Type and scope of teaching: 2 hours per week lecture + 2 hours per week seminar; total per semester 44 hours
Study method: combined (primary attendance)
Student workload: a total of 150 hours of student work
44 hours of in-person teaching, 22 hours of continuous home preparation for lessons and sub-tasks; 32 hours preparation of seminar work; 52 hours exam preparation.
Teaching methods: lecturing, interpretation, discussion of the topic discussed, interview, work with the professional text, critical analysis of texts and comparison, problem solving of tasks, controlled self-study
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
KOBR, J. 2011. Vývoj světové literatury. Hlavní směry a tendence, přehled o spisovatelích. Praha: Orego. 175 s. ISBN 978-80-86741-98-7.
(selected chapters)
AA.VV. (edited by Viera Žemberová). Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998. 382 s. ISBN 80-08-01671-X. (selected chapters from the history of national literature)
MALINOVSKÁ-ŠALAMONOVÁ, Z. Francúzska literatúra. In Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998, s. 242–261.
ĎURIŠIN, D, 1991. Osobitné medziliterárne spoločenstvá 3. Bratislava : VEDA, 1991. 218 s. ISBN 80-224-0403-9.
GROSSER, H. 2009. Il canone letterario. La letteratura italiana nella tradizione europea. 1. Duecento e Trecento. Milano : Casa Editrice G. Principato, 2009. 703 p. ISBN 978-88-416-1649-9.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Quattrocento e Cinquecento. Vol. 2. Milano : Casa editrice Principato, 2009. 703 p. ISBN 978-88-416-1650-5.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Il secondo Cinquecento. Seicento – Settecento. Vol. 3. Milano : Casa editrice principato, 2009. 864 p. ISBN 978-88-416-1651-2.
PALÁGYI, T. 2011. Rota Dantis et Roue de Verlaine : Le mélange des niveaux de style dans la poésie française et italienne. Saarbrücken : Éditions Universitaires Européennes, 107 p. ISBN 6131566070.
SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. Bratislava : Reklamná agentúra ROKO, 2010, 113 s. ISBN 978-80-8082-207-1.
DOMOKOS, Gy. 2020. Le traduzioni mitteleuropee de "I promessi sposi"
In: E. Paccagnini – S.Morgana (a cura di). Biblioteche, libri e immagini manzoniane
Milano: Biblioteca Ambrosiana, pp 261-270 (2020)
he condition for successful completion of the course is active participation in lessons and performance of ongoing tasks during the semester, writing seminar work and final examination of the contents of the subject.
• For activity in teaching, the student is evaluated continuously, active participation in lessons and performance of ongoing tasks represents 20% of the evaluation, of which 10% participation in the lecture, 10% participation in the seminar.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. During the semester, he/she receives partial tasks, the control and evaluation of which is carried out orally in the classroom.
• The preparation and presentation of the seminar work represents 30 % of the evaluation.
When drawing up the seminar work, the student, in consultation with the teachers, chooses a theme from the contents of the history of Italianliterature in its enthusiasm for other Romance literature and world literature. The seminar work should include a draft educational procedure when presenting the selected topic for the selected level of education. The seminar work shall be submitted in the evaluation week.
• The course ends with a written examination - a test from the of older literature, which represents 50% of the evaluation.
In the final exam, the student demonstrates the extension and deepening of knowledge about Italian literature acquired at the first stage of study and is able to compare significant works of authors of Italian literature with those of other important authors of Romance literature belonging to the canon of world literature.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
A – excellent performance, the student has acquired knowledge at an excellent level and to a sufficient extent, has demonstrated the ability to think critically, argue and participate in discussions, his/her work during the semester is balanced, he regularly performed partial tasks at an excellent level, elaborated and handed over seminar work on time and followed all instructions according assignment.
B – excellent performance, the student has acquired knowledge at the standard level with slight deviations, has demonstrated the ability to think critically, argue in discussions, but his/her activity and the performance of partial tasks are continuously fluctuating, seminar work was prepared and handed over on time, but there are minor formal shortcomings.
C – good performance, the student has acquired knowledge at an average level, his/her activity during the semester is reduced, he/she can think critically and argue, but he/she has shortcomings in synthesis and knowledge connection, he/she elaborated seminar work and handed over in a timely manner, but there are minor formal and content deficiencies.
D – acceptable performance, the student has acquired knowledge at an acceptable level, his/her activity during the semester is reduced, does not show an interest in formulating his/her own ideas and arguing, there is no connection of learned, seminar work elaborated and handed on time, but there are more pronounced formal and content shortcomings.
E – sufficient performance, the student acquired knowledge satisfying sufficient criteria, during the semester manifests lower activity, in the seminar work there are more serious formal and content deficiencies.
FX – unacceptable performance, the student did not sufficient embrace the curriculum and did not perform adequately during the semester.
Italian and Slovak or Czech language (passive knowledge), French (passive knowledge)
The concept of world literature, the concept of world literature.
Romance literature in the context of world literature.
Periodization of the development of world literature, periodization of the development of Romance literature within their framework of literature in the Italian language.
The oldest literary texts of Romance literature and their place in world literature.
Medieval literature of Romance countries and the place of Italian literature in its context.
Literature of Humanism and the Renaissance of Romance countries and the place of Italian literature in its context.
Baroque and Classicist literature of Romance countries and the place of Italian literature in their context.
The aim of the course is to acquire knowledge of the history of Italian literature and to be able to determine their place within Romance literature, as well as to be able to apply this knowledge to the teaching process so as to make it possible to realize their importance in the context of world literature.
Educational outcomes:
Student after successful completion of the course
• obtains a synthetic insight into the development of Italian literature in connection with the context of Romance literature and world literature from the beginning stage of their constitution to the end of the 18th century,
• can explain the literary development of Italian literature in relation to the world cultural context and can justify the contribution of authors and works of literature written in Italiansto world literature,
• masters the conceptual apparatus and has developed theoretical and methodological knowledge of literary science and understands their interdisciplinary overlaps and contexts,
• can adapt the acquired knowledge into didactic processing of the contents of Italianliterature in connection with Romance literature and world literature, it can didactize knowledge content in the field of literature,
• can discuss the chosen topic in the field of literature
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 22 hours continuous preparation for lessons and study of recommended literature (selected parts); 10 hours continuous written tasks; 16 hours preparation of individual task; 30 hours individual study of professional literature and preparation for exam. A total of 100 hours of student work.
Teaching methods: interpretation, explanation, discussion, application of theoretical knowledge on practical examples, written works, managed self-study – solving tasks and assignments, e-learning.
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
BECCARIA, G. L. 2004. Dizionario di linguistica e di filologia, metrica, retorica. Torino : Einaudi, 2004.863 p. ISBN 978-88-06-16942-8.
D’ACHILLE, P. 2005. L’Italiano contemporaneo. Bologna : Il Mulino, 2005. 239 p. ISBN 88-15-08871-7.
DARDANO, M. – TRIFONE, P. 1995. Grammatica italiana con nozioni di linguistica. Milano: Zanichelli, 1995. 789 p. ISBN 88-08-09384-0.
GRAFFI, G. – SCALISE, S. 2002. Le lingue e il linguaggio. Introduzione alla linguistica. Bologna : Il Mulino, 2002. 286 p. ISBN 88-15-09579-9.
HAMPLOVÁ, S. 2004. Mluvnice italštiny grammatica italiana. Praha: Leda, 2004. 445 s. ISBN 80-7335-041-6.
MISTRÍK, J.. 1988. Moderná slovenčina. 2. vyd. Bratislava : SPN, 1988. 263 s. ISBN 9788008000529
ORAVEC, J. – BAJZÍKOVÁ, E. – FURDÍK, J. 1988. Súčasný slovenský spisovný jazyk. Morfológia. 2. vyd. Bratislava : SPN, 1988. 227 s.
SENSINI, M. 2005 La lingua e i testi. La riflessione sulla lingua, Arnoldo Mondadori Scuola, Milano, 560 p. ISBN: 9788824724777
KLIMOVÁ, K. 2015. L'italiano e lo slovacco : capitoli di una comparazione linguistica; rec. Massimo Arcangeli, Natália Rusnáková. - 1. vyd. - Banská Bystrica : Vydavateľstvo Univerzity Mateja Bela - Belianum, 2015. - 102 s. ISBN 978-80-557-0950-5.
KLIMOVÁ, K. 2012 Questioni di aspetto verbale : un confronto tra italiano e slovacco - Rím: Aracne Editrice, 2012. - 176 s. - ISBN 978-88-548-5344-7
The condition for successful completion of the course is active participation in lessons, the fulfilment of continuous written tasks during the semester and the final examination of theory and practical use of language.
• The interim evaluation is 25 %: active participation in classroom activities 10%; elaboration of continuous written tasks on individual topics 10%; elaboration of an individual task according to the assignment 5 %. Fulfilment of the conditions for interim evaluation is a condition for participation in the examination.
• During the semester, the student will demonstrate the ability to analyze language phenomena, discuss problematic aspects and learn about the Italianlanguage to be used in assignments requiring individual work (exercises, independent verification of information in professional sources), as well as the ability to individually process the selected language phenomenon in the form of didactic material.
• The final test represents 75 % of the evaluation. The examination consists of an oral theoretical part (25 %) and a written practical part (50 %). The student must obtain at least 60% from both parts.
• In the final exam, the student will demonstrate the extension and deepening of knowledge about the Italianact acquired at the first stage of study, their understanding, integration and ability to apply them in the analysis of language phenomena. In order to successfully complete the subject, the student will demonstrate the ability to logically and comprehensibly explain selected language phenomena, apply knowledge to clarify specific examples, as well as the ability to assess and evaluate the spelling and grammatical correctness of sentences and short texts and to propose corrections. At the same time, he/she will demonstrate an adequate linguistic competence: in the oral part of the exam the correct pronunciation and in the written part the spelling, punctuation and grammar control.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
A: The student in both ongoing tasks and in the final exam demonstrates knowledge of Italian phonetics, phonology and grammar at an excellent level; on the oral part of the exam he/she answers independently, in a logical sequence, uses the right terminology and demonstrates a deeper understanding of phenomena and contexts, is able to inform the Italian the act of presenting in a contrasting perspective with Slovak, while being able to go into detail, is able to support theoretical claims with appropriate examples; has a high level of linguistic competence in the Italian language in both oral and written speech, has a great understanding of grammar and spelling.
B: The student, both in ongoing tasks and in the final exam, demonstrates above-average knowledge of the Italian phonetics, phonology and grammar; on the oral part of the exam he answers alone or only with less guidance from the examiner, uses the correct terminology and demonstrates a very good understanding of phenomena and context; he can point to the main differences between the Italian and Slovak and can support theoretical claims with appropriate examples; has a very good level of linguistic competence in the Italian language in both oral and written language, masters grammar and spelling, shortcomings are rare and minor.
C: The student in both the ongoing tasks and the final exam demonstrates a good knowledge of the Italian phonetics, phonology and grammar; on the oral part of the exam he/she answers largely independently, responds adequately to the investigator's guidance, uses the correct terminology; he can point out the main differences between Italian and Slovak, and is able to support most theoretical claims with appropriate examples; he/she has a good level of linguistic competence in italian language in both oral and written speech, has occasional deficiencies in his grammar and spelling mastery, but is able to compensate them adequately for most of the time.
D: The student, in both interim tasks and in the final exam, demonstrates a satisfactory knowledge of Italian phonetics, phonology and grammar, does not respond fully independently to the oral part of the exam, but responds well to the investigator's guidance, using mostly the correct terminology; he/she can support most theoretical claims with examples, but the ability to link phenomena and clearly describe the differences between Italian and Slovak is lower; has an average level of linguistic competence in Italian in both oral and written language, there are also shortcomings in the mastery of grammar and spelling, but communicative competence is at a good level.
E: The student, both in interim tasks and in the final exam, demonstrates sufficient knowledge of italianphontics, phonology and grammar; he does not respond independently to the oral part of the exam and there is also a terminological inaccuracy, but the answer meets the minimum criteria after the investigator's guidance; to a relatively small extent he can explain the differences between Italianand Slovak; he/she has a standard level of linguistic competence in Italian language in both oral and written speech, there are several shortcomings in the mastery of grammar or spelling or in the pronunciation, but communicative competence is acceptable.
FX: The student does not continuously and/or in the final examination demonstrates knowledge of Italian phonetics, phonology and grammar at the level of the minimum criteria and does not reach the necessary number of points from any part of the exam; he/she does not respond to the oral part of the examination independently, even after the investigator's guidance, does not sufficient control the content or terminology, he cannot explain the information, does not show sufficient control of grammar and spelling in the written part.
Slovak language and Italian
• Contrastive linguistics and its current perspectives. Basic concepts.
• Italian language within the Romance languages, common origin and classification of Romance languages – deepening knowledge.
• Comparison of Italian and Slovak languages in terms of origin and morphological typology. The main milestones of the historical development of Italian and Slovak, essential normative works and dictionaries.
• The status of the Italian language today as a mother tongue and as a foreign language in Slovakia, Europe and in the world, demolinguistic trends.
• Vocal and consonant system, influence of the articulation base of Slovak on the pronunciation of Italian.
• Prosodic, orthoepic and spelling aspects of Italian and Slovak.
• Comparison of the vocabulary with regard to current trends in classification.
• Contrastive analysis of some word types – morphological, syntactic and semantic aspects. Nouns, adjectives, pronouns.
• Application of acquired knowledge in activities aimed at problematic phenomena.
• Work with Italian grammars and normative guides.
The aim of the course is to gain a solid knowledge of linguistic disciplines – to expand the knowledge of the Italianact and its current status, to deepen the knowledge of the language system acquired at the first stage of study with an emphasis on the most significant differences between Italianand Slovak language in the sound and morphosynthactic language as well asbetter phonetic-phonological, orthoeptic, ortographic and grammatical languagee competencee.
Educational outcomes:
After successful completion of the course, the student
• knows the concepts and phenomena in accordance with the curriculum of the subject and is able to present the knowledge of linguistics in the form of a comprehensible and orderly didactic interpretation,
• has acquired knowledge, which is the basis for solving problems of mastering the correct pronunciation and grammatical structures in the Italian among learners with native language of Slovak,
• he/she knows the important grammars and normative works of standard Italian and can work with them,
• has the ability to identify and explain problematic phenomena and the most common pronunciation, spelling and grammatical errors in the Italian caused by interference with Slovak, can analyze problems and propose corrections and solutions,
• has adequate linguistic competence (phonological, orthopic, orthopic, orthographic and grammatical) – it has clear and correct pronunciation and intonation, consistent spelling and punctuation, exhibits a high degree of grammar control and can correct most of his/her errors independently.
The completion of the course contributes to the achievement of capabilities such as: critical thinking, the ability to analyze and synthesis, the ability to bring creative solutions to the specified problems, the ability to plan and organize their studies, the ability to locate and process professional resources, the ability to expand and update knowledge by self-study.
Type and scope of teaching: 2 hours per week lecture + 2 hours per week seminar; total per semester 44 hours
Study method: combined (primary attendance)
Student workload: a total of 150 hours of student work
44 hours of in-person teaching, 22 hours of continuous home preparation for lessons, sub-tasks; 32 hours preparation of seminar work; 52 hours exam preparation.
Teaching methods: lecturing, interpretation, discussion of the topic discussed, interview, work with the professional text, critical analysis of texts and comparison, problem solving of tasks, controlled self-study
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
KOBR, J. 2011. Vývoj světové literatury. Hlavní směry a tendence, přehled o spisovatelích. Praha: Orego. 175 . ISBN 978-80-86741-98-7. (selected chapters)
AA.VV. (edited by Viera Žemberová). Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998. 382 s. ISBN 80-08-01671-X. (selected chapters from the history of national literatures)
MALINOVSKÁ-ŠALAMONOVÁ, Z. „Francúzska literatúra“. In Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998, s. 242–261.
FORBELSKÝ, J. 1999. Španělská literatura 20. století. Praha : Karolinum. 1999. 243 s. ISBN 80-7184-806-9. (vybrabé kapitoly)
GROSSER, H. 2009. Il canone letterario. La letteratura italiana nella tradizione europea. Il primo Ottocento. Vol. 4. Milano : Casa Editrice G. Principato, 2009. 639 p. ISBN 978-88-416-1652-9.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Tra Ottocento e Novecento. Vol. 5. Milano: Casa editrice Principato, 2009. 640 p. ISBN 978-88-416-1653-6.
GROSSER, H., 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Novecento. Vol. 6 . Milano: Casa editrice principato, 2009. 943 p. ISBN 978-88-416-1654-3.
PALÁGYI, T. 1997. De la pluralité des styles dans la "Divine Comédie". Revue d’études françaises : 2 (1997), p. 95-114. ISSN 1416-6399SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. Bratislava : Reklamná agentúra ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
DOMOKOS, Gy. 1996. Una forma espressiva di Camillo Sbarbaro tra Leopardi e Montale
NUOVA CORVINA RIVISTA DI ITALIANISTICA (1218-9472 ): 1996 (1996)
The condition for successful completion of the course is active participation in lessons and performance of ongoing tasks during the semester, writing seminar work and final examination of the contents of the subject.
• For activity in lessons, the student is evaluated continuously, active participation in teaching and performance of ongoing tasks represents 20% of the evaluation, of which 10% participation in the lecture, 10% participation in the seminar.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. During the semester, he receives partial tasks, the control and evaluation of which is carried out orally in the classroom.
• The preparation and preparation of the seminar work represents 30 % of the evaluation.
When drawing up the seminar work, the student, in consultation with the teachers, chooses a theme from the contents of the history of Italianliterature in its enthusiasm for other Romance literature and world literature. The seminar work should include a draft educational procedure for the presentation of the selected topic for the selected level of education and must include a component of the work with literary text. The student at work must prove that he/she can transfer knowledge of the history of literature to the pedagogical process and didact knowledge content from the field of literature. The seminar work shall be submitted in the evaluation week.
• The subject ends with a written exam - a test from the 19th and 20th centuries of literature, which represents 50% of the rating.
In the final examination, the student will demonstrate the extension and deepening of knowledge about literature in the Italianlanguage obtained at the first level of study and is able to compare the significant works of authors of literature in the Italianlanguage with those of other important authors of Romance literature who belong to the canon of world literature.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course. Credits will not be awarded to a student who does not perform ongoing tasks and does not submit a timely appointment of seminar work.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
A – excellent performance, the student has acquired knowledge at an excellent level and to a sufficient extent, has demonstrated the ability to think critically, argue and participate in discussions, his work during the semester is balanced, he/she regularly performed partial tasks at an excellent level, elaborated and handed over seminar work on time and followed all instructions according to the instructor's assignment.
B – excellent performance, the student has acquired knowledge at the standard level with slight deviations, has demonstrated the ability to think critically, argue in discussions, but his/her activity and the performance of partial tasks are continuously fluctuating, seminar work was prepared and handed over on time, but there are minor formal shortcomings.
C – good performance, the student has acquired knowledge at an average level, his/her activity during the semester is reduced, he can think critically and argue, but he has shortcomings in synthesis and knowledge connection, he elaborated seminar work and handed over in a timely manner, but there are minor formal and content deficiencies.
D – acceptable performance, the student has acquired knowledge at an acceptable level, his/her activity during the semester is reduced, does not show an interest in formulating his/her own ideas and arguing, there is no connection of learned, seminar work elaborated and handed over on time, but there are more pronounced formal and content shortcomings.
E – sufficient performance, the student acquired knowledge meeting sufficient criteria, during the semester manifests lower activity, in the seminar work there are more serious formal and content deficiencies.
FX – unacceptable performance, the student did not sufficient embrace the curriculum and did not perform adequately during the semester.
Italian and Slovak or Czech language, French (passive knowledge)
The place of Italian literature in the context of Romance literature and world literature of the 19th and 20th centuries.
Preromantism and Romanticism in literature written in Italian, its relationship to other Romance literatures and its place in the context of world literature.
Realism and realistic tendencies in Italian literature, its relationship to other Romance literature and its place in the context of world literature.
Dominant trends in the development of Italian literature in the late 19th century and early 20th century, in the context of Romance literature and world literature.
The developmental tendencies of Italian literature during the 20th century. Important works by authors of Italian literature and their contribution to world literature.
The aim of the course is to acquire knowledge of the history of Italian literature and to be able to determine their place within Romance literature, as well as to be able to apply this knowledge to the teaching process so as to make it possible to realize their importance in the context of world literature.
Educational outcomes:
Student after successful completion of the course
• acquires a synthetic insight into the development of Italiansand literature in connection with the context of Romance literature and world literature of the 19th and 20th centuries,
• can explain the literary development of Italian literature in relation to other Romance literatures and can justify the contribution of authors and works of literature to world literature,
• can compare important works by authors of Italianliterature in Italianwith those of other important authors of Romance literature belonging to the canon of world literature,
• masters the conceptual apparatus and has developed theoretical and methodological knowledge of literary science and understands their interdisciplinary overlaps and contexts,
• is able to design an educational procedure for different levels of education from the content of the history of Italianliterature in its association with other Romance literature and world literature,
• can discuss the chosen topic in the field of literature.
Type and rozsah teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 22 hours continuous preparation for lessons and study of recommended literature (selected parts); 10 hours continuous written tasks; 16 hours preparation of individual task; 30 hours individual study of professional literature and preparation for exam. A total of 100 hours of student work.
Teaching methods: interpretation, explanation, discussion, application of theoretical knowledge on practical examples, written works, managed self-study – solving tasks and assignments, e-learning.
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
LUPU, C. – MALOVECKÝ, M. – DZIVIAKOVÁ, M. – MEDVECZKÁ, M. 2018. Sloveso v kontraste (románske jazyky a slovenčina). Bratislava: Univerzita Komenského v Bratislave, 2018. 95 s. ISBN 978-80-223-4526-2.
BECCARIA, G. L. 2004. Dizionario di linguistica e di filologia, metrica, retorica. Torino : Einaudi, 2004.863 p. ISBN 978-88-06-16942-8.
D’ACHILLE, P. 2005. L’Italiano contemporaneo. Bologna : Il Mulino, 2005. 239 p. ISBN 88-15-08871-7.
DARDANO, M. – TRIFONE, P. 1995. Grammatica italiana con nozioni di linguistica. Milano: Zanichelli, 1995. 789 p. ISBN 88-08-09384-0.
GRAFFI, G. – SCALISE, S. 2002. Le lingue e il linguaggio. Introduzione alla linguistica. Bologna : Il Mulino, 2002. 286 p. ISBN 88-15-09579-9.
HAMPLOVÁ, S. 2004. Mluvnice italštiny grammatica italiana. Praha: Leda, 2004. 445 s. ISBN 80-7335-041-6.
MISTRÍK, J.. 1988. Moderná slovenčina. 2. vyd. Bratislava : SPN, 1988. 263 s. ISBN 9788008000529
ORAVEC, J. – BAJZÍKOVÁ, E. – FURDÍK, J. 1988. Súčasný slovenský spisovný jazyk. Morfológia. 2. vyd. Bratislava : SPN, 1988. 227 s.
SENSINI, M. 2005 La lingua e i testi. La riflessione sulla lingua, Arnoldo Mondadori Scuola, Milano, 560 p. ISBN: 9788824724777
KLIMOVÁ, K. 2015. L'italiano e lo slovacco : capitoli di una comparazione linguistica; rec. Massimo Arcangeli, Natália Rusnáková. - 1. vyd. - Banská Bystrica : Vydavateľstvo Univerzity Mateja Bela - Belianum, 2015. - 102 s. ISBN 978-80-557-0950-5.
KLIMOVÁ, K. 2012 Questioni di aspetto verbale : un confronto tra italiano e slovacco - Rím : Aracne Editrice, 2012. - 176 s. - ISBN 978-88-548-5344-7
The condition for successful completion of the course is active participation in lessons, fulfilment of continuous written tasks during the semester and final examinations and theory and practical use of language.
• The interim evaluation is 25 %: active participation in classroom activities 10%; elaboration of continuous written tasks on individual topics 10%; elaboration of an individual task according to the assignment of 5 %. Fulfilment of the conditions for interim evaluation is a condition for participation in the examination.
• During the semester, the student will demonstrate the ability to analyze language phenomena, discuss problematic aspects and use knowledge in assignments requiring individual work (exercises, individual verification of information in normative works), as well as the ability to individually process the selected language phenomenon in the form of didactic material.
• The final test represents 75 % of the evaluation. The examination consists of an oral theoretical part (25 %) and a written practical part (50 %). The student must obtain at least 60% from both parts.
• At the final exam, the student will demonstrate the extension and deepening of the knowledge acquired at the first level of study, their understanding, integration and ability to apply them in the analysis of language phenomena. For successful completion of the course, the student demonstrates the ability to explain the selected language phenomena logically and clearly, apply knowledge to explain specific examples, as well as the ability to assess and evaluate the grammatical correctness of structures and propose corrections. At the same time, he/she will demonstrate adequate language competence in both the oral and written parts of the exam.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
A: The student demonstrates knowledge of Italian grammar at an excellent level, both continuously and in the final exam; on the oral part of the exam he answers independently, in a logical sequence, uses the correct terminology and demonstrates a deeper understanding of phenomena and contexts; he/she is able to present information about the Italian in a contrasting perspective with Slovak, being able to go into detail, being able to support theoretical claims with appropriate examples; he/she has a high level of the level of linguistic competence in the Italian language, both oral and written, he has an excellent command of grammar and spelling.
B: The student continuously and at the final exam demonstrates above-average knowledge of Italian grammar; on the oral part of the exam he/she answers alone or only with less guidance from the examiners, uses the right terminology and demonstrates a very good understanding of phenomena and contexts; he/she can point out the main differences between Italian and Slovak, and he/she can support theoretical assertions with suitable examples; he/she has a very good level of linguistic competence in Italian language in both oral and written speech, speaks grammar and spelling, shortcomings are rare and minor serious.
C: The student demonstrates good knowledge of Italian grammar on an ongoing basis and in the final exam; on the oral part of the exam he/she answers largely independently, responds well to the investigators' guidance, uses the right terminology; he/she can point to the main differences between Italian and Slovak, and is able to support most theoretical claims with appropriate examples; he/she has a good level of linguistic competence in Italian language in both oral and written speech, has occasional deficiencies in his/her grammar and spelling mastery, but is able to compensate them adequately for most of the time.
D: The student demonstrates a satisfactory knowledge of Italian grammar on an ongoing basis and in the final exam; he/she does not respond fully independently to the oral part of the exam, but responds well to the investigators' guidance, uses mostly the correct terminology; most theoretical claims can be supported by examples, but the ability to link phenomena and clearly describe the differences between Italian and Slovak is lower; it has a standard level of linguistic competence in Italian language in oral and/or written speech, there are also shortcomings in the mastery of grammar and spelling, but not serious ones.
E: The student demonstrates sufficient knowledge of Italian grammar on an ongoing basis and in the final examination; he/she does not answer independently to the oral part of the exam and there is a terminological inaccuracy, but the answer meets the minimum criteria after the examiner's guidance; to a relatively small extent he/she is able to describe and explain the differences between Italianand Slovak; he/she has a standard level of Italian language in both oral and written language, there are a number of shortcomings in the mastery of grammar, spelling or pronunciation, but communicative competence is acceptable.
FX: The student does not continuously demonstrate knowledge of Italian grammar at the minimum criteria and does not achieve the necessary points from any part of the exam on an ongoing basis and/or in the final examination; does not respond to the oral part of the test independently or after the investigator's guidance; does not sufficient control the content or terminology, he/she cannot explain the information. The written section does not show sufficient control of grammar and spelling.
Slovak language and Italian
• Other differences between the Italian and Slovak language systems in morphological and syntactic levels. Analysis of selected grammatical phenomena with emphasis on the system of pronouns and verb system.
• A more detailed analysis of the system of personal pronouns in a contrasting perspective.
• Tense and aspect in a contrastive perspective.
• Category of verbal mood in a contrastive perspective.
• Impersonal verb forms in a contrastive perspective.
• Comparison of the syntactic construction of the sentence and the word order in Italian and Slovak (syntagms, sentence and semi-predicative constructions).
• Coordinate and subordinate clauses in a contrastive perspective.
• The most common errors in Italian caused by interference, their analysis and repair.
• Application of acquired knowledge in the implementation and creation of activities aimed at problematic phenomena.
The aim of the course is to expand knowledge from linguistic disciplines, building on the knowledge acquired on the course Contrastive linguistics 1. – strengthening and deepening the knowledge of the language system acquired at the first stage of study, with emphasis on the most significant differences between the Italian and Slovak language systems in the morphosntactic level and further developing the grammatical linguistic competence.
Educational outcomes:
After successful completion of the course, the student
• knows the concepts and phenomena in accordance with the curriculum of the course and is able to present the knowledge of linguistics in the form of a comprehensible and orderly didactic interpretation,
• has acquired knowledge, which is the basis for solving problems of acquisition of grammatical structures and sentence construction in Italian by learners with native language of Slovak,
• is able to identify and explain problematic phenomena and the most common grammatical errors in the Italian caused by interference with Slovak, can analyze problems and propose corrections and solutions,
• has a high degree of grammar control and can self-correct most of its errors,
• can design and prepare appropriate activities to practice selected grammar phenomena for different levels.
The completion of the course contributes to the achievement of capabilities such as: critical thinking, the ability to analyze and synthesis, the ability to bring creative solutions to the specified problems, the ability to plan and organize their studies, the ability to locate and process professional resources, the ability to expand and update knowledge by self-study.
Type and rozsah teaching: 2 hours a week lecture, 2 hours per week seminar, total per semester 44 hours
Study method: combined (primary attendance)
Student workload: 44 hours in-person teaching; 40 hours of ongoing tasks and study; 20 hours preparation of an individual task; 46 hours of independent study of professional literature and preparation for the exam. A total of 150 hours of student work.
Teaching methods: interpretation, explanation, discussion, application of theoretical knowledge on practical examples, written works, presentations, controlled self-study, solution of tasks and assignments, observation and written reflections, class simulation and written self-reflection, e-learning.
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
BALDASSARRI, D. 2008. Lavorare in classe. Tecniche e attività nelle classi di italiano seconda lingua. Perugia: Guerra edizioni, 2008. 141 p. ISBN 978-88-557-0098-6.
Consiglio d‘Europa, Dipartamento della Politica Linguistica: Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Milano, 2004. ISBN 978-88-221-4512-3.
CAON, F. 2006. Insegnare italiano nella classe ad abilità differenziate, Perugia: Guerra edizioni, 2006. 269 p. ISBN 978-88-7715-946-5.
GOBBO, F. 2012. Pedagogia interculturale. Il progetto educativo nelle società complesse. Roma : Carocci, 2012. 237 p. ISBN 978-88-430-1584-9.
MEZZADRI, M. 2007. Insegnare a comprendere. Perugia: Guerra edizioni, 2007. 95 p. ISBN 978-88-557-0023-8.
NIVAM. 2022. Vzdelávacie štandardy pre oblasť Jazyk a komunikácia platné od 2023. Cudzie jazyky. Dostupné na: https://www.minedu.sk/data/files/11814_cudzie-jazyky.pdf
PETLÁK, E. 2016. Všeobecná didaktika. Bratislava: Iris. ISBN 978-80-8153-064.
RADA EURÓPY EURÓPSKEJ ÚNIE. 2017. Spoločný európsky referenčný rámec pre jazyky. Bratislava: Štátny pedagogický ústav. Available at:
https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
ŠTÁTNY PEDAGOGICKÝ ÚSTAV. Štátny vzdelávací program [online]. Available at: https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/
ŠTÁTNY PEDAGOGICKÝ ÚSTAV. Inovovaný štátny vzdelávací program [online]. Available at: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
The results of the student will be evaluated in the form of a continuous evaluation of the work on the classroom, sub-tasks and the final examination.
• The interim evaluation is 25 %: active participation in classroom activities 10%; elaboration of interim tasks on individual themes 10 %; elaboration of an individual task according to the assignment 5 %. Fulfilment of the conditions for interim evaluation is a condition for participation in the examination.
• During the semester, the student will demonstrate the ability to use the knowledge in the independent creative solution of tasks (exercises, presentations, etc.) and the ability to individually process selected topics from the didactics of the Italian language, present and discuss them, as well as the ability to self-reflect their own activities.
• The final test represents 75 % of the evaluation.
• At the final exam, the student will demonstrate the extension and deepening of knowledge about didactics of the Italian language.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
A: Excellent performance, the student has acquired extensive knowledge of didactics of the Italian language; he has demonstrated the ability to think critically, to actively engage in discussion on the issue; partial tasks during the semester were completed and presented at an excellent level and within the deadline; in the exam he/she demonstrates the knowledge and ability to apply them at an excellent level.
B: Excellent performance, the student has an acquired knowledge of Italian language didactics at a above-standard level; he has demonstrated the ability to think critically and actively participate in the discussion of the issue; has completed partial tasks during the semester within the deadline, with minor formal or content deficiencies; demonstrates knowledge and the ability to apply it at a very good level in the exam.
C: Good performance, the student has acquired standard knowledge of didactics of the Italian language, can think critically and engage in discussion on the subject, has some shortcomings in the synthesis and connection of knowledge; has completed partial tasks during the semester within the set deadlines, with minor formal or content deficiencies; demonstrates the knowledge and ability to apply them at a good level.
D: Acceptable performance; the student has acquired knowledge of didactics of the Italian language at a satisfactory level, the ability to think critically and find links between phenomena is reduced, he/she participates in the discussion only after the teacher has been invited; partial tasks during the semester have been completed within the deadline, the level of processing is fluctuating, to a lesser extent reflects new knowledge of the subject; in the exam he/she demonstrates the knowledge and ability of their application at an acceptable level.
E: Performance meets minimum criteria; the student has an acquired knowledge of didactics of the Italianlanguage at an acceptable level; in lessons he/she does not actively participate in the discussion and in partial tasks to a lesser extent reflects new knowledge of the subject. The deadlines have not been met, there are several formal and content flaws in the tasks or presentation; the exam demonstrates the knowledge and ability of their application to a sufficient level.
FX: Unacceptable performance, the student does not have an acquired knowledge of the didactics of the Italian language to a sufficient degree; during the semester he did not perform appropriately; during the semester he did not perform appropriately; hedid not elaborate sub-tasks at the minimum specified level; he does not demonstrate sufficient knowledge of the issue in the exam.
Slovak language and Italian language
• Didactics: definition and objectives.
• Teacher and pupil.
• Teaching methods and approaches.
• Common European Reference Framework.
• State educational program for the subject Italian language.
• Receptive, productive and interactive language activities: oral and written speech, listening and reading with comprehension, mediation activities.
• Didactic materials.
• Lesson planning.
• Language competences. Components of the language: lexicon and grammar.
• Evaluation and correction of errors.
The aim of the course is to know the starting points and trends of the theoretical and methodological perspective in the field of Italianlanguage teaching.
Educational outcomes:
For successful completion of the course, the student will demonstrate the ability to orientate himself/herself in the field of didactics of the Italianlanguage as a foreign language in both theoretical and practical terms and knowledge of key documents for the development of an educational programme for teaching the Italianlanguage and its evaluation:
• has extensive knowledge of didactics in the field of Italian language teaching and knows the teaching methods and forms supporting the active learning of the pupil,
• can define the objectives of teaching and formulate them in the form of teaching requirements,
• is able to plan and design teaching, implement teaching, evaluate the course and results of teaching and learning of pupils,
• knows the diversity of teaching materials and can dynamically integrate them into teaching.
• can apply the proposals and requirements of the Common European Framework of Reference to teaching,
• he/she knows the State Educational Programme for the subject Italian language in the school system of the Slovak Republic.
The completion of the course develops several transferable competences (autonomy, creative thinking, communication and presentation skills, etc.), as well as a positive attitude towards the profession of the teacher and to the target group.
Type and rozsah teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 14 hours ongoing tasks and study; preparation of individual tasks 9 hours; 30 hours individual study of professional literature and preparation for the test. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, discussion, application of theoretical knowledge on practical examples, written works, managed self-study – solving tasks and assignments, e-learning.
ADAMO, G., DELLA VALLE, V., 2012. Le parole del lessico italiano. Roma : Carocci, 2012. 112 pp. ISBN : 9788843046058
JEZEK, E., 2011. Lessico. Classi di parole, strutture, combinazioni. Bologna: Il Mulino, 2011. 224 pp, ISBN : 978-88-15-23299-1
LUBELLO, S., Parole italiane per stranieri, 2008.Nozioni di lessicologia con esercizi. Ariccia: Aracne, 2008, 140 pp. ISBN-13: 9788854820128
magazines : « Lingua Nostra » and « Rivista di Lessicologia Italiana »
The results of the student will be evaluated in the form of an interim evaluation of the classroom activities, written tasks and the test.
• The interim evaluation is: active participation in classroom activities 10%; elaboration of tasks on individual topics and texts and presentation in the form of Power Point and subsequent debate 25%, preparation of individual task according to assignment 30%. Compliance with the previous conditions of the interim evaluation is a condition for participation in the test. The interim test represents 35% of the evaluation.
• During the semester, the student will demonstrate the ability to apply the acquired knowledge about lexicology, phraseology and lexicography of the Italian language to spoken and written texts.
• On the test, the student will demonstrate the extension and deepening of knowledge from lexicology, phraseology and lexicography of the Italian language, their understanding and ability to apply them when analyzing different types of texts.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian and Slovak language
• Definition of lexicology. Basic terms – word, lexical unit, vocabulary, lexicon.
• Perspectives of analysis: diachronic, geographical, diastratic, diaphasic, diacritical.
• Spanish vocabulary sources: original and received vocabulary, further division of vocabulary.
• Onomastics (anthropony, toponymy) and eponymy.
• Word formation (derivation, composition, recomposition, shortening).
• Lexicology and semantics.
• Phraseology: definition, characterisation and classification of phraseologisms.
• Lexicography: basics of lexicography, classification of dictionaries, important dictionaries of the Spanish language.
The aim of the course is to obtain solid theoretical and methodological knowledge from linguistic disciplines, namely Italian lexicology, phraseology and lexicography.
After successful completion of the course, the student
• has comprehensive knowledge of the formal and meaning of the word, the vocabulary as a system and its breakdown,
• understands the interrelationships between lexical units in terms of word-forming structure, meaning, origin and other parameters,
• is proficient in professional terminology used in lexical and semantic linguistic disciplines,
• knows important dictionaries of the Italian language and is able to work with them.
Completion of the course contributes to the achievement of transferable capabilities such as: the ability to analyze and synthesis, the ability to plan and organize their studies, the ability to locate and process professional resources. In addition, the student develops communication, digital and presentation skills.
Type and rozsah teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 14 hours ongoing tasks and study; preparation of individual tasks 9 hours; 30 hours individual study of professional literature and preparation for the test. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, discussion, application of theoretical knowledge on practical examples, written works, managed self-study – solving tasks and assignments, e-learning.
ADAMO, G., DELLA VALLE, V., 2012. Le parole del lessico italiano. Roma : Carocci, 2012. 112 pp. ISBN : 9788843046058
JEZEK, E., 2011. Lessico. Classi di parole, strutture, combinazioni. Bologna: Il Mulino, 2011. 224 pp, ISBN : 978-88-15-23299-1
LUBELLO, S., Parole italiane per stranieri, 2008.Nozioni di lessicologia con esercizi. Ariccia: Aracne, 2008, 140 pp. ISBN-13: 9788854820128
magazines : « Lingua Nostra » and « Rivista di Lessicologia Italiana »
The results of the student will be evaluated in the form of an interim evaluation of the classroom activities, written tasks and the test.
• The interim evaluation is: active participation in classroom activities 10%; elaboration of tasks on individual topics and texts and presentation in the form of Power Point and subsequent debate 25%, preparation of individual task according to assignment 30%. Compliance with the previous conditions of the interim evaluation is a condition for participation in the test. The interim test represents 35% of the evaluation.
• During the semester, the student will demonstrate the ability to apply the acquired knowledge about lexicology, phraseology and lexicography of the Italian language to spoken and written texts.
• On the test, the student will demonstrate the extension and deepening of knowledge from lexicology, phraseology and lexicography of the Italian language, their understanding and ability to apply them when analyzing different types of texts.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian and Slovak language
• Definition of lexicology. Basic terms – word, lexical unit, vocabulary, lexicon.
• Perspectives of analysis: diachronic, geographical, diastratic, diaphasic, diacritical.
• Spanish vocabulary sources: original and received vocabulary, further division of vocabulary.
• Onomastics (anthropony, toponymy) and eponymy.
• Word formation (derivation, composition, recomposition, shortening).
• Lexicology and semantics.
• Phraseology: definition, characterisation and classification of phraseologisms.
• Lexicography: basics of lexicography, classification of dictionaries, important dictionaries of the Spanish language.
The aim of the course is to obtain solid theoretical and methodological knowledge from linguistic disciplines, namely Italian lexicology, phraseology and lexicography.
After successful completion of the course, the student
• has comprehensive knowledge of the formal and meaning of the word, the vocabulary as a system and its breakdown,
• understands the interrelationships between lexical units in terms of word-forming structure, meaning, origin and other parameters,
• is proficient in professional terminology used in lexical and semantic linguistic disciplines,
• knows important dictionaries of the Italian language and is able to work with them.
Completion of the course contributes to the achievement of transferable capabilities such as: the ability to analyze and synthesis, the ability to plan and organize their studies, the ability to locate and process professional resources. In addition, the student develops communication, digital and presentation skills.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours of continuous home preparation for lessons; 17 hours preparation of the seminar work and its presentation in the form of a power-point presentation.
Teaching methods: working with professional text, working with artistic text, critical text analysis and comparison, controlled self-study; discussion on the topic discussed, debate, interview, colloquium
HARPÁŇ, M. 1994. Teória literatúry. 3. vyd., Bratislava: Tigra, 2004. 283 s. ISBN 80-88869-36-6.
CAVADINI, L., DE MARTIN, L., PIANIGIANI, A. 2021, Leggere, comprendere, condividere, Milano: Editore Pearson, 160 p. EAN: 9788891922243
PIETRUCCI, CH. 2017, Guida all’analisi del testo poetico. Macerata: Eum, 188 p., EAN 9788860564382
RAIMONDI E. 2009. La scrittura e l’Esame di Stato. Milano: Edizioni Scolastiche di Bruno Mondadori1. 2009, p. 239, ISBN 978 88 424 5038 2 B.
WELLEK, R.; WARREN, A. 1942. Teorie literatury (preklad Miloš Calda), 7. vyd. Olomouc: Votobia, 1996. 555 s. ISBN 90-7198-150-8
PALÁGYI, T. 2011. Le nouvel ordre des mots: réflexions sur les traductions en euro-hongrois. In: ÖT KONTINENS – ELTE Budapest: 2, p. 23-28, ISSN 1589-3839
The condition for successful completion of the course is active participation in lessons, participation in the discussion, writing seminar work and presenting it in the form of a power-point presentation in the classroom.
Student results are evaluated 100% in the form of an interim evaluation.
• For actively participating in lessons, the student receives 40% of the assessment.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. The student is obliged to actively participate in the discussion on the analyzed literary text, must independently formulate opinions and questions, must be able to express an evaluation opinion on the presented topic.
• The preparation of the seminar work represents 30 % of the evaluation.
During the semester, the student prepares seminar work consisting in the analysis of selected text of older Italian literature, preferably poetry. The final form of the seminar work is presented by the student in the evaluation week, after incorporating all the comments and notes and possible suggestions for corrections, which were expressed in the discussion after its presentation in the classroom.
• A power-point presentation represents 30% of the rating.
During the semester, the student is given the task of producing in writing an analysis of the selected literary text of the texts and presenting it in the form of a power-point in the classroom. The analysis shall include the didactic aspect of the presentation of the text and shall include issues encouraging discussion. Originality and creative approach in the development of the intended task shall be evaluated.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian and Slovak, French (passive knowledge)
Historical poetics of literature of older developmental periods.
The poetics of the lyrics of literature of the Middle Ages, the Renaissance, the Baroque and classicism.
The specifics of the poetic text.
Analysis of stylistic devices of a work of art. Analysis of a poem - versology.
Application of knowledge from literature theory to specific texts from Italian literature with a focus on older developmental periods of literature.
Application of knowledge from text analysis to the educational process – didactization of literary text.
