information and effectively use cross-cutting and specialized knowledge, will consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to the literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in the composition of the term paper. The student will creatively use appropriate and appropriate methods of the discipline in solving problem-based assignments. The student will acquire the prerequisites and motivation to develop the skills necessary for further learning and will be able to encourage students to actively acquire literary-historical and literary-theoretical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of Slovak literature for children and youth, its developmental phases, genre invariants, the most important representatives and their representative works. The student is able to creatively and independently analyse and interpret literary texts, to characterise the poeological and value specifics of the work of individual authors and to identify different forms of literariness. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts, and can actively seek new possibilities in approaching a literary text. The student is able to interpret a literary text in relation to other types of art. The student can also work with different possible interpretations of the text in school practice. As a result of the analytical and critical approach to the literary text, the student develops transferable competences, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks, as well as to construct his/her own interpretations of literary texts. The student is able to promptly perceive interpretations of literature in the following years of his/her studies. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 19 hours of seminar paper preparation; 28 hours of preparation for the midterm test; 60 hours of preparation for the final test, including literature study. Total 120 hours of student work.
Teaching methods: interpretation and explanation, discussion of the material covered, demonstration, guided self-study, e-learning
Compulsory readings:
ORAVEC, J. – BAJZÍKOVÁ, E. 1986. Súčasný slovenský spisovný jazyk. Syntax. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 261 s.
KAČALA, J. 2025. Skladba slovenského jazyka. Martin: Matica slovenská. 875 s. ISBN 978-80-8128-351-2 (vybrané kapitoly)
KAČALA, J. 2015. Teória vetného člena. Martin: Vydavateľstvo Matice slovenskej. 172 s. ISBN 978-80-8115-212-2.
Recommended readings:
IVANOVÁ, M. 2016. Syntax slovenského jazyka. 2. vydanie. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 284 s. ISBN 978-80-555-1753-7.
KAČALA, J. 1998. Syntaktický systém jazyka. Pezinok: Formát. 144 s. ISBN 80-967911-1-7.
DZIVIAKOVÁ, M. 2018. K valencii slovesa v slovenčine s ohľadom na jej odraz v slovesných valenčných štruktúrach. In: Sloveso v kontraste (románske jazyky a slovenčina). Bratislava: Univerzita Komenského, s. 32 – 46. ISBN 978-80-223-4526-2.
Active participation in the class is required to pass the course. The student will be evaluated continuously with 20 points for the seminar paper and 30 points for the continuous written test. The course is concluded with a final written test of the knowledge of the whole semester (50 points).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points out of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (seminar paper: less than 12 points; mid-term test: less than 18 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of syntax to the required extent, logically arranges the facts presented, can apply and adapt the acquired knowledge of syntax in practice, has the ability to solve individual syntactic tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of syntax to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of syntax very well in practice, has the ability to solve individual syntactic tasks and assignments independently very well, also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of syntax to the required extent, organises the facts presented appropriately, can apply and adapt the syntax knowledge reliably in practice, solves individual syntactic tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory results in syntax to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of syntax in practice, satisfactorily solves individual syntactic tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of syntax within the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of syntax in practice, solves individual syntactic tasks and assignments at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of syntax to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of syntax in practice, cannot solve individual syntactic tasks and assignments, has insufficient learning skills.
Slovak
1. Syntax as a linguistic discipline, its subject and the relationship of syntax to other levels of language.
2. The essence of the sentence. Actualization and predication. Grammatical and semantic core and its articulation. Construction as a basic syntactic unit. Content and form of constructions. Syntactic relation, ways and means of its realization.
3. The branch article as a basic element of the grammatical structure of a sentence. Types of sentence articles. Simple and compound sentence articles. Sentence type as a configuration of grammatical and semantic elements of a sentence. Sentence and utterance.
4. Simple and compound sentence. Sentence. Main and subordinate clauses. Types of subordinate clauses according to the sentence-final principle.
5. Subject and adverb as the basic clause members of a two-part sentence.
6. The sentence stem as a basic member of a one-part sentence. Impersonal verbs and impersonal verb forms.
7. Semi-predicative constructions. The complement and the preposition as separate sentence members.
8. Developing sentence articles. Subject, adverbial determination and adjective.
9. Content sentence structure and actual sentence structure. Verb sequence and its factors.
10. Modal sentence structure and the expressive aspect of the sentence. Positive and negative in a sentence. Sentential and article negation.
11. Syntax of the text. Units of text syntax. Means of text binding.
The above course content will directly and immediately contribute to the formation of the graduate's profile, to the development of his/her linguistic awareness, as well as to the learning outcomes and objectives through the choice of topics, their arrangement and their internal interrelation, as well as the way the issues are presented to the students by the teacher, and understood and mastered by the students.
The curriculum of the course includes a spectrum of cross-cutting and specialized knowledge that builds on the student's general education and systematically develops his/her knowledge of syntactic issues into a comprehensive and applicable form, including the latest verified knowledge in the field.
The course will lead the student to both active acquisition of information and effective use of cross-cutting and specialized knowledge of syntax, will consolidate and develop his/her ability to formulate arguments and defend professional positions, stimulate his/her skill to propose and implement solutions to professional syntactic problems on their basis, modifying his/her knowledge in the process, and creatively employing appropriate and adequate methods throughout the discipline. In the course, the student will consolidate and develop communicative competences, the ability to interpret syntactic facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democratic principles.
By completing the course, the student has acquired professional competence in the theoretical and practical justification of the sentence structure in the Slovak language as a system-communicative unit of the language and the use of its differentiated types in the multifaceted expressive practice. He is prepared to pass on the acquired knowledge later as a teacher of Slovak language, to evaluate the syntactic level of texts and, if necessary, to modify texts in order to meet the holistic requirements of sentence and clause structure and the broader text in Slovak.
The student masters the laws of language construction and is able to use language to develop thinking, to further acquire new knowledge and to improve interpersonal communication, as well as to formulate his/her ideas more thoroughly and precisely and to better understand each other.
The course contributes directly to the student's ability to perceive readily the interpretations of language that follow in the subsequent years of his studies. The student is prepared not only to deepen and develop the knowledge acquired in further Bachelor's and then Master's studies, but also to be able to use and creatively apply it in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader.
The student can also convey information about syntactic phenomena to the general public and offer conclusions and syntactic justifications to lay audiences.
Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments and professional positions. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form: lecture, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 19 hours of seminar paper preparation; 28 hours of preparation for the midterm test; 60 hours of preparation for the final test, including literature study. Total 120 hours of student work.
Teaching methods: interpretation and explanation, discussion of the material covered, demonstration, guided self-study, e-learning
Compulsory readings:
ORAVEC, J. – BAJZÍKOVÁ, E. 1986. Súčasný slovenský spisovný jazyk. Syntax. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 261 s.
KAČALA, J. 2025. Skladba slovenského jazyka. Martin: Matica slovenská. 875 s. ISBN 978-80-8128-351-2 (vybrané kapitoly)
KAČALA, J. 2015. Teória vetného člena. Martin: Vydavateľstvo Matice slovenskej. 172 s. ISBN 978-80-8115-212-2.
Recommended readings:
IVANOVÁ, M. 2016. Syntax slovenského jazyka. 2. vydanie. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. 284 s. ISBN 978-80-555-1753-7.
KAČALA, J. 1998. Syntaktický systém jazyka. Pezinok: Formát. 144 s. ISBN 80-967911-1-7.
DZIVIAKOVÁ, M. 2018. K valencii slovesa v slovenčine s ohľadom na jej odraz v slovesných valenčných štruktúrach. In: Sloveso v kontraste (románske jazyky a slovenčina). Bratislava: Univerzita Komenského, s. 32 – 46. ISBN 978-80-223-4526-2.
Active participation in the class is required to pass the course. The student will be evaluated continuously with 20 points for the seminar paper and 30 points for the continuous written test. The course is concluded with a final written test of the knowledge of the whole semester (50 points).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points out of the total number of points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (seminar paper: less than 12 points; mid-term test: less than 18 points; final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of syntax to the required extent, logically arranges the facts presented, can apply and adapt the acquired knowledge of syntax in practice, has the ability to solve individual syntactic tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of syntax to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of syntax very well in practice, has the ability to solve individual syntactic tasks and assignments independently very well, also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of syntax to the required extent, organises the facts presented appropriately, can apply and adapt the syntax knowledge reliably in practice, solves individual syntactic tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory results in syntax to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of syntax in practice, satisfactorily solves individual syntactic tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of syntax within the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of syntax in practice, solves individual syntactic tasks and assignments at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of syntax to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of syntax in practice, cannot solve individual syntactic tasks and assignments, has insufficient learning skills.
Slovak
1. Syntax as a linguistic discipline, its subject and the relationship of syntax to other levels of language.
2. The essence of the sentence. Actualization and predication. Grammatical and semantic core and its articulation. Construction as a basic syntactic unit. Content and form of constructions. Syntactic relation, ways and means of its realization.
3. The branch article as a basic element of the grammatical structure of a sentence. Types of sentence articles. Simple and compound sentence articles. Sentence type as a configuration of grammatical and semantic elements of a sentence. Sentence and utterance.
4. Simple and compound sentence. Sentence. Main and subordinate clauses. Types of subordinate clauses according to the sentence-final principle.
5. Subject and adverb as the basic clause members of a two-part sentence.
6. The sentence stem as a basic member of a one-part sentence. Impersonal verbs and impersonal verb forms.
7. Semi-predicative constructions. The complement and the preposition as separate sentence members.
8. Developing sentence articles. Subject, adverbial determination and adjective.
9. Content sentence structure and actual sentence structure. Verb sequence and its factors.
10. Modal sentence structure and the expressive aspect of the sentence. Positive and negative in a sentence. Sentential and article negation.
11. Syntax of the text. Units of text syntax. Means of text binding.
The above course content will directly and immediately contribute to the formation of the graduate's profile, to the development of his/her linguistic awareness, as well as to the learning outcomes and objectives through the choice of topics, their arrangement and their internal interrelation, as well as the way the issues are presented to the students by the teacher, and understood and mastered by the students.
The curriculum of the course includes a spectrum of cross-cutting and specialized knowledge that builds on the student's general education and systematically develops his/her knowledge of syntactic issues into a comprehensive and applicable form, including the latest verified knowledge in the field.
The course will lead the student to both active acquisition of information and effective use of cross-cutting and specialized knowledge of syntax, will consolidate and develop his/her ability to formulate arguments and defend professional positions, stimulate his/her skill to propose and implement solutions to professional syntactic problems on their basis, modifying his/her knowledge in the process, and creatively employing appropriate and adequate methods throughout the discipline. In the course, the student will consolidate and develop communicative competences, the ability to interpret syntactic facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democratic principles.
By completing the course, the student has acquired professional competence in the theoretical and practical justification of the sentence structure in the Slovak language as a system-communicative unit of the language and the use of its differentiated types in the multifaceted expressive practice. He is prepared to pass on the acquired knowledge later as a teacher of Slovak language, to evaluate the syntactic level of texts and, if necessary, to modify texts in order to meet the holistic requirements of sentence and clause structure and the broader text in Slovak.
The student masters the laws of language construction and is able to use language to develop thinking, to further acquire new knowledge and to improve interpersonal communication, as well as to formulate his/her ideas more thoroughly and precisely and to better understand each other.
The course contributes directly to the student's ability to perceive readily the interpretations of language that follow in the subsequent years of his studies. The student is prepared not only to deepen and develop the knowledge acquired in further Bachelor's and then Master's studies, but also to be able to use and creatively apply it in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader.
The student can also convey information about syntactic phenomena to the general public and offer conclusions and syntactic justifications to lay audiences.
Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments and professional positions. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture + seminar, total 26 hours per semester, combined form (primarily in-person)
Student workload: 26 hours of direct teaching (13 hours lecture + 13 hours seminar); 14 hours preparation for the midterm test; 14 hours preparation of the seminar paper; 66 hours study of literature and preparation for the oral examination. A total of 120 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with a literary text, e-learning, guided self-study
Compulsory readings:
ČÚZY, L. a kol. 2005. Panoráma slovenskej literatúry II. Bratislava: Slovenské pedagogické nakladateľstvo. 176 s. ISBN 80-10-00846-X. (selected sections)
ŠMATLÁK, S. 2001. Dejiny slovenskej literatúry II. Bratislava: Literárne informačné centrum. 559 s. ISBN 978-80-89222-29-2. (selected sections)
Recommended readings:
CHMEL, R. a kol. 2006. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram, Ústav slovenskej literatúry SAV. 528 s. ISBN 80-7149-918-8. (selected dictionary entries)
ŠRANK, J. 2019. Reč električiek v slovenskej poézii. In: Vlna, roč. 21, č. 81, s. 16 – 21.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (10 points);
• a continuous written test on literary history (during the semester, covering the first 5 topics, 10 points);
• the preparation of a seminar paper (30 points), which analytically and interpretively examines a selected problem of one work from the list of required fiction;
• an oral examination on specialist knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the instructional portion of the semester of study and a final review of learning outcomes (50/50).
To pass the course, a minimum of 60 % of the points must be obtained. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assessments: less than 6 points; mid-term test: less than 6 points; seminar paper: less than 18 points; oral examination: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of the 1st half of the 20th century Slovak literature. The student has excellent knowledge of Slovak literature of the 20th century in the required scope, logically arranges the presented literary-historical facts flawlessly, he/she can apply and adapt the acquired literary-scientific knowledge excellently when working with a literary text in school practice, he/she has the ability to solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of the 1st half of the 20th century Slovak literature. The student has a very good knowledge of Slovak literature of the 20th century to the required extent, he/she arranges the presented literary-historical facts logically, with only minor errors, he/she can apply and adapt the acquired literary knowledge very well when working with a literary text in school practice, he/she has a very good the ability to solve individual tasks and assignments independently in a broader literary, literary-historical and cultural context; the linguistic and stylistic level of his/her expression is very good; he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the 1st half of the 20th century Slovak literature. The student has a good knowledge of Slovak literature of the 20th century in the required range, appropriately arranges the presented literary-historical facts and makes only occasional mistakes, can reliably apply and adapt the acquired literary-historical knowledge when working with a literary text in school practice, independently and reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the 1st half of the 20th century Slovak literature. The student has satisfactory knowledge of Slovak literature of the 20th century in the required range, shows some deficiencies in the arrangement of literary-historical facts, satisfactorily applies the acquired literary-scientific knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the 1st half of the 20th century Slovak literature. The student demonstrates a satisfactory level of knowledge of 20th century Slovak literature to the required extent and significant deficiencies in the organisation of literary-historical facts, is minimally able to apply acquired literary knowledge and existing procedures for working with literary text in school practice, solves individual tasks and assignments with significant help at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the 1st half of the 20th century Slovak literature. The student has insufficient knowledge of Slovak literature of the 20th century in the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary knowledge when working with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Slovak literature after 1918 in the context of contemporary political, social, cultural-civilisational and other transformations.
2. Periodization models of literary development in 1918-1948, generational, functional, ideological-aesthetic and other differentiation of literature.
3. Literary development in the modernist stage (1918-1935): modern and avant-garde tendencies and individual concretizations (realism, naturalism, second modernism, symbolism, expressionism).
4. Panorama of opinion, stylistic and thematic differentiation in the poetry of the 1920s and 1930s (J. Smrek, E. B. Lukáč, L. Novomeský and others).
5. Panorama of opinion, stylistic and thematic differentiation in the prose of the 1920s and 1930s (J. Hrušovský, J. C. Hronský, M. Urban and others).
6. Social, intra-literary and individual motivations of the formation of the avant-garde literary model (1935-1948).
7. Avant-garde literary directions in poetry: surrealism, Catholic modernism.
8. Avant-garde literary directions in prose: socialist realism, naturism.
9. The literary situation in the years of the authoritarian nation-state 1939-1945.
10. Literary situation in the conditions of limited democracy in the years 1945 - 1948.
11. Developmental tendencies in Slovak literature in the 1930s and 1940s (social novel, historical novel, chamber psychological prose, poets of the sujet, poetry of the native nest, apocalyptic-utopian poetry, ódico-elegic lyric).
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her knowledge of the conditions in which Slovak literature existed between 1918 and 1948, its literary-historical concepts and literary-critical reflection. Particular emphasis will be placed on distinguishing the conditions for the existence of literature in the democratic pre-war, authoritarian wartime and limited democratic post-war social context. The student will deepen and develop knowledge of internal periodization, generational, functional and ideological-aesthetic differentiation, and genre-thematic forms, and of representative supra-individual developmental formations (realism, Symbolism, Naturalism, Second Modernism, Expressionism, Proletarian Poetry, Vitalism, Poeticism, Surrealism, Catholic Modernism, Socialist Realism, Naturism) and the individual creative efforts of representative authors. Aesthetically extraordinary works will be the focus of attention. A sound orientation of the student in the problems of literature of the first half of the 20th century and the related practical and methodological knowledge will be a prerequisite for his/her proper understanding of the past in the courses of the continuing degree and an important part of preparation for the teaching profession corresponding to the current needs of school practice. The student will be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor and master studies and to use them purposefully and creatively in the school environment in the position of a teaching assistant, possibly also for the needs of the publishing environment. The student will acquire a base of knowledge and skills that will be a professional prerequisite for the analysis and selection of didactic materials from Slovak literature with regard to teaching objectives, a prerequisite for the analysis and evaluation of educational activities and for solving common problems in the teaching of Slovak language and literature. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so, and to creatively use the appropriate and adequate methods of the discipline. The theoretical knowledge and practical skills acquired by the student will be able to be communicated to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate by solving specific assignments as well as by compiling his/her own analytical-interpretive term paper. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a synthetic knowledge of Slovak literature of 1918 - 1948. He/she has acquired knowledge of the existing literary-historical models of this period and of the fundamental literary-theoretical reflections of its key authors and literary works. It has acquired knowledge of the literary culture of the period in the context of contemporary political, social, cultural and civilizational processes, of periodization models and internal differentiation of original Slovak works of this era. In a representative spectrum, it is familiar with individual modern and avant-garde tendencies and directions, group and individual ideological and aesthetic initiatives and poetics. He is aware of the value of the linguistic-cultural originality of Slovak literature and has cultivated a sense of its organic links to universal humanistic value bases. As a result of the seminar part of the course, the student develops analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts, and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. He/she is prepared to deepen and develop the acquired knowledge and skills in further bachelor and master studies and is also able to use and creatively apply them in the school environment in the position of a pedagogical assistant or for the needs of the publishing environment. He is also able to convey basic information about Slovak literature of 1918-1948 to the general public, and thus offer certain conclusions and justifications to lay readers as well. He has also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture + seminar, total 26 hours per semester, combined form (primarily in-person)
Student workload: 26 hours of direct teaching (13 hours lecture + 13 hours seminar); 14 hours preparation for the midterm test; 14 hours preparation of the seminar paper; 66 hours study of literature and preparation for the oral examination. A total of 120 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with a literary text, e-learning, guided self-study
Compulsory readings:
ČÚZY, L. a kol. 2005. Panoráma slovenskej literatúry II. Bratislava: Slovenské pedagogické nakladateľstvo. 176 s. ISBN 80-10-00846-X. (selected sections)
ŠMATLÁK, S. 2001. Dejiny slovenskej literatúry II. Bratislava: Literárne informačné centrum. 559 s. ISBN 978-80-89222-29-2. (selected sections)
Recommended readings:
CHMEL, R. a kol. 2006. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram, Ústav slovenskej literatúry SAV. 528 s. ISBN 80-7149-918-8. (selected dictionary entries)
ŠRANK, J. 2019. Reč električiek v slovenskej poézii. In: Vlna, roč. 21, č. 81, s. 16 – 21.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (10 points);
• a continuous written test on literary history (during the semester, covering the first 5 topics, 10 points);
• the preparation of a seminar paper (30 points), which analytically and interpretively examines a selected problem of one work from the list of required fiction;
• an oral examination on specialist knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the instructional portion of the semester of study and a final review of learning outcomes (50/50).
To pass the course, a minimum of 60 % of the points must be obtained. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assessments: less than 6 points; mid-term test: less than 6 points; seminar paper: less than 18 points; oral examination: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of the 1st half of the 20th century Slovak literature. The student has excellent knowledge of Slovak literature of the 20th century in the required scope, logically arranges the presented literary-historical facts flawlessly, he/she can apply and adapt the acquired literary-scientific knowledge excellently when working with a literary text in school practice, he/she has the ability to solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of the 1st half of the 20th century Slovak literature. The student has a very good knowledge of Slovak literature of the 20th century to the required extent, he/she arranges the presented literary-historical facts logically, with only minor errors, he/she can apply and adapt the acquired literary knowledge very well when working with a literary text in school practice, he/she has a very good the ability to solve individual tasks and assignments independently in a broader literary, literary-historical and cultural context; the linguistic and stylistic level of his/her expression is very good; he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the 1st half of the 20th century Slovak literature. The student has a good knowledge of Slovak literature of the 20th century in the required range, appropriately arranges the presented literary-historical facts and makes only occasional mistakes, can reliably apply and adapt the acquired literary-historical knowledge when working with a literary text in school practice, independently and reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the 1st half of the 20th century Slovak literature. The student has satisfactory knowledge of Slovak literature of the 20th century in the required range, shows some deficiencies in the arrangement of literary-historical facts, satisfactorily applies the acquired literary-scientific knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the 1st half of the 20th century Slovak literature. The student demonstrates a satisfactory level of knowledge of 20th century Slovak literature to the required extent and significant deficiencies in the organisation of literary-historical facts, is minimally able to apply acquired literary knowledge and existing procedures for working with literary text in school practice, solves individual tasks and assignments with significant help at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the 1st half of the 20th century Slovak literature. The student has insufficient knowledge of Slovak literature of the 20th century in the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary knowledge when working with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Slovak literature after 1918 in the context of contemporary political, social, cultural-civilisational and other transformations.
2. Periodization models of literary development in 1918-1948, generational, functional, ideological-aesthetic and other differentiation of literature.
3. Literary development in the modernist stage (1918-1935): modern and avant-garde tendencies and individual concretizations (realism, naturalism, second modernism, symbolism, expressionism).
4. Panorama of opinion, stylistic and thematic differentiation in the poetry of the 1920s and 1930s (J. Smrek, E. B. Lukáč, L. Novomeský and others).
5. Panorama of opinion, stylistic and thematic differentiation in the prose of the 1920s and 1930s (J. Hrušovský, J. C. Hronský, M. Urban and others).
6. Social, intra-literary and individual motivations of the formation of the avant-garde literary model (1935-1948).
7. Avant-garde literary directions in poetry: surrealism, Catholic modernism.
8. Avant-garde literary directions in prose: socialist realism, naturism.
9. The literary situation in the years of the authoritarian nation-state 1939-1945.
10. Literary situation in the conditions of limited democracy in the years 1945 - 1948.
11. Developmental tendencies in Slovak literature in the 1930s and 1940s (social novel, historical novel, chamber psychological prose, poets of the sujet, poetry of the native nest, apocalyptic-utopian poetry, ódico-elegic lyric).
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her knowledge of the conditions in which Slovak literature existed between 1918 and 1948, its literary-historical concepts and literary-critical reflection. Particular emphasis will be placed on distinguishing the conditions for the existence of literature in the democratic pre-war, authoritarian wartime and limited democratic post-war social context. The student will deepen and develop knowledge of internal periodization, generational, functional and ideological-aesthetic differentiation, and genre-thematic forms, and of representative supra-individual developmental formations (realism, Symbolism, Naturalism, Second Modernism, Expressionism, Proletarian Poetry, Vitalism, Poeticism, Surrealism, Catholic Modernism, Socialist Realism, Naturism) and the individual creative efforts of representative authors. Aesthetically extraordinary works will be the focus of attention. A sound orientation of the student in the problems of literature of the first half of the 20th century and the related practical and methodological knowledge will be a prerequisite for his/her proper understanding of the past in the courses of the continuing degree and an important part of preparation for the teaching profession corresponding to the current needs of school practice. The student will be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor and master studies and to use them purposefully and creatively in the school environment in the position of a teaching assistant, possibly also for the needs of the publishing environment. The student will acquire a base of knowledge and skills that will be a professional prerequisite for the analysis and selection of didactic materials from Slovak literature with regard to teaching objectives, a prerequisite for the analysis and evaluation of educational activities and for solving common problems in the teaching of Slovak language and literature. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so, and to creatively use the appropriate and adequate methods of the discipline. The theoretical knowledge and practical skills acquired by the student will be able to be communicated to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate by solving specific assignments as well as by compiling his/her own analytical-interpretive term paper. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a synthetic knowledge of Slovak literature of 1918 - 1948. He/she has acquired knowledge of the existing literary-historical models of this period and of the fundamental literary-theoretical reflections of its key authors and literary works. It has acquired knowledge of the literary culture of the period in the context of contemporary political, social, cultural and civilizational processes, of periodization models and internal differentiation of original Slovak works of this era. In a representative spectrum, it is familiar with individual modern and avant-garde tendencies and directions, group and individual ideological and aesthetic initiatives and poetics. He is aware of the value of the linguistic-cultural originality of Slovak literature and has cultivated a sense of its organic links to universal humanistic value bases. As a result of the seminar part of the course, the student develops analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts, and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. He/she is prepared to deepen and develop the acquired knowledge and skills in further bachelor and master studies and is also able to use and creatively apply them in the school environment in the position of a pedagogical assistant or for the needs of the publishing environment. He is also able to convey basic information about Slovak literature of 1918-1948 to the general public, and thus offer certain conclusions and justifications to lay readers as well. He has also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)
Student workload: 19 hours of direct teaching; 25 hours of continuous preparation for individual topics and for the mid-term test; 14 hours of preparation for practical stylistic analysis of the text, 62 hours of preparation for the final test, including analysis of the literature. In total 120 hours of student work.
Teaching methods: explanation, demonstration of practical examples, practical exercises, problem solving, guided self-study, e-learning
Compulsory readings:
FINDRA, J. 2013. Štylistika súčasnej slovenčiny. Martin: Vydavateľstvo Osveta. 320 s. ISBN 9788080634049.
Recommended readings:
HORVÁTHOVÁ, Ľ. 2017. Jazyk Slniečka. In Časopisecký fenomén Slniečko v kontexte slovenskej detskej a národnej kultúry, Ondrej Sliacky a kol., s. 193 – 220. Bratislava: Univerzita Komenského v Bratislave. ISBN 9878022344838.
HORVÁTHOVÁ, Ľ. 2020. Odraz jazyka a sveta detského čitateľa v jazyku a svete detského časopisu. Matičné Slniečko (1927 – 1950). In Philologia, roč. XXX, č. 1, s. 15 – 32. ISSN 1339-2026.
KAČALA, J. 2014. Jazyk majstrov. Bratislava: Spolok slovenských spisovateľov. 172 s. ISBN 978-80-89727-12-4. (selected chapters)
MISTRÍK, J. 1997. Štylistika. 3., upr. vyd. Bratislava: SPN. 598 s. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a midterm test on the first 5 topics (30 points), a practical stylistic analysis of the text at the end of the midterm, which will focus on the application of the acquired knowledge and the identification of different types of styles (20 points), and in the exam period in the form of a final test (50 points).
The course is completed with an assessment resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study and from the final assessment of the learning outcomes (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (intermediate test: less than 18 points, practical stylistic analysis of the text: less than 12 points, final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of stylistics in the required range, logically arranges the presented facts, can apply and adapt the acquired knowledge of stylistics in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of stylistics to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of stylistics very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of stylistics to the required extent, organises the facts presented appropriately, can reliably apply and adapt the stylistic knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of stylistics in the required range, shows some deficiencies in the arrangement of facts, the acquired can satisfactorily apply knowledge from stylistics in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of stylistics in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of stylistics in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of stylistics to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of stylistics in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
Course outcomes of subject (content):
1. The subject of stylistics, methods of stylistic research, classification and characteristics of styles.
2. Lexical stylistic devices, their stylistic classification and functional characteristics.
3. Phonological stylistic devices. Stylistic value of vowels and intonation devices, pronunciation styles.
4. Morphological stylistic devices and their functional characteristics.
5. Syntactic stylistic devices and their functional characteristics.
6. Compositional stylistic devices - supra-sentential contextual units for text segmentation and gradation, text binding devices.
7. Extra-linguistic (non-verbal) stylistic devices. Kinetic means.
8. Model structures of text organization. Text as a basic stylistic concept, potential text, actual text.
9. Content model structures. Stylistic progression and stylistic structure.
10. Formal model structures. Style, style-forming factors, style layer and style norm.
11. Genre model structures.
The curriculum of the course covers a complex of knowledge in stylistics, which builds on students' general secondary education and systematically develops and deepens their knowledge into a comprehensive and applicable form. The course will enable students to acquire knowledge of stylistics as a linguistic discipline, its subject matter and research methods. Students will acquire basic stylistic concepts and categories, knowledge of the stylistic value of linguistic devices, stylistic norms and content, formal and genre model structures of the text. They will be able to apply the acquired knowledge of style differentiation, classification of styles and functional characteristics of linguistic, compositional and extra-linguistic devices in the analysis and evaluation of diverse types of linguistic expressions in terms of functional and creative use of lexical, phonic, morphological and syntactic linguistic styles, compositional and extra-linguistic styles, being able to perceive and respect the specificities of individual model structures, not only in analytical activities, but also in the transformation of the text on the basis of changes in some components of the communicative situation, as well as in the actual creation of diverse linguistic expressions. They will be able to explain and concretise their knowledge of various stylistic phenomena using practical examples and will be able to perceive and evaluate them both in the light of the current state of scientific knowledge and with regard to school practice. They will be prepared to solve problem-solving tasks and assignments, to search for the necessary information in relevant sources, to critically evaluate and interpret it, and to use it appropriately in communicating knowledge and conclusions to lay and professional audiences. They will develop their analytical skills, communication skills and critical thinking skills and will be prepared to deepen and develop the acquired knowledge in further bachelor's and then master's studies, as well as in the position of a teaching assistant or a proofreader and, after the completion of the master's degree, in the position of a teacher of Slovak language and literature in secondary education.
Students master the basic stylistic concepts and categories, have acquired knowledge of the stylistic value of linguistic devices, stylistic norms and model text structures. They are able to use the acquired knowledge practically not only in the analysis and critical evaluation of written and oral speeches, but also in their transformation and in the creation of their own linguistic expressions. They are able to explain and concretise theoretical knowledge of stylistic phenomena using practical examples and are able to perceive and evaluate them not only in terms of the current state of scientific knowledge, but also in terms of school practice. They are prepared to creatively and independently solve problem tasks and assignments also in a broader linguistic context, to independently search for necessary information in relevant sources, to critically evaluate them and to use them appropriately in communicating knowledge, conclusions and in justifying them to the lay and professional public. They have developed their analytical skills, communication skills and critical thinking skills. They are prepared not only to deepen and develop the acquired knowledge in the course of further studies, but also in the school environment in the position of a teaching assistant, in the publishing environment in the position of a proofreader and, after the completion of the master's degree, in the position of a teacher of Slovak language and literature in secondary education.
Scope, type/method of teaching and organizational form: lecture + seminar, total 19 hours per semester, combined form (primarily in-person)
Student workload: 19 hours of direct teaching; 25 hours of continuous preparation for individual topics and for the mid-term test; 14 hours of preparation for practical stylistic analysis of the text, 62 hours of preparation for the final test, including analysis of the literature. In total 120 hours of student work.
Teaching methods: explanation, demonstration of practical examples, practical exercises, problem solving, guided self-study, e-learning
Compulsory readings:
FINDRA, J. 2013. Štylistika súčasnej slovenčiny. Martin: Vydavateľstvo Osveta. 320 s. ISBN 9788080634049.
Recommended readings:
HORVÁTHOVÁ, Ľ. 2017. Jazyk Slniečka. In Časopisecký fenomén Slniečko v kontexte slovenskej detskej a národnej kultúry, Ondrej Sliacky a kol., s. 193 – 220. Bratislava: Univerzita Komenského v Bratislave. ISBN 9878022344838.
HORVÁTHOVÁ, Ľ. 2020. Odraz jazyka a sveta detského čitateľa v jazyku a svete detského časopisu. Matičné Slniečko (1927 – 1950). In Philologia, roč. XXX, č. 1, s. 15 – 32. ISSN 1339-2026.
KAČALA, J. 2014. Jazyk majstrov. Bratislava: Spolok slovenských spisovateľov. 172 s. ISBN 978-80-89727-12-4. (selected chapters)
MISTRÍK, J. 1997. Štylistika. 3., upr. vyd. Bratislava: SPN. 598 s. (selected chapters)
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of a midterm test on the first 5 topics (30 points), a practical stylistic analysis of the text at the end of the midterm, which will focus on the application of the acquired knowledge and the identification of different types of styles (20 points), and in the exam period in the form of a final test (50 points).
The course is completed with an assessment resulting from the continuous assessment of the learning outcomes during the teaching part of the semester of study and from the final assessment of the learning outcomes (50/50).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (intermediate test: less than 18 points, practical stylistic analysis of the text: less than 12 points, final test: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of stylistics in the required range, logically arranges the presented facts, can apply and adapt the acquired knowledge of stylistics in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of stylistics to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of stylistics very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of stylistics to the required extent, organises the facts presented appropriately, can reliably apply and adapt the stylistic knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of stylistics in the required range, shows some deficiencies in the arrangement of facts, the acquired can satisfactorily apply knowledge from stylistics in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of stylistics in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of stylistics in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of stylistics to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of stylistics in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
Course outcomes of subject (content):
1. The subject of stylistics, methods of stylistic research, classification and characteristics of styles.
2. Lexical stylistic devices, their stylistic classification and functional characteristics.
3. Phonological stylistic devices. Stylistic value of vowels and intonation devices, pronunciation styles.
4. Morphological stylistic devices and their functional characteristics.
5. Syntactic stylistic devices and their functional characteristics.
6. Compositional stylistic devices - supra-sentential contextual units for text segmentation and gradation, text binding devices.
7. Extra-linguistic (non-verbal) stylistic devices. Kinetic means.
8. Model structures of text organization. Text as a basic stylistic concept, potential text, actual text.
9. Content model structures. Stylistic progression and stylistic structure.
10. Formal model structures. Style, style-forming factors, style layer and style norm.
11. Genre model structures.
The curriculum of the course covers a complex of knowledge in stylistics, which builds on students' general secondary education and systematically develops and deepens their knowledge into a comprehensive and applicable form. The course will enable students to acquire knowledge of stylistics as a linguistic discipline, its subject matter and research methods. Students will acquire basic stylistic concepts and categories, knowledge of the stylistic value of linguistic devices, stylistic norms and content, formal and genre model structures of the text. They will be able to apply the acquired knowledge of style differentiation, classification of styles and functional characteristics of linguistic, compositional and extra-linguistic devices in the analysis and evaluation of diverse types of linguistic expressions in terms of functional and creative use of lexical, phonic, morphological and syntactic linguistic styles, compositional and extra-linguistic styles, being able to perceive and respect the specificities of individual model structures, not only in analytical activities, but also in the transformation of the text on the basis of changes in some components of the communicative situation, as well as in the actual creation of diverse linguistic expressions. They will be able to explain and concretise their knowledge of various stylistic phenomena using practical examples and will be able to perceive and evaluate them both in the light of the current state of scientific knowledge and with regard to school practice. They will be prepared to solve problem-solving tasks and assignments, to search for the necessary information in relevant sources, to critically evaluate and interpret it, and to use it appropriately in communicating knowledge and conclusions to lay and professional audiences. They will develop their analytical skills, communication skills and critical thinking skills and will be prepared to deepen and develop the acquired knowledge in further bachelor's and then master's studies, as well as in the position of a teaching assistant or a proofreader and, after the completion of the master's degree, in the position of a teacher of Slovak language and literature in secondary education.
Students master the basic stylistic concepts and categories, have acquired knowledge of the stylistic value of linguistic devices, stylistic norms and model text structures. They are able to use the acquired knowledge practically not only in the analysis and critical evaluation of written and oral speeches, but also in their transformation and in the creation of their own linguistic expressions. They are able to explain and concretise theoretical knowledge of stylistic phenomena using practical examples and are able to perceive and evaluate them not only in terms of the current state of scientific knowledge, but also in terms of school practice. They are prepared to creatively and independently solve problem tasks and assignments also in a broader linguistic context, to independently search for necessary information in relevant sources, to critically evaluate them and to use them appropriately in communicating knowledge, conclusions and in justifying them to the lay and professional public. They have developed their analytical skills, communication skills and critical thinking skills. They are prepared not only to deepen and develop the acquired knowledge in the course of further studies, but also in the school environment in the position of a teaching assistant, in the publishing environment in the position of a proofreader and, after the completion of the master's degree, in the position of a teacher of Slovak language and literature in secondary education.
Scope, type/method of teaching and organizational form: lecture + seminar, total 26 hours per semester, combined form (primarily in-person)
Student workload: 26 hours of direct teaching (13 hours lecture + 13 hours seminar); 14 hours preparation for the midterm test; 14 hours preparation of the seminar paper; 66 hours study of literature and preparation for the oral examination. A total of 120 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with a literary text, e-learning, guided self-study
Compulsory readings:
ČÚZY, L. a kol. 2006. Panoráma slovenskej literatúry III. Bratislava: Slovenské pedagogické nakladateľstvo. 171 s. ISBN 80-10-00846-X. (selected sections)
MARČOK, V. 2006. Dejiny slovenskej literatúry II. 2. dopln. a rozšír. vyd. Bratislava: Literárne informačné centrum. 472 s. ISBN 978-80-89222-08-0. (selected sections)
Recommended readings:
CHMEL, R. a kol. 2006. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram, Ústav slovenskej literatúry SAV. 528 s. ISBN 80-7149-918-8. (selected dictionary entries)
ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected sections)
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (10 points);
• a continuous written test on literary history (during the semester, covering the first 5 topics, 10 points);
• the preparation of a seminar paper (30 points), which analytically and interpretively examines a selected problem of one work from the list of required fiction;
• an oral examination on specialist knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the instructional portion of the semester of study and a final review of learning outcomes (50/50).
To pass the course, a minimum of 60 % of the points must be obtained. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assessments: less than 6 points; mid-term test: less than 6 points; seminar paper: less than 18 points; oral examination: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of the 2nd half of the 20th century Slovak literature. The student has excellent knowledge of Slovak literature of the 20th century in the required scope, logically arranges the presented literary-historical facts flawlessly, he/she can apply and adapt the acquired literary-scientific knowledge excellently when working with a literary text in school practice, he/she has the ability to solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of the 2nd half of the 20th century Slovak literature. The student has a very good knowledge of Slovak literature of the 20th century to the required extent, he/she arranges the presented literary-historical facts logically, with only minor errors, he/she can apply and adapt the acquired literary knowledge very well when working with a literary text in school practice, he/she has a very good the ability to solve individual tasks and assignments independently in a broader literary, literary-historical and cultural context; the linguistic and stylistic level of his/her expression is very good; he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the 2nd half of the 20th century Slovak literature. The student has a good knowledge of Slovak literature of the 20th century in the required range, appropriately arranges the presented literary-historical facts and makes only occasional mistakes, can reliably apply and adapt the acquired literary-historical knowledge when working with a literary text in school practice, independently and reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the 2nd half of the 20th century Slovak literature. The student has satisfactory knowledge of Slovak literature of the 20th century in the required range, shows some deficiencies in the arrangement of literary-historical facts, satisfactorily applies the acquired literary-scientific knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the 2nd half of the 20th century Slovak literature. The student demonstrates a satisfactory level of knowledge of 20th century Slovak literature to the required extent and significant deficiencies in the organisation of literary-historical facts, is minimally able to apply acquired literary knowledge and existing procedures for working with literary text in school practice, solves individual tasks and assignments with significant help at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the 2nd half of the 20th century Slovak literature. The student has insufficient knowledge of Slovak literature of the 20th century in the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary knowledge when working with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Periodization models of literary development in the years 1948 - 1989.
2. Power establishment of the monolithic model of literature after 1948.
3. Socialist realism.
4. Modernisation and subjectivisation of Slovak prose by the initiatives of members of the middle generation in the 1950s and 1960s (A. Bednár, L. Mňačko and others).
5. Modernisation and subjectivisation of Slovak poetry by the initiatives of members of the middle generation in the 1950s and 1960s (M. Rúfus, M. Válek and others).
6. Modernisation and depoliticisation of Slovak prose by the initiatives of members of the young generation in the 1950s and 1960s (J. Blažková, J. Johanides and others).
7. Modernisation and depoliticisation of Slovak poetry by the initiatives of members of the young generation in the 1950s and 1960s (Concretists, Lonely Runners).
8. Normalization of society and literature after 1968, three parallel communication circuits (official, non-public, emigrant), literature in conditions of non-public culture.
9. Differentiation of the prose of the official circle in 1976-1989 with emphasis on anthropocentrically oriented initiatives (V. Šikula, L. Ballek, R. Sloboda, etc.).
10. Differentiation of the poetry of the official circle in 1976-1989 with emphasis on anthropocentrically oriented initiatives (Š. Strážay, Š. Moravčík, D. Hevier and others).
11. Postmodern tendencies in Slovak literature, 2nd half of the 20th century. 20th century (D. Mitana, P. Vilikovský and others).
