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

Form of teaching: 1L+1S

Teaching mode: in-person, combined

Number of hours per week: 2

Number of hours per semester: 22

Student workload: 75 hours in total

Direct teaching = 22 h, continuous out-of-class preparation (revising + homework) = 11 h, mid-term practical test = 17 h, final practical test = 12 h, final theoretical test = 13 h

Teaching methods:

Concise explanation/description of the subject matter, individual practice of the discussed lexical phenomena, pair-work, didactic games, discussion of the topics covered in the class, lexical analysis of short authentic texts, concise comparison of the lexical features of English and Slovak, building strategies aimed at the broadening of the English vocabulary.

Compulsory reading:

PAVLÍK, R. (2018). A Textbook of English Lexicology II: Word Relations, Words in Use, Lexical Variation and Change. Bratislava: Z-F Lingua.

Recommended reading:

CRUSE, A. D. (2000). Meaning in Language: An Introduction to Semantics and Pragmatics. Oxford University Press. (Part 2)

JACKSON, H. and ZÉ AMVELA, E. (2007). Words, Meaning and Vocabulary: An Introduction to Modern English Lexicology, 2nd edition. London: Continuum. (Chapters 2, 3, 5 and 6)

KVETKO, P. (2009). English Lexicology in Theory and Practice. 2nd edition. Trnava: Univerzita sv. Cyrila a Metoda v Trnave. (Chapters 5–9)

LANČARIČ, D. (2016). English Lexicology: Theory and Exercises. Nümbrecht: KIRSCH-Verlag. (Chapters 3, 4, 6 and 7)

All of the above books are available in Slovak libraries and/or bookshops.

none

Course completion requirements:

Continuous assessment (40%)

Mid-term practical test (40%)

Final assessment (60%)

Final practical test (30%)

Final theoretical test (30%)

Grading:

100 – 95% A, 94 – 90% B, 89 – 85% C, 84 – 80% D, 79 – 75% E, 74 – 0% FX

Grade A: The student can practically distinguish the different types of formal paradigmatic relations of lexical units, can identify all semantic relations among lexemes, knows the types of English multi-word expressions and can use them appropriately in communication, knows the stylistic and social properties of lexemes and can use them practically, knows the main geographical varieties of English and their basic lexical differences, has a rich theoretical lexical knowledge.

Grade B: The student can practically distinguish the different types of formal paradigmatic relations of lexical units, can identify semantic relations among lexemes, knows the types of English multi-word expressions and can use them appropriately in communication, knows the important stylistic and social properties of lexemes and can use them practically, knows the main geographical varieties of English and their basic lexical differences, has solid theoretical lexical knowledge.

Grade C: The student can practically distinguish most types of formal paradigmatic relations of lexical units, can identify semantic relations between lexemes, knows the main types of English multi-word expressions and can use them in communication, knows the basic stylistic and social properties of lexemes and can use them practically, knows the main geographical varieties of English and some of their lexical differences, has adequate theoretical lexical knowledge.

Grade D: The student can practically distinguish the main types of formal paradigmatic relations of lexical units, can identify the basic semantic relations between lexemes, knows the main types of English multi-word expressions and can generally use them in communication, knows the basic stylistic and social properties of lexemes and can use them, knows some geographical varieties of English and their basic lexical differences, has adequate theoretical lexical knowledge.

Grade E: The student can practically distinguish the most basic types of formal paradigmatic relations of lexical units, can identify some semantic relations among lexemes, knows some types of English multi-word expressions and can use them in communication, knows the basic stylistic and social properties of lexemes and can mostly use them, knows British and American English and their basic lexical differences, has sufficient theoretical lexical knowledge.

Terms of evaluation

The student is entitled to an alternative date of the mid-term assessment (if he/she has not attended the assessment for medical or other serious reasons). The student is not entitled to a re-sit of the mid-term test. Taking part in the midterm assessment (with any result) is the requirement for being allowed to take the final exam.

English, Slovak

Course contents:

Main themes of the course:

Lexical relations in vocabulary; formal, morphological and word-formation relations among words; homonymy, homophony, homography and falsonymy, semantic relations in vocabulary, polysemy, synonymy and antonymy; hyponymy and meronymy, semantic fields, syntagmatic relations between words – collocations and idioms, stylistic classification of words, emotional colouring of words, social differentiation of vocabulary, temporal properties of words, geographical variation of English vocabulary

By means of the above content, the student learns about the lexical level of the English language, its structural-functional properties, learns the ways of applying theoretical knowledge in practice through English vocabulary analysis, develops his/her vocabulary and the ability to communicate fluently at C1 level, can read academic literature in English, learns to work independently and in a team on solving lexical issues and problems, can appropriately apply the acquired knowledge and skills in the classroom.

Continuous assessment (40%)

Mid-term practical test (40%)

Final assessment (60%)

Final practical test (30%)

Final theoretical test (30%)

Objectives and learning outcomes:

Based on the learning objectives declared in the profile of a graduate, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

The student will deepen and broaden the basic lexical terminology acquired in the Bachelor's studies, expand his/her knowledge of the vocabulary of modern English, learn the structural-functional characteristics of the English vocabulary, acquire the theoretical principles of the formation of paradigmatic relations in the lexicon, become familiar with the classification and properties of English collocations and idioms, master the contextual, temporal and geographic properties of English words.

Skills:

The student can practically distinguish the different types of formal paradigmatic relations of lexical units, correctly identifies semantic relations among lexemes, knows and uses different types of English multi-word expressions, can correctly use stylistically and socially marked lexis, can practically use the acquired theoretical knowledge in the analysis of a coherent authentic text, learns to use dictionaries to acquire English vocabulary, is able to work with and critically analyse academic literature, has acquired strategies for vocabulary acquisition, can use the acquired knowledge in an appropriate and adequate way for his/her further professional development.

Competences:

The student learns to work independently and in a team in solving lexical problems and tasks, can communicate professionally about the lexical phenomena covered in the class, is able to find and use digital resources and aids useful for further independent development and expansion of his/her vocabulary, develops the ability to analyse and synthesise linguistic material, is able to read academic literature, is able to link the acquired theoretical knowledge with the subject of research in other linguistic disciplines, has adequately developed presentation and argumentation skills, is able to apply the acquired knowledge and strategies in an appropriate way in his/her further education and in his/her professional practice.

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

Form of teaching: L+S

Teaching method: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 75 hours in total

Direct teaching = 22 hours, continuous home study = 11 hours, designing and preparing a lesson plan = 8 hours, microteaching preparation = 4 hours, writing a seminar paper = 4 hours, home study for the final theoretical test = 26 hours

Teaching methods:

Brief explanation of the material, brainstorming and problem solving tasks and assignments, dialogical methods (debate, discussion, colloquium), simulation, analysis of teaching materials and video recordings, presentation of students’ own views based on introspective analysis of their own (pedagogical) experiences, guided self-study

Compulsory readings:

Brown, H. D. and Lee, H. (2015): Teaching by Principles (4th edition). NZ:Person Education.

UR, P. (2012). A Course in English Language Teaching. Cambridge University Press.

Recommended readings:

BROWN, H. D. REPKA, R. and ŠIPOŠOVÁ, M. (2016). Communicative Approach and the Teaching of English Language Means to Slovak Learners. Bratislava: Z-F Lingua.

REPKA, R. and ŠIPOŠOVÁ, M. (2017). The Teaching of Communicative Skills to Slovak English Learners. Bratislava: Z-F Lingua. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. White Plains, NY: Pearson Education.

BROWN, H. D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy. 4th edition. White Plains, NY: Pearson Education.

HARMER, J. (2007). The Practice of English Language Teaching. 4th edition. Harlow: Pearson Education Ltd.

SCRIVENER, J. (2005). Learning Teaching. Oxford: Macmillan.

none

Course completion requirements:

Continuous assessment (40 points/percent):

Designing a lesson plan (20 points)

Analysis of selected teaching materials and video-recordings (10 points)

Seminar paper (10 points)

The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).

Final assessment (60 points/percent):

Final test (60 points)

Course evaluation:

100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX

Grade A (excellent - outstanding results): The student can independently create his/her own English language lesson plan by applying innovative student-centred teaching methods for the specified ISCED and the relevant language level according to the CEFR, comprehensively knows all the principles of teaching language resources and skills with regard to the characteristics and peculiarities of the subjects of foreign language teaching, comprehensively knows the possibilities of application of different types of authentic materials and modern technologies in teaching.

Grade B (very good - above average standard): The student, with minimal help from the teacher, is able to create his/her own English lesson plan by applying innovative student-centred teaching methods for the specified ISCED and the relevant language level according to the CEFR, is familiar with several principles of teaching language resources and skills with regard to the characteristics and peculiarities of the subjects of foreign language teaching, is well aware of the possibilities of applying different types of authentic materials and modern technologies in teaching.

Gra C (good - normal reliable work): The student, with the help of the teacher, is able to create an English lesson plan by applying innovative student-centred teaching methods for the specified ISCED and the relevant language level according to the CEFR, knows the basic principles of teaching language resources and skills with regard to the characteristics and peculiarities of the subjects of foreign language teaching, knows the basic possibilities of application of some types of authentic materials and modern technologies in teaching.

Grade D (satisfactory - acceptable results): The student, only with the intensive help of the teacher, is able to create an English lesson plan for the specified ISCED and the corresponding language level according to the CEFR, partially knows the principles of teaching language resources and skills with regard to the basic characteristics of the subjects of foreign language teaching, partially knows the basic possibilities of application of some types of authentic materials and modern technologies in teaching.

Grade E (satisfactory - results meet the minimum criteria): The student only with the support and intensive help of the teacher can partially create an English lesson plan for the specified ISCED and the relevant language level according to the CEFR, partially knows only some of the principles of teaching language resources and skills, partially knows some of the basic characteristics of the subjects of foreign language teaching, partially knows the basic possibilities of application of some types of authentic materials and modern technologies in teaching.

English, Slovak

Course contents:

Teaching language means (grammar, vocabulary, pronunciation); teaching receptive and productive language skills (listening, reading, speaking, writing); models for integrating language skills; developing interaction, communication and teacher questioning in foreign language education; testing and assessment in foreign language education; developing intercultural awareness; use of authentic materials and ICT in English language teaching

Through the above course content and the use of the above methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Master’s degree in the study programme of Teaching English Language and Literature in Combination.

Continuous assessment (40 points/percent):

Designing a lesson plan (20 points)

Analysis of selected teaching materials and video-recordings (10 points)

Seminar paper (10 points)

The essential condition for taking a final test is obtaining at least 60% of the continuous assessment (24 points).