The aim of the course is to expand knowledge in the field of literature theory, with a primary focus on literary stylistics and verse theory and poetic texts. Another objective is to acquire skills in the application of theoretical knowledge into the teaching process by designing a didactically oriented interpretation of literary text.
Educational outcomes:
Student after successful completion of the course
• can apply knowledge of literary theory to specific literary texts and is able to develop his own professionally valuable interpretations of literary texts,
• can transfer knowledge of literature theory and analysis of literary text to the pedagogical process and didact knowledge content from these areas,
• is able to propose an educational procedure for different levels of education in explaining and analysing the literary text in the Italian language,
• can create didactic tasks using literary text in the teaching of the Italian language,
• is able to solve the intended task creatively and originally,
• is able to conduct a discussion and debate on a selected topic, has the ability to speak publicly,
• has the ability to professionally present the results of its own study or practice.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours of continuous home preparation for lessons; 17 hours preparation of the seminar work and its presentation in the form of a power-point presentation.
Teaching methods: working with professional text, working with artistic text, critical text analysis and comparison, controlled self-study; discussion on the topic discussed, debate, interview, colloquium
HARPÁŇ, M. 1994. Teória literatúry. 3. vyd., Bratislava: Tigra, 2004. 283 s. ISBN 80-88869-36-6.
CAVADINI, L., DE MARTIN, L., PIANIGIANI, A. 2021, Leggere, comprendere, condividere, Milano: Editore Pearson, 160 p. EAN: 9788891922243
PIETRUCCI, CH. 2017, Guida all’analisi del testo poetico. Macerata: Eum, 188 p., EAN 9788860564382
RAIMONDI E. 2009. La scrittura e l’Esame di Stato. Milano: Edizioni Scolastiche di Bruno Mondadori1. 2009, p. 239, ISBN 978 88 424 5038 2 B.
WELLEK, R.; WARREN, A. 1942. Teorie literatury (preklad Miloš Calda), 7. vyd. Olomouc: Votobia, 1996. 555 s. ISBN 90-7198-150-8
PALÁGYI, T. 2011. Le nouvel ordre des mots: réflexions sur les traductions en euro-hongrois. In: ÖT KONTINENS – ELTE Budapest: 2, p. 23-28, ISSN 1589-3839
The condition for successful completion of the course is active participation in lessons, participation in the discussion, writing seminar work and presenting it in the form of a power-point presentation in the classroom.
Student results are evaluated 100% in the form of an interim evaluation.
• For actively participating in lessons, the student receives 40% of the assessment.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. The student is obliged to actively participate in the discussion on the analyzed literary text, must independently formulate opinions and questions, must be able to express an evaluation opinion on the presented topic.
• The preparation of the seminar work represents 30 % of the evaluation.
During the semester, the student prepares seminar work consisting in the analysis of selected text of older Italian literature, preferably poetry. The final form of the seminar work is presented by the student in the evaluation week, after incorporating all the comments and notes and possible suggestions for corrections, which were expressed in the discussion after its presentation in the classroom.
• A power-point presentation represents 30% of the rating.
During the semester, the student is given the task of producing in writing an analysis of the selected literary text of the texts and presenting it in the form of a power-point in the classroom. The analysis shall include the didactic aspect of the presentation of the text and shall include issues encouraging discussion. Originality and creative approach in the development of the intended task shall be evaluated.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian and Slovak, French (passive knowledge)
Historical poetics of literature of older developmental periods.
The poetics of the lyrics of literature of the Middle Ages, the Renaissance, the Baroque and classicism.
The specifics of the poetic text.
Analysis of stylistic devices of a work of art. Analysis of a poem - versology.
Application of knowledge from literature theory to specific texts from Italian literature with a focus on older developmental periods of literature.
Application of knowledge from text analysis to the educational process – didactization of literary text.
The aim of the course is to expand knowledge in the field of literature theory, with a primary focus on literary stylistics and verse theory and poetic texts. Another objective is to acquire skills in the application of theoretical knowledge into the teaching process by designing a didactically oriented interpretation of literary text.
Educational outcomes:
Student after successful completion of the course
• can apply knowledge of literary theory to specific literary texts and is able to develop his own professionally valuable interpretations of literary texts,
• can transfer knowledge of literature theory and analysis of literary text to the pedagogical process and didact knowledge content from these areas,
• is able to propose an educational procedure for different levels of education in explaining and analysing the literary text in the Italian language,
• can create didactic tasks using literary text in the teaching of the Italian language,
• is able to solve the intended task creatively and originally,
• is able to conduct a discussion and debate on a selected topic, has the ability to speak publicly,
• has the ability to professionally present the results of its own study or practice.
Type and rozsah teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 18 hours of preparation of ongoing tasks and work with professional resources; 10 hours of individual work to solve the assignment. A total of 50 hours of student work.
Teaching methods: explaining, application of theoretical knowledge on practical examples, discussion, working in small groups, teamwork, problem solving tasks.
BERRUTO, G.: Fondamenti di sociolinguistica. Roma: Laterza. 2005. ISBN-10: 8842069167
DE MAURO, T., 2015 (1963), Storia linguistica dell'Italia unita. Bari: Laterza, 2015 (1963), 594 pp. ISBN: 9788842096092
GHENO, V.: Le ragioni del dubbio. L'arte di usare le parole. Torino: Einaudi. ISBN 9788806247911. (selected chapters)
RENZI, L., 2012, Come cambia la lingua. L'italiano in movimento. Bologna: Il Mulino, 2012. 232 pp, ISBN: 978881523780
SERIANNI, L., 2015 (2007), Prima lezione di grammatica. Bari Laterza, 2015 (2007),182 pp. ISBN: 9788842079194
The results of the student will be assessed in the form of an interim evaluation (100%). The condition for successful completion of the course is active participation, work and discussion in the class 10%, preparation of written tasks and exercises 60%, assignment requiring individual work 30%.
The student will demonstrate the ability to actively participate in solving problematic issues from the current language individually, in a small group and in the team. It will demonstrate knowledge and ability to work with relevant professional resources for the contemporary Italian language. The demonstration of developed language competence with emphasis on correct pronunciation, spelling and grammar is also evaluated.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian language
• Contemporary Italian. Linguistic norm and language use, Italian standard.
• Comparison of the current standard and the most common variations in pronunciation and spelling.
• Comparison of the current standard and the most common variations in the morphosyntactic level (nouns, adjectives, adjectives, pronouns, verbs, adverbs, prepositions, binding)
• Sources for clarification of problematic aspects (printed, electronic).
• Work with normative guides, dictionaries and relevant electronic resources. Work with language corpora.
• Critical analysis of the pronunciation, spelling and grammar of contemporary authentic texts and audiovisual materials (publicist and advertising texts, websites, social networks, videos, etc.).
• Practical exercises to improve language competence with an emphasis on aspects of the current language.
The aim of the course is to expand and consolidate theoretical and methodological knowledge from linguistic disciplines (from phonetics and grammar) with a focus on contemporary Italian, development of skills in linguistic analysis of contemporary language and development of communicative competence in Italian language in the performance of receptive, productive and interactive language activities.
Educational outcomes:
After successful completion of the course, the student
• knows the main characteristics of the contemporary Italian language, understands the complexity and inner differentiation of the language,
• can analyze selected phenomena according to "italiano standard", with an emphasis on the sound and morphosyntactic level,
• has a developed language competence approaching C1 level according to the CEFR, maintains a high degree of grammatical accuracy, respects spelling standards and can also identify frequent errors in the production of native speakers and in authentic texts,
• is able to work professionally with both printed and electronic normative and problem solving manuals and dictionaries, has the ability to search, select, process, synthesize and comprehensibly convey information,
• can apply theoretical knowledge in practical use, in reasoning as well as in didactic explanation of language phenomena.
Completion of the course contributes to the achievement of capabilities such as: the ability to analyze and synthesis, the ability to argue, the ability to locate and process professional resources, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and rozsah teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 18 hours of preparation of ongoing tasks and work with professional resources; 10 hours of individual work to solve the assignment. A total of 50 hours of student work.
Teaching methods: explaining, application of theoretical knowledge on practical examples, discussion, working in small groups, teamwork, problem solving tasks.
BERRUTO, G.: Fondamenti di sociolinguistica. Roma: Laterza. 2005. ISBN-10: 8842069167
DE MAURO, T., 2015 (1963), Storia linguistica dell'Italia unita. Bari: Laterza, 2015 (1963), 594 pp. ISBN: 9788842096092
GHENO, V.: Le ragioni del dubbio. L'arte di usare le parole. Torino: Einaudi. ISBN 9788806247911. (selected chapters)
RENZI, L., 2012, Come cambia la lingua. L'italiano in movimento. Bologna: Il Mulino, 2012. 232 pp, ISBN: 978881523780
SERIANNI, L., 2015 (2007), Prima lezione di grammatica. Bari Laterza, 2015 (2007),182 pp. ISBN: 9788842079194
The results of the student will be assessed in the form of an interim evaluation (100%). The condition for successful completion of the course is active participation, work and discussion in the class 10%, preparation of written tasks and exercises 60%, assignment requiring individual work 30%.
The student will demonstrate the ability to actively participate in solving problematic issues from the current language individually, in a small group and in the team. It will demonstrate knowledge and ability to work with relevant professional resources for the contemporary Italian language. The demonstration of developed language competence with emphasis on correct pronunciation, spelling and grammar is also evaluated.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian language
• Contemporary Italian. Linguistic norm and language use, Italian standard.
• Comparison of the current standard and the most common variations in pronunciation and spelling.
• Comparison of the current standard and the most common variations in the morphosyntactic level (nouns, adjectives, adjectives, pronouns, verbs, adverbs, prepositions, binding)
• Sources for clarification of problematic aspects (printed, electronic).
• Work with normative guides, dictionaries and relevant electronic resources. Work with language corpora.
• Critical analysis of the pronunciation, spelling and grammar of contemporary authentic texts and audiovisual materials (publicist and advertising texts, websites, social networks, videos, etc.).
• Practical exercises to improve language competence with an emphasis on aspects of the current language.
The aim of the course is to expand and consolidate theoretical and methodological knowledge from linguistic disciplines (from phonetics and grammar) with a focus on contemporary Italian, development of skills in linguistic analysis of contemporary language and development of communicative competence in Italian language in the performance of receptive, productive and interactive language activities.
Educational outcomes:
After successful completion of the course, the student
• knows the main characteristics of the contemporary Italian language, understands the complexity and inner differentiation of the language,
• can analyze selected phenomena according to "italiano standard", with an emphasis on the sound and morphosyntactic level,
• has a developed language competence approaching C1 level according to the CEFR, maintains a high degree of grammatical accuracy, respects spelling standards and can also identify frequent errors in the production of native speakers and in authentic texts,
• is able to work professionally with both printed and electronic normative and problem solving manuals and dictionaries, has the ability to search, select, process, synthesize and comprehensibly convey information,
• can apply theoretical knowledge in practical use, in reasoning as well as in didactic explanation of language phenomena.
Completion of the course contributes to the achievement of capabilities such as: the ability to analyze and synthesis, the ability to argue, the ability to locate and process professional resources, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and rozsah teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 22 hours continuous preparation and study of selected parts of professional literature; 20 hours elaboration of ongoing tasks; 11 hours test preparation. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, application of theoretical knowledge on practical examples, lectitude of texts, written works, controlled self-study – work with text, solution of tasks and assignments, e-learning.
MANNI, P. 2003, Il Trecento toscano. La lingua di Dante, Petrarca e Boccaccio. Bologna: Il Mulino, 2003. 496 pp. ISBN: 9788815088994
PATOTA, G., 2007, Nuovi lineamenti di grammatica storica dell'italiano. Bologna: Il Mulino, 2007. 248.pp. ISBN: 9788815119469
RENZI, L.,1987, Nuova introduzione alla filologia romanza. Bologna: Il Mulino, 1987, 170 pp, ISBN: 9788815043405
DOMOKOS, Gy. 2008. La sintassi volgare di Bonvesin della Riva: aspetti di fonetica, morfologia e sintassi. Milano: Edizioni C.U.S.L., 149 p. (2008). ISBN: 9788881324828
The interim evaluation is 100 %. Active participation in classroom activities is a condition for successful completion of the course 10 %; solution and preparation of written tasks 60 %; test 30 %.
By elaborating assignments, the student will demonstrate orientation in the field of language development, knowledge of concepts and phenomena according to the curriculum of the course and the ability to apply knowledge in the identification of language characteristics in fragments of texts from different periods, as well as the ability to solve tasks with the help of professional sources (recommended literature, historical and etymological dictionary, diachronous language corpus). The test verifies knowledge of the main trends of development, key moments, written monuments and linguistic works from individual periods.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak language, Czech language and Italian language
• Introduction to the study of the history of language – definition of basic terms.
• Common origin of Romance languages, romance, classical and vulgar Latin.
• The emergence of Romance dialects, the oldest written texts of selected Romance languages.
• Periodisation of history of the Italian language.
• The main trends of spelling and morphosyntactic development and development of Italian-language lexicon in individual stages:
– medieval Italian,
– modern Italian.
• Important Italian dictionaries and grammars of individual periods.
• Reading and analysis of selected texts.
• Examples of historical language research. Work with etymological and historical vocabulary and diachronic corpuscle.
• Possibilities of using knowledge from the evolution of the language in the teaching of the Italian language.
The aim of the course is to extend theoretical and methodological knowledge from linguistic disciplines, namely from the development of languages with a focus on Italianaction, as well as the development of interdisciplinary thinking and by linking knowledge from linguistics, history and history of literature.
Educational outcomes:
After successful completion of the course, the student
• knows the diachronous linguistic and extralanguage contexts of the origin and development of Romance languages and can summarize common trends in the development of selected Romance languages,
• can indicate and describe key moments in the history of the Italian language following the socio-historical context,
• knows the main trends in the development of the sound, morphological and lexical levels in different stages of time, knows the important written monuments of the given historical periods,
• can search for information in specialized lexicographic sources in solving specific problems in the field of the evolution of the Italian language,
• is able to analyze independently short samples of selected preserved texts and identify in them the characters characteristic of the period,
• knows the etymology and development of selected Italian words, as well as the possibilities of didactic use of knowledge from the history of the language in teaching Italiana as a foreign language.
Completion of the course contributes to the achievement of capabilities such as: the ability of analysis and synthesis, the ability to locate and process professional resources, digital competence, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and rozsah teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 22 hours continuous preparation and study of selected parts of professional literature; 20 hours elaboration of ongoing tasks; 11 hours test preparation. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, application of theoretical knowledge on practical examples, lectitude of texts, written works, controlled self-study – work with text, solution of tasks and assignments, e-learning.
MANNI, P. 2003, Il Trecento toscano. La lingua di Dante, Petrarca e Boccaccio. Bologna: Il Mulino, 2003. 496 pp. ISBN: 9788815088994
PATOTA, G., 2007, Nuovi lineamenti di grammatica storica dell'italiano. Bologna: Il Mulino, 2007. 248.pp. ISBN: 9788815119469
RENZI, L.,1987, Nuova introduzione alla filologia romanza. Bologna: Il Mulino, 1987, 170 pp, ISBN: 9788815043405
DOMOKOS, Gy. 2008. La sintassi volgare di Bonvesin della Riva: aspetti di fonetica, morfologia e sintassi. Milano: Edizioni C.U.S.L., 149 p. (2008). ISBN: 9788881324828
The interim evaluation is 100 %. Active participation in classroom activities is a condition for successful completion of the course 10 %; solution and preparation of written tasks 60 %; test 30 %.
By elaborating assignments, the student will demonstrate orientation in the field of language development, knowledge of concepts and phenomena according to the curriculum of the course and the ability to apply knowledge in the identification of language characteristics in fragments of texts from different periods, as well as the ability to solve tasks with the help of professional sources (recommended literature, historical and etymological dictionary, diachronous language corpus). The test verifies knowledge of the main trends of development, key moments, written monuments and linguistic works from individual periods.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak language, Czech language and Italian language
• Introduction to the study of the history of language – definition of basic terms.
• Common origin of Romance languages, romance, classical and vulgar Latin.
• The emergence of Romance dialects, the oldest written texts of selected Romance languages.
• Periodisation of history of the Italian language.
• The main trends of spelling and morphosyntactic development and development of Italian-language lexicon in individual stages:
– medieval Italian,
– modern Italian.
• Important Italian dictionaries and grammars of individual periods.
• Reading and analysis of selected texts.
• Examples of historical language research. Work with etymological and historical vocabulary and diachronic corpuscle.
• Possibilities of using knowledge from the evolution of the language in the teaching of the Italian language.
The aim of the course is to extend theoretical and methodological knowledge from linguistic disciplines, namely from the development of languages with a focus on Italianaction, as well as the development of interdisciplinary thinking and by linking knowledge from linguistics, history and history of literature.
Educational outcomes:
After successful completion of the course, the student
• knows the diachronous linguistic and extralanguage contexts of the origin and development of Romance languages and can summarize common trends in the development of selected Romance languages,
• can indicate and describe key moments in the history of the Italian language following the socio-historical context,
• knows the main trends in the development of the sound, morphological and lexical levels in different stages of time, knows the important written monuments of the given historical periods,
• can search for information in specialized lexicographic sources in solving specific problems in the field of the evolution of the Italian language,
• is able to analyze independently short samples of selected preserved texts and identify in them the characters characteristic of the period,
• knows the etymology and development of selected Italian words, as well as the possibilities of didactic use of knowledge from the history of the language in teaching Italiana as a foreign language.
Completion of the course contributes to the achievement of capabilities such as: the ability of analysis and synthesis, the ability to locate and process professional resources, digital competence, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 35 hours continuous tasks and study; 18 hours independent study of professional literature and preparation for the test. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, application of theoretical knowledge on practical examples, written works, analysis of texts, contrast analysis, controlled self-study, solution of tasks and assignments, e-learning.
MARCATO, C., 2007, Dialetto, dialetti, italiano. Bologna: Il Mulino, 2007, 240 pp, ISBN: 9788815114242
MARCATO, C., CORTELAZZO, M., 2005, Dizionario etimologico dei dialetti italiani. Torino: UTET, 2005.
KUČMOVÁ, A., 2009, Roma e romanesco nel cinema italiano: una prospettiva interpretativa, In Štubňa. P. (ed.), GIORNATE DI STUDI ROMANZI, Sezione Italianistica 2009, BRATISLAVA ANAPRESS, p. 105-113, ISBN 978-80-89137-54-1.
KUČMOVÁ, A., 2015, Le varietà della lingua italiana nella prospettiva dell'interprete. In Klimová, K. - Mesárová E. (eds.), LINGUE, CULTURE, LETTERATURE TRA GEOGRAFIA E STORIA 2015, Hradec Králové, Gaudeamus, pp. 152 - 162. ISBN 978 80 74 35 618 6.
The student will be evaluated continuously on the basis of the work on the classroom, the preparation of written tasks on individual topics during the semester and the ongoing test.
The interim evaluation is 100%: active participation in classroom activities 10%; solution and elaboration of ongoing written tasks 60%; test 30%.
By elaborating assignments and the test, the student demonstrates the ability to solve tasks with the help of professional resources, orientation in the issue of diatopic variants of the Italian language, knowledge of basic concepts from dialectology, the ability to apply knowledge in the identification of language variants in the Italianact.
At least 60% of the overall assessment must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
Slovak and Italian language
• Basic terms: diatopic varieties, dialect, isoglos.
• The spread of Italian language in the world: countries, populations, mass media.
• Definition of dialect areas.
• The basic common features of the Italian language at phonetic, morphosyntactic and lexical level.
• Specific features of individual Italian dialects (at phonetic, morphosyntactic and lexical level).
• Significant printed and electronic regional dictionaries.
• Analysis of selected texts.
• Listening with an understanding of different regional accents.
• Didactization of content in teaching Italian as a foreign language.
The aim of the course is to expand theoretical and methodological knowledge from linguistic disciplines, namely from the dialectology of the Italian language.
Educational outcomes:
After successful completion of the course, the student
• knows the basic concepts of dialectology as well as the expressive, morphosynthactic and lexical properties of territorial variants of the Italian language,
• can distinguish regional dialects of Italian in written and spoken form, thanks to the analysis of texts and listening to different accents
• can search for information in specialized lexicographic sources in solving communicative situations,
• is able to create didactic materials related to regional differences for teaching Italian as a foreign language,
• is able to analyse materials of different species and process professional bibliography.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 35 hours continuous tasks and study; 18 hours independent study of professional literature and preparation for the test. A total of 75 hours of student work.
Teaching methods: interpretation, explanation, application of theoretical knowledge on practical examples, written works, analysis of texts, contrast analysis, controlled self-study, solution of tasks and assignments, e-learning.
MARCATO, C., 2007, Dialetto, dialetti, italiano. Bologna: Il Mulino, 2007, 240 pp, ISBN: 9788815114242
MARCATO, C., CORTELAZZO, M., 2005, Dizionario etimologico dei dialetti italiani. Torino: UTET, 2005.
KUČMOVÁ, A., 2009, Roma e romanesco nel cinema italiano: una prospettiva interpretativa, In Štubňa. P. (ed.), GIORNATE DI STUDI ROMANZI, Sezione Italianistica 2009, BRATISLAVA ANAPRESS, p. 105-113, ISBN 978-80-89137-54-1.
KUČMOVÁ, A., 2015, Le varietà della lingua italiana nella prospettiva dell'interprete. In Klimová, K. - Mesárová E. (eds.), LINGUE, CULTURE, LETTERATURE TRA GEOGRAFIA E STORIA 2015, Hradec Králové, Gaudeamus, pp. 152 - 162. ISBN 978 80 74 35 618 6.
The student will be evaluated continuously on the basis of the work on the classroom, the preparation of written tasks on individual topics during the semester and the ongoing test.
The interim evaluation is 100%: active participation in classroom activities 10%; solution and elaboration of ongoing written tasks 60%; test 30%.
By elaborating assignments and the test, the student demonstrates the ability to solve tasks with the help of professional resources, orientation in the issue of diatopic variants of the Italian language, knowledge of basic concepts from dialectology, the ability to apply knowledge in the identification of language variants in the Italianact.
At least 60% of the overall assessment must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
Slovak and Italian language
• Basic terms: diatopic varieties, dialect, isoglos.
• The spread of Italian language in the world: countries, populations, mass media.
• Definition of dialect areas.
• The basic common features of the Italian language at phonetic, morphosyntactic and lexical level.
• Specific features of individual Italian dialects (at phonetic, morphosyntactic and lexical level).
• Significant printed and electronic regional dictionaries.
• Analysis of selected texts.
• Listening with an understanding of different regional accents.
• Didactization of content in teaching Italian as a foreign language.
The aim of the course is to expand theoretical and methodological knowledge from linguistic disciplines, namely from the dialectology of the Italian language.
Educational outcomes:
After successful completion of the course, the student
• knows the basic concepts of dialectology as well as the expressive, morphosynthactic and lexical properties of territorial variants of the Italian language,
• can distinguish regional dialects of Italian in written and spoken form, thanks to the analysis of texts and listening to different accents
• can search for information in specialized lexicographic sources in solving communicative situations,
• is able to create didactic materials related to regional differences for teaching Italian as a foreign language,
• is able to analyse materials of different species and process professional bibliography.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Organizational form: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours of continuous home preparation for lessons; 17 hours preparation of the semester task – analysis of selected text of Italian literature of the 19th and 20th centuries and its presentation in the form of a power-point presentation, preferential prose.
Teaching methods: working with professional text, working with artistic text, critical text analysis and comparison, controlled self-study; discussion on the topic discussed, debate, interview, colloquium
HARPÁŇ, M. 1994. Teória literatúry. 3. vyd., Bratislava: Tigra, 2004. 283 s. ISBN 80-88869-36-6.
CAVADINI, L., DE MARTIN, L., PIANIGIANI, A. 2021, Leggere, comprendere, condividere, Milano: Editore Pearson, 160 p. EAN: 9788891922243
PIETRUCCI, CH . 2017, Guida all'analisi del testo poetico. Macerata: Eum, 188 p., EAN 9788860564382
RAIMONDI E. 2009. La scrittura e l'Esame di Stato. Milano: Edizioni Scolastiche di Bruno Mondadori1. 2009, p. 239, ISBN 978 88 424 5038 2 B.
WELLEK, R.; WARREN, A. 1942. Teorie literatury (translation by Miloš Calda), 7. Olomouc : Votobia, 1996. 555 s. ISBN 90-7198-150-8
PALÁGYI, T. 2011. Le nouvel ordre des mots: réflexions sur les traductions en euro-hongrois. In: ÖT KONTINENS – ELTE Budapest: 2, p. 23-28, ISSN 1589-3839
The condition for successful completion of the course is active participation in lessons, participation in the discussion, writing seminar work and presenting it in the form of a power-point presentation in the classroom.
Student results are evaluated 100% in the form of an interim evaluation.
• For actively participating in lessons, the student receives 40% of the assessment.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. The student is obliged to actively participate in the discussion on the analyzed literary text, must independently formulate opinions and questions, must be able to express an evaluation opinion on the presented topic and propose solutions to improve the presented topic.
• The preparation of the seminar work represents 30 % of the evaluation.
During the semester, the student prepares seminar work consisting in the analysis of selected text of Italian literature of the 19th and 20th centuries, preferably prose. The seminar work takes the form of a power-point presentation in writing. The final form of the seminar work is presented by the student in the evaluation week, after incorporating all the comments and notes and possible suggestions for corrections, which were expressed in the discussion after its presentation in the classroom.
• A power-point presentation represents 30% of the rating.
During the semester, the student is given the task of producing in writing an analysis of the selected literary text of the texts and presenting it in the form of a power-point in the classroom. The analysis shall include the didactic aspect of the presentation of the text and shall include issues encouraging discussion. Originality and creative approach in the development of the intended task shall be evaluated.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian, Slovak, French (passive knowledge)
Historical poetics of literature of newer developmental periods.
Poetics of texts of the period of literature of Romanticism, Realism, Modernity and literary trends and currents of the 20th century.
The theory of literary species and genres.
Formal and content aspect of the literary work.
Macrostructure and text microstructure.
Analysis of stylistic devices of a work of art.
Application of knowledge from literature theory to specific texts from Italian literature, focusing on literature of the 19th and 20th centuries.
Application of knowledge from text analysis to the educational process – didactization of literary text.
The aim of the course is to expand knowledge in the field of literature theory, with a primary focus on literary stylistics and lyrics in prose. Another objective is to acquire skills in the application of theoretical knowledge into the teaching process by designing a didactically oriented interpretation of literary text.
Educational outcomes:
Student after successful completion of the course
• can apply knowledge of literary theory to specific literary texts and is able to develop his own professionally valuable interpretations of literary texts,
• can transfer knowledge of literature theory and analysis of literary text to the pedagogical process and didact knowledge content from these areas,
• can design an educational procedure for different levels of education in explaining and analysing the literary text in the Italian language,
• can create didactic tasks using literary text in italian language teaching,
• is able to solve the intended task creatively and originally,
• is able to conduct a discussion and debate on a selected topic, has the ability to speak publicly,
• has the ability to professionally present the results of its own study or practice.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Organizational form: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours of continuous home preparation for lessons; 17 hours preparation of the semester task – analysis of selected text of Italian literature of the 19th and 20th centuries and its presentation in the form of a power-point presentation, preferential prose.
Teaching methods: working with professional text, working with artistic text, critical text analysis and comparison, controlled self-study; discussion on the topic discussed, debate, interview, colloquium
HARPÁŇ, M. 1994. Teória literatúry. 3. vyd., Bratislava: Tigra, 2004. 283 s. ISBN 80-88869-36-6.
CAVADINI, L., DE MARTIN, L., PIANIGIANI, A. 2021, Leggere, comprendere, condividere, Milano: Editore Pearson, 160 p. EAN: 9788891922243
PIETRUCCI, CH . 2017, Guida all'analisi del testo poetico. Macerata: Eum, 188 p., EAN 9788860564382
RAIMONDI E. 2009. La scrittura e l'Esame di Stato. Milano: Edizioni Scolastiche di Bruno Mondadori1. 2009, p. 239, ISBN 978 88 424 5038 2 B.
WELLEK, R.; WARREN, A. 1942. Teorie literatury (translation by Miloš Calda), 7. Olomouc : Votobia, 1996. 555 s. ISBN 90-7198-150-8
PALÁGYI, T. 2011. Le nouvel ordre des mots: réflexions sur les traductions en euro-hongrois. In: ÖT KONTINENS – ELTE Budapest: 2, p. 23-28, ISSN 1589-3839
The condition for successful completion of the course is active participation in lessons, participation in the discussion, writing seminar work and presenting it in the form of a power-point presentation in the classroom.
Student results are evaluated 100% in the form of an interim evaluation.
• For actively participating in lessons, the student receives 40% of the assessment.
During the semester, the student is invited to actively participate in discussions and conversations on the topic discussed. The student is obliged to actively participate in the discussion on the analyzed literary text, must independently formulate opinions and questions, must be able to express an evaluation opinion on the presented topic and propose solutions to improve the presented topic.
• The preparation of the seminar work represents 30 % of the evaluation.
During the semester, the student prepares seminar work consisting in the analysis of selected text of Italian literature of the 19th and 20th centuries, preferably prose. The seminar work takes the form of a power-point presentation in writing. The final form of the seminar work is presented by the student in the evaluation week, after incorporating all the comments and notes and possible suggestions for corrections, which were expressed in the discussion after its presentation in the classroom.
• A power-point presentation represents 30% of the rating.
During the semester, the student is given the task of producing in writing an analysis of the selected literary text of the texts and presenting it in the form of a power-point in the classroom. The analysis shall include the didactic aspect of the presentation of the text and shall include issues encouraging discussion. Originality and creative approach in the development of the intended task shall be evaluated.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Italian, Slovak, French (passive knowledge)
Historical poetics of literature of newer developmental periods.
Poetics of texts of the period of literature of Romanticism, Realism, Modernity and literary trends and currents of the 20th century.
The theory of literary species and genres.
Formal and content aspect of the literary work.
Macrostructure and text microstructure.
Analysis of stylistic devices of a work of art.
Application of knowledge from literature theory to specific texts from Italian literature, focusing on literature of the 19th and 20th centuries.
Application of knowledge from text analysis to the educational process – didactization of literary text.
The aim of the course is to expand knowledge in the field of literature theory, with a primary focus on literary stylistics and lyrics in prose. Another objective is to acquire skills in the application of theoretical knowledge into the teaching process by designing a didactically oriented interpretation of literary text.
Educational outcomes:
Student after successful completion of the course
• can apply knowledge of literary theory to specific literary texts and is able to develop his own professionally valuable interpretations of literary texts,
• can transfer knowledge of literature theory and analysis of literary text to the pedagogical process and didact knowledge content from these areas,
• can design an educational procedure for different levels of education in explaining and analysing the literary text in the Italian language,
• can create didactic tasks using literary text in italian language teaching,
• is able to solve the intended task creatively and originally,
• is able to conduct a discussion and debate on a selected topic, has the ability to speak publicly,
• has the ability to professionally present the results of its own study or practice.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 18 hours of preparation of ongoing tasks and work with professional resources; 10 hours of individual work to solve the assignment. A total of 50 hours of student work.
Teaching methods: explaining, application of theoretical knowledge on practical examples, discussion, working in small groups, working in a team, problem solving tasks.
BERRUTO, G. Sociolinguistica dell'italiano contemporaneo. Roma: Carocci. 2012. ISBN-10: 8843063499.
DE MAURO, T., 2015 (1963), Storia linguistica dell'Italia unita. Bari: Laterza, 2015 (1963), 594 pp. ISBN: 9788842096092
PRANDI, M., DE SANTIS, C. Grammatica italiana essenziale e ragionata. Torino: Utet. 2020. ISBN: 9788860086112.
RENZI, L., 2012, Come cambia la lingua. L'italiano in movimento. Bologna: Il Mulino, 2012. 232 pp, ISBN: 978881523780
SERIANNI, L., 2015 (2007), Prima lezione di grammatica. Bari Laterza, 2015 (2007),182 pp. ISBN : 9788842079194
The results of the student will be evaluated in the form of an interim evaluation (100%). The condition for successful completion of the course is active participation, work and discussion in the 10% class, preparation of written tasks and exercises 60%, assignments requiring individual work 30%.
The student will demonstrate the ability to actively participate in solving problematic issues from the current language individually, in a small group and in the team. It will demonstrate the knowledge and ability to work with relevant expertise for the current Italian language. The demonstration of developed language competence with an emphasis on lexical and semantic competence is also evaluated.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
• The current Italian standard and the most common variations in the lexical and morphosyntactic level.
• The most productive word-forming practices in the current language (shortening, diminutives, augmentatives, etc.), current trends.
• Neological borrowings and calques and their impact on the current language.
• Colloquial language, slang, argot.
• Phraseological units in the current language.
• Language culture in the media, selected tendencies.
• Critical analysis of lexics and grammar of authentic texts and audiovisual materials (publicist and advertising texts, websites, social networks, videos, etc.).
• Working with normative guides, dictionaries and relevant electronic resources, working with a language corpuscle. Practical exercises to improve language competence with an emphasis on aspects of the current language.
The aim of the course is to expand and consolidate theoretical and methodological knowledge from linguistic disciplines (from lexicology and grammar) witha focus on contemporary Italianaction, development of skills in linguistic analysis of contemporary language and development toomunicative competence in the Italian language in the performance of receptive, productive and interactive language activities.
Educational outcomes:
After successful completion of the course, the student
• knows the main lexical and other grammatical characteristics of the contemporary Italian language,
• can analyze selected phenomena in the standard Italian language, with emphasis on the lexical and morphosyntactic levels,
• has a developed language competence approaching C1 level according to the CRR, has a wide lexical repertoire corresponding to the current language, speaks frequented idiomatic and colloquial expressions,
• is able to work professionally with both printed and electronic normative guides and dictionaries in solving problems, has the ability to search, select, process, synthesize and comprehensibly convey information.
• can apply theoretical knowledge in practical use, in reasoning as well as in didactic explanation of language phenomena.
Completion of the course contributes to the achievement of capabilities such as: the ability to analyze and synthesis, the ability to argue, the ability to locate and process professional resources, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 18 hours of preparation of ongoing tasks and work with professional resources; 10 hours of individual work to solve the assignment. A total of 50 hours of student work.
Teaching methods: explaining, application of theoretical knowledge on practical examples, discussion, working in small groups, working in a team, problem solving tasks.
BERRUTO, G. Sociolinguistica dell'italiano contemporaneo. Roma: Carocci. 2012. ISBN-10: 8843063499.
DE MAURO, T., 2015 (1963), Storia linguistica dell'Italia unita. Bari: Laterza, 2015 (1963), 594 pp. ISBN: 9788842096092
PRANDI, M., DE SANTIS, C. Grammatica italiana essenziale e ragionata. Torino: Utet. 2020. ISBN: 9788860086112.
RENZI, L., 2012, Come cambia la lingua. L'italiano in movimento. Bologna: Il Mulino, 2012. 232 pp, ISBN: 978881523780
SERIANNI, L., 2015 (2007), Prima lezione di grammatica. Bari Laterza, 2015 (2007),182 pp. ISBN : 9788842079194
The results of the student will be evaluated in the form of an interim evaluation (100%). The condition for successful completion of the course is active participation, work and discussion in the 10% class, preparation of written tasks and exercises 60%, assignments requiring individual work 30%.
The student will demonstrate the ability to actively participate in solving problematic issues from the current language individually, in a small group and in the team. It will demonstrate the knowledge and ability to work with relevant expertise for the current Italian language. The demonstration of developed language competence with an emphasis on lexical and semantic competence is also evaluated.
At least 60% of the total scoring must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
• The current Italian standard and the most common variations in the lexical and morphosyntactic level.
• The most productive word-forming practices in the current language (shortening, diminutives, augmentatives, etc.), current trends.
• Neological borrowings and calques and their impact on the current language.
• Colloquial language, slang, argot.
• Phraseological units in the current language.
• Language culture in the media, selected tendencies.
• Critical analysis of lexics and grammar of authentic texts and audiovisual materials (publicist and advertising texts, websites, social networks, videos, etc.).
• Working with normative guides, dictionaries and relevant electronic resources, working with a language corpuscle. Practical exercises to improve language competence with an emphasis on aspects of the current language.
The aim of the course is to expand and consolidate theoretical and methodological knowledge from linguistic disciplines (from lexicology and grammar) witha focus on contemporary Italianaction, development of skills in linguistic analysis of contemporary language and development toomunicative competence in the Italian language in the performance of receptive, productive and interactive language activities.
Educational outcomes:
After successful completion of the course, the student
• knows the main lexical and other grammatical characteristics of the contemporary Italian language,
• can analyze selected phenomena in the standard Italian language, with emphasis on the lexical and morphosyntactic levels,
• has a developed language competence approaching C1 level according to the CRR, has a wide lexical repertoire corresponding to the current language, speaks frequented idiomatic and colloquial expressions,
• is able to work professionally with both printed and electronic normative guides and dictionaries in solving problems, has the ability to search, select, process, synthesize and comprehensibly convey information.
• can apply theoretical knowledge in practical use, in reasoning as well as in didactic explanation of language phenomena.
Completion of the course contributes to the achievement of capabilities such as: the ability to analyze and synthesis, the ability to argue, the ability to locate and process professional resources, the ability to plan and organize their studies, the ability to expand and update knowledge by self-study.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of modelling lessons = 18 hours; study of literature and work on assignments = 10 hours.
Teaching methods: demonstration method, modelling, discussion, self-assessment, group work
DIADORI, P., MICHELI, P. 2010, Cinema e didattica dell’italiano L2, Perugia: Guerra Edizioni, 2010, 322 p., ISBN 978-88-557-0318-5
KUČMOVÁ, A., 2009, Roma e romanesco nel cinema italiano: una prospettiva interpretativa, In Štubňa Pavol (ed.) GIORNATE DI STUDI ROMANZI, Sezione Italianistica 2009, BRATISLAVA ANAPRESS, p. 105-113, SBN 978-80-89137-54-1
The student will be awarded credits based on 100% interim evaluation: 20% active participation in teaching, 30% ongoing tasks (critical evaluation of didactic activities, active participation in discussion, etc.) 50% didactic processing of selected film material and its presentation.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian
Through the work on short excerpts from feature films, classical and contemporary, students will become acquainted with selected aspects of the history, culture and society of Italy. They can also improve language skills such as understanding, interpreting and translating authentic texts. Selected films or excerpts of them are screened in lessons for the purpose of didactic work on them, while together it is considered to use shorter and longer cinematographic stories to teach Italian in the primary school and/or in grammar schools and secondary schools.
The aim of the course is to expand knowledge from Italian culture with a focus on cinematography, the development of didactic competences and the development of intercultural competence.
Educational outcomes:
After successful completion of the course, the student knows selected works of classical and contemporary cinematographic art in Italy and the possibilities of using film material in teaching Italian.
He/she can critically evaluate the quality and adequacy of didactic activities using film as didactic material. He/she is able to design the didactic use of a particular film material in the teaching of Italian at the appropriate level of education.
He/she has strengthened creativity, reasoning in context, organizational and communicative skills, the ability of teamwork.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of modelling lessons = 18 hours; study of literature and work on assignments = 10 hours.
Teaching methods: demonstration method, modelling, discussion, self-assessment, group work
DIADORI, P., MICHELI, P. 2010, Cinema e didattica dell’italiano L2, Perugia: Guerra Edizioni, 2010, 322 p., ISBN 978-88-557-0318-5
KUČMOVÁ, A., 2009, Roma e romanesco nel cinema italiano: una prospettiva interpretativa, In Štubňa Pavol (ed.) GIORNATE DI STUDI ROMANZI, Sezione Italianistica 2009, BRATISLAVA ANAPRESS, p. 105-113, SBN 978-80-89137-54-1
The student will be awarded credits based on 100% interim evaluation: 20% active participation in teaching, 30% ongoing tasks (critical evaluation of didactic activities, active participation in discussion, etc.) 50% didactic processing of selected film material and its presentation.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian
Through the work on short excerpts from feature films, classical and contemporary, students will become acquainted with selected aspects of the history, culture and society of Italy. They can also improve language skills such as understanding, interpreting and translating authentic texts. Selected films or excerpts of them are screened in lessons for the purpose of didactic work on them, while together it is considered to use shorter and longer cinematographic stories to teach Italian in the primary school and/or in grammar schools and secondary schools.
The aim of the course is to expand knowledge from Italian culture with a focus on cinematography, the development of didactic competences and the development of intercultural competence.
Educational outcomes:
After successful completion of the course, the student knows selected works of classical and contemporary cinematographic art in Italy and the possibilities of using film material in teaching Italian.
He/she can critically evaluate the quality and adequacy of didactic activities using film as didactic material. He/she is able to design the didactic use of a particular film material in the teaching of Italian at the appropriate level of education.
He/she has strengthened creativity, reasoning in context, organizational and communicative skills, the ability of teamwork.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of model teaching = 10 hours; study of literature = 10 hours; working on interim tasks = 8 hours.
Teaching methods: interpretative method, modelling, discussion, self-assessment
CREMONESI, G. – BELLINI, P. 2007. I come Italia. 1. the opinion of the Commission on the basis of article 11(2) Recanati : Eli, 2007. 143 s. ISBN 978-88-536-1087-4.
MEZZADRI, M. – LINUCCIO, P. 2007. Civiltà punto it. 1st edition, Perugia : Guerra Edizioni, 2007. 157 pp. ISBN 978-88-557-0016-0.
PALÁGYI, T. 2006. Comment peut-on être Latin au 13e siècle ? Témoignages de Georges Akropolitès. ANNUARIO DELL'ISTITUTO ROMENO DI CULTURA E RICERCA UMANISTICA DI VENEZIA: 8, p. 75-108. ISSN 1454-6620
SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. 1.vyd., Bratislava : ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
STEFANCICH, G. 1998. Cose d’Italia. 2.vyd. Roma : Bonacci editore, 1998. 94 s. ISBN 88-7573-350-3.
Kol. 2015. Inovovaný štátny vzdelávací program (Innovated state educational programme )[on line]. Bratislava: Štátny pedagogický ústav. Available at:
https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
PIJOAN, J. 1999. Dejiny umenia 1.-10. (selected parts) Bratislava: Ikar, 1998-2000.
The student will be awarded credits based on 100% of the interim evaluation: 20% active participation in teaching, 20% ongoing tasks, 30% written verification of the degree of acquisition of theoretical knowledge, 30% preparation and presentation of activities measured for selected cultural heritage manifestations of the italianska art.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian, French (passive knowledge)
Manifestations of material and immaterial cultural heritage and art of Italy and related vocabulary. Analysis of textbooks and different types of teaching materials in terms of the themes of cultural heritage and art of Italy. Variability of ways of approaching material and immaterial cultural heritage and art of Italy in teaching Italian in primary and secondary school.
The aim of the course is to expand knowledge about the culture and art of Italy and to develop didactic competences.
Educational outcomes:
The student gets an overview of the various manifestations of cultural heritage and art Italianska and is able to integrate them into the teaching of Italian language. He/she will develop his/her capacity for critical thinking, analytical reasoning, communication and personal motivation.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of model teaching = 10 hours; study of literature = 10 hours; working on interim tasks = 8 hours.
Teaching methods: interpretative method, modelling, discussion, self-assessment
CREMONESI, G. – BELLINI, P. 2007. I come Italia. 1. the opinion of the Commission on the basis of article 11(2) Recanati : Eli, 2007. 143 s. ISBN 978-88-536-1087-4.
MEZZADRI, M. – LINUCCIO, P. 2007. Civiltà punto it. 1st edition, Perugia : Guerra Edizioni, 2007. 157 pp. ISBN 978-88-557-0016-0.
PALÁGYI, T. 2006. Comment peut-on être Latin au 13e siècle ? Témoignages de Georges Akropolitès. ANNUARIO DELL'ISTITUTO ROMENO DI CULTURA E RICERCA UMANISTICA DI VENEZIA: 8, p. 75-108. ISSN 1454-6620
SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. 1.vyd., Bratislava : ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
STEFANCICH, G. 1998. Cose d’Italia. 2.vyd. Roma : Bonacci editore, 1998. 94 s. ISBN 88-7573-350-3.