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her knowledge of the conditions in which Slovak literature existed between 1948 and 1989, its literary-historical concepts and literary-critical reflection. Particular emphasis will be placed on distinguishing the conditions for the existence of literature in the different stages of the development of the communist totalitarian regime (the founding period of the dictatorship of the proletariat, the post-Stalinist period, the normalisation period, the pre-reconstruction period). Delayed Debutantes, Everyday Prose, Existentialism, Concretism, The Lonely Runners, the historicist-regionalist novel, the problematic epic of the present, compensatory-asyllabic poetry, analytic poetry, non-conformist individualists, postmodern tendencies) and the individual creative efforts of representative authors. Aesthetically extraordinary works will take center stage. A reliable orientation of the student in the problems of literature of the second half of the 20th century and related practical and methodological knowledge will be a prerequisite for his/her proper understanding of the past in the courses of the continuing degree and an important part of preparation for the teaching profession corresponding to the current needs of school practice. The student will be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor and master studies and to use them purposefully and creatively in the school environment in the position of a teaching assistant, possibly also for the needs of the publishing environment. The student will acquire a base of knowledge and skills that will be a professional prerequisite for the analysis and selection of didactic materials from Slovak literature with regard to teaching objectives, a prerequisite for the analysis and evaluation of educational activities and for solving common problems in the teaching of Slovak language and literature. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so, and to creatively use the appropriate and adequate methods of the discipline. The student will be able to communicate the theoretical knowledge and practical skills acquired to the wider and lay public. An analytical and critical approach to the literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate by solving specific assignments as well as by compiling his/her own analytical-interpretive term paper. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a synthetic knowledge of Slovak literature of 1948 - 1989. The student has acquired knowledge of the existing literary-historical models of this period and of the fundamental literary-theoretical reflections of its key authors and literary works. It has acquired knowledge of the literary culture of the period in the context of contemporary political, social, cultural and civilizational processes, of periodization models and internal differentiation of original Slovak works of this era. In a representative spectrum, it is familiar with individual tendencies, group and individual ideological and aesthetic initiatives and poetics. He is aware of the value of the linguistic-cultural originality of Slovak literature and has cultivated a sense of its organic links to universal humanistic value bases. As a result of the seminar part of the course, the student develops analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skill to communicate facts, concepts, and opinions and to formulate and defend arguments The student has the competence to independently expand his or her knowledge and the ability to identify and evaluate the broader contexts of professional issues. He/she is prepared to deepen and develop the acquired knowledge and skills in further bachelor and master studies and is also able to use and creatively apply them in the school environment in the position of a pedagogical assistant or for the needs of the publishing environment. He is also able to convey basic information about Slovak literature of 1948-1989 to the general public and thus to offer certain conclusions and justifications to the lay public as well. He has also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: lecture + seminar, total 26 hours per semester, combined form (primarily in-person)
Student workload: 26 hours of direct teaching (13 hours lecture + 13 hours seminar); 14 hours preparation for the midterm test; 14 hours preparation of the seminar paper; 66 hours study of literature and preparation for the oral examination. A total of 120 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with a literary text, e-learning, guided self-study
Compulsory readings:
ČÚZY, L. a kol. 2006. Panoráma slovenskej literatúry III. Bratislava: Slovenské pedagogické nakladateľstvo. 171 s. ISBN 80-10-00846-X. (selected sections)
MARČOK, V. 2006. Dejiny slovenskej literatúry II. 2. dopln. a rozšír. vyd. Bratislava: Literárne informačné centrum. 472 s. ISBN 978-80-89222-08-0. (selected sections)
Recommended readings:
CHMEL, R. a kol. 2006. Slovník diel slovenskej literatúry 20. storočia. Bratislava: Kalligram, Ústav slovenskej literatúry SAV. 528 s. ISBN 80-7149-918-8. (selected dictionary entries)
ŠRANK, J. 2013. Individualizovaná literatúra. Bratislava: Cathedra. 470 s. ISBN 978-80-89495-12-2. (selected sections)
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (10 points);
• a continuous written test on literary history (during the semester, covering the first 5 topics, 10 points);
• the preparation of a seminar paper (30 points), which analytically and interpretively examines a selected problem of one work from the list of required fiction;
• an oral examination on specialist knowledge and analytical-interpretive skills (50 points).
The course culminates in an assessment resulting from an interim review of learning outcomes during the instructional portion of the semester of study and a final review of learning outcomes (50/50).
To pass the course, a minimum of 60 % of the points must be obtained. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assessments: less than 6 points; mid-term test: less than 6 points; seminar paper: less than 18 points; oral examination: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of the 2nd half of the 20th century Slovak literature. The student has excellent knowledge of Slovak literature of the 20th century in the required scope, logically arranges the presented literary-historical facts flawlessly, he/she can apply and adapt the acquired literary-scientific knowledge excellently when working with a literary text in school practice, he/she has the ability to solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of the 2nd half of the 20th century Slovak literature. The student has a very good knowledge of Slovak literature of the 20th century to the required extent, he/she arranges the presented literary-historical facts logically, with only minor errors, he/she can apply and adapt the acquired literary knowledge very well when working with a literary text in school practice, he/she has a very good the ability to solve individual tasks and assignments independently in a broader literary, literary-historical and cultural context; the linguistic and stylistic level of his/her expression is very good; he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the 2nd half of the 20th century Slovak literature. The student has a good knowledge of Slovak literature of the 20th century in the required range, appropriately arranges the presented literary-historical facts and makes only occasional mistakes, can reliably apply and adapt the acquired literary-historical knowledge when working with a literary text in school practice, independently and reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of the 2nd half of the 20th century Slovak literature. The student has satisfactory knowledge of Slovak literature of the 20th century in the required range, shows some deficiencies in the arrangement of literary-historical facts, satisfactorily applies the acquired literary-scientific knowledge and existing procedures for working with literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the 2nd half of the 20th century Slovak literature. The student demonstrates a satisfactory level of knowledge of 20th century Slovak literature to the required extent and significant deficiencies in the organisation of literary-historical facts, is minimally able to apply acquired literary knowledge and existing procedures for working with literary text in school practice, solves individual tasks and assignments with significant help at a sufficient level, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the 2nd half of the 20th century Slovak literature. The student has insufficient knowledge of Slovak literature of the 20th century in the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary knowledge when working with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Periodization models of literary development in the years 1948 - 1989.
2. Power establishment of the monolithic model of literature after 1948.
3. Socialist realism.
4. Modernisation and subjectivisation of Slovak prose by the initiatives of members of the middle generation in the 1950s and 1960s (A. Bednár, L. Mňačko and others).
5. Modernisation and subjectivisation of Slovak poetry by the initiatives of members of the middle generation in the 1950s and 1960s (M. Rúfus, M. Válek and others).
6. Modernisation and depoliticisation of Slovak prose by the initiatives of members of the young generation in the 1950s and 1960s (J. Blažková, J. Johanides and others).
7. Modernisation and depoliticisation of Slovak poetry by the initiatives of members of the young generation in the 1950s and 1960s (Concretists, Lonely Runners).
8. Normalization of society and literature after 1968, three parallel communication circuits (official, non-public, emigrant), literature in conditions of non-public culture.
9. Differentiation of the prose of the official circle in 1976-1989 with emphasis on anthropocentrically oriented initiatives (V. Šikula, L. Ballek, R. Sloboda, etc.).
10. Differentiation of the poetry of the official circle in 1976-1989 with emphasis on anthropocentrically oriented initiatives (Š. Strážay, Š. Moravčík, D. Hevier and others).
11. Postmodern tendencies in Slovak literature, 2nd half of the 20th century. 20th century (D. Mitana, P. Vilikovský and others).
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her knowledge of the conditions in which Slovak literature existed between 1948 and 1989, its literary-historical concepts and literary-critical reflection. Particular emphasis will be placed on distinguishing the conditions for the existence of literature in the different stages of the development of the communist totalitarian regime (the founding period of the dictatorship of the proletariat, the post-Stalinist period, the normalisation period, the pre-reconstruction period). Delayed Debutantes, Everyday Prose, Existentialism, Concretism, The Lonely Runners, the historicist-regionalist novel, the problematic epic of the present, compensatory-asyllabic poetry, analytic poetry, non-conformist individualists, postmodern tendencies) and the individual creative efforts of representative authors. Aesthetically extraordinary works will take center stage. A reliable orientation of the student in the problems of literature of the second half of the 20th century and related practical and methodological knowledge will be a prerequisite for his/her proper understanding of the past in the courses of the continuing degree and an important part of preparation for the teaching profession corresponding to the current needs of school practice. The student will be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor and master studies and to use them purposefully and creatively in the school environment in the position of a teaching assistant, possibly also for the needs of the publishing environment. The student will acquire a base of knowledge and skills that will be a professional prerequisite for the analysis and selection of didactic materials from Slovak literature with regard to teaching objectives, a prerequisite for the analysis and evaluation of educational activities and for solving common problems in the teaching of Slovak language and literature. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so, and to creatively use the appropriate and adequate methods of the discipline. The student will be able to communicate the theoretical knowledge and practical skills acquired to the wider and lay public. An analytical and critical approach to the literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate by solving specific assignments as well as by compiling his/her own analytical-interpretive term paper. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a synthetic knowledge of Slovak literature of 1948 - 1989. The student has acquired knowledge of the existing literary-historical models of this period and of the fundamental literary-theoretical reflections of its key authors and literary works. It has acquired knowledge of the literary culture of the period in the context of contemporary political, social, cultural and civilizational processes, of periodization models and internal differentiation of original Slovak works of this era. In a representative spectrum, it is familiar with individual tendencies, group and individual ideological and aesthetic initiatives and poetics. He is aware of the value of the linguistic-cultural originality of Slovak literature and has cultivated a sense of its organic links to universal humanistic value bases. As a result of the seminar part of the course, the student develops analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skill to communicate facts, concepts, and opinions and to formulate and defend arguments The student has the competence to independently expand his or her knowledge and the ability to identify and evaluate the broader contexts of professional issues. He/she is prepared to deepen and develop the acquired knowledge and skills in further bachelor and master studies and is also able to use and creatively apply them in the school environment in the position of a pedagogical assistant or for the needs of the publishing environment. He is also able to convey basic information about Slovak literature of 1948-1989 to the general public and thus to offer certain conclusions and justifications to the lay public as well. He has also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 14 hours of continuous class preparation; 19 hours of preparation for the interpretation of a literary text; 14 hours of preparation for a midterm test with emphasis on acquired interpretive skills. A total of 60 hours of student work.
Teaching methods: Problem-based interpretation of the material, demonstration, discussion of the topic, problem solving, practical problem solving, analytical and interpretative work with a literary text, guided self-study, e-learning
Compulsory readings:
BÍLEK, P. A. 2003. Hledání jazyka interpretace. Brno: Host. 360 s. ISBN 80-7294-080-5. (selected sections)
ŠTRAUS, F. 2007. Poézia a verš: (verzologické praktikum). Bratislava: Vydavateľstvo Spolku slovenských spisovateľov. 334 s. ISBN 978-80-8061-287-0. (selected sections)
Recommended readings:
BRTÁŇOVÁ, E. 2012. Na margo staršej literatúry. Zo žánrovej problematiky 11. – 18. storočia. Bratislava: Ústav slovenskej literatúry SAV – Kalligram. 294 s. ISBN 978-80-8101-678-3. (selected chapters)
HARPÁŇ, M. 2009. Teória literatúry. Bratislava: ESA. 283 s. ISBN 978-80-85684-69-8. (selected chapters)
ŠRANK, J. 2017. Kontexty konceptualizmu (paragrafománia). In: Vlna, roč. 19, č. 70, s. 54 – 59.
ŠRANK, J. 2000. Poéme fatal (text generation – zvodcovia zmyslu). Príspevok k skúmaniu slovenskej poézie deväťdesiatych rokov. In: Romboid, roč. 35, č. 6, s. 19 – 30.
ŽEŇUCH, P. 2015. K dejinám cyrilskej písomnej kultúry na Slovensku. Nitra: Univerzita Konštantína Filozofa. 175 s. ISBN 978-80-558-0740-9 . (selected sections)
Active participation in the class is required to pass the course. The student will be evaluated continuously by reviewing the acquired knowledge and its application in the form of interpretation of poetic and prose texts (60 points) and by a continuous written test with emphasis on the acquired interpretive skills at the end of the continuous teaching (40 points). The course culminates in a grade resulting from an interim review of learning outcomes during the teaching portion of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (Interpretation: less than 36 points, Intermediate test: less than 24 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary text analysis in the required scope, logically arranges the presented facts in a flawless manner, can apply the acquired literary knowledge at an excellent level and adapt the procedures of literary text analysis work in school practice, has the ability to independently and imaginatively solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has very good knowledge of literary text analysis to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired literary knowledge very well and adapt the procedures of literary text analysis work in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of literary text analysis to the required extent, organises the facts presented appropriately and makes errors only in places, can reliably apply and adapt the procedures of literary text analysis work text in school practice, solves individual tasks and assignments reliably independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the analysis of a literary text to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods of the analysis of a literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary text analysis to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices of literary text analysis in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary text analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to the work of literary text analysis in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Possibilities of interpretation of literature. Basic methods, procedures and aspects in the analysis of a literary text. Author, text, reader. Theory of interpretation and its application in practice.
2. Principles of internal construction of a literary work. Transformations of genres.
3. Character system of a literary work (language, style, tropes, figures).
4. Components of the thematic construction of an artistic text. Composition of a literary work of fiction.
5. Structure of a prose text. Epic prose as a plot type of functional verbal expression. Epic narration. Literary character.
6. Structure of a dramatic text. Speech in drama, plot and characterization function of protagonists.
7. Verse systems in poetry. Prosodic features and verse. Rhythm and rhythmic structure of verse.
8. The temporal versification system and its realization in Latin humanism and in the Bernese language.
9. The syllabic versification system and its verse modifications, syllabic verse in older Slovak poetry and in Romantic poetry.
10. The syllabotonic versification verse system and its modifications, syllabotonic verse of the Star-Slavic period.
11. Decanonization of verse in 20th and 21st century poetry.
The course curriculum covers a spectrum of cross-cutting and specialized literary knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge of literary text analysis. The stratification of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesizing skills about the literary and literary-analytic context. The student will have analytical-interpretive experience with specific literary texts and will be able to translate theoretical information about a work into interpretive skills. In this course, the student will deepen and develop knowledge of the possibilities of interpreting literature, will be able to orient himself/herself in basic literary-analytical methods, and will be able to implement various procedures and aspects in the analysis of a literary text. The student will be able to explain the process of literary communication, to perceive the text as a communicative message and to understand the position of the author as the creator of the literary text and the reader as the recipient of the literary work. They will be able to describe the steps leading, through analysis and interpretation, to the recognition of a literary text. The student will be able to clarify the internal form of a literary work. The student will be familiar with the different literary genres and will be able to identify their development and transformation in the context of the history of literature. The student will be able to clarify the language and style of a literary work and identify the means of expression of fiction. The student will be able to name the components of the thematic construction of a fiction text. The student will be able to analyze a prose text, clarify the issues of plot and storyline, describe the setting of an epic work, explain the category of narrator, and define a literary character. The student will learn the structure of a dramatic text, the compositional aspects and structure of drama, and the language in a dramatic work. The student will recognize verse systems in poetry and will be able to demonstrate, through specific examples, the rhyming, syllabic, and syllabotonic versification systems and their implementation in various historical periods of literary development. The student will understand the transformations of verse in 20th and 21st century poetry and will be able to subject them to literary analysis. The student will deepen and develop knowledge of literary concepts along with practical examples, which they will then be able to apply to their own literary analysis of the text. The student will be able to assess the value of a literary work in a literary-historical context in the analysis and will be able to point out the importance of knowing the wider context, the time, the social situation, etc. He/she will learn to justify and apply various methodological procedures of literary analysis, acquire analytical and interpretive skills in working with a fiction text and will be able to evaluate its artistic contribution. The student will be able to develop his/her analytical skills with an emphasis on independent and creative work. They will acquire appropriate techniques for analysing a literary text and develop their interpretative skills and critical thinking. On the basis of the acquired knowledge and skills, he/she will be able to express his/her attitude and interpret knowledge, apply analytical-interpretive competences to other literary texts, point out the interrelationships between them and reflect on new possibilities of literary analysis. The student will not only be prepared to deepen and develop them in further Bachelor's and then Master's studies, but will also be able to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using the appropriate and appropriate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy. The student will be competent in the use of digital technologies in the teaching of literature.
The student has knowledge of selected literary-analytical phenomena, which can be identified and critically evaluated in literary texts. The student has acquired the basics of professional reading of a fiction text with emphasis on its structure, structure and artistic value, understands its specifics, actively seeks new possibilities in approaching it. Knows and is able to interpret a literary text in a synchronic and diachronic process and in relation to other types of art. Can also work with different possible interpretations of the text in school practice. Based on an analytical and critical approach to the literary text in the analytical-interpretive strand, the student has developed transferable competencies with a focus on critical thinking and reasoning in context. As a result of solving specific assignments and constructing their own interpretations of literary texts, the student's communicative and digital competences are developed. The student is able to readily perceive the interpretations of literature that follow in the subsequent years of his/her studies. On the basis of problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. A number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills, are also consolidated and developed. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further Bachelor's and then Master's studies, but also to use and creatively apply them in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 14 hours of continuous class preparation; 19 hours of preparation for the interpretation of a literary text; 14 hours of preparation for a midterm test with emphasis on acquired interpretive skills. A total of 60 hours of student work.
Teaching methods: Problem-based interpretation of the material, demonstration, discussion of the topic, problem solving, practical problem solving, analytical and interpretative work with a literary text, guided self-study, e-learning
Compulsory readings:
BÍLEK, P. A. 2003. Hledání jazyka interpretace. Brno: Host. 360 s. ISBN 80-7294-080-5. (selected sections)
ŠTRAUS, F. 2007. Poézia a verš: (verzologické praktikum). Bratislava: Vydavateľstvo Spolku slovenských spisovateľov. 334 s. ISBN 978-80-8061-287-0. (selected sections)
Recommended readings:
BRTÁŇOVÁ, E. 2012. Na margo staršej literatúry. Zo žánrovej problematiky 11. – 18. storočia. Bratislava: Ústav slovenskej literatúry SAV – Kalligram. 294 s. ISBN 978-80-8101-678-3. (selected chapters)
HARPÁŇ, M. 2009. Teória literatúry. Bratislava: ESA. 283 s. ISBN 978-80-85684-69-8. (selected chapters)
ŠRANK, J. 2017. Kontexty konceptualizmu (paragrafománia). In: Vlna, roč. 19, č. 70, s. 54 – 59.
ŠRANK, J. 2000. Poéme fatal (text generation – zvodcovia zmyslu). Príspevok k skúmaniu slovenskej poézie deväťdesiatych rokov. In: Romboid, roč. 35, č. 6, s. 19 – 30.
ŽEŇUCH, P. 2015. K dejinám cyrilskej písomnej kultúry na Slovensku. Nitra: Univerzita Konštantína Filozofa. 175 s. ISBN 978-80-558-0740-9 . (selected sections)
Active participation in the class is required to pass the course. The student will be evaluated continuously by reviewing the acquired knowledge and its application in the form of interpretation of poetic and prose texts (60 points) and by a continuous written test with emphasis on the acquired interpretive skills at the end of the continuous teaching (40 points). The course culminates in a grade resulting from an interim review of learning outcomes during the teaching portion of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (Interpretation: less than 36 points, Intermediate test: less than 24 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has an excellent knowledge of literary text analysis in the required scope, logically arranges the presented facts in a flawless manner, can apply the acquired literary knowledge at an excellent level and adapt the procedures of literary text analysis work in school practice, has the ability to independently and imaginatively solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has very good knowledge of literary text analysis to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired literary knowledge very well and adapt the procedures of literary text analysis work in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of literary text analysis to the required extent, organises the facts presented appropriately and makes errors only in places, can reliably apply and adapt the procedures of literary text analysis work text in school practice, solves individual tasks and assignments reliably independently, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the analysis of a literary text to the required extent, demonstrates some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge and existing working methods of the analysis of a literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of literary text analysis to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired knowledge and existing working practices of literary text analysis in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal learning skills;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of literary text analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge to the work of literary text analysis in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Possibilities of interpretation of literature. Basic methods, procedures and aspects in the analysis of a literary text. Author, text, reader. Theory of interpretation and its application in practice.
2. Principles of internal construction of a literary work. Transformations of genres.
3. Character system of a literary work (language, style, tropes, figures).
4. Components of the thematic construction of an artistic text. Composition of a literary work of fiction.
5. Structure of a prose text. Epic prose as a plot type of functional verbal expression. Epic narration. Literary character.
6. Structure of a dramatic text. Speech in drama, plot and characterization function of protagonists.
7. Verse systems in poetry. Prosodic features and verse. Rhythm and rhythmic structure of verse.
8. The temporal versification system and its realization in Latin humanism and in the Bernese language.
9. The syllabic versification system and its verse modifications, syllabic verse in older Slovak poetry and in Romantic poetry.
10. The syllabotonic versification verse system and its modifications, syllabotonic verse of the Star-Slavic period.
11. Decanonization of verse in 20th and 21st century poetry.
The course curriculum covers a spectrum of cross-cutting and specialized literary knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge of literary text analysis. The stratification of topics will provide the student with the necessary body of knowledge to support the formation of creative and synthesizing skills about the literary and literary-analytic context. The student will have analytical-interpretive experience with specific literary texts and will be able to translate theoretical information about a work into interpretive skills. In this course, the student will deepen and develop knowledge of the possibilities of interpreting literature, will be able to orient himself/herself in basic literary-analytical methods, and will be able to implement various procedures and aspects in the analysis of a literary text. The student will be able to explain the process of literary communication, to perceive the text as a communicative message and to understand the position of the author as the creator of the literary text and the reader as the recipient of the literary work. They will be able to describe the steps leading, through analysis and interpretation, to the recognition of a literary text. The student will be able to clarify the internal form of a literary work. The student will be familiar with the different literary genres and will be able to identify their development and transformation in the context of the history of literature. The student will be able to clarify the language and style of a literary work and identify the means of expression of fiction. The student will be able to name the components of the thematic construction of a fiction text. The student will be able to analyze a prose text, clarify the issues of plot and storyline, describe the setting of an epic work, explain the category of narrator, and define a literary character. The student will learn the structure of a dramatic text, the compositional aspects and structure of drama, and the language in a dramatic work. The student will recognize verse systems in poetry and will be able to demonstrate, through specific examples, the rhyming, syllabic, and syllabotonic versification systems and their implementation in various historical periods of literary development. The student will understand the transformations of verse in 20th and 21st century poetry and will be able to subject them to literary analysis. The student will deepen and develop knowledge of literary concepts along with practical examples, which they will then be able to apply to their own literary analysis of the text. The student will be able to assess the value of a literary work in a literary-historical context in the analysis and will be able to point out the importance of knowing the wider context, the time, the social situation, etc. He/she will learn to justify and apply various methodological procedures of literary analysis, acquire analytical and interpretive skills in working with a fiction text and will be able to evaluate its artistic contribution. The student will be able to develop his/her analytical skills with an emphasis on independent and creative work. They will acquire appropriate techniques for analysing a literary text and develop their interpretative skills and critical thinking. On the basis of the acquired knowledge and skills, he/she will be able to express his/her attitude and interpret knowledge, apply analytical-interpretive competences to other literary texts, point out the interrelationships between them and reflect on new possibilities of literary analysis. The student will not only be prepared to deepen and develop them in further Bachelor's and then Master's studies, but will also be able to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process and creatively using the appropriate and appropriate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy. The student will be competent in the use of digital technologies in the teaching of literature.
The student has knowledge of selected literary-analytical phenomena, which can be identified and critically evaluated in literary texts. The student has acquired the basics of professional reading of a fiction text with emphasis on its structure, structure and artistic value, understands its specifics, actively seeks new possibilities in approaching it. Knows and is able to interpret a literary text in a synchronic and diachronic process and in relation to other types of art. Can also work with different possible interpretations of the text in school practice. Based on an analytical and critical approach to the literary text in the analytical-interpretive strand, the student has developed transferable competencies with a focus on critical thinking and reasoning in context. As a result of solving specific assignments and constructing their own interpretations of literary texts, the student's communicative and digital competences are developed. The student is able to readily perceive the interpretations of literature that follow in the subsequent years of his/her studies. On the basis of problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. A number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills, are also consolidated and developed. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further Bachelor's and then Master's studies, but also to use and creatively apply them in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 13 hours of continuous preparation for individual seminars; 2 x 17 hours of preparation for two practical lexical analyses of the text = 34 hours. A total of 60 hours of student work.
Teaching methods: lecture, explanation, demonstration of practical examples, exercises, analysis and problem solving, guided self-study, e-learning
Compulsory readings:
RIPKA, I. – IMRICHOVÁ, M. 2011. Kapitoly z lexikológie a lexikografie. Prešov: Filozofická fakulta Prešovskej univerzity v Prešove. 236 s. ISBN 978-80-555-0327-1. (selected chapters)
Recommended readings:
FURDÍK, J. 2004. Slovenská slovotvorba (teória, opis, cvičenia). Prešov: Náuka. 200 s. ISBN 978-80-8903-828-2. (selected chapters)
HORVÁTHOVÁ, Ľ. 2017. Jazyk Slniečka. In Časopisecký fenomén Slniečko v kontexte slovenskej detskej a národnej kultúry, Ondrej Sliacky a kol., s. 193 – 220. Bratislava: Univerzita Komenského v Bratislave. ISBN 9878022344838.
Krátky slovník slovenského jazyka. 2020. Red. J. Kačala – M. Považaj – M. Pisárčiková. 5., doplnené a upravené vyd. Martin: Matica slovenská. 956 s. ISBN 978-80-8128-261-4.
Synonymický slovník slovenčiny. 1995. Red. M. Pisárčiková. Bratislava: Veda. 998 s. ISBN 80-224-0427-6.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical lexical analyses of the text in the scope of the first 5 topics and in the scope of the 6th - 11th topics, which will be focused on the application of the acquired knowledge and the identification of lexical phenomena (2 x 50 points = 100 points). To pass the course, a minimum of 60 % of the points must be obtained. A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D and a minimum of 60 points out of the total number of points for a grade of E. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: less than 30 points; 2. practical analysis: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of lexicology in the required range, logically arranges the facts presented, can apply and adapt the acquired knowledge of lexicology in practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of lexicology to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of lexicology very well in practice, has the ability to solve individual tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of lexicology to the required extent, organises the facts presented appropriately, can reliably apply and adapt the lexical knowledge acquired in practice, solves individual tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of lexicology to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of lexicology in practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60%, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of lexicology in the required range and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge from lexicology in practice, solves individual tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of lexicology to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of lexicology in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Principles of processing of the Short Dictionary of the Slovak Language, the Dictionary of the Contemporary Slovak Language and the Synonymic Dictionary of the Slovak Language. Variations in the spelling, form, word-formation and spelling of words.
2. Arbitrariness of a linguistic sign. Motivation of words, types of lexical motivation.
3. Characteristics of vocabulary. Semasiological and onomasiological approach to lexis. Sub-systems in vocabulary. Centre and periphery in vocabulary.
4. Meaning structure of a word. Determining the lexical meaning of a word. Meaning nuance. Component analysis, semantic disjunctive signs (semes).
5. Paradigmatic relations of lexemes. Homonymy, synonymy, antonymy, hyperonymy, hyponymy, cohyponymy.
6. Syntagmatic relations of lexemes. Factors determining the connectivity of words. Changes in word connectivity as signals of extensional-intensional and transpositional meaning changes of word meaning.
7. Manifestations of dynamics in vocabulary. Vocabulary enrichment (word formation, formation of multi-word nominalizations, universalization, abreviation, multiverbalization, semi-nomasiological-onomasiological derivation, adoption of foreign lexemes, conversion). The disappearance of words.
8. Word-motivated words, their word-formation structure. Word-formation means, procedures, formations.
9. Vocabulary differentiation in terms of spelling, stylistic symptomatology and expressiveness, in terms of social and territoriality, in terms of time, in terms of origin and frequency.
10. Phrasemes. Variants of phrases, the actualization of phrases in speech.
11. Terms, their structure and formation. Logicization of terms, terminologization and determinologization.
The curriculum of the course covers a complex of knowledge from lexicology and individual lexical disciplines, which builds on the general secondary education of students and systematically develops their knowledge into a complex form with an emphasis on strengthening the ability to practically apply the acquired theoretical knowledge in lexical-semantic and word-formation analysis of words, as well as in the characterization of lexical means and their interrelationships used in a specific text. Students will be able to work correctly and efficiently with different types of dictionaries, understand the basic principles of their processing, learn to search for necessary information in them and use them in analysing lexical means used in a text, in evaluating and justifying the appropriateness and correctness of their use, as well as in their own text production and in cultivating their linguistic expression. They will be able to orient themselves reliably in the vocabulary of our national language and evaluate words in terms of spelling, expressiveness, frequency, in terms of time and in terms of belonging to different styles and stylistic layers. They will be able to identify and explain the diverse semantic relationships of words in a text, as well as to perceive and critically evaluate the particularities of their use in diverse types of texts, including their creative use in non-fiction texts. The course will lead students to actively acquire information and use knowledge effectively, consolidate and develop their ability to interpret facts, formulate arguments, propose solutions to professional problems and communicate them to the public. Students will also consolidate and develop their communication and digital skills. They will be prepared not only to deepen and develop the acquired knowledge and skills in further bachelor's and then master's studies, but also to use and creatively apply them in the publishing environment in the position of a proofreader, in the school environment in the position of a teaching assistant and, after completing their master's studies, in the position of a teacher of Slovak language and literature in secondary education.
Students are able to apply the acquired theoretical knowledge from lexicology and its disciplines in the analysis and characterisation of lexical resources and their interrelationships used in a specific text. They are reliably oriented in the vocabulary of our national language and are prepared to evaluate and justify the appropriateness, correctness and creativity of the use of lexical means in diverse types of texts. They can creatively, independently and with the use of appropriate procedures and relevant resources solve problem-solving tasks and assignments also in a broader linguistic context, not only in terms of the current state of scientific knowledge, but also in terms of school practice. They can actively acquire information about lexical resources and their use, communicate it to the public and use it in their own text production and in the cultivation of their linguistic expression. They have developed the ability to think analytically and critically. They are prepared not only to deepen and develop the acquired knowledge and skills in further bachelor's and subsequently master's studies, but also to effectively use and creatively apply them in the school environment in the position of a teaching assistant, in the publishing environment in the position of a proofreader and, after the completion of the master's degree, also in the position of a teacher of Slovak language and literature in secondary education.
Scope, type/method of teaching and organisational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 13 hours of continuous preparation for individual seminars; 2 x 17 hours of continuous preparation for 2 practical morphological analyses of text = 34 hours. A total of 60 hours of student work.
Teaching methods: explanation, application of theoretical knowledge in practical analyses of grammatical forms, morphemes and word types; analysis and solution of problem solving tasks; guided self-study; e-learning
Compulsory readings:
ORAVEC, J. – BAJZÍKOVÁ, E. – FURDÍK, J. 1984. Súčasný slovenský spisovný jazyk. Morfológia. Bratislava: Slovenské pedagogické nakladateľstvo. 232 s.
Recommended readings:
DAROVEC, M. 2007. Morfologická analýza textu. 2. vyd. Trnava: Univerzita sv. Cyrila a Metoda. 97 s. ISBN 978-80-89220-96-0.
DZIVIAKOVÁ, M. 2014. Chápanie a spracovanie slovesa v súčasnej slovenskej jazykovede. In: Hľadanie metódy v kontrastívnej lingvistike [elektronický zdroj]. Bratislava: Univerzita Komenského, s. 99 – 147 [CD-ROM]. ISBN 978-80-223-3772-4.
DZIVIAKOVÁ, M. 2018. K valencii slovesa v slovenčine s ohľadom na jej odraz v slovesných valenčných štruktúrach. In: Sloveso v kontraste (románske jazyky a slovenčina). Bratislava: Univerzita Komenského, s. 32 – 46. ISBN 978-80-223-4526-2.
SOKOLOVÁ, M. 1995. Kapitolky zo slovenskej morfológie. Prešov: Slovacontact. 180 s. ISBN 80-901417-7-3.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical morphological analyses of the text in the scope of the first 5 topics and in the scope of the 6th - 11th topics, which will be focused on the application of the acquired knowledge and the identification of morphological phenomena (2 x 50 points = 100 points). The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E out of the total number of points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (1. practical analysis: as less than 30 points; 2. practical analysis: as less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of morphological analysis in the required range, logically arranges the presented facts, can apply and adapt the acquired knowledge of morphological analysis in practice, has the ability to independently solve individual morphological tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of morphological analysis to the required extent, logically organises the facts presented, can apply and adapt the acquired knowledge of morphological analysis very well in practice, has the ability to solve individual morphological tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of the student's speech is very good, and the student has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of morphological analysis to the required extent, organises the facts presented appropriately, can reliably apply and adapt the knowledge gained from morphological analysis in practice, solves individual morphological tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of morphological analysis in the required range, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of morphological analysis in practice, satisfactorily solves individual morphological tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of morphological analysis in the required range and deficiencies in the arrangement of facts, the acquired knowledge of morphological analysis can be minimally applied in practice, solves individual morphological tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of morphological analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of morphological analysis in practice, cannot solve individual morphological tasks and assignments, has insufficient learning skills.
Slovak
1. Morphology and its place in the language system. The essence and subject of morphology. Relationship of the morphological subsystem to other subsystems of language. Identification and analysis of grammatical forms as central units of the morphological subsystem, especially in relation to the word and syntactic construction. Issues of word-species transitions.
2. Grammatical form and its structure. Determining the morphological structure of a grammatical shape, i.e. the formative base and the formative formant in specific grammatical shapes.
3. Analysis of the concepts and terms lexico-semantic category, grammatical category, lexico-grammatical category. Word types, criteria for defining word types and their classification from the lexico-semantic, morphological and syntactic point of view. Determination of word species.
4. Morpheme, morphemic structure of word and form (in relation to word-formation and morphological structure of word and form). Determination of individual types of morphemes and submorphemes.
5. Typological classification of languages and morphological type of Slovak. Application of theoretical knowledge to the material of Slovak.
6. Paradigmatics, determining and practising nouns. Determination of nominal grammatical categories and inflection of nouns. Inflectional patterns of nouns.
7. Paradigmatics, determining and practising other nominal word types - adjectives, pronouns and numerals. Determination of nominal grammatical categories, inflection and inflection patterns of nominal word types, gradation of adjectives.
8. Paradigmatics, determining and practising verbs. Analyzing and practicing auxiliary verbs, personal and impersonal verbs, subject and non-subject verbs, definite and indefinite verb forms, simple and compound descriptive and reflexive verb forms. Distinguish between the concepts of the reflexive verb, the reflexive form of an irreversible verb and the reflexive form of an irreversible verb and identify them.
9. Determining verb grammatical and lexico-grammatical categories. Verb tenses, especially from the point of view of the application of the standard of written Slovak, determination of verb tense patterns.
10. Formation and gradation of adverbs. Practicing the problem of adverbs.
11. Identifying and practising prepositions, conjunctions and linking expressions, particles and quotation marks.
On the basis of the use of the acquired theoretical knowledge of Slovak morphology, which will not only build on the knowledge acquired in the field within the general secondary education, but will also further enable the deepening and systematic development of his/her knowledge into a complex form, the student will acquire practical skills, which he/she will be able to apply in the assessment and analysis of morphological phenomena of the language. The student will be able to use the acquired theoretical knowledge about the morphological level of the language as a part of the grammatical system of written Slovak, about the grammatical shape as the central morphological unit, about grammatical, lexical-semantic and lexical-grammatical categories, about the morpheme as the smallest unit of morphology, about the characteristic features of Slovak morphology in terms of morphological typology of languages, as well as about individual word types as basic word groups in their concretization on practical examples on individual morphological phenomena, as well as in practical morphological analyses of grammatical forms and word types, in complex analysis of morphological phenomena, in independent solving of morphological problems and possible synthesis of their new and creative solutions. The student will be guided to actively acquire information from the field of Slovak morphology, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the field, using appropriate methods of the discipline. He/she will also develop his/her communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to follow the principles of authorial ethics, to plan and be actively responsible for his/her own learning. He will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills will also be necessary for the student in his/her further studies, where he/she will be able to apply them convincingly when looking at morphological linguistic phenomena from a broader linguistic (especially syntactic) aspect and further deepen and develop them. He will also be able to apply the acquired knowledge in assessing, analysing and evaluating the morphological aspect of linguistic expressions and subsequent independent analysis of the problem in the given area at the level of language in the school environment in the position of a teaching assistant, or also for the needs of the publishing environment when correcting linguistic expressions. Emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying information about morphological phenomena to the general public, as well as in offering relevant conclusions and morphological justifications to lay audiences.
The student is introduced to the morphological system as part of the grammatical system of the language, as well as to selected sub-issues of Slovak morphology, also with regard to school practice. He/she has acquired practical skills which he/she can apply in assessing and analysing morphological phenomena of the language. The student is able to use the acquired theoretical knowledge in its concretization on practical examples, both in solving individual morphological phenomena, as well as in practical morphological analyses of grammatical forms and word types, in complex analysis of morphological phenomena, in independent solving of morphological problems and in possible synthesis of new and creative solutions, while the student is able to actively acquire and communicate the necessary information and facts, and to adequately formulate and defend the relevant professional arguments. He/she has developed his/her analytical skills as well as abstract and critical thinking skills, is able to think in context and has developed the ability to expand his/her knowledge independently. The student is able to creatively apply the acquired knowledge and skills in his/her further studies. He is able to look at morphological phenomena in a broader linguistic (especially syntactic) context, but he is also able to use them in assessing, analysing and evaluating the morphological aspects of linguistic expressions in the school environment in the position of a teaching assistant, or for the needs of the publishing environment when proofreading linguistic expressions. The student is also able to convey information about morphological phenomena to the general public and to offer conclusions and morphological justifications to lay audiences. The student has achieved a high professional level as well as a high level of linguistic culture, which is very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 32 hours of continuous preparation for individual classes with application of specific assignments, including reading of literary texts for individual classes; 15 hours of preparation for presentation of a written final interpretation based on selected textual segments from the work of the author studied, with emphasis on application of acquired knowledge of literary direction, the particularities of the author's poetics, analytical-interpretive skills, and on defending one's arguments. A total of 60 hours of student work.
Teaching methods: lecture, inductive-generative conversation, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with the text, problem-based tasks, guided self-study, e-learning
Compulsory readings:
MILIČKA, K. 2002. Světová literatura 3. Od realismu po modernu. Praha: Baronet. 344 s. ISBN: 80-7214-515-0. (selected sections)
MURPHY, R. 2010. Teoretizace avantgardy. Modernismus, expresionismus a problém po-stmoderny. Brno: Host. 272 s. ISBN 9788072942695 (selected sections)
PAVELKA, J. – POSPÍŠIL, I. 1993. Slovník epoch, směrů, skupin a manifestů. Brno: Georgetown. 294 s. ISBN 80-901604-0-9. (selected sections)
VLAŠÍN, Š. a kol. 1983. Slovník literárních směrů a skupin. 2., dopl. vydanie. Praha: Panorama. 367 s. (selected dictionary entries)
Recommended readings:
GARAY KROČANOVÁ, D. 2021. Prolegomena k dejinám slovenskej literatúry prvej polovice 20. storočia. I. próza. 2021. Bratislava: Stimul. 85 s. ISBN 978-80-8127-336-0. Available on: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/36/Krocanova_9788081273360.pdf?sequence=1 (selected sections)
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills needed when working with literary texts in the educational process (60 points);
• presentation of a written final interpretation based on selected textual segments from the work of the read author, with emphasis on the application of the acquired knowledge of literary direction, the particularities of the author's poetics, analytical-interpretive skills and on the defence of their arguments (40 points).
The course culminates in a grade resulting from an interim review of learning outcomes during the instructional portion of a given semester of study (100/0).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (assignments: less than 36 points; final interpretation: less than 24 points).
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has an excellent knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century. The student is able to apply and adapt the acquired literary knowledge at an excellent level in specific approaches to the literary text applicable to the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further learning;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century and of their specific representatives in the required scope, logically, with only slight errors, arranges the presented literary-historical facts, can apply and adapt the acquired literary-scientific knowledge very well in specific approaches to the literary text usable in the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments in the broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. He/she arranges the presented literary-historical facts appropriately and makes mistakes only in places, he/she can reliably apply and adapt the acquired literary-scientific knowledge in specific approaches to the literary text useful in the teaching of literature in school practice, he/she solves individual tasks and assignments reliably independently, he/she has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century. The student is able to satisfactorily apply the acquired literary knowledge in specific approaches to literary texts applicable in the teaching of literature in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. The student is able to apply the acquired literary knowledge minimally in specific approaches to literary texts useful in the teaching of literature in school practice, solves individual tasks and assignments with considerable help at a sufficient level, and has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. The student does not know the literary historical facts and their logical connections, cannot apply the acquired literary knowledge in specific approaches to literary texts useful in the teaching of literature in school practice, cannot solve individual tasks and assignments, and has insufficient learning skills.
Slovak, Czech
1. Literary modernism. Poetic modernism. Symbolism, impressionism, decadence. Subjectivisation, psychologisation, decomposition of normative poetics.
2. Modernist prose. Studies of the inner life. Suppression of the plot. The isolation and loneliness of man. The stream-of-consciousness technique.
3. Modernist drama. Parody and the verbal grotesque. Symbolism, decadence, failure of communication.
4. Naturalism. The biological and social determination of man. Taboo themes. Synesthetic descriptions.
5. Poeticism. Joyful and creative art and life. (Visual) associativity. Unusual characters and settings. Eroticism. Poetic imagery.
6. Surrealism. Psychic automatism. Polythematicism, surprising intermingling of images, banding, disregard for normative poetics.
7. Expressionism. Subjectivised artistic reality. Tendency to be more profound. Contrast. Deformation as the basis of expressionist expression, the tendency to get "beyond" language - from exclamation to pathos.
8. Existential literature. Minimization of action, borderline situations. Man is condemned to be free.
9. Absurd drama. Change in the traditional structure of drama. Tragicomic. Absurdity. A man unable to communicate.
10. Magical realism. The miraculous in the everyday and as part of the real world. Metamorphosis. Supernaturalism of characters and objects. Mixing the harsh with the poetic. Cyclic time.