Final assessment (60 points/percent):

Final test (60 points)

Objectives and learning outcomes:

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

Students know the theoretical principles of designing and planning teaching in primary, lower and upper secondary education (ISCED 1 – ISCED3); they know the theoretical and practical aspects of English language didactics (teaching language skills and language means) reflecting the pedagogical-psychological and social-psychological and developmental-psychological specificities of the learner; know and are able to apply innovative and alternative English language teaching methods; know the principles, meaning and possibilities of the application of digital technologies in foreign language teaching and understand their importance for the effectiveness of EFL teaching and learning.

Skills:

Students are able to independently design and carry out EFL teaching taking into account a learner-centred approach at each level of education (ISCED 1 – ISCED3) and relevant language levels (A1 – B2 according to CEFR), flexibly and creatively adapting curriculum requirements to the specific conditions of learners, classrooms and types of school; students are able to analyse, evaluate and create teaching materials reflecting the respective language level, teaching objective, conditions and peculiarities of the specific educational context; students are oriented in the professional linguodidactic literature, they are able to follow, critically analyse and review the latest trends and creatively implement them in their pedagogical activities; students are familiar with the ways of using information and communication technologies in EFL teaching.

Competences:

Students have adequately developed analytical-critical and pedagogical-psychological-linguistic thinking, which allows them to use the acquired knowledge for didactic purposes as well as for their personal, professional and social development; students have developed personal and affective prerequisites for a humanistic approach to learners and the teaching process (self-confidence, assertiveness, empathy, flexibility, tolerance, the ability to diagnose and respect individual personalities of learners, etc.); students are able to make independent decisions and responsibly solve problems related to the implementation of foreign language education at the appropriate level of education (ISCED1 – ISCED3) and the appropriate language level of learners (A1– B2 according to CEFR) reflecting social and ethical responsibility in decision-making and acting in accordance with professional ethics; students are able to communicate effectively, argue, cooperate and solve the assigned problem-solving tasks in a team; students are able to communicate about the possibilities of improving the effectiveness of foreign language education in Slovakia.

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

Form of teaching: 1L+1S

Teaching mode: in-person, combined

Number of hours per week: 2

Number of hours per semester: 22

Student workload: 75 hours in total

Direct teaching = 22 h, continuous home preparation = 11 h, preparation for oral presentation or progress tests during the semester = 10 h, preparation for the final oral exam = 32 h

Teaching methods

Lecture, dialogic methods (debate, discussion, colloquium), analysis of video recordings (film extracts or relevant social events), heuristic method, students´ presentation of their own conclusions, guided self-study

Povinná literatúra:

PECK, J. – COYLE, M. (2013). A Brief History of English Literature. 2nd ed. London: Palgrave Macmillan.

JAVORČÍKOVÁ, J. (2017). A Compendium of English Literature : An

annotated companion to English literature and literary theory. Bratislava : Z-F Lingua.

JAVORČÍKOVÁ, J. (2017). Contemporary literature in English : selected historical, social and literary contexts. Bratislava : Z-F Lingua.

JAVORČÍKOVÁ, J. (2018). World Literature. A Reader in English, American and Canadian Fiction. Bratislava : Z-F Lingua.

Odporúčaná literatúra:

JAVORČÍKOVÁ, J. (2013). Nové metódy integrácie dramatických aktivít - dialóg, skeč, komiks a "reader's theatre" do výučby anglického jazyka = New methods of integrating drama activities - dialogue, sketch, comics and reader´s theatre into English language acquisition. In Determinanty pregraduálnej prípravy učiteľov anglického jazyka 2 : monografia Katedry anglistiky a amerikanistiky. Banská Bystrica : UMB.

JAVORČÍKOVÁ, J. (2010). Literárny a kultúrny artefakt v procese výučby = Literary and cultural artefact in the process of teaching. In Philologica LXV. : zborník Filozofickej fakulty Univerzity Komenského. (ed.). Mária Huttová. Bratislava : Univerzita Komenského.

CUDDON, J. (1998). (reedícia 2000; vybrané heslá). Dictionary of Literary Terms and Literary Theory. London : Penguin.

EAGLETON, T. (1983). (reedícia 2000). Literary Theory. Minneapolis : University of Minnesota.

Uvedené zdroje sú dostupné v slovenských knižniciach a kníhkupectvách.

none

Course completion requirements:

Continuous assessment (40 points/percent):

Progress test (40 points/percent)

The progress tests (taken during the semester) is aimed at determining the command of theoretical knowledge and the ability to apply it practically to a text and literary work, as well as the ability to systematically analyse a literary text, critically evaluate it and develop an attitude towards the topic. Creative use of the text for pedagogical application is also being monitored.

Final assessment (60 points/percent):

The final oral exam (60 points/percent) is aimed at determining students’ command of theoretical knowledge of the subject, including literary terminology and its application to a literary text and work, as well as students’ ability to explain connections and contexts of various topics, analysis of a literary work discussed in class).

Grading:

100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX

Grade A (excellent - excellent results): The student is aware of the terminology and can identify tropes and figures in a new text, he/she knows the origin and development of literary movements and genres of modern English literature as well as representative works and social and pedagogical contexts of modern English and Anglophone literature He/she understands the context and the origin and development of literary movements and genres, he/she can apply all studied terms to an new literary work and text. In the progress test, students demonstrate systemic knowledge and its application).

Grade B (very good): The student masters the core knowledge of modern English literature listed in (A) with less serious errors and inaccuracies, he/she understands the substantial contexts of rise and development of literary movements and genres of the modern period. In the progress test, he/she demonstrates systemic knowledge and its application, with minor errors).

Grade C (good - regular reliable work): The student masters a substantial part of the core knowledge of modern English literature, however, with quite a few errors and inaccuracies. He/she understands most of the contexts of the origin and development of literary trends and genres of the modern period, he/she can apply some terms to a new literary work and text. In the progress test, he/she demonstrates essential knowledge and its application, with several errors).

Grade D (satisfactory): The student masters a substantial part of the core knowledge of modern English literature, however, with numerous errors and inaccuracies. He/she understands some of the contexts of the origin and development of literary movements and genres of the modern period, however, cannot apply some terms on a familiar literary work, text. In the progress test, he/she demonstrates some essential knowledge and their application, however, with numerous errors).

Grade E (sufficient): The student only knows some core knowledge of modern English literature, with numerous errors and inaccuracies, understands only some contexts of the origin and development of literary movements and genres, but he/she cannot apply terms to familiar literary work, text. In the progress test, he/she does not demonstrate essential knowledge and their application).

Grade FX (insufficient - additional work is required): The student does not display core knowledge of modern English literature, or his/her knowledge contextless, with excessive errors and inaccuracies. He/she does not understand the context of and development of literary movements and genres of the modern period, cannot apply the studied terms to a familiar and unfamiliar literary work and text. In the progress test, the student does not demonstrate essential knowledge and their application).

English, Slovak

Course contents:

Main themes of the course:

Introduction to modern English literature and periodization of literary trends (from the beginnings to the 19th century). Fin de siècle and Modernism. Post-war literature, Angry young men and Working-class novel. Postmodernism. Literature of minorities and world literature written in English. Literature written by women. British humour. English drama and poetry of the 20th and 21st centuries. Selected issues of contemporary and Commonwealth literature. Literature, culture and its pedagogical and translation-related implications.

Through the mentioned content of the subject and the use of the mentioned methods of education, students acquire knowledge, develop their cultural awareness and competences corresponding to the profile of a master's degree graduate in the study program teaching English language and literature in combination. Through the aforementioned subject contents and via the aforementioned educational methods, students acquire knowledge, develop their didactic skills and competences corresponding to the bachelor profile of a graduate in the study program English language and literature teaching (combination)

Continuous assessment (40 points/percent):

Progress test (40 points/percent)

The progress tests (taken during the semester) is aimed at determining the command of theoretical knowledge and the ability to apply it practically to a text and literary work, as well as the ability to systematically analyse a literary text, critically evaluate it and develop an attitude towards the topic. Creative use of the text for pedagogical application is also being monitored.

Final assessment (60 points/percent):

The final oral exam (60 points/percent) is aimed at determining students’ command of theoretical knowledge of the subject, including literary terminology and its application to a literary text and work, as well as students’ ability to explain connections and contexts of various topics, analysis of a literary work discussed in class).

Objectives and learning outcomes:

This course focuses on the acquisition of the following knowledge, skills and competences, as stipulated in the graduate profile (part: goals of education):

Knowledge:

The student…:

- is aware of the core knowledge of Modern English Literature, i.e. gained overview of the discipline, understands tendencies in the development of modern English language and literature,

- understands the principles upon which the development of basic literary trends in English and Anglophone literature in the modern era occurred,

- is aware of the development of literary genres of poetry, prose and drama in modern English literature, and understands the diachronic and synchronic relations of genres,

- is aware of representative and special literary works of the modern era,

recognizes the tropoical attributes of literary texts, artistic devices, tropes and figures,

- can interpret, explicate and compare studied works, can synthetize from various literary sources, is aware of the pedagogical context of literature and implementation of literature to EFL teaching.

-is aware of strategies for the use of literary text in pedagogy and how to implement various media into EFL teaching via literature.

Skills:

The student…:

- is able to use artistic (primary) and academic (secondary) literary sources,

- is able to apply principles of literary criticism,

- can analyse the latest knowledge of the discipline, can apply analytical-critical and linguistic thinking, leading to creativity and empathy,

- is cultivating skills to communicate fluently on professional aspects of literature and culture in English at C1 level,

- has acquired digital skills, can search for relevant information in the digital space and work in the digital learning environment Moodle,

-can actively use various methods for implementation of literary texts to EFL teaching.

Competences:

The student…:

- can reflect a literary work in the context of the changing 21st century society and its values,

- can read and interpret literature (fiction and academic sources) in English,

- is aware of self-knowledge strategies leading to deepening of his/her metacognitive awareness, can respect psychic hygiene principles,

- knows how to plan and organize his/her education and how to use self-study strategies,

-can read professional literature in foreign language,

- is able to argue, present and defend his/her opinions and positions, can communicate effectively in a group and solve professional problems as a part of team,

- has acquired literary and intercultural competences,

- has gained prerequisites for his/her active involvement in professional life.