Kol. 2015. Inovovaný štátny vzdelávací program (Innovated state educational programme )[on line]. Bratislava: Štátny pedagogický ústav. Available at:
https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
PIJOAN, J. 1999. Dejiny umenia 1.-10. (selected parts) Bratislava: Ikar, 1998-2000.
The student will be awarded credits based on 100% of the interim evaluation: 20% active participation in teaching, 20% ongoing tasks, 30% written verification of the degree of acquisition of theoretical knowledge, 30% preparation and presentation of activities measured for selected cultural heritage manifestations of the italianska art.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian, French (passive knowledge)
Manifestations of material and immaterial cultural heritage and art of Italy and related vocabulary. Analysis of textbooks and different types of teaching materials in terms of the themes of cultural heritage and art of Italy. Variability of ways of approaching material and immaterial cultural heritage and art of Italy in teaching Italian in primary and secondary school.
The aim of the course is to expand knowledge about the culture and art of Italy and to develop didactic competences.
Educational outcomes:
The student gets an overview of the various manifestations of cultural heritage and art Italianska and is able to integrate them into the teaching of Italian language. He/she will develop his/her capacity for critical thinking, analytical reasoning, communication and personal motivation.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours continuous home preparation for lessons; 17 hours preparation of seminar work
Methods of education: interpretation, discussion of the topic discussed, interview, work with the professional text, critical analysis of texts and comparison, controlled self-study
GÁFRIK, R.- ZELENKA, M. 2016. Literárna komparatistika. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 74-92. ISBN 978-80-224-1524-8.
JAMBOR, J. 2016. Itertextualita. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 200-236. ISBN 978-80-224-1524-8.
MALINOVSKÁ, Z. 2016. Naratológia. In: Mikuláš, R. a kol.: Podoby literárnej vedy. Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 205-219. ISBN 978-80-224-1524-8.
MIKULÁŠ, R. 2016. Recepčná estetika. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 137-146. ISBN 978-80-224-1524-8.
REŽNÁ, M. 2016. Tematológia. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 93-102. ISBN 978-80-224-1524-8.
DOMOKOS, Gy. Una forma espressiva di Camillo Sbarbaro tra Leopardi e Montale
NUOVA CORVINA RIVISTA DI ITALIANISTICA (1218-9472 ): 1996
The student will be awarded credits based on a 100% interim evaluation. The evaluation includes ongoing outputs and seminar work, the conditions of which will always be precisely defined at the beginning of the semester.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak language and Italian
Introduction. Basic concepts, terminology and context (literature and author, literature and reality, literature and reader, literature and language/style, literature and values, national literature in a broader context).
Literary analysis and interpretation (hermeneutics). Text, paratext, and context.
Literary communication, intertextuality, intertextual dimension of the study work, within the framework of Italianliterature, but also in the context of comparison with Romance literature.
Literary comparatives.
Development of literary and literary theoretic thinking and basic methods of literary analysis: thematic criticism, sociocritics, psychoanalytic criticism, textual criticism (Russian fomalism, structuralistic approaches, structuralistic narrative), post-structuralistic naratology, reception theories.
The course aims to introduce students into an in-depth analysis of literary text, from the stylistic, thematic and especially intertextual point of view.
Learning outcomes:
After successful completion of the course, the student should acquire factual, conceptual, procedural and metacognitive skills and knowledge in the field of literature and literary science, with an emphasis on practical skills necessary for the analysis of artistic text. He/she obtains an overview of literary analysis methods, can briefly present them, critically evaluate and select them with regard to their productiveness for a particular application. Thus, based on the acquired knowledge and skills, he should be able to approach a literary work professionally and creatively, to analyze it and to interpret it, to justify its procedures and the results of analysis/interpretation.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: a total of 50 hours of student work
22 hours of in-person teaching, 11 hours continuous home preparation for lessons; 17 hours preparation of seminar work
Methods of education: interpretation, discussion of the topic discussed, interview, work with the professional text, critical analysis of texts and comparison, controlled self-study
GÁFRIK, R.- ZELENKA, M. 2016. Literárna komparatistika. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 74-92. ISBN 978-80-224-1524-8.
JAMBOR, J. 2016. Itertextualita. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 200-236. ISBN 978-80-224-1524-8.
MALINOVSKÁ, Z. 2016. Naratológia. In: Mikuláš, R. a kol.: Podoby literárnej vedy. Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 205-219. ISBN 978-80-224-1524-8.
MIKULÁŠ, R. 2016. Recepčná estetika. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 137-146. ISBN 978-80-224-1524-8.
REŽNÁ, M. 2016. Tematológia. In: Mikuláš, R. a kol.: Podoby literárnej vedy.Teórie-metódy-smery. Bratislava: VEDA, 2016, s. 93-102. ISBN 978-80-224-1524-8.
DOMOKOS, Gy. Una forma espressiva di Camillo Sbarbaro tra Leopardi e Montale
NUOVA CORVINA RIVISTA DI ITALIANISTICA (1218-9472 ): 1996
The student will be awarded credits based on a 100% interim evaluation. The evaluation includes ongoing outputs and seminar work, the conditions of which will always be precisely defined at the beginning of the semester.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak language and Italian
Introduction. Basic concepts, terminology and context (literature and author, literature and reality, literature and reader, literature and language/style, literature and values, national literature in a broader context).
Literary analysis and interpretation (hermeneutics). Text, paratext, and context.
Literary communication, intertextuality, intertextual dimension of the study work, within the framework of Italianliterature, but also in the context of comparison with Romance literature.
Literary comparatives.
Development of literary and literary theoretic thinking and basic methods of literary analysis: thematic criticism, sociocritics, psychoanalytic criticism, textual criticism (Russian fomalism, structuralistic approaches, structuralistic narrative), post-structuralistic naratology, reception theories.
The course aims to introduce students into an in-depth analysis of literary text, from the stylistic, thematic and especially intertextual point of view.
Learning outcomes:
After successful completion of the course, the student should acquire factual, conceptual, procedural and metacognitive skills and knowledge in the field of literature and literary science, with an emphasis on practical skills necessary for the analysis of artistic text. He/she obtains an overview of literary analysis methods, can briefly present them, critically evaluate and select them with regard to their productiveness for a particular application. Thus, based on the acquired knowledge and skills, he should be able to approach a literary work professionally and creatively, to analyze it and to interpret it, to justify its procedures and the results of analysis/interpretation.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 10 hours study of professional literature; 18 hours elaboration of ongoing tasks – preparation of outputs. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, micro-teaching, teamwork, discussion, self-assessment.
BALDASSARRI, D. 2008. Lavorare in classe. Tecniche e attività nelle classi di italiano seconda lingua. Perugia: Guerra edizioni, 2008. 141 p. ISBN 978-88-557-0098-6.
BALBONI, PE., 2014, Didattica dell’italiano come lingua seconda e straniera, Torino : Loescher/Bonacci, 192 pp, ISBN 978-88-201-2662-9.
BUTAŠ, J., BUTAŠOVÁ, A., FOLNY, V. 2011. Tvorba testov pre meranie úrovne A1, A2, B1 a B2 podľa Spoločného európskeho referenčného rámca pre jazyky. Bratislava : Štátny pedagogický ústav, 2011. 162 s. ISBN 978-80-8084-693-0.
Consiglio d'Europa, Dipartimento della Politica Linguistica: Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Milano, 2004. ISBN 978-88-221-4512-3.
CAON, F. 2006. Insegnare italiano nella classe ad abilità differenziate, Perugia: Guerra edizioni, 2006. 269 p. ISBN 978-88-7715-946-5.
GOBBO, F. 2012. Pedagogia interculturale. Il progetto educativo nelle società complesse. Roma : Carocci, 2012. 237 p. ISBN 978-88-430-1584-9.
MEZZADRI, M. 2007. Insegnare a comprendere. Perugia: Guerra edizioni, 2007. 95 p. ISBN 978-88-557-0023-8.
The results of the student will be assessed in the form of a 100% interim evaluation. The condition for successful completion of the subject is active participation in the class and participation in the discussion 20 %, preparation of micro-outputs 40 %, simulated teaching 40 %.
The student demonstrates the ability to prepare outputs individually and in the team, to actively participate in the discussion, to provide feedback to other students, as well as to reflect his/her own teaching activities.
At least 60% of the overall assessment must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian language
Selection of the curriculum and familiarization with pedagogical documentation, choice of teaching method, familiarization with evaluation criteria.
Preparation and implementation of simulated practical outputs.
Analysis of outputs, self-assessment and evaluation, drawing conclusions.
Aspects practiced and analysed in the framework of simulated teaching:
• Communication and atmosphere in the classroom.
• Didactic methods.
• Didactic technique and teaching aids. Working with a textbook.
• Language competences and their training in teaching.
• Teaching receptive, productive, interactive and mediation activities.
• Activities using games and songs.
• Evaluation in foreign language teaching.
• Intercultural aspects.
The aim of the course is to acquire and develop the competences necessary for the performance of the teacher profession, namely it focuses on didactic, communication, organizational, diagnostic, self-reflective competences.
Educational outcomes:
Through simulated practical outputs, the student develops practical pedagogical skills necessary for teaching Italianacts. Thanks to the subsequent professional discussion, he/she will receive the necessary feedback, which will allow him to reflect the methods used, materials, etc. After successful completion of the course, the student:
• can apply the acquired knowledge from didactics in the preparation and realization of teaching of selected phenomena of the Italianlanguage,
• is able to critically evaluate his own teaching and teaching of classmates (outputs), or to revise problematic aspects.
Passing the course contributes to the achievement of competencies such as: the ability to work independently and in the team, the ability to argue, the ability to plan and organize, the ability to solve problems, communication and presentation skills, the ability to self-reflect and self-evaluate.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 10 hours study of professional literature; 18 hours elaboration of ongoing tasks – preparation of outputs. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, micro-teaching, teamwork, discussion, self-assessment.
BALDASSARRI, D. 2008. Lavorare in classe. Tecniche e attività nelle classi di italiano seconda lingua. Perugia: Guerra edizioni, 2008. 141 p. ISBN 978-88-557-0098-6.
BALBONI, PE., 2014, Didattica dell’italiano come lingua seconda e straniera, Torino : Loescher/Bonacci, 192 pp, ISBN 978-88-201-2662-9.
BUTAŠ, J., BUTAŠOVÁ, A., FOLNY, V. 2011. Tvorba testov pre meranie úrovne A1, A2, B1 a B2 podľa Spoločného európskeho referenčného rámca pre jazyky. Bratislava : Štátny pedagogický ústav, 2011. 162 s. ISBN 978-80-8084-693-0.
Consiglio d'Europa, Dipartimento della Politica Linguistica: Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Milano, 2004. ISBN 978-88-221-4512-3.
CAON, F. 2006. Insegnare italiano nella classe ad abilità differenziate, Perugia: Guerra edizioni, 2006. 269 p. ISBN 978-88-7715-946-5.
GOBBO, F. 2012. Pedagogia interculturale. Il progetto educativo nelle società complesse. Roma : Carocci, 2012. 237 p. ISBN 978-88-430-1584-9.
MEZZADRI, M. 2007. Insegnare a comprendere. Perugia: Guerra edizioni, 2007. 95 p. ISBN 978-88-557-0023-8.
The results of the student will be assessed in the form of a 100% interim evaluation. The condition for successful completion of the subject is active participation in the class and participation in the discussion 20 %, preparation of micro-outputs 40 %, simulated teaching 40 %.
The student demonstrates the ability to prepare outputs individually and in the team, to actively participate in the discussion, to provide feedback to other students, as well as to reflect his/her own teaching activities.
At least 60% of the overall assessment must be obtained for successful completion of the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work required)
Slovak and Italian language
Selection of the curriculum and familiarization with pedagogical documentation, choice of teaching method, familiarization with evaluation criteria.
Preparation and implementation of simulated practical outputs.
Analysis of outputs, self-assessment and evaluation, drawing conclusions.
Aspects practiced and analysed in the framework of simulated teaching:
• Communication and atmosphere in the classroom.
• Didactic methods.
• Didactic technique and teaching aids. Working with a textbook.
• Language competences and their training in teaching.
• Teaching receptive, productive, interactive and mediation activities.
• Activities using games and songs.
• Evaluation in foreign language teaching.
• Intercultural aspects.
The aim of the course is to acquire and develop the competences necessary for the performance of the teacher profession, namely it focuses on didactic, communication, organizational, diagnostic, self-reflective competences.
Educational outcomes:
Through simulated practical outputs, the student develops practical pedagogical skills necessary for teaching Italianacts. Thanks to the subsequent professional discussion, he/she will receive the necessary feedback, which will allow him to reflect the methods used, materials, etc. After successful completion of the course, the student:
• can apply the acquired knowledge from didactics in the preparation and realization of teaching of selected phenomena of the Italianlanguage,
• is able to critically evaluate his own teaching and teaching of classmates (outputs), or to revise problematic aspects.
Passing the course contributes to the achievement of competencies such as: the ability to work independently and in the team, the ability to argue, the ability to plan and organize, the ability to solve problems, communication and presentation skills, the ability to self-reflect and self-evaluate.
Type and scope of teaching: 2 hours seminar per week; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: total of 50 hours of student work: 22 hours of in-person teaching, 11 hours continuous home preparation for lessons; 17 hours preparation of seminar work
Teaching methods: explanation, analysis of texts, written tasks, controlled self-study.
DARDANO, M. – GIOVANARDI, C. 2001. Le strategie dell'italiano scritto. Bologna : Zanichelli, 2001. 248 p. ISBN 9788808096517.
SERIANNI, L. 2003. Italiani scritti. Bologna : Il Mulino. 2003. 229 p. ISBN 978-8815239273.
Students will be awarded credits based on a 100% interim evaluation: 22% active attendance, work and discussion in the classroom; 44% performance of interim tasks; 34 % seminar work.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Italian and Slovak language
Text analysis. Methodological foundations.
Standards of textuality.
Coherence – semantic and pragmatic aspects.
Cohesion – grammatical, lexical aspects.
Text structure, connectors, succession thema/rhema.
Stylistic analysis of selected texts (storytelling, artistic description, essay, review, short story, etc.). Application of knowledge to specific texts of different functional styles in Italian. Language, rhetorical and stylistic knowledge in various professional situations. Changes of the register.
The aim of the course is to deepen theoretical knowledge of linguistic disciplines, to learn the principles of text linguistics and to acquire the ability to apply them in the analysis of texts, as well as the development of skills in the creation of their own texts.
Educational outcomes:
After completing the course, the student
• obtains theoretical foundations in the field of text analysis using knowledge from text linguistics and stylistics,
• be able to apply the acquired knowledge in practice and will be able to develop its own expertly valuable analyses of texts of different styles,
• adopts stylistic procedures necessary for the creation of different types of text.
Type and scope of teaching: 2 hours seminar per week; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: total of 50 hours of student work: 22 hours of in-person teaching, 11 hours continuous home preparation for lessons; 17 hours preparation of seminar work
Teaching methods: explanation, analysis of texts, written tasks, controlled self-study.
DARDANO, M. – GIOVANARDI, C. 2001. Le strategie dell'italiano scritto. Bologna : Zanichelli, 2001. 248 p. ISBN 9788808096517.
SERIANNI, L. 2003. Italiani scritti. Bologna : Il Mulino. 2003. 229 p. ISBN 978-8815239273.
Students will be awarded credits based on a 100% interim evaluation: 22% active attendance, work and discussion in the classroom; 44% performance of interim tasks; 34 % seminar work.
It is necessary to obtain at least 60% of the evaluation in order to successfully complete the course.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Italian and Slovak language
Text analysis. Methodological foundations.
Standards of textuality.
Coherence – semantic and pragmatic aspects.
Cohesion – grammatical, lexical aspects.
Text structure, connectors, succession thema/rhema.
Stylistic analysis of selected texts (storytelling, artistic description, essay, review, short story, etc.). Application of knowledge to specific texts of different functional styles in Italian. Language, rhetorical and stylistic knowledge in various professional situations. Changes of the register.
The aim of the course is to deepen theoretical knowledge of linguistic disciplines, to learn the principles of text linguistics and to acquire the ability to apply them in the analysis of texts, as well as the development of skills in the creation of their own texts.
Educational outcomes:
After completing the course, the student
• obtains theoretical foundations in the field of text analysis using knowledge from text linguistics and stylistics,
• be able to apply the acquired knowledge in practice and will be able to develop its own expertly valuable analyses of texts of different styles,
• adopts stylistic procedures necessary for the creation of different types of text.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 10 hours elaboration of interim tasks; 18 hours individual work on solving assignments and independent study of professional literature. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, work in small groups.
GALDI, L. 1971. Introduzione alla stilistica italiana. Pàtron 1971. 342 s. ISBN : 8855508857 DARDANO, M. – GIOVANARDI, C. 2001. Le strategie dell'italiano scritto. Bologna : Zanichelli, 2001. 248 p. ISBN 9788808096517.
PALÁGYI, T. 2019. Traduire Houellebecq : Étude comparée de quelques versions de Soumission. PHILOLOGIA (BRATISLAVA) : 29 1-2 p. 183-204. ISBN 1339-2026
SERIANNI, L. 2003. Italiani scritti. Bologna : Il Mulino. 2003. 229 p. ISBN 978-8815239273
GARAJOVÁ, K. 2014. Manualetto di stilistica italiana. Brno, Masaryková univerzita, 2014. 189 p. online: ISBN 978-80-210-7133-9.
The student will be evaluated continuously on the basis of the work in the classroom, the preparation of written tasks during the semester and the test. The interim evaluation is 100 %: active participation in classroom activities 10 %, elaboration of continuous written tasks 60 %; test 30 %.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian, French (passive knowledge)
• The position and function of each style in the language system.
• Characteristics of functional styles.
• Work with manuals, dictionaries and electronic resources.
• Stylistic analysis of the spelling and grammar of contemporary texts (journalistic texts, advertising texts, etc.).
• Practical exercises focusing on the right choice of language means in different functional styles.
• Practical exercises to improve language competence in the Italianlanguage.
The aim of the course is to expand knowledge from linguistic disciplines, namely stylistics, and to develop toomunicative competence in the Italian language in the performance of receptive and productive language activities in both ordinary and professional communication.
After successful completion of the subject, the student
• knows the status and function of individual styles in the language system and the characteristics of functional styles,
• can work with professional resources (manuals, dictionaries and electronic resources),
• can analyse stylistic aspects of current texts,
• has a developed language competence, maintains a high degree of grammatical accuracy, adheres to spelling,
• is able to create texts of different kinds according to the communicative context and according to the characteristics of the text (complexity, coherence, organizing, functionality, coherence, informativeness, etc.)
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours in-person teaching; 10 hours elaboration of interim tasks; 18 hours individual work on solving assignments and independent study of professional literature. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, work in small groups.
GALDI, L. 1971. Introduzione alla stilistica italiana. Pàtron 1971. 342 s. ISBN : 8855508857 DARDANO, M. – GIOVANARDI, C. 2001. Le strategie dell'italiano scritto. Bologna : Zanichelli, 2001. 248 p. ISBN 9788808096517.
PALÁGYI, T. 2019. Traduire Houellebecq : Étude comparée de quelques versions de Soumission. PHILOLOGIA (BRATISLAVA) : 29 1-2 p. 183-204. ISBN 1339-2026
SERIANNI, L. 2003. Italiani scritti. Bologna : Il Mulino. 2003. 229 p. ISBN 978-8815239273
GARAJOVÁ, K. 2014. Manualetto di stilistica italiana. Brno, Masaryková univerzita, 2014. 189 p. online: ISBN 978-80-210-7133-9.
The student will be evaluated continuously on the basis of the work in the classroom, the preparation of written tasks during the semester and the test. The interim evaluation is 100 %: active participation in classroom activities 10 %, elaboration of continuous written tasks 60 %; test 30 %.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian, French (passive knowledge)
• The position and function of each style in the language system.
• Characteristics of functional styles.
• Work with manuals, dictionaries and electronic resources.
• Stylistic analysis of the spelling and grammar of contemporary texts (journalistic texts, advertising texts, etc.).
• Practical exercises focusing on the right choice of language means in different functional styles.
• Practical exercises to improve language competence in the Italianlanguage.
The aim of the course is to expand knowledge from linguistic disciplines, namely stylistics, and to develop toomunicative competence in the Italian language in the performance of receptive and productive language activities in both ordinary and professional communication.
After successful completion of the subject, the student
• knows the status and function of individual styles in the language system and the characteristics of functional styles,
• can work with professional resources (manuals, dictionaries and electronic resources),
• can analyse stylistic aspects of current texts,
• has a developed language competence, maintains a high degree of grammatical accuracy, adheres to spelling,
• is able to create texts of different kinds according to the communicative context and according to the characteristics of the text (complexity, coherence, organizing, functionality, coherence, informativeness, etc.)
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of model teaching = 10 hours; study of literature = 10 hours; working on ongoing tasks = 8 hours.
Methods of education: interpretative method, modelling, discussion, self-assessment
CREMONESI, G. – BELLINI, P. 2007. I come Italia. 1. the opinion of the Commission on the basis of article 11(2) Recanati : Eli, 2007. 143 s. ISBN 978-88-536-1087-4.
MEZZADRI, M. – LINUCCIO, P. 2007. Civiltà punto it. 1st edition, Perugia : Guerra Edizioni, 2007. 157 pp. ISBN 978-88-557-0016-0.
SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. 1.vyd., Bratislava : ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
STEFANCICH, G. 1998. Cose d’Italia. 2.vyd. Roma : Bonacci editore, 1998. 94 s. ISBN 88-7573-350-3.
Kol. 2015. Inovovaný štátny vzdelávací program [on line]. Bratislava: Štátny pedagogický ústav. Dostupné na: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
PIJOAN, J. 1999. Dejiny umenia 1.-10. (vybrané časti) Bratislava: Ikar, 1998-2000.
The student will be awarded credits based on 100% of the interim evaluation: 20% active participation in teaching, 20% ongoing tasks, 30% written verification of the degree of acquisition of theoretical knowledge, 30% preparation and presentation of activities focused on some selected manifestations of cultural heritage of the Italy.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
Manifestations of the material and immaterial cultural heritage and art of Italy and related vocabulary. Analysis of textbooks and different types of teaching materials in terms of cultural heritage and art themes. Variability of ways of bringing the material and immaterial cultural heritage and art of Italy closer together in the teaching of Italian in primary and secondary school.
The aim of the course is to expand the knowledge and culture and art of the Italy and the development of didactic competences.
Educational outcomes:
The student gains an overview of the various manifestations of Italian cultural heritage and art and is able to integrate them into the teaching of the Italian language. He/she will develop his/her capacity for critical thinking, analytical reasoning, communication and personal motivation.
Type and extent of teaching: 2 hours per week seminar, total per semester 22 hours
Study method: combined (primary attendance)
Student workload:
A total of 50 hours of student work of which: in-person teaching = 22 hours; preparation of model teaching = 10 hours; study of literature = 10 hours; working on ongoing tasks = 8 hours.
Methods of education: interpretative method, modelling, discussion, self-assessment
CREMONESI, G. – BELLINI, P. 2007. I come Italia. 1. the opinion of the Commission on the basis of article 11(2) Recanati : Eli, 2007. 143 s. ISBN 978-88-536-1087-4.
MEZZADRI, M. – LINUCCIO, P. 2007. Civiltà punto it. 1st edition, Perugia : Guerra Edizioni, 2007. 157 pp. ISBN 978-88-557-0016-0.
SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. 1.vyd., Bratislava : ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
STEFANCICH, G. 1998. Cose d’Italia. 2.vyd. Roma : Bonacci editore, 1998. 94 s. ISBN 88-7573-350-3.
Kol. 2015. Inovovaný štátny vzdelávací program [on line]. Bratislava: Štátny pedagogický ústav. Dostupné na: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
PIJOAN, J. 1999. Dejiny umenia 1.-10. (vybrané časti) Bratislava: Ikar, 1998-2000.
The student will be awarded credits based on 100% of the interim evaluation: 20% active participation in teaching, 20% ongoing tasks, 30% written verification of the degree of acquisition of theoretical knowledge, 30% preparation and presentation of activities focused on some selected manifestations of cultural heritage of the Italy.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
Manifestations of the material and immaterial cultural heritage and art of Italy and related vocabulary. Analysis of textbooks and different types of teaching materials in terms of cultural heritage and art themes. Variability of ways of bringing the material and immaterial cultural heritage and art of Italy closer together in the teaching of Italian in primary and secondary school.
The aim of the course is to expand the knowledge and culture and art of the Italy and the development of didactic competences.
Educational outcomes:
The student gains an overview of the various manifestations of Italian cultural heritage and art and is able to integrate them into the teaching of the Italian language. He/she will develop his/her capacity for critical thinking, analytical reasoning, communication and personal motivation.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 22 hours continuous preparation for lessons and tasks according to assignment; 3 hours preparation for discussion moderation; 3 hours preparation for the final discussion. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, presentation, work in small groups.
Currently authentic text and audiovisual sources.
www.almaedizioni.it ALMA TV
www.loescher.it
The results of the student will be evaluated in the form of a 100% interim evaluation.
The condition for successful completion of the course completion of oral speech classroom activities 60%, moderation of the discussion on one topic 10%, the final discussion 30%.
By working in the classroom and at the final discussion, the student will demonstrate developed language competence in oral speech.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
Based on a short background document (text, audio recording, video), the conversation to current topics supporting the interaction. Each student will try out the role of moderator on one topic, for which they will prepare in advance. Within each topic, vocabulary is also developed and grammar is practiced in oral speech.
A specific selection of topics is made taking into account the composition of the group and the interests of students, e.g.:
• Diversity of Italy, cultural and ethnic differences and their perception, cultural appropriation in art, fashion and others.
• Mass media, new media, information and disinformation.
• Scientific and technological discoveries that have changed the world, perceptions of science and scientists today, women in science.
• Ecology, sustainability, biodiversity, climate crisis.
• New forms of housing, travel and lifestyle.
• Food and its impact on health and the environment, gastronomic curiosities.
• Non-verbal communication, specifics in Italy – gestures, mimic.
The aim of the course is the development of communicative competence in the Italian language with a focus on oral expression in interaction at an advanced level.
Educational outcomes:
After successful completion of the course, the student
• has a natural and correct pronunciation in the Italian,
• has fluent and spontaneous oral expression in interaction,
• is able to initiate and engage in discussion on topical issues, appropriately follow up on the contributions of other speakers and moderate the discussion,
• is able to express his/her thoughts and opinions, support them with arguments,
• adequately and appropriately complements oral communication with non-verbal communication.
In addition to developing communicative competence, the completion of the course contributes to the improvement of the ability to argue, the ability to present opinions in interaction, to the development of critical thinking, intercultural competence, etc.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 22 hours continuous preparation for lessons and tasks according to assignment; 3 hours preparation for discussion moderation; 3 hours preparation for the final discussion. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, presentation, work in small groups.
Currently authentic text and audiovisual sources.
www.almaedizioni.it ALMA TV
www.loescher.it
The results of the student will be evaluated in the form of a 100% interim evaluation.
The condition for successful completion of the course completion of oral speech classroom activities 60%, moderation of the discussion on one topic 10%, the final discussion 30%.
By working in the classroom and at the final discussion, the student will demonstrate developed language competence in oral speech.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian language
Based on a short background document (text, audio recording, video), the conversation to current topics supporting the interaction. Each student will try out the role of moderator on one topic, for which they will prepare in advance. Within each topic, vocabulary is also developed and grammar is practiced in oral speech.
A specific selection of topics is made taking into account the composition of the group and the interests of students, e.g.:
• Diversity of Italy, cultural and ethnic differences and their perception, cultural appropriation in art, fashion and others.
• Mass media, new media, information and disinformation.
• Scientific and technological discoveries that have changed the world, perceptions of science and scientists today, women in science.
• Ecology, sustainability, biodiversity, climate crisis.
• New forms of housing, travel and lifestyle.
• Food and its impact on health and the environment, gastronomic curiosities.
• Non-verbal communication, specifics in Italy – gestures, mimic.
The aim of the course is the development of communicative competence in the Italian language with a focus on oral expression in interaction at an advanced level.
Educational outcomes:
After successful completion of the course, the student
• has a natural and correct pronunciation in the Italian,
• has fluent and spontaneous oral expression in interaction,
• is able to initiate and engage in discussion on topical issues, appropriately follow up on the contributions of other speakers and moderate the discussion,
• is able to express his/her thoughts and opinions, support them with arguments,
• adequately and appropriately complements oral communication with non-verbal communication.
In addition to developing communicative competence, the completion of the course contributes to the improvement of the ability to argue, the ability to present opinions in interaction, to the development of critical thinking, intercultural competence, etc.
Type and extent of teaching: 2 hours a week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 50 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
14 x 2 continuous home preparation for lessons, self-study, critical analysis of selected parts from recommended literature, preparation for discussion and group work on lessons, preparation of semester project = 28 hours
Teaching methods:
seminar, interpretation, analysis of selected issues, interview, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
DOLNÍK, J. 2015. Cudzosť – jazyk – spoločnosť. Bratislava: Iris. 316 s. ISBN 9788081530425.
MILROT, L. – GORDON, M. 2013. Sociolingvistika. Metody a interpretace. Praha: Univerzita Karlova. 270 s. ISBN 9788024621258
BERRUTO, G. 2012. Sociolinguistica dell'italiano contemporaneo. Roma: Carocci Editore. 278p. ISBN 978-8843063499
The student will be evaluated on the basis of an ongoing evaluation.
Interim evaluation:
Students prepare continuously during the semester by studying for the subject. In order to support the completion of the semester evaluated mini project, they study selected parts of the texts of recommended literature during the semester, so that they can actively participate in discussions and group works and develop a mini project during the semester. They are actively involved in the work of seminars on lessons. Their work is evaluated on the basis of active participation in thematic discussions and group work in the classroom (33 % of the evaluation). During the semester, students carry out their mini project (they process the selected topic in connection with the use of sociolinguistic research methods in relation to language learning focused generally on Romance languages and specifically on Italian) and present it in colloquial form (33 % of the evaluation) and by handing over a mini project (33 % of the evaluation).
A condition for successful completion of the course is active participation in each of the above three parts of the evaluation.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work is required).
The evaluation reflects the level of insight of the graduate in selected concepts and topics from sociolinguistics in relation to language learning, with particular regard to the teaching and learning of Romance languages in general and specifically Italian. It focuses on the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Slovak language, Czech language (passive knowledge), Italian language
• A brief overview of the history of the world's sociolinguistics
• Sociolinguistics in Slovakia
• Sociolinguistics in Romance languages
• Italian sociolinguistics
• Sociolinguistic methods
• Case studies on the use of sociolinguistic research
• Sociolinguistics and language learning
• Concept of mini project – sociolinguistics and its use to streamline the learning and teaching of Italian
Educational objectives: To develop knowledge of graduates of selected concepts and topics from sociolinguistic theory and research applied to the issue of language learning, with particular regard to the teaching and learning of Romance languages (Italian). On the basis of analysis, comparison and mutual combination of selected sociolinguistic methods, develop a professional view of the process of teaching and learning languages. Use this knowledge in practice, further by designing and implementing a mini project that is oriented to topics relevant to teachers of Romance languages or Italian.
Educational outcomes: The student knows sociolinguistic theory and its research methods and their application in relation to language learning focused on learning and teaching Romance languages, resp. Italianacts. He/she knows her relationship to language learning. It can independently process the research project using sociolinguistic methods.
Type and extent of teaching: 2 hours a week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 50 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
14 x 2 continuous home preparation for lessons, self-study, critical analysis of selected parts from recommended literature, preparation for discussion and group work on lessons, preparation of semester project = 28 hours
Teaching methods:
seminar, interpretation, analysis of selected issues, interview, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
DOLNÍK, J. 2015. Cudzosť – jazyk – spoločnosť. Bratislava: Iris. 316 s. ISBN 9788081530425.
MILROT, L. – GORDON, M. 2013. Sociolingvistika. Metody a interpretace. Praha: Univerzita Karlova. 270 s. ISBN 9788024621258
BERRUTO, G. 2012. Sociolinguistica dell'italiano contemporaneo. Roma: Carocci Editore. 278p. ISBN 978-8843063499
The student will be evaluated on the basis of an ongoing evaluation.
Interim evaluation:
Students prepare continuously during the semester by studying for the subject. In order to support the completion of the semester evaluated mini project, they study selected parts of the texts of recommended literature during the semester, so that they can actively participate in discussions and group works and develop a mini project during the semester. They are actively involved in the work of seminars on lessons. Their work is evaluated on the basis of active participation in thematic discussions and group work in the classroom (33 % of the evaluation). During the semester, students carry out their mini project (they process the selected topic in connection with the use of sociolinguistic research methods in relation to language learning focused generally on Romance languages and specifically on Italian) and present it in colloquial form (33 % of the evaluation) and by handing over a mini project (33 % of the evaluation).
A condition for successful completion of the course is active participation in each of the above three parts of the evaluation.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work is required).
The evaluation reflects the level of insight of the graduate in selected concepts and topics from sociolinguistics in relation to language learning, with particular regard to the teaching and learning of Romance languages in general and specifically Italian. It focuses on the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Slovak language, Czech language (passive knowledge), Italian language
• A brief overview of the history of the world's sociolinguistics
• Sociolinguistics in Slovakia
• Sociolinguistics in Romance languages
• Italian sociolinguistics
• Sociolinguistic methods
• Case studies on the use of sociolinguistic research
• Sociolinguistics and language learning
• Concept of mini project – sociolinguistics and its use to streamline the learning and teaching of Italian
Educational objectives: To develop knowledge of graduates of selected concepts and topics from sociolinguistic theory and research applied to the issue of language learning, with particular regard to the teaching and learning of Romance languages (Italian). On the basis of analysis, comparison and mutual combination of selected sociolinguistic methods, develop a professional view of the process of teaching and learning languages. Use this knowledge in practice, further by designing and implementing a mini project that is oriented to topics relevant to teachers of Romance languages or Italian.
Educational outcomes: The student knows sociolinguistic theory and its research methods and their application in relation to language learning focused on learning and teaching Romance languages, resp. Italianacts. He/she knows her relationship to language learning. It can independently process the research project using sociolinguistic methods.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 50 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
14 x 2 continuous home preparation for lessons, self-study, critical analysis of selected parts from recommended literature, preparation for discussion and group work on lessons, preparation of semester project = 28 hours
Teaching methods:
exercise, interpretation, analysis of selected issues, conversation, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
VYMĚTAL, J. 2011. Průvodce úspěšnou komunikací (e-kniha). Praha: Grada. 328 s. ISBN 978-80-247-6742-0.
ŠMAJSOVÁ BUCHOTOVÁ, B. 2011 Rétorika (e-kniha). Praha: Grada. 232 s. ISBN 978-80-247-6924-0.
IACONA, A. 2021. Argomentazione. Torino, Einaudi 2021. 192 p. ISBN 9788806206147
The student will be evaluated on the basis of an ongoing evaluation.
Interim evaluation:
Students prepare continuously during the semester by studying for the subject by continuous evaluation. In order to support the development of the semester evaluated mini project, they study selected parts of the texts of recommended literature during the semester, so that they can actively participate in discussions and group works and develop a mini project during the semester. They actively engage in thematic exercises on the lessons. Their work on individual exercises is evaluated on the basis of active participation in thematic discussions and group work in the classroom (33 % of the evaluation). During the semester, students carry out their mini project (they process the selected topic in connection with the application of effective communication techniques in language learning aimed generally at Romance languages and specifically on Italianaction) and present it in colloquial form (33 % of the evaluation) and by handing over a mini project (33 % of the evaluation).
The condition for successful completion of the subject is active participation in each of the aforementioned three parts of the evaluation.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work is required).
The evaluation reflects the level of insight of the graduate in selected concepts and topics on techniques of effective communication in language learning, with particular regard to teaching and learning Romance languages in general and specifically Italian. It focuses on the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Slovak language, Czech language (passive knowledge), Italian language
• Techniques and ways to make linguistic communication in a foreign language more effective.
• Quality of language learning and language communication in Romance and Spanish.
• Communication language skills.
• A culture of speech, expression, rhetoric, persuasion.
• Attitude, facial expressions, non-verbal communication.
• Practical exercises of effective communication techniques in language learning.
• Basics of breathing in language speech, voice pitch, quality of articulation, pace and rhythm of speech. Analysis of communication in language learning.
• Self-evaluation of speech communication in a foreign language.
Educational objectives: To develop knowledge of graduates of selected concepts and topics on techniques for effective communication in language learning, with particular regard to the teaching and learning of Romance languages. On the basis of analysis, comparison and mutual combination of selected techniques of effective communication, develop a professional view of the process of teaching and learning languages. Use this knowledge in practice on exercises, further by designing and implementing a mini project on techniques of effective communication in language learning, which is oriented to topics relevant to Romance language teachers and especially to Italian language teachers.
Educational outputs: The student knows the techniques and ways of making language communication more effective. By practicing communication language skills with a focus on the quality of language learning, the student is able to name and analyze the basics of the characteristics: culture of speech, expression, rhetorical quality, persuasion, attitude, facial expressions and non-verbal communication. Based on practical exercises in teaching, he/she has experience and is able to apply effective communication techniques in language learning under the guidance of the teacher and gradually independently. He/she masters the basics of breathing during language proficiency, voice pitch, the quality of articulation, the pace and rhythm of speech. The student is able to analyze communication in language learning and material self-evaluation of speech communication in a foreign language.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 50 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
14 x 2 continuous home preparation for lessons, self-study, critical analysis of selected parts from recommended literature, preparation for discussion and group work on lessons, preparation of semester project = 28 hours
Teaching methods:
exercise, interpretation, analysis of selected issues, conversation, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
VYMĚTAL, J. 2011. Průvodce úspěšnou komunikací (e-kniha). Praha: Grada. 328 s. ISBN 978-80-247-6742-0.
ŠMAJSOVÁ BUCHOTOVÁ, B. 2011 Rétorika (e-kniha). Praha: Grada. 232 s. ISBN 978-80-247-6924-0.
IACONA, A. 2021. Argomentazione. Torino, Einaudi 2021. 192 p. ISBN 9788806206147
The student will be evaluated on the basis of an ongoing evaluation.
Interim evaluation:
Students prepare continuously during the semester by studying for the subject by continuous evaluation. In order to support the development of the semester evaluated mini project, they study selected parts of the texts of recommended literature during the semester, so that they can actively participate in discussions and group works and develop a mini project during the semester. They actively engage in thematic exercises on the lessons. Their work on individual exercises is evaluated on the basis of active participation in thematic discussions and group work in the classroom (33 % of the evaluation). During the semester, students carry out their mini project (they process the selected topic in connection with the application of effective communication techniques in language learning aimed generally at Romance languages and specifically on Italianaction) and present it in colloquial form (33 % of the evaluation) and by handing over a mini project (33 % of the evaluation).
The condition for successful completion of the subject is active participation in each of the aforementioned three parts of the evaluation.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work is required).
The evaluation reflects the level of insight of the graduate in selected concepts and topics on techniques of effective communication in language learning, with particular regard to teaching and learning Romance languages in general and specifically Italian. It focuses on the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Slovak language, Czech language (passive knowledge), Italian language
• Techniques and ways to make linguistic communication in a foreign language more effective.
• Quality of language learning and language communication in Romance and Spanish.
• Communication language skills.
• A culture of speech, expression, rhetoric, persuasion.
• Attitude, facial expressions, non-verbal communication.
• Practical exercises of effective communication techniques in language learning.
• Basics of breathing in language speech, voice pitch, quality of articulation, pace and rhythm of speech. Analysis of communication in language learning.
• Self-evaluation of speech communication in a foreign language.
Educational objectives: To develop knowledge of graduates of selected concepts and topics on techniques for effective communication in language learning, with particular regard to the teaching and learning of Romance languages. On the basis of analysis, comparison and mutual combination of selected techniques of effective communication, develop a professional view of the process of teaching and learning languages. Use this knowledge in practice on exercises, further by designing and implementing a mini project on techniques of effective communication in language learning, which is oriented to topics relevant to Romance language teachers and especially to Italian language teachers.
Educational outputs: The student knows the techniques and ways of making language communication more effective. By practicing communication language skills with a focus on the quality of language learning, the student is able to name and analyze the basics of the characteristics: culture of speech, expression, rhetorical quality, persuasion, attitude, facial expressions and non-verbal communication. Based on practical exercises in teaching, he/she has experience and is able to apply effective communication techniques in language learning under the guidance of the teacher and gradually independently. He/she masters the basics of breathing during language proficiency, voice pitch, the quality of articulation, the pace and rhythm of speech. The student is able to analyze communication in language learning and material self-evaluation of speech communication in a foreign language.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 11 hours continuous preparation for lessons; 14 hours preparation of ongoing tasks; 3 hours preparation for the final debate. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, presentation, work in small groups.
Currently authentic text and audiovisual sources.
For targeted grammar and lexicon practice:
invalsi.hubscuola.it (available online)
http://www.ioparloitaliano.com (available online)
Educational portals for Italian as a foreign language – level C1-C2:
http://www.loescher.it (available online)
https://www.mondadorieducation.it (available online)
To search for information and solve questions from the current language:
Accademia della Crusca https://www.accademiadellacrusca.it (available online)
Treccani, il Portale del Sapere https://www.treccani.it (available online)
Dizionario De Mauro https://dizionario.internazionale.it/ (available online)
The results of the student will be evaluated in the form of an interim evaluation (100%).
The condition for successful completion of the course is the completion of classroom activities 20%, the preparation of interim tasks 50% and the final discussion 30%.
The student demonstrates developed language competence by working on the classroom, elaborating tasks and at the final debate.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian
Type of activities:
• Activities similar to typology as in international standardised trials of Italian at C1 level.
• Work with authentic audiovisual and text documents: reports, parts of television programmes, excerpts from films/series, articles, short literary formations, etc.
• Samples of real language: specific attention is paid to geographical and sociolinguistic variants, so that students are able to adequately understand native speakers using certain dialects and socio-linguistics.
• Activities that promote both the autonomy of learners and cooperation. Part of this is a self-assessment of progress.
• Practical exercises to improve language competence: grammatical and lexical phenomena in accordance with the Cervantes Institute's curriculum plan for C1 level and according to students' needs. e.g. anthroponyms, gender and number of the noun conditioning the change of meaning, plural of adopted words in Spanish, contextual changes in the meaning of relationship adjectives, anteposition of adjective (pragmatic aspects), irregular absolute superlative, adverbialization of adjective in colloquial speech, specific use of article and other determinants in colloquial language, secondary meanings of past and future tenses and the imperative, specifics of the use of the subjunctive, semi-predicative constructions with Infinitive, Particle and Gerund, stylistic aspects of the word order; lexical collocations.
• Development of strategies in the performance of individual language activities, especially in oral speech.
Themes:
• Current topics in a given period (taking into account the composition of the group and the interests of students) within which intercultural competence is developed.
• Discussion topics that support interaction. Examples of possible topics:
– World of work – to apply for a job, to prepare for a job interview in Italian.
– Modern occupations, attitude of the young generation to work, work/family balance.
– Individual and society, personal development, psychological problems and their solution nowadays.
– Generational identity, generational differences and conflicts.
– Urban subcultures of the 20th-21st century, their style and linguistic expression.
The aim of the course is to develop communicative competence in the Italian language in the performance of receptive, productive and interactive language activities, with an emphasis on oral expression and on pragmatic and sociolingual components of communicative competence.
After successful completion of the course, the student has a developed language competence in Italian approaching C1 level according to the CEFR, he/she has the prerequisites to use the Italian language effectively for academic or professional purposes:
• is able to understand without considerable effort the native speakers in authentic audio recordings (understanding includes literary, standard and selected substandard forms of language),
• can also understand more complex texts of different styles,
• has a fluent and spontaneous oral expression in Italian, is able to lead a coherent arranged monologue, when arguing he can accurately express his thoughts and opinions, in the debate he is able to properly follow up on the contributions of other speakers,
• can apply theoretical knowledge of grammar at C1 level in practical use.
In addition to developing communication capability, the completion of the course contributes to improving the ability to argue, the ability to present opinions in interaction, autonomy, etc.