11. Postmodern literature. Manifestation of pluralism. Intertextuality and intratextuality, fragmentation, decanonization, hybridization, participation, eclecticism and palimpsest. The plural identity of man.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general high school education and systematically develops the student's knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning representative individual realizations of world literature of the second half of the 19th and 20th centuries in its diversity of type, genre and direction. Special emphasis will be placed on literary modernism and other literary movements and currents corresponding to the content of secondary school education (Naturism, Poetism, Surrealism, Expressionism, Existentialism, Absurdist Literature, Magical Realism, and Postmodernism). The student will be able to create simple definitions of literary terms, giving age-appropriate examples. The student will use the acquired knowledge appropriately when working with selected textual material. The student will be able to assess the value and artistic contribution of a literary work in a literary-historical context and will be able to point out the importance of knowledge of the wider literary, cultural and social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and will be able to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with an emphasis on independent and creative work. On the basis of the acquired knowledge and skills, he/she will be able to apply analytical-interpretive competences to other literary texts, to point out the interrelationships between them and to reflect on new possibilities of literary analysis and
Interpretation. The student will also be oriented in related practical and methodological knowledge, which will be a prerequisite for his/her proper understanding of literary communication in the broader international context and the past in the courses of the continuing master's degree. The student will acquire a base of knowledge and skills that will be deepened and developed in further bachelor's and then master's studies, and will be able to use and creatively apply them in the school environment in the position of a pedagogical assistant, later for the analysis and selection of didactic materials from the world literature of the second half of the 19th century and the 20th century with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a textual proofreader. The student will be guided to actively acquire information and to make effective use of cross-cutting and specialised knowledge, will consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in constructing his/her own final interpretation. The student will creatively use appropriate and discipline-appropriate methods in solving problem-based assignments. The student will acquire the aptitude and motivation to develop the skills necessary for further learning and will be prepared to encourage students to actively acquire literary and historical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of selected literary trends and currents of world literature of the second half of the 19th and 20th centuries and of its representative individual realisations, is familiar with group and individual ideological and aesthetic initiatives and poetics, and is aware of their significance for the understanding of Slovak literature of the 20th century. Can creatively and independently analyse and interpret literary texts, characterise the poeological and value specifics of the work of individual authors and identify different forms of literariness. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts, and can actively seek new possibilities in approaching a literary text. The student is able to interpret a literary text in relation to other art forms. Can also work with different possible interpretations of a text in school practice. As a result of the analytical and critical approach to the literary text, the student has developed transferable competences, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks, as well as to construct his/her own interpretations of literary texts. The student is able to promptly perceive interpretations of literature in the following years of his/her studies. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 32 hours of continuous preparation for individual classes with application of specific assignments, including reading of literary texts for individual classes; 15 hours of preparation for presentation of a written final interpretation based on selected textual segments from the work of the author studied, with emphasis on application of acquired knowledge of literary direction, the particularities of the author's poetics, analytical-interpretive skills, and on defending one's arguments. A total of 60 hours of student work.
Teaching methods: lecture, inductive-generative conversation, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with the text, problem-based tasks, guided self-study, e-learning
Compulsory readings:
MILIČKA, K. 2002. Světová literatura 3. Od realismu po modernu. Praha: Baronet. 344 s. ISBN: 80-7214-515-0. (selected sections)
MURPHY, R. 2010. Teoretizace avantgardy. Modernismus, expresionismus a problém po-stmoderny. Brno: Host. 272 s. ISBN 9788072942695 (selected sections)
PAVELKA, J. – POSPÍŠIL, I. 1993. Slovník epoch, směrů, skupin a manifestů. Brno: Georgetown. 294 s. ISBN 80-901604-0-9. (selected sections)
VLAŠÍN, Š. a kol. 1983. Slovník literárních směrů a skupin. 2., dopl. vydanie. Praha: Panorama. 367 s. (selected dictionary entries)
Recommended readings:
GARAY KROČANOVÁ, D. 2021. Prolegomena k dejinám slovenskej literatúry prvej polovice 20. storočia. I. próza. 2021. Bratislava: Stimul. 85 s. ISBN 978-80-8127-336-0. Available on: https://dspace.uniba.sk/xmlui/bitstream/handle/123456789/36/Krocanova_9788081273360.pdf?sequence=1 (selected sections)
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills needed when working with literary texts in the educational process (60 points);
• presentation of a written final interpretation based on selected textual segments from the work of the read author, with emphasis on the application of the acquired knowledge of literary direction, the particularities of the author's poetics, analytical-interpretive skills and on the defence of their arguments (40 points).
The course culminates in a grade resulting from an interim review of learning outcomes during the instructional portion of a given semester of study (100/0).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (assignments: less than 36 points; final interpretation: less than 24 points).
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has an excellent knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century. The student is able to apply and adapt the acquired literary knowledge at an excellent level in specific approaches to the literary text applicable to the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has well-developed skills for independent further learning;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century and of their specific representatives in the required scope, logically, with only slight errors, arranges the presented literary-historical facts, can apply and adapt the acquired literary-scientific knowledge very well in specific approaches to the literary text usable in the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments in the broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. He/she arranges the presented literary-historical facts appropriately and makes mistakes only in places, he/she can reliably apply and adapt the acquired literary-scientific knowledge in specific approaches to the literary text useful in the teaching of literature in school practice, he/she solves individual tasks and assignments reliably independently, he/she has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of selected literary movements and currents from the second half of the 19th century and from the 20th century. The student is able to satisfactorily apply the acquired literary knowledge in specific approaches to literary texts applicable in the teaching of literature in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. The student is able to apply the acquired literary knowledge minimally in specific approaches to literary texts useful in the teaching of literature in school practice, solves individual tasks and assignments with considerable help at a sufficient level, and has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of selected literary movements and movements from the second half of the 19th century and from the 20th century. The student does not know the literary historical facts and their logical connections, cannot apply the acquired literary knowledge in specific approaches to literary texts useful in the teaching of literature in school practice, cannot solve individual tasks and assignments, and has insufficient learning skills.
Slovak, Czech
1. Literary modernism. Poetic modernism. Symbolism, impressionism, decadence. Subjectivisation, psychologisation, decomposition of normative poetics.
2. Modernist prose. Studies of the inner life. Suppression of the plot. The isolation and loneliness of man. The stream-of-consciousness technique.
3. Modernist drama. Parody and the verbal grotesque. Symbolism, decadence, failure of communication.
4. Naturalism. The biological and social determination of man. Taboo themes. Synesthetic descriptions.
5. Poeticism. Joyful and creative art and life. (Visual) associativity. Unusual characters and settings. Eroticism. Poetic imagery.
6. Surrealism. Psychic automatism. Polythematicism, surprising intermingling of images, banding, disregard for normative poetics.
7. Expressionism. Subjectivised artistic reality. Tendency to be more profound. Contrast. Deformation as the basis of expressionist expression, the tendency to get "beyond" language - from exclamation to pathos.
8. Existential literature. Minimization of action, borderline situations. Man is condemned to be free.
9. Absurd drama. Change in the traditional structure of drama. Tragicomic. Absurdity. A man unable to communicate.
10. Magical realism. The miraculous in the everyday and as part of the real world. Metamorphosis. Supernaturalism of characters and objects. Mixing the harsh with the poetic. Cyclic time.
11. Postmodern literature. Manifestation of pluralism. Intertextuality and intratextuality, fragmentation, decanonization, hybridization, participation, eclecticism and palimpsest. The plural identity of man.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general high school education and systematically develops the student's knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning representative individual realizations of world literature of the second half of the 19th and 20th centuries in its diversity of type, genre and direction. Special emphasis will be placed on literary modernism and other literary movements and currents corresponding to the content of secondary school education (Naturism, Poetism, Surrealism, Expressionism, Existentialism, Absurdist Literature, Magical Realism, and Postmodernism). The student will be able to create simple definitions of literary terms, giving age-appropriate examples. The student will use the acquired knowledge appropriately when working with selected textual material. The student will be able to assess the value and artistic contribution of a literary work in a literary-historical context and will be able to point out the importance of knowledge of the wider literary, cultural and social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and will be able to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with an emphasis on independent and creative work. On the basis of the acquired knowledge and skills, he/she will be able to apply analytical-interpretive competences to other literary texts, to point out the interrelationships between them and to reflect on new possibilities of literary analysis and
Interpretation. The student will also be oriented in related practical and methodological knowledge, which will be a prerequisite for his/her proper understanding of literary communication in the broader international context and the past in the courses of the continuing master's degree. The student will acquire a base of knowledge and skills that will be deepened and developed in further bachelor's and then master's studies, and will be able to use and creatively apply them in the school environment in the position of a pedagogical assistant, later for the analysis and selection of didactic materials from the world literature of the second half of the 19th century and the 20th century with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a textual proofreader. The student will be guided to actively acquire information and to make effective use of cross-cutting and specialised knowledge, will consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in constructing his/her own final interpretation. The student will creatively use appropriate and discipline-appropriate methods in solving problem-based assignments. The student will acquire the aptitude and motivation to develop the skills necessary for further learning and will be prepared to encourage students to actively acquire literary and historical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, the ability to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of selected literary trends and currents of world literature of the second half of the 19th and 20th centuries and of its representative individual realisations, is familiar with group and individual ideological and aesthetic initiatives and poetics, and is aware of their significance for the understanding of Slovak literature of the 20th century. Can creatively and independently analyse and interpret literary texts, characterise the poeological and value specifics of the work of individual authors and identify different forms of literariness. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specificity and artistic value of selected literary texts, and can actively seek new possibilities in approaching a literary text. The student is able to interpret a literary text in relation to other art forms. Can also work with different possible interpretations of a text in school practice. As a result of the analytical and critical approach to the literary text, the student has developed transferable competences, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks, as well as to construct his/her own interpretations of literary texts. The student is able to promptly perceive interpretations of literature in the following years of his/her studies. Based on problem-solving tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organisational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 13 hours of continuous preparation for individual seminars; 2 x 17 hours of continuous preparation for 2 practical syntactic analyses of the text = 34 hours. Total 60 hours of student work.
Teaching methods: explanation, application of theoretical knowledge in practical analyses of individual types of constructions and sentence articles; analysis and solution of problem solving tasks; guided self-study; e-learning
Compulsory readings:
ORAVEC, J. – BAJZÍKOVÁ, E. 1986. Súčasný slovenský spisovný jazyk. Syntax. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 261 s.
Recommended readings:
IVANOVÁ, M. 2016. Syntax slovenského jazyka. 2., upravené a doplnené vyd. Prešov: Vydavateľstvo Prešovskej univerzity. 284 s. ISBN 978-80-555-1753-7. (selected chapters)
KAČALA, J. 2015. Teória vetného člena. Martin: Vydavateľstvo Matice slovenskej. 172 s. ISBN 978-80-8115-212-2.
DZIVIAKOVÁ, M. 2011. Slovesné jednočlenné vety s neosobným slovesom vo fundamente. In: Philologia 21. Zborník Pedagogickej fakulty Univerzity Komenského. Bratislava: Univerzita Komenského, s. 135 – 150. ISBN 978-80-223-3011-4.
MOŠKO, G. 2006. Príručka vetného rozboru. 2., doplnené a upravené vyd. Prešov: Náuka. 222 s. ISBN 80-89038-39-5. (selected chapters)
NIŽNÍKOVÁ, J. 1994. Praktická príručka slovenskej syntaxe. Prešov: Slovacontact. 79 s. ISBN 80-901417-5-7.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical syntactic analyses of the text in the scope of the first 5 topics and in the scope of the 6th - 11th topics, which will be focused on the application of the acquired knowledge and the identification of syntactic phenomena (2 x 50 points = 100 points). The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60% of the points must be obtained. Credit will not be awarded to a student who achieves less than 60% of the points in any component of the assessment (1. practical analysis: less than 30 points; 2. practical analysis: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of syntactic analysis in the required range, logically arranges the presented facts, can apply and adapt the acquired knowledge of syntactic analysis in practice, has the ability to independently solve individual syntactic tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of syntactic analysis to the required extent, logically arranges the facts presented, can apply and adapt the acquired knowledge of syntactic analysis very well in practice, has the ability to solve individual syntactic tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of the student's speech is very good, has very well developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of syntactic analysis to the required extent, organises the facts presented appropriately, can reliably apply and adapt the knowledge gained from syntactic analysis in practice, solves individual syntactic tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of syntactic analysis to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of syntactic analysis in practice, satisfactorily solves individual syntactic tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of syntactic analysis to the required extent and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of syntactic analysis in practice, solves individual syntactic tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of syntactic analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of syntactic analysis in practice, cannot solve individual syntactic tasks and assignments, has insufficient learning skills.
Slovak
1. Syntax as a linguistic discipline. Construction as a basic syntactic unit, types of constructions. Characteristic features of Slovak syntax.
2. Syntagmatics. Practical practice and analysis of the content and formal aspects of syntagms. Determination of syntactic relations and types of syntagms, as well as means and ways of expressing syntactic relations.
3. The sentence and its essence. Intention of verbal action and its influence on the grammatical and semantic structure of the sentence, verb intention types and their relation to sentence types. Distinguishing and analysing binary and monosyllabic sentences. Identification of sentences according to modality.
4. Basic sentence articles. Practical practise of the subject, adjunct and sentence stem. Distinguishing between the clause stem of a one-part sentence and the adjunct of a two-part sentence. Distinguishing between personal and impersonal verbs.
5. Developing sentence articles. Determining and analysing the types of adjective, subject and adverbial determiner. Determining the boundary between subject and adverbial determiner.
6. Semi-predicative constructions. Practical practice and determination of the complement, delimitation of the complement from the adjective, the adverb, the subject and the adverbial determiner.
7. Analysing and practising adjunct, adjectival and adverbial semi-predicative constructions.
8. Sentences. Simple possessive clauses and their types. Practical identification and analysis of true and false paratactic clauses.
9. Simple subordinating conjunction and its types. Practical identification and analysis of true and false hypotactic clauses, finding common and different features of each type of subordinate clause.
10. Compound sentences and their types. Practical identification and analysis of subordinating, subordinating and subordinating-complex sentences.
11. Text syntax, units of text syntax and means of text binding. Topical sentence structure, meaning structure of sentences. Verbal sequence, verbal sequence factors. Practicing the given problem, determining the correct word sequence of certain elements of the syntagm and the sentence according to the semantic, grammatical and rhythmic principles.
On the basis of the use of the acquired theoretical knowledge of Slovak syntax, which will not only build on the knowledge acquired in the field within the general secondary education, but will also further enable the deepening and systematic development of his/her knowledge into a complex form, the student will acquire practical skills, which he/she will be able to apply in the assessment and analysis of syntactic phenomena of the language. The student will be able to use the acquired theoretical knowledge about the syntactic level of the language as a part of the grammatical system of written Slovak, about the specific features of Slovak syntax, about the construction as a central syntactic unit, about syntagmatic, sentence, semi-predicative and conjunctive constructions as the four basic types of syntactic constructions, as well as on the individual basic, developmental and special sentence members and on the arrangement of syntactic units in the linear sequence of the sentence and the text (i.e. I.e. about the word sequence) in their concretization on practical examples of individual syntactic phenomena, as well as in practical syntactic analyses of individual syntactic constructions and sentence members, in the complex analysis of syntactic phenomena, in the independent solution of syntactic problem solving tasks and the eventual synthesis of new and creative solutions to them. The student will be guided to actively acquire information in the field of Slovak syntax, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the given field, using appropriate methods of the discipline. He/she will also develop his/her communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to follow the principles of authorial ethics, to plan and be actively responsible for his/her own learning. He will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills will also be necessary for the student in his/her further studies, where he/she will be able to apply them convincingly when looking at syntactic linguistic phenomena from a broader linguistic aspect and further deepen and develop them. He will also be able to apply the acquired knowledge in assessing, analysing and evaluating the syntactic aspect of linguistic expressions and subsequent independent analysis of the problem in the given area at the language level in the school environment in the position of a teaching assistant, or also for the needs of the publishing environment when correcting linguistic expressions. Emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying information about syntactic phenomena to the general public, as well as in offering relevant conclusions and syntactic justifications to lay audiences.
The student is introduced to the syntactic system as a part of the grammatical system of the language, as well as to selected sub-issues of Slovak syntax, also with regard to school practice. He/she has acquired practical skills which he/she can apply in assessing and analysing syntactic phenomena of the language. The student is able to use the acquired theoretical knowledge in its concretization on practical examples, both in solving individual syntactic phenomena, as well as in practical syntactic analyses of individual types of syntactic constructions and sentence members, in complex analysis of syntactic phenomena, in independent solving of syntactic problems and in possible synthesis of new and creative solutions, while the student is able to actively acquire and communicate the necessary information and facts, and to adequately formulate and defend the relevant professional arguments. The student has developed his/her analytical skills as well as abstract and critical thinking skills, can think in context and has developed the ability to expand his/her knowledge independently. The student can creatively apply the acquired knowledge and skills in his/her further studies. He is able to look at syntactic phenomena in a broader grammatical context, but he can also use them in assessing, analysing and evaluating the syntactic aspect of linguistic expressions in the school environment in the position of a teaching assistant, or for the needs of the publishing environment when proofreading linguistic expressions. The student can also convey information about syntactic phenomena to the general public and offer conclusions and syntactic justifications to lay audiences. The student has achieved a high professional level as well as a high level of linguistic culture, which is very necessary in terms of the student's future practice.
Scope, type/method of teaching and organisational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 13 hours of continuous preparation for individual seminars; 2 x 17 hours of continuous preparation for 2 practical syntactic analyses of the text = 34 hours. Total 60 hours of student work.
Teaching methods: explanation, application of theoretical knowledge in practical analyses of individual types of constructions and sentence articles; analysis and solution of problem solving tasks; guided self-study; e-learning
Compulsory readings:
ORAVEC, J. – BAJZÍKOVÁ, E. 1986. Súčasný slovenský spisovný jazyk. Syntax. 2. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 261 s.
Recommended readings:
IVANOVÁ, M. 2016. Syntax slovenského jazyka. 2., upravené a doplnené vyd. Prešov: Vydavateľstvo Prešovskej univerzity. 284 s. ISBN 978-80-555-1753-7. (selected chapters)
KAČALA, J. 2015. Teória vetného člena. Martin: Vydavateľstvo Matice slovenskej. 172 s. ISBN 978-80-8115-212-2.
DZIVIAKOVÁ, M. 2011. Slovesné jednočlenné vety s neosobným slovesom vo fundamente. In: Philologia 21. Zborník Pedagogickej fakulty Univerzity Komenského. Bratislava: Univerzita Komenského, s. 135 – 150. ISBN 978-80-223-3011-4.
MOŠKO, G. 2006. Príručka vetného rozboru. 2., doplnené a upravené vyd. Prešov: Náuka. 222 s. ISBN 80-89038-39-5. (selected chapters)
NIŽNÍKOVÁ, J. 1994. Praktická príručka slovenskej syntaxe. Prešov: Slovacontact. 79 s. ISBN 80-901417-5-7.
Active participation in the class is required to pass the course. The student will be evaluated during the semester in the form of 2 practical syntactic analyses of the text in the scope of the first 5 topics and in the scope of the 6th - 11th topics, which will be focused on the application of the acquired knowledge and the identification of syntactic phenomena (2 x 50 points = 100 points). The course is completed with an assessment resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60% of the points must be obtained. Credit will not be awarded to a student who achieves less than 60% of the points in any component of the assessment (1. practical analysis: less than 30 points; 2. practical analysis: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - excellent results): excellent performance: the student has excellent knowledge of syntactic analysis in the required range, logically arranges the presented facts, can apply and adapt the acquired knowledge of syntactic analysis in practice, has the ability to independently solve individual syntactic tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of syntactic analysis to the required extent, logically arranges the facts presented, can apply and adapt the acquired knowledge of syntactic analysis very well in practice, has the ability to solve individual syntactic tasks and assignments independently and in a broader linguistic context, the linguistic and stylistic level of the student's speech is very good, has very well developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of syntactic analysis to the required extent, organises the facts presented appropriately, can reliably apply and adapt the knowledge gained from syntactic analysis in practice, solves individual syntactic tasks and assignments reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of syntactic analysis to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired knowledge of syntactic analysis in practice, satisfactorily solves individual syntactic tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of syntactic analysis to the required extent and deficiencies in the arrangement of facts, can minimally apply the acquired knowledge of syntactic analysis in practice, solves individual syntactic tasks and assignments at a sufficient level, has minimal skills to learn;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of syntactic analysis to the required extent, does not know the facts and their logical connections, cannot apply the acquired knowledge of syntactic analysis in practice, cannot solve individual syntactic tasks and assignments, has insufficient learning skills.
Slovak
1. Syntax as a linguistic discipline. Construction as a basic syntactic unit, types of constructions. Characteristic features of Slovak syntax.
2. Syntagmatics. Practical practice and analysis of the content and formal aspects of syntagms. Determination of syntactic relations and types of syntagms, as well as means and ways of expressing syntactic relations.
3. The sentence and its essence. Intention of verbal action and its influence on the grammatical and semantic structure of the sentence, verb intention types and their relation to sentence types. Distinguishing and analysing binary and monosyllabic sentences. Identification of sentences according to modality.
4. Basic sentence articles. Practical practise of the subject, adjunct and sentence stem. Distinguishing between the clause stem of a one-part sentence and the adjunct of a two-part sentence. Distinguishing between personal and impersonal verbs.
5. Developing sentence articles. Determining and analysing the types of adjective, subject and adverbial determiner. Determining the boundary between subject and adverbial determiner.
6. Semi-predicative constructions. Practical practice and determination of the complement, delimitation of the complement from the adjective, the adverb, the subject and the adverbial determiner.
7. Analysing and practising adjunct, adjectival and adverbial semi-predicative constructions.
8. Sentences. Simple possessive clauses and their types. Practical identification and analysis of true and false paratactic clauses.
9. Simple subordinating conjunction and its types. Practical identification and analysis of true and false hypotactic clauses, finding common and different features of each type of subordinate clause.
10. Compound sentences and their types. Practical identification and analysis of subordinating, subordinating and subordinating-complex sentences.
11. Text syntax, units of text syntax and means of text binding. Topical sentence structure, meaning structure of sentences. Verbal sequence, verbal sequence factors. Practicing the given problem, determining the correct word sequence of certain elements of the syntagm and the sentence according to the semantic, grammatical and rhythmic principles.
On the basis of the use of the acquired theoretical knowledge of Slovak syntax, which will not only build on the knowledge acquired in the field within the general secondary education, but will also further enable the deepening and systematic development of his/her knowledge into a complex form, the student will acquire practical skills, which he/she will be able to apply in the assessment and analysis of syntactic phenomena of the language. The student will be able to use the acquired theoretical knowledge about the syntactic level of the language as a part of the grammatical system of written Slovak, about the specific features of Slovak syntax, about the construction as a central syntactic unit, about syntagmatic, sentence, semi-predicative and conjunctive constructions as the four basic types of syntactic constructions, as well as on the individual basic, developmental and special sentence members and on the arrangement of syntactic units in the linear sequence of the sentence and the text (i.e. I.e. about the word sequence) in their concretization on practical examples of individual syntactic phenomena, as well as in practical syntactic analyses of individual syntactic constructions and sentence members, in the complex analysis of syntactic phenomena, in the independent solution of syntactic problem solving tasks and the eventual synthesis of new and creative solutions to them. The student will be guided to actively acquire information in the field of Slovak syntax, to use digital technologies and resources, to use the acquired knowledge effectively, to formulate and defend arguments appropriately and on their basis to solve professional problems in the given field, using appropriate methods of the discipline. He/she will also develop his/her communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to follow the principles of authorial ethics, to plan and be actively responsible for his/her own learning. He will also learn to look at the acquired knowledge base from the perspective of school practice. The acquired knowledge and skills will also be necessary for the student in his/her further studies, where he/she will be able to apply them convincingly when looking at syntactic linguistic phenomena from a broader linguistic aspect and further deepen and develop them. He will also be able to apply the acquired knowledge in assessing, analysing and evaluating the syntactic aspect of linguistic expressions and subsequent independent analysis of the problem in the given area at the language level in the school environment in the position of a teaching assistant, or also for the needs of the publishing environment when correcting linguistic expressions. Emphasis on raising the student's professional level and linguistic culture will be equally important in adequately conveying information about syntactic phenomena to the general public, as well as in offering relevant conclusions and syntactic justifications to lay audiences.
The student is introduced to the syntactic system as a part of the grammatical system of the language, as well as to selected sub-issues of Slovak syntax, also with regard to school practice. He/she has acquired practical skills which he/she can apply in assessing and analysing syntactic phenomena of the language. The student is able to use the acquired theoretical knowledge in its concretization on practical examples, both in solving individual syntactic phenomena, as well as in practical syntactic analyses of individual types of syntactic constructions and sentence members, in complex analysis of syntactic phenomena, in independent solving of syntactic problems and in possible synthesis of new and creative solutions, while the student is able to actively acquire and communicate the necessary information and facts, and to adequately formulate and defend the relevant professional arguments. The student has developed his/her analytical skills as well as abstract and critical thinking skills, can think in context and has developed the ability to expand his/her knowledge independently. The student can creatively apply the acquired knowledge and skills in his/her further studies. He is able to look at syntactic phenomena in a broader grammatical context, but he can also use them in assessing, analysing and evaluating the syntactic aspect of linguistic expressions in the school environment in the position of a teaching assistant, or for the needs of the publishing environment when proofreading linguistic expressions. The student can also convey information about syntactic phenomena to the general public and offer conclusions and syntactic justifications to lay audiences. The student has achieved a high professional level as well as a high level of linguistic culture, which is very necessary in terms of the student's future practice.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 23 hours of continuous preparation for classes, including study of literature, 24 hours of work on the semester project.
Total 60 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, simulation of practice, e-learning, teaching of the subject by a practitioner, guided self-study
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4. vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
RÁCOVÁ, V. 2021. Základy editorstva 1. Nitra: Univerzita Konštantína Filozofa v Nitre. 155 s. ISBN 978-80-558-1689-0. (selected chapters)
Recommended readings:
PISTORIUS, V. 2019. Jak se dělá kniha. 4. vyd. Příbram: Pistorius & Olšanská. 288 s. ISBN 978-80-87053-50-8. (selected chapters)
ŠRANK, J. 2015. Aktéri a tendencie literárnej kultúry na Slovensku po roku 1989. Bratislava: Univerzita Komenského. 114 s. ISBN 978-80-223-4041-0.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments and practical assignments in seminars (50 points);
• completion of a semester project based on a simulated sequence of proofreading work on a manuscript (50 points).
The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum score of 60 % is required. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assignments and practical assignments: less than 30 points, semester project: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of proofreading and editing issues to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the acquired knowledge excellently in proofreading and editing activities, has the ability to solve individual tasks and assignments independently and imaginatively, also in a broader linguistic, literary and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of proofreading and editing issues to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired knowledge very well in proofreading and editing activities, has the ability to solve individual tasks and assignments independently and in a broader linguistic, literary and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of proofreading and editing issues to the required extent, organises the facts presented appropriately and makes mistakes only in places, can reliably apply the acquired knowledge in proofreading and editing activities, reliably solves individual tasks and assignments independently, and has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of proofreading and editing issues to the required extent, shows some deficiencies in the arrangement of facts, can apply the acquired knowledge satisfactorily in proofreading and editing activities, solves individual tasks and assignments satisfactorily and mostly independently, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of proofreading and editing issues to the required extent and significant deficiencies in the organisation of facts, can apply the acquired knowledge minimally in proofreading and editing activities, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of proofreading and editing issues to the required extent, does not know the facts and their logical connections, cannot apply the knowledge gained in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. The book, its definition, parts and forms.
2. Book culture in Slovakia after 1989.
3. Book market in Slovakia after 1989.
4. Manuscript preparation for publication.
5. Editorial preparation of the manuscript.
6. Proofreader as a subject of editorial preparation of the manuscript, his/her competence, working means and aids.
7. Proofreader's marks.
8. Tools for digital revision of the text.
9. First proofreading.
10. Page proofreading.
11. Proofreading and editing of accompanying texts.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her linguistic and literary knowledge. The knowledge of all levels of the Slovak language system will be used in connection with the knowledge of literary theory, the developmental differentiation of literature and its genre-thematic forms when applied to the activities falling within the scope of proofreading and editing. The student will deepen and develop knowledge about book culture and the book market in Slovakia after 1989, about the book as a material medium of text and its publishing and editorial preparation, about the scope of the proofreader, his/her working means and aids, tools and procedures for classical and digital revision of text. The student will be prepared to deepen and develop this knowledge in the Master's degree and to use and creatively apply it in the school environment in the publishing environment also with regard to school practice. The course will lead the student to actively acquire information and effectively use knowledge and skills in Slovak language and literature. It will develop the student's skill in applying linguistic and literary knowledge in practical proofreading and editing activities. It will consolidate and develop his/her skill in formulating and defending arguments, stimulate his/her skill in proposing and implementing solutions to practical problems on the basis of facts and arguments, modifying his/her knowledge in doing so and creatively using appropriate and adequate procedures. In the course, the student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a basic knowledge of contemporary book culture in Slovakia from 1989 to today. The student has acquired knowledge about the book as a medium, about the forms and infrastructure of Slovak book culture and the book market, and about the publishing and editorial preparation of a manuscript for book publication. He/she has acquired and verified in simulated practice the principles, procedures, means and aids of proofreading and editing, while having developed linguistic and literary knowledge and skills. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments. He/she is prepared to deepen and develop the acquired knowledge and skills in his/her Master's studies and is also able to use and creatively apply them in the school environment in the position of a teaching assistant as well as for the needs of the publishing environment. The student has developed the competence to independently expand his/her knowledge and the ability to identify and evaluate broader contexts of professional issues. The student has also acquired a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 23 hours of continuous preparation for classes, including study of literature, 24 hours of work on the semester project.
Total 60 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary text, simulation of practice, e-learning, teaching of the subject by a practitioner, guided self-study
Compulsory readings:
Pravidlá slovenského pravopisu. 2013. 4. vyd. Bratislava: Veda. 590 s. ISBN 978-80-224-1331-2.
RÁCOVÁ, V. 2021. Základy editorstva 1. Nitra: Univerzita Konštantína Filozofa v Nitre. 155 s. ISBN 978-80-558-1689-0. (selected chapters)
Recommended readings:
PISTORIUS, V. 2019. Jak se dělá kniha. 4. vyd. Příbram: Pistorius & Olšanská. 288 s. ISBN 978-80-87053-50-8. (selected chapters)
ŠRANK, J. 2015. Aktéri a tendencie literárnej kultúry na Slovensku po roku 1989. Bratislava: Univerzita Komenského. 114 s. ISBN 978-80-223-4041-0.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments and practical assignments in seminars (50 points);
• completion of a semester project based on a simulated sequence of proofreading work on a manuscript (50 points).
The course is completed with a grade resulting from the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum score of 60 % is required. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro-assignments and practical assignments: less than 30 points, semester project: less than 30 points).
The rating is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has excellent knowledge of proofreading and editing issues to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the acquired knowledge excellently in proofreading and editing activities, has the ability to solve individual tasks and assignments independently and imaginatively, also in a broader linguistic, literary and cultural context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of proofreading and editing issues to the required extent, arranges the facts presented logically, with only minor errors, can apply the acquired knowledge very well in proofreading and editing activities, has the ability to solve individual tasks and assignments independently and in a broader linguistic, literary and cultural context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of proofreading and editing issues to the required extent, organises the facts presented appropriately and makes mistakes only in places, can reliably apply the acquired knowledge in proofreading and editing activities, reliably solves individual tasks and assignments independently, and has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has a satisfactory knowledge of proofreading and editing issues to the required extent, shows some deficiencies in the arrangement of facts, can apply the acquired knowledge satisfactorily in proofreading and editing activities, solves individual tasks and assignments satisfactorily and mostly independently, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of proofreading and editing issues to the required extent and significant deficiencies in the organisation of facts, can apply the acquired knowledge minimally in proofreading and editing activities, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of proofreading and editing issues to the required extent, does not know the facts and their logical connections, cannot apply the knowledge gained in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. The book, its definition, parts and forms.
2. Book culture in Slovakia after 1989.
3. Book market in Slovakia after 1989.
4. Manuscript preparation for publication.
5. Editorial preparation of the manuscript.
6. Proofreader as a subject of editorial preparation of the manuscript, his/her competence, working means and aids.
7. Proofreader's marks.
8. Tools for digital revision of the text.
9. First proofreading.
10. Page proofreading.
11. Proofreading and editing of accompanying texts.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will deepen and develop his/her linguistic and literary knowledge. The knowledge of all levels of the Slovak language system will be used in connection with the knowledge of literary theory, the developmental differentiation of literature and its genre-thematic forms when applied to the activities falling within the scope of proofreading and editing. The student will deepen and develop knowledge about book culture and the book market in Slovakia after 1989, about the book as a material medium of text and its publishing and editorial preparation, about the scope of the proofreader, his/her working means and aids, tools and procedures for classical and digital revision of text. The student will be prepared to deepen and develop this knowledge in the Master's degree and to use and creatively apply it in the school environment in the publishing environment also with regard to school practice. The course will lead the student to actively acquire information and effectively use knowledge and skills in Slovak language and literature. It will develop the student's skill in applying linguistic and literary knowledge in practical proofreading and editing activities. It will consolidate and develop his/her skill in formulating and defending arguments, stimulate his/her skill in proposing and implementing solutions to practical problems on the basis of facts and arguments, modifying his/her knowledge in doing so and creatively using appropriate and adequate procedures. In the course, the student will consolidate and develop communicative competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a basic knowledge of contemporary book culture in Slovakia from 1989 to today. The student has acquired knowledge about the book as a medium, about the forms and infrastructure of Slovak book culture and the book market, and about the publishing and editorial preparation of a manuscript for book publication. He/she has acquired and verified in simulated practice the principles, procedures, means and aids of proofreading and editing, while having developed linguistic and literary knowledge and skills. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts and opinions and to formulate and defend arguments. He/she is prepared to deepen and develop the acquired knowledge and skills in his/her Master's studies and is also able to use and creatively apply them in the school environment in the position of a teaching assistant as well as for the needs of the publishing environment. The student has developed the competence to independently expand his/her knowledge and the ability to identify and evaluate broader contexts of professional issues. The student has also acquired a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 25 hours include preparation for seminars and self-study of literature on individual topics; 22 hours of preparation for the presentation of a professional text; 60 hours of student work in total.
Teaching methods: explanation, demonstration, text work, colloquium, discussion, presentation, guided self-study, e-learning
Compulsory readings:
MISTRÍK, J.: 1987. Rétorika, 3. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 207 s.
SLANČOVÁ, D. 2021. Základy praktickej rétoriky. Prešov: Náuka, 2001. 211 s. ISBN 80-89038-04-2.
Recommended readings:
ŽEŇUCH, P. 2010. Pramene byzantskej tradície na Slovensku. K výstave z príležitosti Roka kresťanskej kultúry 2010. Bratislava: Slovenský komitét slavistov – Slavistický ústav Jána Stanislava SAV v spolupráci s Národným osvetovým centrom. 72 s. ISBN 978-80-89489-00-8. Available on: http://slavu.sav.sk/publikacie/vystava_bulletin.pdf
Active participation in the class is required to pass the course. The student receives a grade based on the presentation of a professional topic according to the assignment and observing all the rules of reference to the presented sources and presentation acoustic and kinetic principles, to the information-technological means and to the principles of the chosen type of educational discourse (100 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 60 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of the background and means of professional communication in the educational environment and in professional communication, logically arranges the presented facts, can apply the acquired knowledge excellently and adapt the working procedures in the field of professional communication in the educational environment and in professional communication, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has very good knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, logically arranges the facts presented, can apply the acquired knowledge well and adapt the working procedures in the field of professional communication in the educational environment and in professional communication in school practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, logically arranges the presented facts, the acquired knowledge from the area focused on the production of a professional text can be reliably applied and adapted to the working procedures from the field of professional communication in the educational environment and in professional communication in school practice, reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the foundations and means of professional communication in the educational environment and in professional communication in the required range, logically arranges the presented facts, the acquired knowledge and existing working practices in the field of professional communication in the educational environment and in professional communication can be applied in school practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge about the foundations and means of professional communication in the educational environment and in professional communication in the required range, has deficiencies in the arrangement of facts, can apply the acquired knowledge in the field of professional communication in the educational environment and in professional communication in school practice, solves individual tasks and assignments at a sufficient level, has minimal skills for further learning;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, does not know the facts and their logical connections, cannot apply knowledge of professional communication in the educational environment and in professional communication in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Background and assumptions of professional and everyday communication practice in school practice.
2. Fundamentals of professional communication: communication situation, speaker, listener, audience.
3. The acoustic component of the speaker's speech.
4. Kinetic component of the oratorical speech.
5. Selecting a topic, creating a presentation, and preparing for a rhetorical speech.
6. Differentiation of professional communication speeches: monological and dialogical communication speeches.
7. The expressive components of a rhetorical speech.
8. Selected types of rhetorical speeches from the point of view of school practice.
9. Instructional discursive communication skills.
10. Presentation of artistic and professional text, preparation of comments on exhibitions and presentations.
11. Linguistic culture and correctness of rhetorical expression.
The aim of the course will be to acquire the basic knowledge of the bases and means of professional communication in the educational environment and in professional communication. The student will acquire a basic orientation in the different types of professional and popular communication of monological and dialogical character. The student will gain knowledge of the acoustic and kinetic components of oratory and the means of expression used in the various types of professional presentation and communication. The course will develop the student's information and methodological literacy, methodological and expressive skills.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field.
The thematic stratification of the course will provide a basic overview of the creation, emergence and implementation of professional communication with an emphasis on the acquisition and development of communication skills in the educational environment, in school practice, and in professional and verbal-artistic events that the future graduate may encounter in the school environment. The student will gain an overview of the rules of creating a professional communication aimed at the needs of the educational process as well as for presentations of papers, professional activities and the defence of final theses. The course will develop skills focused on speech and presentation communication in a variety of communication situations. Emphasis on developing communication and presentation skills will be based on current needs focused on ways of communicating knowledge to pupils, students and a wider range of lay and professional audiences. The current increasingly high demands placed on communication and presentation skills will require a responsive mastery of not only information and communication technologies, which will enable the operative communication and application of new knowledge and information in the field to a contemporary recipient. Therefore, the seminars will provide space mainly for the presentation of selected professional topics in the form of lectures, poster and powerpoint presentations, which will be necessary for the preparation of the educational process and for the successful course of the final thesis defences. The course will also focus on the acquisition of skills in the field of organising verbal-artistic and professional events, seminars, presentations and exhibitions.
The student will not only be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor's and then master's studies, but will also be able to use and creatively apply them in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader. The student will consolidate and develop communication competences and the ability to take responsibility for the quality of his/her work and the principles of cultivated communication, authorial ethics and his/her own education. The student will develop and consolidate a sense of socially responsible behaviour and value pluralistic attitudes. The student will be competent in the use of digital technologies in school practice.
The main learning outcomes of the course include the student's skills in the correct orientation in the methods of presentation of professional resources in the field of their study. In accordance with the requirements of linguistic culture and correct speech communication, the student is able to observe the principles of ethics, critical thinking in the creation of speech communication, has acquired skills in the use of information and presentation technologies and forms of making information available to students, lay and professional public. The acquired skills in managing discursive communicative contexts can be used in correct and linguistically correct professional and school educational and wider communicative practice.
The student has the acquired skills to perceive, use and develop the principles of professional communication in educational settings and in professional communication in subsequent years of his/her studies. The student is prepared to deepen and develop these knowledge and skills in further bachelor's and then master's studies and is able to creatively apply them in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a proofreader. The student is also able to convey essential knowledge in the field of professional communication to the general public and lay recipients. On the basis of problem solving tasks, the student has acquired the skills to actively acquire further information and use it in solving practical tasks in the field using appropriate and adequate procedures. The student has the skills to communicate facts and concepts and to formulate and defend his/her views in an argumentative manner. The student has the competence to independently extend his/her knowledge and appreciate the wider contexts of issues in the production of a professional text. They have also developed a number of transferable skills, e.g. analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills, etc.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 25 hours include preparation for seminars and self-study of literature on individual topics; 22 hours of preparation for the presentation of a professional text; 60 hours of student work in total.
Teaching methods: explanation, demonstration, text work, colloquium, discussion, presentation, guided self-study, e-learning
Compulsory readings:
MISTRÍK, J.: 1987. Rétorika, 3. vyd. Bratislava: Slovenské pedagogické nakladateľstvo. 207 s.
SLANČOVÁ, D. 2021. Základy praktickej rétoriky. Prešov: Náuka, 2001. 211 s. ISBN 80-89038-04-2.
Recommended readings:
ŽEŇUCH, P. 2010. Pramene byzantskej tradície na Slovensku. K výstave z príležitosti Roka kresťanskej kultúry 2010. Bratislava: Slovenský komitét slavistov – Slavistický ústav Jána Stanislava SAV v spolupráci s Národným osvetovým centrom. 72 s. ISBN 978-80-89489-00-8. Available on: http://slavu.sav.sk/publikacie/vystava_bulletin.pdf
Active participation in the class is required to pass the course. The student receives a grade based on the presentation of a professional topic according to the assignment and observing all the rules of reference to the presented sources and presentation acoustic and kinetic principles, to the information-technological means and to the principles of the chosen type of educational discourse (100 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points for a grade of B, a minimum of 77 points for a grade of C, a minimum of 69 points for a grade of D, and a minimum of 60 points of the total points for a grade of E. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation: less than 60 points).
The rating is awarded on a scale:
A (100 - 93%, excellent - outstanding): excellent performance: The student has excellent knowledge of the background and means of professional communication in the educational environment and in professional communication, logically arranges the presented facts, can apply the acquired knowledge excellently and adapt the working procedures in the field of professional communication in the educational environment and in professional communication, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is excellent, has excellently developed learning skills;
B (92 - 85%, very good - above average standard): very good performance: The student has very good knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, logically arranges the facts presented, can apply the acquired knowledge well and adapt the working procedures in the field of professional communication in the educational environment and in professional communication in school practice, has the ability to independently solve individual tasks and assignments also in a broader linguistic context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77%, good - normal reliable work): good performance: the student has a good knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, logically arranges the presented facts, the acquired knowledge from the area focused on the production of a professional text can be reliably applied and adapted to the working procedures from the field of professional communication in the educational environment and in professional communication in school practice, reliably solves individual tasks and assignments, has well-developed learning skills;
D (76 - 69%, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the foundations and means of professional communication in the educational environment and in professional communication in the required range, logically arranges the presented facts, the acquired knowledge and existing working practices in the field of professional communication in the educational environment and in professional communication can be applied in school practice, satisfactorily solves individual tasks and assignments, has satisfactorily developed learning skills;
E (68 - 60%, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge about the foundations and means of professional communication in the educational environment and in professional communication in the required range, has deficiencies in the arrangement of facts, can apply the acquired knowledge in the field of professional communication in the educational environment and in professional communication in school practice, solves individual tasks and assignments at a sufficient level, has minimal skills for further learning;
Fx (59 - 0%, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the background and means of professional communication in the educational environment and in professional communication to the required extent, does not know the facts and their logical connections, cannot apply knowledge of professional communication in the educational environment and in professional communication in practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Background and assumptions of professional and everyday communication practice in school practice.