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

Form of teaching: 1L+1S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 75 hours in total

Direct teaching = 22 hours, preparation for continuous assessment = 22 hours, preparation of two seminar papers = 16 hours, preparation for the final assessment = 15 hours (final seminar paper = 8 hours, final test = 7 hours)

Teaching methods:

Explanation, work with scientific text, guided discussion, group work, brainstorming, heuristic methods, problem-solving tasks, application of theoretical knowledge in practice, introspective analysis of experiences, critical analysis of experienced teaching approaches

Compulsory readings:

LOJOVÁ, G. (2004). Teória a prax vyučovania gramatiky cudzích jazykov. Bratislava: Monitor Promotion.

LOJOVÁ, G. (2005, 2011, 2014, 2017). Individuálne osobitosti pri učení sa cudzích jazykov I. Bratislava: Vydavateľstvo UK.

LOJOVÁ, G. and VLČKOVÁ, K.(2011). Styly a strategie vo výuce cizích jazyku. Praha: Portál.

Williams, M., Mercer, S. and Ryan, S. (2015). Exploring psychology in language learning and teaching. Oxford: OUP.

Recommended readings:

DÖRNYEI, Z. (2005). The Psychology of the Language Learner. Lawrence Erlbaum Associates, Publishers.

DÖRNYEI, Z. (2009). The Psychology of Second Language Acquisition. Oxford: OUP.

LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie: Prístup zameraný na žiaka. Bratislava: Vydavateľstvo UK.

Williams, M. a Burden, R. (1997). Psychology for Language Teachers, Cambridge: CUP.

LOJOVÁ, G. (2021). Súčasné smerovanie v psychológii učenia sa a vyučovania cudzích jazykov. Philologia, 31, no. 1: 7–20.

The publications are available in Slovak libraries and bookshops.

none

Course completion requirements:

Continuous assessment (40%):

2 seminar papers - topics adapted to the group and their level of knowledge and educational-psychological thinking (2 x 20%)

To be allowed to write a final test, students have to achieve min 60% of continuous assessment (=24%).

Final assessment (60%):

Final seminar paper: “My own learning styles and English language learning strategies” (developing metacognitive awareness) (20%)

Final test is focused on acquired theoretical knowledge and its application to English language learning and teaching (40%)

In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge, critical analysis of experienced teaching approaches and introspective analysis of their impact on the effectiveness of language learning as well as on their behaviour and personal development. In addition, some suggestions for effective interventions are provided.

Grading:

100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX

The final assessment reflects the level of students’ knowledge, level of their pedagogical-psychological-linguistic thinking; skills to apply theoretical knowledge to the practice of foreign language teaching, analyse and solve problems; level of their presentation and argumentation skills, as well as their competences to utilize the knowledge for their professional and personal development in accordance with the principles of well-being.

English, Slovak, Czech

Course contents:

Main themes of the course:

1. The Learner-centred approach – synthesising knowledge related to linguodidactics acquired in their previous study, students develop their skills to apply theoretical knowledge in foreign language teaching practice; they deepen their skills and competences fundamental for the humanization of foreign language teaching; they develop their presentation and argumentation skills in English as well as their cooperation and team-work skills.

2. The basis of neurodidactics – brain-compatible foreign language learning – students learn about and understand the impact of neuroscience on the methodology of English language teaching, which is fundamental for the development of their professional skills.

3. Individual and developmental learners´ differences in foreign language learning (age, aptitude, intelligence, learning styles, learning strategies, personality, affective components) – students acquire basic knowledge in the psychology of foreign language learning and teaching; they understand the determining impact of cognitive and affective components on the effectiveness of language learning; they develop their analytical-critical and pedagogical-psychological-linguistic thinking, which is fundamental for their pedagogical flexibility, creativity, and empathy; they develop their metacognitive awareness and autonomy; they deepen their skills to work with professional sources, critically analyse information and evaluate its relevance for English language teaching in Slovakia.

4.Psychological aspects of developing linguistic (grammar) competence – based on acquired theoretical knowledge, students understand the psychological mechanisms of foreign language grammar learning, they understand causal relationships and sources of pedagogical problems; they develop their skills to apply theoretical knowledge in pedagogical practice.

Teaching these topics using the methods above significantly contributes to achieving the set goals and learning outcomes listed in the profile of a graduate.

Continuous assessment (40%):

2 seminar papers - topics adapted to the group and their level of knowledge and educational-psychological thinking (2 x 20%)

To be allowed to write a final test, students have to achieve min 60% of continuous assessment (=24%).

Final assessment (60%):

Final seminar paper: “My own learning styles and English language learning strategies” (developing metacognitive awareness) (20%)

Final test is focused on acquired theoretical knowledge and its application to English language learning and teaching (40%)

In the seminar papers learners present and justify their opinions underpinned by acquired theoretical knowledge, critical analysis of experienced teaching approaches and introspective analysis of their impact on the effectiveness of language learning as well as on their behaviour and personal development. In addition, some suggestions for effective interventions are provided.

Objectives and learning outcomes:

Based on the objectives declared in the profile of a graduate, this course concentrates on the acquisition of the following knowledge, skills, and competences:

Knowledge:

Students acquire knowledge of the impact of relevant psychological disciplines on the methodology of English language teaching.

They acquire basic knowledge of the psychology of foreign language learning and teaching, and neurodidactics, which is essential for developing professional skills and personal characteristics of English language teachers; they understand its importance for humanistic education, as well as for solving problems reflecting individual differences of learners.

They understand learning mechanisms as well as the determining impact of cognitive and affective components on the effectiveness of language learning.

Skills:

Students can work with professional texts, critically analyse the latest findings and their relevance for English language teaching in Slovakia.

They develop their analytical-critical and pedagogical-psychological-linguistic thinking, which is fundamental for their pedagogical flexibility, creativity, empathy, and other personality characteristics.

They develop skills to apply acquired theoretical knowledge in foreign language teaching practice, analyse the sources of educational problems and suggest appropriate interventions.

They develop English language communicative competence (C1 level) and can fluently communicate about professional issues.

Competences:

Students develop their metacognitive awareness, autonomy, and effective self-study strategies; they are responsible for their professional development.

They develop their presentation and argumentation skills, ability to formulate, justify and defend their opinions and attitudes.

They develop professional and personal characteristics fundamental for humanistic teaching approaches and for solving educational problems reflecting social and ethical responsibility.

They can effectively communicate in English, work in team, and cooperate in solving educational problems.

They have predispositions to actively participation in professional events in foreign language education.

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

Form of teaching: 1L+1S

Teaching method: in-person, combined

Number of hours: 2 per week, 22 per semester

Student workload: 75 hours in total

Direct teaching = 22h, continuous home preparation for class = 11 h, preparation of continuous assignments (assignments, exercises) = 11h, preparation for in-term test = 14h, preparation for final test = 17h

Teaching methods:

Explanation of the material, instruction, brainstorming, guided debate, discussion of the topic, independent work, group work, work with text, solving problems and assignments, application of theoretical knowledge to practice

Compulsory readings:

(selected chapters according to the teacher’s instructions)

HLADKÝ, J. and RUŽIČKA, M. (1996). A Functional Onomatology of English. Brno: Masarykova Univerzita.

VACHEK, J. (1997). Functional Syntax. Brno: Masarykova univerzita.

VACHEK, J. (1975). Linguistic Characterology of Modern English. Bratislava: UK Bratislava.

Recommended readings:

(selected chapters according to the teacher’s instructions)

DUŠKOVÁ, L. et al. (1994). Mluvnice současné angličtiny na pozadí češtiny. Academia Praha.

none

Course completion requirements:

Completion of graded written assignments is a prerequisite for taking the final test. The student is entitled to an alternative date for the in-term assessment (if he/she has not attended the assessment for health or other compelling reasons), but is not entitled to a re-sit in-term assessment date.

Continuous assessment (40 percent):

In-term assessment (25 percent)

Completion of written assignments (15 percent)

Final assessment (60 percent):

Final test (60 points)

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

Grade A (excellent performance): The student possesses knowledge of the theory at an excellent level, knows professional terminology and can use it to name grammatical phenomena in practical examples, independently and at an excellent level finds analogies and contrasts in the grammar of the English and Slovak languages, creates his own examples of the analysed phenomena, independently and without mistakes works out practical tasks assigned by the teacher.

Grade B (very good): The student possesses knowledge of the theory at an excellent level, knows professional terminology and can use it to name grammatical phenomena in practical examples with a minimum of errors, independently finds analogies and contrasts in the grammar of the English and Slovak languages, creates his/her own examples of the analysed phenomena, independently develops practical tasks assigned by the teacher with a minimum of errors.

Grade C (good): The student possesses mostly theoretical knowledge at an average level, knows professional terminology, with help can use it to name grammatical phenomena, knows the grammar of the English language, only with problems or with help can identify relevant categories in both languages, when answering questions relies on learned examples, when solving tasks makes mistakes.

Grade D (satisfactory): The student possesses partial theoretical knowledge at a sufficient level, relies on descriptive statements, uses technical terminology to a lesser extent, only with problems can he/she connect it to naming grammatical phenomena, has a sufficient command of English grammar, has problems identifying relevant categories in both languages, relies on memorised examples when answering questions, makes grammatical and stylistic errors when solving problems, which do not have a significant impact on the student's understanding of the written expression.

Grade E (sufficient): The student possesses at least partial theoretical knowledge, relies on descriptive statements, uses technical terminology to a minimal extent, only with problems can he/she link it to naming grammatical phenomena, has a sufficient level of command of English grammar in practical activities, makes grammatical and factual errors in identifying relevant categories in both languages, relies on memorised examples when answering questions, makes grammatical and stylistic errors when solving problems which do not have a significant impact on the student's understanding of the written expression.

English, Slovak

Course contents:

Main themes of the course:

A brief history of linguistics from ancient times to the present, the naming unit and its basic features, the content and form of the naming unit, compound words, conversion, basic differences between English and Slovak nouns, verbs and adjectives, the sentence, the definition of the sentence and its functional analysis, the function of the subject in English, types of predication, nominal trends in English, sentence structure, word order, inversion

Through the above course content and the use of the above methods of education, the student acquires theoretical knowledge of linguistics as a scientific discipline, develops his/her practical skills and competences in accordance with the profile of a graduate of the Master's degree. He develops his analytical-comparative thinking and deepens the skills of working with text that he has acquired during his previous studies. He/she uses his/her knowledge of English as a foreign language and is able to compare morphological and syntactic characteristics with their Slovak equivalents. With regard to the graduate profile, he develops his pedagogical and linguistic thinking. He/she uses comparative analysis to determine the interference of the mother tongue, works effectively on its prevention and independently or in a group searches for effective methods of strategies usable in future educational practice.