Type and extent of teaching: 2 hours per week of exercise; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 22 hours of in-person teaching; 11 hours continuous preparation for lessons; 14 hours preparation of ongoing tasks; 3 hours preparation for the final debate. A total of 50 hours of student work.
Teaching methods: explanation, application of theoretical knowledge on practical examples, discussion, presentation, work in small groups.
Currently authentic text and audiovisual sources.
For targeted grammar and lexicon practice:
invalsi.hubscuola.it (available online)
http://www.ioparloitaliano.com (available online)
Educational portals for Italian as a foreign language – level C1-C2:
http://www.loescher.it (available online)
https://www.mondadorieducation.it (available online)
To search for information and solve questions from the current language:
Accademia della Crusca https://www.accademiadellacrusca.it (available online)
Treccani, il Portale del Sapere https://www.treccani.it (available online)
Dizionario De Mauro https://dizionario.internazionale.it/ (available online)
The results of the student will be evaluated in the form of an interim evaluation (100%).
The condition for successful completion of the course is the completion of classroom activities 20%, the preparation of interim tasks 50% and the final discussion 30%.
The student demonstrates developed language competence by working on the classroom, elaborating tasks and at the final debate.
At least 60% of the scoring must be obtained in order to complete the course successfully.
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
FX (59-0%, underperforming – extra work required)
Slovak and Italian
Type of activities:
• Activities similar to typology as in international standardised trials of Italian at C1 level.
• Work with authentic audiovisual and text documents: reports, parts of television programmes, excerpts from films/series, articles, short literary formations, etc.
• Samples of real language: specific attention is paid to geographical and sociolinguistic variants, so that students are able to adequately understand native speakers using certain dialects and socio-linguistics.
• Activities that promote both the autonomy of learners and cooperation. Part of this is a self-assessment of progress.
• Practical exercises to improve language competence: grammatical and lexical phenomena in accordance with the Cervantes Institute's curriculum plan for C1 level and according to students' needs. e.g. anthroponyms, gender and number of the noun conditioning the change of meaning, plural of adopted words in Spanish, contextual changes in the meaning of relationship adjectives, anteposition of adjective (pragmatic aspects), irregular absolute superlative, adverbialization of adjective in colloquial speech, specific use of article and other determinants in colloquial language, secondary meanings of past and future tenses and the imperative, specifics of the use of the subjunctive, semi-predicative constructions with Infinitive, Particle and Gerund, stylistic aspects of the word order; lexical collocations.
• Development of strategies in the performance of individual language activities, especially in oral speech.
Themes:
• Current topics in a given period (taking into account the composition of the group and the interests of students) within which intercultural competence is developed.
• Discussion topics that support interaction. Examples of possible topics:
– World of work – to apply for a job, to prepare for a job interview in Italian.
– Modern occupations, attitude of the young generation to work, work/family balance.
– Individual and society, personal development, psychological problems and their solution nowadays.
– Generational identity, generational differences and conflicts.
– Urban subcultures of the 20th-21st century, their style and linguistic expression.
The aim of the course is to develop communicative competence in the Italian language in the performance of receptive, productive and interactive language activities, with an emphasis on oral expression and on pragmatic and sociolingual components of communicative competence.
After successful completion of the course, the student has a developed language competence in Italian approaching C1 level according to the CEFR, he/she has the prerequisites to use the Italian language effectively for academic or professional purposes:
• is able to understand without considerable effort the native speakers in authentic audio recordings (understanding includes literary, standard and selected substandard forms of language),
• can also understand more complex texts of different styles,
• has a fluent and spontaneous oral expression in Italian, is able to lead a coherent arranged monologue, when arguing he can accurately express his thoughts and opinions, in the debate he is able to properly follow up on the contributions of other speakers,
• can apply theoretical knowledge of grammar at C1 level in practical use.
In addition to developing communication capability, the completion of the course contributes to improving the ability to argue, the ability to present opinions in interaction, autonomy, etc.
The conditions for applying for the state examination are regulated by the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student finishes his/her studies.
Consiglio d‘Europa, Dipartamento della Politica Linguistica: Quadro comune europeo di riferimento per le lingue: apprendimento insegnamento valutazione. Milano, 2004. ISBN 978-88-221-4512-3.
AA.VV. 2008. Profil vykonávacích politických nástrojov jazykového vzdelávania. Bratislava : ŠPÚ, 2008. 70 s. ISBN 978-80-89225-41-5.
AA.VV. 2006. La formazione degli insegnanti di italiano L2: ruolo e competenze nella classe di lingua. Roma : Edilingua, 2006. 196 p. ISBN 978-960-6632-85-3.
AA.VV. 2006. La valutazione delle competenze linguistico-comunicative in italiano L2. Roma : Edilingua, 2006. 204 p. ISBN 960-6632-63-6.
NIVAM. 2022. Vzdelávacie štandardy pre oblasť Jazyk a komunikácia platné od 2023. Cudzie jazyky. Dostupné na: https://www.minedu.sk/data/files/11814_cudzie-jazyky.pdf
RADA EURÓPY EURÓPSKEJ ÚNIE. 2017. Spoločný európsky referenčný rámec pre jazyky. Bratislava: Štátny pedagogický ústav. Available at:
https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/serr_tlac-indd.pdf
ŠTÁTNY PEDAGOGICKÝ ÚSTAV. Štátny vzdelávací program [online]. Available at:
https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/
ŠTÁTNY PEDAGOGICKÝ ÚSTAV. Inovovaný štátny vzdelávací program [online]. Available at: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
The state examination, its conditions and procedural aspect are treated by the Internal Regulation No. 1/2020 Study Regulations of the PdF UK, as well as the Internal Regulation No. 5/2021 Study Regulations of the Comenius University.
The student is assessed on the basis of a colloquial state exam in the field of theoretical knowledge of the field of study in the subject specialization of Italian language and literature. The state examination in the field of didactics italianacts as a foreign language is carried out before the examination committee according to the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student ends his/her studies.
The evaluation shall be awarded on a scale of:
A (excellent – excellent results),
B (very well – above average standard),
C (well – normal reliable work),
D (satisfactory — acceptable results),
E (sufficient – the results meet the minimum criteria),
FX (insufficient – extra work required)
A: Excellent performance, the student demonstrates extensive knowledge of Italian-language didactics and is able to discuss the issue at an appropriate professional level, synthesizing and linking knowledge; he/she responds independently continuously and in the test; uses the correct conceptual apparatus.
B: Excellent performance, the student demonstrates above-standard knowledge of Italian-language didactics and is able to discuss the issue at the appropriate professional level, can synthesize and link knowledge; in the test, he/she responds independently or with the occasional guidance of the examiners, uses the correct conceptual apparatus.
C: Good performance, the student demonstrates standard knowledge of the didactics of the Italian language, but has some shortcomings in the synthesis and connection of knowledge; in the test, he/she answers largely on its own, or with less guidance and supplementary questions from the examiners, uses the correct conceptual apparatus.
D: Acceptable performance; the student demonstrates a satisfactory knowledge of the didactics of the Italian language; however, he/she has shortcomings in the synthesis and linking of knowledge; in the oral examination, the investigators' guidance is required throughout the answer, but the student responds well and is able to supplement the required information, occasional terminological inaccuracy may occur.
E: Performance meets minimum criteria; the student demonstrates sufficient knowledge of Italian-language didactics, relatively little ability to synthesize and link knowledge; in the oral examination, guidance from the examiners is necessary throughout the response, a terminological inaccuracy occurs.
FX: Unacceptable performance, the student does not show sufficient knowledge of the didactics of the Italian language, does not master the conceptual apparatus; he/she does not respond independently to the examination and even after the guidance and supplementary questions of the examiners, the answers are not satisfactory.
Italian and Slovak language
Oral colloquial examination from the Didactics of Italian as a foreign language
Content of the state examination:
• Practical applications of different teaching methods
• Teaching planning: time management, diversity, dynamics, motivation
• Didactic materials and their practical use on the clock
• Communication language competence – language competences, sociolingual
competence, pragmatic competences
• Developing receptive, productive and interactive language activities and strategies
• Types of exercises for the development of grammar and vocabulary
• Evaluation, its principles and possibilities for measuring the level of language activities
The oral answer also assesses the level of communicative competence in the Italian language and the ability to apply the principles of the literary language in all language levels.
The state examination verifies the achievement of the educational objectives declared in the graduate profile and the readiness of the student to be a teacher of the Italianlanguage.
Student on the state exam
• demonstrates the mastery of the backgrounds and trends of the theoretical and methodological perspective in the field of foreign language teaching in the specialization of the Italian language,
• demonstrates that he has extensive knowledge of didactics and methodology in the field of foreign language teaching in Italian language – knowledge related to the theoretical aspects of Didactics of the Italian language (e.g. pedagogical and didactic approaches, concepts and their theoretical background, knowledge of teaching and learning languages, key EU documents for teaching and evaluating a foreign language, state educational programs, curricular aspects of language didactics, etc.),
• proves that he can apply his knowledge and ability to creatively solve problems in the field of Didactics of Italian in broader contexts related to his field of study, in new and unknown situations,
• demonstrates the developed skills and competences in the field of foreign language teaching in the Italian language specialization necessary for the application of this knowledge in didactic practice, in particular in the planning, implementation and evaluation of didactic activities,
• demonstrates developed educational skills that allow him to continue his further studies with a high degree of autonomy and autonomy,
• demonstrates an adequate level of communicative competence in the Italian and the ability to apply the principles of the literary language in all language levels.
state examination
LUPU, C. – MALOVECKÝ, M. – DZIVIAKOVÁ, M. – MEDVECZKÁ, M. 2018. Sloveso v kontraste (románske jazyky a slovenčina). Bratislava: Univerzita Komenského v Bratislave, 2018. 95 s. ISBN 978-80-223-4526-2.
DARDANO, M. – TRIFONE, P. 1995. Grammatica italiana con nozioni di linguistica. Milano: Zanichelli, 1995. 789 p. ISBN 88-08-09384-0.
Dolník, J. 1999. Základy lingvistiky. 1. vyd., Bratislava : Stimul, 1999. 340 s. ISBN 80-85697-95-5.
GRAFFI, G. – SCALISE, S. 2002. Le lingue e il linguaggio. Introduzione alla linguistica. Bologna : Il Mulino, 2002. 286 p. ISBN 88-15-09579-9.
ORAVEC, J., BAJZÍKOVÁ, E., FURDÍK, J. 1988. Súčasný slovenský spisovný jazyk. Morfológia. 2. vyd. Bratislava : SPN, 1988. 227 s.
RENZI, L. – SALVI, G. 1994. Nuova introduzione alla filologia romanza. Bologna: Il Mulino, 1994. 504 p. ISBN 88-15-04340-3.
SENSINI, M. 2005 La lingua e i testi. La riflessione sulla lingua, Arnoldo Mondadori Scuola, Milano, 560 p. ISBN: 9788824724777
The conditions for applying for the state examination are regulated by the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student finishes his/her studies.
The state examination, its conditions and procedural aspect are treated by the Internal Regulation No. 1/2020 Study Regulations of the PdF UK, as well as the Internal Regulation No. 5/2021 Study Regulations of the Comenius University.
The student is assessed on the basis of a colloquial state examination in the field of theoretical knowledge of the field of study in the subject specialization Italian language and literature. The state examination in the field of Italian language is carried out in front of the examination board according to the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student ends his/her studies.
The evaluation shall be awarded on a scale of:
A (excellent – excellent results),
B (very well – above average standard),
C (well – normal reliable work),
D (satisfactory — acceptable results),
E (sufficient – the results meet the minimum criteria),
FX (insufficient – extra work required)
A: The student demonstrates extensive knowledge of italian language linguistics, answers independently, the interpretation is logical and arranged, proceeds from general to specific, uses an accurate terminological apparatus. He/she can illustrate theoretical aspects on suitably chosen examples and can also present didactic use of knowledge. He/she responds promptly to the Commission's supplementary questions, developing expert discussion at a very good level. He/she demonstrates a high level of communicative competence, possible deficiencies are rare, with the student using communication strategies for compensation and able to repair himself/ herself.
B: The student demonstrates an above-standard level of knowledge of Italian language linguistics in terms of scope and depth. He/she responds independently, the interpretation is logical and orderly, in some parts of the answer the commission's guidance is needed. He/she uses professional terminology correctly. He/she can illustrate theoretical aspects on well-chosen examples and can also outline possible didactic use of knowledge. He/she responds supplementary questions and develops expert discussion at a very good level. He/she demonstrates a high level of communicative competence, with rare deficiencies that it can compensate for and independently correct or reformulate after the commission's warning.
C: The student demonstrates a standard level of knowledge of Italian language in terms of scope and depth. He/she speaks independently to questions in the exam, the interpretation is arranged, in some parts of the answer there is a need for guidance from the Commission, there may be occasional terminological inaccuracy. Theoretical aspects can be illustrated on suitably chosen examples. He/she responds responds to supplementary questions and develops expert discussion at a good level. He/she demonstrates by default a high level of communicative competence, with occasional deficiencies, which it can usually independently correct or reformulate after the commission's warning.
D: The answer is satisfactory. The student demonstrates sufficient knowledge of the linguistics of the Italian language, but is able to put the information in a wider context to a small extent. He/she responds largely on its own, although the interpretation is poorly arranged, does not reach adequate scope and depth and requires guidance from the commission. The student responds to supplementary questions and answers satisfactory, develops the topic briefly, at an acceptable professional level. The level of communicative competence is standard, there are deficiencies that the student can usually independently correct or reformulate after the commission's warning, he/she applies compensation strategies accordingly.
E: The answer meets the minimum criteria. The student demonstrates sufficient knowledge of the linguistics of the Italian language, but is unable to put the information in a broader context. He/she does not respond independently, resp. the answer is poorly arranged, does not progress from general to specific. He/she responds to supplementary questions and answers satisfactory, but it does not develop topics and only to a small extent demonstrates a deeper understanding of the issue the level of communicative competence is average, there are more frequent errors in pronunciation, grammar or lexicon, the student cannot always correct himself or apply an appropriate compensation strategy.
FX: The answer meets the minimum criteria. He/she does not respond independently, he/she answers the commission's auxiliary questions in a sketch, he/she only demonstrates knowledge of basic concepts, terminological inaccuracy appears, he/she cannot explain the information, he/she does not demonstrate an understanding of the phenomena presented, resp. the level of communicative competence is unsatisfactory, there are errors in pronunciation, grammar or lexics or other deficiencies that the student cannot correct independently, or even with the help of guidelines from the commission.
Slovak and Italian language
Oral colloquial exam in Italian language.
Content of the state examination:
• The status of the Italian language within the Romance language family.
• The current status of Italian as a mother tongue and as a foreign language in Slovakia, Europe and the world.
• Characteristics of the Italian language in a contrasting perspective with the Slovak language – sound, morphological and syntactic level – selected phenomena:
– Basic characteristics in terms of origin and morphological typology.
– Vocal and consonantic system, prosodic aspects, influence of the articulation base of Slovak on pronunciation in Italianact.
– Verbal types – distribution and basic characteristics.
– Nouns – semantic, morphological and syntactic properties.
– Adjectives – semantic, morphological and syntactic properties.
– Pronouns – morphological and syntactic properties.
– Verbs – semantic, morphological and syntactic properties. Tense and aspect, system of past times, consecutio temporum. Category of mood, subjunctive mode in main and subordinate clauses and its equivalents in Slovak. Indefinite verb forms (infinitive, participle and gerund) and their aspectual and modal meanings; use in semi-predicative constructions.
– Syntagmatic structures, sentence constructions, semi-predicative constructions, compound-complex sentences, word order.
– On all topics: problematic aspects of selected language phenomena, acquisition of correct pronunciation/grammatical structures in the Italian in learners with native language of Slovak, the most common errors in the Italian caused by interference with the Slovak language.
The oral answer also assesses the communicative competence and language culture in the Italian language.
The state examination verifies the achievement of the educational objectives declared in the graduate profile, namely the acquisition of solid theoretical and methodological knowledge from linguistic disciplines, the ability to integrate knowledge from different disciplines and the acquired knowledge to use.
Student on the state exam
• demonstrates extensive professional theoretical and methodological knowledge of the Italianlanguage, knowledge of the conceptual apparatus of linguistics and the ability to integrate and connect knowledge of linguistic disciplines with an emphasis on phonetics, phonology and morfosyntax Italianactions,
• demonstrates the ability to analyze the phonematic repertoire, pronunciation, prosody and grammar of the Italianlanguage, to present knowledge of linguistic science in the form of a clear and logical interpretation, to apply them in clarifying specific examples and to highlight the contradictory aspects of the Italian and Slovak language systems,
• demonstrates that he can apply his knowledge and ability to creatively solve problems in the field of Italian language linguistics in broader contexts related to his field of study, in new and unknown situations,
• proves that he can anticipate possible problems in the acquisition of correct pronunciation and grammatical structures in italianaction in learners with native language of Slovak, he can apply the knowledge in the design of solutions,
• demonstrates the ability of critical thinking, analysis and synthesis, developed learning skills, as well as the ability to organise their learning and developed learning capacity by self-study,
• demonstrates an adequate level of communicative competence in both the Italianlanguage and in professional communication in its specialisation and the ability to apply the principles of the literary language in all language levels.
state examination
AA.VV (ed. by Viera Žemberová). Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998. 382 s. ISBN 80-08-01671-X. (selected chapters from the history of natioanl literatures)
MALINOVSKÁ-ŠALAMONOVÁ, Z. „Francúzska literatúra“. In Rukoväť literatúry. Bratislava: Slovenské pedagogické nakladateľstvo a Pezolt, 1998, s. 242–261.
GROSSER, H. 2009. Il canone letterario. La letteratura italiana nella tradizione europea. 1. Duecento e Trecento. Milano : Casa Editrice G. Principato, 2009. 703 p. ISBN 978-88-416-1649-9.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Quattrocento e Cinquecento. Vol. 2. Milano : Casa editrice Principato, 2009. 703 p. ISBN 978-88-416-1650-5.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Il secondo Cinquecento. Seicento – Settecento. Vol. 3. Milano : Casa editrice principato, 2009. 864 p. ISBN 978-88-416-1651-2.
GROSSER, H. 2009. Il canone letterario. La letteratura italiana nella tradizione europea. Il primo Ottocento. Vol. 4. Milano : Casa Editrice G. Principato, 2009. 639 p. ISBN 978-88-416-1652-9.
GROSSER, H. 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Tra Ottocento e Novecento. Vol. 5. Milano : Casa editrice Principato, 2009. 640 p. ISBN 978-88-416-1653-6.
GROSSER, H., 2009. Il Canone letterario. La letteratura italiana nella tradizione europea. Novecento. Vol. 6 . Milano : Casa editrice principato, 2009. 943 p. ISBN 978-88-416-1654-3 SABOLOVÁ-PRINCIC, D. 2010. Aspekty talianskej kultúry v súčasnej Európe. Bratislava : Reklamná agentúra ROKO, 2010. 113 s. ISBN 978-80-8082-207-1.
DOMOKOS, Gy. 1996. Una forma espressiva di Camillo Sbarbaro tra Leopardi e Montale
NUOVA CORVINA RIVISTA DI ITALIANISTICA (1218-9472 ): 1996
DOMOKOS, Gy. 1998. Il senso religioso nelle opere di Giacomo Leopardi
In: Ördögh, É. (a cura di). Leopardi visto dagli ungheresi : atti del Convegno interuniversitario organizzato dal Dipartimento d'Italianistica dell'Universitá József Attila di Szeged. Szeged: JATEPress, pp 175-185 (1998)
DOMOKOS, Gy. 2013. La presenza della Bibbia nelle opere napoletane di Giovanni Boccaccio. In: STUDI AMBROSIANI DI ITALIANISTICA (2281-4701 ): 2013.
The conditions for applying for the state examination are regulated by the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student finishes his/her studies.
The state examination, its conditions and procedural aspect are treated by the Internal Regulation No. 1/2020 Study Regulations of the PdF UK, as well as the Internal Regulation No. 5/2021 Study Regulations of the Comenius University.
The student is assessed on the basis of a colloquial state examination in the field of theoretical knowledge of the field of study in the subject specialization of Italian language and literature. The state examination from the history of Italian literature is carried out in front of the examination committee according to the study code of the Faculty of Education of the Comenius University in Bratislava currently valid in the academic year in which the student ends his/her studies.
The evaluation shall be awarded on a scale of:
A (excellent – excellent results),
B (very well – above average standard),
C (well – normal reliable work),
D (satisfactory — acceptable results),
E (sufficient – the results meet the minimum criteria),
FX (insufficient – extra work required)
A: The student demonstrates extensive knowledge of the history and theory of literature and an excellent ability to connect the acquired knowledge with the context of world literature. He/she demonstrates the ability to critically evaluate the importance of the cultural contribution of individual authors and their works to the literary process and, based on analytical reasoning, is able to design didactic procedures in presenting literary themes. He/she responds independently to questions in the exam, his/her interpretation is logical, coherent, well structured and characterized by terminological correctness. He/she responds to the Commission's questions at an excellent professional level and creatively. In the oral answer, he/she demonstrates an excellent level of linguistic and speech competence and language and speech culture.
B: The student demonstrates an above-standard level of knowledge from the history of Italian literature, demonstrates the ability to critically evaluate the importance of the cultural contribution of individual authors and their works and the ability to link the acquired knowledge with the context of world literature. He/she demonstrates the ability to analytically reasoning and creatively design didactic procedures in presenting literary issues. He/she responds independently to questions in the exam, the interpretation is logical and coherent, in some parts of the answer the commission's guidance is needed. He/she responds to supplementary questions and develops expert discussion at a very good level. In the oral answer, he/she demonstrates a very good level of linguistic and speech competence and language and speech culture.
C: The student demonstrates a standard level of knowledge of the history of Italian literature, demonstrates the ability to critically evaluate the importance of the cultural contribution of individual authors and their works and the ability to link the acquired knowledge with the context of world literature. He/she demonstrates a weaker ability to analytically argue and creatively design didactic procedures in presenting literary issues. He/she proceeds in response on its own, and in some parts of the answer, guidance from the Commission is needed. He/she responds to supplementary questions and develops expert discussion at a good level. In the oral answer, he/she demonstrates the standard level of linguistic and speech competence and language and speech culture.
D: The answer is satisfactory. The student demonstrates knowledge of the history of Italian literature at an acceptable level, is able to critically evaluate the importance of the cultural contribution of individual authors and their works, but lacks the ability to link the acquired knowledge with the context of world literature. He/she proceeds in response in part on its own, but is heavily dependent on the trial committee's orientation questions. The student responds to supplementary questions satisfactory and at an acceptable professional level. The level of communicative competence is acceptable, there are shortcomings that the student can usually independently correct or reformulate.
E: The answer is sufficient. The student demonstrates knowledge of the history of Italian literature at the level of minimum criteria, demonstrate basic knowledge of history and theory of literature, but lacks the ability to critically evaluate the importance of the cultural contribution of individual authors and their works, as well as knowledge of the context of world literature. In the answer, it shows signs of insecurity and uncertainty, fails to break down the answer into a logical and coherent whole, requires the assistance of the examination committee in the form of assistance questions. He/she responds sufficient to supplementary questions, but briefly and without demonstrating a deeper understanding of the issue. In an oral response, he/she commits errors in pronunciation, grammar or lexicon, but is able to correct it after the commission's warning.
FX: The answer does not meet the minimum criteria. The student does not demonstrate sufficient knowledge of the history of Italian literature. He/she cannot choose the correct and logical procedure for replying, he/she makes fundamental mistakes regarding chronology and contextualization of literary phenomena. He/she is unable to respond satisfactory to the questions of the examination committee. In the oral answer, he/she demonstrates the lack of competence of language and speech competence and language and speech culture.
Italian language, Slovak language or Czech language
Oral colloquial exam from the history of Italian literature.
Content of the state examination:
• The place of Italian literature and its development in the context of Romance literature and world literature.
• Development of individual literary genres in the context of historical periods and aesthetic canons.
• Older literature: literature from the Middle Ages to the 18th century.
• Italian literature of the 19th century and the 20th century.
• Variability of ways in which the above content from the field of Italian literature is included in the teaching of Italianacts at different types of schools.
The oral answer also assesses the communicative competence and language culture in the Italianlanguage.
The aim of the state examination is to verify the student's knowledge in the field of history of Italian literature and culture in the context of world literature, especially in the context of Romance literature, and to verify the student's ability to present the acquired knowledge by an appropriate didactic method.
The student demonstrates the ability of critical thinking, analysis and synthesis, as well as the ability to learn and organize his/her learning through self-study,
• demonstrates knowledge of the history and theory of literature and the ability to link the acquired knowledge with the context of world literature,
• demonstrates the ability to critically evaluate the importance of the cultural contribution of individual authors and their works to the literary process,
• based on analytical reasoning, it is able to creatively integrate the acquired knowledge into pedagogical practice characteristic of different types of schools and design didactic procedures for their presentation,
• proves that he can apply his knowledge and ability to creatively solve problems in the field of Italian literature in broader contexts related to his field of study, in new and unknown situations,
• demonstrates developed educational skills that allow him to continue his further studies with a high degree of autonomy and autonomy,
• demonstrate, in the oral answer, an adequate ability of language and speech competence and language and speech culture in the Italianlanguage.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 23 hours of continuous home preparation for the class, self-study; 18 hours of seminar work; 12 hours of preparation of a paper. Total 75 hours of student work
Teaching methods:
explanation, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):
KOLEČÁNI LENČOVÁ et al. 2012. Grammatik-Karussell: German language practice book. Bratislava: Príroda, 2012. 104 p. ISBN 978-80-07-01932-4
STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2, Chapter 3 (Die sprachlichen Mittel)
Recommended reading:
BOHN, R. 2000. Probleme der Wortschatzarbeit. Berlin: Langenscheidt, 2000. 189 p. ISBN 3-
468-49652-4
FUNK, H./KOENIG, M. 1994. Grammatik lehren und lernen. Tübingen. 2010. 237 p. ISBN 3- 7639-1842-6
KOLEČANI LENČOVÁ, I. 2020. Linguistic landscape and reading comprehension in foreign
languages teaching. In. Roč. 10, č. 1 (2020), 160-164. ISSN (print) 1804-7890 NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8
SELIMI, N. 2010. Wortschatzarbeit konkret: Eine didaktische Ideenbörse für alle Schulstufen. Baltmannsweiler, 2010. 190 p. ISBN 978-3-8340-0663-9
Course completion requirements:
during the semester, the student prepares and presents a report, prepares a seminar paper. Active participation in the seminar is required in solving problem problems, as well as independent and creative work. Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.
german, slovak
1. The role of linguistic resources (lexis, grammar, pronunciation, spelling) in foreign language teaching depending on the specific teaching objectives.
2. Methods of their mediation and practice.
3. Task typology and testing options in face-to-face and online environments.
4. Linguistic resources in the context of the lesson in relation to its phases and objectives.
5. Application suggestions to German language teaching.
Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Objectives of education: to acquire professional knowledge and orientation in the field of basic linguistic planes - phonetic, lexical, morphosyntactic and orthographic in the teaching of German as a foreign language.
Learning outcomes: the graduate of the course is able to integrate the acquired knowledge into logical contexts and connect it with previous knowledge. He/she masters the didactic principles and techniques of mediation, practice, consolidation and testing in the field of linguistic resources in the full-time and distance form of teaching. The student is able to formulate recommendations, design his/her own methodological procedures and critically evaluate them. Is able to provide innovative and creative solutions, is open to new knowledge and experience.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 23 hours of continuous home preparation for the class, self-study; 18 hours of seminar work; 12 hours of preparation of a paper. Total 75 hours of student work
Teaching methods:
explanation, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):
KOLEČÁNI LENČOVÁ et al. 2012. Grammatik-Karussell: German language practice book. Bratislava: Príroda, 2012. 104 p. ISBN 978-80-07-01932-4
STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2, Chapter 3 (Die sprachlichen Mittel)
Recommended reading:
BOHN, R. 2000. Probleme der Wortschatzarbeit. Berlin: Langenscheidt, 2000. 189 p. ISBN 3-
468-49652-4
FUNK, H./KOENIG, M. 1994. Grammatik lehren und lernen. Tübingen. 2010. 237 p. ISBN 3- 7639-1842-6
KOLEČANI LENČOVÁ, I. 2020. Linguistic landscape and reading comprehension in foreign
languages teaching. In. Roč. 10, č. 1 (2020), 160-164. ISSN (print) 1804-7890 NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8
SELIMI, N. 2010. Wortschatzarbeit konkret: Eine didaktische Ideenbörse für alle Schulstufen. Baltmannsweiler, 2010. 190 p. ISBN 978-3-8340-0663-9
Course completion requirements:
during the semester, the student prepares and presents a report, prepares a seminar paper. Active participation in the seminar is required in solving problem problems, as well as independent and creative work. Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.
german, slovak
1. The role of linguistic resources (lexis, grammar, pronunciation, spelling) in foreign language teaching depending on the specific teaching objectives.
2. Methods of their mediation and practice.
3. Task typology and testing options in face-to-face and online environments.
4. Linguistic resources in the context of the lesson in relation to its phases and objectives.
5. Application suggestions to German language teaching.
Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Objectives of education: to acquire professional knowledge and orientation in the field of basic linguistic planes - phonetic, lexical, morphosyntactic and orthographic in the teaching of German as a foreign language.
Learning outcomes: the graduate of the course is able to integrate the acquired knowledge into logical contexts and connect it with previous knowledge. He/she masters the didactic principles and techniques of mediation, practice, consolidation and testing in the field of linguistic resources in the full-time and distance form of teaching. The student is able to formulate recommendations, design his/her own methodological procedures and critically evaluate them. Is able to provide innovative and creative solutions, is open to new knowledge and experience.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):
STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2 ch. 4, pp. 117-154 and ch. 6, pp. 213-260
Recommended reading:
KOLEČANI LENČOVÁ, I. 2012. Visual media in foreign language teaching: selected chapters with practical examples from German. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2012. 138 s. ISBN 978-80-557-0428-9
KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2
- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978--88-5753-350-6
KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9
NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8
ROCHE, J. 2005. Fremdsprachenerwerb und Fremdsprachendidaktik. Tübingen: 2005. 282 p. ISBN 13: 978-3825226916
german, slovak
Course outcomes of subject (content):
1. Developing the communicative skill of listening comprehension: the process of listening comprehension as an interaction between the spoken language and the listener, conditions, phases, typology of exercises.
2. Developing communicative speaking skills: components of communicative situation as a psychological basis for the formation of the structural-compositional character of the linguistic expression, conditions, phases, typology of exercises.
3. Developing the communicative skill of reading comprehension: communicative activity of reading comprehension in the conception of the process of interaction between the written text and the reader, conditions, stages, typology of exercises.
4. Developing the skill of written expression: content composition of written expression as a linguistic-intellectual activity, conditions, phases, typology of exercises.
Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to acquire knowledge, skills and competences in language skills - reading comprehension, listening comprehension, speaking and writing.
Learning outcomes: the graduate of the course will acquire the methodological competence of the strategic procedure for the implementation of teaching units with targeting the independent reception and production of spoken and written text, as well as the promotion and development of listening and reading comprehension. These can also be transferred to the online environment. Develops presentation and argumentation skills, the ability to formulate, justify and defend own opinions and attitudes, as well as autonomy and effective self-study strategies. He/she can design, implement and evaluate solutions to professional tasks in a responsible, innovative and creative way.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):
STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2 ch. 4, pp. 117-154 and ch. 6, pp. 213-260
Recommended reading:
KOLEČANI LENČOVÁ, I. 2012. Visual media in foreign language teaching: selected chapters with practical examples from German. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2012. 138 s. ISBN 978-80-557-0428-9
KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2
- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978--88-5753-350-6
KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9
NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8
ROCHE, J. 2005. Fremdsprachenerwerb und Fremdsprachendidaktik. Tübingen: 2005. 282 p. ISBN 13: 978-3825226916
german, slovak
Course outcomes of subject (content):
1. Developing the communicative skill of listening comprehension: the process of listening comprehension as an interaction between the spoken language and the listener, conditions, phases, typology of exercises.
2. Developing communicative speaking skills: components of communicative situation as a psychological basis for the formation of the structural-compositional character of the linguistic expression, conditions, phases, typology of exercises.
3. Developing the communicative skill of reading comprehension: communicative activity of reading comprehension in the conception of the process of interaction between the written text and the reader, conditions, stages, typology of exercises.
4. Developing the skill of written expression: content composition of written expression as a linguistic-intellectual activity, conditions, phases, typology of exercises.
Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to acquire knowledge, skills and competences in language skills - reading comprehension, listening comprehension, speaking and writing.
Learning outcomes: the graduate of the course will acquire the methodological competence of the strategic procedure for the implementation of teaching units with targeting the independent reception and production of spoken and written text, as well as the promotion and development of listening and reading comprehension. These can also be transferred to the online environment. Develops presentation and argumentation skills, the ability to formulate, justify and defend own opinions and attitudes, as well as autonomy and effective self-study strategies. He/she can design, implement and evaluate solutions to professional tasks in a responsible, innovative and creative way.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for the final assessment (written and oral exam). Total 100 hours of student work.
Teaching methods:
explanation, work with a specialist text, discussion of the topic, motivating conversation about the features, occurrence and function of phrases, search and identification of phrases in texts and their analysis, guided independent study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation):
ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und
Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 12-50. ISBN 978-3-
943906-45-5
VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7
Recommended reading:
BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5
FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8
MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, Charles University, 2001. 170 p. ISBN 978-80- 88982-40-5
Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the development of phraseological theories on the basis of the conceptual instrumentation acquired, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the development of phraseological theories based on acquired conceptual instrumentation, ability to relate new knowledge to prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.
Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize phrases in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.
Inadequate: insufficient knowledge of the development of phraseological theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret phrasemes in the system as well as in the text.
german, slovak
Course outcomes of subject (content):
Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.
Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.
Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).
Objectives and learning outcomes:
Educational objectives: to highlight the importance of phraseology in the formulation of comprehensible utterances, the subject is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.
Learning outcomes: the graduate of the course will gain knowledge of German phraseology in the broader context of the language system, gain knowledge of the function of phrases in communication and their stylistic value in the text. In addition to theoretical knowledge, the student will also acquire the ability to determine their stylistic and text-forming function in interpretation as well as in text production.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 22 hours of continuous home preparation for class, self-study; 31 hours of preparation for the final assessment (oral examination). A total of 75 hours of student work.
Teaching methods:
explanations, work with professional texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation):
BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected
chapters)
Recommended reading:
LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487
LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik. Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497
MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7
MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0
MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2
RIEGEL, P./RINSUM, W. VAN. 2000. Deutsche Literaturgeschichte. Band 10: Drittes Reich und Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509
Course completion requirements:
mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).
The rating:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),
D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual means, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the literature of the period ability to interpret them on the basis of the acquired means, fluent speech with several shortcomings, limited ability to formulate evaluative critical attitudes.
Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.
Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, failure to read primary literature.
german, slovak
Course outcomes of subject (content):
F. Nietzsche, A. Schopenhauer, S. Freud/Crisis of Consciousness, Language, Society. Impressionism, Symbolism. R. Musil, H. Broch, J. R. Roth, H. Hesse, Th. Mann, A. Döblin; Pluralism of styles (F. Wedekind, H. Hesse, R Walser). Literary revolution in expressionism, expressionism in poetry (G Heym, G Trakl), in drama (E Toller, G Kaiser) and in prose (G Benn). Franz Kafka and Prague German literature (F. Werfel and others). The end of the bourgeois epoch and the literature of the Weimar Republic (T. Mann, H. Mann). Epic theatre,
B. Brecht, literary cabaret. Drama in the interwar period (Ö. v. Horváth and others). The big city and its representation in the novel, the historical novel, social criticism, literature against the war (A. Döblin, A. Seghers, E. M. Remarque, A. Zweig - Part 1). Continuation (L. Feuchtwanger - Part 2). German literature in emigration after 1933. The texts are updated at the beginning of the academic year.
mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).
Learning outcomes
/Objectives and learning outcomes:
Educational objectives: to learn about the specifics of the literary process from the turn of the century to 1945.
Learning outcomes: the graduate of the course knows the main literary works, which can be interpreted in the context of the time. On the basis of concrete experience with the texts read, he/she has learned to think about literature, to use terms denoting aspects of literary texts, as well as the concepts of literary metadiscourse. He/she can work with specialist literature and formulate his/her own argumentative positions. Is capable of self-reflection and open to further learning.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 28 hours of continuous home preparation for class, self-study; 50 hours of preparation for the final assessment (oral examination). Total 100 hours of student work.
Teaching methods:
explanations, work with professional text, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation):
BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected
chapters)
Recommended reading:
BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529
FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945-1968. Munich: dtv 1995. ISBN 3-423-03351-7
FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5
MIKULÁŠ, R. 2016. Auf der Spur einer Wahrnehmungsästhetik im Rahmen der Kognitiven Literaturwissenschaft: Gestaltung von Wahrnehmung bei Peter Handke. In: Schlüsselkonzepte und Anwendungen der Kognitiven Literaturwissenschaft. Münster: Mentis, 2016, 185-209.
ISBN 978-3-89785-461-1
MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In: World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 SCHNELL, R. 2016. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2016. 614 p. ISBN-10:3476019004
Course completion requirements:
mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the literature of the period in the context of the social context and the ability to interpret it on the basis of the acquired instrumentarium, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual instrumentarium, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the literature of the period and the ability to interpret it on the basis of the acquired instrumentation, fluent speech with minor shortcomings, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the literature of the period ability to interpret them on the basis of the acquired instrumentation, fluent speech with several shortcomings, limited ability to formulate evaluative critical attitudes.
Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.
Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, no reading of works of fiction.
german
Course outcomes of subject (content):
The lecture will consist of the following modules: literature of the German Democratic Republic, literature of the GDR, literature in unified Germany. Post-war literature, political situation and literary situation, W. Borchert, H. Böll. Group 47, short stories after 1945 (H. Böll, W. Borchert, G. Wohmann), lyric poetry between 1950 and 1970 (G. Benn, W. Lehmann,
G. Eich, H.M. Enzensberger, E. Fried), drama after 1945 (R. Hochhuth, P. Weiss, et al.), novels of the 1950s (H. Böll, G. Grass, W. Koeppen), literature of the new subjectivity (M. Walser, B. Strauß, Ch. Wolf, G. Wohmann, etc.), literature of the GDR (building literature, socialist realism, literature of arrival (Ankunftsliteratur 1961-1971), criticism of socialism 1971-1989). The texts of the fiction minimum are updated at the beginning of the academic year.
mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).
Learning outcomes
/Objectives and learning outcomes:
Educational objectives: to show the vicissitudes of literary processes in Germany after 1945. Learning outcomes: the graduate of the course acquires knowledge of cultural-historical contexts, recognises the key literary works of the period and is able to interpret them, has acquired conceptual instrumentarium. Against the background of concrete examples, the student will learn to reflect on the central formal, thematic and motivational shifts in literary genres. The student is able to adapt and transfer the knowledge acquired into practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for the final assessment (written and oral exam). Total 100 hours of student work.
Teaching methods:
explanation, work with a professional text, discussion of the topic, motivational conversation about the stylistic appropriateness of expressive devices from different linguistic planes in different communicative situations, stylistic analysis of texts, guided independent study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation):
VAJIČKOVÁ, M. 2015. Theoretische Grundlagen stilistischer Textanalyse. 2. rozšír. 2nd ed.
Nümbrecht: Kirsch-Verlag, 2015. 203 p. ISBN 978-3-943906-18-9
Recommended reading:
EROMS, H., W. 2008. Stil und Stilistik. Berlin: Erich Schmidt Verlag, 2008. 255 p. ISBN 978- 3-5030-9823-1
FLEISCHER, W./MICHEL, G./STARKE, G. 1996. Stilistik der deutschen Gegenwartssprache. Frankfurt am Main: 1996. 394 p. ISBN 978-3-4841-0680-8
SANDIG, B. 2006. Textstilistik des Deutschen. Berlin: Walter de Gruyter, 2006. 584 p. ISBN 978-3-1101-8870-7
VAJIČKOVÁ, M. 2009. Stilistische Prinzipien der Textgestaltung von wissenschaftlichen
Texten. In: Ausgewählte Aspekte der Fachtexte. Banská Bystrica,
2009, 7-40. ISBN 978-80-8083-834-8
VAJIČKOVÁ, M. 2007. Theoretische Grundlagen stilistischer Textanalyse. Bratislava: Comenius University in Bratislava, 2007. 168 p. ISBN 978-8-0892-2094-6 VAJIČKOVÁ, M. 2019. Textlinguistische Aspekte der Kollokationen. In.
Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 133-162. ISBN 978-3-943906-45-5
VAJIČKOVÁ, M. 2017. Letter as a textual genre. In. Roč. 27, č. 2 (2017), 59-70. ISSN 1339-
2026
VAJIČKOVÁ, M. 2021.
Competence in foreign language teaching: the case of German as a foreign language. In: Philology. Vol. 31, no. 1 (2021), 207-217. ISSN (print) 1339-2026
VAJIČKOVÁ, M. 2021. Von der Kollokationenkompetenz zur Textkompetenz. Die Rolle der Kollokationen bei der Kohäsion und Kohärenz eines Textes. In: Philologia. Vol. 31, č. 1 (2021), 179-188. ISSN (print) 1339-2026
German phraseology M-NEMd-003
Course completion requirements:
mastery of theoretical contents, conceptual instrumentation, active cooperation is required. Score: Interim assessment by discussion: 50 points, final written and oral examination: 50 points (50/50).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the development of stylistic theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with previous morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid knowledge of the development of stylistic theories on the basis of the conceptual instrumentation acquired, ability to link new knowledge with previous morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the development of stylistic theories based on acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.
Satisfactory: stylistic theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize styles in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.
Insufficient: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text.
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to highlight the importance of formulating a stylistically appropriate and suitable text in accordance with its function in communication.
Learning outcomes: the graduate of the course will acquire stylistic principles and means of stylistic analysis of text in accordance with their stylistic and text-forming function in various communicative situations with the primary focus on the reception of the text. The student is able to distinguish between different stylistic theories and identify their primary approach to stylistic analysis of text. The learner will be able to identify styles from the different structuralist linguistic planes as well as according to their stylistic value in pragmatically oriented stylistic theories, which are based on the theory of speech acts and the results of theories of communication. Understand and master the linguistic system of rhetorical figures.
mastery of theoretical contents, conceptual instrumentation, active cooperation is required. Score: Interim assessment by discussion: 50 points, final written and oral examination: 50 points (50/50).
Type of activities, scope (number of hours) and methods of educational activities
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.
Teaching methods:
explanation, work with a professional text, discussion of the topic, motivational conversation about the stylistic appropriateness of expressive devices from different linguistic planes in different communicative situations, stylistic analysis of texts, presentation of a report, critical comments on the reports of classmates - critical discussion of the expressive devices used.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper):
FIX, U./POETHE, H./YOS, G. 2003. Textlinguistik und Stilistik für Einsteiger. Ein Lehr- und Arbeitsbuch: Frankfurt am Main: Peter Lang, 2003. 236 p. ISBN 978-3-6315-1829-8
Recommended reading:
EROMS, H., W. 2008. Stil und Stilistik. Berlin: Erich Schmidt Verlag, 2008. 255 p. ISBN 978- 3-5030-9823-1
FLEISCHER, W./MICHEL, G./STARKE, G. 1996. Stilistik der deutschen Gegenwartssprache. Frankfurt am Main: 1996. 394 p. ISBN 978-3-4841-0680-8
RIESEL, E./SCHENDELS, E. 1975. Deutsche Stilistik. Moskau: Verlag Hochschule Moskau, 1975. 315 p. ISBN 978-3-7815-1368-8
SANDIG, B. 2006. Textstilistik des Deutschen. Berlin: Walter de Gruyter, 2006. 584 p. ISBN 978-3-1101-8870-7
VAJIČKOVÁ, M. 2009. Stilistische Prinzipien der Textgestaltung von wissenschaftlichen
Texten. In: Ausgewählte Aspekte der Fachtexte. Banská Bystrica,
2009. 7- 40. ISBN 978-80-8083-834-8
VAJIČKOVÁ, M. 2007. Theoretische Grundlagen stilistischer Textanalyse. Bratislava: Comenius University in Bratislava, 2007. 168 p. ISBN 978-8-0892-2094-6
VAJIČKOVÁ, M. 2015. Theoretische Grundlagen stilistischer Textanalyse. 2. rozšír. 2nd ed.