2. Fundamentals of professional communication: communication situation, speaker, listener, audience.
3. The acoustic component of the speaker's speech.
4. Kinetic component of the oratorical speech.
5. Selecting a topic, creating a presentation, and preparing for a rhetorical speech.
6. Differentiation of professional communication speeches: monological and dialogical communication speeches.
7. The expressive components of a rhetorical speech.
8. Selected types of rhetorical speeches from the point of view of school practice.
9. Instructional discursive communication skills.
10. Presentation of artistic and professional text, preparation of comments on exhibitions and presentations.
11. Linguistic culture and correctness of rhetorical expression.
The aim of the course will be to acquire the basic knowledge of the bases and means of professional communication in the educational environment and in professional communication. The student will acquire a basic orientation in the different types of professional and popular communication of monological and dialogical character. The student will gain knowledge of the acoustic and kinetic components of oratory and the means of expression used in the various types of professional presentation and communication. The course will develop the student's information and methodological literacy, methodological and expressive skills.
The course curriculum covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field.
The thematic stratification of the course will provide a basic overview of the creation, emergence and implementation of professional communication with an emphasis on the acquisition and development of communication skills in the educational environment, in school practice, and in professional and verbal-artistic events that the future graduate may encounter in the school environment. The student will gain an overview of the rules of creating a professional communication aimed at the needs of the educational process as well as for presentations of papers, professional activities and the defence of final theses. The course will develop skills focused on speech and presentation communication in a variety of communication situations. Emphasis on developing communication and presentation skills will be based on current needs focused on ways of communicating knowledge to pupils, students and a wider range of lay and professional audiences. The current increasingly high demands placed on communication and presentation skills will require a responsive mastery of not only information and communication technologies, which will enable the operative communication and application of new knowledge and information in the field to a contemporary recipient. Therefore, the seminars will provide space mainly for the presentation of selected professional topics in the form of lectures, poster and powerpoint presentations, which will be necessary for the preparation of the educational process and for the successful course of the final thesis defences. The course will also focus on the acquisition of skills in the field of organising verbal-artistic and professional events, seminars, presentations and exhibitions.
The student will not only be prepared to deepen and develop the acquired theoretical knowledge and practical skills in further bachelor's and then master's studies, but will also be able to use and creatively apply them in the school environment in the position of a teaching assistant, or even for the needs of the publishing environment in the position of a proofreader. The student will consolidate and develop communication competences and the ability to take responsibility for the quality of his/her work and the principles of cultivated communication, authorial ethics and his/her own education. The student will develop and consolidate a sense of socially responsible behaviour and value pluralistic attitudes. The student will be competent in the use of digital technologies in school practice.
The main learning outcomes of the course include the student's skills in the correct orientation in the methods of presentation of professional resources in the field of their study. In accordance with the requirements of linguistic culture and correct speech communication, the student is able to observe the principles of ethics, critical thinking in the creation of speech communication, has acquired skills in the use of information and presentation technologies and forms of making information available to students, lay and professional public. The acquired skills in managing discursive communicative contexts can be used in correct and linguistically correct professional and school educational and wider communicative practice.
The student has the acquired skills to perceive, use and develop the principles of professional communication in educational settings and in professional communication in subsequent years of his/her studies. The student is prepared to deepen and develop these knowledge and skills in further bachelor's and then master's studies and is able to creatively apply them in the school environment in the position of a pedagogical assistant, or for the needs of the publishing environment in the position of a proofreader. The student is also able to convey essential knowledge in the field of professional communication to the general public and lay recipients. On the basis of problem solving tasks, the student has acquired the skills to actively acquire further information and use it in solving practical tasks in the field using appropriate and adequate procedures. The student has the skills to communicate facts and concepts and to formulate and defend his/her views in an argumentative manner. The student has the competence to independently extend his/her knowledge and appreciate the wider contexts of issues in the production of a professional text. They have also developed a number of transferable skills, e.g. analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, metacognitive skills, etc.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 31 hours of ongoing preparation for individual classes with application of specific assignments, including reading of literary texts for individual classes; 16 hours of preparation for presentation of a written final interpretation based on selected textual segments from the work of the author studied, with emphasis on application of acquired knowledge of the author's specific poetics, on analytical-interpretive skills, and on defending one's arguments. A total of 60 hours of student work.
Teaching methods: interpretation, inductive-generalizing conversation, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with the text, group work, problem-based tasks, guided self-study, e-learning
Compulsory readings:
OBERT, V. 2003. Rozvíjanie literárnej kultúry žiakov. Bratislava: OG – Vydavateľstvo Poľana. 398 s. ISBN 80-89002-81-1. (selected sections)
VRÁBLOVÁ, T. 2017. Čítame, počúvame, vnímame v priestore knihy. Bratislava: Bibiana, medzinárodný dom umenia pre deti. 76 s. ISBN 978-80-89154-59-3. (selected sections)
Recommended readings:
BÍLIK, R. a kol. 2011. Teoretické aspekty jazykového a literárneho vzdelávania. Trnava: TYPI UNIVERSITATIS TYRNAVIENSIS. 114 s. ISBN 978-80-8082-497-6. (selected sections)
FAITHOVÁ, E. 2020. Výchovno-vzdelávacia funkcia publicistických, popularizačných a náučných žánrov a žánrov literatúry faktu v časopise Slniečko v rokoch 1927 – 1990. In: Philologia, roč. 30, č. 1, s. 49 – 73. (selected sections)
KALISKÝ, J. (Ed.). 2013. Dobro a zlo, alebo o morálke I. Psychologické a filozofické aspekty morálky v edukácii. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 362 s. ISBN 978-80-557-0538-5. (selected sections)
Available on: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658
MITROVÁ, A. 2020. Umelecký obraz ľudského znevýhodnenia v dráme pre deti a mládež (1850 – 2020). Prešov : Prešovská univerzita v Prešove. 160 s. ISBN 978-80-555-2599-0. (selected sections)
ŠRANK, J. 2009. Autorské texty s folklórnou dimenziou. Bratislava: Univerzita Komenského. 168 s. ISBN 978-80-223-2668-1. (selected sections)
BIBIANA, revue o umení pre deti a mládež. Available on: www.bibiana.sk/sk/archiv/digitalna-bibiana/revue-bibiana
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills needed when working with literary texts in the educational process (60 points);
• presentation of a written final interpretation based on selected textual segments from the work of the read author, with emphasis on the application of the acquired knowledge of the author's specific poetics, analytical-interpretive skills and on the defence of one's arguments (40 points).
The course is completed with a grade resulting from the continuous monitoring of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (assignments: less than 36 points; final interpretation: less than 24 points).
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and young people and of relevant works of literature for children and young people promoting pro-social, environmental and intercultural education of children and young people to the extent required, logically organises the facts presented in a flawless manner, can apply and adapt the acquired knowledge at an excellent level in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, cultural and social context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further learning;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and young people and of relevant works of literature for children and young people promoting pro-social, environmental and intercultural education of children and young people to the required extent, arranges the facts presented logically, with only minor errors, can apply and adapt the acquired knowledge very well in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, cultural and social context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good understanding of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal and intrapersonal competencies through children's and young people's literature and of relevant works of children's and young people's literature promoting pro-social, environmental and intercultural education for children and young people to the required extent, arranges the presented facts appropriately and makes errors only in places, can reliably apply and adapt the acquired knowledge in concrete approaches to literary texts applicable to the teaching of literature in school practice, can reliably solve individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: The student has satisfactory knowledge of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal and intrapersonal competencies through children's and young adult literature and of relevant works of children's and young adult literature promoting pro-social, environmental and intercultural education of children and young adults to the extent required, demonstrates some deficiencies in the organisation of facts, can satisfactorily apply the acquired knowledge in specific approaches to literary texts applicable to the teaching of literature in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: The student demonstrates a minimum amount of knowledge of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal, and intrapersonal competencies through children's and young adult literature and relevant works of literature for children and young adults promoting prosocial, environmental and intercultural education of children and youth in the required scope and significant deficiencies in the organization of facts, can minimally apply the acquired knowledge in specific approaches to literary text usable in the teaching of literature in school practice, with significant help at a sufficient level to solve individual tasks and assignments, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: The student does not demonstrate sufficient knowledge of the basic theoretical foundations associated with developing cognitive, communicative, interpersonal, and intrapersonal competencies through children's and young adult literature and relevant works of literature for children and young adults promoting prosocial, environmental and intercultural education of children and youth in the required scope, does not know the facts and their logical connections, cannot apply the acquired knowledge in specific approaches to literary texts applicable in teaching literature in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Intercultural education through literature for children and youth. European projects on intercultural education through children's books (e.g. BARFIE - Books and Reading for Intercultural Education, EPBC - European Picture Book Collection, etc.). Children's literature as a means of teaching a foreign language.
2. Pro-social education through children's fiction. The thematization of outsiderism. Education for empathy, tolerance and acceptance of differences determined by generational and social differences.
3. The thematisation of outsiderism. Education for empathy, tolerance and acceptance of differences that are determined by disabilities, racial, ethnic, religious, etc.
4. Socialisation (acquisition of social values and norms of behaviour) and personalisation of the child (encouraging the child's personal development as an individual) through literature for children and young people. The thematisation of the family in literature for children and young people as a space of positive emotional background, but also as a space of social and emotional destabilisation of the child.
5. The thematization of incomplete families and child upbringing without biological parents (substitute form of upbringing and care for children - orphanages, adoption, fostering) in literature for children and youth.
6. The thematization of friendship in literature for children and youth as a space of positive emotional background.
7. Socialization of the child in the environment of institutional school education. The thematization of socio-pathological phenomena in the school and out-of-school environment (bullying, truancy) in literature for children and youth.
8. The thematisation of socio-pathological phenomena (alcohol use, smoking, drug experimentation) in literature for children and youth.
9. Environmental education through children's fiction. Developing a positive emotional relationship with the natural environment. The thematisation of specific environmental issues in children's fiction.
10. Self-oriented fiction and non-fiction texts for children and youth. Familiarising children with folk culture, cultivating a relationship to traditions and folk customs. Promoting pride in specific historical events and facts, significant personalities of national, cultural and social life.
11. Formation of a cultured and cultivated reader. Cognitive and noncognitive prerequisites for the formation of literary culture. Synesthetic approach to the literary text. Projects developing the cultivated child reader (Reading Room, etc.).
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge, which also builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and youth and about relevant works of literature for children and youth promoting pro-social, environmental, intercultural and patriotic education of children and youth. Special emphasis will be placed on the thematization of outsiderism and its overcoming through empathy, tolerance and acceptance of differences, on the thematization of the complete and incomplete family, on friendship as an additional space of positive emotional background, on the thematization of socio-pathological phenomena in both school and out-of-school environments. Emphasis will be placed not only on the acquisition of social values and norms of behaviour (socialisation), but also on stimulating the personal development of the child/young person as an individual (personalisation). The student will learn about the cognitive and non-cognitive prerequisites for the formation of a literary culture, and will be familiar with projects that develop a cultivated child reader (e.g. the Reading Room project). The student will use the acquired knowledge appropriately when working with selected textual material. The student will be able to use literature conceptually, inventively and effectively to develop the cognitive, communicative, social and personal competences of the child/young person in which literature can serve in the development of the student's value system. The student will also be able to assess the value and artistic contribution of a literary work in a social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with emphasis on independent and creative work. On the basis of the knowledge and skills acquired, he/she will be able to apply analytical-interpretive competencies to other literary texts, to point out the interrelationships between them, and to reflect on new possibilities of literary analysis and interpretation. The student will also be oriented in the related practical and methodological knowledge that will be a prerequisite for his/her proper understanding of literary communication in the wider international context and the past in the courses of the continuing Master's degree. The student will acquire a base of knowledge and skills which he/she will deepen and develop in further bachelor's and subsequently master's studies, he/she will be able to use them and creatively apply them in the school environment in the position of a pedagogical assistant, later on for the analysis and selection of didactic materials from literature for children and youth with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a text proofreader. The student will be guided to actively acquire information and effectively use cross-cutting and specialized knowledge, consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in constructing his/her own final interpretation. The student will creatively use appropriate and discipline-appropriate methods in solving problem-based assignments. Acquire the prerequisites and motivation to develop the skills necessary for further learning and to encourage students to actively acquire literary and historical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of the basic theoretical foundations related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and youth and relevant works of literature for children and youth supporting pro-social, environmental and intercultural education of children and youth, and is aware of their importance in the development of the pupil's value system. Is able to assess the value and artistic contribution of a literary work also in a social context. Can creatively and independently analyse and interpret literary texts, characterise the poeological and value specifics of the work of individual authors. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specifics and artistic value of selected literary texts, can actively seek new possibilities in the approach to a literary text in which he/she can conceptually, inventively and effectively use literature to develop cognitive, communicative, social and personal competences of a child/young person. Can also work with a variety of possible interpretations of the text in school practice. As a result of the analytical and critical approach to the literary text, the student's transferable competences are developed, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks as well as to construct his/her own interpretations of literary texts. The student is prepared to readily perceive interpretations of literature in the following years of his/her studies. By solving problem-based tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 31 hours of ongoing preparation for individual classes with application of specific assignments, including reading of literary texts for individual classes; 16 hours of preparation for presentation of a written final interpretation based on selected textual segments from the work of the author studied, with emphasis on application of acquired knowledge of the author's specific poetics, on analytical-interpretive skills, and on defending one's arguments. A total of 60 hours of student work.
Teaching methods: interpretation, inductive-generalizing conversation, discussion, demonstration and analysis of concrete examples, analytical and interpretative work with the text, group work, problem-based tasks, guided self-study, e-learning
Compulsory readings:
OBERT, V. 2003. Rozvíjanie literárnej kultúry žiakov. Bratislava: OG – Vydavateľstvo Poľana. 398 s. ISBN 80-89002-81-1. (selected sections)
VRÁBLOVÁ, T. 2017. Čítame, počúvame, vnímame v priestore knihy. Bratislava: Bibiana, medzinárodný dom umenia pre deti. 76 s. ISBN 978-80-89154-59-3. (selected sections)
Recommended readings:
BÍLIK, R. a kol. 2011. Teoretické aspekty jazykového a literárneho vzdelávania. Trnava: TYPI UNIVERSITATIS TYRNAVIENSIS. 114 s. ISBN 978-80-8082-497-6. (selected sections)
FAITHOVÁ, E. 2020. Výchovno-vzdelávacia funkcia publicistických, popularizačných a náučných žánrov a žánrov literatúry faktu v časopise Slniečko v rokoch 1927 – 1990. In: Philologia, roč. 30, č. 1, s. 49 – 73. (selected sections)
KALISKÝ, J. (Ed.). 2013. Dobro a zlo, alebo o morálke I. Psychologické a filozofické aspekty morálky v edukácii. Banská Bystrica: Univerzita Mateja Bela v Banskej Bystrici. 362 s. ISBN 978-80-557-0538-5. (selected sections)
Available on: https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6658
MITROVÁ, A. 2020. Umelecký obraz ľudského znevýhodnenia v dráme pre deti a mládež (1850 – 2020). Prešov : Prešovská univerzita v Prešove. 160 s. ISBN 978-80-555-2599-0. (selected sections)
ŠRANK, J. 2009. Autorské texty s folklórnou dimenziou. Bratislava: Univerzita Komenského. 168 s. ISBN 978-80-223-2668-1. (selected sections)
BIBIANA, revue o umení pre deti a mládež. Available on: www.bibiana.sk/sk/archiv/digitalna-bibiana/revue-bibiana
O DIEŤATI, JAZYKU, LITERATÚRE. Časopis pre otázky rozvíjania komunikačnej a literárnej kompetencie.
Further study text on individual topics will be made available to students in electronic form.
Active participation in the class is required to pass the course. Assessment includes:
• continuous reading of literary texts and completion of assignments in seminars on the theoretical knowledge and practical skills needed when working with literary texts in the educational process (60 points);
• presentation of a written final interpretation based on selected textual segments from the work of the read author, with emphasis on the application of the acquired knowledge of the author's specific poetics, analytical-interpretive skills and on the defence of one's arguments (40 points).
The course is completed with a grade resulting from the continuous monitoring of learning outcomes during the teaching part of the semester of study (100/0).
To pass the course, a minimum of 60 % of the points must be obtained (at least 60 points). A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (assignments: less than 36 points; final interpretation: less than 24 points).
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and young people and of relevant works of literature for children and young people promoting pro-social, environmental and intercultural education of children and young people to the extent required, logically organises the facts presented in a flawless manner, can apply and adapt the acquired knowledge at an excellent level in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to creatively solve individual tasks and assignments independently and imaginatively, also in a broader literary, cultural and social context, the linguistic and stylistic level of his/her speech is excellent, has well-developed skills for independent further learning;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and young people and of relevant works of literature for children and young people promoting pro-social, environmental and intercultural education of children and young people to the required extent, arranges the facts presented logically, with only minor errors, can apply and adapt the acquired knowledge very well in specific approaches to literary texts applicable to the teaching of literature in school practice, has the ability to independently solve individual tasks and assignments also in a broader literary, cultural and social context, the linguistic and stylistic level of his/her speech is very good, has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: The student has a good understanding of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal and intrapersonal competencies through children's and young people's literature and of relevant works of children's and young people's literature promoting pro-social, environmental and intercultural education for children and young people to the required extent, arranges the presented facts appropriately and makes errors only in places, can reliably apply and adapt the acquired knowledge in concrete approaches to literary texts applicable to the teaching of literature in school practice, can reliably solve individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: The student has satisfactory knowledge of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal and intrapersonal competencies through children's and young adult literature and of relevant works of children's and young adult literature promoting pro-social, environmental and intercultural education of children and young adults to the extent required, demonstrates some deficiencies in the organisation of facts, can satisfactorily apply the acquired knowledge in specific approaches to literary texts applicable to the teaching of literature in school practice, satisfactorily and predominantly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: The student demonstrates a minimum amount of knowledge of the basic theoretical foundations associated with the development of cognitive, communicative, interpersonal, and intrapersonal competencies through children's and young adult literature and relevant works of literature for children and young adults promoting prosocial, environmental and intercultural education of children and youth in the required scope and significant deficiencies in the organization of facts, can minimally apply the acquired knowledge in specific approaches to literary text usable in the teaching of literature in school practice, with significant help at a sufficient level to solve individual tasks and assignments, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: The student does not demonstrate sufficient knowledge of the basic theoretical foundations associated with developing cognitive, communicative, interpersonal, and intrapersonal competencies through children's and young adult literature and relevant works of literature for children and young adults promoting prosocial, environmental and intercultural education of children and youth in the required scope, does not know the facts and their logical connections, cannot apply the acquired knowledge in specific approaches to literary texts applicable in teaching literature in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak
1. Intercultural education through literature for children and youth. European projects on intercultural education through children's books (e.g. BARFIE - Books and Reading for Intercultural Education, EPBC - European Picture Book Collection, etc.). Children's literature as a means of teaching a foreign language.
2. Pro-social education through children's fiction. The thematization of outsiderism. Education for empathy, tolerance and acceptance of differences determined by generational and social differences.
3. The thematisation of outsiderism. Education for empathy, tolerance and acceptance of differences that are determined by disabilities, racial, ethnic, religious, etc.
4. Socialisation (acquisition of social values and norms of behaviour) and personalisation of the child (encouraging the child's personal development as an individual) through literature for children and young people. The thematisation of the family in literature for children and young people as a space of positive emotional background, but also as a space of social and emotional destabilisation of the child.
5. The thematization of incomplete families and child upbringing without biological parents (substitute form of upbringing and care for children - orphanages, adoption, fostering) in literature for children and youth.
6. The thematization of friendship in literature for children and youth as a space of positive emotional background.
7. Socialization of the child in the environment of institutional school education. The thematization of socio-pathological phenomena in the school and out-of-school environment (bullying, truancy) in literature for children and youth.
8. The thematisation of socio-pathological phenomena (alcohol use, smoking, drug experimentation) in literature for children and youth.
9. Environmental education through children's fiction. Developing a positive emotional relationship with the natural environment. The thematisation of specific environmental issues in children's fiction.
10. Self-oriented fiction and non-fiction texts for children and youth. Familiarising children with folk culture, cultivating a relationship to traditions and folk customs. Promoting pride in specific historical events and facts, significant personalities of national, cultural and social life.
11. Formation of a cultured and cultivated reader. Cognitive and noncognitive prerequisites for the formation of literary culture. Synesthetic approach to the literary text. Projects developing the cultivated child reader (Reading Room, etc.).
The curriculum of the course covers a spectrum of cross-sectional and specialized knowledge, which also builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field. The student will acquire knowledge concerning the basic theoretical background related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and youth and about relevant works of literature for children and youth promoting pro-social, environmental, intercultural and patriotic education of children and youth. Special emphasis will be placed on the thematization of outsiderism and its overcoming through empathy, tolerance and acceptance of differences, on the thematization of the complete and incomplete family, on friendship as an additional space of positive emotional background, on the thematization of socio-pathological phenomena in both school and out-of-school environments. Emphasis will be placed not only on the acquisition of social values and norms of behaviour (socialisation), but also on stimulating the personal development of the child/young person as an individual (personalisation). The student will learn about the cognitive and non-cognitive prerequisites for the formation of a literary culture, and will be familiar with projects that develop a cultivated child reader (e.g. the Reading Room project). The student will use the acquired knowledge appropriately when working with selected textual material. The student will be able to use literature conceptually, inventively and effectively to develop the cognitive, communicative, social and personal competences of the child/young person in which literature can serve in the development of the student's value system. The student will also be able to assess the value and artistic contribution of a literary work in a social context. The student will be able to justify and apply various methodological approaches to literary analysis and interpretation, and to use the experience of an artistic text in his/her own individual (reception and production) activity. He/she will develop his/her analytical skills with emphasis on independent and creative work. On the basis of the knowledge and skills acquired, he/she will be able to apply analytical-interpretive competencies to other literary texts, to point out the interrelationships between them, and to reflect on new possibilities of literary analysis and interpretation. The student will also be oriented in the related practical and methodological knowledge that will be a prerequisite for his/her proper understanding of literary communication in the wider international context and the past in the courses of the continuing Master's degree. The student will acquire a base of knowledge and skills which he/she will deepen and develop in further bachelor's and subsequently master's studies, he/she will be able to use them and creatively apply them in the school environment in the position of a pedagogical assistant, later on for the analysis and selection of didactic materials from literature for children and youth with regard to teaching objectives, and possibly also for the needs of the publishing environment in the position of a text proofreader. The student will be guided to actively acquire information and effectively use cross-cutting and specialized knowledge, consolidate and develop his/her ability to formulate and defend arguments, and will be able to communicate theoretical knowledge and practical skills to a wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate in solving specific assignments as well as in constructing his/her own final interpretation. The student will creatively use appropriate and discipline-appropriate methods in solving problem-based assignments. Acquire the prerequisites and motivation to develop the skills necessary for further learning and to encourage students to actively acquire literary and historical knowledge. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of his/her work, to observe the principles of authorial ethics, to plan and be actively responsible for his/her own learning, to develop and consolidate a sense of socially responsible action and pluralistic civic attitudes in the spirit of democracy.
The student has knowledge of the basic theoretical foundations related to the development of cognitive, communicative, interpersonal and intrapersonal competences through literature for children and youth and relevant works of literature for children and youth supporting pro-social, environmental and intercultural education of children and youth, and is aware of their importance in the development of the pupil's value system. Is able to assess the value and artistic contribution of a literary work also in a social context. Can creatively and independently analyse and interpret literary texts, characterise the poeological and value specifics of the work of individual authors. Has acquired analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts, understands the specifics and artistic value of selected literary texts, can actively seek new possibilities in the approach to a literary text in which he/she can conceptually, inventively and effectively use literature to develop cognitive, communicative, social and personal competences of a child/young person. Can also work with a variety of possible interpretations of the text in school practice. As a result of the analytical and critical approach to the literary text, the student's transferable competences are developed, because especially in the analytical-interpretive part, critical thinking, thinking in context, developing communicative and digital competences are emphasised, on the basis of which the student is able to solve specific tasks as well as to construct his/her own interpretations of literary texts. The student is prepared to readily perceive interpretations of literature in the following years of his/her studies. By solving problem-based tasks, the student has acquired the skills to actively gather information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills. He is not only prepared to deepen and develop the acquired knowledge, skills and competences in further bachelor's and then master's studies, but also to use them and creatively apply them in the school environment in the position of a teaching assistant, or for the needs of the publishing environment in the position of a text proofreader. The student is also able to convey information about literary-theoretical phenomena to the general public and to offer conclusions and literary-analytical justifications to lay audiences.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct teaching; 23 hours of continuous preparation, including literature study, 11 hours of presentation development; 13 hours of seminar paper development.
A total of 60 hours of student work.
Teaching methods: lecture, demonstration, dialogue with students, dialogue in a group of students, group work, problem-based tasks, application of theoretical knowledge to practical examples, analytical and interpretative work with literary texts, project-based learning, e-learning, guided self-study
Compulsory readings:
ŠRANK, J. 2015. Aktéri a tendencie literárnej kultúry na Slovensku po roku 1989. Bratislava: Univerzita Komenského v Bratislave. 144 s. ISBN 978-80-223-4041-0.
Recommended readings:
HOCHEL, I. – ČÚZY, L. – KÁKOŠOVÁ, Z. 2007. Slovenská literatúra po roku 1989. Bratislava: Literárne informačné centrum. 161 s. ISBN 978-80-89222-34-6. (selected chapters)
PASSIA, R. – TARANENKOVÁ, I. (Eds.). 2014. Hľadanie súčasnosti. Bratislava: Literárne informačné centrum. 219 s. ISBN 978-80-8119-085-8. (selected sections)
ŠRANK, J. 2017. Kontexty konceptualizmu (paragrafománia). In: Vlna, roč. 19, č. 70, s. 54 – 59.
Active participation in the class is required to pass the course. Assessment includes:
• continuous completion of micro-assignments in seminars (20 points);
• the preparation of a presentation on a topic in book culture after 1989 (40 points);
• the production of a seminar paper (40 points) which analytically and interpretively examines a selected issue in a work from the list of required fiction.
The course culminates in an assessment based on the continuous assessment of learning outcomes during the teaching part of the semester of study (100/0).
A minimum grade of 60% is required to pass the course. A final grade of A requires at least 93 points, a grade of B requires at least 85 points, a grade of C requires at least 77 points, a grade of D requires at least 69 points and a grade of E requires at least 60 points of the total points. Credit will not be awarded to a student who obtains less than 60 % of the points in any component of the assessment (micro assignments: less than 12 points, presentation: less than 24 points, seminar paper: less than 24 points).
The grade is awarded on a scale:
A (100 - 93 %, excellent - outstanding results): excellent performance: the student has an excellent knowledge of Slovak literature at the turn of the 20th and 21st century. The student has an excellent knowledge of the literature of the 20th century in the required scope, logically arranges the presented literary-historical facts in a flawless manner, he/she can apply and adapt the acquired literary-scientific knowledge excellently when working with a literary text in school practice, he/she has the ability to solve individual tasks and assignments independently and imaginatively in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is excellent, he/she has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: the student has a very good knowledge of Slovak literature at the turn of the 20th and 21st century. The student has a very good knowledge of the Slovak literature in the required range, he/she arranges the presented literary-historical facts logically, with only minor errors, he/she is able to apply and adapt the acquired literary knowledge very well when working with a literary text in school practice, without any major errors, he/she has the ability to solve individual tasks and assignments independently, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of Slovak literature at the turn of the 20th and 21st centuries in the required range, arranges the presented literary-historical facts appropriately and makes mistakes only in places, can reliably apply and adapt the acquired literary-scientific knowledge when working with a literary text in school practice, reliably solves individual tasks and assignments independently, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of Slovak literature at the turn of the 20th and 21st centuries in the required range, shows some deficiencies in the arrangement of literary-historical facts, can satisfactorily apply the acquired literary-scientific knowledge and existing procedures when working with a literary text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of Slovak literature at the turn of the 20th and 21st centuries to the required extent and significant deficiencies in the organization of literary-historical facts, can minimally apply the acquired literary-scientific knowledge when working with a literary text in school practice, solves individual tasks and assignments at a satisfactory level with considerable help, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of Slovak literature at the turn of the 20th and 21st centuries to the required extent, does not know literary-historical facts and their logical connections, cannot apply the acquired literary knowledge to work with a literary text in school practice, cannot solve individual tasks and assignments, has insufficient skills to learn.
Slovak
1. Periodization models of Slovak literature after 1989. Transformations of the pluralistic literary model.
2. Transition and transformation of society, media, book culture and literary infrastructure after 1989.
3. Consolidation of society, media, book culture and literary infrastructure after 1998.
4. Book culture and literature in the context of remediation at the turn of the 20th and 21st centuries.
5. The literary field of cultural production and its relations with the political field. Literature and state power.
6. The literary field of cultural production and its relations with the economic field. Literature and the cultural industry.
7. Reintegration and reconstruction of the pre-1989 literary process in the context of the literature of the late 20th and early 21st centuries.
8. Original prose works of the 1990s: generational and genre-thematic range, representative authors and works (S. Rakús, P. Pišťanek, Balla).
9. Original poetry of the 1990s: generational and genre-thematic range, representative authors and works (M. Haugová, I. Štrpka, P. Macsovszky).
10. Original prose works of the early 21st century: generational and genre-thematic scale (M. Kopcsay, I. Dobraková, R. Pupala).
11. Original poetic works of the early 21st century: generational and genre-thematic range, representative authors and works (E. J. Groch, M. Habaj, M. Ferenčuhová).
The curriculum of the course covers a spectrum of cross-cutting and specialized knowledge that builds on the student's general secondary education and systematically develops his/her knowledge into a comprehensive and applicable form, including the latest knowledge in the field.
The student will deepen and develop his/her knowledge of the conditions framing the existence of Slovak literature after 1989, its literary-historical concepts and literary-critical reflection. Particular emphasis will be placed on the distinction between the conditions for the existence of literature in the transition-transformation period and at the turn of the century (the consequences of remediation). The conceptual tool for organizing knowledge about book culture will be the concept of the literary field as a specific field of cultural production in relation to other fields. Building on the student's knowledge of the transformations of Slovak literature in the 20th century, attention will be focused on the reintegration and reconstruction processes in Slovak literature related to the collapse of the totalitarian communist regime and the formation of a democratic Slovakia. In the course, the student will deepen and develop knowledge of internal periodization, generational, functional and ideological-aesthetic differentiation and genre-thematic forms, and representative supra-individual developmental formations (confessional lyricism, postmodern tendencies, experimental-deconstructive poetry, spiritual poetry, post-conceptual poetry, prose of ironic objectification, social-realist prose, expatriate and regional-local prose) and on the individual creative efforts of representative authors. Emphasis will be placed on aesthetically extraordinary works. A reliable orientation of the student in the issues of literature at the turn of the 20th and 21st centuries and the related practical and methodological knowledge will be a prerequisite for his/her proper understanding of the past in the courses of the continuing degree and an important part of the preparation for the teaching profession corresponding to the current needs of school practice. The student will be prepared to deepen and develop the theoretical knowledge and practical skills acquired in the master's degree and to use them effectively and creatively in the school environment in the position of a teaching assistant, or for the needs of the publishing environment. The student will acquire a base of knowledge and skills that will be a professional prerequisite for the analysis and selection of didactic materials from Slovak literature with regard to teaching objectives, a prerequisite for the analysis and evaluation of educational activities and for solving common problems in the teaching of Slovak language and literature. The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, to modify his/her knowledge in doing so, and to creatively use the appropriate and adequate methods of the discipline. The student will be able to communicate the theoretical knowledge and practical skills acquired to the wider and lay public. An analytical and critical approach to a literary text will stimulate critical thinking, creativity and contextual reasoning, which the student will demonstrate by solving specific assignments as well as by compiling his/her own analytical-interpretive term paper. The student will consolidate and develop communication and digital competences, the ability to interpret facts correctly, to take responsibility for the quality of their work, to follow the principles of authorial ethics, the ability to plan and be actively responsible for one's own learning, to develop and strengthen a sense of socially responsible action and civic attitudes in the spirit of democracy.
The student has a synthetic knowledge of Slovak literature after 1989. The student has acquired knowledge of the existing literary-historical models of this period, the fundamental literary-theoretical and literary-critical reflections of its key authors and literary works. It has acquired knowledge of the literary culture of the period in the context of contemporary political, social, cultural and civilisational processes, of periodisation models and internal differentiation of original Slovak works of the era. In a representative spectrum, it is familiar with individual tendencies, group and individual ideological and aesthetic initiatives and poetics. He is aware of the value of the linguistic-cultural originality of Slovak literature and has cultivated a sense of its organic links to universal humanistic value bases. The student has developed analytical and interpretive skills applicable to professional and school analysis and interpretation of specific literary texts. Through problem solving, the student has acquired the skills to actively gather information and use it to solve practical problems in the field using appropriate and appropriate procedures, as well as the skills to communicate facts, concepts, and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. The acquired knowledge and skills are ready to be deepened and developed in further Bachelor and Master studies and can also be used and creatively applied in the school environment in the position of a teaching assistant or for the needs of the publishing environment. He is also able to convey basic information about Slovak literature after 1989 to the general public and to offer certain conclusions and justifications to lay audiences. He has also developed a number of transferable skills, such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 22 hours of preparation for the presentation of the assignment; 25 hours of preparation for the written test. Total 60 hours of student work.
Teaching methods: Lecturing, interpretation of theoretical knowledge and its application to practical examples, moderated conversation, text analysis, guided self-study, e-learning
Compulsory readings:
BRTÁŇOVÁ, E. 2013. Úvod do kultúry stredoveku [elektronický zdroj]. Trnava: Filozofická fakulta Trnavskej univerzity v Trnave. 101 s. ISBN 978-80-8082-596-6. Available on:
https://www.truni.sk/sites/default/files/uk/f000340.pdf
ŽEŇUCH, P. 2016. Formovanie byzantsko-slovanskej konfesionálnej identity v staršom období slovenských kultúrnych dejín. In: Konštantínove listy, roč. 9, č. 1, s. 199 – 209. ISSN 1337‑8740.
Available on: http://www.constantinesletters.ukf.sk/images/issues/2016_v9_iss1/CL_v9_iss1_199to209.pdf
Recommended readings:
BRTÁŇOVÁ, E.. 2022. Antológia k dejinám renesančnej kultúry. Trnava: Filozofická fakulta. ISBN 978-80-568-0483-7. [online]
BRTÁŇOVÁ, E. 2022. Antológia k dejinám barokovej kultúry. Trnava: Filozofická fakulta. ISBN 978-80-568-0482-4. [online]
PLUTARCHOS 2020. Ako správne vychovávať deti. Zo starogréčtiny prel. A. Kalaš. Bratislava: Iris. ISBN 978-80-8200-046-0.
DAWSON, Ch. (1995). Porozumět Evropě. Praha: Zvon. 234 s. ISBN 978-80-7113-138-5. (selected sections)
HUIZINGA, J. (2002). Kultúra a kríza. Bratislava: Kalligram. 320 s. ISBN 80-7149-472-0. (selected sections)
TRÁVNÍČEK, J. ed. (2009). V kleštích dějin. Střední Evropa jako pojem a problém. Brno: Host. 343 s. ISBN 978-80-7294-323-4. (selected sections)
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated for the presentation of the assigned assignment (40 points) and for a written test of professional knowledge at the end of the continuous teaching (60 points). The course will be completed with a grade resulting from an interim review of learning outcomes during the instructional portion of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E out of the total points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation of the assignment: less than 24 points, final written test: less than 36 points).
The grade is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the contexts of European cultural thought to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the cultural and historical knowledge acquired at an excellent level and to adapt the procedures of working with a professional text in school practice, has the ability to solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the contexts of European cultural thought to the required extent, arranges the facts presented in a logical way with only minor errors, can apply the acquired cultural and historical knowledge very well and adapt the procedures of working with a professional text in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the contexts of European cultural thought to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply and adapt the procedures of working with a specialist text in school practice, solves tasks and assignments independently and reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the contexts of European cultural thought to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired cultural and historical knowledge and existing working practices of the professional text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of the contexts of European cultural thought to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired cultural-historical knowledge and the existing procedures of working with a professional text in school practice, solves individual tasks and assignments with a sufficient level of assistance, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the contexts of European cultural thought to the required extent, does not know the facts and their logical connections, cannot apply the acquired cultural-historical knowledge to work with a professional text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Terminology of the phenomenon of culture. Europe and Europeanism. East and West. Central Europe.
2. The significance of late antique culture and the reception of the ancient tradition in later periods.
3. The liberal arts as the basis of general education.
4. Rhetoric as a model of persuasive argumentation and an expression of refined taste.
5. The stabilization of Latin Christian culture. The contribution of various peoples to the culture of the Middle Ages.
6. Three forms of medieval culture. The culture of the court, the monastery and the city.
7. University scholarship, its origins, character and attributes.
8. The modern world-image. A new approach to scholarship. Humanitas civitas.
9. Baroque everyday life. Baroque preacher and missionary.
10. Enlightenment world view and publishing activities of Slovak scholars.
11. Classical-modernist conception of culture. Patriotism and nationalism. The crisis of culture.
The course will expand knowledge of the nature of the key concepts of culture, civilization, education, cultural and national identity, civil society and European unity, as well as knowledge of the various stages of the formation of European culture, its concepts and value orientation in a broader historical context. It will provide the necessary body of knowledge to foster the formation of creativity and synthesising skills. Upon completion of the course, the student will be able to orient himself/herself to issues of European cultural development and be able to synergistically relate conceptual knowledge to current cultural trends in society and education. The course will create a space for complementarity of approaches necessary for the formation of a comprehensively prepared personality of a teacher of Slovak language and literature, which will enable to connect the acquired knowledge with the interpretative skills related to the history of European cultural thought. At the same time, the student will acquire the prerequisites and motivation to develop these skills in further education.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy.
By completing the course, the student has acquired knowledge of national, areal and European specifics that shape the processes based on the relationship between language and culture, which are reflected in writing in Slovakia in terms of Latin and Byzantine culture and tradition. The student has developed the skills to synthesize knowledge and use it in a synergistic synchronic-diachronic exploration of the concepts of Slovak linguistic and cultural identity from a historical, comparative and typological perspective in the context of the development and application of the written Slovak language in cultural and social practice.
As a result of engaging in a professional discussion on the topic under discussion, as well as as a result of linking the knowledge of the history and current state of language and culture with modern concepts of European linguistic and cultural thinking, the student's communication skills are developed and the ability to think in context is acquired. The student is able to perceive the cultural interpretations that follow in the subsequent years of his/her studies with alacrity. The student is prepared not only to deepen and develop the acquired knowledge in further bachelor's and then master's studies, but also to use and creatively apply it in the school environment as a teaching assistant or for the needs of the publishing environment as a proofreader. He is also able to convey information about cultural thinking phenomena to the general public and to offer their conclusions and justifications to lay audiences. By solving problem-based tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
Scope, type/method of teaching and organizational form: seminar, total 13 hours per semester, combined form (primarily in-person)
Student workload: 13 hours of direct instruction; 22 hours of preparation for the presentation of the assignment; 25 hours of preparation for the written test. Total 60 hours of student work.
Teaching methods: Lecturing, interpretation of theoretical knowledge and its application to practical examples, moderated conversation, text analysis, guided self-study, e-learning
Compulsory readings:
BRTÁŇOVÁ, E. 2013. Úvod do kultúry stredoveku [elektronický zdroj]. Trnava: Filozofická fakulta Trnavskej univerzity v Trnave. 101 s. ISBN 978-80-8082-596-6. Available on:
https://www.truni.sk/sites/default/files/uk/f000340.pdf
ŽEŇUCH, P. 2016. Formovanie byzantsko-slovanskej konfesionálnej identity v staršom období slovenských kultúrnych dejín. In: Konštantínove listy, roč. 9, č. 1, s. 199 – 209. ISSN 1337‑8740.
Available on: http://www.constantinesletters.ukf.sk/images/issues/2016_v9_iss1/CL_v9_iss1_199to209.pdf
Recommended readings:
BRTÁŇOVÁ, E.. 2022. Antológia k dejinám renesančnej kultúry. Trnava: Filozofická fakulta. ISBN 978-80-568-0483-7. [online]
BRTÁŇOVÁ, E. 2022. Antológia k dejinám barokovej kultúry. Trnava: Filozofická fakulta. ISBN 978-80-568-0482-4. [online]
PLUTARCHOS 2020. Ako správne vychovávať deti. Zo starogréčtiny prel. A. Kalaš. Bratislava: Iris. ISBN 978-80-8200-046-0.
DAWSON, Ch. (1995). Porozumět Evropě. Praha: Zvon. 234 s. ISBN 978-80-7113-138-5. (selected sections)
HUIZINGA, J. (2002). Kultúra a kríza. Bratislava: Kalligram. 320 s. ISBN 80-7149-472-0. (selected sections)
TRÁVNÍČEK, J. ed. (2009). V kleštích dějin. Střední Evropa jako pojem a problém. Brno: Host. 343 s. ISBN 978-80-7294-323-4. (selected sections)
Further study texts will be available electronically in MS Teams/Moodle.
Active participation in the class is required to pass the course. The student will be evaluated for the presentation of the assigned assignment (40 points) and for a written test of professional knowledge at the end of the continuous teaching (60 points). The course will be completed with a grade resulting from an interim review of learning outcomes during the instructional portion of the semester of study (100/0).