Course completion requirements:

Completion of graded written assignments is a prerequisite for taking the final test. The student is entitled to an alternative date for the in-term assessment (if he/she has not attended the assessment for health or other compelling reasons), but is not entitled to a re-sit in-term assessment date.

Continuous assessment (40 percent):

In-term assessment (25 percent)

Completion of written assignments (15 percent)

Final assessment (60 percent):

Final test (60 points)

Objectives and learning outcomes:

Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:

Knowledge:

The student…:

- is proficient in professional terminology,

- knows and is able to use the hierarchy of linguistic units in practice,

- is oriented in the approaches of the different linguistic schools,

- consolidates the knowledge from previous grammar courses,

- develops and uses the acquired knowledge for the contrastive analysis of bounded linguistic structures as well as for the complex analysis of a text.

Skills:

The student…:

- works independently with a professional text, searches for and correlates the latest knowledge, and critically analyses it,

- develops his/her presentation and communication skills as part of preparation for his/her future career,

- applies theoretical knowledge in solving practical problems,

- demonstrates the ability to analyse and think critically,

- sees issues and problems in a broader context,

- understands and can demonstrate connections, can relate them logically,

- is able to cooperate effectively within a group.

Competences:

The student…:

- communicates effectively within a study/work group, uses self-study strategies,

- is able to present his/her knowledge at an appropriate linguistic level, develops his/her argumentation skills,

- develops his/her linguistic thinking, actively and effectively uses information technology to gather information, which he/she then communicates effectively in English at an appropriate level.

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

Form of teaching: 1L+1S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 90 hours in total

Direct teaching = 22h, continuous home preparation for class = 22h, home preparation for quiz = 10h, home preparation for oral exam = 36h

Teaching methods:

Brief overview of the historical background and literary themes related to the development of 20th-century American society, analysis and interpretation of literary works in a social context, dialogical methods (debate, discussion), presentation of one's own views based on the analysis of one's own (pedagogical) experiences, self-reflection on the basis of a literary text and discussion during the lessons, heuristic methods

Compulsory readings

CHILDS, P. and FOWLER, R. (2006). The Routledge Dictionary of Literary Terms. London: Routledge. https://www.uv.es/fores/The_Routledge_Dictionary_of_Literary_Terms.pdf

GENETTE, G. (1980). Narrative Discourse. Ithaca: Cornell University Press.

https://15orient.com/files/genette-on-narrative-discourse.pdf

JAVORČÍKOVÁ, J. (2017). A Compendium of American Literature. Bratislava: F-Z LINGUA.

POWELL, J. (1998). Postmodernism for Beginners. New York: Writers and Readers Publishing.

Primary sources as required by the course description

Recommended readings

EAGLETON, T. (1996). Literary Theory. Minneapolis: University of Minnesota. https://mthoyibi.files.wordpress.com/2011/05/literary-theory_an-introduction_terry-eagleton.pdf

JAMESON, F. (2007). The Modernist Papers. London: Verso.

https://monoskop.org/images/d/da/Jameson_Fredric_The_Modernist_Papers.pdf

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Course completion requirements

Continuous assessment (40 points/percent):

Activities/presentations during the seminars (20 points/percent)

Test (20 points/percent)

A minimum of 60% of the points of the continuous assessment (= 24 points) is a prerequisite for the completion of the course.

Final exam (60 points/percent):

Oral exam during the examination period (60 points/percent)

Grading

100–95% A, 94–90% B, 89–85% C, 84–80% D, 79–75% E, 74–0% FX

Grade A (excellent performance): The student has an in-depth command of the themes and works of twentieth-century American literature. He/she is aware of the major periods and the stakes of racial and gender identities. The student can independently analyse literary texts against the backdrop of American social history and American democracy, can apply his/her reasoning to a literary text and present it in front of the class. The student is able to apply the literary texts for English language teaching by using appropriate methods.

Grade B (very good performance): The student is largely proficient in the themes and works of twentieth-century American literature. He/she is mostly familiar with the periods of modern American literature and with the stakes of racial and gender identities. He/she is able to analyse literary texts against the background of American social history and American democracy with minor confusions or uncertainties, is able to apply his/her reasoning to a literary text and present it to the class with minor mistakes, and has sufficient knowledge to use the literary text in English language teaching by using appropriate methods.

Grade C (good): The student is largely proficient in the themes and works of twentieth-century American literature. The student is able to analyse literary texts against the backdrop of American social history and American democracy with some gaps, is able to apply his/her reasoning to a literary text and present it to the class with a few mistakes, and applies the literary texts to English language teaching with good theoretical knowledge but with some mistakes in the practical aspects.

Grade D (satisfactory): The student is proficient in some themes and works of twentieth-century American literature, knows some specific features of the different periods of modern American literature and is partly aware of the stakes of race and gender. The student can analyse literary texts against the background of the American social history and American democracy only with large gaps in his/her knowledge, is able to apply his/her reasoning to a literary text and present it to the class with a great deal of intervention from the teacher, has a certain amount of theoretical knowledge of how to apply a literary text in English language teaching by the practical execution is largely inefficient.

Grade E (sufficient): The student has a minimal command of the themes and works of twentieth-century American literature, knows just a few specifics of the periods of modern American literature and is hardly aware of the stakes of race and gender. He/she can point out very few relevant aspects of American social history and American democracy in the works discussed, is able to apply his/her arguments to a literary text and present it to the class only with major mistakes, and can minimally rely on his/her theoretical knowledge to apply a literary text to English language teaching.

English, Slovak

Course contents

Major themes of the course:

Periods of American literature

Literature of the turn of the century (Local Colour, Psychological Realism, Naturalism)

Modernism: The Lost Generation, Modernist Poetry

The diversity of the novel after 1945

Anti-War protest: The Beat Generation

Post-modernism: Post-modernist fiction

Ethnic voices: The Southern novel, the Afro-American novel, Jewish, Chinese-American, Hispanic and Native American literature

Feminist and LGBTQ literature

Ecocritism and environmental writers

American drama

Through the above course contents and methods of education, the student acquires knowledge, develops his/her didactic skills, and competences corresponding to the profile of a graduate of the Masterʼs degree in the study programme of Teaching of English Language and Literature in Combination.

Continuous assessment (40 points/percent):

Activities/presentations during the seminars (20 points/percent)

Test (20 points/percent)

A minimum of 60% of the points of the continuous assessment (= 24 points) is a prerequisite for the completion of the course.

Final exam (60 points/percent):

Oral exam during the examination period (60 points/percent)

Objectives and learning outcomes

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

Students will be familiar with canonical texts of twentieth-century American literature. Students become aware of the socio-political contexts of seminal American works. Students will understand the development of the literary genres of poetry, prose, and drama in modern American literature and know about the principles and strategies of the analysis of American literary text. Students understand the role and significance of these works in cultural studies and literary theoretical contexts. Students will learn strategies of using literary texts in English language teaching and of incorporating various media forms in the classroom.

Skills:

Students critically analyse works and their social and cultural contexts to reflect on individual and pedagogical needs. Students will be able to select quality works appropriately in relation to instructional objectives to expose elementary and middle school students to a variety of literary expression and thereby enable them to self-reflect. Students will also be able to appropriately apply a variety of media representations of literary works to the EFL lesson plan as an innovative method of student-centred learning for any ISCED and any CEFR language level, using a variety of appropriate learning tasks and organisational forms of teaching. Students develop broader analytical skills and will be able to discuss independently, in pairs and in groups.

Competences:

Students will be able to argue, present, and defend their views and opinions. Students critically engage with written texts and think critically about basic psychological, social, and cultural issues that are relevant not only for their own experience, but also for their identity as competent, knowledgeable, responsive, and understanding teachers in Slovak primary and secondary education representing a humanistic approach to pupils.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 75 hours in total

Direct teaching = 22 hours, home preparation (revision + home assignments) = 18 hours, reproduction of a video clip = 7 hours, Reading and Use of Language, part 1, 1–4 = 7 hours, vocabulary test = 3.5 hours, Test Reading and Use of English, parts 1 – 4 = 14 hours), Listening comprehension, part 1 = 3.5 hours

Teaching methods:

Monological methods: explanations of lexical structures at C1 level (SERR), dialogical methods (conversation on a given topic - lexically corresponds to C1 level - English profile is used as a guide to the language level), performing methods (guided role-play aimed at practising lexical and grammatical structures at C1 level. Guided self-study (home preparation - working with the text and video recordings)

Compulsory readings:

BOOK-HART, G. and HAINES, S. (2014). Complete Advanced. Cambridge University Press.

O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.

O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.

Recommended readings:

MCCARTHY, M. and O’DELL, F. (2017). English Vocabulary in Use Advanced. Cambridge University Press.

MCCARTHY, M. and O’DELL, F. (2017). English Collocations in Use Advanced. Cambridge University Press.

The resources are available in the Slovak bookshops and libraries

none

Course completion requirements:

Continuous assessment (100%):

Reproduction of a video clip, explanation of the new vocabulary (20%)

Reading and Use of English part 1, 4 (20%)

Test, vocabulary from the video clips (10%)

Reading and Use of English part 1–4 (40%)

Listening, part 1 (multiple choice) (10%)

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69 – 0% FX

The student is allowed to re-sit the final test once (if he / she did not take part in the assessment for medical or other compelling reasons). Student is not allowed to re-take the in-semester assignments. The overall assessment is conditioned by completion of the in-semester assignment with any result.

Grade A (excellent performance): The student can independently and correctly perform the assigned tasks and complete the assignments. The student can independently and correctly explain English vocabulary without hesitation and can fluently retell a listened or read text using C1 level vocabulary. The student can respond quickly and correctly in the Cambridge Advanced exam format, can complete the information correctly in the time allowed, select the correct one from the information and paraphrase the information with the given vocabulary.

Grade B (very good): The student can perform the tasks and complete the assignments correctly with minimal help from the teacher and team. With minimal help from the teacher and team, the student can explain English vocabulary correctly without hesitation or with minor hesitation and can fluently retell a listened or read text using C1 level vocabulary. The student can respond quickly and correctly in the Cambridge Advanced exam format, can complete the information correctly in the time allowed, select the correct one from the information and paraphrase using the given word.

Grade C (good): The student is able to complete the tasks and complete assignments with minor errors with the help of the teacher and team. With the help of the teacher and the team, the student can explain English vocabulary correctly with minor hesitation and can retell a listened or read text fluently but with excessive use of compensatory strategies (e.g., fillers) using C1 level vocabulary. The student can respond with hesitation but mostly correctly in the format of the Cambridge Advanced exam, can fill in information in the time allowed with fewer errors, select the correct one from the information and paraphrase using the given word.