Nümbrecht: Kirsch-Verlag, 2015. 203 p. ISBN 978-3-943906-18-9
VAJIČKOVÁ, M. 2019. Textlinguistische Aspekte der Kollokationen. In. Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019. 133-162. ISBN 978-3-943906-45-5
VAJIČKOVÁ, M. 2017. Letter as a textual genre. In. Roč. 27, č. 2 (2017), 59-70. ISSN 1339-
2026
VAJIČKOVÁ, M. 2021.
Competence in foreign language teaching: the case of German as a foreign language. In: Philology. Vol. 31, no. 1 (2021), 207-17. ISSN (print) 1339-2026
VAJIČKOVÁ, M. 2021. Von der Kollokationenkompetenz zur Textkompetenz. Die Rolle der Kollokationen bei der Kohäsion und Kohärenz eines Textes. In: Philologia. Vol. 31, č. 1 (2021), 179-188. ISSN (print) 1339-2026
Course completion requirements:
active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0). The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign use of conceptual instrumentation, excellent ability to think analytically and formulate critical evaluative attitudes.
Very good: solid knowledge of the development of stylistic theories and the ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge of the development of stylistic theories based on acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.
Satisfactory: stylistic theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize styles in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.
Insufficient: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text.
Course outcomes of subject (content):
The subject and tasks of stylistics. Micro- and macro stylistics. Style (functional style and types of style, individual style). Stylistic colouring and its categories. Text and text typology. Phonetic and graphemic stylistic devices. Lexical stylistic devices. Thematic groups and thematic series. Synonymy. Stylistic differentiation of vocabulary, lexical neologisms, archaisms and historicisms. Territorial doublets and dialectisms. Argotisms, vulgarisms and social jargonisms, foreign words. Stylistic classification of phraseological phrases. Expressive possibilities of phraseologisms, ocasional phraseological compounds. Means of figurative expression. Simile and its types, metaphor, metonymy, periphrasis, epithet and their types.
Word games. Functional styles. Branch stylistics. Rhetorical figures.
active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Educational objectives: to point out the importance of correct and appropriate stylisation of a text in accordance with its function, purpose, the environment in which the text is produced and the intended addressee.
Learning outcomes: the graduate of the course will master stylistic principles and stylistic means of text production in practical terms. On the basis of work with selected texts, the student will acquire the ability to assess the stylistic value of expressive devices from individual linguistic planes, as well as the ability to use stylistically appropriate expressive
devices in the production of selected text types and genres.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected
chapters)
Recommended reading:
BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529
FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5
FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945- 1968. Munich: dtv, 1995. 380 p. ISBN 3-423-03351-7
SCHNELL, R. 2019. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2019. 614 p. ISBN-10:3476019004
Course completion requirements:
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).
The rating:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),
D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german
Course outcomes of subject (content):
The subject of the thesis will be texts from the environment of Group 47, authors of internal emigration, the so-called "holorub" period, social-critical novels of the 1950s, avant-garde writing of the 1960s, concrete poetry, experimental literature, the works of the Dortmund Group 61, documentary theatre, lyricism of the so-called "Dortmund Group 61", the so-called "Dortmund Group 61". Texts of building enthusiasm are read, the so-called Bitterfeld Way, prose and drama of the 50s and 60s, the generational change of the 60s, women's literature, etc. are discussed. The texts are updated at the beginning of the academic year.
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Educational objectives: to discuss the central formal, thematic and motivic shifts in literature from 1945 to the present day, using concrete examples.
Learning outcomes: by contact with texts of various kinds, the graduate of the course constructs his/her own multidimensional picture of literary processes in an authentic way. The graduate of the course develops communication, presentation and argumentation skills, formulates his/her own critical opinions, has the ability to self-reflect, as well as the ability to provide feedback, is open to new knowledge and further learning.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 14 hours of preparation for the mid-term evaluation (report); 14 hours of preparation of the seminar paper. Total 50 hours of student work.
Teaching methods:
explanation, narration, conversation, discussion, brainstorming, students' own work, working with online resources and digital technologies, practice, repetition.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): NEUNER, G. 2001. Fremdsprachen-Unterricht in Theorie Und Praxis: Deutsch als Zweitsprache in der Erwachsenenbildung. Berlin: Langenscheidt Verlag, 2001. 240 p. ISBN 978-3-4684-9452-9
Recommended reading:
BRASCH, B. /PFEIL, A. 2017. DLL9 Unterrichten mit digitalen Meiden. Stuttgart: Klett, 2017. ISBN: 978-3-12-606981-6
KNOWLES, M./HOLTON, E./SWANSON,R. 2006. Lebenslanges Lernen. Andragogik und Erwachsenenbildung. Heidelberg: Springer Spektrum Verlag, 2006. 356 p. ISBN 978-3-8274- 1699-5
Course completion requirements:
During the semester, the student prepares a visual presentation and presents a paper and develops a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work is required. Points: active participation in seminars: 25 points, preparation/presentation of a paper: 25 points, final seminar paper: 50 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: precise formulation of the intention of the report/seminar paper and excellent knowledge of the current state of the research issue, clear and logical argumentation, consideration of all aspects necessary for the processing of the topic, a significant proportion of own argumentation and own results of the work at the theoretical and practical level, the presentation of practical examples of the issue transferable to practice (didactization of the selected topic, designing a teaching unit, etc.), differentiated language, correct use of professional terms, well-read style, minimal errors, taking into account a large amount of literature, formally correct editing (compliance with citation standards, etc.), excellent ability to independently present the results of the work and to incorporate comments from the orally presented paper, active participation in discussions, independent and group problem solving, and own creative work during the semester.
Very good: solid treatment of the topic of the report/seminar paper in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the paper, logical argumentation, giving practical examples on the subject (didactization of the selected topic, designing of the teaching unit, etc.), clear language, only a small number of grammatical, orthographic and stylistic errors, taking into account a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), very good ability to independently present the results of the work and to incorporate comments from the orally presented paper, active participation in discussions, independent and group problem solving, and own, creative work during the semester.
Good: treatment of the topic of the paper/seminar paper in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, theoretical and practical treatment of the problem, correct communication of arguments from secondary literature, mostly correct use of professional terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (observance of citation standards, etc.), good ability to independently present the results of work and incorporate comments, participation in discussions, independent and group problem solving and own work during the semester.
Satisfactory: Only a rough outline of the problem addressed, superficial knowledge of the scientific context, theoretical treatment of the topic, imprecise conveyance of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, multiple grammatical, orthographic, and stylistic errors, use of little secondary literature, minimal incorporation of comments, participation in discussions, independent and group problem solving throughout the semester.
Sufficient: the results treat the chosen topic superficially and without own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications, occasional participation in discussions and group problem solving.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or inadequate preparation for seminars, major formal deficiencies, passive participation in teaching units, not engaging in discussions and group work.
german
Course outcomes of subject (content):
Common European Framework of Reference for Languages (CEFR), basic concepts of andragogical didactics. Methodological procedures, didactic forms and principles in foreign language teaching with a focus on adult didactics and methodology. Adult education in face- to-face, online and blended-learning formats. Specifics of adult foreign language learning, strategies and styles of foreign language learning, mediation and development of language competences. The graduate of the course has the prerequisites to pursue a profession as a teacher/lecturer of language courses for adults in language schools and other educational institutions.
During the semester, the student prepares a visual presentation and presents a paper and develops a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work is required. Points: active participation in seminars: 25 points, preparation/presentation of a paper: 25 points, final seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to plan and implement teaching units in the process of adult language learning.
Learning outcomes: the graduate of the course knows didactic terminology, forms and methods of educational activities in face-to-face, online, as well as combined (blended- learning) format with a focus on the learning specifics of adults. Possesses professional didactic competence and can draw up a teaching unit plan. Achieves an adequate level of intrapersonal (self-reflection, self-evaluation, planning for future professional growth, self- development), interpersonal, presentation, communication skills, as well as digital and organisational skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, lecture, combined form (primarily full-time). Student workload:
11 x 2 hours of direct teaching = 22 hours; 15 hours of seminar paper preparation; 8 hours of thesis preparation; 30 hours of preparation for the final evaluation (seminar paper presentation, oral examination). Total 75 hours of student work.
Teaching methods:
explanation, work with professional text, brainstorming, discussion on the topic, authentic presentation and critical reflection of papers, problem solving, application of theoretical knowledge to practice, guided self-study.
Compulsory/Recommended readings:
Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):
KOLEČANI LENČOVÁ, I. 2008. Literary artefact in foreign language teaching. Banská
Bystrica : Matej Bel University, Faculty of Humanities, 2008. 198 s. ISBN 978-80 8083-572-9
KOLEČÁNI LENČOVÁ, I./KOVÁČOVÁ, M./TOMÁŠKOVÁ, S. 2018. Neue Wege im DaF-
Unterricht : Bildende Kunst - Spielfilm - digitale Medien. Nümbrecht: Kirsch-Verlag, 2018. 177 p. 13 AH. ISBN 978-3-943906-46-2
KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2
- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978-88-5753-350-6
Recommended reading:
BISCHOF et al. 2011. Landeskunde und Literaturdidaktik. Berlin: Langenscheidt, 2011. 183 p. ISBN 978-3-468-49677-6
BOLTON, S. et al. 2003. Testen und Prüfen in der Grundstufe: Einstufungstests und Sprachstandsprüfungen. Berlin: Langenscheidt, 2003. 200 p. ISBN 3-468-49673-7 HALLET, W./KÖNIGS, FRANK G. 2010. Handbuch Fremdsprachendidaktik. Kallmeyer: Klett, 2010. 399 p. ISBN 978-3-7800-1053-7. Kap. IV (pp. 120-150, Literatur- und
Kulturdidaktik)
KOLEČANI LENČOVÁ, I./DAŇOVÁ, M. 2010. Holistic pedagogy in foreign language teaching: with practical examples from German language teaching. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2010. 124 p. ISBN 978-80-557-0054-0
KOLEČANI LENČOVÁ, I. 2006. Selected aspects of image use in foreign language teaching. Banská Bystrica: Matej Bel University, 2006. 143 s. ISBN 80-8083-308-7
KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9
Course completion requirements:
Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results),
B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),
E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.
german, slovak
Course outcomes of subject (content):
1. Issues of testing and examination: issues of language standard, control and evaluation, types of examination and testing, objectives, criteria and typology of test tasks; models of testing the level of language proficiency, receptive and productive communicative skills.
2. Landscape knowledge and competences as an integral part of communicative competence. Didactic concepts, sociocultural knowledge and intercultural competence as part of foreign language teaching.
3. The position of literary texts in contemporary German language teaching and didactic implications: literary texts as a means of developing intercultural competence and social empathy.
4. Characteristics of the online environment; existing platforms and tools, their functionalities; digital learning resources and tools, interactivity.
5. Criteria for the analysis of textbooks and teaching materials, analysis of German language textbooks, evaluation and comparison of the quality and quantity of language material.
6. Autonomous learning and teaching: new approaches in foreign language teaching, paradigm shift, open classrooms, the role of teacher and learner.
Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).
Learning outcomes
/Objectives and learning outcomes:
Aims of education: to gain knowledge of the latest theoretical foundations of post- communicative didactics of foreign languages in connection with the development of relevant reference disciplines and interdisciplines that have an impact on the construction and innovation of didactics of foreign languages.
Learning outcomes: the graduate of the course will gain a more comprehensive view of the construction and innovation of foreign language didactics, forming a subjective theory of language learning and teaching. He/she will be able to correlate the acquired professional knowledge, to design and implement innovative and original methodological procedures and to evaluate them. Develops multimedia literacy and the skills to adequately apply online tools in the classroom. Is independent, creative and responsible in dealing with unpredictable
learning situations with a high degree of teaching ethics and empathy.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. Total 50 hours of student work.
Teaching methods:
explanation, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): LENČOVÁ, I. 2008. Literary artefact in foreign language teaching. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2008. 198 s. ISBN 978-80-8083-572-9
BUČKOVÁ, T. 2020. Intercultural didactics of foreign language literature. Prague: UK Pedagogical Faculty. 2020. 324 p. ISBN 978-80-7603-183-8, chap. I, II, VI Recommended reading:
BERNSTEIN, N. /LERNCHNER, CH. 2014. Ästhetisches Lernen im DaF-/DaZ-Unterricht. Göttingen: Universitätsverlag, 2014. 382 p. ISBN 978-3-86395-183-2, chap. II - V. LENČOVÁ, I. 2006. Imagination und Emotion - Förderung des kreativen Potentials und der Emotionalität des Schülers durch Bild, Text und Musik. In: Zeitschrift für Gestaltpädagogik, 17. Jahrgang Heft 1, 2006. ISBN 3-89797-707-9
KAMMLER, C. 2000. Neue Literaturtheorien und Unterrichtspraxis. Baltmannsweiler: Schneider Verlag Hohengehren, 2000. 166 p. ISBN-10:3896762273
KOLEČANI LENČOVÁ, I. 2006. Die Rolle des literarischen Textes für die Persönlichkeitsentwicklung im Fremdsprachenunterricht. In: Lingua Viva. Vol. 2, č. 2 (2006), 68-77. ISSN (print) 1801-1489
KOLEČANI LENČOVÁ, I. 2009. Phantasieland Lesen 2: an integrated textbook of literary reading for pupils of the second stage of primary schools and eight-year grammar schools. Bratislava: Príroda, 2009. 103 p. ISBN 978-80-07-01673-6
KOLEČANI LENČOVÁ, I. 2009. Lehrerhandbuch: a methodological and didactic teacher's guide to integrated literary reading textbooks for pupils of 1st and 2nd level of primary schools and eight-year grammar schools Phantasieland Lesen 1, Phantasieland Lesen 2.
Bratislava: Nature, 2009. 31 p. ISBN 978-80-07-01689-7
Course completion requirements:
Preparation and presentation of a report, active participation in the seminar, preparation of a seminar paper. Score: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.
german, slovak, czech
Course outcomes of subject (content):
1. Concepts of literary education and educational reality in schools.
2. Didactic concepts of literature for children and youth.
3. Reading competence. Conditions, functions, psychology of teaching literature.
4. Literary science and didactics of literature in the media environment, media competence, conditions, functions - didactic reactions to new media; film, radio, TV, tape recorder, video, audio cassettes, PC, internet.
5. Fundamentals of intercultural didactics.
Score: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Aims of the training: deepening knowledge and confirmation of a new approach in intercultural didactics of foreign language literature, critical reflection on new concepts and models of text mediation in school and out-of-school settings.
Learning outcomes: the graduate of the course is able to competently relate the knowledge from didactics of literature and media to the expanded concept of text and to extend its scope to the conveyance of cultural knowledge and synergistic action in the context of multimodality and multimedia. He is independent and creative with a well-developed aesthetic sensibility in forming his subjective theory of learning and teaching literature. Can present and critically reflect on acquired professional knowledge with a high degree of teaching ethics.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 10 hours of preparation for direct teaching, 18 hours of preparation for seminar work. Total 50 hours of student work.
Teaching methods:
Motivational (motivational demonstration of the specifics of the language of media and advertising), expository (explaining the characteristics of the language of media), diagnostic and classificatory, etc.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the seminar work):
JANICH, N. 2013. Werbesprache: ein Arbeitsbuch. 6th, durchges. und korrigierte Aufl., Tübingen: Narr, 2013. 324 p. ISBN 978-3-8233-6818-2
Recommended reading:
RUNKEHL, J. 1998. Sprache und Kommunikation im Internet: Überblick und Analysen. Opladen: Westdt. Verlag, 1998. 240 p. ISBN 3-531-13267-9
SCHLOBINSKI ET ALL. 2005. Entwicklungen im Web 2.0: Ergebnisse des III. Workshops zur Linguistischen Internetforschung. Frankfurt, M.: Lang, 2012, 190 p. ISBN 978-3-631-60530-1 SIEVER, T. et all. 2005. Websprache.net: Sprache und Kommunikation im Internet. Berlin: de Gruyter, 2005. 331 p. ISBN 3-11-018110-X
SCHMITZ, U. 2004. Sprache in modernen Medien: Einführung in Tatsachen und Theorien, Themen und Thesen. Berlin: Erich Schidt, 2004. 217 p. ISBN 3-503-07923-8
Course completion requirements:
the condition for obtaining the grade is the preparation of a seminar paper (100/0). 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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the current state of research issues in media language, clear and logical argumentation, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors.
Very good: solid treatment of the topic in relation to the objectives pursued, logical structure of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors.
Good: treatment of the topic in relation to the stated objectives, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.
Satisfactory: only a rough outline of the problem addressed, imprecise presentation of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors.
Sufficient: sufficient treatment of the topic, minimal or no knowledge of the context of the assignment, large number of orthographic, stylistic errors.
Inadequate: insufficient treatment of the topic of the term paper, minimal or no knowledge of the scientific context, weak or no argumentation, a large number of orthographic, stylistic errors.
german
Course outcomes of subject (content):
History of advertising. Objects, objectives, actions and strategies of advertising and their influence on the linguistic level of the advertising text. Psycholinguistics and advertising, basics of advertising psychology. Building blocks of advertising (headline, main text, slogan, product name, visual elements) - basic characteristics. Lexical level of advertising, word formation of product and brand names. Phraseologisms in advertising (modification and updating). Word toys and rhetorical figures in advertising. Intertextuality in advertising and in press headlines. Advertising and interculturality - issues of international campaigns.
Advertising and the media (television, radio, billboards, newspapers and magazines, Internet). Linguistic characteristics of new media: chat and sms. Journalistic style (functional stylistics), analysis of journalistic texts. The content of the course contributes to the graduate's profile, as he/she should acquire sufficient knowledge of the procedures of working with text, in our case with media texts.
the condition for obtaining the grade is the preparation of a seminar paper (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to gain a basic overview of the specifics of the language of the media. Learning outcomes: the graduate of the course is proficient in the specifics of the language of the media with emphasis on the language of advertising and its linguistic specifics. He/she has an overview of the stylistic means of media language in the macro and micro level of the text with a focus on newspapers and magazines, television, radio, billboards, the Internet. He has a general knowledge of the language of the media and has expertise in several areas related to the media and the language of the media. Applies an overview of the linguistic disciplines and takes them into account in the development of the term paper. Possesses communication and interpersonal skills when discussing media language and is able to think abstractly when developing a term paper. Takes an independent and innovative approach to solving the problems of a seminar paper in the field.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 10 hours of preparation for direct teaching, 18 hours of preparation for seminar work. Total 50 hours of student work.
Teaching methods:
Motivational (motivational demonstration of the impact of language policy on language spread), expository (explaining the specifics of language policy), diagnostic and classificatory, etc.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the seminar work):
AMMON, U. 2007. Sprachliche Folgen der EU-Erweiterung. Tübingen: Niemeyer, 2007. 296 p. ISBN 978-3-484-60490-2
Recommended reading:
BERSCHIN, B. H. 2006. Sprach- und Sprachenpolitik: eine sprachgeschichtliche Fallstudie (1789-1940) am Beispiel des Grenzlandes Lothringen (Moselle). Frankfurt am Main: Lang, 2006. 264 p. ISBN 978-3-631-54376-4
BLANKE ET ALL. 2009. Sprachenpolitik und Sprachkultur. 2., durchges. Aufl., Frankfurt am Main: Lang, 2009. 280 p. ISBN 978-3-631-58579-5
EHLICH et all. 2002. Sprachen und Sprachenpolitik in Europa. Tübingen: Stauffenburg Verl., 2002. 232 p. ISBN 3-86057-894-4
the condition for obtaining the grade is the preparation of a seminar paper (100/0). 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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the current state of research issues in language policy, correct use of professional terminology in the field, well-read style, minimal grammatical, orthographic, and stylistic errors.
Very good: solid treatment of the topic in the field of language policy, logical structure of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors.
Good: treatment of the topic in relation to the stated objectives, logical argumentation, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.
Satisfactory: superficial knowledge of the context of language policy, imprecise conveyance of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors.
Adequate: sufficient treatment of the topic in the field, minimal or no knowledge of the scientific context, large number of orthographic, stylistic errors.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, weak or no argumentation, large number of orthographic, stylistic errors.
german
Course outcomes of subject (content):
Terminology and historical overview of language policy in the EU. Internal and external language policy of the Member States. Language policy in German-speaking countries, the status of the German language in the EU. Promotion of linguistic diversity in the EU, minority and immigrant languages. Common European Framework of Reference for Languages.
European Language Portfolio. Lifelong learning and foreign language learning. Issues of foreign language choice. The content of the course contributes to the graduate's profile by being able to take into account the specific aspects of interculturality and the coexistence of several languages at transnational level.
the condition for obtaining the grade is the preparation of a seminar paper (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to gain an overview of the specifics, principles and important issues of language policy.
Learning outcomes: the graduate of the course has knowledge about the principles of language policy, its functioning within the EU and its impact on individual national language policies as well as information about normative and didactic tools conditioning the learning of foreign languages in individual EU countries, especially in Slovakia and German-speaking countries. Apply cognitive skills in implementing language policy solutions and in arguing for proposed solutions. Demonstrates very good communication skills in language policy debates, and is able to think analytically and critically when considering aspects of language policy.
Takes an independent and innovative approach to solving the problems of the seminar paper.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar/internship, combined form (primarily full-time).
Student workload:
5 x 2 hours of direct teaching = 10 hours; 16 hours internship, 10 hours preparation for internship, 14 hours preparation for seminar paper. Total 50 hours of student work.
Teaching methods:
explanations, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, guided self-study
Compulsory/Recommended readings:
Required reading:
KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. From text to project. Bratislava: PedF UK.
2021. 70 p. ISBN 978-80-223-5278-9
KOLEČÁNI LENČOVÁ, I. 2021. Language seminar. The construction of a lesson. Internship methodology. Bratislava: PedF UK, 2021. 33 p. 1,5 AH. ISBN 978-80-223-5263-5 Recommended reading:
BIMMEL, P./KAST B./NEUNER, G. 2011. Deutschunterricht planen. München: Langenscheidt Verlag, 2011. 208 p. ISBN 978-3-468-49638-7
KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Wissenschaft, Band 3. Hohengehren: Schneiderverlag, 2011. 303 p. ISBN 978-3-8340-0892-3
KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Praxis. Band 2.
Hohengehren: Schneiderverlag, 2011. 253 p. ISBN 978-3-8340-0893-0
KÜPPERS, A./SCHMIDT, T./MAIK, W. 2011. Inszenierungen im Fremdsprachenunterricht. Grundlagen, Formen, Perspektiven. Braunschweig: Klinkhardt. 231 p. ISBN 978-3-7815- 1788-2
NEUNER, Gerhard/HUNFELD, Hans. 2011. Methoden des fremdsprachlichen
Deutschunterrichts. München: Langenscheidt Verlag, 2011. 184 p. ISBN 312-606-513-9
active participation in seminars and preparation of a seminar paper, preparation of an internship and its reflection in written form is required. Points: active participation in seminars: 10 points, seminar paper + presentation: 45 points, internship + reflection: 45 (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretative
german, slovak
Course outcomes of subject (content):
1. Study and comparison of literature on planning, course, analysis and evaluation of the lesson.
2. Interactive approach, experiential learning and open forms of teaching in conveying the curriculum with an emphasis on the holistic development of the learner.
3. Comparison of traditional methods and innovative practices, design of a model teaching unit, its application in practice and evaluation of its effectiveness.
4. Based on the study of the literature, creating a proposal for a teaching unit (seminar paper) and elaboration of the practical experience in the reflection from the hospitality placement. Emphasis is placed on innovative teaching methods and aids.
100/0
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to acquire theoretical knowledge, methodological and didactic principles and criteria of lesson planning and lesson design.
Learning outcomes: the graduate of the course can apply the acquired knowledge and skills in the educational conditions of the school. The student will be able to design thematically focused lessons in order to incorporate all linguistic competences into the lesson using innovative methods and new technologies. Acquire the skills required to deal with unpredictable situations during lessons, be responsible and independent, able to present their
own attitudes and opinions adequately and professionally, and reflect critically on them.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar/internship, combined form (primarily full-time).
Student workload:
5 x 2 hours of direct teaching = 10 hours; 16 hours internship, 10 hours preparation for internship, 14 hours preparation for seminar paper. Total 50 hours of student work.
Teaching methods:
explanations, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, guided self-study
Compulsory/Recommended readings:
Required reading:
KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. From text to project. Bratislava: PedF UK.
2021. 70 p. ISBN 978-80-223-5278-9
KOLEČÁNI LENČOVÁ, I. 2021. Language seminar. The construction of a lesson. Internship methodology. Bratislava: PedF UK, 2021. 33 p. 1,5 AH. ISBN 978-80-223-5263-5 Recommended reading:
BIMMEL, P./KAST B./NEUNER, G. 2011. Deutschunterricht planen. München: Langenscheidt Verlag, 2011. 208 p. ISBN 978-3-468-49638-7
KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Wissenschaft, Band 3. Hohengehren: Schneiderverlag, 2011. 303 p. ISBN 978-3-8340-0892-3
KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Praxis. Band 2.
Hohengehren: Schneiderverlag, 2011. 253 p. ISBN 978-3-8340-0893-0
KÜPPERS, A./SCHMIDT, T./MAIK, W. 2011. Inszenierungen im Fremdsprachenunterricht. Grundlagen, Formen, Perspektiven. Braunschweig: Klinkhardt. 231 p. ISBN 978-3-7815- 1788-2
NEUNER, Gerhard/HUNFELD, Hans. 2011. Methoden des fremdsprachlichen
Deutschunterrichts. München: Langenscheidt Verlag, 2011. 184 p. ISBN 312-606-513-9
active participation in seminars and preparation of a seminar paper, preparation of an internship and its reflection in written form is required. Points: active participation in seminars: 10 points, seminar paper + presentation: 45 points, internship + reflection: 45 (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretative
german, slovak
Course outcomes of subject (content):
1. Study and comparison of literature on planning, course, analysis and evaluation of the lesson.
2. Interactive approach, experiential learning and open forms of teaching in conveying the curriculum with an emphasis on the holistic development of the learner.
3. Comparison of traditional methods and innovative practices, design of a model teaching unit, its application in practice and evaluation of its effectiveness.
4. Based on the study of the literature, creating a proposal for a teaching unit (seminar paper) and elaboration of the practical experience in the reflection from the hospitality placement. Emphasis is placed on innovative teaching methods and aids.
100/0
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to acquire theoretical knowledge, methodological and didactic principles and criteria of lesson planning and lesson design.
Learning outcomes: the graduate of the course can apply the acquired knowledge and skills in the educational conditions of the school. The student will be able to design thematically focused lessons in order to incorporate all linguistic competences into the lesson using innovative methods and new technologies. Acquire the skills required to deal with unpredictable situations during lessons, be responsible and independent, able to present their
own attitudes and opinions adequately and professionally, and reflect critically on them.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time). Student workload:
11 x 2 hours of direct teaching = 22 hours; 10 hours of preparation for direct teaching, 18 hours of preparation for seminar work. Total 50 hours of student work.
Teaching methods:
Motivational (motivational demonstration of the cognitive foundations of language expression), expository (explanation of the characteristics of the neurolinguistic foundations of speech production), diagnostic and classificatory, etc.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): SCHWARZ, M. 2008. Einführung in die Kognitive Linguistik. Stuttgart: UTB, 2008. 298 p. ISBN-10: 3825216365
Recommended reading:
LOJOVÁ, G. 2005. Individual peculiarities in foreign language learning I. Bratislava. 2005. 200 p. ISBN 80-223-2069-2.
Course completion requirements:
the condition for obtaining the grade is the preparation of a seminar paper (100/0). 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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the state of the art and the basics of cognitive linguistics, clear and logical argumentation, correct use of technical terms, well-read style, minimal grammatical, orthographic and stylistic errors.
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the basic categories of cognitive linguistics, logical structure of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors.
Good: treatment of the topic in relation to the stated objectives, logical argumentation, correct presentation of arguments from secondary literature in the field, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level.
Satisfactory: only a rough outline of the problem to be solved, superficial knowledge of the context, imprecise presentation of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors.
Sufficient: sufficient treatment of the topic in the field, minimal or no knowledge of the scientific context, large number of orthographic, stylistic errors.
Inadequate: poor treatment of the topic, minimal or no knowledge of the context, poor or no argumentation, large number of orthographic, stylistic errors.
german, slovak
Course outcomes of subject (content):
Cognitive linguistics as a sub-discipline of cognitive sciences deals with the ability to speak, studies the use of language in communication processes, its bio-psychological preconditions in the human brain, as well as the processes of learning the mother tongue, language socialization. Traditionally, language, or speech, has been the subject of linguistic research, but phenomena such as the acquisition of communicative competence, language learning, language use, etc., often exceed the possibilities and interests of systemic linguistics, and it is necessary to import instrumentation from other disciplines in order to describe human cognitive structures in relation to language. Cognitive Semantics. Cognitive grammar.
Cognitive phonology. Conceptual organization, categorization, iconicity, conceptual metaphors, metonymy, etc. Conceptual semantics, prototypical semantics. Gestures, speech signs. Cognitive neuroscience. Psycholinguistics. Models of metaphor reception. Cognitive poetics and modern stylistics. The graduate's profile also includes an orientation in cognitive science and psycholinguistics, as he/she should have developed the required professional, pedagogical and personal prerequisites for teaching German.
the condition for obtaining the grade is the preparation of a seminar paper (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to gain an overview of the specifics and important issues of cognitive linguistics.
Learning outcomes: the graduate of the course has a general orientation in cognitive linguistics and related disciplines (e.g. neurolinguistics). He/she has sufficient knowledge of the theoretical background of scientific work of cognitive linguistics as a linguistic sub- discipline, methods of its research, has an overview of methods and defining the subject of linguistic research in this field. Applies the overview in several disciplines (cognitive linguistics, basics of neurology) and takes them into account practically when developing the seminar work. Possesses analytical and abstract thinking skills when working with material related to the cognitive foundations of foreign language acquisition and the ability to think critically.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 10 hours of preparation for direct teaching, 18 hours of preparation for seminar work. Total 50 hours of student work.
Teaching methods:
expository (description of the basics of corpus linguistics and linguistic corpora in the German language), fixation (training skills in working with corpora using search mechanisms), diagnostic and classification, etc.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): LEMNITZER, L./ZINSMEISTER, H. 2006. Korpuslinguistik. Tübingen: Gunter Narr Verlag, 2006. 213 p. ISBN 3-8233-6210-0
Recommended reading:
HEYER, G./QUASTHOFF, U./WITTIG, Th. 2006. Text Mining: Wissensrohstoff Text: Konzepte, Algorithmen, Ergebnisse. Bochum: W3L, 2006. 348 p. ISBN 3-937137-30-0 PERKUHN, R. /KEIBEL, H. /KUPIETZ, M. 2012. Korpuslingustik. Paderborn: Wilhelm Fink, 2012. 144 p. ISBN 978-3-8252-3433-1
Course completion requirements:
the condition for obtaining the grade is the preparation of a seminar paper (100/0). 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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the current state of research issues in the field of mastering the work with corpora of the German language, clear and linguistically based corpus analysis procedure, correct use of technical terms, well-read style, grammatical, orthographic and stylistic errors minimal, consideration of a large amount of literature.
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of working with corpora, workflow and analysis are focused on solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature.
Good: treatment of the topic in relation to the stated objectives, the workflow and analysis are focused on solving the problem but are not always correct, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, taking into account a reasonable amount of literature.
Satisfactory: only a rough outline of the problem to be solved, superficial knowledge of the scientific context and working with corpora, largely correct use of technical terms, several grammatical, orthographic, stylistic errors.
Sufficient: sufficient treatment of the topic and knowledge of working with corpora, minimal or no knowledge of the scientific context, large number of orthographic, stylistic errors.
Inadequate: insufficient treatment of the topic in the field of corpus linguistics, minimal or no knowledge of the scientific context, weak or no argumentation, a large number of orthographic, stylistic errors.
german
Course outcomes of subject (content):
Introduction to corpus linguistics - terminology and terminology. Methods of corpus linguistics. Electronic resources for linguistic analysis. DeReKo - reference corpus of the German language - possibilities of use. COSMAS - browser functionalities and applications. DWDS - Berlin corpus of the German language - possibilities of use. DDC - browser functionalities and applications. SNK - Slovak National Corpus - possibilities of use. BONITO
- browser functionalities and applications. Exploring linguistic phenomena using corpus linguistics methods. Exploring collocation profiles using corpus linguistics methods. Creation of collocation profiles of words in German in comparison with Slovak. In terms of content, this course contributes to the graduate's profile, as the graduate is familiar with the principles of the application of digital technologies in education and has mastered the methods of working with and analysing text in the field of linguistics.
the condition for obtaining the grade is the preparation of a seminar paper (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to get acquainted with the latest digital resources for linguistic research, to learn how to work with linguistic databases and corpora.
Learning outcomes: the graduate of the course will master statistical and formal methods of corpus linguistics and will learn to use linguistic corpora for the analysis of linguistic phenomena using methods of corpus linguistics. He/she can apply knowledge of corpus linguistics methodology, especially orientation in search strings and statistical methods.
Independently and innovatively approaches the solution of the assignment of the seminar work in the given field, works creatively when researching linguistic material and evaluates the given material on the basis of orientation in statistical methods. Possesses mathematical skills in statistical processing of the research sample, digital skills in working with corpora and analytical skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the report/seminar paper): MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 p. ISBN 80-968927-8-9
Recommended reading:
RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362
SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISNB 3-631-53497-3
Course completion requirements:
Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).
The rating:
A (100 - 91%, excellent - outstanding results),
B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).
Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, active participation in discussions/analyses of literary works during the semester.
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german
Course outcomes of subject (content):
Austrian literature for children and youth from the 18th century to the First World War. Children's and youth literature in the First Republic and literature in exile. Proletarian literature. Exile literature. Literature for children and young adults after the Second World War up to the present day and its representatives. Swiss literature for children and young adults after the Second World War up to the present day and its representatives. Key texts are
updated at the beginning of the academic year.
Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).
The rating:
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to get to know well-known and lesser-known texts for children and young people by authors who lived or worked in Austria and Switzerland. The selection consists of texts from the 18th and 19th centuries as well as, and especially, 20th century and contemporary literary texts.
Learning outcomes: the graduate of the course will become familiar with the issues of the reception of literature, the prerequisites and forms of aesthetic impact of literature intended for a children's audience, or literature thematizing childhood from a timeless perspective (Kindheitsliteratur). He/She will gain an orientation on how to proceed in the selection of texts in the teaching of German as a foreign language in school practice. They will learn to correlate familiar and new content, to evaluate critically and to argue logically. The student will be able to adapt the acquired knowledge and transfer it into practice. Develop communication and interpretation skills.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study. s, work with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the report/seminar paper): SCHÖLL, J./BOHLEY, J. (eds.). 2012. Das erste Jahrzehnt. Narrative und Poetiken des 21. Jahrhunderts. Würzburg: Königshausen & Neumann, 2012. 300 p. ISBN-10:3826048024 Recommended reading:
BLIOUMI, A. 2002. Migration und Interkulturalität in neueren literarischen Texten. Munich: iudicium, 2002. ISBN 978-3-89129-667-7
CHIELLINO, G. 2007. Interkulturelle Literatur in Deutschland. Stuttgart: Metzlersche J. B. Verlagsbuchhandlung, 2007. 536 p. ISBN-10:3476021858
MIKULÁŠ, R. 2019. Zum konstruktiven Charakter von Interkulturalität bei Irena Brežná: Ein systemischer Annäherungsversuch. In. 14, č. 2 (2019), 47-60. ISSN (print) 1862-4995 MIKULÁŠOVÁ, A./Mikuláš, R. 2020. Zur metaphorisch-diskursiven Wirklichkeit in Josef Haslingers novel Opernball = On metaphorical-discursive reality in Josef Haslinger s novel Opernball. In World Literature Studies. Vol. 12, č. 2 (2020), 26-39. ISSN (online) 1337-9690
Course completion requirements:
Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses are required. Points: preparation/presentation of papers: 40 points, seminar work: 60 points (100/0).
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 work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).
Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german
Course outcomes of subject (content):
The pursuit of contemporary German, Austrian, and Swiss literature represents the setup of students' intellectual competencies and the ability to connect them to hermeneutically reflective approaches to both the literature of postmodernism and to significant philosophical, aesthetic, and socio-cultural contexts. Key texts are updated at the beginning of the academic year.
Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses are required. Points: preparation/presentation of papers: 40 points, seminar work: 60 points (100/0).
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper):
LAMPING, D. 2008. Moderne Lyrik. Göttingen: Vandenhoeck & Ruprecht. 2008. 176 p. ISBN 978-3525208625
VOGT, J. 2014. Aspekte erzählender Prosa. Munich: UTB-Verlag. 2014. 274 p. ISBN-10 : 3825240568
Recommended reading:
MIKULAS, 2017. The journey as an individual process and as a wandering: cognitive- narratological reflections on the central plot of the developmental novel. In: Philologia. Vol. 27, č. 1 (2017), 85-102. ISSN 1339-2026
MIKULAS, 2017. Lokomotion als Grundprinzip der Wahrnehmung und der Weltkonstruktion im Bildungs- und Entwicklungsroman. In: Studies in foreign language education 9.
Nümbrecht: Kirsch-Verlag, 2017, 79-103. ISBN 978-3-943906-36-3
Course completion requirements:
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
The rating:
A (100 - 91%, excellent - outstanding results),
B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).
Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german, slovak
Course outcomes of subject (content):
The historical development of the German novel. The novella of the pre-classical and classical periods. The novella in the period of realism. Novel of the 20th century. Specific genres of short prose. Specific genres of German literature (Erzählung). The short story after 1945. The novel in the 20th century - a developmental overview. Typology of the novel: social, mythological, essayistic and total novel. The construction of the novel. The novel as an image of the disintegration of ethical and humanistic values. The novel in the postmodern period.
The experiential lyricism of the classical period. The development of lyric poetry in the 20th century. The poetry of modernism (impressionism, symbolism, neo-romanticism). Nature lyric and its transformations. Engaged poetry. Experimental poetry of the 1960s and 1970s. The hermetic poem and concrete poetry. The theory of modern lyricism. Key texts are updated at the beginning of the academic year.
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
Learning outcomes:
/Objectives and learning outcomes:
Learning objectives: to acquire expertise in the individual prose genres, especially in the short story, the novella and the novel.
Learning outcomes: the graduate of the course will learn to evaluate and analyze prose literary texts, define the basic features of lyric poetry in the 20th century, gain knowledge of the connection between the ideological and aesthetic components of poems, and be able to analyze poetic texts. He/She develops presentation and argumentation skills, learns to formulate his/her own critical opinions, and is able to apply the acquired knowledge in practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.
Teaching methods:
explanations, work with professional text as well as with other text genres in which phrases occur, discussion of the topic under discussion, motivational conversation about the use and stylistic appropriateness of phrases in different communicative situations, morphological, syntactic and semantic analysis of phrases, presentation of a paper, critical comments on classmates' papers - critical discussion of phraseological theories, the features of phrases and
their use in communication.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 133-190. ISBN 978-3-
943906-45-5
VAJIČKOVÁ, M./KRAMER, U. 2009. Lehr- und Übungsbuch der deutschen Phraseologie. Bratislava: Comenius University, 2009. 102 p. ISBN 978-80-223-2596-7
Recommended reading:
BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich
Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5
FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max
Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8
MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, 2001. 170 p. ISBN 978-80-88982-40-5 VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7
Course completion requirements:
active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge of the development of phraseological theories and excellent ability to link new knowledge with previous linguistic, especially morphological, syntactic and lexical, knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes, practical mastery of a large part of the phraseological richness.
Very good: solid knowledge of the development of phraseological theories and the ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and formulate critical evaluative attitudes, practical mastery of a relatively large part of the phraseological wealth.
Good: average knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several deficiencies, limited ability to formulate evaluative critical attitudes, practical mastery of an average part of the phraseological richness..
Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the subject and ability to recognize phrases in the system and in the text, weak scientific argumentation and formulation of evaluative critical attitudes, relatively small part of the phraseological richness is practically mastered..
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific argumentation and formulation of evaluative critical attitudes, very little of the phraseological richness practically mastered..
Inadequate: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text, insufficient mastery of the basic part of phraseological richness.
german, slovak
Course outcomes of subject (content):
Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.
Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.
active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes:
/Objectives and learning outcomes:
Educational objectives: to acquire basic phraseological theories, the course is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.
Learning outcomes: the graduate of the course will master the concept of phrase with its semantic, structural and stylistic features and will acquire the skills to recognize, understand and use phrases in a text. On the basis of practice, the student will acquire a basic fund of phraseological units and implement them in the communicative process.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected
chapters)
Recommended reading:
LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487
LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik.
Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497
MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7
MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0
MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2
RIEGEL, P./RINSUM, W. VAN. Deutsche Literaturgeschichte. Band 10: Drittes Reich und
Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509
Course completion requirements:
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
The rating:
A (100 - 91%, excellent - outstanding results),
B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).
W Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german, slovak
Course outcomes of subject (content):
H. v. Hofmannsthal: Brief. A. Schnitzler. Reigen. Leutnant Gustl. R.M. Rilke: Malte. Anti- realist prose; J. Roth, R. Musil, H. Broch - to document in works the decay of values, the relationship to tradition and a new form in narrative - essayism. Pluralism of styles. F. Wedekind: Frühlingserwachen, H. Hesse: Siddharta. Literary expressionism in the works of the authors. Heym, G. Heym, G. G. Heym, G. Heym, G. Trakl, G. Heym. G. Trakl, G. Kaiser, G. Benn, A. Döblin. F. Kafka and his work. The peculiarities of the style of T. Mann and H. Man. B. Brecht/the role of the parable in his epic theatre. The big city in Döblin's work, man - mass. The idea of transformation in the literature of modernism. The analysis of time in the novel - T. Mann. Fiction minimum texts are updated at the beginning of the academic year.
reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
Learning outcomes:
/Objectives and learning outcomes:
Learning objectives: to discuss the central formal, thematic shifts in the literature of the first half of the 20th century on the basis of selected key texts.
Learning outcomes: the graduate of the course will acquire an effective repertoire of strategies for dealing with texts of the first half of the 20th century on the basis of empirical experience with the text and the need to interpret it at different levels. Considering the literary-historical period covered, the analyses will be primarily psychologically and sociologically motivated. Graduates of the course will be able to analyse texts in a broader context, develop communication and interpretation skills, be capable of self-reflection and be able to apply the acquired knowledge in practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily on-site).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student wor in total. .
Teaching methods:
analysis of literary texts, working with professional text, brainstorming, discussion of the topic, guided self-study.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): SCHMIDT-DENGLER, W. 1995. Bruchlinien. Vorlesungen zur österreichischen Literatur 1945-1990. Salzburg/Wien: Residenz Verlag, 1995. 560 p. ISBN 3-70170957-2 Recommended reading:
MIKULÁŠ, R. 2014. Pät' podôb rakúského historického novánu = Five modalities of the
Austrian historical novel. In World Literature Studies. Vol. 6 (23), č. 2 (2014), 141-153. ISSN
(online) 1337-969
MIKULÁŠ, R. 2020. Oswald Wieners interdiskursive produktionspraxis: anmerkungen zu die verbesserung von mitteleuropa. In: Slowakische Zeitschrift für Germanistik. Roč. 12, č. 1 (2020), 45-58. ISSN (print) 1338-0796
MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 MIKULÁŠOVÁ, A./Mikuláš, R. 2020. Zur metaphorisch-diskursiven Wirklichkeit in Josef Haslingers novel Opernball = On metaphorical-discursive reality in Josef Haslinger s novel Opernball. In World Literature Studies. Vol. 12, č. 2 (2020), 26-39. ISSN (online) 1337-9690 RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362
SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISBN 3-631-53497-3
Course completion requirements:
reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
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 - 0%, insufficient - extra work required).
Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester
Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.
Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.
Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.
Sufficient: the results treat the chosen topic superficially and without their own contribution by mechanically taking from various sources, inaccurate use of professional terms, numerous grammatical, orthographic, stylistic errors, superficial preparation for seminars, use of a small amount of secondary literature, insufficient ability to independently present theoretical knowledge in connection with practical applications.
Inadequate: poor treatment of the topic, minimal or no knowledge of the scientific context, poor or no argumentation, large number of orthographic, stylistic errors, lack of or insufficient preparation for seminars, major formal deficiencies.
german
Course outcomes of subject (content):
Definitions of Austrian and Swiss literature, respectively. Literary life from 1945 to the present in the context of cultural and historical peripeteia. Institutional background.
Publishing houses, magazines, literary groups. Dynamics of literary life. Current literary research. Post-war period, mannerist literature, avant-garde, new subjectivism, language- critical literature, prose of the late 1960s, critical narrative lyric, lyric as a medium of aesthetic or social reflection, experimental literature, texts of recent Austrian drama, social- critical drama, avant-garde drama, prose as an experiment in consciousness, social-critical prose, etc. Texts on the reading list are updated at the beginning of the academic year.
reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).
Learning outcomes:
/Objectives and learning outcomes:
Aims of education: to get acquainted with the question of the specificity of Austrian or Swiss literature, the problem of the definition of these literatures as a subject of literary research. Learning outcomes: the graduate of the course knows the main texts of Austrian and Swiss literature and can analyse them. The student will learn about the aesthetic, historical, geographical specificities and traditions of Austrian and Swiss literature. They will develop presentation and argumentation skills, think critically and adapt the knowledge acquired to practice.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct instruction = 22 hours; 10 hours preparing for the paper; 18 hours preparing for the seminar. Total 50 hours of student work.
Teaching methods:
explanation, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, authentic presentation and critical reflection of papers, guided self-study.
Compulsory/Recommended readings:
Required reading:
KOLEČANI LENČOVÁ, I./SLOBODOVÁ, G. 2020. Neighbor language mediation in connection with emotions = Nachbarsprachenvermittlung in Verbindung mit Emotionen (im sozialen Kontext): (in social context). Bratislava: Bratislava - Nové Mesto, 59 s., 3,0 AH [print]
ISBN 978-80-570-2322-7
WIDLOK, B./PETRAVIC, A./ORG, H./ROMCEA, R. 2010. Nürnberger Empfehlungen zum frühen Fremdsprachenlernen. Munich: Goethe Institut e.V., 2010. 38 p. ISBN 978-3-939670- 38-4
Recommended reading:
CATANESE, G. 2010. Das Europäische Sprachenportfolio: Anwendungs- und Entwicklungsmöglichkeiten zur Unterstützung einer interkulturellen und mehrsprachigen Bildung in vorschulischen Einrichtungen. Münster: Waxmann Verlag, 78 p. ISBN 978-3- 83092-3671
KOLLÁRIKOVÁ, Z./PUPALA, B. 2001. Preschool and elementary pedagogy. Prague: Portál, 123-159. ISBN 8071785857
KOLEČANI LENČOVÁ, I. 2011. Frühes Fremdsprachenlernen - ja oder nein? In: Didaktik des Deutschen als Fremdsprache im veränderten sprachenpolitischen Kontext nach der Bologna-Reform. Brno: Tribun EU, 168-180. ISBN 978-80-263-0079-3
Course completion requirements:
study of literature, research and analysis of materials, preparation and presentation of a co- paper, active participation in seminars, preparation of a seminar paper.
Score: abstract: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Inadequate: insufficient knowledge, lack of mastery of concepts and lack of understanding of issues and interpretive procedures.
german, slovak
Course outcomes of subject (content):
1. The development of language ability in young school-age children, the relationship between maturation and learning, concentration ability in children.
2. Perception as a basis for the development of cognitive abilities, individual and social learning.
3. The transition from mother tongue to foreign language, multilingualism and cultural perception.
4. Common European Framework of Reference for Languages and pedagogical documentation, methodological practices in foreign language teaching with a focus on the primary level of education
5. Learning with all the senses, experiential learning, learning through play, foreign language learning styles, mediation of speaking skills and language competence, ability to understand and interpret narrative texts, motivation and assessment of learners' performance.
6. Objectives, contents and methods of the teaching process: unit planning, motivation. Requirements for the foreign language teacher.
7. Textbooks and materials for German at primary level.
Score: abstract: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Objectives of education: to acquire professional didactic competence for the creation and implementation of teaching or immersion units at the primary level of education, to acquire the conceptual apparatus with a focus on psychosomatic and learning specifics of pupils at the primary level.
Learning outcomes: the graduate is able to transform the knowledge from the linguistic and cognitive potential of pupils into methodological and didactic applications. With a high degree of independence and responsibility, the student pays attention to oral expression, reading and simple forms of written expression. Understands and accepts the peculiarities of education of children of younger school age, acquires the specifics of pedagogical communication, empathetic and ethical behaviour in interaction.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 14 hours of preparation for the mid-term evaluation (report); 14 hours of preparation of the seminar paper. Total 50 hours of student work.
Teaching methods:
explanation, narration, conversation, discussion, brainstorming, students' own work, working with online resources and digital technologies, practice, repetition.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar):
BRASCH, B./PFEIL, A. 2017. DLL9 Unterrichten mit digitalen Meiden. Stuttgart: Klett, 2017.
144 p. ISBN: 978-3-12-606981-6
KOLEČÁNI LENČOVÁ, I./KOVÁČOVÁ, M./TOMÁŠKOVÁ, S. 2018. Neue Wege im DaF-
Unterricht: Bildende Kunst - Spielfilm - digitale Medien. Nümbrecht: Kirsch-Verlag, 2018. 177 p. 13 AH. ISBN 978-3-943906-46-2
Recommended reading:
ARNOLD, P./KILIAN,L./THILLOSEN, A./ZIMMER ,G. 2018. Handbuch E-Learning. 5.
Auflage. Bielefeld: W. Bertelsmann Verlag, 2018. 638 p. ISBN: 978-3-8252-4965-6 HARTMANN, W./HUNDERTPFUND, A. 2015. Digitale Kompetenz. Was die Schule dazu beitragen kann. Bern: hep-verlag. 2015. 171 p. ISBN: 978-3-0355-0311-1
MOSER, H. 2019. Einführung in die Medienpädagogik. Aufwachsen im digitalen Alter. Uster: Springer VS, 2019. 304 p. ISBN: 978-3-658-23207-8
Course completion requirements:
During the semester, the student prepares a visual presentation and presents a paper and develops a term paper. Active participation in discussions, independent and group problem solving, and the student's own creative work is required. Points: active participation in seminars: 25 points, preparation/presentation of a paper: 25 points, seminar paper: 50 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.
Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.
Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.
Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.
Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.
Inadequate: insufficient knowledge, lack of mastery of conceptual apparatus and misunderstanding of issues and interpretation.
german
Course outcomes of subject (content):
Comparison of face-to-face and distance learning, distance learning methods, software applications (ZOOM, MS Teams, etc.) and their functions, principles of Moodle, blended learning, use of external digital tools in teaching (Padlet, Kahoot, Mentimeter, etc.), different media (visual, audiovisual and digital) in teaching, possibilities of multimedia and multimodality in virtual space, presentation and visualization of learning content, possibilities of interaction in online space, synchronous and asynchronous form of online learning, tutoring and moderation of online language courses, working with digital German language textbooks.
Points: active participation in seminars: 25 points, preparation/presentation of a paper: 25 points, seminar paper: 50 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Learning objectives: to use digital media in the teaching of German in accordance with the principles of foreign language didactics. To plan and implement an online lesson.
Learning outcomes: the graduate of the course is able to integrate the acquired knowledge into logical contexts and connect it with previous knowledge. He/she masters the didactic principles and techniques of mediation, practice, consolidation and testing in the field of linguistic resources in distance learning. Is able to provide innovative and creative solutions and is open to new knowledge and experience. Masters visual and multimedia competence in
an online environment.
Type of activities, scope (number of hours) and methods of educational activities:
Scope, type/method of teaching and organizational form:
2 hours per week, seminar, combined form (primarily full-time).
Student workload:
11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.
Teaching methods:
explanation, work with a professional text, discussion of the topic, motivational talk about the importance of creating a cohesive and coherent text in communication, textual linguistic analysis of texts, presentation of a report, critical comments on the reports of classmates - critical discussion on the observance of the features of textuality in the production of texts, evaluation of texts of classmates - proving the observance or absence of the features of textuality.
Compulsory/Recommended readings:
Required literature (selected according to the focus of the paper/seminar paper): VATER, H. 2001. Einführung in die Textlinguistik: München, Wien, Zürich: Wilhem Fink Verlag. 2001. 221 p. ISBN 3-8252-1660-8
Recommended reading:
FIX, U./POETHE, H./YOS, G. 2003. Textlinguistik und Stilistik für Einsteiger. Ein Lehr- und Arbeitsbuch: Frankfurt am Main: Peter Lang, 2003. 236 p. ISBN 978-3-6315-1829-8 SANDIG, B. 2006. Textstilistik des Deutschen: Berlin, New York: Walter De Gruyter Inc., 2006. 584 p. ISBN 978-3-1101-8870-7
VAJIČKOVÁ, M. 2015. Theoretische Grundlagen stilistischer Textanalyse. Nümbrecht: Kirsch
Verlag 2015, 33-85. ISBN 978-3-943906-18-9
VAJIČKOVÁ, M. 2021.
Competence in foreign language teaching: the case of German as a foreign language. In: Philology. Vol. 31, no. 1 (2021), 207-217. ISSN (print) 1339-2026
VAJIČKOVÁ, M. 2021. Von der Kollokationenkompetenz zur Textkompetenz. die Rolle der Kollokationen bei der Kohäsion und Kohärenz eines Textes. In: Philologia. Vol. 31, č. 1 (2021), 179-188. ISSN (print) 1339-2026
Course completion requirements:
active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).
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 - 0%, insufficient - extra work required).
Excellent: excellent ability to link new knowledge with previous linguistic knowledge and language skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to formulate critical evaluative attitudes.
Very good: solid knowledge of the development of textual linguistic theories and the ability to link new knowledge with prior linguistic knowledge and language skills, fluent speech with minor deficiencies, very good ability to formulate critical evaluative stances.
Good: average knowledge of the development of textual linguistic theories based on acquired conceptual instrumentation, ability to relate new knowledge to prior linguistic knowledge and language skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.
Satisfactory: textual linguistic theories are mastered with several weaknesses, basic mastery and understanding of the issues and ability to recognize signs of textuality, weak scholarly argumentation and formulation of evaluative critical stances.
Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific reasoning and formulation of evaluative critical stances.
Insufficient: insufficient knowledge of the development of textual linguistic theories, insufficient acquisition of conceptual instrumentation, insufficient ability to recognize and interpret text features.
german, slovak
Course outcomes of subject (content):
Introduction. Discussion of individual theories of textual linguistics. Structuralist and functional analysis of text. The theory of speech acts. Text in textual linguistics. Analysis of texts with a focus on features of textuality. Cohesion. Coherence. Intentionality. Acceptability. Informativeness of the text. Situationality of the text. Theme of the text and textual structures. Macrostructure, mediostructure and microstructure of the text. Two-dimensionality of the text. Theories of text semantics. Reception and production of texts with different thematic progressions of the text. The starting point of the utterance and the core of the utterance (Thema and Rhema).Referential theory. Reference and Prediction. Types of reference.
Referential relations. Comparison of concepts: type and genre of text. Intertextuality.
Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).
Learning outcomes
/Objectives and learning outcomes:
Educational objectives: to show the importance of knowing the laws of cohesive and coherent text in the production as well as in the reception of the text.
Learning outcomes: practice and application of basic concepts of textual linguistics to linguistic analysis of texts. In addition to the acquisition of theoretical textual linguistic knowledge, we also pay attention to pragmatic and sociolinguistic aspects and the relationship between textual and stylistic analysis.
Type, scope and methods of educational activities:
Scope, type/method of teaching and organizational form:
1 hour per week lecture + 1 hour per week seminar; total 22 hours per semester.
Organizational form: combined form; (primarily full-time).
Student workload: 2PS : 11x1 hour direct instruction = 11 hours; 11x1 hour seminar = 11 hours; 18 hours seminar paper preparation; 20 hours written exam preparation. Total 60 hours of student work.
Methods of education: explanation; lecture; discussion of the topic; brainstorming; method of working with textual material; teaching based on practical experience; method of independent work of students.
Course completion requirements:
During the semester, the student will prepare and submit a term paper. The assignment will be communicated to the students during the class, also depending on which primary education topics the students are more inclined towards. The seminar paper should demonstrate the practical application of the student's theoretical knowledge in the context of the management of the teaching process, while monitoring the student's ability to solve specific problems. The student will be awarded 40 points for the thesis.
60 points will be awarded for the final knowledge test, which focuses on theoretical knowledge.
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. To pass the course, a minimum of 60% of the marks must be obtained.
The rating is awarded on a scale:
A (100-95%, excellent - outstanding results): the student has an excellent knowledge of the laws and principles of primary education and education; he/she solves tasks in a creative way, can react promptly and spontaneously during lectures. The student takes initiative, asks questions in the context of the problem being addressed. He/she is active in seminars. His/her oral and written expression is correct, quote-correct, grammatically correct.
B (94-89%, very good - above average standard): the student masters the laws and principles of primary education and education with minor deficiencies, has acquired key competences, can respond promptly during lectures to the teacher's prompts, the student is self-initiative and asks questions in the context of the problem being addressed. His/her written expression in the term paper is correct, grammatically correct and creative.
He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (88-80%, good - normal reliable work): the student knows the laws and principles of the functioning of primary education and education at an average, i.e. good level, has acquired key competences, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem addressed. His communication style is not disruptive, but he is not sure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (79-72%, Satisfactory - Acceptable results): the student has a satisfactory level of mastery. The student knows the theory with minor gaps, but cannot apply it to solve practical experiences. He/she is not very active during the teaching, does not bring new solutions, takes the role of a passive observer. Memorization rather than critical thinking is more prevalent in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to more serious deficiencies.
E (71-60%, sufficient - the results meet the minimum criteria): the student knows the laws and principles of primary pedagogy at a low level, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem being addressed. Theoretical knowledge is applied with considerable problems; in practical terms, there are no recommendations for the correct solution options.
Fx (59-0%, insufficient - additional work required): student has significant deficiencies in theoretical knowledge and/or in its application to written work
Proficiency in Slovak is required, but ability in at least one world language, e.g. German, is welcome for the study of other literature (e.g. study programmes in other countries).
Course outcomes of subject (content):
The curriculum of the course is designed in such a way that after its practical teaching students are able to apply the theoretical knowledge to the practical context of the teaching profession. Graduates master the professional content and terminology of the relevant thematic elements of the given lectures as a specific area of Master's teaching studies at the Department of German Language and Literature. The graduate is able to expand his/her knowledge, competences and skills in his/her specialisation throughout his/her life. The theoretical knowledge acquired during the course will enable the student to establish the foundations of his/her own teaching style, to develop his/her abilities, to examine the quality and effectiveness of pedagogical activity, and to be able to flexibly change approaches and strategies of action, and thus to cultivate his/her own decision-making processes.
1. The role of primary education in the process of lifelong learning (terminology, objectives, content and pedagogical strategies). The topic focuses on correct pedagogical terminology. The student is
introduced to the aim and content of primary education and education in a broader context up to lifelong learning. The graduate of the study programme acquires basic terminological knowledge and competences related to the issues of elementary pedagogy. The graduate will be able to integrate and use new knowledge in an active way in applications for the development of the field.
2. The child's entry into school; examination of school readiness. The aim of the lecture is to gain knowledge about the exploration of the child's readiness for school and the principles of child cognition in the younger school age. The student is to acquire competencies to organize, implement and evaluate various indicators of school readiness. The student shall know the developmental characteristics of the child of younger school age, which he/she can apply in education and training.
3. Theoretical foundations of education and concepts of teaching. The aim is to become familiar with and evaluate the basic concepts of teaching (behaviorist, humanist and constructivist approaches). To analyse the positive aspects of these conceptions, but also to know their shortcomings. The student will be able to evaluate several conceptions of education, to choose his/her own conception and to justify his/her choice. He/she is able to argue about educational concepts.
4. Objectives and functions of primary education - legislative and conceptual framework. The aim of the topic is to get acquainted with the overall concept of the basic documents at the level of the state requirements (the state educational programme) and the development of the second level of the curriculum (the school educational programme). The student is to acquire the ability to apply the educational and training programmes of the relevant institutions and to create (participate in) the creation of the school educational programme. The student is able to evaluate the educational standard of the subject German Language and Literature - Primary Education.
5. Teaching objectives, their meaning and categorization of objectives. Taxonomy of teaching objectives. Creation of teaching tasks in primary education on the basis of taxonomies. The student demonstrates the ability to apply the educational and educational programs of the relevant institutions and to create (participate in) the creation of the school educational program.
6. Teaching methods. The aim of the topic is to learn different teaching methods and to organise the teaching process in different conditions. Finding the most appropriate methods and conditions to meet the objective. The ability to flexibly change methods, approaches and strategies of action.
7. Organisational forms of teaching in terms of the teaching environment, the arrangement of pupils in teaching and in terms of teaching management (group, differentiated teaching). The lesson as the basic organisational form of teaching. The organisation of walks and excursions. Opinions on the assignment of homework. The student is able to select appropriate organizational forms in accordance with the educational objective and the activity of the pupils.
8. Design of the teaching process and management of the teaching process. The aim of this topic is the student's ability to learn how to design instruction and to master the basic principles of instructional process management. The student will be able to independently design lesson preparation and be able to effectively manage the teaching process.
9. Pupil, characteristics of his personality, internal and external factors of education, learning styles. Pupil with a different mother tongue in the classroom. The student is able to give individual attention to all pupils without distinction, but especially to individual pupils with special educational needs and pupils who need individual attention. He/she is responsible for the individual approach to them and seeks solutions to optimise the successful integration of these pupils into the classroom team.
10. Teacher Competence Profile. Typology of teachers. Teaching as a stressful profession. The teacher fulfils an important mission through his/her daily work with pupils and parents. The student should know the competences of a teacher in the sense of Act No. 138/2019 Coll. (Act on Teaching and Professional Staff), but also from the point of view of several authors who deal with the issue. The student knows the competences of a teacher and knows how to apply them.
11. Diagnosing and assessing the current state of pupils, rights and duties in diagnosing, methods of diagnosing, the relationship between diagnosing and assessment.
The student knows the wide variation in methods of diagnosis and assessment. The student is able to diagnose and assess the developmental level of primary students. The student is able to apply pedagogical diagnosis and is able to design and implement appropriate intervention for pupils. Uses formative assessment to motivate and move the pupil into the zone of proximal development.
Objectives and learning outcomes:
Students will acquire appropriate and up-to-date theoretical knowledge and practical skills in primary pedagogy and education, starting with the place of primary education in lifelong learning, through all the content and procedural characteristics of primary education, and ending with the link of the school to the wider social context. They will expand their knowledge in connection with didactical thinking and reflecting on the subjects and objects of the teaching process. They apply their didactic competences in the process of dealing with different didactic situations. They are able to compare different concepts of primary education in Slovakia and in German-speaking countries. They identify problems occurring in the primary education environment and look for ways of solving them. They design teaching in primary education. Students acquire competences of teacher's work in the field of classroom organisation and management. Students are able to think analytically, synthetically and creatively, are able to argue and can take and defend their own position on any given problem in the context of the topics presented. Students are able to think in contexts that they will be able to develop in a variety of situations as they arise. Students will gain a foundation of reflectivity for their future profession. They know that they themselves will have to continually educate themselves on the subject matter.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, preparation for discussion and group work on lessons = 22 hours
1 x 15.5 preparation of the presentation based on analyzed language data and studied literature
1 x 15.5 preparation of seminar work based on presentation
Teaching methods:
short presentations of teachers and students, analysis of selected issues, interview, case studies, group discussion
During the seminar, selected chapters and parts of the texts of the study literature below are thematically worked on.
BENVENISTE, E. 2019. Studie z obecné lingvistiky. Podhradský. 372 s. ISBN 978-80-7272-177-1.
ČERMÁK, F. 2017. Jazyk a jazykověda. Praha: Karolinum. 382 s. ISBN 978-80-246-1946-0.
ČERMÁK, F. 2017. Korpus a korpusová lingvistika. Praha: Karolinum. 268 s. ISBN 978-80-246-3710-5.
ČERMÁK, F. – BLATNÁ, R. 2008. Korpusová lingvistika: Stav a modelové přístupy. 1. vyd. Praha: Lidové noviny. 358 s. ISBN: 978-80-7106-861.
ČERMÁK, P. – NÁDVORNÍKOVÁ, O. 2020. Complex Words, Causatives, Verbal periphrases and the Gerund. Praha: Karolinum. 163 s. 9788024645544.
ČERMÁK, P. – KRATOCHVÍLOVÁ, D. – NÁDVORNÍKOVÁ, O. 2015. Románské jazyky a čeština ve světle paralelních korpusů. Praha: Karolinum, 320 s. ISBN 978-80-246-2872-1.
ČERNÝ, J. 2006. Dějiny lingvistiky. 1. vyd. Olomouc: Votobia. 517 s. ISBN 80-85885-96-4.
DOLNÍK, J. 2009. Všeobecná jazykoveda. 1. vyd. Bratislava: Veda. 376 s. ISBN 978-80-224-1078-6.
DOLNÍK, J. 1999. Základy lingvistiky. 1. vyd. Bratislava: Stimul. 340 s. ISBN 80-85697-95-5.
HAJIČOVÁ, E. 2018. Syntax – Semantics interface. Praha: Karolinum. 294 s. ISBN 978-80-246-3714-3.
HŘEBÍČEK, L. 2002. Vyprávění o lingvistických experimentech s textem. 1. vyd. Praha: Academia. 195 s. ISBN 80-200-0973-6.
KAČALA, J. 2021. Súčasný slovenský jazyk. Martin: Vydavateľstvo Matice slovenskej. 142 s. ISBN 9788081153105.
MALOVECKÝ, M. 2014. Lingvistické komponenty hľadania metódy v kontrastívnej jazykovede. Hľadanie metódy v kontrastívnej lingvistike [elektronický zdroj]. Bratislava: Univerzita Komenského. ISBN 978-80-223-3772-4. - S. 12-32
MALOVECKÝ, M. 2011. Informačné technológie a umelecký preklad. 1. vyd. Bratislava: Vydavateľstvo Michala Vaška, 2011. 148 s. ISBN 978-80-7165-842-9.
ŠIMKOVÁ, M. (ed.) 2006. Insight into the Slovak and Czech Corpus Linguistics. 1. vyd. Bratislava: Veda. 208 s. ISBN 80-224-088-8.
ŠIMKOVÁ, M. – GAJDOŠOVÁ, K. – KMEŤOVÁ, B. – DEBNÁR, M. 2017. Slovenský národný korpus Texty, anotácie, vyhľadávania. Bratislava: Mikula. 168 s. ISBN: 978-80-88814-98-6.
ŠIMKOVÁ, M. – GAJDOŠOVÁ, K. 2020. Slovenský národný korpus. Používanie, príklady, postupy. 336 s. ISBN: 978-80-99987-00-6.
ŠIMKOVÁ, M. – LEVICKÁ, J. – DEBNÁR, M. 2019. Dynamické javy v súčasnej slovenčine a jej výskume. Bratislava: Veda. 196 s. ISBN 9788022416795.
WIMMER, G. – ALTMAN, G. – HŘEBÍČEK, L. – ONDREJOVIČ, S. – WIMMEROVÁ, S. 2003. Úvod do analýzy textov. 1. vyd. Bratislava: Veda. 344 s. ISBN 80-224-0756-9.
Interim evaluation:
Students will prepare for each seminar by studying selected topics of recommended literature so that they can actively participate in discussions and group work and develop a mini seminar project during the first part of the semester. Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, feedback from the instructor (33 % of the evaluation). During the semester, students carry out their seminar project (they analyze a selected part of the professional literature, develop the theoretical and methodological background of the project) and present it in colloquial form (33 % of the evaluation) and in the form of seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of visual insight of the graduate in selected topics of contemporary linguistics, with a primary focus on the current state of research in linguistics in general and specifically in linguistically focused on Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Excellent: The student is oriented at an excellent level in selected topics of contemporary linguistics. Critically analyzes selected topics from a methodological and theoretical point of view, compares various thesis, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she can argue clearly and logically, support its arguments with knowledge gained during the seminar and use the relevant conceptual apparatus. He/she is able to design a seminar project, which is characterized by a high degree of theoretical and methodological consistency, analyze the selected issue on the basis of methodologies of contemporary linguistics and present its research in colloquial and written form.
Very good: The student focuses on a very good level in selected topics of contemporary linguistics. He/she critically analyzes selected topics from a methodological and theoretical point of view, can compare them with each other, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. He/she can explain any ambiguities, and he connects his arguments with the knowledge gathered during the seminar. He/she can design a seminar project, which is characterized by rigorous processing, analyze the selected issue based on methodologies of contemporary linguistics and present his/her seminar project in colloquial and written form.
Good: The student focuses on selected topics of contemporary linguistics. He/she analyzes selected topics from a methodological and theoretical point of view, compares them with each other, can mostly interpret their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. It can explain any ambiguities, although not always and uses the relevant conceptual apparatus. He/she is able to design a sufficient high-quality seminar project, anchored in a well-defined theoretical and methodological framework, even if he/she presents minor shortcomings, especially at the formal level. He/she is able to present his/her seminar project in both colloquial and written form.
Satisfactory: The student focuses on selected topics of contemporary linguistics. He/she participates less actively in discussions, his arguments are partly based on general knowledge and his own experience, to a satisfactory extent they are linked to the knowledge gained during the seminar. He/she can design a seminar project anchored in the theoretical and methodological apparatus of contemporary linguistics, even if there are shortcomings at a formal or logical level. He/she is able to analyse language data on the basis of methodologies of contemporary linguistics, although the presentation of the seminar project has formal shortcomings.
Sufficient: The student focuses on selected topics of contemporary linguistics. He/she is less active in discussions, his/her arguments are mostly based on general knowledge and his/her own experience, their connection with the knowledge acquired during the seminar is not always clear. He/she can design a research project anchored in the theoretical and methodological apparatus of contemporary linguistics, even if it presents shortcomings at a formal or logical level. The presentation of the seminar work has formal shortcomings.
Slovak language and English (passive knowledge), Czech language (passive knowledge)
• Contemporary Romance studie
• Current trends
o in Francophone
o in Hispanophone
o in Italophone linguistics
focusing on the following areas:
– quantitative linguistics,
– mathematical models in linguistics,
– frequency in the language,
– computer linguistics,
– corpus linguistics,
– automatic computer analysis of natural language,
– modelling in linguistics,
– stochastic methods,
– rule methods,
– theory of information,
– analysis of valence properties in relation to theories of formal and classical logic.
Educational objectives:
Develop graduates' knowledge of selected topics of contemporary linguistics, taking into account theory and research on general and applied problems in relation to Romance languages (e.g. current trends in Francophone, Hispanophone and Italophone linguistics; theoretical and applied aspects of quantitative linguistics, mathematical modelling in linguistics, frequency in language, computer linguistics, corpus language, modelling, experiments, stochastic and rule methods, theory of information, analysis of valence properties in relation to theories of formal and classical logic. On the basis of analysis and comparison of selected research with different theoretical and methodological approaches, develop a professional view of basic and applied research in contemporary linguistics. Use this knowledge in practice by designing and carrying out seminar work that is oriented to topics of contemporary linguistics relevant to Romance language teachers (e.g. use of knowledge of corpus linguistics, automatic software tools of language analysis, syntax theory, grammar, general-linguistic overlaps of contrasting language exploration, etc.).
Educational outcomes:
Acquisition of a basic overview of modern trends in discipline with particular regard to contemporary Romance linguistics and computer linguistics. By deepening theoretical linguistic training, it allows the student to orientate better in practice. The future foreign language teacher is able to take advantage of individual trends in language science and the latest developments in the discipline in linguistic research in individual Romance languages.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, preparation for discussion and group work on lessons = 22 hours
1 x 15.5 preparation of the presentation based on analyzed language data and studied literature
1 x 15.5 preparation of seminar work based on presentation
Teaching methods:
short presentations of teachers and students, analysis of selected issues, interview, case studies, group discussion
During the seminar, selected chapters and parts of the texts of the study literature below are thematically worked on.
BENVENISTE, E. 2019. Studie z obecné lingvistiky. Podhradský. 372 s. ISBN 978-80-7272-177-1.
ČERMÁK, F. 2017. Jazyk a jazykověda. Praha: Karolinum. 382 s. ISBN 978-80-246-1946-0.
ČERMÁK, F. 2017. Korpus a korpusová lingvistika. Praha: Karolinum. 268 s. ISBN 978-80-246-3710-5.
ČERMÁK, F. – BLATNÁ, R. 2008. Korpusová lingvistika: Stav a modelové přístupy. 1. vyd. Praha: Lidové noviny. 358 s. ISBN: 978-80-7106-861.
ČERMÁK, P. – NÁDVORNÍKOVÁ, O. 2020. Complex Words, Causatives, Verbal periphrases and the Gerund. Praha: Karolinum. 163 s. 9788024645544.
ČERMÁK, P. – KRATOCHVÍLOVÁ, D. – NÁDVORNÍKOVÁ, O. 2015. Románské jazyky a čeština ve světle paralelních korpusů. Praha: Karolinum, 320 s. ISBN 978-80-246-2872-1.
ČERNÝ, J. 2006. Dějiny lingvistiky. 1. vyd. Olomouc: Votobia. 517 s. ISBN 80-85885-96-4.
DOLNÍK, J. 2009. Všeobecná jazykoveda. 1. vyd. Bratislava: Veda. 376 s. ISBN 978-80-224-1078-6.
DOLNÍK, J. 1999. Základy lingvistiky. 1. vyd. Bratislava: Stimul. 340 s. ISBN 80-85697-95-5.
HAJIČOVÁ, E. 2018. Syntax – Semantics interface. Praha: Karolinum. 294 s. ISBN 978-80-246-3714-3.
HŘEBÍČEK, L. 2002. Vyprávění o lingvistických experimentech s textem. 1. vyd. Praha: Academia. 195 s. ISBN 80-200-0973-6.
KAČALA, J. 2021. Súčasný slovenský jazyk. Martin: Vydavateľstvo Matice slovenskej. 142 s. ISBN 9788081153105.
MALOVECKÝ, M. 2014. Lingvistické komponenty hľadania metódy v kontrastívnej jazykovede. Hľadanie metódy v kontrastívnej lingvistike [elektronický zdroj]. Bratislava: Univerzita Komenského. ISBN 978-80-223-3772-4. - S. 12-32
MALOVECKÝ, M. 2011. Informačné technológie a umelecký preklad. 1. vyd. Bratislava: Vydavateľstvo Michala Vaška, 2011. 148 s. ISBN 978-80-7165-842-9.
ŠIMKOVÁ, M. (ed.) 2006. Insight into the Slovak and Czech Corpus Linguistics. 1. vyd. Bratislava: Veda. 208 s. ISBN 80-224-088-8.
ŠIMKOVÁ, M. – GAJDOŠOVÁ, K. – KMEŤOVÁ, B. – DEBNÁR, M. 2017. Slovenský národný korpus Texty, anotácie, vyhľadávania. Bratislava: Mikula. 168 s. ISBN: 978-80-88814-98-6.
ŠIMKOVÁ, M. – GAJDOŠOVÁ, K. 2020. Slovenský národný korpus. Používanie, príklady, postupy. 336 s. ISBN: 978-80-99987-00-6.
ŠIMKOVÁ, M. – LEVICKÁ, J. – DEBNÁR, M. 2019. Dynamické javy v súčasnej slovenčine a jej výskume. Bratislava: Veda. 196 s. ISBN 9788022416795.
WIMMER, G. – ALTMAN, G. – HŘEBÍČEK, L. – ONDREJOVIČ, S. – WIMMEROVÁ, S. 2003. Úvod do analýzy textov. 1. vyd. Bratislava: Veda. 344 s. ISBN 80-224-0756-9.
Interim evaluation:
Students will prepare for each seminar by studying selected topics of recommended literature so that they can actively participate in discussions and group work and develop a mini seminar project during the first part of the semester. Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, feedback from the instructor (33 % of the evaluation). During the semester, students carry out their seminar project (they analyze a selected part of the professional literature, develop the theoretical and methodological background of the project) and present it in colloquial form (33 % of the evaluation) and in the form of seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A (100-95%, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of visual insight of the graduate in selected topics of contemporary linguistics, with a primary focus on the current state of research in linguistics in general and specifically in linguistically focused on Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Excellent: The student is oriented at an excellent level in selected topics of contemporary linguistics. Critically analyzes selected topics from a methodological and theoretical point of view, compares various thesis, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she can argue clearly and logically, support its arguments with knowledge gained during the seminar and use the relevant conceptual apparatus. He/she is able to design a seminar project, which is characterized by a high degree of theoretical and methodological consistency, analyze the selected issue on the basis of methodologies of contemporary linguistics and present its research in colloquial and written form.
Very good: The student focuses on a very good level in selected topics of contemporary linguistics. He/she critically analyzes selected topics from a methodological and theoretical point of view, can compare them with each other, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. He/she can explain any ambiguities, and he connects his arguments with the knowledge gathered during the seminar. He/she can design a seminar project, which is characterized by rigorous processing, analyze the selected issue based on methodologies of contemporary linguistics and present his/her seminar project in colloquial and written form.
Good: The student focuses on selected topics of contemporary linguistics. He/she analyzes selected topics from a methodological and theoretical point of view, compares them with each other, can mostly interpret their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. It can explain any ambiguities, although not always and uses the relevant conceptual apparatus. He/she is able to design a sufficient high-quality seminar project, anchored in a well-defined theoretical and methodological framework, even if he/she presents minor shortcomings, especially at the formal level. He/she is able to present his/her seminar project in both colloquial and written form.
Satisfactory: The student focuses on selected topics of contemporary linguistics. He/she participates less actively in discussions, his arguments are partly based on general knowledge and his own experience, to a satisfactory extent they are linked to the knowledge gained during the seminar. He/she can design a seminar project anchored in the theoretical and methodological apparatus of contemporary linguistics, even if there are shortcomings at a formal or logical level. He/she is able to analyse language data on the basis of methodologies of contemporary linguistics, although the presentation of the seminar project has formal shortcomings.
Sufficient: The student focuses on selected topics of contemporary linguistics. He/she is less active in discussions, his/her arguments are mostly based on general knowledge and his/her own experience, their connection with the knowledge acquired during the seminar is not always clear. He/she can design a research project anchored in the theoretical and methodological apparatus of contemporary linguistics, even if it presents shortcomings at a formal or logical level. The presentation of the seminar work has formal shortcomings.
Slovak language and English (passive knowledge), Czech language (passive knowledge)
• Contemporary Romance studie
• Current trends
o in Francophone
o in Hispanophone
o in Italophone linguistics
focusing on the following areas:
– quantitative linguistics,
– mathematical models in linguistics,
– frequency in the language,
– computer linguistics,
– corpus linguistics,
– automatic computer analysis of natural language,
– modelling in linguistics,
– stochastic methods,
– rule methods,
– theory of information,
– analysis of valence properties in relation to theories of formal and classical logic.
Educational objectives:
Develop graduates' knowledge of selected topics of contemporary linguistics, taking into account theory and research on general and applied problems in relation to Romance languages (e.g. current trends in Francophone, Hispanophone and Italophone linguistics; theoretical and applied aspects of quantitative linguistics, mathematical modelling in linguistics, frequency in language, computer linguistics, corpus language, modelling, experiments, stochastic and rule methods, theory of information, analysis of valence properties in relation to theories of formal and classical logic. On the basis of analysis and comparison of selected research with different theoretical and methodological approaches, develop a professional view of basic and applied research in contemporary linguistics. Use this knowledge in practice by designing and carrying out seminar work that is oriented to topics of contemporary linguistics relevant to Romance language teachers (e.g. use of knowledge of corpus linguistics, automatic software tools of language analysis, syntax theory, grammar, general-linguistic overlaps of contrasting language exploration, etc.).
Educational outcomes:
Acquisition of a basic overview of modern trends in discipline with particular regard to contemporary Romance linguistics and computer linguistics. By deepening theoretical linguistic training, it allows the student to orientate better in practice. The future foreign language teacher is able to take advantage of individual trends in language science and the latest developments in the discipline in linguistic research in individual Romance languages.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, designing mini research within the applied linguistics (research proposal and methodology, processing and analysis of language data) = 22 hours
1 x 15.5 preparation of the presentation based on analyzed language data and studied literature
1 x 15.5 preparation of seminar work based on presentation
Teaching methods:
short presentations of teachers and students, brainstorming, interview, case studies, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
DE BOT, K. 2008. Introduction: Second language development as a dynamic process. The Modern Language Journal 92 (2), 166–178.
DÖRNYEI, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press. ISBN-13: 9780194422581
ELLIS, R. – BARKHUIZEN G. 2005. It's a learninger language. Oxford: Oxford University Press. ISBN 0194316343.
SALABERRY, M.R. – COMAJOAN, L. (eds.). 2013. Research design and methodology in studies on L2 tense and aspect. Boston v Berlin: De Gruyter. https://doi.org/10.1515/9781934078167
TOTH, Z. 2020. Tense and aspect in Italian interlanguage. Berlin/Boston: DeGruyter. ISBN: 9783110624960.
VAN PATTEN, BILL – WILLIAMS, J. (eds.). 2015. Theories in second language acquisition. Anne, 17-33. New York/London: Routledge. ISBN: 978-0-203-62894-2.
Interim evaluation:
Students will prepare for each seminar by studying selected articles and chapters of recommended literature so that they can actively participate in discussions and group work and develop a mini research project during the first part of the semester. Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, feedback from the instructor (33 % of the evaluation). During the semester, students carry out their research project (analyze a sample of language data, develop a theoretical and methodological background of the project) and present it in colloquial form (33 % of the evaluation) and in the form of seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A ( 100-95 %, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of vision of the graduate in selected topics of applied linguistics, with a primary focus on research on teaching and learning of Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Excellent: the student is oriented at an excellent level in selected topics of applied linguistics. He/she critically analyses selected studies on language learning and learning from a methodological and theoretical point of view, compares their results, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she can argue clearly and logically, support its arguments with the knowledge gained during the seminar and use the relevant conceptual apparatus. He/she is able to design a research project that is characterized by a high degree of theoretical and methodological consistency, analyze language data based on methodologies of applied linguistics and present its research in colloquial and written form.
Very good: the student focuses on a very good level in selected topics of applied linguistics. It critically analyses selected studies on language learning and learning from a methodological and theoretical point of view, compares their results, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, it is usually able to argue clearly and logically. He/she can explain any ambiguities, and he connects his/her arguments with the knowledge gathered during the seminar. He/she is able to design a research project that is characterized by theoretical and methodological consistency, analyze language data based on the methodologies of applied linguistics and present its research in both colloquial and written form.
Good: the student focuses on selected topics of applied linguistics. He/she analyzes selected studies on learning and learning languages from a methodological and theoretical point of view, compares their results, can mostly interpret their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. He/she can explain any ambiguities, although not always and uses the relevant conceptual apparatus. He/she can design a sufficient high-quality research project, anchored in a well-defined theoretical and methodological framework, even if it presents minor shortcomings, especially at the formal level. He/she can analyze language data based on methodologies of applied linguistics and present its research in colloquial and written form.
Satisfactory: the student focuses on selected topics of applied linguistics. He/she participates less actively in discussions, his/her arguments are partly based on general knowledge and his own experience, to a satisfactory extent they are linked to the knowledge gained during the seminar. He/she can design a research project anchored in the theoretical and methodological apparatus of applied linguistics, even if it contains shortcomings at a formal or logical level. He/she can analyze language data based on methodologies of applied linguistics, although the presentation of research has formal shortcomings.
Sufficient: the student focuses on selected topics of applied linguistics. He/she is less active in discussions, his/her arguments are mostly based on general knowledge and his own experience, their connection with the knowledge gained during the seminar is not always clear. He/she can design a research project anchored in the theoretical and methodological apparatus of applied linguistics, even if it contains shortcomings at a formal or logical level. The presentation of research has formal shortcomings.
Slovak language and English (passive knowledge)
Block 1: theoretical approaches for exploring language learning (universal grammar and language acquisition, fiscalist approach, declarative and procedural model, workability theory, sociocultural theory, complex system theory).
Block 2: methodological approaches to the examination of interlanguage and linguistic competence (qualitative and quantitative methods, longitudinal and trasversal studies, learner corpora, obligatory occasion analysis, frequency analysis, analysis of the function of language forms and structures, analysis of complexity and correctness, sociocultural methods).
Block 3: analysis of selected research, design and development of own research project, analysis of language data, presentation and discussion of student research projects.
Objectives and outputs of education:
Educational objectives: to develop graduates' knowledge of selected topics of applied linguistics, in particular with a focus on research on teaching and learning Romance languages (e.g. theory in the examination of language acquisition such as universal grammar, functionalistic approach, conceptually oriented approach, usage-based approach, input processing, declarative and procedural model, processability theory, sociocultural theory, etc.), to provide an overview of selected methods of applied linguistics (e.g. different methods of interlanguage analysis, etc.). By analysing and comparing selected research with different theoretical and methodological approaches, develop a professional perspective on the process of teaching and learning languages. Use this knowledge in practice by designing and carrying out mini research on applied linguistics, which is oriented to topics relevant to Romance language teachers (e.g. interlanguage analysis, analysis of written expression, analysis of linguistic engagement, etc.).
Educational outputs: The graduate of the course acquires knowledge of selected studies of applied linguistics and methodological procedures in research of crosslanguage, language competence and linguistic engagement. Based on this knowledge, the graduate is able to scientifically examine the development of interlanguage and language competence among learners, develop theoretically and methodologically anchored methods for examining the results of his/her own teaching process.
Type and extent of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours of in-person teaching
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, designing mini research within the applied linguistics (research proposal and methodology, processing and analysis of language data) = 22 hours
1 x 15.5 preparation of the presentation based on analyzed language data and studied literature
1 x 15.5 preparation of seminar work based on presentation
Teaching methods:
short presentations of teachers and students, brainstorming, interview, case studies, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
DE BOT, K. 2008. Introduction: Second language development as a dynamic process. The Modern Language Journal 92 (2), 166–178.
DÖRNYEI, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press. ISBN-13: 9780194422581
ELLIS, R. – BARKHUIZEN G. 2005. It's a learninger language. Oxford: Oxford University Press. ISBN 0194316343.
SALABERRY, M.R. – COMAJOAN, L. (eds.). 2013. Research design and methodology in studies on L2 tense and aspect. Boston v Berlin: De Gruyter. https://doi.org/10.1515/9781934078167
TOTH, Z. 2020. Tense and aspect in Italian interlanguage. Berlin/Boston: DeGruyter. ISBN: 9783110624960.
VAN PATTEN, BILL – WILLIAMS, J. (eds.). 2015. Theories in second language acquisition. Anne, 17-33. New York/London: Routledge. ISBN: 978-0-203-62894-2.
Interim evaluation:
Students will prepare for each seminar by studying selected articles and chapters of recommended literature so that they can actively participate in discussions and group work and develop a mini research project during the first part of the semester. Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, feedback from the instructor (33 % of the evaluation). During the semester, students carry out their research project (analyze a sample of language data, develop a theoretical and methodological background of the project) and present it in colloquial form (33 % of the evaluation) and in the form of seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A ( 100-95 %, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of vision of the graduate in selected topics of applied linguistics, with a primary focus on research on teaching and learning of Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience; competence to use knowledge for their personal and professional development.
Excellent: the student is oriented at an excellent level in selected topics of applied linguistics. He/she critically analyses selected studies on language learning and learning from a methodological and theoretical point of view, compares their results, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she can argue clearly and logically, support its arguments with the knowledge gained during the seminar and use the relevant conceptual apparatus. He/she is able to design a research project that is characterized by a high degree of theoretical and methodological consistency, analyze language data based on methodologies of applied linguistics and present its research in colloquial and written form.