A minimum of 93 points is required for a final grade of A, a minimum of 85 points is required for a grade of B, a minimum of 77 points is required for a grade of C, a minimum of 69 points is required for a grade of D, and a minimum of 60 points is required for a grade of E out of the total points. To pass the course, a minimum of 60 % of the points must be obtained. Credit will not be awarded to a student who achieves less than 60 % of the points in any component of the assessment (presentation of the assignment: less than 24 points, final written test: less than 36 points).
The grade is awarded on a scale:
A (100 - 93 %, excellent - outstanding): excellent performance: The student has an excellent knowledge of the contexts of European cultural thought to the required extent, logically arranges the facts presented in a flawless manner, is able to apply the cultural and historical knowledge acquired at an excellent level and to adapt the procedures of working with a professional text in school practice, has the ability to solve individual tasks and assignments independently and imaginatively, also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her expression is excellent, has excellently developed learning skills;
B (92 - 85 %, very good - above average standard): very good performance: The student has a very good knowledge of the contexts of European cultural thought to the required extent, arranges the facts presented in a logical way with only minor errors, can apply the acquired cultural and historical knowledge very well and adapt the procedures of working with a professional text in school practice without major errors, has the ability to independently solve individual tasks and assignments also in a broader literary, literary-historical and cultural context, the linguistic and stylistic level of his/her speech is very good, he/she has very well-developed learning skills;
C (84 - 77 %, good - normal reliable work): good performance: the student has a good knowledge of the contexts of European cultural thought to the required extent, arranges the facts presented appropriately and makes only occasional errors, can reliably apply and adapt the procedures of working with a specialist text in school practice, solves tasks and assignments independently and reliably, has well-developed learning skills;
D (76 - 69 %, satisfactory - acceptable results): satisfactory performance: the student has satisfactory knowledge of the contexts of European cultural thought to the required extent, shows some deficiencies in the arrangement of facts, can satisfactorily apply the acquired cultural and historical knowledge and existing working practices of the professional text in school practice, satisfactorily and mostly independently solves individual tasks and assignments, has acceptably developed learning skills;
E (68 - 60 %, sufficient - the results meet the minimum criteria): sufficient performance: the student demonstrates a minimal amount of knowledge of the contexts of European cultural thought to the required extent and significant deficiencies in the organisation of facts, can minimally apply the acquired cultural-historical knowledge and the existing procedures of working with a professional text in school practice, solves individual tasks and assignments with a sufficient level of assistance, has minimal learning skills;
Fx (59 - 0 %, insufficient - additional work required): insufficient performance: the student does not demonstrate sufficient knowledge of the contexts of European cultural thought to the required extent, does not know the facts and their logical connections, cannot apply the acquired cultural-historical knowledge to work with a professional text in school practice, cannot solve individual tasks and assignments, has insufficient learning skills.
Slovak, Czech
1. Terminology of the phenomenon of culture. Europe and Europeanism. East and West. Central Europe.
2. The significance of late antique culture and the reception of the ancient tradition in later periods.
3. The liberal arts as the basis of general education.
4. Rhetoric as a model of persuasive argumentation and an expression of refined taste.
5. The stabilization of Latin Christian culture. The contribution of various peoples to the culture of the Middle Ages.
6. Three forms of medieval culture. The culture of the court, the monastery and the city.
7. University scholarship, its origins, character and attributes.
8. The modern world-image. A new approach to scholarship. Humanitas civitas.
9. Baroque everyday life. Baroque preacher and missionary.
10. Enlightenment world view and publishing activities of Slovak scholars.
11. Classical-modernist conception of culture. Patriotism and nationalism. The crisis of culture.
The course will expand knowledge of the nature of the key concepts of culture, civilization, education, cultural and national identity, civil society and European unity, as well as knowledge of the various stages of the formation of European culture, its concepts and value orientation in a broader historical context. It will provide the necessary body of knowledge to foster the formation of creativity and synthesising skills. Upon completion of the course, the student will be able to orient himself/herself to issues of European cultural development and be able to synergistically relate conceptual knowledge to current cultural trends in society and education. The course will create a space for complementarity of approaches necessary for the formation of a comprehensively prepared personality of a teacher of Slovak language and literature, which will enable to connect the acquired knowledge with the interpretative skills related to the history of European cultural thought. At the same time, the student will acquire the prerequisites and motivation to develop these skills in further education.
The course will lead the student to active acquisition of information and effective use of cross-cutting and specialised knowledge, consolidate and develop his/her ability to formulate and defend arguments, stimulate his/her ability to propose and implement solutions to professional problems on their basis, modifying his/her knowledge in the process, and creatively using appropriate and adequate methods of the discipline. The student will consolidate and develop communication competences, the ability to interpret facts correctly, to be responsible for the quality of his/her work, to observe the principles of author's ethics, the ability to plan and be actively responsible for his/her own education, to develop and consolidate his/her sense of socially responsible action and civic attitudes in the spirit of democracy.
By completing the course, the student has acquired knowledge of national, areal and European specifics that shape the processes based on the relationship between language and culture, which are reflected in writing in Slovakia in terms of Latin and Byzantine culture and tradition. The student has developed the skills to synthesize knowledge and use it in a synergistic synchronic-diachronic exploration of the concepts of Slovak linguistic and cultural identity from a historical, comparative and typological perspective in the context of the development and application of the written Slovak language in cultural and social practice.
As a result of engaging in a professional discussion on the topic under discussion, as well as as a result of linking the knowledge of the history and current state of language and culture with modern concepts of European linguistic and cultural thinking, the student's communication skills are developed and the ability to think in context is acquired. The student is able to perceive the cultural interpretations that follow in the subsequent years of his/her studies with alacrity. The student is prepared not only to deepen and develop the acquired knowledge in further bachelor's and then master's studies, but also to use and creatively apply it in the school environment as a teaching assistant or for the needs of the publishing environment as a proofreader. He is also able to convey information about cultural thinking phenomena to the general public and to offer their conclusions and justifications to lay audiences. By solving problem-based tasks, the student has acquired the skills to actively acquire information and use it to solve practical tasks in the field using appropriate and adequate procedures, as well as the skill to communicate facts, concepts and opinions and to formulate and defend arguments. The student has the competence to independently extend his/her knowledge and the ability to identify and evaluate the broader context of professional issues. They have also developed a number of transferable skills such as analytical thinking, creativity and the ability to think abstractly and critically, reasoning in context, and metacognitive skills.
13 hours lecture + seminar/semester, combined method
Student workload: 13 hours of teaching; 9 hours of guided self-study, 20 hours of preparation for mid-term papers, 33 hours of term paper preparation, 45 hours of exam preparation. Total 120 hours of student work.
Methods of education: interpretation combined with discussion, situational methods, activating methods, problem-based methods, application of theoretical knowledge to practical examples and tasks, guided self-study - solving tasks and assignments
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final written examination - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor. A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
100/0
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
13 hours lecture + seminar/semester, combined method
Student workload: 13 hours of teaching; 9 hours of guided self-study, 20 hours of preparation for mid-term papers, 33 hours of term paper preparation, 45 hours of exam preparation. Total 120 hours of student work.
Methods of education: interpretation combined with discussion, situational methods, activating methods, problem-based methods, application of theoretical knowledge to practical examples and tasks, guided self-study - solving tasks and assignments
POTOČÁROVÁ, M., DERKOVÁ, J., FERKOVÁ, Š., KOLDEOVÁ, L. (2021). Teória výchovy 1. Bratislava: UK. ISBN 978-80-223-5327-4
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. (2004). Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška. 312 s. ISBN 80-8050-675-2
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: Iris, 2018. 144s. ISBN 978-80-8200 034-7
FERKOVÁ, Š., PREVENDÁROVÁ, J., KOLDEOVÁ, L. et al. (2017). Morálne kompetencie žiakov. Metodická príručka pre učiteľov na nižšom sekundárnom stupni vzdelávania. Bratislava: UK. 212 s. ISBN 978-80-223-4432-6
HLÁSNA, S., HORVÁTHOVÁ, K., MUCHA, M., TÓTHOVÁ, R. (2006). Úvod do pedagogiky. Nitra: Enigma, 2006. 356 s. ISBN 80-89132-29-4
KOLDEOVÁ, L. (2018). Odmeny a tresty v rodinnej výchove. Bratislava: UK. 161 s. ISBN 978-80-223-4649-8
KOSOVÁ, B. (2015). Filozofické a globálne súvislosti edukácie. Banská Bystrica: Belianum. 174 s. ISBN 978-80-557-1021-1
KRATOCHVÍLOVÁ, E. et a. (2007). Úvod do pedagogiky. Trnava: PF TU. 168 s. ISBN 978-80-8082-145-6 PELIKÁN, J. (1995). Výchova jako teoretický problém. Ostrava: Amosium Servis. 234 s. ISBN 80-85498-27-8
SKARUPSKÁ, H. 2016. Filozofie a Teorie výchovy. Studijní opora. Praha: Hnutí R. 51 s. ISBN 978-80-86798-70-7
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská rodinnej výchovy. Bratislava: Univerzita Komenského. 216 s. ISBN: 978-80-223-2458-8
STROUHAL, M. (2013). Teorie výchovy. Praha: Grada. 192 s. ISBN 978-80-2474-212-0
TRABALÍKOVÁ, J., MACHÁČEK, D., ZEMANČÍKOVÁ, V. (2014). Výchova v utváraní osobnosti. Žilina: Žilinská univerzita. 195 s. ISBN 978-80-554-0904-7
ZELINA, M. (2010). Teórie výchovy alebo hľadanie dobra. Bratislava: SPN. 232 s. ISBN 978-80-1001-884-0
The course is completed by examination, 50% of the interim and 50% of the final assessment
The interim evaluation includes the following:
- continuous work during the semester focused on current issues of education, defining educational goals, concretizing educational principles, identifying educational methods, etc. - 15 points,
- term paper focused on a selected area of education - 35 points.
The final evaluation includes the following:
- final written examination - 50 points.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor. A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
An introduction to the discipline of educational theory. Theoretical foundations and determinants of education. Creative-humanistic education.
Views on education. Education in different historical periods.
School documents and legislation with a focus on education. Educational programme.
Goals of education and their determination.
The concept of education and self-education, functions, conditions and factors of education. The process of education/self-education and its phases.
Educational methods and new trends.
Characteristics and classification of educational principles.
Concretization of the content of educational action: moral education, pro-social education, intellectual education, aesthetic education, work education, physical education, ecological and environmental education, multicultural education, etc.
Organizational forms and means of education.
The personality of the teacher/educator/teaching assistant in the educational process. Educational styles and requirements for the personality of the teacher/educator/teaching assistant. Code of ethics of the teaching profession.
The personality of the child in the educational process. Categorization of factors of personality formation, bio-psycho-social determination of personality development and education.
Educational environment and its importance for a person.
Family and family education. Educational styles in the family. Negative tendencies in family upbringing.
Educational conditions of the school environment. Negative phenomena in the school environment and their prevention.
Education outside the classroom and its specifics.
100/0
Students will gain knowledge and understanding of the educational and self-educational process in a social context with emphasis on the application of the principles of creative-humanistic education and the presentation of new approaches and perspectives in the development of modern educational theory. On a theoretical-empirical level, students are able to implement a variety of educational activities and activities that can be applied within the profession of teacher/educator/teaching assistant and have the competence to solve basic problem situations in educational practice in collaboration with other professionals.
Transferable competences: the course develops students' analytical, critical, evaluative and creative thinking, reasoning in context and supports the development of their interpersonal skills, self-development and personal and professional growth.
13h seminar / per semester, combined method
Student workload (distance learning form)
Teaching: 13 hours, guided self-study: 9 hours
Completion of 1 subtask (distance): 8 hours x 6 (distance tasks) = 48 hours
Preparation for mid-term evaluation (semester project)= 20 hours
Total student workload: 13sS (3 credits) = 90 hours
Teaching methods
Monological methods - lecture, interpretation of the curriculum,
Dialogical methods - interview, discussion
Guided self-study - processing of partial assignments according to the lecturer's assignment during the semester and their submission in electronic form within a set time limit, which are continuously checked and evaluated by the lecturer
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites for successful completion of the course: the course is completed with an assessment, the weight of the interim and final assessment is 100/0
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
the seminar is held in a computer room, each student has a computer at his/her disposal, the number of students in one group - max. 15.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to distance learning educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to pupils through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / secondary school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to distance learning information sources - links in nodes leading to distance learning sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a curricular issue of the student's own choice falling within the educational content of the teaching subject at primary/ secondary school in the intent of the approbation subjects that the student is studying in the teacher education programmes at the Faculty of Education at PdF UK. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained problem. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use the range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation; We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating Teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the framework of the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of students in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities undertaken in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student.
100/0
Learning outcomes and transferable competences
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom, or in the home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education.
13h seminar / per semester, combined method
Student workload (distance learning form)
Teaching: 13 hours, guided self-study: 9 hours
Completion of 1 subtask (distance): 8 hours x 6 (distance tasks) = 48 hours
Preparation for mid-term evaluation (semester project)= 20 hours
Total student workload: 13sS (3 credits) = 90 hours
Teaching methods
Monological methods - lecture, interpretation of the curriculum,
Dialogical methods - interview, discussion
Guided self-study - processing of partial assignments according to the lecturer's assignment during the semester and their submission in electronic form within a set time limit, which are continuously checked and evaluated by the lecturer
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 [Vyšlo ako elektronická publikácia]
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava : Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9
BREČKA, P. (2014). Interaktívne tabule v technickom vzdelávaní. IRIS, 140 s., ISBN: 978-80-8153-024-1
ŠTRBO, M. (2018). Tvorba prezentácií. Trnava: Pedagogická fakulta Trnavskej univerzity v Trnave, 45 s., ISBN 978-80-568-0179-6
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 1 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites for successful completion of the course: the course is completed with an assessment, the weight of the interim and final assessment is 100/0
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Present an original and visually impressive presentation of the educational content of the selected teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at Charles University; The structure of the presentation should be based on one of the templates from the library of customizable templates supported by Prezi Present; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defense of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
the seminar is held in a computer room, each student has a computer at his/her disposal, the number of students in one group - max. 15.
The content of the educational discipline Digital Technologies 1 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the set partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of SMART Notebook software application and SMART Lumio cloud environment in the educational process
We develop professional digital competences by the ability to effectively use the tools of the SMART Notebook desktop application and the SMART Lumio cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in the lesson in the school classroom or in the home environment in the case of distance/hybrid education;
We acquire digital skills in working with the SMART response 2 tool supported by the SMART Notebook desktop application and the SMART Lumio cloud environment in the context of creating knowledge questions - selecting one correct answer from multiple answer alternatives, selecting multiple correct answers from multiple answer alternatives, selecting Yes/No answers, free-form questions - in test sessions designed to test the knowledge of pupils of regional education in the Slovak Republic;
We are mastering the methodology of applying knowledge tests communicated to students through SMART response 2 in the SMART Notebook desktop application and gamification activities supported by the cloud environment SMART Lumio to the process of school teaching of subjects at the lower/upper secondary level of education;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the SMART Board interactive whiteboard.
Topics:
Basic functions and calibration of the SMART Board interactive touchscreen/tablet; Symptoms, causes and solutions to some of the problems encountered when using the SMART Board interactive touchscreen/tablet; Installing and updating the SMART Notebook desktop application; Creating a teacher's virtual classroom in the SMART platform;
Creating and editing objects in the SMART Notebook environment; Using basic tools to support the presentation of processed content; Working with multimedia content from the SMART Gallery; Sharing your own content on the SMART Exchange website; Adding links to distance learning educational resources; Adding sound to objects, Animating objects; Using and sharing your own content; Applying graphic content from other software applications - importing and editing objects; Applying objects from the Lesson Activity Toolkit 2.0; Creating gamification activities in SMART Lab; SMART Response 2 - creating and administering knowledge tests/quizzes;
Principles of Gamification; Gamification Elements in Educational Content; Some Results of Exact Studies on the Application of Gamification in Education; Application of Gamification in Education in Primary and Secondary Schools; Examples of Gamification Activities Used in the Teaching of Science, Social Studies, Art, Education and Vocational Education.
Teacher/student login to SMART Lumio cloud platform account; Managing the library of learning activities; Creating gamification activities in SMART Lumio - SMART Lesson Activity Builder (Lab); Editing activities in edit mode; Making activities available to students - delivery mode; Sharing options for gamification activities;
Setting up and converting a lesson page to a Handout or Workspace activity; Working with predefined graphical activity templates for use in activating student learning, inquiring about student knowledge, or reflecting; Sharing lessons with the created educational materials with students in SMART Lumio.Within the distance assignment, the student will create a set of interactive learning/quiz activities and digital presentation material for the target group of learners with effective use of the widest possible range of tools, objects, pre-prepared templates, advanced functions, settings and features supported by the SMART Notebook authoring environment in a range of at least 10 presentation pages/activities. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.notebook format, the student shall indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the distance assignment, the student will create a set of 10 gamification educational/quiz activities for the target group of students with effective use of pre-made templates and tools of the SMART Lumio cloud environment. The condition is that each type of gamification activity should only occur once in the created set of activities. In the accompanying document (a separate file of *.docx format) to the created gamification educational/quiz activities saved by the student, the student shall indicate the methodology of their application in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a 3-page set of pre-prepared content convertible to Handout format activities and a 3-page set of pre-prepared content convertible to Workspace format activities. In the accompanying document (a separate *.docx file) for the created Handout and Workspace activities stored in the SMART Lumio cloud, the student will indicate the methodology of their application to the educational activities of the target group of students.
Creating and using mind maps in the educational process with the support of digital solutions
We develop professional digital competences by competence in the design and creation of mind maps through the tools of the software application Mindomo (or FreeMind/XMind), usable in our own educational activities implemented in schools and school facilities for the target group of intact pupils, as well as pupils with special educational needs in order to improve communication skills and critical thinking;
We are mastering the methodology of applying mind maps communicated to pupils through Mindomo (or FreeMind/XMind) to the process of school teaching of the subjects of their approbation at primary school / secondary school;
Topics:
Explanation of terminology in the field of mind/concept mapping; Desktop/cloud software applications for creating mind maps in the educational process at primary/ secondary schools; Functions and types of mind maps; Principles and principles of creating mind maps; Possibilities of using mind maps in the process of preparation for teaching and directly in the classroom; Familiarization with the user environment of the Mindomo software application (or FreeMind/XMind);
Structuring a mind map; Inserting, editing and formatting nodes; Creating and formatting branches; Encrypted node; Editing multi-line nodes; Creating image nodes; Moving/copying nodes and groups of nodes in the map; Inserting annotations to nodes; Linking nodes with local links - independent linking of ideas; Hypertext linking of nodes to distance learning information sources - links in nodes leading to distance learning sources (web) or to local files on the local disk of the computer; Importing content into the mind map; Exporting the map to the output of different formats; Text search in the subnetwork of the current node; Mind maps and their use when working with pupils with SEN.
As part of the distance assignment, the student will design and create one mind map from any thematic area of school subject teaching in primary/elementary school. The focus of the mind map should be situated in a curricular issue of the student's own choice falling within the educational content of the teaching subject at primary/ secondary school in the intent of the approbation subjects that the student is studying in the teacher education programmes at the Faculty of Education at PdF UK. In the mind map, tools and functions of the Mindomo (or FreeMind/XMind) application environment will be applied in the intent of the complexity of the explained problem. The student will justify in a brief written form the choice of the processed content/topic in the form of a mind map, their functionality and use in his/her educational activities.
Creation of non-linear presentations of educational content through the Prezi presentation platform supporting teacher's interpretation and systematization of students' knowledge
We acquire professional digital competencies in the concept of design and creation of impressive non-linear presentations of educational content realized through the Prezi Present cloud platform Prezi applicable to our own pedagogical activities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Prezi Present to the process of school teaching of subjects of their approbation at primary school / high school;
Topics:
Introduction of the software tool Prezi Present as a presentation platform - creation of trendy, effective presentations; Explanation and clarification of the terms used in the field of creating didactic presentations in the environment of Prezi Present; Possibilities of using the presentation application Prezi Present in the preparation and creation of supporting educational materials effectively usable in the teaching of their own subject; Presentation of examples of presentations used in teaching science, social science, art-educational and vocational educational disciplines; Illustrative comparison of differences between classical (Microsoft PowerPoint) and dynamic (Prezi Present) presentations;
Theoretical background of presentation preparation and the system of selection of presented information; Basic steps of the procedure for creating didactic presentations in Prezi Present; Functionality of the online presentation tool Prezi Present; Creating dynamic presentations in Prezi Present - working with text and graphic objects; Creating topic/subtopic structures, changing the order of topics/subtopics, Creating depth and rotation effects; Inserting additional graphic visuals into a presentation in Prezi Present; Working in edit mode for main topics, subtopics and other presentation content; Creating visual effects and animations of presentation objects;
Use of templates - change the design - colors, background, fonts; Inserting audio tracks on the background of individual topics/subtopics, the whole presentation; 3D presentations; Importing and editing PowerPoint presentations in Prezi Present; Sharing presentations with other users, sharing on social networks, on web portals; Exporting presentations to *.pdf and Portable Prezi (for off-line presentation); Export options and presentation size; Working with Prezi Present in off-line mode.
Within the distance assignment, the student will use the Prezi Present presentation tool to create an original didactic and visually engaging presentation of the educational content for the target group of students. The focus of the presentation should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at the primary school / secondary school in the intent of the approbation subjects that the student is studying in the study programmes of teaching at the Faculty of Education of the Charles University. The presentation will be at least 30 presentation views (= topics at the highest hierarchical level, subtopics at lower hierarchical levels and stack structure pages) to a minimum hierarchical nesting depth of three.
Use of Microsoft 365 platform in teacher's pedagogical activity
We develop professional digital competencies in the concept of design and creation of responsive presentations with educational content and emphasis on the cloud solution Microsoft Sway usable in educational activities implemented in schools or school facilities;
We are mastering the methodology of applying the presentation of educational content communicated to pupils through Microsoft Sway to the process of school teaching of subjects of their approbation at primary school / secondary school;
We hone professional digital skills to include the ability to effectively use the range of form content controls and ActiveX elements of Microsoft Word in the creation of interactive worksheets, tests and supplementary learning materials for pupils or other classroom agenda documents usable in the context of pedagogical activity;
We are mastering the methodology of applying interactive worksheets communicated to pupils through Microsoft Word to the process of school teaching of subjects of their area of specialization at primary school / high school;
Develop professional digital skills in the creation of large documents (such as letters, invitations, labels) through a mass correspondence tool usable in the maintenance of relevant pedagogical documentation; We develop professional digital skills in the creation of statistical calculations, compound expressions using functions for finding conditional frequency, sum, or arithmetic mean and techniques for addressing continuous and discontinuous areas in expressions/functions usable in the tabular processing of classroom data (student evaluations in knowledge or sports activities) supported by Microsoft Excel;
We hone professional competencies to include the ability to effectively apply advanced conditions and techniques for conditional formatting of table records using functions;
We extend digital skills to include the ability to effectively apply an advanced filtering tool to large tabular data by defining compound logical conditions (AND/OR), wildcards (*, ?), and a Subtotal function usable in maintaining appropriate pedagogical documentation;
Develop professional digital skills in creating cumulative graphical visualizations of tabulated data in the context of changing attributes of individual chart elements;
We apply other selected tools of the Microsoft 365 cloud platform, with an emphasis on the Microsoft Teams software application for teachers to use in conducting online learning activities.
Topics:
A basic theoretical introduction to Microsoft cloud solutions;
Sway presentation platform - creation of interactive school materials (portfolios), impressive presentations of educational content; Other possibilities of practical use of Microsoft Sway in educational activities; Concept of creating multimedia responsive presentations; Creating a new Sway, creating a Sway by importing an existing file/presentation, creating a Sway based on a template; Articulating presentation content; Options for inserting and formatting supported visuals via tabs; Grouping multimedia content; Influencing the appearance of a presentation; Changing the layout of content; Adapting specific elements to the style of a presentation; Exporting a presentation in *.pdf/*.docx; Additional options for setting up the presentation in Sway; Share Sway output from a personal Microsoft account; Share Sway output from an account assigned by the educational organization;
Editing large text documents in the Microsoft Word environment - standard settings; Using tabs; Text blocks; Columns; Objects in text - equation editor; Tables in text; Editing a document using a style; Creating your own style and editing an existing style. Document Revision. Definition of the terms section and reference and possibilities of their use; Document revision and its use in writing term papers and qualification papers; Document structuring - dividing a document into sections, types of section breaks, page settings in sections, creating a header and footer in a document divided into sections; Possibilities of using a structured document within the agenda of a teaching staff member; Creating references - automatic content creation, content setup, content formatting, numbering figures and tables, creating a list of tables and figures, footnotes and endnotes, cross-references, citations and list of references used, creating a document index; Creating templates - the importance of a template type document. Electronic forms - what are form elements and what is their difference from ActiveX elements, settings of form elements, ActiveX element and its settings, Form security; Application of the acquired experience and skills of working with Microsoft Word text editor in creating documents useful in own pedagogical activities; Creation of large documents - letters, invitations, labels - by means of the tool of mass correspondence useful in the framework of keeping the relevant pedagogical documentation.
Working with tabular data in Microsoft Excel; Inserting data into cells; Predefined and custom data format; Working with cells - moving, cutting, copying; Bulk filling of data and creating expressions/patterns; Applying elementary functions; Modifying function parameters; Modifying table appearance; Sorting tabular data; Data lists - creating custom lists; Increasing values. Rounding; Absolute and relative cell addressing; Hiding table values; Notes in cells; Working with large data - automatic and extended data filter, Subtotal function; Operations between sheets; Conditional formatting of table data; More advanced functions - If, Count, CountIf, SumIf, SumIfS, AverageIfS; Contingency table; Search functions; Creating forms.
We get familiar with the Microsoft Teams online communication platform environment; Creating Teams; Creating a pure team in MS Teams; Creating teams from an existing team and basic team customization; Creating a team from an Office 365 Group; Setting up and managing teams; Managing team members; Managing teams in bulk; Guest in a Team Class; Invitation from MS Teams; Channels; Cards; Creating your first online lesson; Creating a link to a lesson; Connecting students to an online lesson; Running a lesson with MS Teams; Preparing a lesson outline; Presenting in MS Teams; Tools available during the implementation of an online lesson on the student's/teacher's side (e.g. Conversation panel; Reporting for a word; Downloading a list of participants, etc.); Course notes - notepad; Uploading files with educational content; Creating a shared file for pupils/students in the virtual classroom; Creating a quiz; Quiz evaluation, Quiz setup.
Within the distance task, the student will design and create a document in the form of an electronic workbook in Microsoft Word using a template and applying content controls and ActiveX elements - text field, drop-down field, drop-down list, comma field, option button, command button - usable in the context of teaching subjects of his/her area of specialization at primary school / high school.
Within the framework of the distance task, the student will create a table of fictitious evaluation of pupils in the framework of knowledge or sports activities implemented in schools or school facilities in the range of at least 20 rows and 10 columns, where the functions of the Microsoft Excel spreadsheet application will be used in the context of the complexity of the explained issue.
In a distance task, the student formats a table of fictitious assessment of students in knowledge/sport activities, applying various conditions and techniques of conditional formatting of the table entries in the intent of the difficulty of the explained problem.
In the distance task, the student will create three different graphical visualisations of the data from the table of the previous distance task, in which he/she has processed the assessments achieved in the knowledge/sport activities implemented in schools or school facilities. They will add to the graphical visualisation the title of the graph, the axis names as well as other parameters of the graph as they wish in the context of the readability of the graph.
In the distance task, the student applies an extended filter to the table from the previous distance task to display the student's name and grade attained in the context of the knowledge/sport activities undertaken in the school or school facilities and filters to another location within the same worksheet/workbook when defining specific filter conditions (e.g. grade attained below/above a set value, etc.).
Within the framework of the distance task, the student will create through the Microsoft Sway application an original, dynamic and visually impressive presentation of the learning issue for the target group of pupils according to his/her own discretion in the intent of school teaching of the subjects of his/her apprenticeship at primary school/elementary school. The aim of the presentation to be realized by the student is to make it multimedia and at the same time attractive for the target group of pupils in terms of content. The scope of the presentation in Microsoft Sway must consist of at least 25 presentation views - cards with the subject content. To organize the presentation, the student should use its layout into sections, subsections and layers in order to increase the clarity of the presented topic for the student.
100/0
Learning outcomes and transferable competences
The aim of the educational discipline Digital Technologies 1 is to develop digital skills of students of teacher-oriented study programmes at the Faculty of Education of the Charles University (hereinafter referred to as the Faculty of Education of the Charles University) to be able to effectively use an appropriate range of didactic software applications in the context of the concept of design and creation of interactive educational activities, knowledge quizzes and assignments, electronic portfolios, impressive didactic presentations, new interactive forms of teaching material and other pedagogical/school documentation usable in the intent of their future teaching profession at different levels of regional education in the Slovak Republic.
By completing the educational discipline Digital Technologies 1, the student has the competences and digital skills to effectively use the tools of the SMART Notebook software application and the SMART Lumio cloud environment by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom, or in the home conditions in the case of distance/hybrid education.
By completing the educational discipline, the student also has the competences and digital skills in the field of design and creation of mind maps through the tools of the Mindomo software application (or FreeMind, XMind) applicable in educational activities implemented in schools and educational institutions for the target group of intact pupils, as well as pupils with special educational needs in order to improve their communication skills and critical thinking.
By completing the educational discipline Digital Technologies 1, the student acquires professional digital competencies in the concept of design and creation of impressive non-linear presentations and interactive presentations of educational content implemented through the Prezi Present cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline Digital Technologies 1, the student has, last but not least, the competences and digital skills to effectively use the cloud platform Microsoft 365 with an emphasis on software applications Sway, Word and Excel by creating supplementary teaching materials for the needs of school teaching and maintaining the relevant pedagogical documentation. The student masters the basic possibilities of using the online communication platform Microsoft Teams applicable in the implementation of distance learning at the level of regional education.
26 hours lecture + seminar/per semester, combined method
Student workload:
26 hours of combined teaching; 18 hours of guided self-study, continuous preparation for class (15 hours); assignment of a seminar paper and its written elaboration (18 hours); elaboration of a reflective essay (3 hours); preparation for a midterm test (20 hours); preparation for a final exam (20 hours); total 120 hours.
Teaching methods:
dialogical and discussion methods, work with tests and questionnaires, work with authentic text, work with information sources, psychological games, brainstorming, heuristic method, guided self-study
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% interim assessment: includes a seminar paper (10 points), an interim test (40 points). 50% final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and properties of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, distance learning and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of Psychology for teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
26 hours lecture + seminar/per semester, combined method
Student workload:
26 hours of combined teaching; 18 hours of guided self-study, continuous preparation for class (15 hours); assignment of a seminar paper and its written elaboration (18 hours); elaboration of a reflective essay (3 hours); preparation for a midterm test (20 hours); preparation for a final exam (20 hours); total 120 hours.
Teaching methods:
dialogical and discussion methods, work with tests and questionnaires, work with authentic text, work with information sources, psychological games, brainstorming, heuristic method, guided self-study
KUBÁNI, V., (2010). Všeobecná psychológia. Prešov: Prešovská univerzita. ISBN: 978-80-555-0172-7,
JURSOVÁ ZACHAROVÁ, Z. (2021). Od narodenia po maturitu. Poznatky vývinovej psychológie v kontexte vzdelávania. Bratislava: Univerzita Komenského v Bratislave. ISBN 978-80-223-5169-0.
Recommended reading:
LEMEŠOVÁ, M., SOKOLOVÁ, L., MINAROVIČOVÁ, K. (2015). Psychológia (inter)aktívne. Univerzita Komenského
NAKONEČNÝ M. (2016). Obecná psychologie. Triton.
SOKOLOVÁ, L., BROZMANOVÁ, E. (2015). Psychológia trochu inak. Univerzita Komenského
ŠRAMOVÁ, B. (2008). Osobnosť v procese ontogenézy. Melius
The course is completed by examination, the weight of the interim and final assessment is 50/50
50% interim assessment: includes a seminar paper (10 points), an interim test (40 points). 50% final assessment: includes a reflective essay (5 points) and a final test (45 points). The student must score at least 50% on each test.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For a grade of A, the student must be consistently outstanding, capable of independent study, and able to critically compare professional texts in psychology. The student is able to navigate a variety of literary sources, is proficient in the fundamentals of general and developmental psychology, understands the thinking, decision-making and emotional responses of children and adults, and can reflect critically on psychological knowledge.
A grade of B indicates that the student has performed above average throughout the semester, has been able to study independently, has mastered basic information related to general and developmental psychology, understands how children and adults think, make decisions, and react emotionally, and reflects on psychological knowledge.
A grade of C means that the student has performed standardly well during the semester, his/her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge or critically evaluate and compare individual psychological findings is lacking.
A grade of D means that the student has been less prepared during the semester, has slight deficiencies in theoretical knowledge related to the subject of education and has more problems in independent implementation work, cannot critically analyze information
A grade of E means that the student fails in more than one of the assignments, lacks the ability to analyze and compare multiple pieces of knowledge, and fails in critical thinking and application of theoretical knowledge to practice as well as theoretical knowledge.
slovak, czech and english
students of the psychology teaching (combined) programme do not enrol in the course
Part of general and cognitive psychology:
1. Introduction to psychology: a brief history of psychology, psychology as a science, the subject of psychological inquiry, the formation of psychological knowledge and psychological methodology. Psychological processes and states.
2. Sensory processes. Perception - characteristics of the process, laws of perception and types of perception.
3. Imagination and attention. Fantasy and memory imagery. Types of ideas and their comparison. Illusions and hallucinations. Types and properties of attention.
4. Memory and learning. Theories of memory. Types of memory. Memory processes and information (remembering, retention, reproduction, retrieval). Forgetting, extremes and pathology in memory performance. Characteristics and some theories of learning, types, conditions and principles of learning
5. Thinking, intelligence and speech. Thought operations and forms of thought. Types of thinking. Thinking as problem solving. Thinking and intelligence. Relationship between thinking and language.
6. Dynamics of the psyche: motivation and emotions. Emotional states and feelings. Physiological bases of emotionality. Classification and characteristics of feelings and emotions. Stress, frustration and the experience of conflict. Characteristics and functions of motivation, principles of motivation, energetic basis of the organism, instincts, drives, needs, values, attitudes, aspirations, frustration, volition.
Part of developmental psychology:
7. The subject of investigation and methods of developmental psychology. Subject, aims of developmental psychology; interdisciplinary relations. Assessment of psychological development - basic methods of diagnosing developmental level, developmental screening and scales, psychological tests.
8. Mental development in general - developmental changes and laws, factors of development. Developmental changes and their classification, basic developmental processes. Factors of development - conditions of psychic development, distance learning and internal factors of psychic development and their interrelations; maturation and learning, development and education. Developmental laws9. Theoretical models and concepts of psychological development. Periodization of development. Problems of unified classification of psychological development, classification systems. Critical or sensitive developmental stages, developmental crisis. Basic psychological characteristics of developmental phases.
10. The most important theoretical models of psychological development and their critical evaluation - psychoanalytic, humanistic, biodimensional model, Piaget's school, Vygotsky and the Russian school ai... Theoretical concepts of determination of psychological development - nativism and endogenistic theories, empiricism and exogenistic theories, interaction theoretical models.
11. Developmental roles of the different periods - prenatal development, newborn, infant, toddler, pre-school age, younger school age, adolescence, adulthood and old age.
50/50
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of Psychology for teachers 1 is to make available basic information about the general laws of human experience and behaviour so that they can form a platform for understanding the workings of the human psyche and to synthesize psychological knowledge, facts, theories, research approaches into a coherent view of the individual's psyche for the purposes of creative professional application in pedagogical practice. The student after completing the course
- knows the basic concepts of general, cognitive and developmental psychology, basic models and theories of developmental psychology, knows how to differentiate and classify them into individual categories,
- can apply knowledge of general, cognitive and developmental psychology in an educational context,
- knows the laws of psychic development, especially with regard to the needs of lower and upper secondary education,
- knows the laws of development of cognitive processes and their application in the educational process
- can read and understand professional text and psychological research, understand tables and graphs
- finds logical connections in opinions and thoughts
Type, scope and methods of educational activities:
lecture+seminar, 20 hours per semester, combined
Student workload: 20 hours of teaching, 13 hours of guided self-study; 36 hours of seminar paper preparation, 11 hours of mid-term assessment preparation, 40 hours of exam preparation. Total 120 hours of student work.
Educational methods: lecture, interpretation, problem-based interpretation, discussion methods, individual work, small group work, mind mapping, didactic games, problem-based methods, situation analysis methods, guided self-study
Number of credits: 4
Recommended semester: 3rd - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7
ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms mentioned in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
Type, scope and methods of educational activities:
lecture+seminar, 20 hours per semester, combined
Student workload: 20 hours of teaching, 13 hours of guided self-study; 36 hours of seminar paper preparation, 11 hours of mid-term assessment preparation, 40 hours of exam preparation. Total 120 hours of student work.
Educational methods: lecture, interpretation, problem-based interpretation, discussion methods, individual work, small group work, mind mapping, didactic games, problem-based methods, situation analysis methods, guided self-study
Number of credits: 4
Recommended semester: 3rd - 4th semester
Level of study: 1st degree
Prerequisite subjects: none
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika. Lexikon výukových a hodnoticích metod. Praha: Grada. 624s., ISBN 978-80-247-3450-7
ČAPEK, R. (2020). Uč jako umělec. Brno: Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
KOMENSKÝ, J. A.1954. Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6.
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KOSTRUB, D., OSTRADICKÝ, P. (2014). Phenomena that determine didactic teacher thinking within the process of selecting optimal methods of teaching. In EDUKACJA KU PRZYSZLOŠCI, 2014, s.114-122. ISBN 978-83-62160-20-4.
OBDRŽÁLEK, Z. a kol. (2003). Didaktika pre študentov učiteľstva ZŠ. Bratislava: Univerzita Komenského, 2003.
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017. - Brno: Masarykova univerzita, 2017. ISBN 978-80-87952-22-1. - S. 843-852.
PETLÁK, E. (2016). Všeobecná didaktika. Bratislava: IRIS, 322 s. ISBN: 978-80-8153-064-7
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Bratislava: Univerzita Komenského. ISBN 978-80-223-4817-1
TÓBLOVÁ,, E. a kol. (2017). The analysis of educational needs of managing teaching staff in schools in the Slovak Republic. Modern Journal of Language Teaching Methods. - Vol. 7, no. 5 (2017), p. 11-17. ISSN 2251-6204
TÓBLOVÁ,, E. a kol. (2017). Inovácia pregraduálnej prípravy učiteľov v oblasti didakticko-technologických kompetencií. Innovation of the pregraduate teacher training aimed at the didactic-technological competence development. Autoevaluační kultura a kvalita vzdělávání. Praha: Extrasystem, 2017. - ISBN 978-80-87570-36-4. - S. 91-95
TUREK,I. (2014). Didaktika. Bratislava: Wolters Kluwer, 2014, ISBN 978-80-8168-004-5
ZORMANOVÁ, L. (2014). Obecná didaktika. Praha: Grada. ISBN 978-80-247-4590-9
The course is completed by examination, the weighting of the interim and final assessment is 50/50.
Students work on continuous work during the semester (setting objectives, taxonomy of objectives, creation of material aids, creation of didactic test, ...). Intermediate works are evaluated for 20 points. At the end of the intermediate teaching they hand in the semester work - methodical preparation for the teaching unit. The semester work is evaluated for 30 points. During the examination period, they take an oral final examination. The final assessment is worth 50 points. The successful completion of the course is subject to obtaining at least 60 % of the maximum possible grade for the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
slovak, czech and english
students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification
50/50
Learning outcomes:
Learning objectives and outcomes:
The student will acquire knowledge of the importance of general didactics and its essence for successful functioning in the practice of the teaching profession. The student will be able to define the subject and methodological profile of didactics, develop knowledge, competences and attitudes associated with the teaching profession, knowledge and competences of planning and organizing pupils' learning activities. The student is able to define general didactics in the system of pedagogical sciences, list and characterise its functions and significance. Characterise the personality of the pupil and the teacher in educational contexts. Characterise and analyse basic school documents and explain their interrelation, compare their structure. Analyse the curriculum from a didactic point of view, defend and present their solution. Apply procedures in the processes of formulating specific objectives according to different taxonomies of objectives. Recognise the nature and importance of the application of didactic principles in the teaching process. Orient themselves in the theories and concepts of teaching. Can characterise different approaches to the classification of methods and organisational forms of the teaching process. Analyse and classify the methods and forms mentioned in school documents. Create a portfolio of own outcomes in general didactics in accordance with the acquired knowledge. Be able to critically and factually assess and evaluate the outputs of others.
Transferable competences:
By discussing, solving and presenting the results of continuously assigned tasks, students will develop their analytical and critical thinking, communication skills, interpersonal skills, organizational skills, digital skills, lecturing and metacognitive skills. Students will be able to use the acquired knowledge and competences creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Brief outline of the course:
General didactics as a basic pedagogical discipline studies the educational process in all its complexity. Didactics helps students to develop and become aware of basic pedagogical knowledge, to understand didactic interrelationships in teaching. It emphasizes the basic concepts and theories of teaching, for the formation of students' individual conceptions of teaching. Makes accessible the formation and essence of basic didactic principles, pedagogical documents and objectives in the teaching process. It leads students to confront theory with practice, to understand a concept in relation to a specific educational activity, to the specific work of the teacher, but above all in relation to the pupil. It characterises the whole process of preparing a teaching unit, through the interaction of teacher and pupils, i.e. through methods, organisational forms and material means.
Topics:
Historical and contemporary conceptions of general didactics. General didactics as a basic pedagogical discipline and its relation to other sciences. The personality of the pupil and the teacher. Basic pedagogical documents. Didactic principles. Pupils' learning styles and teachers' teaching styles. Didactical analysis of the curriculum. Educational objectives, taxonomies of objectives. Theories and concepts of education. Traditional and activating teaching methods. System of organizational forms. Teaching process, its stages and their analysis. Material teaching means - teaching aids, didactic technology and their importance. Assessment, screening, classification.