Grade D (satisfactory): The student can, with intensive help from the teacher and team, perform the tasks and complete the assignments correctly or with minor errors. With intensive help from the teacher and the team, the student can explain English vocabulary with minor errors and hesitations and can retell a listened or read text using C1 (CEFR) level vocabulary with minor errors. The student can respond in the format of the Cambridge Advanced exam, can, with only intensive help while making minor errors, complete the information in the time allowed, select the correct one from the information and paraphrase using the given word.

Grade E (sufficient): The student can only partially complete the assigned tasks and complete assignments with support and intensive help from the teacher and team. With support and intensive help from the teacher and team, the student can partially and hesitantly explain vocabulary in English and can retell a listened or read text using C1 level vocabulary with minor errors. The student can partially respond in the Cambridge Advanced exam format and only with support and intensive help they can partially complete the information, select the correct one and paraphrase using the word in the time allowed.

English, Slovak

Course contents:

Main themes of the course:

Complete Advanced, Lessons 8–14: Media and its uses, At full speed, The lifelong process, Living somewhere else, The living world, Health and lifestyle, Moving and living abroad. Cambridge Advanced Listening papers 1 –4, Reading and Use of English papers 1–7, speaking parts 1–4.

Through the above content, the student is linguistically prepared for teaching practice, has developed the skills to communicate fluently in English in a variety of specific situations at C1 level. The student knows the principles and importance of the application of digital technologies in foreign language education. The student can communicate effectively and has developed presentation and argumentation skills.

Continuous assessment (100%):

Reproduction of a video clip, explanation of the new vocabulary (20%)

Reading and Use of English part 1, 4 (20%)

Test, vocabulary from the video clips (10%)

Reading and Use of English part 1–4 (40%)

Listening, part 1 (multiple choice) (10%)

Objectives and learning outcomes:

From the learning objectives declared in the graduate’s profile, this course aims to acquire the following knowledge, skills, and competences:

Knowledge:

The student will expand his/her vocabulary, know grammatical and lexical structures at C1 level. The student will learn the differences and similarities between language structures in the mother tongue (Slovak) and the structures in the target language (English). The student knows the structural and contextual differences between written and spoken speech. The student has knowledge of language skills and compensatory strategies. The student will acquire the knowledge necessary to pass the Cambridge Advanced examination.

Skills:

The student will be proficient in grammatical and lexical structures at C1 level in spoken and written communication. The student will gain confidence and improve all (receptive and productive language skills). The student will be able to apply the above aspects in communication. The student will develop correct pronunciation. He/she will master the strategies and principles of successful communication and learn to perceive the importance of the communicative context as a compensatory mechanism.

Competences:

The student will acquire communicative competence in the English language. The student will be able to understand a wide range of challenging long sentences and fully discern their meaning. He/she will be able to express ideas in a coherent and spontaneous manner without a significant search for expressions. The student will be able to use language effectively and flexibly for social, academic, and professional purposes. The student will be able to argue, present and defend his/her opinions appropriately. The student will be able to produce clear, well-structured, and detailed texts on complex topics. The student is able to communicate effectively, collaborate and solve problems as a team

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

Form of teaching: 2S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 56 hours in total

Direct teaching = 22 h, home preparation for class (revision + homework) = 10 h, first continuous practical test = 7 h, second continuous practical test = 5 h, theoretical test = 12 h

Teaching methods:

Explanation of the material, individual practice of the sociolinguistic phenomena, pair work, didactic games, discussion of the topics, sociolinguistic analysis of short authentic texts, comparison of the sociolinguistic variability of linguistic units in different languages, strategies for the acquisition of socially, contextually and geographically determined lexis

Compulsory readings:

PAVLÍK, R. (2010). Exercises in Sociolinguistics. Bratislava: Z-F Lingua.

PAVLÍK, R. (2006). Elements of Sociolinguistics. Bratislava: Univerzita Komenského.

Recommended readings:

HOLMES, J. (2013). An Introduction to Sociolinguistics. 4th edition. London – New York: Routledge.

WARDHAUGH, R. and FULLER, J. M. (2015). An Introduction to Sociolinguistics. 7th edition. Malden – Oxford: Wiley-Blackwell.

These resources are available in Slovak libraries and/or bookstores.

none

Course completion requirements:

Continuous assessment (100 percent):

1. in-semester practical test (30 percent)

2. in-semester practical test (20 percent)

Theoretical test (50 percent)

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

Grade A (excellent): The student knows the different varieties and strata of language and can demonstrate the differences between them through a rich variety of practical examples, has a good command of the theoretical foundations of sociolinguistic research and can use them to design basic research parameters, can identify differences between language varieties in terms of social, situational and geographical variables, knows and can apply linguistic communicative functions, has a rich theoretical knowledge of sociolinguistics.

Grade B (very good): The student knows the different varieties and strata of language and can demonstrate the differences between them on practical examples, knows the theoretical foundations of sociolinguistic research and can use them in designing the basic parameters of research, can identify the differences between language varieties in terms of social, situational and geographical variables, knows and can apply linguistic communicative functions, has extensive theoretical knowledge in the field of sociolinguistics.

Grade C (good): The student knows the different varieties and strata of language and can demonstrate the differences between them in some practical examples, knows the theoretical foundations of sociolinguistic research and can use them partially in designing the basic parameters of research, can identify the basic differences between language varieties in terms of social, situational and geographical variables, knows and can apply the basic linguistic communicative functions, has a good theoretical knowledge in the field of sociolinguistics.

Grade D (satisfactory): The student knows some varieties and strata of language and can demonstrate the differences between them on practical examples, knows the most basic principles of sociolinguistic research and can partially use them in designing the main parameters of research, can identify some differences between language varieties in terms of social, situational and geographical variables, knows and can apply some linguistic communicative functions, has a good theoretical knowledge in the field of sociolinguistics.

Grade E (sufficient): The student knows the basic varieties and strata of language and can demonstrate the differences between them on a small number of examples, knows the most basic principles of sociolinguistic research and can use them partially in designing the main parameters of research, can identify only some differences between language varieties in terms of social, situational and geographical variables, knows some linguistic communicative functions, has sufficient theoretical knowledge in the field of sociolinguistics.

Assessment conditions:

The overall assessment is conditioned by completing in-semester assignments with any result.

The student is allowed to ask for an extra date for the interim assessment tests if he/she has not attended the assessment for medical or other serious reasons but is not allowed to ask for the re-take of the interim assessment.

English, Slovak

Course contents

Main themes of the course:

Relationship between language and society, language varieties, communicative competence, sociolinguistic research - variables and hypotheses, language and social variables, language and situational variables, language and geographical variables, functions of language

Through the above content, the student learns about the variability of languages, their structural-functional and sociolinguistically determined characteristics, learns the ways of applying theoretical knowledge through practical analysis of sociolinguistic phenomena, develops his/her communicative and sociolinguistic skills and vocabulary at the C1 level, can read professional literature in English, learns to work independently and as a team to solve linguistic issues and problems, and is prepared to apply the acquired knowledge and skills appropriately in pedagogical practice.

Continuous assessment (100 percent):

1. in-semester practical test (30 percent)

2. in-semester practical test (20 percent)

Theoretical test (50 percent)

Objectives and learning outcomes:

From the learning objectives declared in the graduate’s profile, this course aims to acquire the following knowledge, skills, and competences:

Knowledge:

The student will learn about the social aspects of language, understand the nature of language variability in terms of social variables (social class, age, gender, ethnicity, culture, etc.), situational variables (medium, field, style, genre, speaker relationship, etc.), and geographical variables, and acquire knowledge about the use and variability of contemporary English.

Skills:

The student knows the differences between different varieties and layers of language and can demonstrate them with practical examples, can design a basic procedure for the empirical investigation of a selected sociolinguistic variable, can correctly identify and use linguistic resources determined socially, situationally and geographically, can practically apply the acquired theoretical knowledge in the analysis of a coherent authentic text, can work with and critically analyse a professional text, can use the acquired knowledge in an appropriate and adequate way in pedagogical practice.

Competences:

The student learns to work independently and as a team in solving sociolinguistic problems and tasks, is able to communicate on topics related to empirical research and linguistic variability, is able to search for and use digital resources and aids for his/her further independent development, is familiar with professional texts, is able to link the acquired theoretical knowledge with the subject of research in other linguistic fields, is able to apply the acquired knowledge in an appropriate way in practice.

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

Form of teaching: 2S

Teaching method: in-person, combined

Number of hours: 2 per week, 22 per semester

Student workload: total 50 hours in total

Direct teaching = 22 h, continuous home preparation for class = 10 h, first in-term practical test = 9 h, second in-term practical test = 9 h

Teaching methods:

Brief repetition of the content (monological method, dialogical methods: conversation, discussion), work in pairs/groups, discussion of the topic, application of theoretical knowledge from previous courses, morphological and syntactic analysis of short authentic texts, comparison of morphological and syntactic phenomena in English and Slovak, building strategies for complex linguistic analysis of the text

Compulsory readings:

QUIRK, R. et al. (1985). Comprehensive Grammar of the English Language. London: Longman.

Recommended readings:

(selected chapters according to the teacher’s instructions)

BIBER, D. (1999). Longman Grammar of Spoken and Written English. Longman.

LANČARIČ, D. (2012). Elements of Linguistics. Bratislava: Z-F Lingua.

VACHEK, J. (1990). ALinguistic Characterology of Modern English. Praha: SPN.

none

Course completion requirements:

A student is entitled to ask for an alternative date of final assessment (in case of medical or other compelling reasons); in-semester assignments cannot be resat.

Continuous assessment (100 percent):

1st in-term test (50%)

2nd in-term test (50%)

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

Grade A (excellent performance): The student is able to analyse an unfamiliar text sovereignly and independently, he/she is able to find different word types in the text and correctly identify their grammatical categories, is able to correctly identify the morphematic structure of words, correctly identifies all phrases, correctly identifies different types of simple sentences and clauses in the text, correctly and unaided identifies sentence articles, is able to find and identify changes in the word sequence.

Grade B (very good): The student can sovereignly and independently analyse an unfamiliar text, he/she can find various word types in the text and correctly identify their grammatical categories, can correctly identify the morphematic structure of words, correctly identifies almost all phrases, correctly identifies various types of simple sentences and clauses in the text, can correctly identify sentence articles, can find and identify changes in word order.