Very good: the student focuses on a very good level in selected topics of applied linguistics. It critically analyses selected studies on language learning and learning from a methodological and theoretical point of view, compares their results, interprets their didactic implications and their importance for the teaching of Romance languages. In discussions, it is usually able to argue clearly and logically. He/she can explain any ambiguities, and he connects his/her arguments with the knowledge gathered during the seminar. He/she is able to design a research project that is characterized by theoretical and methodological consistency, analyze language data based on the methodologies of applied linguistics and present its research in both colloquial and written form.
Good: the student focuses on selected topics of applied linguistics. He/she analyzes selected studies on learning and learning languages from a methodological and theoretical point of view, compares their results, can mostly interpret their didactic implications and their importance for the teaching of Romance languages. In discussions, he/she is usually able to argue clearly and logically. He/she can explain any ambiguities, although not always and uses the relevant conceptual apparatus. He/she can design a sufficient high-quality research project, anchored in a well-defined theoretical and methodological framework, even if it presents minor shortcomings, especially at the formal level. He/she can analyze language data based on methodologies of applied linguistics and present its research in colloquial and written form.
Satisfactory: the student focuses on selected topics of applied linguistics. He/she participates less actively in discussions, his/her arguments are partly based on general knowledge and his own experience, to a satisfactory extent they are linked to the knowledge gained during the seminar. He/she can design a research project anchored in the theoretical and methodological apparatus of applied linguistics, even if it contains shortcomings at a formal or logical level. He/she can analyze language data based on methodologies of applied linguistics, although the presentation of research has formal shortcomings.
Sufficient: the student focuses on selected topics of applied linguistics. He/she is less active in discussions, his/her arguments are mostly based on general knowledge and his own experience, their connection with the knowledge gained during the seminar is not always clear. He/she can design a research project anchored in the theoretical and methodological apparatus of applied linguistics, even if it contains shortcomings at a formal or logical level. The presentation of research has formal shortcomings.
Slovak language and English (passive knowledge)
Block 1: theoretical approaches for exploring language learning (universal grammar and language acquisition, fiscalist approach, declarative and procedural model, workability theory, sociocultural theory, complex system theory).
Block 2: methodological approaches to the examination of interlanguage and linguistic competence (qualitative and quantitative methods, longitudinal and trasversal studies, learner corpora, obligatory occasion analysis, frequency analysis, analysis of the function of language forms and structures, analysis of complexity and correctness, sociocultural methods).
Block 3: analysis of selected research, design and development of own research project, analysis of language data, presentation and discussion of student research projects.
Objectives and outputs of education:
Educational objectives: to develop graduates' knowledge of selected topics of applied linguistics, in particular with a focus on research on teaching and learning Romance languages (e.g. theory in the examination of language acquisition such as universal grammar, functionalistic approach, conceptually oriented approach, usage-based approach, input processing, declarative and procedural model, processability theory, sociocultural theory, etc.), to provide an overview of selected methods of applied linguistics (e.g. different methods of interlanguage analysis, etc.). By analysing and comparing selected research with different theoretical and methodological approaches, develop a professional perspective on the process of teaching and learning languages. Use this knowledge in practice by designing and carrying out mini research on applied linguistics, which is oriented to topics relevant to Romance language teachers (e.g. interlanguage analysis, analysis of written expression, analysis of linguistic engagement, etc.).
Educational outputs: The graduate of the course acquires knowledge of selected studies of applied linguistics and methodological procedures in research of crosslanguage, language competence and linguistic engagement. Based on this knowledge, the graduate is able to scientifically examine the development of interlanguage and language competence among learners, develop theoretically and methodologically anchored methods for examining the results of his/her own teaching process.
Type and scope of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, design of topics and methodological practices for model teaching = 22 hours
1 x 15.5 preparation of model teaching
1 x 15.5 preparation of seminar work based on modelling
Teaching methods:
short presentations of teachers and students, brainstorming, interview, case studies, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
CENOZ, J. – GORTER, D. 2008. The linguistic landscape as an additional source of input in second language acquisition. IRAL, 46, 267-287.
Council of Europe. 2020. Common European Framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing: Strasbourg.
IVKOVIC, D. – LOTHERINGTON H. 2009. Multilingualism in cyberspace: conceptualising the virtual linguistic landscape, International Journal of Multilingualism, 6:1, 17-36, DOI: 10.1080/14790710802582436
LI, M., – ZHANG, M. 2021. Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 1-19.
LOTHERINGTON, H. - JENSON, J. 2011. Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annual Review of Applied Linguistics, 31, 226-246. doi:10.1017/S0267190511000110
Interim evaluation:
Students will prepare for each seminar by studying selected articles and chapters of recommended literature so that they can actively participate in discussions and group works and develop a concept of model teaching during the first part of the semester (topic, inclusion in the syllabus, target group, teaching methods, etc.). Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, and feedback from the teacher (33 % of the evaluation). During the semester, students carry out modelling, i.e. a short teaching unit, which allows them to test the knowledge and skills acquired during the seminar in practice (33 % of the evaluation) and analyse their experience in the seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A ( 100-95 %, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of insight of the graduate in innovative approaches in the didactics of Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience.
Excellent: The student s oriented at an excellent level in selected innovative approaches in didactics of languages. He/she can adapt the didactic implications of international research to the teaching of Romance languages in Slovakia. In discussions, he/she will demonstrate the ability to argue on the basis of studied literature and integrate this knowledge with his own experience and previous knowledge.
Very good: The student focuses on selected innovative approaches in the didactics of languages. He/she is able to adapt the didactic implications of international research to the teaching of Romance languages in Slovakia, although in model teaching he/she is mainly inspired by existing procedures. In discussions, he/she usually demonstrates the ability to argue on the basis of studied literature and integrate this knowledge with its own experience and previous knowledge.
Good: The student focuses on selected innovative approaches in the didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. He/she is less active in discussions, but mostly demonstrates the ability to argue on the basis of studied literature and integrate this knowledge with his own experience and previous knowledge.
Satisfactory: The student is orientated to a satisfactory extent in selected innovative approaches in didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. In discussions, he/she is less active, sometimes arguing on the basis of his own experience and general knowledge, which are not always revised on the basis of studied literature.
Sufficient: The student is sufficient oriented in selected innovative approaches in didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. In discussions, he/she is little active, often arguing on the basis of his own experience and general knowledge, which are not always revised on the basis of studied literature.
Slovak language and English (passive knowledge)
Block 1: Selected innovative approaches, methods and techniques in language learning, e.g. linguistic landscape and virtual linguistic landscape as a pedagogical tool, collaborative writing, development of autonomy through self-assessment and formative evaluation, use of ICT in language teaching.
Block 2: Innovative approaches in foreign language teaching and new descriptors in CEFR (Companion Volume 2020). Concepts of digital literacy, digital agency and multimodality in language learning.
Block 3: Innovative projects in language learning. Discussion of projects such as Linguistic Risk Taking, Osservare l'interlingua.
Block 4: Design and discussion of innovative teaching units designed by students.
Educational objectives: To develop graduates' knowledge of selected innovative approaches in language didactics, to critically analyze selected studies and their didactic implications, to problematise their contribution and usability in the teaching of Romance languages in Slovakia, to develop the ability of students to identify and critically analyze the didactic implications of international studies and to integrate them into practice.
Educational outputs: The graduate of the course has a deep knowledge of selected innovative approaches in the didactics of languages, is able to critically analyze their contribution and usability in the teaching of Romance languages in Slovakia, identify and critically analyze the didactic implications of international studies and integrate them into practice.
Type and scope of teaching: 2 hours per week seminar; total per semester 22 hours
Study method: combined (primary attendance)
Student workload: 75 hours
11 x 2 hours of in-person teaching = 22 hours
11 x 2 continuous home preparation for lessons, self-study, critical analysis of selected articles and chapters from recommended literature, design of topics and methodological practices for model teaching = 22 hours
1 x 15.5 preparation of model teaching
1 x 15.5 preparation of seminar work based on modelling
Teaching methods:
short presentations of teachers and students, brainstorming, interview, case studies, group discussion
During the semester, thematic work is carried out with selected chapters and parts of the texts of the study literature below.
CENOZ, J. – GORTER, D. 2008. The linguistic landscape as an additional source of input in second language acquisition. IRAL, 46, 267-287.
Council of Europe. 2020. Common European Framework of reference for languages: Learning, teaching, assessment. Companion volume. Council of Europe Publishing: Strasbourg.
IVKOVIC, D. – LOTHERINGTON H. 2009. Multilingualism in cyberspace: conceptualising the virtual linguistic landscape, International Journal of Multilingualism, 6:1, 17-36, DOI: 10.1080/14790710802582436
LI, M., – ZHANG, M. 2021. Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 1-19.
LOTHERINGTON, H. - JENSON, J. 2011. Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annual Review of Applied Linguistics, 31, 226-246. doi:10.1017/S0267190511000110
Interim evaluation:
Students will prepare for each seminar by studying selected articles and chapters of recommended literature so that they can actively participate in discussions and group works and develop a concept of model teaching during the first part of the semester (topic, inclusion in the syllabus, target group, teaching methods, etc.). Their work on individual seminars will be assessed on the basis of self-reflection and self-evaluation through the diary of the learner, who will be submitted after each seminar via an online form, and feedback from the teacher (33 % of the evaluation). During the semester, students carry out modelling, i.e. a short teaching unit, which allows them to test the knowledge and skills acquired during the seminar in practice (33 % of the evaluation) and analyse their experience in the seminar work (33 % of the evaluation).
The evaluation shall be awarded on a scale of:
A ( 100-95 %, excellent – excellent results),
B (94-85 %, very good — above average standard),
C (84-77 %, good – normal reliable work),
D (76-70 %, satisfactory — acceptable results),
E (69-60 %, sufficient — the results meet the minimum criteria),
Fx (59-0%, underperforming – extra work is required).
The final evaluation reflects the level of insight of the graduate in innovative approaches in the didactics of Romance languages; the level of analytical and critical thinking and reasoning; the ability to apply theoretical knowledge to their professional experience.
Excellent: The student s oriented at an excellent level in selected innovative approaches in didactics of languages. He/she can adapt the didactic implications of international research to the teaching of Romance languages in Slovakia. In discussions, he/she will demonstrate the ability to argue on the basis of studied literature and integrate this knowledge with his own experience and previous knowledge.
Very good: The student focuses on selected innovative approaches in the didactics of languages. He/she is able to adapt the didactic implications of international research to the teaching of Romance languages in Slovakia, although in model teaching he/she is mainly inspired by existing procedures. In discussions, he/she usually demonstrates the ability to argue on the basis of studied literature and integrate this knowledge with its own experience and previous knowledge.
Good: The student focuses on selected innovative approaches in the didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. He/she is less active in discussions, but mostly demonstrates the ability to argue on the basis of studied literature and integrate this knowledge with his own experience and previous knowledge.
Satisfactory: The student is orientated to a satisfactory extent in selected innovative approaches in didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. In discussions, he/she is less active, sometimes arguing on the basis of his own experience and general knowledge, which are not always revised on the basis of studied literature.
Sufficient: The student is sufficient oriented in selected innovative approaches in didactics of languages. In modelling, he/she is inspired primarily by existing procedures and demonstrates a lesser degree of autonomy and critical thinking. In discussions, he/she is little active, often arguing on the basis of his own experience and general knowledge, which are not always revised on the basis of studied literature.
Slovak language and English (passive knowledge)
Block 1: Selected innovative approaches, methods and techniques in language learning, e.g. linguistic landscape and virtual linguistic landscape as a pedagogical tool, collaborative writing, development of autonomy through self-assessment and formative evaluation, use of ICT in language teaching.
Block 2: Innovative approaches in foreign language teaching and new descriptors in CEFR (Companion Volume 2020). Concepts of digital literacy, digital agency and multimodality in language learning.
Block 3: Innovative projects in language learning. Discussion of projects such as Linguistic Risk Taking, Osservare l'interlingua.
Block 4: Design and discussion of innovative teaching units designed by students.
Educational objectives: To develop graduates' knowledge of selected innovative approaches in language didactics, to critically analyze selected studies and their didactic implications, to problematise their contribution and usability in the teaching of Romance languages in Slovakia, to develop the ability of students to identify and critically analyze the didactic implications of international studies and to integrate them into practice.
Educational outputs: The graduate of the course has a deep knowledge of selected innovative approaches in the didactics of languages, is able to critically analyze their contribution and usability in the teaching of Romance languages in Slovakia, identify and critically analyze the didactic implications of international studies and integrate them into practice.
Recommended reading:
Compulsory reading:
GAVORA, P. (2010). Akí sú moji žiaci? Pedagogická diagnostika žiaka. Nitra: Enigma. 216s. ISBN 978-80-89132-91-1
KURUC, M. (2013). Poruchy správania u detí a adolescentov a ich pedagogická diagnostika. Bratislava: Univerzita Komenského v Bratislave. 65s. CD-Rom. ISBN 978-80-223-3512-6
Recommended reading:
HATTIE, J. (2012). Visible Learning For Teachers: Maximizing impact on Learning. New York: Routledge Taylor & Francis Group, US. 286p. ISBN 978-0-415-69015-7
KOSTRUB, D., FERKOVÁ, Š., TÓTHOVÁ, R. (2017). Žiak, učiteľ a výučba. Všeobecná didaktika pre študentov učiteľstva. Rokus. 370 s., ISBN 978-80-8951-061-0
MERTIN, V., KREJČOVÁ, L. (2016). Metódy a postupy poznávávaní žáka, pedagogická diagnostika. 2. doplnené a aktualizované vydanie. Praha: Wolters Kluwer, CZ. 400s. ISBN 978-80-7552-014-2
Prerequisites for successful completion of the course:
Weighting of interim and final assessment: 50/50 - the course is completed by examination.
During the semester there will be three colloquial midterm evaluations of 10 points each and four midterm assignments of 5b will be worked on. The final exam will be graded 50pts.
Credit will not be awarded to a student who receives less than 5 points on any of the three interim assessments and fails to submit all processed distance assignments for at least a 3b. A minimum of 60% of the 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 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
Brief outline of the course:
1. Introduction to educational diagnostics:
- Understanding the purpose and goals of pedagogical diagnosis in the context of effective teaching.
- Opportunities for self-discovery and the importance of teacher self-reflection.
- Basic mind-sets (fixed and growth-oriented) in the context of controlling versus autonomous teaching.
- Pedagogical diagnosis in critical motivational moments of the teaching process.
2. The diagnostic process:
- Diagnostic cycle
- Stages of diagnosis
- Edumetric vs. casuistic approach
- Implicit and explicit diagnosis
- Individual, group diagnosis and diagnosis in relation to the norm.
- Principles of effective pedagogical diagnostics
- Grades, verbal evaluation and feedback
3. Three units in one: the personality of the pupil in pedagogical diagnostics.
- Perception of the personality of the pupil through three interrelated parts: cognitive, affective and (volitional) behavioural.
- Cognitive domain: differentiation of cognitive functions and processes, metacognition and executive functions. Working with the possible contents and contexts of the concepts: knowledge, ability, skill, competence and competence.
- Affective domain: differentiation of affective functions and processes in experiencing (differentiation of emotions and feelings). Working with possible contents and contexts of concepts: attitudes, values, motivational factors.
- Conative area: manifestations of experiencing and thinking in the pupil's behaviour, volitional processes. Work with possible contents and contexts of the concepts: relationship, action, behaviour, group dynamics.
4. Pedagogical diagnostics and the cognitive area of the pupil's personality.
- Overview of basic methods and forms of diagnosis of knowledge and skills.
- Principles of didactic test construction (written versus didactic test and adaptive didactic test).
- Verbal rehearsal versus diagnostic presentation skills.
- Effective feedback versus verbal evaluation.
- Pupil self-assessment
- A global and analytical approach to diagnosis in the cognitive domain.
5. Pedagogical diagnostics and the affective area of the pupil's personality.
- An overview of basic methods and forms of diagnosing student attitudes, values and motivators in school.
- Possibilities of diagnosing attitudinal and value preferences.
- Methods of recognizing the motivating factors (interests, passions, internal goal setting) of the learner.
- Diagnosis of the pupil's learning needs (individual learning preferences).
6. Pedagogical diagnosis and pupil behaviour.
- An overview of basic methods and forms of diagnosing relationships and group dynamics in the classroom.
- Every student-human being has his/her own reasons why he/she behaves the way he/she does (subconscious or conscious)
- Setting and assessing the motivational potential of the activity/task.
- Setting and assessing pupil engagement in relationships with the teacher and in relationships with classmates.
- Working with conflict in the classroom (teacher as a conflict actor and as a facilitator).
- Group dynamics of the classroom and its atmosphere, climate and environment.
7. Thinking strategies and key communication skills of the teacher.
- Rules for effective individual and group observation
- Rules for effective (facilitative) individual and group conversation with pupils.
- Principles of effective conversation with the parent(s) of the pupil.
- Basic teacher thinking strategies needed for effective observation and interviewing.
Colloquial midterm assessment and distance assignments: the student will develop four midterm assignments during the semester (e.g., microanalysis of four different events (video) from the lesson, didactic test model). They present and discuss their interim assignment in a small group (3-4 students), followed by a class discussion across groups (colloquial interim assessment).
Final evaluation: after each lecture and seminar (including the colloquial mid-term evaluation) the student will make a short reflection (what I found interesting, what I learned, what hindered me, what I need to convey differently) in a simple portfolio. The final assessment is done individually through a short conversation between the teacher and the student, focusing on the student's entries in the portfolio. The student's final evaluation is the result of the student's self-evaluation and feedback from the instructor.
50/50
Learning objectives and outcomes:
- The graduate of the course can react originally, flexibly and fluently to situations that may arise in the teaching process. He/she is able to realistically set the goals and processes of pedagogical diagnosis, while being able to adapt them on the basis of reflection to the educational needs of the pupils.
- It takes a comprehensive approach to pedagogical diagnostics, using both the process of analysis and synthesis in the search for solutions. It uses thinking strategies based on critical appraisal in its decision-making, which relies on facts and clearly formulated information from reliable sources of information.
- He/she is aware of his/her own responsibility and the social and ethical impact of his/her decisions in the process of pedagogical diagnostics. Can make decisions with incomplete information and in the new situations that the teaching process and the current times bring. Is aware of the interdisciplinary scope of pedagogical diagnostics not only in relation to teaching but also in relation to the current needs of society.
- The graduate is able to carry out his/her own microanalysis - reflection of the lesson and take the necessary decisions related to it. He/she is able to carry out action research in the context of teaching.
- The graduate is able to use the acquired knowledge and skills in solving (problem) tasks creatively. He/she can analyse the problem and synthesise new solutions. Actively and flexibly brings new solutions to the assigned task. Can formulate clear conclusions and justifications that can be presented to both the professional community and the general public.
- Graduates of the course are encouraged to adopt a growth-oriented mind-set and lifelong learning.
Transferable competences on which the course reflects: development of communication, organisational and digital skills. Fostering analytical, critical, creative and growth-oriented thinking; developing skills related to facilitation and mentoring. Promoting the development of reflective skills, self-reflection and the perception of self-responsibility with personal decisions.
Compulsory reading:
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4
KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8
MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785
ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 points.
The rating is awarded on a scale:
A (100-94%, excellent - excellent results with only minimal errors),
B (93-86%, very good - above average results with minor errors),
C (85-76%, good - normal reliable work, average results),
D (75-68%, satisfactory - acceptable results, but significant errors occur),
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 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 and czech
Brief outline of the course:
Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.
Questionnaire design, implementation and evaluation.
Assessment scales - typology, creation and evaluation.
The sociometry method and the measurement of social climate.
Interview design and use. Differences between quantitative and qualitative interviews.
Quantitative and qualitative observation in scientific research.
Content analysis of documents from a quantitative and qualitative point of view.
Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design
50/50
Learning objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.
Compulsory reading:
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVČÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského. http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4
KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Bratislava: UK. 161 s. ISBN 978-80-223-4166-0
Recommended reading:
GAVORA, P. (2008). Úvod do pedagogického výskumu. Bratislava: UK. 236 s. ISBN 978-80-223-2391-8
MAŇÁK, J., ŠVEC, V. (2004). Cesty pedagogického výzkumu. Brno: Paido. ISBN 978-80-7315-0785
ŠVEC, Š. (2009). Metodologie věd o výchově: kvantitativně-scientické a kvalitativně-humanitní přístupy v edukačním výzkumu. Brno: Paido. 302 s. ISBN 978-80-731-5192-8
TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. Nitra: PdF UKF. 508 s. ISBN 978-80-558-1206-9
Prerequisites for successful completion of the course:
The course is completed with an assessment of: 100% of the intermediate assessment
The interim evaluation includes the following:
- semester work in the form of a subject portfolio: proposal (design) of educational research of a quantitative or qualitative nature - 45 points,
- assessment of knowledge and selected competences in the form of a written test - 55 points.
The rating is awarded on a scale:
A (100-94%, excellent - excellent results with only minimal errors),
B (93-86%, very good - above average results with minor errors),
C (85-76%, good - normal reliable work, average results),
D (75-68%, satisfactory - acceptable results, but significant errors occur),
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 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 and czech
Brief outline of the course:
Science and research. Types of research. Validity, reliability and objectivity/objective truth. Subjectivity/subjective truth. Ethical aspects of research. Subjects in research and their specificities.
Quantitative and qualitative oriented educational research. Intentions, subjects and objects in pedagogical research, principals in scientific research, observed phenomena and conditions for the implementation of quantitative and qualitatively oriented pedagogical research.
Scientific hypotheses and variables for quantifying the phenomena under study. Operationalization of variables.
Questionnaire design, implementation and evaluation.
Assessment scales - typology, creation and evaluation.
The sociometry method and the measurement of social climate.
Interview design and use. Differences between quantitative and qualitative interviews.
Quantitative and qualitative observation in scientific research.
Content analysis of documents from a quantitative and qualitative point of view.
Data processing, data analysis and interpretation. Statistical-mathematical procedures and triangulation processes. Dissemination of findings. Study design/design
50/50
Learning objectives and outcomes and transferable competences:
Students will acquire knowledge of the fundamentals of educational research, become familiar with the basic concepts and theoretical-methodological knowledge necessary for designing (planning, implementing and evaluating) in the field of educational research. On a theoretical-empirical level, in the framework of the analysis of individual quantitative and qualitative tools, methods and techniques, they will acquire the knowledge and competences necessary for planning, conducting and evaluating pedagogical research of a quantitative and qualitative nature. Students will acquire the competences to solve and resolve problems in the field of research.
The course develops students' analytical, critical, evaluative, contextual and creative thinking and reasoning in context. In terms of self-reflection, the student is able to evaluate and assess his/her own availability to carry out pedagogical research.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Compulsory reading:
MALÍK, B. (2008) Úvod do antropológie. Základné antropofémy v dejinách antropologického myslenia. Bratislava: Iris, 214 s. ISBN 978-80-89256-09-9
Recommended reading:
BOSÁKOVÁ, K. (2019) Základy filozofickej antropológie I. Košice: Vydavateľstvo ŠafárikPress. 54 s. ISBN 978-80-8152-773-9 (e-publikácia) Dostupné na: https://unibook.upjs.sk/img/cms/2019/FF/filozoficka-antropologia-final.pdf
GÁLIK, S. (2008) Filozofická antropológia. Bratislava: Iris. 159 s. ISBN 978-80-89256-23-5.
NOVOSÁD, F. (2020) Elementy filozofickej antropológie. Bratislava: Iris. 224 s. ISBN 978-80-8200-057-6.
Prerequisites for successful completion of the course:
Midterm/final grade weighting: 100/0, the course is completed with an evaluation.
The interim assessment includes two interim didactic tests (50% + 50% of the assessment). To pass the course, a minimum score of 60% is required.
The rating is awarded on a scale:
And 100-91%, well done - excellent results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an A grade in terms of cumulative points or percentage.
Note: The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the amount of knowledge they have acquired. The tests are designed to verify the specified learning outcomes.
B 90-81%, very good - above average standard. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a B grade in terms of cumulative points or percentage.
C 80-73%, well - normal reliable work. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a C grade in terms of cumulative scores or percentages.
D 72-66%, satisfactory - acceptable results. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to a grade D in the aggregate score or percentage.
E 65-60%, enough. In both didactic tests, the student has demonstrated a level of knowledge (the extent of acquired knowledge and mobilised cognitive abilities) that corresponds to an E grade in terms of cumulative points and percentages.
Fx 59-0%, not enough. The student did not meet the required thresholds for passing the course.
slovak language
Brief outline of the course:
Possibilities of conceptualizing anthropological issues in the sciences and in philosophy. Limits of the scientific way of affirmation of the anthropological problematic. Basic conceptual and methodological problems associated with the thematization of man in philosophy. Typology of philosophical reflections of man according to different expert points of view. Substantial and non-substantial approaches to man and their worldview and pedagogical implications. Philosophical reflection on the relational relations in which man finds himself in the world: man and nature, man and society, man and technology, man and the sphere of the transcendent. Mapping the demarcation lines between the animal and the human, between the human and the posthuman. Philosophical critique of some concepts of normality and ideas about the ideal status of man, which have been entrenched in educational theory and practice. The axiological dimension of human existence. The importance of human knowledge for educational sciences. Education for humanism and respect for human dignity as the most essential mission of education.
100/0
Learning objectives and outcomes and transferable competences:
The aim of the course is to convey a wide range of views on man as philosophy has grasped him through its means in different historical periods and cultural contexts. In the course, students will learn not only the basic images, views and concepts of man in their historical-philosophical, but also in their ethical-xiological framework. They will learn about the mutual inspirations and intersections between philosophical and special-scientific conceptions of man. They will become familiar with the motives and arguments of philosophical critiques of scientific conceptions of man. The mission of the course is for students to learn to identify the value background of philosophical thematizations of man and to infer possible axiological implications arising from the acceptance of relevant scientific conceptions of man.
Recommended reading:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. 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, which 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. To pass the course, a minimum score of 60% is required.
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 theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting 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.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
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 diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. 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:
Výber odbornej literatúry podľa zvolenej témy práce;
Aktuálna smernica rektora UK o základných náležitostiach záverečných prác;
GAVORA, P., KOLDEOVÁ, L., DVORSKÁ, D., PEKÁROVÁ, J., MORAVĆÍK, M. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, ISBN 978–80–223–2951–4 (dostupné na: http://www.e-metodologia.fedu.uniba.sk/index.php/autori/zoznam.php)
LICHNEROVÁ, L. (2016). Písanie a obhajoba záverečných prác. Bratislava: Stimul. 85 s. ISBN 978-80-8127-155-7
KATUŠČÁK, D. (2013). Ako písať záverečné a kvalifikačné práce. Nitra: Enigma, 162 s. ISBN 8089132454
STAROŇOVÁ, K.(2011). Vedecké písanie: ako písať akademické a vedecké texty. Bratislava: Osveta. 248 s. 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, which 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. To pass the course, a minimum score of 60% is required.
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 theses. Timetable of thesis processing. Definition of the topic and goal of the thesis. Study of literature. Excerpting 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.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
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 diploma thesis.
The student is able to define the topic or research problem of his/her own thesis, can correctly determine the methods of its processing, gains the ability to work selectively and correctly with the professional literature on the chosen topic. He/she is able to process the current state of the solved problem. Knows the individual parts of the final thesis. Is able to select appropriate research tools, evaluate the data obtained and analyse them. In the practical orientation of the thesis, he/she can make recommendations for practice. 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:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (A), will complete within 2 weeks 30 hours of practice in the approbation subject (A), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (A):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of pedagogical practice 1A is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (A) in primary and secondary schools. During the practicum the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing the pedagogical practice 1 A, the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing the pedagogical practice 1 A, the student can apply the requirements of school documentation when designing a teaching unit, can process the preparation for the lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
National curriculum for ISCED 2 and ISCED 3
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the practice methodologist of the approbation subject (B), will complete within 2 weeks 30 hours of practice in the approbation subject (B), including 10 hours of tutorials, 10 hours of outcomes and 10 hours of analyses with a trainee teacher in a primary or secondary school according to the subject/content specialisation. From the tutorials and outcomes the student keeps a personal portfolio of teaching practice. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the practice methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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.
Language required for the course:
Slovak, English and Czech (in the case of language subject approbations also the target language)
Notes: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of the literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for teaching, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final phase of the outcome: reflection on own preparation and analysis of teaching with the trainee teacher.
Final colloquium of Teaching practice 1 (B):
The colloquium conducted with the pedagogical practice methodologist leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 1 (B) is to orient the student to real school practice, the work of teachers and pupils in the teaching process of the subject (B) in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and, on the basis of theoretical knowledge, analyses the teaching process in its entirety. During the outcomes, the student is able to work out the methodological preparation for the teaching unit, he/she is able to appropriately implement the individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 1 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 1 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject approbation, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-practise seminar with the apprenticeship methodologist (A), complete 45 hours of practice, including 10 hours of tutorials, 20 hours of outcomes and 15 hours of analysis with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (A):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (A) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (A) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (A). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (A), the student is able to orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (A), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
ČAPEK, R. (2020). Uč jako umělec. Jan Melvil Publishing, 240s., ISBN 978-80-7555-105-4
DOUŠKOVÁ, K., ĽUPTÁKOVÁ-VANČÍKOVÁ, K. (2009). Pedagogická prax v príprave učiteľa. Banská Bystrica: Univerzita Mateja Bela, 196 s. 978-80-8083-867-6
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, 115 s. ISBN 978-80-7097-834-4
KOSTRUB, D., SEVERINI, E. (2016). Portfólio v pedagogickej praxi študenta. In: Švec, V., Lojdová, K., Pravdová, B. Učitelské praxe – současné poznatky a perspektivy. Brno. Masarykova univerzita. 2016 s. 150-156. ISBN 978-80-210-8274-8
KRATOCHVÍLOVÁ, J., SVOJANOVSKÝ, P. a kol. (2020). Standard kvality profesních kompetencí studenta učitelství. Brno: Masarykova Univerzita, Katedra pedagogiky. ISBN 978-80-210-9581-6
Pedagogical documentation according to subject specialization.
Prerequisites for successful completion of the course:
The course is completed by assessment (100% of the interim assessment).
The student will attend a pre-praxis seminar with the apprenticeship methodologist (B), complete 45 hours of practice, including 10 hours of exercises, 20 hours of outcomes and 15 hours of analyses with a trainee teacher in an elementary or secondary school according to the subject/content of the apprenticeship. The student keeps a personal portfolio of teaching practice from the tutorials and outcomes. The personal portfolio is an indicator of the student's personal commitment and responsibility. The portfolio may be in print or electronic format. The student submits the portfolio to the Practice Methodologist for evaluation, and at the end of the portfolio the student attends a colloquium to evaluate and reflect on the teaching practice.
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.
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 (in the case of language subject approbations also the target language)
Remarks: The internship is carried out in the terms determined by the schedule of the academic year of PdF UK. It is preceded by an initial briefing session of students with the methodologist of the practice of a given apprenticeship. The designation (A) for practical training applies to the first field of study in the combination, the designation (B) to the second (according to the abbreviation of the study programme).
Brief outline of the course:
Hospitalization activity:
Preparatory phase of the hospitalization: pre-practicum seminar, definition of the requirements for the implementation of the practice, preparation and study of the hospitalization sheets, study of didactic literature, pre-hospitalization interview with the trainee teacher.
Implementation phase of the hospitalization: self-observation of the teaching process, processing of the hospitalization sheets.
Final phase of the hospitalization: interpretation of observed educational phenomena, analysis of the hospitalization portfolio.
Output activity:
Preparatory phase for the output: elaboration of the methodological preparation for, analysis of the methodological preparation for teaching with the trainee teacher,
Implementation phase of the output: implementation of the teaching unit, implementation of the individual objectives, methods, forms, teaching means and phases into the teaching process.
Final outcome stage: reflection on own preparation and teaching with the trainee teacher.
Final colloquium of teaching practice 2 (B):
The colloquium conducted with the methodologist of pedagogical practice of the approbation subject (B) leads students to confront theory with practice, to perceive the concept in relation to the specific educational activity, to the specific work of the teacher, but above all in relation to the pupil.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of Teaching practice 2 (B) is orientation to real school practice, the work of teachers and pupils in the teaching process in primary and secondary schools. During the practicum, the student observes the teaching process of a trainee teacher and analyses the teaching process in its entirety on the basis of the theoretical knowledge of the didactics of the subject approbation (B). During the outcomes, the student is able to elaborate the methodological preparation for the teaching unit, he/she is able to appropriately implement individual objectives, methods, forms, teaching means and phases into the teaching process.
After completing Teaching practice 2 (B), the student can orientate in real school practice, in the work of teachers and pupils in primary and secondary school teaching. The student is able to integrate and confront the theoretical and practical component of university training, is able to process the record of the hospitalization of the teaching unit, is able to conduct his/her own teaching outputs and real educational activity in the conditions of primary and secondary school. After completing Teaching practice 2 (B), the student can apply the requirements of school documentation in designing a teaching unit, can process the preparation for a lesson according to the subject specialization, can interpret and predict educational phenomena, can appropriately implement individual objectives, methods, forms, teaching means and phases in the teaching process. The student can perceive pedagogical and psychological phenomena in a real school situation, register and interpret them accurately.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
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 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. To pass the course, a minimum of 60% of the marks must be obtained.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was 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, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
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 to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
BAGALOVÁ, Ľ., BIZÍKOVÁ, Ľ., FATULOVÁ. Z. (2015). Metodika podporujúca inkluzívne vzdelávanie v školách. Bratislava: ŠPÚ, 154 s. ISBN: 978-80-8118-143-6
https://www.statpedu.sk/files/articles/nove_dokumenty/projekty/eea_grants/metodika-podporujuca-inkluzivne-vzdelavanie-skolach.pdf
BOOTH, T., AINSCOW, M. (2019). Index inklúzie: Príručka na rozvoj škôl s dôrazom na inklzívne hodnoty. Bratislava: Nadácia pre deti Slovenska, 244 s. ISBN: 978-80-89403-19-6 https://www.ktochyba.sk/skola/dockali-sme-sa-slovenskeho-vydania-1
DRÁĽ, P., FINDÓR A. eds., (2008). Ako skúmať národ: Deväť štúdií o etnicite a nacionalizme. Brno: Tribun EU. s. 188-224. ISBN 978-80-7399-752-6 http://forumhistoriae.sk/documents/10180/20872/ako_skumat_narod.pdf
HALL, R., DRÁĽ, P., FRIDRICHOVÁ, P., HAPALOVÁ, M., LUKÁČ, S., MIŠKOLCI, J., VANČÍKOVÁ, K. ed., (2019). Analýza zistení o stave školstva na Slovensku. Bratislava: MESA 10 https://analyza.todarozum.sk/docs/19070214440001hmj1/
HAPALOVÁ, M., KRIGLEROVÁ, E. G. (2013). O krok bližšie k inklúzii. Bratislava: Člověk v tísni Slovensko a CVEK, 352 s. ISBN: 978-80-971343-0-3, http://cvek.sk/o-krok-blizsie-k-inkluzii/
HORŇÁKOVÁ, M. (2014). Kroky k inkluzívnej škole. Ružomberok: Verbum. 160 s. ISBN: 978-80-561-0187-2
JURSOVÁ ZACHAROVÁ, Z, LEMEŠOVÁ, M., MIŠKOLCI, J., CABANOVÁ, K., HORVÁTHOVÁ, Ľ., SOKOLOVÁ, L. (2019). Postoje, inklúzia a predsudky v slovenských školách. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.199 s. ISBN 978-80-223-4814-0 https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf
KRHUTOVÁ, L. (2013). Úvod do disability studies. Ostrava: Ostravská univezita v Ostravě, 154 s. ISBN 978-80-7464-288-3
KRIGLEROVÁ, E. G. ed., (2015). Kľukaté cesty k inklúzii na Slovensku. Bratislava: CVEK, 85 s. http://cvek.sk/wp-content/uploads/2015/12/Klukate-cesty.indd_.pdf
KRIGLEROVÁ, E. G., GAŽOVIČOVÁ, T. eds. (2012). Škola pre všetkých? Inkluzívnosť opatrení vo vzťahu k rómskym deťom. Bratislava: CVEK. 107 s. ISBN: 978-80-970711-4-1 http://cvek.sk/skola-pre-vsetkych-inkluzivnost-opatreni-vo-vztahu-k-romskym-detom/
LECHTA, V. ed., (2010). Základy inkluzivní pedagogiky: Díte s postižením, narušením a ohrožením ve škole. Praha: Portál, 440 s. ISBN: 978-80-7367-679-7
VANČÍKOVÁ, K., SABO, R. a kol. (2018). Inkluzívne vzdelávanie – Skúsenosť slovenských škôl. Banská Bystrica: Belianum, ISBN: 978-80-557-1481-3
Prerequisites for successful completion of the course:
The course ends with an assessment, weighting of the interim and final assessment 100/0
- participation in class or active involvement in discussions (30 points);
- group presentation of a selection of topics (30 points)
The individual groups will be divided according to the following topics: 1) Inclusive education and the Dalton Plan; 2) Inclusive education and Maria Montessori's Pedagogy; 3) Inclusive education and Susan Kovalik's Integrated Thematic Teaching; 4) Inclusive education and another alternative pedagogical approach of their choice. Each group has to present in an engaging way a general description of the chosen pedagogical approach; present several concrete examples of pedagogical or didactic activities from this approach; demonstrate at least one activity (relevant for the 2nd grade of primary or secondary school) in the classroom; evaluate the usefulness and relevance of this approach for Inclusive education; provide basic information about schools in Slovakia that apply these pedagogical approaches in practice.
- group seminar paper on the topic of the presentation (40 points)
The seminar paper will be co-authored by all members of the group who will present on the topic. The assignment is to present (approx. 10 standard pages) the pedagogical approach about which the group presented in class and analytically and critically evaluate its usefulness in pedagogical practice in relation to Inclusive education with a focus on the second level of primary and/or secondary schools in the Slovak Republic, or to discuss its advantages, disadvantages and limitations. It is to be a seminar paper based on a critical analysis of the literature. It should therefore not be exclusively descriptive work, but also analytical. The aim is to critically and argumentatively evaluate the usefulness of the approach in relation to Inclusive education. One of the criteria of the thesis is coherence, i.e. the unity of the thesis as a whole.
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 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. To pass the course, a minimum of 60% of the marks must be obtained.
For a grade of A, the student needs to produce consistently excellent results, be capable of independent study, and be able to reflect on the problems presented. The student can critically evaluate the information presented, identify problems and propose original solutions, can select relevant sources for his/her studies, can analyse and select professional or scientific information, is familiar with theoretical and empirical knowledge in the field of Inclusive education and can apply it in his/her pedagogical practice. At the same time, students are able to work in a team and collaborate on assignments.
A grade of B means that the student achieved above average results throughout the semester, was able to study independently, knows basic information about Inclusive education , can navigate the literature, and can apply the knowledge gained to practice in working with children and students, but there are also shortcomings in his critical and creative thinking. At the same time, students are able to work in a team and collaborate on assignments.
A grade of C means that the student has performed standardly well during the semester, his or her theoretical knowledge of the subject is at a good level, but the ability to apply this knowledge, critically evaluate and compare individual literary sources is lacking. There are more weaknesses in critical and inductive thinking as well as in group work.
The grade D means that the student was 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, as well as in group work, cannot critically analyze information and has problems applying knowledge to practice.
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 to think critically and apply theoretical knowledge to practice, but is proficient in most of the theoretical knowledge in the course.
slovak and czech
Brief outline of the course:
1. Defining Inclusive education and the arguments for and against Inclusive education;
2. Disability and ethnicity as social constructs;
3. The difference between inclusion and integration;
4. The relationship of Inclusive education to special education;
5. Inclusion index and teacher collaboration;
6. The inclusion index and collaboration with parents as a tool for inclusion;
7. National and international legal documents on Inclusive education;
8. Systemic mechanisms leading to segregation of children with special educational needs and Roma children;
9. Examples of good practice of inclusive schools in Slovakia;
10. Examples of good practice in Inclusive education: the Dalton Plan and Inclusive education; Maria Montessori pedagogy and Inclusive education; Susan Kovalik's Integrated Thematic Teaching and Inclusive education; other alternative pedagogical approaches and Inclusive education.
100/0
Learning outcomes:
Learning objectives and outcomes and transferable competences:
The aim of the training is for students to understand the differences between school integration and inclusion and to acquire relevant theoretical knowledge and practical skills related to the concept of Inclusive education for children with disabilities or with any social, cultural, linguistic, health and other disadvantages in mainstream education. The graduate will gain insight into the sociological critique of special pedagogy and the potential for using the knowledge of special pedagogy and various other pedagogical approaches in Inclusive education and be able to critically evaluate their usefulness or, conversely, their risks. The student will also be briefly acquainted with the specifics of education (with regard to individual disabilities or disadvantages) in the mainstream school system.
They will also be able to assess, analyse and compare information, be able to think critically and evaluate individual examples of good practice and generalise knowledge.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade 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. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Recommended reading:
GAVORA, P., et al. How to develop students' reading comprehension. Nitra: Enigma, 2008.
KNECHT,P. , JANIK,T. et al. Textbooks from the perspective of pedagogical research. Brno: Paido, 2008.
MAŇÁK,J., KNECHT, P. Textbook evaluation. Brno: Paido, 2007.
MAŇÁK, J., KLAPKO, D. Textbooks under the magnifying glass. Brno: Paido, 2006.
NOGOVÁ, M. et al. The procedure of creating and publishing textbooks. Bratislava : ŠPÚ, 2005.
PŠENÁKOVÁ, I. Creation of didactic interactive materials and criteria of their quality evaluation. Trnava: Faculty of Education, Trnava University of Technology, 2021
Prerequisite subjects: none
Prerequisites for successful completion of the course: the course is completed with an assessment (100% of the continuous assessment).
During the semester, the student's task is to solve continuously assigned tasks and to participate in the presentation and discussion of their solutions in seminars. The solution of each problem is evaluated with points. The maximum possible number of points for all assignments combined is 30.
The rating is awarded on a scale:
A minimum of 28 points is required for a final grade A (excellent - outstanding results), a minimum of 25 points for a grade B (very good - above average standard), a minimum of 22 points for a grade C (good - normal reliable work), a minimum of 20 points for a grade D (satisfactory - acceptable results) and a minimum of 18 points for a grade 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. To pass the course, a minimum score of 60% is required.
slovak and czech
Brief outline of the course:
Textbook as a specific type of teaching aid. Functions and structure of a textbook. Textbook production system and textbook policy in the Slovak Republic. Analysis and evaluation of textbook quality. Basis for the development of teaching texts, textbooks and other educational resources. Specifics of creation and use of digital educational resources in teaching. Use of central repositories of digital educational content and open educational resources.
100/0
Learning objectives and outcomes and transferable competences:
After completing the course, students will be able to explain the functions and individual elements of the textbook structure, describe the system of its creation and the current textbook policy in the Slovak Republic. They will be able to analyse, critically reflect on and discuss the elements of quality of a particular textbook defined in individual assignments. Students will be able to explain the background to the creation of various educational resources and define the specifics of the creation and use of digital educational resources in teaching.
They will be able to search for digital educational content in its central repositories and open educational resources. Students will develop their analytical and critical thinking, communication, lecturing and metacognitive skills while solving, presenting and discussing the results of ongoing assignments. Students will be able to use the acquired knowledge and skills creatively in the study of other didactic disciplines and in their future teaching practice.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
ZAVIŠ, M. (2008). Repetitórium z religionistiky 1. Bratislava: Univerzita Komenského, 96 s., ISBN 978-80-223-2554-7
Recommended reading:
ELIADE, M. (1995). Dejiny náboženských predstáv a ideí I. Bratislava: Agora, 398 s., ISBN 80-967210-1-1
ELIADE, M. (1997). Dejiny náboženských predstáv a ideí II. Bratislava: Agora, 424 s., ISBN 80-967210-2-X
ELIADE, M. (199+75). Dejiny náboženských predstáv a ideí I-III. Bratislava: Agora, 294 s., ISBN 80-967210-3-8
GLASSENAPP, H.(2009). Päť svetových náboženstiev. Bratislava: Talentum, 488 s., ISBN 9788088979609
HORYNA, B. (1994). Úvod do religionistiky. Praha: Oikoymenh,. 134 s., ISBN 80-85241-64-1
KEENE, M. (2003). Svetové náboženstvá, Bratislava: Ikar, 192 s., ISBN 80-711-8480-2
KOMOROVSKÝ, J. (2000). Religionistika. Veda o náboženstvách sveta a jej pomocné disciplíny. Bratislava: Univerzita Komenského, 154 s. 80-223-0823-4.