Type, scope and method of educational activities:
13 hours seminar per semester, combined method
Student workload:
13 hours of teaching and 9 hours of guided self-study, 10 hours of preparation for teaching during the semester, 25 hours of preparation for midterm evaluation, 33 hours of preparation for final evaluation, 90 hours in total.
Teaching methods:
Dialogical methods - interview, debate, group discussion, micro-output and feedback training, problem-based methods - brainwriting, brainstorming, monological methods - lecture, guided self-study - working with text, solving tasks and assignments.
Number of credits: 3
Recommended semester: 1st - 2nd semester
Level of study: 1st degree
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
: smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Pedagogical communication in theory - definition of communication, types of communication, information theory and its components. Pedagogical communication - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Pedagogical communication in practice - teachers' inappropriate approaches in pedagogical communication. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Pedagogical Communication course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for developing critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Type, scope and method of educational activities:
13 hours seminar per semester, combined method
Student workload:
13 hours of teaching and 9 hours of guided self-study, 10 hours of preparation for teaching during the semester, 25 hours of preparation for midterm evaluation, 33 hours of preparation for final evaluation, 90 hours in total.
Teaching methods:
Dialogical methods - interview, debate, group discussion, micro-output and feedback training, problem-based methods - brainwriting, brainstorming, monological methods - lecture, guided self-study - working with text, solving tasks and assignments.
Number of credits: 3
Recommended semester: 1st - 2nd semester
Level of study: 1st degree
Compulsory reading:
GAVORA, P. (2007). Učiteľ a žiaci v komunikácii. Bratislava: UK.. 197s. ISBN 978-80-223-2327-7
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení. 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava: Univerzita Komenského v Bratislave. 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave. 143-160s. ISBN 978-80-223-4661-0
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing. 200s. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing. 256s. ISBN 978-80247-2652-6
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class. This is a prepared micro-performance (alone or in pairs).
Semester work for interim assessment 1: consists of a creative assignment for 40b (20+20). This includes preparation of an oral micro-presentation for 10-15 minutes and feedback (20b) and preparation of a visual presentation in a graphics program (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, i.e. a test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
: smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical use of theoretical knowledge about effective communication in the educational process through training and micro-performances. The course is designed to prepare students for the future teaching profession in the field of critical and independent thinking, communication and rhetorical skills, collaboration, creative activity, self-assessment, feedback, etc. Using various activating methods and problem-based tasks, students will actively participate in the teaching and create the content of the course themselves, in which they will use their own potential and develop the inter and intra personal aspects of their own personality.
Topics:
Pedagogical communication in theory - definition of communication, types of communication, information theory and its components. Pedagogical communication - its functions, levels, basic rules, organizational forms. Interaction styles of the teacher. Extralinguistic means of communication, paralinguistic aspects of speech. Verbal communication - monologue, dialogue, conversation, questioning, argumentation. Organizational forms and space in communication. Types of teaching according to the number of participants. Classroom layout.
Pedagogical communication in practice - teachers' inappropriate approaches in pedagogical communication. Appropriate communication approaches and strategies in teacher work - learner centred approach, humanism, non-directivity. Presentation - structure and arrangement of speech/speech/lecture. Selection and appropriateness of information within an oral presentation. Analysis of speakers. Visualisation and arousal of interest. Organisation of time. Argumentation - composition of argument, types of argument. Logic and errors in argumentation. Types of interviews. Debate - how to conduct a conversation, the structure of a conversation. Division of discussion methods. Feedback - self-evaluation and self-reflection, giving and receiving criticism. Critical thinking and methods to develop critical thinking.
100/0
Learning objectives and outcomes:
By completing the Pedagogical Communication course, the student should:
- Be able to compare student-centered and teacher-centered approaches in communication,
- be able to justify the choice and appropriateness of the communication approaches used in teaching,
- be able to create a presentation with high quality content and visually interesting,
- be able to apply theoretical knowledge in the creation of oral micro output,
- be able to present a micro performance in front of a group and be able to give or receive feedback,
- be able to argue correctly and be able to make a factually correct argument,
- understand the importance of selection and analysis of information and information sources,
- know methods for developing critical thinking,
- acquire presentation and communication skills and be able to apply them in practical tasks.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks in the course, furthermore analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and through their application in discussion, strengthens interpersonal skills within the group - activation and taking initiative and responsibility.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Predmet je ukončený hodnotením (100% priebežného hodnotenia).
Úlohou študenta je v priebehu semestra vyriešiť priebežne zadávané úlohy a odovzdať záverečný projekt záverečnej práce na konci priebežného hodnotenia. Študent sa aktívne podieľa na prezentácii a diskutovaní riešení priebežných úloh na seminároch, za ktoré získava body (20%). Riešenie každej priebežnej úlohy, ktorá sa odovzdáva v stanovenom termíne, je hodnotené bodmi (40%). Za projekt záverečnej práce na konci priebežného hodnotenia získava študent body (40%). Všetky body sa na záver priebežného hodnotenia spočítajú.
Pre úspešné absolvovanie predmetu je potrebné získať minimálne 60% bodového hodnotenia.
Hodnotenie sa udeľuje na stupnici:
A (100-91%, výborne - vynikajúce výsledky), študent aktívne priebežne pracuje na priebežných úlohách, podieľa sa na prezentácii a diskutovaní daných úloh na seminároch. Kriticky aj tvorivo reflektuje priebežné zadania. Je schopný vypracovať projekt záverečnej práce na vynikajúcej úrovni.
B (90-81%, veľmi dobre - nadpriemerný štandard), študent aktívne primerane pracuje na priebežných úloha, podieľa sa na prezentácii a diskutovaní daných úloh na seminároch. Primerane reflektuje priebežné zadania a je schopný na veľmi dobrej úrovni vypracovať projekt záverečnej práce.
C (80-73%, dobre - bežná spoľahlivá práca), študent počas semestra podával štandardne dobré výkony, ich teoretické znalosti sú na dobrej úrovni, chýba mu však schopnosť tieto poznatky kriticky aplikovať. Projekt záverečnej práce je vypracovaný na dobrej úrovni.
D (72-66%, uspokojivo - prijateľné výsledky), študent bol v priebehu semestra slabšie pripravený, má mierne nedostatky v teoretických znalostiach. Nevie kriticky analyzovať informácie. Projekt záverečnej práce vypracoval na uspokojivej úrovni.
E (66-60%, dostatočne - výsledky spĺňajú minimálne kritériá), študent disponuje v obmedzenej miere teoretickými poznatkami, nedokáže kriticky analyzovať tieto poznatky, je len v minimálnej miere schopný poznatky aplikovať. Priebežné úlohy spĺňajú minimálne kritériá, rovnako ako vypracovanie projektu záverečnej práce.
Fx (59-0%, nedostatočne - vyžaduje sa ďalšia práca navyše)
Learning objectives and outcomes:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Selection of literature according to the chosen topic of the thesis;
Current directive of the Rector of Charles University on the basic requirements of thesis;
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác - vysokoškolské skriptá pre študentov Univerzity Komenského v Bratislave. Bratislava: Stimul. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma. ISBN 8089132454
STAROŇOVÁ, K. (2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta, . ISBN 978-80-8063-359-2.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student's task is to solve the assignments given continuously during the semester and to hand in the final thesis project at the end of the midterm evaluation. The student actively participates in presenting and discussing solutions to the interim assignments in seminars, for which he/she receives points (20%). The solution of each interim assignment that is handed in on the due date is evaluated with points (40%). The student receives points (40%) for the final thesis project at the end of the interim assessment. All points will be added together at the end of the interim assessment.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively works on continuous assignments, participates in the presentation and discussion of the assignments in seminars. Reflects both critically and creatively on interim assignments. He/she is able to produce a final thesis project at an excellent level.
B (90-81%, very good - above average standard), the student actively works adequately on the continuous assignments, participates in the presentation and discussion of the given assignments in seminars. He/she reflects adequately on the intermediate assignments and is able to produce a final thesis project at a very good level.
C (80-73%, good - normal reliable work), the student has performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge. The final thesis project is done at a good level.
D (72-66%, satisfactory - acceptable results), the student was less prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information. He/she prepared the final thesis project at a satisfactory level.
E (66-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge. Intermediate tasks meet the minimum criteria, as well as the development of the final thesis project.
Fx (59-0%, insufficient - extra work required).
Slovak language (in the case of language subject approbations also the target language)
Brief outline of the course:
Types of bachelor theses. The timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting of material. Theoretical and methodological conception of the thesis. Methodology of problem processing. Methodology of elaboration of the thesis.
Formal-compositional requisites of the final thesis. How to prepare for the defence of the thesis.
Predmet je ukončený hodnotením (100% priebežného hodnotenia).
Úlohou študenta je v priebehu semestra vyriešiť priebežne zadávané úlohy a odovzdať záverečný projekt záverečnej práce na konci priebežného hodnotenia. Študent sa aktívne podieľa na prezentácii a diskutovaní riešení priebežných úloh na seminároch, za ktoré získava body (20%). Riešenie každej priebežnej úlohy, ktorá sa odovzdáva v stanovenom termíne, je hodnotené bodmi (40%). Za projekt záverečnej práce na konci priebežného hodnotenia získava študent body (40%). Všetky body sa na záver priebežného hodnotenia spočítajú.
Pre úspešné absolvovanie predmetu je potrebné získať minimálne 60% bodového hodnotenia.
Hodnotenie sa udeľuje na stupnici:
A (100-91%, výborne - vynikajúce výsledky), študent aktívne priebežne pracuje na priebežných úlohách, podieľa sa na prezentácii a diskutovaní daných úloh na seminároch. Kriticky aj tvorivo reflektuje priebežné zadania. Je schopný vypracovať projekt záverečnej práce na vynikajúcej úrovni.
B (90-81%, veľmi dobre - nadpriemerný štandard), študent aktívne primerane pracuje na priebežných úloha, podieľa sa na prezentácii a diskutovaní daných úloh na seminároch. Primerane reflektuje priebežné zadania a je schopný na veľmi dobrej úrovni vypracovať projekt záverečnej práce.
C (80-73%, dobre - bežná spoľahlivá práca), študent počas semestra podával štandardne dobré výkony, ich teoretické znalosti sú na dobrej úrovni, chýba mu však schopnosť tieto poznatky kriticky aplikovať. Projekt záverečnej práce je vypracovaný na dobrej úrovni.
D (72-66%, uspokojivo - prijateľné výsledky), študent bol v priebehu semestra slabšie pripravený, má mierne nedostatky v teoretických znalostiach. Nevie kriticky analyzovať informácie. Projekt záverečnej práce vypracoval na uspokojivej úrovni.
E (66-60%, dostatočne - výsledky spĺňajú minimálne kritériá), študent disponuje v obmedzenej miere teoretickými poznatkami, nedokáže kriticky analyzovať tieto poznatky, je len v minimálnej miere schopný poznatky aplikovať. Priebežné úlohy spĺňajú minimálne kritériá, rovnako ako vypracovanie projektu záverečnej práce.
Fx (59-0%, nedostatočne - vyžaduje sa ďalšia práca navyše)
Learning objectives and outcomes:
The aim of the course is to familiarize students theoretically and practically with the principles and procedures that need to be mastered for the successful preparation of a bachelor's thesis.
The student is able to define the topic of his/her own bachelor thesis, is able to correctly determine the methods of its processing, acquires the ability to work selectively and correctly with the professional literature on the chosen topic. He/she knows the individual parts of the final thesis. Is able to prepare and present the results of the thesis and is able to respond to questions on the thesis in discussion.
Recommended reading:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 198 s. ISBN: 978-80-8083-867-6
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. 2004. Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška, 312 s. ISBN 80-8050-675-2
Recommended reading:
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist/methodologist for evaluation in print or electronic form (as agreed with the methodologist/methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
: The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical Foundations of Education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: definition of the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of pedagogical communication, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
Final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning objectives and outcomes:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Recommended reading:
Compulsory reading:
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 198 s. ISBN: 978-80-8083-867-6
GOGOVÁ, A., KROČKOVÁ, Š., PINTES, G. 2004. Žiak - sloboda - výchova. Prešov: Vydavateľstvo M. Vaška, 312 s. ISBN 80-8050-675-2
Recommended reading:
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno. 2016. Masarykova univerzita. ISBN 978-80-210-8274-8
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5231-4
The national curriculum for ISCED 2 and ISCED 3.
Pedagogical documentation
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student completes an introductory practice seminar with the practice methodologist and a hospitality in a primary or secondary school according to the subject/subject specialization of the practice in the range of 10 - 20 hours. The student will keep a practice portfolio of the hours of hospitalisation, which he/she will submit to the practice methodologist/methodologist for evaluation in print or electronic form (as agreed with the methodologist/methodologist). The final assessment takes the form of a colloquium. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak language
: The student enrolls in Teaching practice (A) concurrently with the course or after completing the course Theoretical Foundations of Education. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization - pre-praxis meeting: definition of the objectives, methods and focus of the hospitalization.
The implementation phase of hospitalization - own observation of the educational process and processing of the hospitalization portfolio with emphasis on aspects of pedagogical communication, elements of communication, individual differences of pupils, phenomena of the dynamics of the learning group, educational goals, methods, forms, principles and content elements of education, manifestations of the teacher's personality and the classroom environment, positive and negative evaluations in teaching, non-standard educational situations.
Final phase of the hospitalization - post-hospitalization colloquium: analysis of the practice portfolio, reflection and interpretation of the observed educational phenomena. Familiarisation with the school documentation: state and school curriculum, electronic class book, online student book, Edupage information system. Educational standards, individual education plans, etc.
100/0
Learning objectives and outcomes:
The goal of the Teaching Practicum (A) is to initiate the professional vision of male and female student teachers, particularly in terms of descriptive and identification. After completing the course, the student knows and can navigate in school documentation, can process the record of the educational unit hospitalization, can describe educational phenomena (elements of communication in the learning group, individual differences of pupils, phenomena of the dynamics of the learning group), can identify the individual educational goals, methods, forms, principles and content elements of education. The aim of the course is also to observe and analyse the manifestations of the teacher's personality and the classroom environment. The student will be able to distinguish and evaluate the application of positive and negative evaluation in teaching, be able to identify non-standard educational situations and evaluate the effectiveness of their solution.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on his/her teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
Remarks: The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, pedagogical communication, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
IVANOVIČOVÁ, J., KRAMÁREKOVÁ, H. (2010). Pedagogická prax – súčasť pregraduálnej prípravy budúcich učiteľov. Nitra: Fakulta prírodných vied, 108 s. ISBN 978-80-8094-680-7.
KONTÍROVÁ, S. (2011). Pedagogická prax študentov učiteľstva akademických predmetov. Košice: Univerzita Pavla Jozefa Šafárika, 101 s. ISBN 978-80-7097-904-4.
KOMENSKÝ, J. A. (1954). Veľká didaktika. Bratislava: SPN, 272 s. ISBN 9-3264/53
KOSTRUB, D., SEVERINI, E. Portfólio v pedagogickej praxi študenta. In: ŠVEC, V., LOJDOVÁ, K., PRAVDOVÁ, B. 2016. Učitelské praxe – současné poznatky a perspektivy. Brno: Masarykova univerzita. ISBN 978-80-210-8274-8 https://munispace.muni.cz/library/catalog/book/829
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Prešov: Rokus. 370 s., ISBN 978-80-8951-061-0
KOSTRUB, D. 2008. Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS. ISBN 978-80-89055-87-6
KOSTRUB, D., OSTRADICKÝ, P. (2016). Participative didactics as an inspiration for students. In INWENCJA W EDUKACJI DZIECI, MLODZIEZY I DOROSLYCH, 2016, s. 428-438. ISBN 978-83-941235-5-0.
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. 28 s. ISBN 978-80-210-9581-6 https://www.phil.muni.cz/do/fi/is/sebehodnotici_nastroj/Standard-kvality-profesnich-kompetenci.pdf
STRAKOŠ, J. 2021. Mimovyučovacie činnosti učiteľa v škole: Metodika stáže A. Bratislava: Univerzita Komenského, 2021, 30 s., (1,45 AH), ISBN 978-80-223-5231-4
National curriculum for ISCED 2 and ISCED 3
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student will attend a pre-practise seminar with the practice methodologist, and will complete at least 10 hours of hospitalization at a primary or secondary school according to the subject/content specialization. The student will keep a personal portfolio of teaching practice from the hours of hospitalization. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The portfolio is submitted by the student to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on his/her teaching practice.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A - excellent results: the student is able to apply procedures in the processes of formulating objectives according to different taxonomies of objectives. The student can analyze and classify methods and forms and other didactic categories in practice. The student is able to work effectively with professional sources. The student can critically, factually assess and evaluate the presented solutions of others, can evaluate the quality of his/her own work.
B - above average standard: the student can apply the procedures in the processes of formulating goals according to different taxonomies of goals. The student can analyze and classify methods and forms and other didactic categories in practice. Above-average orientation in the problems of general didactics, above-average communication skills, completion of assigned tasks. Critical evaluation is at borderline level.
C - normal reliable work: the student is able to work out the assigned tasks, average orientation in the problems of general didactics. Can apply the procedures in the processes according to the model and with the teacher's help. Average activity on intermediate assignments.
D - acceptable results: the student is able to work out intermediate tasks with the help of the teacher, average orientation in general didactics, average student activity.
E - the results meet the minimum criteria: the student can define and define basic didactic concepts and elements, but cannot define them in educational contexts. Critical assessment and evaluation are absent. Sufficient level of practical skills and professional knowledge.
FX - extra work is required: the student has very little knowledge of basic didactic terminology, cannot apply it in the outputs, there is no application of procedures, correct elaboration of tasks. Critical assessment and evaluation are absent.
slovak, english and czech
Remarks: The student enrolls in Pedagogical Practice (B) concurrently with the course or after completing the course General Didactics. Pedagogical Practices are carried out on dates determined by the schedule of the academic year of the Faculty of Arts of Charles University and are preceded by an introductory instructional session with the student's practice methodologist.
Brief outline of the course:
The aim of teaching practice B is to enable students to observe the teaching process from the perspective of a future teacher. During the practicum, students observe the teaching process of the practicing teachers and, on the basis of theoretical knowledge of general didactics, analyse the teaching process in its entirety and, in the final reflection, formulate a characterisation of the observed teaching, the working atmosphere, evaluate the pedagogical competence of the practicing teachers, point out the positives and negatives, propose their own solutions and describe suggestions for change, and give their own reflections on the profession of teaching, where they are in relation to the observed teaching process.
Preparatory phase for the practice: pre-practicum seminar, definition of requirements for the implementation of the practice, preparation and study of hospitality sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
The implementation phase of the practice: self-observation of the teaching process, processing of hospitality sheets with emphasis on aspects of objectives, methods, pedagogical communication, teacher and pupils' activities, identification of teaching phases, cognitive functions, pupils' activity and activation, and a comprehensive record of the teaching process.
Evaluation phase of practice: interpretation of observed educational phenomena, analysis of the hospital portfolio, reflection on the pedagogical practice B.
100/0
Learning outcomes and transferable competences:
The goal of Teaching Practice B is to initiate students' professional vision at the level of descriptive and identification. After completing the pedagogical practice B, the student knows and can work with pedagogical documentation, can process the record of the teaching unit hospitalization. Identifies the main objectives, methods, forms and phases of the teaching process. Can describe the elements of communication and classroom dynamics.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZex002 / Digital Technologies 1
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programmes of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Notes: the seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the stated partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most Generally used tools - ideas for their use in creating interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Collaboration of teacher and pupil/student on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked distance learning files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; ActivExpression2 voting device registration in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will use as far as possible the widest possible range of available tools, functions, actions and features. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the framework of the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will indicate the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of their approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will use the cloud platform Prezi (Prezi Present and Prezi Video) to create an original didactic and visually engaging video presentation of educational content of his/her own choice for the target group of students, in a range of at least 20 presentation views, usable in teaching the subjects of his/her area of expertise at primary school/junior high school.
Application of selected Web 2.0 tools for feedback in the process of school teaching in primary schools
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of applying gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - instant feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group.
As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary/ secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance assignment, the student will design and create in the environment of the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the
Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom, or in the home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
ZÁHOREC, J. (2021). Inovatívne digitálne riešenia v školskej edukácii žiakov. Bratislava: Univerzita Komenského v Bratislave, 141 strán, ISBN 978-80-223-5121-8. https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Inovativne_digitalne_riesenia.pdf
ZÁHOREC, J., BREČKA, P. (2021). Uplatnenie platformy SMART Learning Suite v oblasti tvorby edukačných aktivít. Bratislava: Univerzita Komenského v Bratislave, 129 strán, ISBN 978-80-223-5127-0 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Pouzivame_SMART_Learning_Suite.pdf
ZÁHOREC, J., HAŠKOVÁ, A., MUNK, M. (2020). Digitálna gramotnosť učiteľov v kontexte ich profesijnej prípravy. Bratislava: Univerzita Komenského v Bratislave, 305 strán, ISBN 978-80-223-4882-9.
LABJAKOVÁ, I. (2019). Interaktívna tabuľa v edukačnom procese, Bratislava: Metodicko-pedagogické centrum v Bratislave, 2019, 100 s., ISBN 978-80-565-1444-3
Základný študijný text k vzdelávaciemu obsahu disciplíny Digitálne technológie 2 bude študentom pravidelných časových intervaloch sprístupňovaný v elektronickej forme prostredníctvom univerzitného LMS Moodle.
Prerequisites: B-VUZex002 / Digital Technologies 1
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
active participation in seminars conducted by both face-to-face and distance learning methods;
processing of partial (distance) deliverables/assignments according to the lecturer's assignment during the semester from the selected subject areas and their submission in electronic form within the set deadline, which are continuously checked and evaluated by the lecturer, constitutes 80% of the total achievable point value; Submission of partial assignments is a condition for the award of credits;
development of a semester project - at the end of the semester, the student develops through the cloud tool Prezi Video an original and visually impressive video presentation of the educational content of the selected teaching subject at primary school / secondary school in the context of the subjects that the student studies in the study programmes of teaching at the Faculty of Education of Charles University; The structure of the video presentation should be based on the presentation created in the Prezi Present software application; Personal presentation of the created project in Prezi in front of the whole study group; Successful implementation and defence of the project constitutes 20% of the total achievable point value and is a condition for the award of credits.
The rating shall be awarded on a scale of
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the educational subject it is necessary to obtain at least 60 % of the score.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Notes: the seminar is conducted in a computer room, each student has a computer at his/her disposal.
Brief outline of the course
The content of the educational discipline Digital Technologies 2 is divided into four thematic headings and relevant sub-topics in order to ensure the achievement of the stated partial educational objectives. The content structure of the educational discipline is designed so that the student continuously develops his didactic-technological competences in the field of selected didactic software applications by completing the educational topics organized in the present and distance form and at the same time strengthens his professional training in the subject area.
Due to the rapid development of new didactic software usable in the pedagogical process, the specific content structure of the discipline can be adapted to the current requirements of practice and students.
Application of ActivInspire software application and ClassFlow cloud environment in the educational process
We master the principle and methodology of working with selected (Promethean World Ltd) digital didactic resources designed to support interactive teaching of subjects of its approbation in primary and secondary schools;
We develop professional digital competences by the ability to effectively use the software tools of the ActivInspire desktop application and the ClassFlow cloud environment through the creation of gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of pupils (including pupils with special educational needs) participating in a lesson in the school classroom or in home conditions in the case of distance/hybrid education; In the context of the above activity, the trainee is also expected to learn the methodology for applying the activities developed in the school classroom;
We gain knowledge about desktop digital voting solutions and (trendy) cloud-based applications for creating knowledge tests/quizzes currently available on the market as an interactive didactic means of teaching, advantages and disadvantages of their deployment in the teaching process in the field of regional education;
We acquire digital skills in creating, editing and administering knowledge tests through voting sessions and supported by the ActivInspire software application and ActivExpression2 digital voting device to stimulate pupil activation and attention in the classroom; We use the ExpressPoll voting session; we use the question creation wizard to create test activities in the teacher stimulation; we implement the work with the question set wizard for processing at the pupil's own pace (voting session in the pupil stimulation) in the teaching of the subjects of his/her apprenticeship;
We are mastering the methodology of applying the knowledge tests communicated to pupils through the ActivInspire application and the ActivExpression2 digital voting device to the process of school teaching of the subjects of their approbation in primary/ secondary schools;
Develop skills in statistically processing the results of whole group voting activities into the ActivInspire demonstration workbook, as well as exporting them to Microsoft Excel;
We strengthen professional digital competences in the area of working with complex interactive solutions usable in educational situations with an emphasis on the ActivBoard interactive whiteboard.
Topics:
Design of demonstration workbooks - options for setting up and customizing the ActivInspire work environment; Main toolbar - demonstration for familiarizing yourself with the most Generally used tools - ideas for their use in creating interactive educational content; Annotation mode on the desktop; Browsers in ActivInspire; Export/Import (*.flipchart) of demonstration workbooks; Collaboration of teacher and pupil/student on the whiteboard - dual user mode;
Adding additional graphical content to the ActivInspire demonstration workbook; Importing and exporting asset packages; Defining object properties; Using layers and layering: Blind Map, Magic Tunnel, Magic Ink - ideas for using them when designing educational activities aimed at the target group of students; Adding and removing links to linked distance learning files/internet resources; Creating and using grid features when designing educational activities; Creating interactive demonstration workbooks - creating containers; Working with actions; Suggestions for their use of selected actions in the creation of interactive materials usable in the educational process; Benefits of using profiles; Annotating the desktop; Using desktop tools; Working in dual user mode; Using mathematical and design tools; Demonstrations of the use of mathematical and design tools in the creation of interactive materials usable in the educational process;
We extend professional digital competencies with the ability to effectively apply gamification educational activities through predefined templates - Sorting into categories, Crossword, Learning Cards, Assigning and Sorting items and other templates supported by the cloud-based ClassFlow application;
Current trends in the application of digital voting solutions for education; Technological principle of digital voting systems; Possibilities of using digital voting systems in school teaching in primary schools / elementary schools ; Methodology of working with digital voting systems; Digital voting solutions - effective support of group cooperation in classrooms stimulating the learning process;
We use the ActivExpression2 digital voting system in the classroom; Components of an intelligent digital voting solution; ActivExpression2 voting device registration in ActivInspire; Voting Browser; Types of voting sessions and test questions supported by the ActivInspire software application and ActivExpression2 voting device; Working with voting session results in ActivInspire - viewing results in different formats; Exporting results from ExpressPoll from prepared questions and from a set of self-paced questions to Microsoft Excel; Suggestions for educational activities and games using ActivExpression2 voting devices to promote student activation and attention in the classroom.
Within the framework of the distance assignment, the student in the ActivInspire environment will develop a set of engaging learning activities, knowledge games, engaging presentations of educational content as new interactive forms of learning material supporting the activation and attention of students in the classroom. In conceptualising the design and development of the task, the learner will use as far as possible the widest possible range of available tools, functions, actions and features. Within a developed demonstration workbook of at least 6 pages, the student will be expected to primarily use the container activity, magic ink, magic tunnel, set actions and constraints on objects, and apply the presentation tools of the ActivInspire environment. In the accompanying document (a separate file of *.docx format) to the created presentation materials and educational activities stored in *.flipchart format, the student will indicate the methodology of their inclusion in the educational activities of the target group of pupils.
Within the framework of the distance assignment, the student will create a set of 10 gamification educational activities for the target group of students with the effective use of pre-prepared templates and tools of the ClassFlow cloud environment. In the accompanying document (a separate file of *.docx format) to the created gamification activities, the student will indicate the methodology of their integration into the educational activities of the target group of pupils.
Within the framework of the distance task, the student will create, through the ClassFlow cloud environment, a test activity conceived from 20 test questions of supported types with the potential possibility of its use in the teaching of the subjects of his/her apprenticeship to pupils at primary school / secondary school.
We create video presentations of educational content through the cloud application Prezi Video
We develop professional digital competencies in the design and creation of compelling non-linear video presentations of educational content realized through Prezi Present and Prezi Video cloud platform Prezi by expressing visual ideas applicable to our own pedagogical activities;
We are mastering the methodology of applying video presentation of educational content communicated to pupils through Prezi Video to the process of school teaching of subjects of their approbation at primary school / high school;
We innovate didactic approaches to educational activities implemented in schools or educational institutions through immersive non-linear video presentations created in the cloud platform Prezi.
Topics:
We create a video presentation in the Prezi Video online editor environment from scratch using the Quick record tool - selecting a suitable template, inserting text content and other graphic visuals; supplementing the video presentation with a recording of your own image and sound;
We create a video presentation in the Prezi Video online editor environment by offering reusable videos recorded by other Prezi Video users;
Creating a video presentation based on a Prezi Present; Adding an accompanying commentary; Adding a video with accompanying commentary.
Within the distance assignment, the student will use the cloud platform Prezi (Prezi Present and Prezi Video) to create an original didactic and visually engaging video presentation of educational content of his/her own choice for the target group of students, in a range of at least 20 presentation views, usable in teaching the subjects of his/her area of expertise at primary school/junior high school.
Application of selected Web 2.0 tools for feedback in the process of school teaching in primary schools
We use selected Web 2.0 software tools to obtain feedback from students participating in the school teaching process, in the case of students enrolled in distance (online) learning;
We are expanding the knowledge framework in the field of applying gamification (game-based learning) as one of the innovative and activating methods applied in the educational process at the primary school level;
We are expanding digital skills to include the ability to effectively use Socrative 2.0, a cloud-based application designed to create and manage knowledge/quiz activities in order to get immediate feedback from students participating in a lesson in the classroom or at home in the case of distance/hybrid learning;
We are mastering the methodology of applying knowledge/quiz activities communicated to students through Socrative 2.0 to the process of school teaching of subjects of their area of interest in primary schools;
We extend professional digital competences with the ability to create gamification quiz activities and knowledge games through the online platform Kahoot! into the school learning process in a fun and playful way - transforming traditional knowledge testing through quizzes in an activating form using digital means;
We acquire competencies in the application of the application methodology, in the Kahoot! author-prepared, gamified educational and quiz activities to the process of school teaching of subjects of their approbation in primary school / secondary school;
We develop digital competences by the ability to effectively use the cloud tool Wizer.me for creating multimedia online worksheets with educational content for the target group of primary school pupils;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Wizer.me to the process of school teaching of subjects of their approbation in primary school / secondary school;
We master the principle and methodology of working with the cloud application Google Forms designed for the creation of online knowledge tests and research tools usable in the context of pedagogical activities;
Topics:
Socratvive.com - a web-based tool for online testing of student knowledge; Free registration vs. benefits of paid registration for teachers; Creating a teacher/student account; Test administration panel in Socrative 2.0 - Creating a new test - question types for creating your own tests - multiple choice, yes/no and short open answer; Managing teacher-created tests; Creating a copy of a test - a variant for a parallel group with slightly different questions; Deleting a test; Downloading a test to a document in *.pdf; Editing the created test; Importing a test from another teacher - sharing tests between teachers; Access to the results of all (already) completed tests; Modes of making the test available to pupils - instant feedback: Instatnt Feedback; Teacher-controlled test; Selecting the ways of displaying the results; Defining the appearance of the test results - a general overview of all pupils with statistics of pupil's success and questions; Separate *.Separate pdf files for each pupil; Success statistics for each test question; Practical examples of administered tests in the Socrative 2.0 environment for different educational disciplines and learning topics;
For the sake of brevity, the thematic focus of Kahoot! is analogous in content to the Socrative 2.0 application;
Cloud Computing; Google Drive; Viewing Google Docs options; Description of the Google Forms environment - Questions tab; Creating a form; Editing the appearance of the form; Setting up the form as a quiz; Evaluating the data obtained from the form administration - Answers tab; Sending the form to respondents; Setting up Google Form sharing - in Google Drive and in the Google Forms editor; Setting up Google Form sharing for a user with an un-created Google account.
As part of the distance task, the student will create a knowledge test with ten multiple choice questions, ten yes/no questions and ten short free-form questions using the online software application Socrative. The focus of the knowledge test should be situated in a curricular issue of the student's choice falling within the educational content of the subject taught at primary/ secondary school, in the context of the subjects of interest that the student is studying in the teacher education programmes at PdF UK. The knowledge test defined in this way will be implemented by the student among his/her classmates in his/her educational group.
As part of the distance assignment, the student will create a software application Kahoot! test activity made up of 20 knowledge questions of supported types. The focus of the test activity should be situated in a teaching issue of his/her own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student studies in the study programs of teaching at the Faculty of Education of the Charles University. The test activity defined in this way will be implemented by the student among the classmates of his/her educational group.
Within the distance assignment, the student will design and create an engaging multimedia worksheet with educational content for the target group of pupils in primary school / secondary school in the environment of the cloud tool Wizer.me; To the created digital graphic output (in a separate file format *.docx), the student will provide a methodology for its inclusion in the educational activities of the target group of pupils.
As part of the distance learning assignment, the student will create a knowledge quiz activity with a minimum of 15 questions of supported types via the Google Forms cloud application. The focus of the knowledge quiz should be situated in a teaching issue of the student's own choice falling within the educational content of the teaching subject at primary school / high school in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education at PdF UK. The knowledge quiz defined in this way will be implemented by the student among the classmates of his/her educational group.
Creation of digital graphic outputs in the environment of selected cloud applications
Acquire digital competences by the ability to effectively use the Prezi Design cloud tool of the Prezi cloud platform to create multimedia posters with educational content intended for the target group of pupils in primary schools / secondary schools by expressing their own visual ideas;
We develop digital competences by the ability to effectively use the cloud tool Glogster (edu.Glogster.com) for digital storytelling - creating engaging multimedia posters with educational content - designed for the target group of pupils in primary/ secondary schools by expressing their own visual ideas;
We are mastering the methodology of applying the processed digital graphic outputs of educational content communicated to students through the cloud tool Prezi Design and Glogster to the school teaching of subjects that the student studies in the study programs of teaching at the Faculty of Education at Charles University.
Topics:
Prezi Design as a comprehensive graphic design and data visualization tool; Template library; Creating and editing content by adding multimedia items in the editor; Adding, moving and layering objects; Using *.ppt, *.pdf and *.doc in Prezi Design; Implementing animated elements into the graphic content you create; Creating visual effects to images by applying masks and filters; Adding links to text objects, graphics and shapes; Multi-page design; Linking text, images, icons and shapes to pages and sections; Sharing content created in Prezi Design with your audience on social media using private or public links; Collaborating in the Prezi Design environment; Adding/removing collaborators; Adding an entire team of collaborators; Collaborating in real time;
Creating and editing engaging data visualizations using maps; Creating a social post - adding and editing content, adding animation to the content of the post being created; Downloading and sharing the created content for publishing purposes;
Creating infographics for visual representation of information and data, Adding and editing content; Creating gif and mp4 videos in the Prezi Design environment; Embedding videos from Prezi Video into Prezi Design; Adding videos to Prezi Design and editing settings; Media integrations in Prezi Design - adding content from Prezi Video to projects.
Within the distance assignment, the student will design and create in the environment of the cloud tool Prezi Design an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects, which the student studies in the study programs of teaching at the Faculty of Education of the Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
Within the distance task, the student will design and create in the cloud tool edu.Glogster an engaging digital poster with multiMedial educational content usable in teaching in the intent of the approbation subjects that the student is studying in the study programs of teaching at the Faculty of Education of the
Charles University; To the created digital graphic output (in a special file format *.docx) the student will provide a methodology for its inclusion in the educational activities of the target group of students.
70/30
Learning outcomes and transferable competences:
The aim of the educational discipline Digital Technologies 2 is to develop digital skills in the field of work with selected software (desktop and cloud) didactic applications and to be able to apply them effectively in the context of their future teaching profession.
By completing the educational discipline Digital Technologies 2, the student has the competences and advanced digital skills to effectively use the tools of the software application ActivInspire and the cloud environment ClassFlow by creating gamification educational/quiz activities, engaging presentations of educational content and new interactive forms of learning material supporting the activation and attention of students participating in the lesson in the school classroom, or in the home conditions in the case of distance/hybrid education.
By completing the educational discipline Digital Technologies 2, the student acquires advanced professional digital competences in the concept of design and creation of interactive video presentations of educational content implemented through Prezi Present and Prezi Video cloud platform Prezi by expressing their own visual ideas usable in their own pedagogical activities in schools or educational institutions.
By completing the educational discipline, the student acquires competence and advanced digital skills in the concept of design, creation and administration of (gamification) quiz and educational activities and knowledge games with dynamic elements created through the cloud tool Socrative 2.0, Kahoot!, Wizer.me and Google Forms usable in own educational activities implemented in schools and school facilities for the target group of intact pupils as well as pupils with special educational needs.
By completing the educational discipline Digital Technologies 2, the student has, last but not least, competencies and advanced digital skills in the field of vector graphic creation in the environment of the cloud application Prezi Design in the implementation of the work activities of a pedagogical employee of regional education or his/her own professional development.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.
Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in solving problem-based assignments using tutorials, above-average orientation to the problem, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester on the basis of the teacher's prompting.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
Learning outcomes and transferable competences:
Completion of the course will provide students with a certain handle on orientation in the now almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favor of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Recommended reading:
LEŠKO, V., MIHINA, F. (1993). Dejiny filozofie. Bratislava: Iris, 357 s., ISBN 80-967013-3-9
STORIG, H. J. (2007). Malé dějiny filosofie. Kostelní Vydří: KNA, 653 s. ISBN 978-80-7195-206-0 https://amper.ped.muni.cz/~jonas/umco/St%c3%b6rig-H.---Mal%c3%a9-d%c4%9bjiny-filosofie.pdf .
Dějiny filosofie zv. 1-9. Praha: Oikoymenh, 2001 – 2020.
Antológia z diel filozofov - Predsokratovci a Platón. Bratislava: IRIS, 607 s. 1998.
Antológia z diel filozofov - Od Aristotela po Plotina. Bratislava: IRIS, 600 s. 2007.
Antológia z diel filozofov - Patristika a scholastika. Bratislava: Dobrá kniha, 472 s. 2009.
Antológia z diel filozofov - Humanizmus a renesancia. Bratislava: IRIS, 560 s. 2009.
Antológia z diel filozofov V. Novoveká empirická a osvietenská filozofia. Bratislava: VPL, 539 s. 1976.
Antológia z diel filozofov VI. Novoveká racionalistická filozofia. Bratislava: Epocha, 784 s. 1970.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in class during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing assignments using a model, above-average professional knowledge and application of that knowledge in solving problem-based assignments using tutorials, above-average orientation to the problem, above-average communication skills, responsibility and timely completion of assignments, and above-average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the teacher, good orientation in the subject, good communication skills, completion of the assigned tasks, average activity in the class during the semester on the basis of the teacher's prompting.
A minimum of 66 points is required for a final grade of D. For this grade, the student should demonstrate: the ability to develop assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group or with the assistance of the instructor, average orientation to the problem, average communication skills, completion of assignments, and basic activity in class during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
History of Philosophy I focuses on the period from Antiquity to the French Enlightenment.
1. Introduction: philosophy and its importance for man; The study of the history of philosophy as an introduction to philosophy; Periodization of the history of philosophy.
2. Ancient Philosophy: the Pre-Socratics (Ionian Philosophy - School of Miletus, Xenophanes, Heracleitos; Philosophy in the West - Pythagoras, Parmenides, Zeno, Empedocles; Reaction of Ionian Philosophy - Anaxagoras, Democritus); Classical Greek Philosophy (Sophists, Socrates, Plato, Aristotle); Hellenistic Period (Stoicism, Epicureanism, Skepticism).
3. Medieval Philosophy: Patristics (Augustine); Early Scholasticism (Eriugena, Anselm of Canterbury, Abaelard); High Scholasticism (Albert the Great, Aquinas, Bonaventure, R. Bacon); Late Scholasticism (Occam, Scotus)
4. Renaissance philosophy: M. Kuzansky; Renaissance Platonism and Aristotelianism (Ficinus, Mirandola, Pompanazzi); Renaissance natural science (Copernicus, Kepler, Galilei)
Renaissance philosophy of nature (Telesio, Bruno); Renaissance social philosophy (Machiavelli, More, Campanella); Renaissance humanism (Erasmus of Rotterdam, Montaigne); Reformation (Luther, Calvin, Münzer, Zwingli)
5. Modern Philosophy: Origins of Modern Empiricism and Mechanistic Materialism (F. Bacon, Hobbes); Modern Rationalism (Descartes, Spinoza, Leibniz); Modern Empiricism (Locke, Berkley, Hume)
6. The Enlightenment in France (Montesquieu, Voltaire, Rousseau, the Encyclopedists,
Materialists)
The course is completed with an assessment, the midterm/final assessment ratio is 100/0, which includes a final test in the assessment week of the semester (100% of the assessment). A minimum of 60% of the total mark is required to pass the course.
Learning outcomes and transferable competences:
Completion of the course will provide students with a certain handle on orientation in the now almost opaque tangle of diverse philosophical directions, movements, orientations and attitudes, will provide them with basic categorical-conceptual equipment and methodological instrumentation useful in other special sciences and disciplines (sociology, pedagogy, political science, psychology, etc.), which will help to bridge their particularism in favor of a global vision and solutions to the problems of the contemporary world. Knowledge of the approaches of different philosophical trends to certain problems will facilitate the students' professional and human orientation in the contemporary world, since many pedagogical, economic, social, legal and political concepts are based on these philosophical trends as their conceptual framework. The course also emphasizes the mapping of these overlaps of philosophy into other components of culture. The problem field thus delineated will help the students to reflect and specify their own position and provide arguments for the vindication of their own positions, thus contributing to better self-knowledge and self-identification. History of Philosophy provides students with the experience of encountering the "other", giving guidance and cultivating habits of coping with it, and thus teaching them tolerance and respect for other points of view. By completing the course, the student develops transferable competencies such as communication skills, analytical skills, abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To familiarize students with the history of European philosophical thought and to provide them with a basic conceptual and methodological apparatus that they will be able to use in other special sciences such as pedagogy, political science, psychology, or sociology.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Compulsory reading:
ANZENBACHER, A. (2001). Úvod do etiky. Praha: Academia, s. 13 – 17. ISBN 978-80-200-0917-5
GLUCHMAN, V. (2000). Úvod do etiky. Prešov: Univerzum, s. 7 – 103, 122 – 133. ISBN 978- 80-890-1200-0
GLUCHMANOVÁ, M., GLUCHMAN, V. (2008). Učiteľská etika. Prešov: FF PU (ESF), s. 88 – 127, 194 – 215. ISBN 978-80-806-8808-0
Recommended reading:
HUPKOVÁ, M., PETLÁK, E. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava:
IRIS, 2004. s. 11 – 26, 81 – 96. ISBN 978-80-89018-77-7
KOSOVÁ B. a kol. (2012). Vysokoškolské vzdelávanie učiteľov. Banská Bystrica: Pedagogická
fakulta UMB v Banskej Bystrici, s. 6 – 21, 52 – 61. ISBN 978-80-557-0353-4
LIESSMANN, K. P. (2012). Teorie nevzdělanosti. Praha: ACADEMIA, s. 37 – 61. ISBN 978-80-200-1677-5
MALANKIEVIČOVÁ, S. (2008). Profesijná etika. Prešov: FF PU (ESF), s. 13 – 35. ISBN 978-80-806-8811-0
REMIŠOVÁ, A. (1997). Podnikateľská etika. Nitra: ENIGMA, s. 12 – 49, 198 – 211.