Grade C (good): The student can analyse an unfamiliar text relatively independently, can find different word types in the text and correctly identify their grammatical categories with a minimum of errors, can correctly identify the morphematic structure of most words, correctly identifies most phrases, identifies different types of simple sentences and clauses in the text, can identify clause articles within a simple sentence, can find and identify changes in the word order.

Grade D (satisfactory): The student can analyse an unfamiliar text, can find different word types in a text and correctly identify most of their grammatical categories, can correctly identify the basic morphematic structure of most words, can identify phrases in a text, can identify some types of simple sentences and clauses, can correctly identify basic sentence articles within a simple sentence, can find changes in word order.

Grade E (sufficient): The student can analyse an unfamiliar text, can find different word types in a text and correctly identify some grammatical categories, can correctly identify the basic morphematic structure of words, can identify phrases in a text, can identify basic types of simple sentences and clauses, can correctly identify basic clause structures within a simple sentence, can find changes in word order.

English, Slovak

Course contents:

Main themes of the course:

Grammatical analysis of sentences, functional analysis of sentences, sentence condensation and word order, main features of contemporary English, comparison of English and Slovak language in text analysis.

Through the above content, the student learns to analyse different types of texts linguistically, with emphasis on morphological-syntactic and functional analysis, independently and in a group. The student understands the text as a cohesive whole while working with it as a source of grammatical structures to identify and analyse grammatical phenomena. He/she improves his/her expressive skills to be able to express himself/herself effectively and comprehensibly on relevant linguistic issues at C1 CEFR level, to be able to locate them in the text, to name them, to determine them, to analyse them. They learn to work independently and as a team to solve linguistic questions and problems, they learn to apply the acquired theoretical knowledge appropriately in pedagogical practice. Uses theoretical knowledge and practical skills to prevent inappropriate interference from the mother tongue.

Continuous assessment (100 percent):

1st in-term test (50%)

2nd in-term test (50%)

Objectives and learning outcomes:

Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:

Knowledge:

The student knows the types of English word formation, knows the differences between morphematic and word-formation analysis of lexemes, has mastered the morphological and syntactic characteristics, knows the basic paradigmatic relations in vocabulary, knows the theoretical foundations of sentence structure, knows how to determine sentence articles, is oriented in the laws of the word sequence of an English sentence.

Skills:

The student is able to work independently with unfamiliar text, is able to analyse it, while actively using his/her speaking skills at C1 CEFR level. The student uses digital resources, actively searches for information and practical examples. Using the theory studied in previous courses, asks relevant questions, uses knowledge of the hierarchy of language units, using them to identify morphological and syntactic phenomena within a text.

Competences:

The student learns to work independently or in a group to solve linguistic problems and tasks, learns the basic strategies of linguistic analysis of a text and understands the nature of the relationship between form, content and function of linguistic units. They will be able to link the acquired theoretical knowledge with practice, learn how to use digital resources, actively search for suitable texts and examples for analysis from everyday practice on their own. The student will be able to communicate effectively in English, solve professional linguistic issues in a team and create the prerequisites for engaging in professional life in the field of foreign language education.

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

Form of teaching: 2S

Method: in-person, combined

Number of hours per week: 2

Number of hours per semester: 22

Student workload: 50 hours in total

Direct teaching = 22 h, continuous home preparation = 11 h, preparation for the presentation (didactic processing of the assigned literary text and topics) = 7 h, preparation for the final test = 10 h

Teaching methods:

Lecture, dialogic methods (debate, discussion, colloquium), analysis of video recordings (film extracts based on literary works), students´ presentation of their own conclusions.

Compulsory reading:

JAVORČÍKOVÁ, J. (2010). Literárny a kultúrny artefakt v procese výučby = Literary and cultural artefact in the process of teaching. In Philologia LXV: Zborník Filozofickej fakulty Univerzity Komenského Bratislava.

JAVORČÍKOVÁ, J. (2011). Poézia v lingvo-literárnych aktivitách ako metodologický nástroj budovania funkčnej gramotnosti. In Acta Facultatis Humanisticae Universitatis Matthiae Belii Neosoliensis: humanitné vedy - literárna veda. Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied.

JAVORČÍKOVÁ, J. (2013). Nové metódy integrácie dramatických aktivít - dialóg, skeč, komiks a “reader’s theatre” do výučby anglického jazyka. In Determinanty pregraduálnej prípravy učiteľov anglického jazyka, 2. Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied.

PRŠOVÁ, E. (2015). Literárny text v komunikačno-zážitkovom vyučovaní : vysokoškolská učebnica [CD-ROM]. Banská Bystrica: Vydavateľstvo Univerzity Mateja Bela - Belianum.

Recommended reading:

DUFF, A. and MALEY, A. (2007). Literature (Resource Books for Teachers). Oxford University Press.

JAVORČÍKOVÁ, J. (2004). Kultúrne aspekty literárneho textu pri výučbe reálií. In Is creativity the key to success in an EFL classroom?: Proceedings of the 7th national conference, 30.8–1.09.2004 Banská Bystrica. Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied.

MALEY, A. (2001). Literature in the language classroom. In The Cambridge Guide to Teaching ESOL. Cambridge University Press.

The aforementioned sources are available in Slovak libraries and bookstores.

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Course completion requirements:

Continuous assessment (50 points/percent)

“Student teaching” (50 points/%):

Adaptation/didactic application of a literary text/film extract of a literary work, or other literary material and specified genre for the purposes of EFL teaching according to the teacher’s parameters. Written he lesson plan lesson plan to hand in to the teacher prior to teaching.

Final test (50 points/%):

The final test is focused on the theoretical background of the issue and didactic procedures for using literature in EFL teaching, including relevant terminology.

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

Grade A (excellent): The student is aware of theory and terminology necessary for implementation of a literary text (literary terms, genres, etc.) to EFL teaching and knows how to define a literary text and distinguish it from a non-literary one. He/she understands the historical and social context of its creation different genres of literary texts and the advantages and limits of their didactic applicability. He/she knows methods and rules of working with a literary text. He/she can apply all studied terms to a literary work and a text without errors and inaccuracies. He/she presents a lesson plan for the given topic that meets the didactic requirements.

Grade B (very good): The student is aware of the theory and terminology necessary for implementation of a literary text (literary terms, genres, etc.) to EFL teaching with minor errors, knows how to define a literary text and distinguish it from a non-literary one. He/she understands historical and social contexts of the emergence of various genres of literary texts and the advantages and limits of their didactic applicability. He/she is aware of the methods and rules of working with a literary text. He/she can apply all studied terms to a literary work and text with a small amount of unimportant inaccuracies. He/she presents a lesson plan for the given topic, meeting the didactic requirements.

C (good): The student mostly masters the theory and terminology necessary for implementation of a literary text (literary terms, genres, etc.) to EFL teaching, he/she knows some attributes for literary and non-literary text, partially understands historical and social the context of the emergence of different genres of literary texts and the advantages and limits of their didactic applicability. He/she knows several methods and rules for working with a literary text. He/she can apply some studied terms to a literary work, text, however, with a greater number of errors and inaccuracies. He/she can present a lesson plan for the given topic, meeting some didactic requirements.

Grade D (satisfactory): The student has an imperfect command of the theory and terminology necessary for implementation of a literary text (literary terms, genres, etc.) to EFL teaching, he/she knows only some attributes for a literary and non-literary text. He/she does not understand historical and social the context of the emergence of various genres of literary texts and the advantages and limits of their didactic applicability. He/she only knows some methods and rules for working with a literary text. He/she does not know how to creatively apply all studied terms to a literary work and text. In the presentation, he/she can only present dull and inadequate didactic methods for the use of the assigned literary text and topics of language education; moreover, he/she makes a lot of mistakes and inaccuracies. He/she can present a lesson plan for the given topic that only partially meets assigned didactic requirements.

Grade E (sufficient): The student has an imperfect command of the theory and terminology necessary for implementation of a literary text (literary terms, genres, etc.) to EFL teaching, knows only 1-2 attributes of a literary and non-literary text. He/she does not understand historical and social contexts of the emergence of various genres of literary texts and the advantages and limits of their didactic applicability. He/she is aware of 1-2 methods and rules of working with a literary text. He/she cannot creatively apply most of the studied terms to a literary work and text. In the presentation he/she can only present dull and inadequate didactic methods for the assigned literary texts and topics with a lot of errors and inaccuracies. He/she presents a lesson plan for the given topic, which does not meet the didactic requirements.

English, Slovak

Course contents:

Main themes of the course:

Definition of literary and non-literary text. Terminology of implementation of literary text (literary terms, genres, etc.) to EFL teaching. Historical and social contexts of the emergence of various genres of literary texts (poetry - limerick, calligram, found poem, sonnet, ballad; prose - flash short story, hypernovel, novel; drama - creative writing). Advantages and limits of literary texts and their didactic applicability. Methods and rules for working with a literary text. Application of terms and methods to a literary work and text.

Through the aforementioned subject contents and via the aforementioned educational methods, students acquire knowledge, develop their didactic skills and competences corresponding to the bachelor profile of a graduate in the study program English language and literature teaching (combination).

Continuous assessment (50 points/percent)

“Student teaching” (50 points/%):

Adaptation/didactic application of a literary text/film extract of a literary work, or other literary material and specified genre for the purposes of EFL teaching according to the teacher’s parameters. Written he lesson plan lesson plan to hand in to the teacher prior to teaching.

Final test (50 points/%):

The final test is focused on the theoretical background of the issue and didactic procedures for using literature in EFL teaching, including relevant terminology.

Objectives and learning outcomes:

This course focuses on the acquisition of the following knowledge, skills and competences, as stipulated in the graduate profile (part: goals of education):

Knowledge:

The student…:

- is aware of the core knowledge of literary text in action, i.e. literary terminology and context-related information,

- understands the principles upon which the development of basic literary trends in English and Anglophone literature in the modern era occurred,

- is aware of the development of language and literature,

- is aware of the development of literary genres of poetry, prose and drama in modern English literature, and understands the diachronic and synchronic relations of genres,

- is aware of representative and special literary works of English literature,

recognizes the tropoical attributes of literary texts, artistic devices, tropes and figures,

-is aware of the terminology for the use of a literary text in EFL classroom (literary terms, genres), can define a literary and non-literary text,

-understands the overview of the discipline, understands historical and social tendencies in the development of modern English language and literature,

- can interpret, explicate and compare studied works, can synthetize from various literary sources,

- is aware of the pedagogical context of literature and implementation of literature to EFL teaching,

-can apply the terminology to a specific text and work of art,

- is aware of strategies for the use of literary text in pedagogy and how to implement various media into EFL teaching via literature.