KÜNG, H. (2007). Po stopách světových náboženství. Brno: CDK. 179 s. ISBN 80-7325-059-4
ZAVIŠ, M. (2005). New Age – pragmatický synkretizmus dneška/New Age – Pragmatic Syncretism of Today. In: New Age. Bratislava: Ústav pre vzťahy štátu a cirkví, 2005. S. 662-673. ISBN 80-89096-19-0
ZAVIŠ, M. (2013). Paradigma osobnosti kresťanského učiteľa v minulosti a dnes. Bratislava: Univerzita Komenského v Bratislave, 139 s., ISBN 978-80-223-3218-7
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed with a 100% interim assessment, which includes: a presentation of a selected topic (30% of the assessment) and a final colloquium in the assessment week (70% of the assessment). For successful completion of the course, a minimum of 60% of the presentation grade and 60% of the final colloquium grade is required.
The rating is awarded on a scale:
A (100-91%, excellent - excellent results; students performed excellently during the semester, actively participated in the teaching and showed interest in the subject, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a high level),
B (90-81%, very good - above average standard; students performed very well during the semester, they participated in the teaching, they can work independently with the literature and creatively process and present the acquired knowledge, their theoretical knowledge of religious studies is at a very good level),
C (80-73%, good - normal reliable work; students performed standardly well during the semester, they were able to work independently with the literature and to process and present the acquired knowledge in an appropriate way, their theoretical knowledge of religious studies is at a good level),
D (72-66%, satisfactory - acceptable results; students have limited ability to work independently with the literature and are able to process and present the acquired knowledge with problems; they have slight deficiencies in theoretical knowledge of religious studies),
E (65-60%, sufficient - the results meet the minimum criteria; students have considerable difficulties in working independently with the literature as well as in processing and presenting the acquired knowledge, they have significant deficiencies in theoretical knowledge of religious studies),
Fx (59-0%, insufficient - extra work required).
slovak and czech
Brief outline of the course:
1. Religious studies as a discipline and its key concepts.
2. Hypotheses about the origins of religion; the religious scene of today.
3. Primitive religions: manism and totemism.
4. Ancient religions: Egyptian, Canaanite, Greek, Roman, Celtic and Slavic.
5. Ethnic religions: Taoism, Confucianism and Shintoism.
6. Judaism: doctrine and practice.
7. Christianity: doctrine and practice.
8. Islam: teaching and practice.
9. Hinduism: doctrine and practice.
10. Buddhism: teaching and practice.
100/0
Learning objectives and outcomes and transferable competences:
The course will provide students with background information and orientation in the history and present of religions and sufficient background to understand religion as a significant spiritual component of the life of society. By completing the course, students will gain the ability to analyze religion in its interconnectedness as a personal, historical, cultural, ethical, social, and transcendent phenomenon. It will orient them to the world's major religious systems as well as new religious movements. They will be able to use the acquired knowledge effectively in the pedagogical process as part of civics, with an emphasis on education for religious and, in general, attitudinal tolerance. By completing the course, students will develop transferable competencies such as communication skills, analytical skills, creativity and abstract thinking skills, critical thinking skills, motivation and the ability to learn, and reasoning in context.
Learning objectives:
To provide students with the basic information needed to understand religion as a phenomenon that plays a significant role in the life of the individual as well as in society and to familiarize them primarily with the world's dominant religious systems, which are the largest in terms of both number of adherents and geographical representation.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
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 work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
HAMRANOVÁ, A. (2013). Sociálno – psychologický výcvik v príprave učiteľov (metodické pokyny). In: SOKOLOVÁ, L. et al. (eds.). (2013). Psychológia (v) škole. Zborník príspevkov z medzinárodnej vedeckej konferencie. Univerzita Komenského. 2013, s. 33-36. ISBN 978-80-223-3483-9 https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPP/Publikacie/zbornik_prispevkov_PSYCHOLOGIA_V_SKOLE.pdf
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOLOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
LEMEŠOVÁ, M. (2021). Metodika vedenia sociálno-psychologického tréningu v prostredí školy. 2.0.
Slovenská asociácia pre učiteľstvo psychológie. (kap. 3 Práca so skupinou - skupinová dynamika;
kap. 5 Keď je tréningová skupina inkluzívna, kap. 7 Zážitkové učenie = učenie zážitkom, kap. 10 a
11 – o pomôckach a priestore). 213 s. ISBN 978-80-974026-1-7
Štátny vzdelávací program a dokumenty viažuce sa k prierezovej téme dostupné na webstránkach
Štátneho pedagogického ústavu:Štátny pedagogický ústav - ŠPÚ (statpedu.sk)
Recommended reading:
HERMOCHOVÁ, S. (2005). Skupinová dynamika ve školní třídě. Kladno: AISIS. 180 s. ISBN 8023956124
HERMOCHOVÁ, S. (2006). Teambuilding. Praha: Grada. 116 s. ISBN: 80-247-1155-9
KOLAŘÍK, M. (2019). Interakční psychologický výcvik. Praha: Grada. 192 s. ISBN 9788027121939
Prerequisite subjects: none
Prerequisites for successful completion of the course:
100% of the continuous assessment, the course is completed by assessment.
Continuous assessment includes the evaluation of the performance of continuous tasks and assignments, which are carried out individually or in groups at different stages of the course implementation. Individual assignments focus on the preparation of materials and the development of assignments on which direct teaching will be based. This involves working with various questionnaires and tests, information sources (publications aimed at developing pupils' social-psychological competences) and official school documents (30% of the assessment). Within the group work, space is devoted to specific exercises and simulation of experiential learning in teachers' work (30%) and to the analysis of the objectives, meaning, methods of the cross-cutting theme of Personal and Social Development and its integration into selected educational areas (30%). A reflective essay concludes the continuous assessment (10% of the assessment).
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 work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, satisfactory - results meet minimum criteria),
Fx (59-0%, inadequate - extra work required).
For successful completion of the course it is necessary to obtain at least 60% of the points.
A grade A is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings, manifests himself/herself as a full member of the group and actively expresses his/her own opinion.
A B grade is awarded if the student has acquired knowledge related to the content of the cross-cutting theme, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, actively engages in individual activities and shows interest and effort to develop his/her competences in the identified key areas, to a lesser extent, seeks original and creative solutions to the tasks set, reflects the emerging changes that experiential learning brings but needs more time and space to verbalise them, shows himself as a full member of the group and actively expresses his own opinion.
Grade C will be awarded to a student who has acquired the knowledge related to the content of the cross-cutting topic at an average level, is familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, is usually actively involved in individual activities, shows interest and effort to develop his/her competences, only in some topics and areas, makes little use of his/her personal qualities in finding original and creative solutions to the tasks set, reflects only to some extent the emerging changes brought about by experiential learning, shows himself/herself to be a full member of the group and actively expresses his/her own opinion.
A grade D is awarded if the student has acquired basic knowledge related to the content of the cross-cutting theme, is generally familiar with the methods, techniques and other specifics related to the field of experiential and active social learning, engages to a limited extent in individual activities, and shows only sporadic interest and effort to develop his/her competencies, often only with external help, seeks original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, is more passive and more like a marginal member of the group, even though he or she actively expresses his or her own opinion.
A student receives a grade of E if the student has mastered the basic knowledge related to the content of the cross-cutting topic and is at least partially oriented in the methods, techniques and other specifics related to the field of experiential and active social learning, behaves passively and minimally participates in individual activities, does not show interest and effort to develop his/her competences, relies on the group for original and creative solutions to the tasks set, cannot adequately reflect the emerging changes brought about by experiential learning, cannot find his/her place in the group, expresses his/her own opinion sporadically and not always in an appropriate way.
The grade of Fx requires extra work, extra study; this grade is given exceptionally, most often because of non-participation in class and failure to complete the assigned interim assignments, refusal to cooperate in any way, refusal to take a stand on required topics and to express one's own opinion.
Slovak and Czech language
subject with a psychological focus, in the study plan marked *) The subject is usually implemented in the form of block teaching or continuously during the semester.
Brief outline of the course:
1. Cross-cutting theme Personal and social development and national curricula for lower and upper secondary education
2. Objectives, outcomes, content, methods of the cross-cutting theme and its integration into selected educational areas
3. Experiential and active social learning: models and theories of learning, methods and techniques.
4. Experiential and active social learning: space, tools, rules and challenging situations.
5. The school class as a group (the position, status and role of the individual in the group).
6. Group dynamics - group dynamics.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The aim of the course is to familiarize students with the cross-cutting theme of personal and social development and experiential learning aimed at the development of social-psychological competencies in the school and classroom environment.
The student after completing the course:
- distinguishes the different stages of group development, perceives its variability and can assess the impact of the teacher's role in this area,
- knows the content, methods and objectives of the cross-cutting theme of Personal and Social Development and can identify and propose its integration within his/her study programme,
- can use techniques and strategies of experiential and active social learning leading to the fulfilment of the objectives of the cross-cutting theme, to promote group cohesion and a positive atmosphere in the group,
- is oriented in the available literature and is able to modify the acquired knowledge for the purposes of educational practice,
- Through experiential activities, gain first-hand experience of active social and experiential learning.
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 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 successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
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 they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982. Compulsory reading:
BENDL, S. (2011). Školní kázeň v teorii a praxi. Praha: Triton.208 s., ISBN 978-80-7387-432-2
CANGELOSI, J. S. (2006). Strategie řízení třídy. Portál. 289 s. ISBN 978-80-7367-650-6
Recommended reading.
FONTANA, D. (2010). Psychologie ve školní praxi.Praha: Portál. 384 s. ISBN 978-80-262-0741-2
LEMEŠOVÁ, M., HAMRANOVÁ, A., MINAROVIČOVÁ, K., SABOVÁ, L., SOKOLOVÁ, L. (2017). Psychológia zážitkom. Metodická príručka. Univerzita Komenského. 497 s. ISBN 978-80-223-3655-0
SOKOLOVÁ, L., LEMEŠOVÁ, M., HARVANOVÁ, S. (2019). Čo sa deje v školskej triede? Dva pohľady na nevhodné správanie detí v škole. Pedagogika.sk, 10(1), 47-65. ISSN (online) 1338-0982.
ŠRAMOVÁ, B., DEPTOVÁ, T., HAMRANOVÁ, A., POLIAKOVÁ, E.. (2019). Násilie v intímnych vzťahoch dospievajúcich. Metodika pre prácu v oblasti prevencie. Univerzita Komenského v Bratislave. 189 s. ISBN 978-80-223-4849-2
Prerequisite subjects: none
Prerequisites for passing the course: 100% of continuous assessment
Continuous assessment includes the evaluation of the completion of continuous tasks and assignments, which are carried out in an individual or group form. These are mainly experiential activities and exercises aimed at solving school educational situations. Using role-play and cooperative games, the student practises various strategies and techniques for coping with pupils' inappropriate behaviour (max. 30 points). In small groups during class, they develop a proposal for a prevention or intervention program aimed at eliminating or addressing inappropriate school situations (max. 20 points), which they then present (max. 10 points). The student individually produces a seminar paper (on a specific educational problem situation in school) in which he/she proposes a possible solution (max. 30 points). The student will present the seminar paper continuously according to the timetable (max. 10 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 successful completion of the course it is necessary to obtain at least 60% of the points.
For a grade of A, students need to produce excellent results continuously throughout the semester, be able to study independently, be able to navigate a variety of literary sources, and critically select relevant sources for their studies. Students have knowledge of a variety of educational situations in the school environment and how to address them, and are able to apply their knowledge in meaningful ways to create assignments.
A grade of B means that the students achieved above average results throughout the semester, were able to study independently, are able to navigate through various literary sources and critically select relevant sources for their studies, have knowledge of various educational situations in the school environment and their solutions, and are able to apply their knowledge appropriately to the creation of assignments.
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 they have deficiencies in their ability to apply this knowledge, they have deficiencies in the critical evaluation and comparison of literary sources and psychological knowledge.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to various educational situations in the school environment and their solutions. They have considerable difficulties in independent work, they cannot critically analyse information.
A grade of E means that students fail in more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, but have mastered most of the theoretical knowledge in the course.
A grade of FX indicates that the student has not sufficiently completed the course requirements and extra work is required.
slovak and czech
subject with psychological focus, in the study plan marked
Brief outline of the course:
1. The basic background of inappropriate behaviour of a child at school and its possible causes.
2. Selected types of inappropriate student behaviour in the educational environment and the possibilities of their identification.
3. The influence of family environment and sibling constellation on children's inappropriate behavior at school.
4. The impact of different types of parenting styles in the family and school environment on child behavior.
5. Dreikurs' theory of mistaken behavioral goals (attention, power, revenge, failure avoidance).
6. Intervention techniques appropriate for addressing particular types of inappropriate behavior.
7. Prevention techniques applicable to the prevention of particular types of inappropriate behaviour. Planning prevention strategies.
8. The dynamics of the school classroom as a social group and its influence on student behavior.
9. Classroom management strategies and techniques.
10. Family and school cooperation. Interview with parents.
11. Practical skills training of students in dealing with educational situations in school.
100/0
Learning outcomes
Learning objectives and outcomes and transferable competences:
The goal is to increase sensitivity to inter-individual differences and group dynamics in the context of dealing with school educational situations and to learn specific strategies and techniques for dealing with these situations.
Students after completing the course:
- understand and orient themselves to the basic background and possible reasons for pupil behaviour at school
- know the different forms of inappropriate behaviour at school
- understand the processes of group dynamics in the school classroom
- know the procedures for dealing with different types of inappropriate behaviour at school
- know the intervention methods used in the prevention and resolution of various educational situations
Upon completion of the course, students will be able to:
- identify inappropriate behaviour of the pupil in the educational environment
- to address the occurrence of various forms of inappropriate pupil behaviour
- sensitively take into account inter-individual differences in group dynamics when dealing with school situations
- design and implement an intervention programme aimed at preventing inappropriate behaviour among pupils
- design and implement an intervention programme to address pupil misbehaviour
Students are competent after completing the course:
- think analytically and critically in the design of prevention and intervention programmes
- communicate adequately in cooperation with the pupil's parents or the pupil himself/herself
Recommended reading:
Compulsory reading:
TOTHOVÁ R., KOSTRUB, D., FERKOVÁ Š. (2017). Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
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)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical evaluation.
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. Transmission versus construction in the implementation of instruction. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development based on cognition and (self-)reflection, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester assignments, students will develop their analytical and critical thinking, communication, 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. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
Recommended reading:
Compulsory reading:
TOTHOVÁ R., KOSTRUB, D., FERKOVÁ Š. (2017). Žiak, učiteľ a výučba (všeobecná didaktika pre študentov učiteľstva). Prešov: ROKUS. ISBN 978-80-89510-61-0 (kapitoly: 5. s. 104-131; 6. s. 132 –179; 8. s.199-223)
Recommended reading:
BERTRAND, Y. (1998). Soudobé teorie vzdělávání. Praha: Portál, 248 s. ISBN 80-7178-216-5
ČAPEK, R. (2015). Moderní didaktika. 1. vydání. Praha: Grada Publishing, a. s., 608 s. ISBN 978-80-247-3450-7
FISHER, R. (2011). Učíme děti myslet a učit se. Praha: Portál, 176 s. ISBN 978-80-26200-43-7
HANULIAKOVÁ, J. Aktivizujúce vyučovanie. 1. vydanie. Bratislava: PhDr. Milan Štefanko – IRIS, 2015. 127 s. ISBN 978-80-8153-036-4
KOSTRUB, D. (2008). Dieťa/žiak/študent – učiteľ – učivo, didaktický alebo bermudský trojuholník? Prešov: ROKUS, 169 s. ISBN 978-80-89055-87-6
OSTRADICKÝ, P. (2017). Interakčný príklon vs. interakčný odklon vo vyučovaco-učebných činnostiach výučby. In MMK 2017, Brno: Masarykova univerzita, s. 843-852. ISBN 978-80-87952-22-1.
ROVŇANOVÁ, L. (2015). Vyučovacie prístupy v pregraduálnej príprave budúcich učiteľov. In: Edukácia, ročník 1, číslo 1, 2015, s. 225-234
TÓBLOVÁ, E. (2019). Aktivizujúce vyučovacie metódy. Analýza využívania aktivizujúcich metód. Bratislava: Univerzita Komenského, 146 s., ISBN 978-80-223-4817
TÓTHOVÁ, R. (2014). Konštruktivistický prístup vo výučbe ako možnosť rozvoja myslenia žiakov. Metodicko pedagogické centrum, 90 s. Bratislava. ISBN: 978-80-565-0004-0
ZELINA, M. (2000). Alternatívne školstvo. Bratislava: IRIS, 255 s. ISBN 80-88778-98-0
ZORMANOVÁ, L. (2012). Výukové metody v pedagogice. Praha: Grada Publishing, a. s., 160 s. ISBN 978-80-247-4100-0
Prerequisites for successful completion of the course:
The weighting of the interim and final evaluation is 50/50. The course is completed by examination. As part of the interim assessment, students will produce interim work during the semester ( basic principles of learning theories and concepts of teaching). Interim papers are assessed for 20 points. As part of the midterm assessment, students will develop and present a midterm paper - a conceptual design of a teaching unit using the chosen teaching concept - in a micro-exercise. The final thesis is assessed for 30 points. At the end of the semester, students will complete a colloquial assessment aimed at analysing, evaluating and critically assessing current didactic learning theories and teaching concepts. The final colloquium is assessed for 50 points. Interim, semester and final grades are included in the course grade.
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)
The condition for successful completion of the course is obtaining at least 60 % of the maximum possible course grade.
Characteristics of student performance:
A (100-91%, excellent - outstanding results) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can analyze, synthesize and assess it (critically evaluate, develop, enrich with own ideas), is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them. The student is able to critically, factually assess and evaluate solutions presented by others.
B (90-81%, very good - above average standard) - the student knows, understands and can apply (not only basic) relevant professional terminology in the outputs, can critically evaluate, develop and enrich it with his/her own ideas, but only in specifically selected problems and not in a generalized way, is oriented in current learning theories and teaching concepts, can critically analyze and evaluate them.
C (80-73%, good - normal reliable work) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, can apply it appropriately, but lacks development of his/her own ideas, applies it in specific, concrete and not generalizing contexts, is oriented in current learning theories and teaching concepts, but lacks critical evaluation.
D (72-66%, satisfactory - acceptable results) - the student knows, understands and can apply at least the basic relevant professional terminology in the outputs, its correct application is limited and its development with own ideas is absent, the student applies it only in specific, concrete and not generalizing contexts, orientation in the current learning theories and teaching concepts, critical assessment and evaluation is completely absent.
E (65-60%, sufficient - results meet the minimum criteria) - the student has only a limited understanding and can apply the basic relevant professional terminology in the outputs, its application is limited to defined contexts in terms of correctness, there is no critical analysis and development of own ideas, orientation in current learning theories and teaching concepts is limited to specific areas, there is no critical evaluation and generalization.
Fx (59-0%, insufficient - additional work required) - student with significant limitations knows, understands, but cannot coherently apply (even basic) relevant professional terminology in the outcomes, its application is incoherent, limited to limited contexts, orientation in current learning theories and teaching concepts is incoherent, limited to specific areas, their generalizing application is absent.
slovak and czech
Brief outline of the course:
The contents of the course are theories of learning, which can be understood as the basis for the design of teaching in which learning will take place. After an introduction to the learning process, students will be introduced to associative learning theory, behavioural theories of learning, constructivist theories and social learning theories. For each theory, the focus will be on the actual application of knowledge to the planning and delivery of instruction. Students will understand the basic principles and be able to identify and analyse different theories in terms of school and didactic practice.
In addition to traditional theories of learning and concepts of teaching, students will also become familiar with current and alternative theories of the 20th and 21st centuries, which can be classified as modern approaches in education in the theoretical background of Slovak and foreign authors.
Topics:
1. An introduction to learning theories and concepts of teaching. Basic concepts, terminology. Overview of all learning theories.
2. Selected teaching concepts. Introduction to the concepts of teaching; Verbal-narrative teaching; Problem-based teaching; Cooperative teaching; Constructivist and constructionist concepts of teaching; Constructivism and constructionism as a theory of cognition; Foundations of constructivism/constructionism and socio-cognitive constructivism/constructionism in the theories of J. Piaget and L. S. Vygotsky, K.R. Popper. Didactic application in teaching.
3. Transmission versus construction in the implementation of instruction. Basic features of two antagonistic approaches to teaching - Behaviorism vs. constructivism; Deductive, inductive and participatory approaches in teaching.
4. Modern approaches in education - strategies and methods The concept of activating teaching methods; Classification of teaching methods and their characteristics - logical learning procedures; Characteristics of selected methods, Determination of the optimal choice of methods.
5. A review of current and alternative learning theories.
50/50
Learning objectives and outcomes:
By completing the course, students will acquire knowledge about pedagogical theories, concepts of learning (to learn). Students will be able to use their knowledge of learning theories in planning and conducting a teaching unit. By completing the course, the student will be competent to carry out analytical, synthesizing and evaluative processes within the framework of (scientifically relevant - practice-supported) theories of didactics, processes of personal-professional development based on cognition and (self-)reflection, will know and be able to apply (in specific micro-course outcomes) the theories, concepts, resources, strategies and methods necessary for this.
Transferable competences:
In solving, presenting and discussing the results of the continuous and semester assignments, students will develop their analytical and critical thinking, communication, 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. Students will know and be able to apply theories, concepts, strategies and methods for the continuous development of intra and interpersonal communicative, organizational, (self-)cognitive competences.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
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 from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
VÁGNEROVÁ, M. (2014). Současná psychopatologie pro pomáhající profese. Praha: Portál, 816 s., ISBN 9788026206965
VÁRYOVÁ, B., ANDREÁNSKA, V. (2016). Vývinové poruchy. In: HERETIK, A. sr., HERETIK, A. jr. (ed.), Klinická psychológia, 2. prepracované a rozšírené vydanie. s. 415-459. Psychoprof, s .r. o. ISBN 9788089322244
Recommended reading:
BRUNCLÍKOVÁ, Z. (2020). Inkluzívne vzdelávanie z pohľadu učiteľov. In Tolerancia inakosti ako priorita (nielen) sociálnej pedagogiky. Univerzita Komenského. s 6-13. ISBN 978-80-223-4976-5
BRUNCLÍKOVÁ, Z., ANDREÁNSKA, V. (2013). Problematika dyslexie vo vyučovaní cudzích jazykov. In Psychológia (v) škole (elektronický zdroj). Univerzita Komenského. s. 171-177, ISBN 978-80-223-3483
GLASOVÁ, M., HARVANOVÁ, S., VANCU, E. (2021). Emocionálna regulácia a vzťahová väzba. In: GLASOVÁ, M., HARVANOVÁ, S., VANCU E., Multimodalita vývinu emocionálnej regulácie u adolescentov. 1. vyd., s. 26-32. Bratislava: Univerzita Komenského. ISBN 978-80-223-5131-7
GLASOVÁ, M., GROMA, M. (2019). Psychologické posudzovanie bariér a facilitátorov aktivity a participácie detí a adolescentov so zdravotným postihnutím v kontexte inklúzie. In Groma, M. a kolektív, Aktivita a participácia detí so zdravotným postihnutím v kontexte integrovaného/inkluzívneho vzdelávania. 1. vyd., s. 57-96.Bratislava: Univerzita Komenského. ISNB 978-80-223-4862-1
POKORNÁ, V. (2015). Teorie a náprava vývojových poruch učení a chování. 3. rozšírené vydanie. Praha: Portál. 339 s. ISBN 978-80-7367-817-3
periodicals and scientific databases:
PsycInfo (APA); Psychológia a patopsychológia dieťaťa, Československá psychologie and others
Prerequisite subjects: none
Prerequisites:
100% of the continuous assessment, the course is completed by assessment.
During the semester, students will prepare a seminar paper (max. 30 points), present the seminar paper (max. 10 points) and pass an intermediate didactic test (max. 60 points). The didactic test contains tasks of varying cognitive difficulty, so it stratifies students not only according to the extent of knowledge acquired. The test and the seminar paper are designed to verify the learning outcomes.
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 from all partial tasks.
For an A grade, students need to perform excellently throughout the semester and be capable of independent study. Students are able to navigate through a variety of literature sources, are able to select relevant sources for their studies, are able to navigate the issues of childhood developmental, learning and behavioural disorders, i.e. have basic information on their aetiopathogenesis, epidemiology, diagnosis and differential diagnosis, as well as on possible forms of intervention.
A grade of B means that students performed above average throughout the semester, were able to study independently, are proficient in basic information related to childhood developmental disorders, behavioral and learning disorders, and are able to navigate the literature.
A grade of C means that the students performed well during the semester, their theoretical knowledge of the subject is at a good level, but their ability to apply this knowledge, critically evaluate and compare individual literary sources and psychological knowledge is lacking.
A grade of D means that students were less prepared during the semester, they have slight deficiencies in theoretical knowledge related to the subject of education and greater problems in independent implementation work, they are unable to critically analyze information and have problems applying knowledge to practice.
A grade of E means that students fail more than one of the assignments, lack the ability to analyze and compare multiple pieces of knowledge, and fail to think critically, but have mastered most of the theoretical knowledge in the course.
slovak and czech
subject with psychological focus, in the study plan marked *)
Brief outline of the course:
1. Introduction to developmental disorders /definition of developmental disorders, precursors of developmental disorders, classification of developmental disorders.
2. Etiology of developmental disorders /pathogenic factors and the complexity of their action, risks in the pre-, peri- and post-natal period, early diagnosis, intervention, stimulation, deprivation/.
3. Psychomotor retardation /general developmental delay/ and mental retardation /intellectual disorders, etiology, classification, possibilities and limitations of intervention.
4. Enuresis, encopresis, tics - psychogenic conditioned disorders in the somatic area. Manifestations, forms, possibilities of intervention.
5. Primary psychogenic communication disorders - barking and mutism /definition, classification, possibilities of intervention/.
6.Pervasive developmental disorders or autism spectrum disorders / autism, Asperger's syndrome, Rett's syndrome, etiology, clinical picture, organization of care.
7. The problem of organicity in child psychology. Cerebral palsy - etiology, clinical picture. Developmental disorder of motor functions.
8. Mild brain dysfunction, present - hyperkinetic syndrome or ADHD
The most significant factors in working with children with ADHD, ADD.
9. Specific learning disabilities - diagnosis and differential diagnosis, remedial programmes in work with children with specific learning disabilities.
10. Emotional disorders in childhood - anxiety disorders and depression in childhood and adolescence.
11.Behavioural disorders, classification, manifestations and intervention options
The goal is to familiarize students with the basic classification and manifestations of developmental, behavioral, and learning disorders in childhood and their impact on a child's school functioning. Students will gain a basic understanding of the most General developmental disorders, behavioral and learning disorders occurring primarily in the school-aged child. The ability to navigate the subject matter is essential for future subject specialty teachers at the lower and upper secondary levels, especially in the context of pro-inclusive school policies. They will not only acquire theoretical knowledge, but will also acquire sufficient competence to work with other professionals involved in dealing with developmental, learning and behavioural disorders. It is anticipated that teachers will be confronted with an increasing number of different images of developmental disorders in the years to come, and it is therefore essential to acquire not only the knowledge but also the competences for possible cooperation. Students are familiarised with the issue of normality in child psychology, with the risks of developmental disorders and with international classifications, which will enable them to better understand the origins and manifestations of individual disorders. A good understanding of the subject is a prerequisite for an individualised teacher-pupil relationship with a developmental, learning and behavioural disorder. Such a relationship requires not only empathy, but must also be underpinned by acquired skills. An important goal is to prepare students to participate in the implementation of individual education plans for children with developmental, learning and behavioural disabilities. Most children with developmental, learning and behavioural disorders (with few exceptions) are pupils in mainstream primary schools and it is therefore important that students are able to work competently with the inclusion team, but also with specialists in other fields such as a neurologist, psychologist, speech and language therapist and paediatrician.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
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 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Recommended reading:
CHAJDIAK, J. (2013). Štatistika jednoducho v Exceli, Bratislava, Statis, 341 s. ISBN 978-80-855-974-0
NEUBAUER, J., SEDLAČÍK, M., KŘÍŽ, O. (2016). Základy statistiky. Praha, Grada, 280 s. ISBN 978-80-247-5786-5
RIMARČÍK, M. (2007). Štatistika pre prax. Košice, Marián Rimarčík, 200 s. ISBN 8096981311
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The course is completed by assessment, the weighting of the interim and final assessment is 100/0.
The student will be assessed by a final test for 30 points of theoretical knowledge and problem solving focused on understanding and interpreting statistical concepts. During the semester, students will submit 5 assignments of 6 points each, which will be focused on solving statistical assignments using MS EXCEL and JASP software from individual topics (descriptive statistics, correlation and regression analysis, sampling, hypothesis testing), and at the end of the semester, the student will submit and present a term paper for 40 points. The term paper will include an independent statistical treatment and interpretation of quantitative research (own or from data taken, for example, from thesis, rigor or PhD theses). The student will submit the thesis electronically in MS Word and MS EXCEL, and prepare the presentation in MS PowerPoint or Prezi. The student will demonstrate through the development and presentation of the term project that he/she is able to independently statistically evaluate quantitative research and interpret them.
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 3 points on any of the 5 assignments. To pass the course, a score of at least 60% is required.
The rating is awarded on a scale:
A (100-91%, excellent - outstanding results), the student has excellent knowledge of the theoretical knowledge of statistical data processing and can interpret it correctly and clearly; he/she solves problems in a creative way, can react promptly and spontaneously during lectures and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. He is active in seminars. He brings his own experience and insights from practice to the teaching. His oral and written expression is correct, citationally correct, grammatically flawless.
B (90-81%, very good - above average standard), the student has mastered the theoretical knowledge of statistical data processing and can interpret it correctly and clearly with minor shortcomings, has acquired key competences, can respond promptly during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed. His/her written expression in the term paper is correct, grammatically sound and creative. He brings his own experiences and insights from practice to the teaching. The results of his activities are of good quality, with minor shortcomings.
C (80-73%, good - normal reliable work), the student knows the theoretical knowledge of statistical data processing and can interpret them at an average, i.e. good level, has acquired theoretical knowledge and skills using MS EXCEL and JASP software in solving problems, can respond to the teacher's challenges. He/she does not take initiative himself/herself, does not ask questions in the context of the problem being solved. His communication style is not disruptive, but he is unsure of his answer and his speech does not have significant disruptive elements. He transfers experience from practice with problems. His, grammatical speech is of lesser quality.
D (72-66%, Satisfactory-Acceptable performance), the student has mastered the material at a satisfactory level. He/she knows the theory with minor gaps, but cannot apply it to the solution of practical experiences, he/she needs help in interpreting the obtained statistical data. He is not very active during teaching, does not bring new solutions, takes the role of a passive observer. Memorisation rather than critical thinking prevails in the student. Analysis from practice is less constructive. His/her written expression has some inaccuracies to serious deficiencies.
E (65-60%, sufficient - the results meet the minimum criteria), the student has a low level of theoretical knowledge of statistical data processing, responds to the teacher's instructions and prompts with considerable inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem addressed. Applies theoretical knowledge with considerable problems; in practical terms, does not have recommendations for correct solution options. The student is rather in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, he relies on numerous quotations without his own opinion. His grammatical expression is not error-free and stylistically correct.
Fx (59-0%, Insufficient - extra work required) this grade will be given if the student fails to meet any of the required minimum criteria and is not allowed to take the final test. This means that the student has not mastered the knowledge and skills to a degree that would enable him/her to meet at least the minimum criteria for a passing grade.
slovak and czech
Brief outline of the course:
Introduction to types of variables and basic statistical theory. Mastering the creation of descriptive statistics files in MS Excel and JASP. Ability to test statistical hypotheses using parametric tests. Analysis of variance - ANOVA. Correlation and regression analysis.
1. Descriptive statistics - description of the statistical population
2. Descriptive statistics - data visualization
3. Correlation and regression analysis
4. Probability
5. Random variables
6. Probability distribution
7. Selective enquiry
8. Estimates of the characteristics of the base set
9. Hypothesis testing
10. Semester project presentation
Learning outcomes
Learning objectives and outcomes and transferable competences:
Upon completion of the course, the student will be able to appropriately choose a statistical method in quantitative research. The student will acquire skills in data processing and evaluation and will be able to use MS EXCEL and JASP software appropriately. Understand the meaning of the statistical data obtained and be able to evaluate and interpret the statistical outputs obtained in quantitative research.
Compulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
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 46 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 minimum of 41 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 subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare 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 teacher, 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 teacher.
A minimum of 33 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 minimum of 30 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
Brief outline of the course:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- 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:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdfCompulsory reading:
DUBEC, M. (2007). Třídnické hodiny. Praha: Projekt Odyssea, s. 4–5. [online] [cit. 2. 6. 2020] Dostupné z: http://www.odyssea.cz/localImages/tridnicke_hodiny.pdf.
DUTKOVÁ, K., MEDLENOVÁ, J. (2007). Sprievodca triedneho učiteľa. 1. vyd. Bratislava: Raabe, 1800 s. ISBN 80-89182-03-0-8.
EICHHORN, E. – GEBAUER, K. (2014). Manažment triedy, Bratislava: Dr. Josef Raabe. 194 s. ISBN 978-80-8140-096-4. http://is.komposyt.com/pre-odbornikov/ziak-so-svvp/preview-file/1-manazment-tr-982.pdf
KOREŇOVÁ, S. (2020). Príklady dobrej praxe - Aktivity na triednických hodinách. Online časopis Didaktika 6/2020. https://www.direktor.sk/sk/casopis/didaktika/priklady-dobrej-praxe-aktivity-na-triednickych-hodinach.m-1013.html
SITKOVÁ, D. (2014). Skúsenosti s intervenciou žiakov s problémovým správaním na primárnom stupni vzdelávania. Banská Bystrica: Metodicko-pedagogické centrum, 35 s..
VIŠŇOVSKÝ, Ľ. – BABICOVÁ, Z. (2012). Triedny Učiteľ a spolupráca školy s rodinou. 1. vyd. Banská Bystrica: Univerzita Mateja Bela, 153 s.. ISBN 9788055705071.
Ďalší študijný text bude študentom dostupný a v pravidelných intervaloch sprístupňovaný v elektronickej podobe prostredníctvom univerzitného LMS Moodle – kurz s názvom Triedny manažment.
Particularly for beginning classroom teachers, it is essential to become familiar with the legislation that directly affects the status of the classroom teacher:
Zákon č. 138/2019 Z. z. o pedagogických zamestnancoch a odborných zamestnancoch a o zmene a doplnení niektorých zákonov
Zákon č. 553/2003 Z. z. Zákon o odmeňovaní niektorých zamestnancov pri výkone práce vo verejnom záujme a o zmene a doplnení niektorých zákonov.
Zákon č. 245/2008 Z. z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov.
Vyhláška MŠVVaŠ SR č. 361/2019 Z. z. o vzdelávaní v profesijnom rozvoji.
Nariadenie vlády SR č. 201/2019 Z. z. o priamej výchovno-vzdelávacej činnosti (namiesto Vyhláška MŠVVaŠ SR č. 445/2009 Z. z. o rozsahu vyučovacej a výchovnej činnosti pedagogických zamestnancov).
vyhláška Ministerstva školstva, vedy, výskumu a športu Slovenskej republiky č. 437/2020 Z. z., ktorou sa mení a dopĺňa vyhláška Ministerstva školstva Slovenskej republiky č. 320/2008 Z. z. o základnej škole v znení neskorších predpisov.
Legislation related to the performance of the work of a class teacher:
Zákon č. 357/2009 Z. z. o štátnom jazyku Slovenskej republiky 357/2009.
Zákon č. 63/1993 Z. z. o štátnych symboloch SR a ich používaní v znení neskorších predpisov.
Zákon č. 395/2002 Z. z. o archívoch a registratúrach a o doplnení niektorých zákonov.
Vyhláška č. 326/2008 Z. z. o druhoch a náležitostiach vysvedčení a ostatných školských tlačív vrátane spôsobov ich evidencie a uloženia.
Vyhláška č. 231/2009 Z. z. o podrobnostiach o organizácii školského roka na základných školách, na stredných školách, na základných umeleckých školách, na praktických školách, na odborných učilištiach a na jazykových školách.
Vyhláška č. 307/2008 Z. z. o výchove a vzdelávaní žiakov s intelektovým nadaním.
Prerequisite subjects: none
Prerequisites for successful completion of the course: 100% of the continuous assessment, the course is completed with an assessment
Assessment: consists of an interim and a final assessment (20+30, 50 points in total).
Intermediate assessment: consists of a critical analysis of domestic and foreign sources - 10 points and the formulation of partial components of the semester project - 10 points.
The final assessment consists of: the semester project and its oral presentation.
The semester project consists of: the complete creation of a project according to the set structure for 30b. It includes idea/problem creation, project planning, project implementation, evaluation and self-reflection of the project = its oral presentation by students (creators of the semester project) in the 11th week of continuous teaching.
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 46 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 minimum of 41 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 subject matter, above average communication skills, responsibility and timely completion of assignments, above average activity in class during the semester.
A minimum of 37 points is required for a final grade of C. For this grade, the student should demonstrate: the ability to prepare 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 teacher, 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 teacher.
A minimum of 33 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 minimum of 30 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
Brief outline of the course:
The content focus of the course is divided into two main areas: classroom management from the position of a teacher of any subject and communication with the classroom team from the position of a classroom teacher at the lower and upper secondary level. Classroom management leading to a successfully implemented teaching process and pupils' cooperative action in it with minimization of pupils' disruptive behaviour, thus making it possible to move towards meaningful learning for pupils.
Methodology for managing and coordinating the teaching process - the basic pillars of successful classroom management - planning, creating a productive classroom climate and promoting teamwork in the classroom, arranging the conditions of the learning space, guiding the learning activities of pupils/students, guiding the tasks of pupils/students related to the running of the classroom, activities to maintain discipline in the classroom, activities to prevent problematic behaviour, classroom rules. Classroom management and the class teacher in the context of legislation - qualifications for classroom management, rights and responsibilities of the class teacher. Roles and activities of the class teacher. Competencies and skills of the class teacher. Personality requirements of a class teacher. Pedagogical documentation of the classroom. Plan, organization and management of classroom lessons and classroom activities. Problem behaviours and baseline documents. The class teacher and educational measures. Communication and cooperation of class teachers with school management, teaching staff, professional staff, with legal representatives of pupils/students, and with representatives of various institutions and organizations. Evaluation of classroom activities.
Learning objectives and outcomes:
By completing the Classroom Management course, the student should:
- Know the basic principles of successful classroom management aimed at conducting a meaningful learning process with minimal disruptive behaviour,
- to acquire knowledge of classroom and classroom management from the position of a classroom teacher in cooperation with other teaching and non-teaching staff,
- to acquire skills in the administration of pedagogical documentation of the class teacher,
- know the competences and job description of the class teacher,
- can analyse the different forms of family-school cooperation and assess their suitability in relation to parents and pupils,
- be able to apply the acquired knowledge and knowledge from other scientific disciplines in the development of a semester project,
- 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.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
Conditions for Course Completion:
Participation in the course requires the successful completion of an entrance audition, which assesses the student’s intonation and rhythmic abilities. The evaluation criteria are based on continuous and final practical collective performance.
The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, gaining practical experience in their interpretation, and applying these methods in practice.
The aim of the course is to develop and enhance collective vocal expression within the framework of a choir ensemble. The student acquires the principles of choral singing technique and harmonic-rhythmic awareness. The student also develops the ability to collaborate in a team and improve communication skills. Additionally, the student gains stage experience and represents the university at domestic and international events.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Organizational Form:
2 seminar hours per week, totaling 22 hours per semester, delivered in a blended format (primarily in-person).
Student Workload:
11 sessions x 2 hours of direct instruction (total: 22 hours), 22 hours of continuous preparation for classes, 8 hours of preparation for the final performance, Total: 52 hours of student work
Teaching Methods:
A combination of monological methods (instruction) and practical methods.
Required Literature:
Sheet music as determined by the conductor.
Recommended Literature:
FUCHS, J. Sólový zpěv a jeho vztah ke zpěvu sborovému.
KANIŠÁKOVÁ, T. Zborový spev ako formujúci prostriedok vo výchove. In: Acta paedgogicae. Prešov: PdF PU, 2002. ISBN 80-8068-076-0.
Proceedings from international symposia CANTUS CHORALIS.
Recordings of choral compositions from various stylistic periods and different choral ensembles.
The evaluation criteria are based on continuous and final practical collective performance. The assessment of the continuous practical performance includes fulfilling partial tasks within the individual voice groups and participating in any internal, public, or other concert performances. The final practical performance consists of a collective presentation of the selected repertoire studied.
Grading Scale:
• A (100–91%, excellent – outstanding results)
• B (90–81%, very good – above-average standard)
• C (80–73%, good – consistent, reliable work)
• D (72–66%, satisfactory – acceptable results)
• E (65–60%, sufficient – meets minimum criteria)
• FX (59–0%, insufficient – requires additional work)
The course focuses on exploring choral compositions from various stylistic periods, acquiring practical experience in their interpretation, and applying these methods in practice.
The student develops a sense of cultivated singing, with appropriate expression and performance.
The student enhances their musicality and applies acquired knowledge in vocal activities while working with musical material in choral ensembles.
The student gains an understanding of concert dramaturgy.
Recommended reading:
according to the focus of the thesis topic
Prerequisite subjects: none
Prerequisites for successful completion of the course:
The state examination, 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 the number of credits necessary for the proper completion of studies after obtaining credits for successful completion of the last state examination 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) without disciplinary proceedings being conducted against him/her.
The student receives 14 credits for the successful defence of the diploma thesis (credits counted in the VUZ 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:
- Demonstrate the student's ability to integrate knowledge, manage complexity, and formulate decisions with incomplete or limited information, while still embracing the social and ethical responsibilities associated with the application of their knowledge and decisions;
- Demonstration of the ability to communicate conclusions, findings and rationale clearly and unambiguously to both expert and lay audiences;
- elaboration of the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures, hypotheses/research questions that can be verified. At the same time, the thesis must make a contribution to the specific field.
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 fulfilling the requirements for passing the subject of the state examination - defence of the diploma thesis. In the same way, a student shall be evaluated with an FX if he/she has submitted a thesis in violation of paragraph 7 of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 or has submitted a thesis that does not substantially meet the requirements according to paragraph 1 (d), paragraph 2 (d) or paragraph 3 (d) of Article 56 of the Internal Regulation of the University of Bratislava No. 23/2021 Internal Quality Assurance System for Higher Education of 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 case of language specialisations also the language of the respective subject specialisatio
Brief outline of the course:
1. Contribution of the thesis to the field of study, depending on its nature and degree of study. The evaluation of the thesis takes into account whether the student adequately treats the chosen topic at the level of a scientific study with a representative selection of literature, whether the chosen scientific procedures are adequate and appropriate, and whether he/she adequately works with hypotheses that can be verified. The thesis should make a distinct contribution to the relevant field of study in which the student has completed the degree programme;
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 thesis (the recommended scope of the thesis is usually 50 - 70 standard pages - 90 000 to 126 000 characters including spaces), the adequacy of the scope of the thesis is judged by the supervisor;
6. Linguistic and stylistic level of the work and formal editing;
7. The manner and form of the thesis defence and the student's ability to respond adequately to
comments and questions in the supervisor's and opponent's reports.
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.
The learning outcome is in accordance with the Long-term Plan of the CU/PdF, the mission and strategic goals of the CU/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 individual subjects of the study plan of the study programme and other relevant documents.
The student is able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses/research questions that can be verified. The thesis makes a contribution to the relevant field of study