VAJDA, J. (2004). Úvod do etiky. Nitra: Enigma, s. 13 - 56. ISBN 978-80-8913-212-6
VETEŠKA, J., TURECKIOVÁ, M. (2008). Kompetence ve vzdělávání. Praha: GRADA, s. 13 – 57. ISBN 978-80-247-1770-8
ŽILÍNEK, M. (1997). Étos a utváranie mravnej identity osobnosti. Bratislava: IRIS, s. 12 –
108. ISBN 978-80-88778-60-3
WILLIAMS, B. (2021). Morálka: úvod do etiky. Praha: OYIKOYMENH. ISBN 978-80-7298-569-2
DANIŠKOVÁ, Z. (2013). Môže prístup „new public management“ dopomôcť k etablovaniu etického
kódexu učiteľa? 2013 dostupné na http://www.casopispedagogika.sk/rocnik-4/cislo-2/studia_daniskova.pdf
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project (70 points).
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - routine reliable work), students performed standardly well during the semester, their theoretical knowledge is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Introduction to the subject: defining the basic concepts: ethics and morality.
Ethics and professional ethics: definition of basic terms: applied ethics - sectoral division of applied ethics. Professional ethics as a part of applied ethics.
2. Professional tact and etiquette as a basis for the formation of the code of ethics of individual professions.
3. The teaching profession and the teacher's code of ethics. Status and role of the teacher. Resolving dilemmas in the teaching profession.
4. Positive climate in the classroom, relationships between school climate factors.
5. Convention on the Rights of the Child.
6. A closer definition of bioethics and its areas of interest on concrete examples, the issue of the code of ethics. Classical ethical theories and alternative methods in solving ethical dilemmas.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to applied ethics and its disciplinary divisions, to
defining the basic concepts of ethics, explaining morality as a social regulator, moral norms and the principles of creating ethical codes. It focuses on the professional ethics of the teaching profession (teacher competences, ethical dilemmas in the teaching profession, etc.) and the importance of a code of ethics in this profession. The aim of the course is to highlight the importance of a favourable classroom and school climate and to work with the content of the Convention on the Rights of the Child. Using selected examples from other branches of applied ethics (bioethics, media ethics, etc.) to show the importance of the presence of a code of ethics in the professions, the possibility of using classical ethical concepts and also different alternatives in solving ethical dilemmas.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences of future teachers by its focus and methods of education.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in teaching texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Educational Objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Recommended reading:
Compulsory reading:
BOSÁ, M., MINAROVIČOVÁ, K. (2011). Rodovo citlivá výchova, In: Kiczková, Z., Szapuová, M. Rodové štúdiá, Bratislava : Univerzita Komenského v Bratislave, s. 161-181. ISBN 978-80-223-2934-7
SMETÁČKOVÁ, I. (2016). Genderové vyjednávaní ve školních třídách. In: Genderové představy a vztahy. Praha: SLON, s. 177-216. ISBN 978-80-7419-229-6
SMETÁČKOVÁ, I., VLKOVÁ, K. (zost.). (2005). Gender ve škole I, II. Praha: Otevřená společnost, 2005.
Recommended reading:
BABANOVÁ, A., MIŠKOLCI, J. (zost.). (2007). Genderově citlivá výchova: Kde začít? Praha: Žába na prameni. ISBN 978-80-239-8798-0
BOSÁ, M., MINAROVIČOVÁ, K. (2006). Rodovo citlivá výchova. Bratislava: EsFem.
CVIKOVÁ, J., JURÁŇOVÁ, J. (ed.). (2003). Ružový a modrý svet. Bratislava: Aspekt. ISBN 0-89140-02-5.
HOPPE, H., HOPPE, S., KREBEL, J. (2001). Sociálně psychologické hry pro dospívající: Rozvoj pohlavní identity, prevence agresivity a zneužívání. Praha: Portál, ISBN 978-80-7178-434-0
JARKOVSKÁ, L. (2014). Gender před tabulí. Praha: SLON. ISBN 978-80-7419-119-0.
LUKŠÍK, I., SUPEKOVÁ, M. (2003). Sexualita a rodovosť v sociálnych a výchovných súvislostiach. Bratislava: Humanitas,. ISBN 80-89124-01-1.
OSAĎAN, R. RAPOŠOVÁ, P. SMETANOVÁ, D. (v tlači). Úvod do problematiky rodovosti a sexuality detí. Vysokoškolská učebnica. Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
RENZETTI, C.M., CURRAN, D. J. (2005). Ženy, muži a společnost. Praha: Karolinum. ISBN 80-246-0525-2
ROVŇANOVÁ, L., LUKŠÍK, I., LUKŠÍKOVÁ, Ľ. (Eds.). (2007). Príručka pre sexuálnu výchovu na druhom stupni základných škôl v rámci osnov výchovy k manželstvu a rodičovstvu. Bratislava: OKAT PLUS, ISBN 978-80-8872-010-2.
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: during the semester there will be approximately 6 - 8 assignments: focused on working with a professional text and its application in an example and the interpretation of the example processed on the basis of the professional text, the analysis of stereotypes in teaching texts, the processing of professional literature into an annotation with questions on the read text. Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
Definition of the terms: gender, sex, gender stereotypes, gender sensitive education, direct and indirect discrimination. Education and training from a gender perspective - theories of gender socialisation, feminist pedagogy, models of gender-sensitive pedagogy. Gender in the pedagogical process. Inequalities in school from a gender perspective. Language - gender insensitivity. Research, projects, development of study materials, methodologies - gender perspective. Gender aspects of marriage and parenthood/sexual relationship education in schools.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students know the mechanisms to prevent the violation of equal opportunities for women and men (girls and boys) in education; they can identify gender stereotypes and their negative consequences in the educational process. They use methods to deepen gender democracy in school; They perceive the educational process from a gender perspective. They can name and find connections between gender-sensitive education and the cross-cutting theme of education for marriage and parenthood (sex education); apply the gender perspective in relational sex education.
Educational Objectives:
Students will acquire knowledge and skills that will enable them to prevent violations of equal opportunities for women and men (girls and boys), eliminate gender stereotypes and their negative consequences in the educational process, deepen gender democracy at school, and perceive the educational process from a gender perspective.
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZex003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected upon in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management
Compulsory reading:
CANGELOSI, J. S. (2006). Strategie řízení třídy. Praha: Portál, 296 s. ISBN 80-7367-118-2
Recommended reading:
FONTANA, D. (2003). Psychologie ve školní praxi. Praha: Portál, 383 s. ISBN 8071786268
GAVORA, P. (2001). Výskum životného príbehu: učiteľka Adamová. Pedagogika, 51(3), 352-368.KOLLÁRIK, T. (2004). Sociálna psychológia. Bratislava: Univerzita Komenského, 548 s. ISBN 9788022324793
LEMEŠOVÁ, M. (2012). Socializačné aspekty kultúry školy: o pravidlách, hraniciach a problémoch v školskom prostredí. In Lukšík, I. (Eds.). Kultúra škôl a výchovných zariadení. Univerzita Komenského, s. 146-168.
MASARYK, R. (2013). Medzi človekom a ľuďmi: Úvod do sociálnej psychológie. Bratislava: Iris, 202 s. ISBN 9788089238736
PETRÍK, J., & POPPER, M. (2020). Contact Based School Intervention Program: Enhancing Cooperation Intention and Reducing Prejudice toward Roma. Studia Psychologica, 62(3), 232-245.
Prerequisites: B-VUZex003 Psychology for teachers 1
Prerequisites for successful completion of the course:
100% of the interim assessment. For successful completion of the course it is necessary to obtain at least 60% of the points.
Seminar paper (40% of points) - students work in class with pre-prepared record sheets that contain assignments reflecting on a textbook text or a text of research studies focused on the role of the teacher in an interpersonal context. After completing the worksheets, they discuss the authors' responses in small groups with classmates. Students are evaluated at the end of the seminar for the worksheets they have developed and turned in.
Test (60% of points) - the test reflects the knowledge acquired from the teacher's brief explanation, which will always take place before working with the record sheets. The test consists of open questions or also questions (A/B/C).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For an A grade, students need to continuously submit outstanding performance throughout the semester. Record sheets indicate a high ability of students to reflect on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a high level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test demonstrates their excellent mastery of theoretical introductions to seminars across a variety of social psychology topics.
A grade of B means that students performed very well continuously throughout the semester. The record sheets reflect well on social psychology knowledge in dealing with interpersonal situations in the classroom. They also reflect at a very good level on their own attitudes, strengths and weaknesses of their own persona in a hypothetical school group interaction. The knowledge demonstrated in the student's test shows a very good mastery of the theoretical introductions to seminars in the vast majority of social psychology topics.
A grade of C means that the students performed well during the semester, their theoretical knowledge of various educational situations in the school environment and their solutions is at a good level, but there are also shortcomings in the ability to apply this knowledge. The knowledge demonstrated in the student's test shows a good grasp of the theoretical introductions with few errors.
A grade of D indicates that students underperformed during the semester. The record sheets show little motivation to think critically about different social situations and are filled in as if "just out of obligation". One's own attitudes, strengths and weaknesses of one's own persona in a hypothetical school group interaction are only minimally reflected upon. The knowledge demonstrated in the students' test shows a sufficient mastery of the theoretical introductions to the seminars.
A grade of E indicates that students performed minimally during the semester. The record sheets do not show an ability to think critically about various social situations and are filled out only sternly, which limits the student's ability to engage in quality group discussion. The student's own attitudes, strengths and weaknesses are not reflected upon in the hypothetical school group interaction. The knowledge demonstrated in the test is minimal.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
Slovak, Czech and English
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
1. The pupil in the interaction of social environment and education.
2. Social cognition, the process of forming an impression.
3. Social groups, classification of social groups, group development. group dynamics
4. Social role and social status, role identification and role conflict.
5. Process and types of communication. Teacher-pupil communication.
6. Social behaviour in the school classroom. Social interaction in informal groups.
7. Group norms. Leadership and power.
8. Social impact.
9. Aggressiveness, assertiveness, altruism.
10. Social attitudes.
11. Conflicts and possibilities of their resolution.
12. The use of social psychology knowledge in education and training.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The goal of the Social Psychology for Teachers course is to (1) introduce students to the issues of social dynamics and social group interaction, specifically in the school classroom; (2) help students identify social psychological phenomena and mechanisms in concrete examples from the school setting.
By critically reflecting on interpersonal situations from the school environment, the student deepens and actively thinks about (a) solutions to these situations and (b) the application of social psychology knowledge in practice. The student may also reflect on how he or she would address the social needs of students, using communication or intervention practices in the school classroom to achieve desired student behavior. The primary goal of the course is to supplement the student's ability to plan and design instruction with an awareness of the social aspects of the classroom, but also to deepen the student's self-awareness of his/her own functioning (strengths/weaknesses) in interpersonal model situations.
The student after completing the course:
- Knows the process of social group formation and its dynamics.
- Can explain the relationship between group phenomena and pupil behaviour in the classroom.
- Can apply the knowledge of social psychology to the process of school classroom management
Recommended reading:
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
Prerequisites: B-VUZex003 / Psychology for teachers 1
Prerequisites for successful completion of the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that the training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
D grade means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with distance learning help looking for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although actively expressing his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the distance learning world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most General errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
Recommended reading:
KOMÁRKOVÁ, R. (2001). Aplikovaná sociální psychologie III. Sociálněpsychologický výcvik. Praha: Grada, 224 s. ISBN 8024701804
KOLAŘÍK, M. (2011). Interakční psychologický výcvik. Praha: Grada, 160 s. ISBN 9788024729411
KOLAŘÍK, M. (2013). Interakční psychologický výcvik pro praxi. Praha: Grada, 128 s. ISBN 978-80-247-8602-5
KUNEŠ, D. (2009). Sebepoznání. Praha: Portál, 152 s. ISBN 978-80-7367-541-7
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ L. (2017). Psychológia zážitkom. Metodická príručka. Bratislava: Univerzita Komenského, 497 s. ISBN978-80-223-3655-0
Prerequisites: B-VUZex003 / Psychology for teachers 1
Prerequisites for successful completion of the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out in an individual or group form in the pre-, during and post-training phase. Before the training, the mid-term evaluation consists of three tasks (reflective essay on expectations related to the self-discovery training = 10%; work with tests and questionnaires = 10%; individual preparation for the role-play = 10%), which are further worked on during the training. In the course of the training, activities and exercises are carried out to facilitate, in particular, a wide range of social-psychological competences: the development of intrapersonal (20%), interpersonal (20%) and social-inclusive competences (20%) of the students (dating activities, role-playing games, cooperative games, trust games, etc.). After the training, the continuous evaluation consists of structured feedback on the events in the training group (10%).
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results),
B (90-81%, very good - above average standard),
C (80-73%, well - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required)
For successful completion of the course it is necessary to obtain at least 60% of the points.
For an A grade, the student is actively involved in individual activities and shows interest and effort to develop his/her competencies, seeks original and creative solutions to the tasks set, reflects on the emerging changes that the training brings, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
B grade means that the student is actively involved in individual activities and shows interest and effort to develop his/her competences, to a lesser extent looks for original and creative solutions to the tasks set, reflects the emerging changes that the training brings, but needs more time and space for their verbalization, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
A C grade is awarded if the student is usually actively involved in individual activities, shows interest and effort to develop his/her competences, but only in some topics and areas, makes little use of his/her personality in finding original and creative solutions to the tasks set, reflects to some extent the emerging changes brought by the training, shows himself/herself as a full member of the training group and actively expresses his/her own opinion.
D grade means that the student is involved to a limited extent in individual activities and shows only sporadic interest and effort to develop his/her competencies, often with distance learning help looking for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, is more passive and more like a marginal member of the training group, although actively expressing his/her own opinion.
Grade E is awarded to a student who behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competencies, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes that the training brings, cannot find his/her place in the training group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx is given on an exceptional basis, most often due to non-attendance and failure to complete assigned midterm assignments, non-cooperation, refusal to take a stand on required topics and to express one's own opinion.
slovak and czech
Notes: students of the psychology teaching (combined) programme do not enrol in the course
Brief outline of the course:
The course is implemented through experiential activities and exercises aimed mainly at:
1. The sphere of the distance learning world in the process of self-discovery (the individual's membership in various social groups, the teacher's role in the school classroom and the teacher's team).
2. The area of the inner world in the process of self-knowledge (experiencing, thinking, decision-making, the ways in which our emotions or our body affect us, what hidden beliefs influence our thinking, etc.).
3. The area of the transition zone of self-knowledge (behaviour, communication, etc.)..
4. Increasing sensitivity to one's own experience and to the experience and emotions of others.
5. Building a positive self-image in the context of pro-teacher identification.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the Social Psychological Training for Teachers course is to motivate and develop self-knowledge and self-reflection in teacher education students of different study programmes.
The student after completing the course:
- is aware of the importance of self-knowledge, reflection and personal development in teaching practice,
- can define their strengths and weaknesses as well as challenges and pitfalls in their own self-development,
- can name and identify the most General errors in social perception and apply them to teaching practice,
- identifies with the teacher's role, profession and its specifics,
- Through experiential activities, gain experience of active social and experiential learning.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA, V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less.
: slovak and czech
Brief outline of the course:
The subject, terminology and system of the history of pedagogy. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the history of pedagogy. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Recommended reading:
BRŤKOVÁ, M., et al. (2000). Kapitoly z dejín pedagogiky. Bratislava: Pressent, 250 s. ISBN 80-967824-4-4
JŮVA, V, jun., JŮVA, V. sen. (2003). Stručné dějiny pedagogiky. Brno: Paido, 91 s. ISBN 80-7315-062-X
KASPER, T, KASPEROVÁ, D. (2008). Dějiny pedagogiky. Praha: Grada, 224 s. ISBN 978-80-247-2429-4
KUDLÁČOVÁ, B. (2003). Človek a výchova v dejinách európskeho myslenia. Trnava: PF TU, 168 s. ISBN 80-89074-66-9
PORUBSKÝ, Š. (2012). Úryvky z dejín pedagogického myslenia. Banská Bystrica: PF UMB, 110 s. ISBN: 978-80-557-0433-3
PŠENÁK, J. (2012). Dejiny školstva a pedagogiky. Žilina: EDIS-vydavateľstvo ŽUŽ, 167 s. ISBN 978-80-554-0596-4
ŠMAHELOVÁ, B. (2008). Nástin vývoje pedagogického myšlení. Brno: MSD, spol. s r.o., 98 s. ISBN 978-80-7392-040-1.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The students' task is to solve 10 continuously assigned problems during the semester and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated on a 3-0 point scale according to specific criteria set for each problem. The maximum number of points possible is 30.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results),
B (93-86%, very good - above average standard),
C (85-76%, well - normal reliable work),
D (75-68%, satisfactory - acceptable results),
E (67-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points. A minimum of 28 points is required for a final grade of A (excellent - outstanding results), a minimum of 25 points is required for a grade of B (very good - above average standard), a minimum of 22 points is required for a grade of C (good - normal reliable work), a minimum of 20 points is required for a grade of D (satisfactory - acceptable results), and a minimum of 18 points is required for a grade of E (satisfactory - results meet the minimum criteria). A grade of FX (Inadequate - extra work required) will be awarded to students who score 17 points or less.
: slovak and czech
Brief outline of the course:
The subject, terminology and system of the history of pedagogy. Education and education in ancient and medieval times. Education and pedagogical ideas in the period of humanism and the Renaissance. Life, work and pedagogical views of J. A. Comenius. The development of education and pedagogical thinking in the works of selected representatives in the world (Lock. Rousseau, Pestalozzi, Herbart, Tolstoy) and in the territory of present-day Slovakia (Bel, Tešedík, Fándly, Lehocký) in the 17th-19th centuries. Pedagogical trends and schools of the 20th century in the world. Education in Slovakia in the 20th century. Contemporary trends in education.
100/0
Learning outcomes and transferable competences:
Upon completion of the course, students will be able to use professional terminology, define the subject, and describe the system of the history of pedagogy. They are able to explain the context of the emergence and the main features of the historical currents of educational thought, describe and compare the systems of education and training in different historical periods, explain the views and characterize the work of important figures in the history of education and training, critically evaluate them and identify their influence on education and training today.
Working with original historical sources and their contemporary interpretations, students will be able to critically reflect and discuss ethical issues of education and education, the position and roles of the subjects of education and education. In solving, presenting and discussing the results of ongoing assignments, students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills.
Students will be able to use the acquired knowledge and skills creatively in the study of other pedagogical disciplines and in their future pedagogical practice.
Type, scope and method of educational activities:
13 hours seminar per semester, combined method
Student workload:
13 hours of teaching and 9 hours of guided self-study, 10 hours of preparation for teaching during the semester, 25 hours of preparation for midterm evaluation, 33 hours of preparation for final evaluation, 90 hours in total.
Teaching methods:
dialogical methods - interview, group discussion, problem-based methods - brainwriting, brainstorming, monological methods - lecture, interpretation, guided self-study - work with text, solving tasks and assignments.
Number of credits: 3
Recommended semester: 5th - 6th semester
Level of study: 1st degree
Compulsory reading:
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
obtain at least 91 points. For this evaluation, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
The pedagogy of leisure is intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Pedagogy of Leisure course clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of leisure education. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Pedagogy of Leisure Time, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure time activities,
- be able to create a plan for an activity of interest and be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking initiative and responsibility.
Type, scope and method of educational activities:
13 hours seminar per semester, combined method
Student workload:
13 hours of teaching and 9 hours of guided self-study, 10 hours of preparation for teaching during the semester, 25 hours of preparation for midterm evaluation, 33 hours of preparation for final evaluation, 90 hours in total.
Teaching methods:
dialogical methods - interview, group discussion, problem-based methods - brainwriting, brainstorming, monological methods - lecture, interpretation, guided self-study - work with text, solving tasks and assignments.
Number of credits: 3
Recommended semester: 5th - 6th semester
Level of study: 1st degree
Compulsory reading:
NOVOTNÁ, E. (2017). Pedagogika voľného času. Teória výchovy mimo vyučovania vo voľnom
čase. Rokus: Prešov. 224s. ISBN 978-80-89540-58-0
ZELINOVÁ, M. (2007). Hry pro rozvoj emocí a komunikace. Koncepce a model tvorivěhumanistické výchovy. Portál: Praha, 2007. 139s. ISBN 978-80-7367-197-6 (e-kniha)
Recommended reading:
JASLOVSKÁ, B., KOLDEOVÁ, L. (v tlači). Voľný čas v práci učiteľa a ďalších pedagogických profesií. Kapitola v metodickom materiáli k Stáži A, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
JASLOVSKÁ, B., STRAKOŠ, J. (v tlači). Profesijný rast učiteľa: formálne a neformálne vzdelávanie, informálne učenie sa. Kapitola v metodickom materiáli k Stáži B, Bratislava: Univerzita Komenského v Bratislave, Pedagogická fakulta.
KRATOCHVÍLOVÁ, E. (2010). Pedagogika voľného času. Výchova v čase mimo vyučovania v
pedagogickej teórii a v praxi. Trnava: Typii Universitatis Tyrnaviensis, VEDY. 356 s. ISBN
978-80-8082-330-6
ZELINOVÁ, M. (2012). Voľný čas efektívne a tvorivo. Teória a prax výchovy mimo vyučovania.
Bratislava: Iura Edition, 146s. ISBN 978-80-8078-479-9
Prerequisites for successful completion of the course: 100% pass mark.
Assessment: consists of 2 intermediate assessments (40+60, total 100 points).
Interim assessment 1: consists of the preparation of a term paper and its oral presentation or practical application in class.
Semester work: consists of a creative assignment for 40b (20+20). It includes an electronic portfolio - a plan of experiential activities in the context of leisure education based on a set structure (20b) and its presentation or application of the created activities in the classroom (20b).
Intermediate assessment 2: consists of a test of the acquired knowledge, namely a knowledge test for 60p. The written exam/test consists of theoretical preparation for the course in basic concepts and study of the literature.
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
obtain at least 91 points. For this evaluation, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
The pedagogy of leisure is intended to introduce students to the important sphere of leisure through leisure activities, which represent an important value for the individual and which are necessary in the targeted education of children, youth and adults. The Pedagogy of Leisure course clarifies the basic pedagogical categories in a direct link between theoretical and practical training. By completing the course, the student will gain knowledge of the basic concepts in the field of leisure pedagogy, of leisure organizations aimed at children, youth, adults, and of activating didactic methods or experiential learning for the creation of leisure activities.
Topics:
Basic concepts of leisure pedagogy. Objectives of leisure education. Didactic process of leisure education and the creation of a plan of activating leisure activities - mission, goals, tasks, principles, content, forms and methods. Educational areas of activity outside the classroom. Interests and leisure-time education. Problems of education in leisure time. Field work (streetwork), prevention, volunteering. New approaches in leisure time pedagogy. Personality of the pedagogue, social assistant, animator in the processes of leisure education. Educator and education and training in the school. Institutions and facilities providing leisure and interest activities.
100/0
Learning objectives and outcomes:
By completing the subject Pedagogy of Leisure Time, the student should:
- to know the content of leisure time pedagogy as a scientific discipline: functions, goals and requirements, areas of leisure time education,
- to know the subjects of leisure education and their importance in influencing the leisure time of an individual in society in a meaningful way,
- to be able to apply the acquired knowledge in the creation of leisure time activities,
- be able to create a plan for an activity of interest and be able to apply it through practical tasks,
- be able to present their creative output to a group,
- be able to justify the appropriateness of the choice of didactic categories in the interest activity plan,
- understand the importance of leisure as a fundamental value in human life.
Transferable competences: the student strengthens soft skills such as communication skills through creative tasks on the course, digital skills - the student realizes the creation of a website as an e-portfolio with the use of feedback, interpersonal skills within the group - activation in the group, taking initiative and responsibility.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
POTOČÁROVÁ, M. (2018). Etika v rodinných vzťahoch. Bratislava: Univerzita Komenského, 228 s. ISBN 97-880-223-3998-8.
POTOČÁROVÁ, M. (2008). Pedagogika rodiny. Teoretické východiská RV. Bratislava: UK, 216 s. ISBN 978-80-223-2458-8.
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IKAR, 146 s. ISBN 978-80-8200-034-7.
Recommended reading:
BAKOŠOVÁ, Z., ZEMANČÍKOVÁ, V. (2011). Výchova sociálnych a prosociálnych kompetencií v rodine. In: Teórie sociálnej pedagogiky: edukačné, sociálne a komunikačné aspekty [Z. Bakošová]. Bratislava: Slovenská pedagogická spoločnosť SAV, 2011.184 s. ISBN 978-80-970675-0-2.BRISCH, K. H. (2011). Bezpečná vzťahová väzba. Attachment v tehotenstve a prvých rokoch života. Trenčín: Vydavateľstvo F, 150 s. ISBN 978-80-88952-67-1.
POTOČÁROVÁ, M. Výchova k hodnotám v slovenskej rodine. In Pedagogická orientace, 45(5-6),1996.
PŠENIČKA, O. 1995. Sexuální výchova v rodině. Hradec Králové: Rodina, 310s. ISBN-10 8090152414.
ZEMANČÍKOVÁ, V. 2008. Fyzické tresty vo výchove detí v rodine. In: Výchova v pedagogickom výskume a praxi. zborník z medzinárodnej vedeckej konferencie. Trnava: Univerzita sv. Cyrila a Metoda, 2008.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak language
Brief outline of the course:
1. Definition of family (traditional vs. newer concept of family), family typology and functions.
2. Basic demographic changes of the family in historical context (from traditional to postmodern family).
3. Family life cycle. Marriage as an institution. Education for marriage and parenthood.
4. The (un)stable family - the contemporary family and the issue of divorce. Inappropriate approaches in family upbringing in the period of divorce. Pupil in school in the period of parents' divorce process.
5. Alternative forms of cohabitation (cohabitation, mingle, single, "patchwork", homosexual partnerships...) - specifics of family education in alternative forms of cohabitation.
6. Pedagogy of the family. Theory of family education. Objectives, content, methods and means of family education. Styles of family education.
7. Relational attachment as a key prerequisite for harmonious personality development. Pupil's manifestations at school with regard to the type of relational attachment.
8. Alternative family education. Specifics of raising a child in foster care.
9. Different forms of violence in the family and their negative impact on the child's personality.
10. Specifics of family education in families with children with disabilities.
100/0
Learning outcomes:
Learning objectives and outcomes:
The aim of the Family Education course is to convey basic information about the family as an educational institution and about the possible impact of the specifics of family life and family education on the educational process in school. The student is able to define the family as an educational institution, remembers its functions, knows the typology of families. The student can explain the transformations of the family in a historical context and the transformations of the family within its life cycle. The student knows and understands the educational goals, content, methods and means of family education. The student is able to critically evaluate and articulate the specifics of family education in alternative forms of partnership cohabitation. The student is able to categorize styles of family education. Describe and interpret inappropriate approaches in family education and predict their possible effects on student performance in school. The student is able to apply the acquired knowledge in solving educational difficulties of the pupil resulting from the specifics of family life and family education.
Transferable competences: by analysing, proposing solutions and discussing problem problems assigned during seminars, the student is able to communicate his/her conclusions, think critically, think in context.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
3. The emergence of addiction and its symptoms.
4. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
8. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and distance learning causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
HUPKOVÁ, I., LIBERČANOVÁ, K. (2012). Drogové závislosti a ich prevencia. Trnava: Pedagogická fakulta TU v Trnave. 153 s. ISBN 978-80-8082-563-8 Dostupné na: https://pdf.truni.sk/download?e-skripta/hupkova-libercanova-drogove-zavislosti.pdf
Recommended reading:
FERKOVÁ, Š. (2014). Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13. č. 4. s. 37 – 44.
FISCHER, S., ŠKODA, J. (2009). Sociální patologie. Analýza příčin a možnosti ovlivňovaní závažných sociálně patologických jevů. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-247-7813
KALINA, K. (2008). Základy klinickej adiktológie. Praha: Grada, 387 s. ISBN978-80-247-1411-0. K
KALINA, K. et al. (2003). Drogy a drogové závislosti 1. a 2. Mezioborový přístup. Praha: ÚV ČR, 640 s. ISBN80-86734-05-6.
KUKLOVÁ, M. (2016). Kognitivně-behaviorální terapie v léčbě závislostí. Praha: Portál. 152 s. ISBN978-80-262-1101-3
NEŠPOR, K. (2003). Návykové chováni a závislost. Současné poznatky a prespektívy lěčby. Praha: Portál. 152 s. ISBN80-7178-831-7.
NOCIAR, A. (2009). Drogové závislosti. Bratislava: Vysoká škola Svätej Alžbety. 123 s. ISBN 978-80-892-7168-9
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, the ratio of the midterm and final assessment is 100/0. The task of the students is to prepare a midterm paper for 40 points and to pass a midterm test for 60 points, a total of 100 points. A minimum of 60% of the maximum possible course grade is required for successful completion of the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to produce continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Brief outline of the course:
1. Basic terminology (social pathology, drug, addiction, abstinence, codependence, prevention, etc.).
2. Classification and characteristics of selected groups of psychotropic substances.
3. Specifics and classification of substance addictions.
4. Causes and factors of drug use.
3. The emergence of addiction and its symptoms.
4. Non-substance addictions (classification, characteristics).
7. Prevention of addiction and its forms.
8. Options for help in the field of addiction (basic psychotherapeutic approaches in addiction treatment, pharmacotherapeutic help, family accompaniment).
8. National Drug Control Programme. The roles of the Departments of Education, Culture, Health, Justice, Home Affairs and Labour, Social Affairs and Family.
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course is to provide basic knowledge about the problems of drug consumption, their effects, the etiology of drug addiction. The course pays special attention to the issues of the drug scene, drug policy development and criminal sanctions, or drug crime. Students will be able to identify the internal and distance learning causes of addiction, summarize the manifestations of different types of addiction, indicate and propose specific forms of addiction prevention. They will deepen their knowledge and competences in working with people with addiction, they will learn to apply preventive practices through examples and concrete activities in school practice.
Students and learners will develop communication skills using professional terminology in the field of substance and non-substance addictions. They will improve their skills in working with professional literature and producing professional texts. Students will be able to apply knowledge creatively to problem-based assignments.
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, reasoning in context, communication skills
Compulsory reading:
LECHTA, V. (eds.), (2016). Inkluzivní pedagogika. Praha: Portál, 600 s. ISBN 978-80-262-1123-5.
VAŠEK, Š. (2013). Základy špeciálnej pedagogiky. Bratislava: SAPIENTIA. 213 s. ISBN 978-80-89229-21-5. http://www.specialnazs.sk/files/Stefan_Vasek_-_Zaklady_specialnej_pedagogiky.pdf
VLADOVÁ, K., a LECHTA, V., a kol., (2017). Aplikácia vzdelávacích programov pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním. Bratislava: ŠPÚ, 201 s. ISBN 978-80-8118-196-2. https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so-zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/intelektove-nadanie.pdf
Vzdelávacie programy pre žiakov so zdravotným znevýhodnením a všeobecným intelektovým nadaním: Štátny pedagogický ústav
Zákon č. 245/2008 o výchove a vzdelávaní školský zákon a prislúchajúce vyhlášky
Recommended literature
BOOTH, T., AINSCOW, M., (2019). Index inklúzie: príručka na rozvoj škôl s dôrazom na inkluzívne hodnoty. Nadácia pre deti Slovenska, 224 s. ISBN 978-80-89403-19-6. https://www.ktochyba.sk/webroot/video/index-inkluzie.pdf
HARČARÍKOVA, T. (eds.),2020. Integrované/inkluzívne vzdelávanie žiakov so špeciálnymi výchovno-vzdelávacími potrebami (zborník vedeckých príspevkov), Bratislava: IRIS, 187 s. ISBN 978-80-8200-058-3.
FISCHER, S., ŠKODA, J. (2008). Speciální pedagogika. Praha: Triton, 206 s. ISBN 978-80-7387-014-0.
Katalogy podpůrných opatření pro žáky s potřebou podpory ve vzdělávání z důvodu zdravotního nebo sociálního znevýhodnění. Olomouc: Univerzita Palackého v Olomouci, 2015RENOTIÉROVÁ, M. a kol. (2006). Speciální pedagogika. Olomouc: UP, 313 s. ISBN 80-244-0873-2.
SLOWÍK, J. (2007). Speciální pedagogika. Praha: Portál, 160 s. ISBN 97-880-2471733-3.
ŠUHAJOVÁ, I. (2014). Termín špeciálne výchovno-vzdelávacie potreby versus dodatočné podporné opatrenia. In Efeta-otvor sa, 24(2), 2014.
TARCSIOVÁ, D.- JURÁNEKOVÁ, Z.- TOMÁŠKOVÁ, M. (2021). Príručka o vzdelávaní žiaka s poruchou sluchu v bežnej škole. Bratislava: IRIS, 114 s. ISBN 978-80-8200-100-9.
VALENTA, M. at al. (2014). Přehled speciální pedagogiky. Praha: Portál, 224 s. ISBN 97-880-2620602-6.
ZEMANČÍKOVÁ, V. (2015). Rómske deti a ich vzdelanostný pokrok. In: Slovenská encyklopédia edukológie. Bratislava: Univerzita Komenského, 2015.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 2014.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Interim assessment includes: the student will prepare a seminar paper (maximum possible number of points - 40). The seminar paper is a condition for the award of the overall grade. The student completes an intermediate written examination of knowledge (maximum possible points - 60). For successful completion of the course, it is necessary to obtain at least 60% of the points (min. 60 out of 100 points).
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to work through assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, and completion of assigned tasks.
slovak and czech
Brief outline of the course:
General foundations and terminological definition of special education.
Definition of basic terms in special education.
Trends in education, current opportunities and legislative conditions in education of individuals with SEND (with a focus on inclusive education).
Specifics of education and support measures for children and pupils with SEN according to individual categories:
pupils with intellectual disabilities and cognitive impairment; pupils with autism spectrum disorder; pupils with physical disabilities, illnesses and disabilities; pupils with impaired communication skills; pupils with specific learning disabilities; pupils with behavioural disorders; pupils from socially disadvantaged backgrounds; gifted and exceptionally gifted pupils.
Educational programmes and individual educational programme for pupils with SEN.
The position of a pupil with SEN in a class group of intact classmates.
Cooperation of the teacher with other pedagogical and professional staff of the school and the school counselling centre in the care of SEN pupils (inclusive team).
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course Pedagogy of Individuals with Special Educational Needs is to make available basic information about the specifics of educating individuals with special educational needs and to prepare the student for pedagogical work in the context of the diversity of the educated population. The student will be able to define the term special educational needs, categorize individuals with special educational needs (SEN) in relation to the current system of special education and in accordance with current legislation. Becomes familiar with basic terminology in special education. Is able to characterize the educational opportunities for individuals with SEN. Can explain the implications of a disability/impairment/threat and/or other SEN in the educational process. Knows and understands the specifics of educating individuals with SEND. Can name and justify selected support measures in the education of children and pupils with SEND. Explain the importance of the teacher's cooperation with other educational and professional staff of the school and the school counselling centre in the care of pupils with SEN included in mainstream education. Know the educational programmes for pupils with SEND and understand the Individual Education Programme document. The student is prepared to address the risks associated with the inclusion of a pupil with SEND in a classroom of able-bodied classmates.
Transferable competences developed during the students' work in the seminars: critical thinking skills, reasoning in context, communication skills
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as actively performing a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of the theoretical knowledge of medical procedures in cases of threat to health, can simulate a case of a threat to health on the basis of the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), poor performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
DOBIÁŠ, V. (2017). 5P. Bratislava: Dixit, 302 s., ISBN 978-80-89662-24-1
Krajina záchranárov. Prvá pomoc. Online: www.prvapomoc.sk
ŠANTA, M. a kol. (2006). Prvá pomoc. Martin: Osveta, 179 s., ISBN 80-8063-207-3
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment:
(a) a continuous written assessment with a maximum of 80 points aimed at testing knowledge and understanding of general first aid principles as well as basic first aid principles for life-threatening conditions (cessation of breathing, blood circulation), serious injuries (bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices) and minor injuries
(b) by developing an activity on the chosen first aid topic in the form of a simulation of the health problem mentioned above as well as actively performing a drill on the basic principles of first aid with a maximum of 20 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who scores less than 40 points on the written midterm and fails to prepare for the activity. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student has excellent knowledge of the theoretical knowledge of medical procedures in cases of threat to health, can simulate a case of a threat to health on the basis of the theoretical knowledge and solve the situation when providing first aid in practice
B (90-81%, very good - above average standard), excellent performance, the student knows the theoretical knowledge of medical procedures in cases of health threat very well, can simulate a case of health threat only partially on the basis of the theoretical knowledge, but can deal with the situation when providing first aid in practice
C (80-73%, good - normal reliable work), good performance, the student has a good knowledge of theoretical knowledge of medical procedures in cases of health hazards, but cannot simulate a case of a health hazard, but can partially solve the situation when providing first aid in practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially knows the theoretical knowledge of health procedures in cases of health threats, but is unable to simulate a case of a health threat and is only partially able to apply the theory to practice
E (65-60%, sufficient - results meet the minimum criteria), satisfactory performance, the student has only minimal knowledge of the theoretical knowledge of health procedures in cases of health threats, is unable to simulate a case of a health threat and is able to apply the theory to practice only partially
Fx (59-0%, insufficient - extra work required), poor performance, student does not have sufficient knowledge of basic health procedures in health emergencies, nor is he/she able to simulate a health emergency and apply the theory to practice
slovak language
Brief outline of the course:
1. General principles of first aid (the student acquires basic knowledge and knowledge of the general principles of first aid, can recognize basic first aid from rapid medical and technical assistance, can assess the situation without endangering his/her own life, assess the health condition of the affected - the severity and extent, take urgent measures to save life and knows the correct procedure for calling the ambulance service)
2. Positioning and displacement. (the student is familiarized with the basic positions in providing first aid and possible methods of removal, so that the health of the affected person does not further endanger)
3. First aid for life-threatening conditions (respiratory arrest, circulatory arrest) (the student will be able to recognize the signs of respiratory arrest and circulatory arrest and subsequently provide cardiopulmonary resuscitation in both adults and children in the correct way).
4. First aid for serious injuries (bleeding, burns, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices). (the student is able to recognise the risks to health in different degrees of bleeding, burning, scalding, hypothermia, frostbite, bone and joint injuries, injuries to body orifices, to administer appropriate basic first aid in relation to the extent of the injury and consequently to recognise the signs of shock and to provide the correct anti-shock measures)
5. First aid for minor injuries (the student can recognise minor injuries and provide appropriate first aid)
100/0
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course is to teach students the basics of first aid, cardiopulmonary resuscitation, as well as the management of serious medical conditions. Upon completion of the course, the student will gain theoretical knowledge of medical procedures in cases of health threats to children and adolescents. At the same time, the student will strengthen his/her communication and organizational skills in dealing with serious health emergencies through simulated situations.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially can apply environmental theory in the form of creating activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the links between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems in question to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
CHRENŠČOVÁ, V., ELEK, Š., FUCHSOVÁ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Pracovný zošit o vode pre základné školy - nižšie sekundárne vzdelávanie : Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 31 s. ISBN 978-80-970496-2-1 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
CHRENŠČOVÁ, V., ELEK, Š., ELEK, T., FUCHSOVÁ, M., JASAŇ, I., LIBOVIČ, M., MATIS, D., ŽARNOVIČAN, H. (2010). Doplnkové študijné texty o vode pre základné školy - nižšie sekundárne vzdelávanie: Vzdelávací program Modrá škola. Bratislava: Mladí vedci Slovenska, 64 s. ISBN 978-80-970496-1-4 http://new.modraskola.sk/wp-content/uploads/2016/12/SV_doplnkoveTexty.pdf
BIELIKOVÁ, D., FÜRY, D., FUCHSOVÁ, M. (2011) Environmentálne aktivity využiteľné vo výchovno-vzdelávacom procese na základných školách. In: Envirohorizonty ... od teórie k praxi .... Bratislava: Univerzita Komenského, 20 s, ISBN 978-80-223-3083-1
MAJZLAN, O. A FEDOR, P. (2012). Základy ekológie a environmentalistiky pre pedagogické smery. Bratislava: Univerzita Komenského, 180 s. ISBN 978-80-223-3175-3
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
The student will be evaluated on an ongoing basis:
a) defending a term paper with the content of current environmental problems on the territory of the Slovak Republic as well as environmental problems that are solved globally with a maximum value of 20 points
b) its elaboration in the form of analysis and critical evaluation of the chosen environmental issue, in the form of creating reflections from each presented environmental topic and application of the chosen topic to the education of pupils with a maximum value of 80 points.