Skills:

The student…:

- can actively use various methods for implementation of literary texts to EFL teaching, can analyse, evaluate and create various teaching materials supporting the aim of the lesson with regards to the specificity of various classes,

- is able to use artistic (primary) and academic (secondary) literary sources,

- is able to apply principles of literary criticism,

- can analyse the latest knowledge of the discipline, can apply analytical-critical and linguistic thinking, leading to creativity and empathy,

- is cultivating skills to communicate fluently on professional aspects of literature and culture in English at C1 level,

- has acquired digital skills, can search for relevant information in the digital space and work in the digital learning environment Moodle.

Competences:

The student…:

- has developed literary literacy,

- is aware of self-knowledge strategies,

- can read professional literature in foreign language,

- is able to argue, present and defend his/her opinions and positions, can communicate effectively in a group and solve professional problems as a part of team,

- has developed his/her metacognitive awareness, effectively guides his/her self-study, can respect psychic hygiene principles,

- knows how to autonomously plan and organize his/her education and can self-navigate his/her further education,

- can use information and communication technologies in EFL learning, in professional and other communication and in their further study,

- has acquired literary and intercultural competences,

- has gained prerequisites for his/her active involvement in professional life.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Number of hours: 2 hours per week, 22 hours per semester

Student workload: 50 hours in total

Direct teaching = 22 h, continuous home preparation for class = 11 h, presentation of a specific text and its context = 7 h, written analysis of a selected topic based on a literary work = 10 h

Type of activities

Brief overview of topics related to the historical and social development of ethnic minorities, analysis and interpretation of literary works in a social context, dialogical methods (debate, discussion), presentation of own views based on the analysis of own (pedagogical) experiences, self-reflection on the basis of a literary text and discussion during the lessons

Compulsory readings

Primary literary texts according to the syllabus

FIGUEIRA, D. (2008). Otherwise Occupied: Pedagogies of Alterity and the Brahminization of Theory. New York: State University of New York Press. Chapter: Postcolonial criticism and identitarian politics. https://monoskop.org/log/?p=467.

PANAYI, P. (2009). An Immigration History of Britain: Multicultural Racism since 1800. London: Routledge. (selected chapters)

Recommended readings:

Migration Observatory: Website of the Migration Research Centre of the University of Oxford

POWELL, J. (1998). Postmodernism for Beginners. New York: Writers and Readers Publishing.

VENN, C. (2000). Occidentalism: Modernity and Subjectivity. New York: SAGE. Chapter: Historicity, responsibility, subjectivity. https://monoskop.org/log/?p=489.

Selected chapters from the following literary works:

DÍAZ, J. (2008). The Brief Wondrous Life of Oscar Wao. New York: Riverhead Books.

MORRISON, T. (1998). Sula. New York: Vintage Publishing.

REED, I. (1972). Mumbo Jumbo. New York: MacMillan.

SOUEIF, A. (1992). In the Eye of the Sun. New York: Vintage Books.

WINTERSON, J. (1992). Written on the Body. New York: Vintage Books.

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Course completion requirements

Continuous assessment (100 points/percent):

Presentation of a specific text and its context (30 points/percent)

Active participation in the class discussions (10 points/percent)

Written analysis of a selected topic based on a literary work (60 points/percent)

Grading:

100–95% A, 94–90% B, 89 – 85% C, 84–80% D, 79–75% E, 74–0% FX

Grade A (excellent performance): The student has an in-depth knowledge of minority ethnic literature and its historical and social contexts, knows the specifics of minority literature in various periods, can independently analyse literary works in its social and cultural context, can apply his/her argument to the literary text and present it to the class, can interpret the work in writing, has a broad knowledge to use the literary text in English language teaching by using appropriate methods.

Grade B (very good): The student is mostly proficient in minority ethnic literature and its historical and social contexts, knows the main specifics of minority literature in various periods, can analyse literary works in their social and cultural contexts with minor mistakes, is mostly able to apply his/her argument to a literary text and present it to the class with few minor mistakes, can interpret the work in writing with minimal errors in content and language, has sufficient knowledge to use the literary text in English language teaching by relying on appropriate methods.

Grade C (good): The student reassuringly knows works and authors of minority ethnic literature and its historical and social contexts, knows the major specifics of minority literature in various periods, can analyse literary works in their social and cultural contexts with a few major mistakes, is largely able to apply his/her argument to a literary text and present it to the class with very few major mistakes, can interpret the work in writing with occasional confusions and mistakes in language use, has the basic knowledge to use a literary text in English language teaching by relying on appropriate methods.

Grade D (satisfactory): The student knows some themes and works related to minority ethnic literature, knows some specifics of minority literature in various periods, can analyse literary works in their social and cultural contexts with some major mistakes, is able to apply his/her argument to a literary text and present it to the class with more than a few confusions and mistakes in language use, can interpret the work in writing with numerous fallacies of argument and language, has a certain amount of knowledge to use the literary text in English language teaching with numerous deficiencies in the practical execution.

Grade E (sufficient): The student has only partial knowledge of the themes and works of minority ethnic literature, can analyse literary works in their social and cultural contexts with numerous misrepresentations, is able to apply his/her argument to a literary text and present it to the class with much incoherence, can interpret the work in writing with substantial mistakes in contents and language, has some knowledge to apply a literary text to the teaching of the English language but does not know about or use appropriate methods.

English, Slovak

Course contents

Main themes of the course:

Introduction to minority literature: the postcolonial and postmodern discourse, the case of British and American literature (similarities and differences)

Minority ethnic literature in the USA: African-American literature, Hispanic literature, Asian-American literature

Minority ethnic literature in the UK: Authors of Caribbean, Indian, Pakistani and African backgrounds

Minority ethnic literature and gender issues

Through the above course contents and methods of education, the student acquires knowledge, develops his/her didactic skills, and competences corresponding to the profile of a graduate of the Masterʼs degree in the study programme of Teaching of English Language and Literature in Combination.

Continuous assessment (100 points/percent):

Presentation of a specific text and its context (30 points/percent)

Active participation in the class discussions (10 points/percent)

Written analysis of a selected topic based on a literary work (60 points/percent)

Objectives and learning outcomes

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

Students become familiar with the major English works of ethnic, racial, and gender minorities written in the 20th century and with the basic discourses of the minority ethnic status in Anglophone societies; they understand the role and significance of these works in cultural and literary theoretical contexts, are aware of intercultural contexts, know strategies to use literary texts in teaching, and know how to incorporate various media forms in the classroom.

Skills:

Students are able to critically analyse works, the relevant social and historical contexts, and are able to select minority works appropriately in relation to the teaching objectives in order to show the diversity of literary expression to primary and secondary school pupils and thus enable them to self-reflect. Students will appropriately apply literary texts as an innovative method of student-centred teaching in the EFL lesson plans for any selected ISCED and CEFR language level, using a variety of appropriate learning tasks and organisational forms of teaching. Students develop broader analytical skills, are able to discuss independently, in pairs and in groups. They can make use of the possibilities of digital technologies in foreign language education.

Competences:

Students are able to argue, present, and defend their views and opinions, are able to critically approach written texts and think critically about basic psychological, social, and cultural issues that affect not only their own experience, but also their identity as a competent, knowledgeable, perceptive, and understanding teacher of primary and secondary education in Slovakia

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

Form of teaching: 1L+1S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 75 hours in total

Direct teaching = 22 hours, continuous home preparation = 17 hours, creating a lesson plan, including also preparation for its demonstration = 6 hours, creating a lesson plan focused on the use of the Jolly Phonics method = 4 hours, creating a project proposal for primary school pupils = 5 hours, creating a lesson with modified activities for dyslexic pupils = 4 hours, creating an information leaflet for parents = 3 hours, preparing for the final test = 14 hours

Teaching methods:

Brief explanation of the subject matter, problem-solving tasks and assignments, dialogic methods (debate, discussion, colloquium), brainstorming, mind-maps, role-plays, case studies

Compulsory readings:

CAMERON, L. (2010). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.

HANKEROVÁ, K. and ŠIPOŠOVÁ, M. (2021). Dyslexia and the English Classroom. What EFL Teachers Need to Know. Bratislava: Z-F Lingua.

LOJOVÁ, G. and STRAKOVÁ, Z. (2012). Teoretické východiská vyučovania angličtiny v primárnom vzdelávaní. Bratislava: Univerzita Komenského v Bratislave.

LOJOVÁ, G. (2019). Učme cudzí jazyk efektívnejšie. Prístup zameraný na žiaka. Bratislava: Univerzita Komenského v Bratislave.

State educational programme, primary education

WERNHAM, S and LLOYD, S. (2010). Phonics Teacher‘s Book. UK: Jolly Learning Ltd.

Recommended readings:

KONČEKOVÁ, Ľ. (2010). Vývinová psychológia. Prešov: Vydavateľstvo Michala Vaška.

LOJOVÁ, G., VLČKOVÁ, K. (2011). Styly a strategie učené ve výuce cizích jazyků. Praha: Portál.

PHILIPS, D. (1999). Projects with young learners. Oxford University Press.

POKRIVČÁKOVÁ et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs (e-textbook for foreign language teachers). Nitra: Univerzita Konštantína Filozofa v Nitre.

Smetanová, E. (2017). Methodology of Teaching English as a foreign Language. Arkalyk: Arkalyk State Pedagogical Institute ma,ed after I. Altynsarin.

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Course completion requirements:

Continuous assessment (60%):

Creation of a lesson plan (18 points)

Creation of a lesson plan focused on the use of the Jolly Phonics method (11 points)

Creation of a project proposal for primary school pupils (13 points)

Creation of a lesson plan with modified activities for dyslexic pupils (10 points)

Creation of an information leaflet for parents (8 points)

The final assessment is subject to a minimum of 60% of the points from the Continuous assessment (= 36 points).

Final assessment (40%):

Final test (40 points)

Grading:

100–95% A, 94 – 90% B, 89 – 85% C, 84 – 80% D, 79 – 75% E, 74–0% FX

Grade A (excellent performance): The student can independently create his/her own lesson plan, create a lesson plan with elements of the Jolly Phonics method, design a project using cross-curricular links, create a lesson plan with modified activities for dyslexic learners, create an information leaflet for parents.

Grade B (very good): The student, with minimal help from the teacher, is able to create his/her own lesson plan, create a lesson plan with elements of the Jolly Phonics method, design a project using cross-curricular links, create a lesson plan with modified activities for dyslexic learners and create an information leaflet for parents.