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who obtains less than 40 points in a seminar paper and fails to defend the paper. To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results), excellent performance, the student can work well with professional literature dealing with the issue of current environmental problems not only in the Slovak Republic but also at the global level, can critically evaluate environmental problems in society and create appropriate activating methods for the environmental problem usable in pedagogical practice
B (90-81%, very good - above average standard), excellent performance, the student can work with the literature dealing with the issues of current environmental problems not only in the Slovak Republic but also at the global level very well, but critical thinking in the field of environmental science is borderline, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
C (80-73%, good - normal reliable work), good performance, the student can work well with literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, but critical thinking in the field of environmental science is partially absent, but can create appropriate activating methods for the environmental problem usable in pedagogical practice
D (72-66%, satisfactory - acceptable results), satisfactory performance, the student can only partially work with professional literature dealing with current environmental problems not only in the Slovak Republic but also at the global level, critical thinking in the field of environmental science is partially absent and only partially can apply environmental theory in the form of creating activating methods in pedagogical practice
E (65-60%, sufficient - the results meet the minimum criteria), sufficient performance, the student can work with the literature dealing with current environmental problems not only in the Slovak Republic but also at the global level at a minimum level, critical thinking in the field of environmental science is absent and his ability to apply environmental theory in the form of creating activating methods in pedagogical practice is minimal
Fx (59-0%, insufficient - additional work required), insufficient performance, student is unable to work with literature dealing with current environmental issues not only in the Slovak Republic but also on a global level, nor critically evaluate environmental issues and is unable to apply environmental theory in the form of creating activating methods to pedagogical practice
slovak and czech
Brief outline of the course:
1. Ecology. (the student can distinguish between the concepts of ecology and environmental science, knows the relationships of organisms in the environment and how endogenous and exogenous factors affect the environment)
2. Stability and biodiversity of ecosystems. Protected areas. Regulation of trophic chains. Anthropocentrism, biocentrism and ecocentrism. (the student will learn to perceive the interconnectedness of relationships in nature, the sensitivity of ecosystem stability, how this stability is affected by man himself and ultimately be able to take a stance on the protection of individual ecosystems for the need to maintain balance in nature)
3. Waste management. (the student will get acquainted with the issues of waste management, the creation and regulation of the amount of waste in society, the problem of black dumps but also with the process of recycling as an option for environmental protection)
4. Transport and the greenhouse effect. (the student is able to assess the negative impact of transport use on the environment and is able to adopt the right attitude to dealing with the issue in terms of protecting the environment in which he/she lives)
5. Environmental education in primary schools. Environmental projects of the Slovak Republic. (The student knows how to incorporate environmental education as a cross-cutting theme in the state educational programme, knows how environmental education contributes to the development of the pupil's personality by acquiring the ability to understand, analyse and evaluate the relationships between man and his environment on the basis of knowledge of the laws governing life on Earth, to know and understand the connections between the development of human population and the relationship to the environment in different areas of the world, to understand the links between local and global problems and their own responsibility in relation to the environment, ultimately the student will also become familiar with the current environmental projects of the Slovak Republic that support this education at primary school and will be able to bring the environmental problems in question to the student's mental level by appropriate activating methods)
100/0
Learning outcomes and transferable competences:
Upon completion of the course, the student will gain basic information on nature conservation, quality of life assurance and remediation options, which will subsequently enable him/her to solve problems in environmental issues. He will be able to apply all this knowledge to teaching practice; he will strengthen his digital skills in searching for literature on environmental issues on appropriate professional domestic and foreign Internet portals, as well as his communication skills, critical thinking and evaluation of environmental problems in society.
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighting of the interim and final assessment: 100/0
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, distance learning, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and mental performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation.
Recommended reading:
FUCHSOVÁ, M. (2020). Somatický vývin dieťaťa a jeho poruchy s využitím vzdelávacích moderných technológií. Bratislava: Univerzita Komenského v Bratislave, 145 s. ISBN 978-80-223-4812-6 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KDPP/Fuchsova_def..pdf
DROBNÝ, I., DROBNÁ, M. (2000). Biológia dieťaťa pre špeciálnych pedagógov II. Bratislava: Pedagogická fakulta UK, 152 s. ISBN 80-223-1962-7
MACHOVÁ, J. Biologie člověka pro učitele. Praha: Karolinum, 2008, 269 s. ISBN 80-7184-867-0
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighting of the interim and final assessment: 100/0
(a) a continuous written assessment with a maximum score of 80 points aimed at reviewing knowledge and knowledge of the child's developmental characteristics and the factors that affect the child's biological physiological development and which may be the causes of pathological growth and at the same time the consequences of a lower level of the child's ability to cope with the educational process of school education; reviewing the knowledge and use of methods that assess and diagnose physiologically healthy , resp. pathological biological growth and development of the child and, ultimately, on the issue of prevention and protection of the child's health in all its components of the bio-psycho-social nature of the child's development
b) by developing protocols for the assessment and diagnosis of biological development with a maximum score of 20 points as a form of the ability to apply theoretical knowledge about physiologically healthy or pathological biological development of the child to pedagogical practice
A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E.
Credit will not be awarded to a student who scores less than 40 points on the written midterm review and fails to complete a protocol for assessing and diagnosing the child's biological development. A minimum score of 60% is required to pass the course.
The rating is awarded on a scale:
A (100-91%, proficient - outstanding), excellent performance, the student has an excellent command of the knowledge of physiologically healthy biological development of the child and an excellent understanding of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critically assesses the adequacy of the demands of the educational process on the physical and psychological performance of the child, the student can apply the methods of assessment and diagnosis of biological development on practical examples and can apply them in the education and training of children
B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the knowledge of the physiologically healthy biological development of the child, knows very well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is borderline, but the student can apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
C (80-73%, good - normal reliable work), good performance, although the student has a good command of the knowledge of the physiologically healthy biological development of the child, he/she knows well which of the environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, but critical thinking in the area of evaluation of the adequacy of the demands of the educational process on the physical and psychological performance of the child is absent, but can partially apply the methods of evaluation and diagnosis of biological development on practical examples and can apply them in the education and training of children
D (72-66%, Satisfactory-Acceptable performance), Satisfactory performance, the student partially knows the knowledge of physiologically healthy biological development of the child and partially knows which environmental factors are the causes of the development of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent but he/she is able to apply the methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education of children only partially
E (65-60%, satisfactory - results meet minimum criteria), satisfactory performance, the student has only minimal knowledge of physiologically healthy biological development of the child, and similarly minimal knowledge of the environmental factors that cause pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, critical thinking in the field of evaluation of the adequacy of the demands of the educational process on the child's physical and psychological performance is absent, and is able to apply methods of evaluation and diagnosis of biological development in the form of practical examples and apply them in the education and training of children only partially
Fx (59-0%, insufficient - extra work required), inadequate performance, student does not sufficiently master the basic knowledge of physiologically healthy biological development of the child, at the same time does not sufficiently know which of the environmental factors are the causes of the emergence of pathological growth as a result of the child's lower ability to cope with the educational process of the student's schooling, is neither able to critically evaluate the adequacy of the demands of the educational process on the child's physical and psychological performance, nor able to apply methods of assessing and diagnosing biological development in the form of practical examples and apply them in the education and training of children
slovak and czech
Brief outline of the course:
1.Defining ontogeny. Progressive and regressive changes with age. Biological explanation of the concepts of growth and development. The laws of growth and development. Typical and atypical growth and development. (The student can distinguish between physiologically healthy and pathological biological development of a child for the purpose of applying knowledge in the education of children, in the form of effective collaboration with special educators, psychologists, and other practitioners)
2.Factors determining growth and development: genetic, neurohormonal, environmental factors. Genetic factors: heredity, mutations - gene, chromosomal aberrations. Mutagens and teratogens. Mutations. Chromosomal aberrations. (The student knows and understands the endogenous endogenous environmental factors that determine the hereditary predisposition of the child to cope with the demands of the educational process on the psychological and physical load of the organism)
3.Environmental factors. Definition of environment, distance learning, internal environment. Neurohormonal regulation. Importance of neural and hormonal regulation as a mechanism of biological adaptation. Determination of growth and developmental processes by environmental factors. Nutrition. Maternal factors. Climatic and geographical factors. Socio-economic level. Morbidity. (The student knows which of the factors act on the biological development of the child and which may be the consequences of the child's lower ability to cope with the educational process of the student's schooling)
4.Ontogenetic development. The division of ontogeny: the biological definition of the different periods. Prenatal, perinatal, postnatal periods. Prenatal period -formation and development of the embryo (gestation), importance of the placenta. Environmental risk factors threatening prenatal development. Perinatal period. Childbirth, newborn at risk. Postnatal period- characteristics of the neonatal, infant, toddler, preschool, junior and senior school age periods in terms of somatic changes (growth, motor development) and risks of developmental disruption. Brief overview of anatomy and physiology of organ systems. (the student distinguishes the age-specific characteristics of the individual systems in the different periods of ontogenesis and is able to use and apply these characteristics in the practice of school education)
5.Methods of assessment of physical growth and development, determination of biological maturity. Adequacy of the demands of the educational process on the child's physical and mental performance - Biological rhythms. Dynamic stereotype. Fatigue and resumption of work activity. (The student can diagnose the level of development of children of preschool and younger school age, critically evaluate the adequacy of the demands of the educational process on the physical and psychological performance of the child and on the basis of the diagnosis to design and implement an appropriate intervention)
6.Pathologically altered growth and development. Prevention of disorders of somatic development - primary, secondary, tertiary. (the student knows how to prevent pathologically altered growth and development in its beginnings, and knows the basics of prevention and protection of the child's health in all components of the bio-psycho-social nature of the child's development)
7. Principles of the organisation of teaching in terms of physical and mental hygiene. Hygiene of the school environment and conditions for educational activities of pupils. (the student knows the basic principles of the organisation of teaching and the correct hygiene of the school environment in terms of the physical and mental hygiene of the pupil)
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Upon completion of the course, students should have knowledge and understanding of the biological laws of growth and development and the factors that determine them. They will acquire knowledge of the bio-psycho-social integration of the human organism. Understand the spatio-temporal sequence and interdependence of changes in the structure and function of the human organism. They will become familiar with critical developmental periods and risk factors interfering with physiological growth and development. They will understand the principles of regulation and adaptation of the organism in the context of environmental influences. At the same time, students will strengthen their mathematical skills and analytical abilities in the development of protocols for the assessment of child biological development. Ultimately, the course will provide students with the ability to evaluate the appropriateness of the demands of the educational process on a child's physical and psychological performance in relation to the child's level of biological maturation.
Compulsory reading:
IZRAEL, P. (2015). Mediálna výchova, výzva pre jednotlivca, rodinu a spoločnosť. Ružomberok: Verbum, 114 s. ISBN -80-561-0274-9.
BALÁŽOVÁ, E. (2013). Teoretické východiská mediálnej výchovy. Banská Bystrica: Občianske združenie Pedagóg, Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici. 39 s. ISBN 978-80-557-0591-0 https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6331
Recommended reading:
JURKOVIČ, ČAVOJOVÁ, BREZINA ed. (2019). Prečo ľudia veria nezmyslom. Bratislava: Premedia, 312 s. ISBN: 978-80-8159-757-2.
MALÍK, B. (2008). Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. (2008). Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
MIČIENKA, M; JIRÁK, J. (2007). Základy mediální výchovy. 1.vyd. Praha: Portál. 296 s. ISBN 978-80-7367-315-4.
SAK, P. (2007). Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
ŠALMON, T. (2021). (Ne)bezpečný internet. Bratislava: Lindeni. 292 s. ISBN 9788056619414
TÁBORSKÝ, J. (2020). V síti dezinformací. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-271-2014-7.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project and its defense (70 points). A minimum of 60% of the points is required to pass the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge in the field of Medial education, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - normal reliable work), students performed standardly well during the semester, their theoretical knowledge of Medial education is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge of Medial education. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to the history of media, the importance of Medial education in school and in the family, and the selection of appropriate content for children. It explains the objectives of Medial education in primary and secondary schools, the possibilities of using media, mass media as a means of learning (Internet, television, film, magazines, electronic encyclopaedias, educational CD-ROMs, video games). It draws attention to the dangers of the Internet and how to prevent these risks. The course guides students to identify manipulative techniques present in news, advertising, etc. It leads them to think critically about the quality and truthfulness of information, and the impact of media owners on that information.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of their competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital and presentation skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences and competencies of future teachers through its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Media and mass media. Brief history of media and their differentiation. Identifying
the qualitative changes that the media sphere has undergone.
2. Medial education in the family.
3. Medial education in school. Medial education in ISCED 0 - 3 according to the SPD. Media, mass media as a means of learning. Edutainment.
4. Appropriate and inappropriate media content for immature recipients.
5. Specifics of virtual communication. Safety of children on the Internet. Cyberbullying.
6. Negative influence of mass media production - manipulation, influence, propaganda, violence. Manipulative techniques. 7. Truth and falsehood, how to recognize relevant information. Hoaxes and misinformation.
8. The impact of media on individual and social life, public opinion, the relationship between media and politics.
9. Unethical elements in advertising. Code of ethics.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to the history of media, the importance of Medial education in school and in the family, and the selection of appropriate content for children. It explains the objectives of Medial education in primary and secondary schools, the possibilities of using media, mass media as a means of learning (Internet, television, film, magazines, electronic encyclopaedias, educational CD-ROMs, video games). It draws attention to the dangers of the Internet and how to prevent these risks. The course guides students to identify manipulative techniques present in news, advertising, etc. It leads them to think critically about the quality and truthfulness of information, and the impact of media owners on that information.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of their competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital and presentation skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences and competencies of future teachers through its focus and methods of education.
Compulsory reading:
IZRAEL, P. (2015). Mediálna výchova, výzva pre jednotlivca, rodinu a spoločnosť. Ružomberok: Verbum, 114 s. ISBN -80-561-0274-9.
BALÁŽOVÁ, E. (2013). Teoretické východiská mediálnej výchovy. Banská Bystrica: Občianske združenie Pedagóg, Pedagogická fakulta Univerzity Mateja Bela v Banskej Bystrici. 39 s. ISBN 978-80-557-0591-0 https://www.pdf.umb.sk/app/cmsFile.php?disposition=a&ID=6331
Recommended reading:
JURKOVIČ, ČAVOJOVÁ, BREZINA ed. (2019). Prečo ľudia veria nezmyslom. Bratislava: Premedia, 312 s. ISBN: 978-80-8159-757-2.
MALÍK, B. (2008). Mediomorfóza sveta. Filozofické, antropologické, sociálne a politické aspekty súčasných médií. Bratislava: Iris, 157 s. ISBN 978-80-89256-25-9.
MALÍK, B. (2008). Mediomorfóza sveta a jej presahy do školského prostredia. In: Pedagogická revue, Roč. 60, č. 1/2, 2008, s. 140 - 156. ISSN 1335-1982.
MIČIENKA, M; JIRÁK, J. (2007). Základy mediální výchovy. 1.vyd. Praha: Portál. 296 s. ISBN 978-80-7367-315-4.
SAK, P. (2007). Člověk a vzdělání v informační společnosti. Praha: Portál. 290 s. ISBN 978-80-7367-230-0.
ŠALMON, T. (2021). (Ne)bezpečný internet. Bratislava: Lindeni. 292 s. ISBN 9788056619414
TÁBORSKÝ, J. (2020). V síti dezinformací. Praha: Grada Publishing, a.s. 224 s. ISBN 978-80-271-2014-7.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the interim grade, which includes 30% class activity (30 points) and 70% project and its defense (70 points). A minimum of 60% of the points is required to pass the course.
The rating is awarded on a scale:
A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively
knowledge in the field of Medial education, including its meaningful integration into the realities of life and pedagogical practice.
B (93-86%, very good - above average standard), the student reflects critically on knowledge appropriately,
including their meaningful integration into the realities of life and pedagogical practice.
C (85-76%, good - normal reliable work), students performed standardly well during the semester, their theoretical knowledge of Medial education is at a good level, but they lack the ability to critically apply this knowledge.
D (75-68%, satisfactory - acceptable results), students were less prepared during the semester, they have slight deficiencies in theoretical knowledge of Medial education. They cannot critically analyze information.
E (67-60%, sufficient - the results meet the minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze this knowledge, is only minimally able to apply the knowledge.
Fx (59-0%, insufficient - extra work required).
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to the history of media, the importance of Medial education in school and in the family, and the selection of appropriate content for children. It explains the objectives of Medial education in primary and secondary schools, the possibilities of using media, mass media as a means of learning (Internet, television, film, magazines, electronic encyclopaedias, educational CD-ROMs, video games). It draws attention to the dangers of the Internet and how to prevent these risks. The course guides students to identify manipulative techniques present in news, advertising, etc. It leads them to think critically about the quality and truthfulness of information, and the impact of media owners on that information.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of their competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital and presentation skills; social area: cooperation, communication).
The course contributes to the gradual development of important professional competences and competencies of future teachers through its focus and methods of education.
slovak and czech
Brief outline of the course:
1. Media and mass media. Brief history of media and their differentiation. Identifying
the qualitative changes that the media sphere has undergone.
2. Medial education in the family.
3. Medial education in school. Medial education in ISCED 0 - 3 according to the SPD. Media, mass media as a means of learning. Edutainment.
4. Appropriate and inappropriate media content for immature recipients.
5. Specifics of virtual communication. Safety of children on the Internet. Cyberbullying.
6. Negative influence of mass media production - manipulation, influence, propaganda, violence. Manipulative techniques. 7. Truth and falsehood, how to recognize relevant information. Hoaxes and misinformation.
8. The impact of media on individual and social life, public opinion, the relationship between media and politics.
9. Unethical elements in advertising. Code of ethics.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The thematic focus of the course introduces students to the history of media, the importance of Medial education in school and in the family, and the selection of appropriate content for children. It explains the objectives of Medial education in primary and secondary schools, the possibilities of using media, mass media as a means of learning (Internet, television, film, magazines, electronic encyclopaedias, educational CD-ROMs, video games). It draws attention to the dangers of the Internet and how to prevent these risks. The course guides students to identify manipulative techniques present in news, advertising, etc. It leads them to think critically about the quality and truthfulness of information, and the impact of media owners on that information.
This knowledge can be used in further studies as well as in real life. The chosen educational methods will contribute to the further development of their competences (cognitive area: memory, critical thinking, thinking in context, reasoning; affective area: attitudes and beliefs, values; psychomotor area: digital and presentation skills; social area: cooperation, communication).The course contributes to the gradual development of important professional competences and competencies of future teachers through its focus and methods of education.
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education
Recommended reading:
Compulsory reading:
MISTRÍK, E. a kol. (2008). Multikultúrna výchova v škole. Bratislava : Nadácia otvorenej spoločnosti. ISBN 978-80-969271-4-2
MISTRÍK, E. a kol. 2006: Multi-kulti-na školách. Metodická príručka pre multikultúrnu výchovu. Bratislava: Nadácia Milana Šimečku. ISBN 80-89008-21-6
Recommended reading:
KASÍKOVÁ, H. a kol. (2003). Interkulturní výchova a vzdělávání: efektivní metody a formy. Praha : FF UK. (bez ISBN)
KOMINAREC, I. – KOMINARECOVÁ, E. (2009). Multikulturalita a komunikácia. Prešov : PO. ISBN 978-80-555-0061-4
MISTRÍK, E. (2008). Multikultúrna výchova. In: Školské vzdelávacie programy. Praktický manuál pre zostavenie vlastného školského vzdelávacieho programu. 3. E1. Bratislava : RAABE. ISBN 978-80-89182-27-5
PRŮCHA. J. (2006). Multikulturní výchova. Praha : Triton. ISBN 80-7254-866-2
VANČÍKOVÁ, K. (2013). Multikultúrna výchova, jej miesto v súčasnej škole. Banská Bystrica: PdF UMB. ISBN 978-80-557-0512-5
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 100/0, the course ends with an assessment.
Students will develop two interim activities/projects as part of the interim coursework assessed at 40% and 40%. Activity and preparation in seminars is assessed (20%). A total of 100% of the interim assessment.
Students will choose one of the activities, work it systematically and develop it into a comprehensive lesson preparation according to this structure:
a. Objectives of the activity (what skills and abilities it develops - students will choose an appropriate topic according to their apprenticeship, where they will be able to apply the activity as a cross-cutting theme).
b. Target group of the activity (for which pupils it could be used).
c. Time and space (how long it would take, any special space requirements).
d. Activity flow (a brief scenario of how the student would carry it out).
e. Evaluation of the activity (different ways of assessing pupils, self-assessment, etc.).
f. Theoretical perspective on the activity (interpretation of the activity based on at least three key words from multicultural education theory).
g. Literature used.
The evaluation will assess the fulfilment of the principles of multicultural education, the suitability of the activity for teaching within the cross-cutting theme of multicultural education, the systematic nature of the preparation and the interconnectedness of its components. Negative evaluations are given to projects that could reinforce stereotypes and prejudices among pupils or in which students present stereotypical views of other cultures.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), students will produce an original project that is thought through as a coherent whole to develop intercultural understanding, all criteria are met at an excellent level.
B (90-81%, very good - above average standard), students creatively develop a project that will assist in developing intercultural understanding, Criteria are met at a very good level.
C (80-73%, good - normal reliable work), students will produce a project that does not undermine the principles of multicultural education, Criteria are met at a good level.
D (72-66%, satisfactory - acceptable results), students will develop a project that is not internally intertwined but does not violate the principles of multicultural education, the criteria are met satisfactorily.
E (65-60%, sufficient - results meet minimum criteria), students will develop a project that marginally undermines the principles of multicultural education, Criteria are met sufficiently.
Fx (59-0%, insufficient - extra work required), students will develop a project that promotes cultural stereotypes and biases. The project does not meet the minimum criteria.
slovak and czech
Brief outline of the course:
The problem facing multicultural education - stereotypes and prejudices in us. Encountering another culture. Culture shock. How we get information about other cultures. How to cope with the arrival of foreigners. What we think about intercultural communication. Migration and values in multicultural education. How to proceed in multicultural education. Assessment in multicultural education.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students understand the principles and practices of multicultural education. They know how to work with stereotypes and prejudices in the classroom. They can plan and design multicultural education and integrate it as a cross-curricular topic in the classroom. They develop intercultural understanding. They master the main didactical procedures for the implementation of multicultural education as a cross-cutting theme.
Learning objectives:
To provide students with the basic information needed to understand the principles of multicultural education as a cross-cutting theme in the national curriculum. To teach students how to work with the issue of stereotypes and prejudices, to teach them how to plan and design multicultural education in schools as a cross-cutting theme. To familiarize students with the basic didactic practices in the implementation of multicultural education in education
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZex005 / Pedagogical Communication
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Notes: smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and arousing listener interest. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-assessment and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- know methods for developing critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Compulsory reading:
ALLHOFF, D.-W. (2008). Rétorika a komunikace. Praha: Grada publishing, 200 s.. ISBN 978-80-247-2283-2
KLAPETEK, M. (2008). Komunikace, argumentace, rétorika. Praha: Grada publishing, 256 s. ISBN 978-80247-2652-6
Recommended reading:
JASLOVSKÁ B., PISOŇOVÁ, M. (2019). Humanisticky orientovaná komunikácia a jej vplyv na produktivitu žiakov v edukačnom procese. Hradec Králové: Magnanimitas akademické sdružení, 45-56s. ISBN 978-80-87952-29-0
JASLOVSKÁ, B. (2019). Nástroj na sebahodnotenie žiakov v rámci Encounterovej skupiny a učiteľ ako facilitátor procesu hodnotenia. Bratislava : Univerzita Komenského v Bratislave, 37-45s. ISBN 978-80-223-4847-8
KURUC, M. (2018). Rozvoj sebaregulácie a motivácie ako faktor úspechu slovenských žiakov v kontexte teórie sebaurčenia. Bratislava: Univerzita Komenského v Bratislave, 143-160s. ISBN 978-80-223-4661-0
ŠUŤÁKOVÁ, V., FERENCOVÁ, J., ZAHATŇANSKÁ, M. (2017). Sociálna a didaktická komunikácia. Prešov: Wolters Kluwer. 208s. ISBN 978-80-81685-48-4
Prerequisites: B-VUZex005 / Pedagogical Communication
Prerequisites for successful completion of the course: the course is completed with an evaluation, 100% of the continuous evaluation.
Assessment: consists of 2 intermediate assessments (60+40, total 100 points).
Interim assessment 1: consists of the development of a semester cooperative work and its oral presentation or practical application in class. This is a prepared micro-team output: the creation of a student conference.
Semester work: consists of a creative assignment for 60p (30+30). It includes the preparation of a group simulation of a student conference (30b) together with a professional paper on a selected topic (30b) for approximately 45 minutes.
Intermediate assessment 2: consists of the creation of documents for the student conference (40b): poster, invitation, programme, etc. in an electronic environment (web development).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Notes: smaller groups, up to a maximum of 25 students, are required for the course for effective classroom interaction
Brief outline of the course:
The aim of the course is the practical application of knowledge about effective communication through practicing rhetorical outcomes and teamwork, i.e. through cooperative methods and interactive activities. Using various activating methods and problem-based tasks, students will actively participate in the learning process and create their own course content, in which they will use their own potential and develop the intra and interpersonal aspects of their own personality. An important part of this is a semester-long group project through which students will learn how to organize major events, while developing proper communication and rhetorical skills.
Topics:
Rhetoric - types of speech, practicing presentation skills through micro performances. Content/form/communication skills (verbal and non-verbal) of oral presentation and analysis of speakers. Presentation - structure and organization of speech/speech/lecture. Evaluating information and finding relevant sources. Simulating a debate. Organisation of time and group cooperation. Visualisation and arousing listener interest. Argumentation - types of arguments and logical fallacies. Manipulation and manipulation techniques, assertiveness. Types of conversation, discussion - how to conduct a conversation, structuring a conversation. Division of discussion methods. Feedback - self-assessment and self-reflection. Creating a website and e-portfolio with student outputs. Implementation of student conference - simulation/workshop.
Learning objectives and outcomes:
By completing the Rhetoric and Communication course, the student should:
- be able to select information, identify relevant sources on the selected topic,
- be able to justify the choice of specialist sources for the semester thesis,
- understand the importance of selection and analysis of information and information sources,
- be able to work in a team, organise activities to accomplish sub-tasks,
- be able to present intermediate tasks to the group,
- be able to justify and discuss in a group various social topics related to education and training,
- acquire presentation and communication skills and be able to apply them through creative activities in the classroom,
- know methods for developing critical thinking and good reasoning,
- should be able to identify manipulative behaviour.
Transferable competences: the student strengthens soft skills such as communication skills, analytical thinking in evaluating information and working with text, critical thinking and thinking in context in the development of arguments and their application in discussion, interpersonal skills within the group - activation and taking initiative and responsibility, also creative work with e-portfolio (ability to create an interesting website) through creative tasks in the course.
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Learning objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Compulsory reading:
KOSTURKOVÁ, M., FERENCOVÁ, J. (2019). Stratégie rozvoja kritického myslenia. Bratislava: Wolters Kluwer. ISBN 978-80-571-0049-2
TUREK, I. (2003). Kritické myslenie. Bratislava: Metodicko-pedagogické centrum.
Recommended reading:
ČAPEK, R. (2015). Moderní didaktika: lexikon výukových a hodnotících metod. Praha: Grada. ISBN 978-80-2473-450-7
KOZÁROVÁ, N., GUNIŠOVÁ, D. (2020). Stratégie rozvoja kritického myslenia vo vyučovaní pedagogiky. Nitra: UKF v Nitre. ISBN (online) 978-80-558-1520-6
MARKOŠ, J. (2019). Sila rozumu v bláznivej dobe: manuál kritického myslenia. Bratislava: N Press. ISBN 978-80-9992-501-5
Prerequisite subjects:
Prerequisites for successful completion of the course:
The course is completed with an assessment, weighted interim/final assessment 100/0.
100% of the continuous assessment includes: approximately 5 assignments (50%) will be given during the semester, 2 midterm tests during the semester (for a total of 30%), and active participation in seminars, engaging in discussions (20%). Students will use the e-learning environment moodle for their studies.
For successful completion of the course it is necessary to obtain at least 60% of the points.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student actively participated in seminar discussions, completed the midterm tests at an excellent level, and completed the midterm assignments excellently.
B (90-81%, very good - above average standard), ), the student actively participated in seminar discussions, completed midterm tests and assignments at a very good level
C (80-73%, good - normal reliable work), the student was less actively involved in seminar discussions, he/she completed the midterm tests and assignments at a good level with slight shortcomings
D (72-66%, satisfactory - acceptable results), the student did not actively participate in seminar discussions, he/she completed midterm tests and assignments at a satisfactory level
E (65-60%, sufficient - results meet the minimum criteria), the student did not actively participate in discussions in seminars, midterm tests and midterm assignments were done at the minimum level
Fx (59-0%, insufficient - extra work required)
slovak and czech
Brief outline of the course:
Principles of critical thinking, critical arguing, critical debating, critical writing, organizing knowledge. Basic characteristics of hoaxes. Identifying relevant facts and ideas. Methods of Development critical thinking in pupils, universal scenarios of educational activities, preparation of methodological materials. Evaluation of critical thinking.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
Students are familiar with the principles of critical thinking, they can prepare their own activities on the basis of universal scenarios on the subject aimed at the Development critical thinking. They can assess students' critical thinking, recognize hoaxes and identify relevant facts and ideas. They can apply a variety of methods to develop pupils' critical thinking.
Learning objectives:
The aim of the seminar is for students to acquire knowledge and skills that will enable them to prepare methodological materials aimed at developing students' critical thinking skills. To familiarize students with universal scenarios of educational activities and the possibilities of assessing critical thinking in education.
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov.
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.
Zákon č. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the development of a semester project and its presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its presentation by students (semester project creators).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100%
Learning objectives and outcomes:
By completing the School Management course, the student should:
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course
Compulsory reading:
PISOŇOVÁ, M. a kol. 2014. Školský manažment pre študijné odbory učiteľstva a prípravu
vedúcich pedagogických zamestnancov. Bratislava : Univerzita Komenského, 2014. 227 s. ISBN 978-80-223-3621-5
https://www.fedu.uniba.sk/uploads/media/Skolsky_manazment.pdf
Pisoňová, M. a kol. 2017. Školský manažment terminologický a výkladový slovník. Bratislava : Wolters Kluwer, 2017, 1. vyd., 167 s., ISBN 978-80-8168-660-3
https://moodle.uniba.sk/mod/quiz/view.php?id=57866
Učebný zdroj: ŠKOLSKÝ MANAŽMENT (moodle):
https://moodle.uniba.sk/course/view.php?id=162
Constitution of the Slovak Republic.
Current legislative norms related to the establishment and activities of primary schools, secondary schools in the Slovak Republic.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Zákon č. 596/2003 Z. z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov.
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov.
Zákon č. 597/2003 Z. z. o financovaní základných škôl, stredných škôl a školských zariadení.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 1/2020 Z. z. o kvalifikačných predpokladoch pedagogických zamestnancov a odborných zamestnancov.
Vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of continuous assessment
Assessment: consists of an interim and a final assessment (30+40, 70 points in total).
Interim assessment: consists of a 30-item knowledge test to be given in week 6 of the interim course. A written examination/test, consisting of theoretical preparation for the teaching of the individual topics of the teaching units, which will be carried out by the 6th week of continuous teaching and the study of the literature.
The final assessment consists of: the development of a semester project and its presentation.
The semester project consists of: the creation of a project according to a set structure for 40b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its presentation by students (semester project creators).
Prerequisites:
The rating shall be awarded on a scale of
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A minimum of 64 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 57 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, and above average activity in class during the semester.
A minimum of 51 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 46 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using the assigned template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 42 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to develop continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation to the subject matter, basic communication skills, completion of assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
Basic terminology, options for studying school management, sources of study. Schools and concepts of management. Specifics of school management. The system of school management in the Slovak Republic and the system of internal school management in the context of managerial functions. Legal regulations governing the activities of primary and secondary schools (laws, decrees, working regulations, pedagogical-organisational guidelines). Personality of the head of teaching staff - legal and personality requirements. School image, school culture. School climate.
100%
Learning objectives and outcomes:
By completing the School Management course, the student should:
- to know the content of school management as a scientific discipline: the essence of school management in the Slovak Republic at all levels of school management with an emphasis on internal school management and in the context of managerial functions
- be familiar with the basic legal documents and be able to correctly interpret the meanings given in these legal documents that regulate the activities of primary and secondary schools, with an emphasis on the needs of the work of the teaching staff,
- be able to apply the acquired knowledge and knowledge from other disciplines in the focus area: school image, culture and climate, in the area of cooperation with the school management and legal representatives of children/pupils in solving standard, specific and problematic tasks and situations and in the framework of school development,
- be able to creatively use the acquired knowledge and competences in the study of other pedagogical disciplines and in their future school practice.
Transferable competences: the student strengthens soft skills such as communication skills, organizational skills, interpersonal skills within a group - group activation, taking initiative and responsibility, creativity and imagination, critical thinking, analytical skills, problem-solving skills, and others through the creation of a semester project in the course
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and guardians in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They can describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Compulsory reading:
HORVÁTHOVÁ, K. (2002). Aktuálne otázky výchovného poradenstva v školskej praxi. Bratislava: MPC Tomášikova, 57 s. ISBN 80-88796-25-3.
KNOTOVÁ, D. a kol. (2014). Školní poradenství. Praha: Grada. 258 s. ISBN 978-80-247-4502-2
Recommended reading:
DERKOVÁ, J. (2018). Rodina ako výchovné prostredie. Bratislava: IRIS. 144 s. ISBN 978-80-8200-034-7
FERKOVÁ, Š. (2015), Skúsenosti s využitím influenčného programu zameraného na elimináciu rizikového správania žiakov v škole. In Prevencia. roč. 13., č. 4. s. 37 – 34.
KYRIACOU, CH. (2003). Řešení výchovných problémů ve škole. Praha: Portál, 151 s. ISBN 80-7178-945-3.
ZEMANČÍKOVÁ, V. (2014). Problémové správanie žiakov a úloha sociálneho pedagóga v reflexii učiteľov. In: Sociální pedagogika: časopis pro vědu a praxi. 2(1), 22-36. ISSN 1805-8825.
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, 100% of the interim assessment. Students are required to complete a midterm paper for 40 points and a midterm test for 60 points, for a total of 100 points. The condition for successful completion of the course is obtaining at least 60% of the maximum possible grade for the course. The grade is awarded on a scale:
The rating is awarded on a scale:
A (100-91%, excellent - excellent results with only minimal errors),
B (90-81%, very good - above average results with minor errors),
C (80-73%, good - normal reliable work, average results),
D (72-66%, satisfactory - acceptable results, but significant errors occur),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - passing the course still requires a significant amount of effort and work on the part of the student).
A minimum of 91 points is required for a final grade of A. For this grade, the student should demonstrate: a creative and original approach in the development of intermediate assignments, excellent professional knowledge and its application in problem solving, excellent orientation in the subject matter, excellent communication skills, responsibility and timely completion of assignments, exceptional activity in the classroom during the semester.
A score of at least 81 points is required for a final grade of B. For this grade, the student should demonstrate: a creative approach in developing ongoing assignments using a model, above average expertise and application of that expertise in problem solving using tutorials, above average orientation to the problem, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 73 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to develop intermediate assignments using the given template, good professional knowledge and its application in solving problem problems in a group or with the help of the instructor, good orientation in the subject matter, good communication skills, completion of the assigned tasks, average activity in class during the semester when prompted by the instructor.
A minimum of 66 points is required for a final grade of D. For this grade, the student is expected to demonstrate: the ability to develop intermediate assignments using a given template and with the assistance of the instructor, average proficiency and application in problem solving in a group setting or with the assistance of the instructor, average orientation to the subject matter, average communication skills, completion of assignments, and basic activity in the classroom during the semester in collaboration with the instructor or other students.
A score of at least 60 points is required for a final grade of E. For this assessment, the student should demonstrate: the ability to prepare continuous assignments and with the help of the instructor, basic/minimal professional knowledge, basic/minimal orientation in the subject matter, basic communication skills, completion of the assigned tasks.
slovak and czech
Notes: students of the Teacher Education (combined) programme do not enrol in the course
Brief outline of the course:
1. School guidance system.
2.Framework for the work of the educational advisor, professional and personal qualifications of the educational advisor, education of the educational advisor.
3. The class teacher and his/her role in counselling pupils and guardians in education and training.
4. Methods of work in educational counselling.
5. Strategies to prevent problem behaviour of pupils.
6. Addressing the educational difficulties of pupils.
7. Methods and possibilities of intervention of problem behaviour of pupils.
8. Career counselling.
9. Educational counselling in the field of care for gifted pupils.
10. Cooperation of the school with other institutions, family. Social and legal protection of children and youth.
Learning outcomes and transferable competences:
Learning objectives and outcomes:
The aim of the course Educational Counselling is to provide students with an initial framework of knowledge in the field of the educational counselling system. Upon successful completion of the course, students will be able to navigate the school counseling system. They understand the place and role of the guidance counselor in the guidance system and master the prerequisites for the position of guidance counselor. Know the differences in the responsibilities of the class teacher, guidance counsellor or school counsellor in providing guidance on educational issues. They know the methods of educational counselling. They know strategies for the prevention of problem behaviour and understand their importance. They are able to apply the acquired knowledge in solving specific problem situations in educational practice. They are oriented in school career guidance. They can describe and interpret the importance of school cooperation with educational guidance and prevention institutions, social and legal protection bodies and others.
Transferable competences: by analysing, solving and discussing seminar assignments, students will be able to communicate their conclusions, think critically and think in context.
Recommended reading:
according to the focus of the bachelor thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination of the defence of the thesis, its conditions and procedural aspects are regulated by the Internal Regulation No.1/2020 Study Regulations of the Faculty of Arts of Charles University, as well as by the Internal Regulation No. 5/2021 Study Regulations of the Charles University.
A student may take the state examination a) after obtaining at least such number of credits that after obtaining credits for successful completion of the last state examination he/she achieves the necessary number of credits for proper completion of studies and b) after successful completion of compulsory courses, compulsory elective courses and elective courses in the composition determined by the study programme except for the state examination and c) no disciplinary proceedings are conducted against him/her.
In the bachelor's degree, the student receives 12 credits for the successful defence of the bachelor's thesis (credits included in the UZ study plan).
According to the VP 23/2021 Internal Quality Assurance System for Higher Education of the Charles University in Bratislava, the student is evaluated in particular:
- Demonstration of the student's ability to collect and interpret relevant data (facts), usually within the field of study in which the student has completed the programme of study, with the possibility of interdisciplinary overlap into other fields if necessary;
- Demonstrate the ability to make informed decisions that also take into account social, scientific and ethical considerations;
- Ability to communicate information, concepts, problems and solutions to both professional and lay audiences.
- the ability to think and work creatively in the field of study in which they have completed their degree programme.
- knowledge and understanding of the problem/issue addressed.
- Applying their skills in collecting, interpreting and processing basic literature, which may include its application in practice, or solving a sub-task related to the student's future field of study/assignment.
The rating is awarded on a scale:
A 100 - 91% (excellent - outstanding results),
B 90 - 81% (very good - above average standard),
C 80 - 73% (good - normal reliable operation),
D 72 - 66% (satisfactory - acceptable results),
E 65 - 60% (sufficient - results meet minimum criteria),
Fx 59% or less (insufficient).
A student is evaluated with the FX grade if he/she has fulfilled the requirements for the grade only at a level not exceeding 60% of the total highest possible level of fulfilment of the requirements for the completion of the subject of the state examination - the defence of the bachelor thesis. In the same way, a student shall be assessed with an FX grade if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the UK Internal Regulation 23/2021 or has submitted a thesis that does not substantially meet the requirements under paragraph 1(d), paragraph 2(d) or paragraph 3(d) of Article 56 of the UK Internal Regulation 23/2021 Internal Quality Assurance System for Higher Education at the University of Bratislava.
The details and specifications of the requirements of the final theses for the individual teacher study programmes in combination (approbation) will be specified in the respective Study Programme Descriptions.
Slovak language, in the case of language approbations also the language of the respective subject approbation
Examination committee approved by the Scientific Council of PdF UK. State examination: the defence of the bachelor thesis is carried out only from one approbation. Credits are counted towards "UZ".
Brief outline of the course:
1. Contribution of the thesis to the field of study. The evaluation of the bachelor thesis assesses whether the student has adequately demonstrated the ability to work creatively in the field of study in which he/she has completed the study programme, reflects the degree of demonstration of knowledge and knowledge of the issue, assesses the skills applied in collecting, interpreting and processing the basic literature, or the extent to which the student has mastered the application of theoretical assumptions in practice or how he/she is able to solve a subtask that is related to the focus of the student's bachelor thesis;
2. Originality of the thesis (the thesis must not be plagiarized, must not infringe the copyrights of other authors), the documentation for the defence of the thesis as a subject of the state examination includes originality protocols: from the Central Register and Theses, the results of which are commented on by the supervisor and the opponent in their opinions;
3. Correctness and correctness of citation of used information sources, research results of other authors and author teams, correctness of description of methods and working procedures of other authors or author teams;
4. Compliance of the structure of the thesis with the prescribed structure defined by the Internal Regulation No. 2/2018 Directive of the Rector of Charles University in Bratislava;
5. Respecting the recommended scope of the final thesis (the recommended scope of a bachelor's thesis is usually 30 - 40 standard pages - 54 000 to 72 000 characters including spaces), the adequacy of the scope of the thesis is assessed by the supervisor of the thesis;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of defending the thesis and the student's ability to respond adequately to the comments and questions in the supervisor's and opponent's evaluations.
8. In the study programme focused on the teaching of art-educational subjects, the presentation of artistic outputs and performances may be part of the final thesis and its defence.
Learning outcomes:
The learning outcome is in accordance with the Long-Term Plan of the Charles University/PdF, the mission and strategic goals of the Charles University/PdF, in accordance with the description of the field of study, in accordance with the NKR/SKR/DD, in accordance with the profile of the graduate, in accordance with the learning objectives and learning outcomes in the individual subjects of the study programme curriculum, and other relevant documents.
The student is able to demonstrate his/her ability to work creatively in the field of study in which he/she has completed the study programme when conceiving his/her bachelor thesis. The student is able to demonstrate adequate knowledge of the subject matter and to apply his/her skills in collecting, interpreting and processing the basic literature, or its application in practice, or is able to solve a sub-task related to the focus of the student's bachelor's thesis.