Grade C (good): The student, with the help of the teacher, can create, but with minor errors a lesson plan, create a lesson plan with elements of the Jolly Phonics method, design a project using cross-curricular links, create a lesson plan with several modified activities for dyslexic learners, create an information leaflet for parents.

Grade D (satisfactory): The student, only with intensive help from the teacher and various errors, can create a lesson plan, can create a lesson plan with elements of the Jolly Phonics method, design a project using cross-curricular links, create a lesson plan with several modified activities for dyslexic learners and create an information leaflet for parents.

Grade E (sufficient): The student can only partially create a lesson plan and only with support and intensive help from the teacher, the student can create a lesson plan with only minimal elements of the Jolly Phonics method, design a project using cross-curricular links, create a lesson plan with only a small number of modified activities for dyslexic learners and with several weaknesses, the student can create an information leaflet for parents.

English, Slovak

Course contents:

Main themes of the course:

Developmental characteristics of pupils in the middle childhood; learning theories; ISCED 1- through brainstorming students present their views on teaching pupils in primary education and learning theories, become familiar with ISCED 1, justify the appropriateness of the chosen methods by solving case studies.

Developing language skills and acquiring language means in English by pupils in the primary education; developing literacy skills, Jolly Phonics method - through brainstorming and mind maps students summarise their knowledge regarding teaching language means and language skills, they discuss the differences between the orthographic system of the Slovak and English language and its impact on reading and writing in English. Through videos, they are introduced to Jolly Phonics method and the multisensory approach applied in teaching reading.

Teaching English in relation to other subjects, CLIL; project method in teaching English in primary education - students will evaluate the possibilities of using cross-curricular links in English lessons, they will become familiar with ISCED1 and design a project focused on the use of cross-curricular links, which might be implemented by pupils when dealing with that particular topic.

Developing learning strategies; development of teaching materials, use of ICT, teaching English to learners with SEN – students will discuss the possibilities of developing the basics of effective learning strategies by both intact learners and learners with special educational needs and create a lesson plan with modified activities for learners with dyslexia.

Cooperation between the school and the learner's family, communication between the English language teacher and the learner's parents - through role-plays, students will try to solve certain situations, analyse their "performance" and discuss alternative ways of solving the problems.

Continuous assessment (60%):

Creation of a lesson plan (18 points)

Creation of a lesson plan focused on the use of the Jolly Phonics method (11 points)

Creation of a project proposal for primary school pupils (13 points)

Creation of a lesson plan with modified activities for dyslexic pupils (10 points)

Creation of an information leaflet for parents (8 points)

The final assessment is subject to a minimum of 60% of the points from the Continuous assessment (= 36 points).

Final assessment (40%):

Final test (40 points)

Objectives and learning outcomes

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

- The student knows the theoretical principles of designing and planning the teaching of English in primary education, knows the principles of the learner-centred approach and understands their relevance for making learning and teaching English more effective in primary education.

- The student is familiar with the methods used for teaching foreign languages and methods applied when teaching English in primary education, the student knows and can apply innovative and alternative methods of teaching English when teaching learners with special educational needs in primary education.

Skills:

- The student is familiar with relevant didactic publications and materials, can analyse and select them, can analyse and evaluate educational programmes, create a lesson plan by applying innovative methods of English language teaching suitable for pupils in primary education and can use ICT when teaching English in primary education.

- The student can apply the acquired theoretical knowledge when solving didactic assignments and problem solving tasks.

Competences:

- The student has adequately developed analytical, critical and pedagogical thinking, adequately developed presentation and argumentation skills.

- The student is able to cooperate and in a team, he/she is able to solve didactic tasks of different kinds.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 50 hours in total

Direct teaching = 22 h, home preparation for class = 8 h, creating a presentation of a specific topic from media culture = 8 h, written analysis of a selected topic from media communication = 12 h

Teaching methods:

Media presentations of cultural topics, discourse analysis, case studies, situation analysis method, role-playing method, comparative analysis, analyses of selected journalistic articles and theoretical works, dialogical methods (debate, discussion, colloquium)

Compulsory literature:

Blog: https://medialnakomunikacia.tumblr.com/

HUSÁROVÁ, Z. (2012). Electronic ways of literary engagement. In: Studies in Foreign Language Education, No. 4, pp. 91–112.

MANDIBERG, M., ed. (2012). The Social Media Reader. New York: The NYU Press. https://monoskop.org/images/3/3e/Mandiberg_Michael_ed_The_Social_Media_Reader.pdf.

PIORECKÝ, K. and HUSÁROVÁ, Z. (2019). Tvořivost literatury v éře umělé inteligence. In: Česká literatura, Vol. 67, No. 2, pp. 145–169.

Recommended literature:

THORBURN, D. and JENKINS, H., eds. (2004). Rethinking Media Change: The Aesthetics of Transition. Cambridge, MA: MIT Press. https://monoskop.org/log/?p=1710.

WARK, M. (1994). Virtual Geography: Living with Global Media Events. Bloomington: Indiana University Press.

https://monoskop.org/images/5/5c/Wark_McKenzie_Virtual_Geography_Living_with_Global_Media_Events.pdf.

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Course requirements:

Continuous assessment (100 points/percent):

Presentation of a topic from media culture (30 points)

Active participation in discussions on the assigned issues during class (10 points)

Written comparative analysis of a selected topic from media communication (60 points)

Grading:

100–95% A, 94–89% B, 88–83% C, 82–77% D, 76–70% E, 69–0% FX

Grade A (excellent): The student knows in depth the basic issues of contemporary media research, can independently critically analyse social and cultural topics presented in the media, is able to argue convincingly for his/her humanistic position in a discussion, can present his/her media analysis and reflections on a specific journalistic topic with clarity in a group and in front of the class, can apply his/her insight and contemporary scientific background independently to English language teaching using comparative analysis and the method of role-playing.

Grade B (very good): The student knows the basic issues of contemporary media research, can critically analyse social and cultural themes presented in the media with minimal assistance, and is able to argue well for his/her humanistic position in discussion, is able to present his/her media analysis and reflections on a specific journalistic topic in a group and in front of the class, is able to independently apply his/her insight and contemporary scientific background to the teaching of the English language, using both comparative analysis and the role-play method, after a very short consultation with the teacher.

Grade C (good): The student is familiar with partial issues in contemporary intercultural research, can critically analyse social and cultural themes presented in the media with little help, and is able to argue for his/her humanistic position in a discussion, with a little help, can present his/her media analysis and reflections on a specific intercultural topic in a group and in front of the class, by creating a project for a certain age group, can, after a short consultation with the teacher, apply his/her insight and the current scientific background to the teaching of English language.

Grade D (satisfactory): The student is only familiar with certain topics of contemporary media research issues, can critically analyse social and cultural issues presented in the media with great help, is able to argue for his/her humanistic position in a discussion, although less convincingly, can present his/her media analysis and reflections on a specific journalistic topic in a group and in front of the class with more help, can independently apply his/her insight and contemporary scientific background to English language teaching, using both comparative analysis and the role-playing method, after a longer consultation with the teacher.

Grade E (sufficient): The student is familiar only with the peripheral topics of contemporary media research, can critically analyse social and cultural issues presented in the media only to a partial extent, is able to argue for his/her humanistic position in discussion, although not convincingly, can present his/her media analysis and reflections on a specific journalistic topic in a group and in front of the class with great help, can independently apply his/her insight and current scientific background to the teaching of English language, using both comparative analysis and the role-play method, after extensive consultation with the teacher.

English, Slovak

Course contents:

Main themes of the course:

Media and culture, media and racial and gender equality, world pandemics in the media - infodemia, migration in the media, climate crisis in the media, Slovakia in foreign media, censorship in the media - fake news, hoaxes, the future of mass media, social dilemmas, internet and social networks, media in education, education through media communication

Through the above mentioned course content and using the mentioned methods of education, the student acquires knowledge, develops his/her didactic skills and competences corresponding to the profile of a graduate of the Master's degree in the study programme of Teaching English Language and Literature in Combination.

Continuous assessment (100 points/percent):

Presentation of a topic from media culture (30 points)

Active participation in discussions on the assigned issues during class (10 points)

Written comparative analysis of a selected topic from media communication (60 points)

Objectives and learning outcomes

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

The student understands the role of new technologies in the media society, is able to critically and analytically perceive the impact of media on the individual and their role in the development of society, is able to think critically about the concepts, themes and direction of culture influenced by media events, knows the principles, meaning and possibilities of the application of digital technologies in foreign language education.

Skills:

Students are able to locate, critically evaluate, and present relevant media sources for cultural content education, have the skills to evaluate the credibility and legitimacy of materials in relation to instructional objectives, students are able to apply media communication and media culture to elementary and secondary English language arts instruction, and are able to discuss media issues from a wide range of viewpoints individually, in pairs, and in large groups.

Competences:

Students are able to use discourse analysis, case study method, and role-play method to present a specific topic in media education of English language for different grade levels, they are able to create their own comparative text on a media topic, through which they present different points of view and are able to take their own evaluative point of view on them and at the same time apply such a point of view to English language teaching, know the ways of using information and communication technologies in foreign language education, in professional and wider social communication, as well as in their further education.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Number of hours: 2 per week, 22 per semester

Student workload: 50 hours in total

Direct teaching = 22 h, continuous home preparation of written assignments = 11 h, preparing a presentation = 5 h, preparation for the end-of-term test = 12 h

Teaching methods

Dialogical methods (debate, discussion), analysis of texts, heuristic method, presentation of own views, guided self-study

Compulsory readings:

Articles, reports, and briefs from the website The Migration Observatory at the University of Oxford, https://migrationobservatory.ox.ac.uk/

PANAYI, Panikos. An Immigration History of Britain: Multicultural Racism since 1800. Pearson Education Ltd., 2010.

“Migrants in the UK: An Overview”, The Migration Observatory

http://www.migrationobservatory.ox.ac.uk/resources/briefings/migrants-in-the-uk-an-overview/

The Migration Observatory at the University of Oxford, https://migrationobservatory.ox.ac.uk/

Reading: British Muslims in Numbers – A Demographic, Socio-economic and Health Profile of Muslims in Britain Drawing on the 2011 Census, Chapter 2

https://www.mcb.org.uk/wp-content/uploads/2015/02/MCBCensusReport_2015.pdf

Enoch Powell’s “Rivers of blood” speech

http://www.telegraph.co.uk/comment/3643823/Enoch-Powells-Rivers-of-Blood-speech.html

Policy Primer: Integration”, The Migration Observatory

https://migrationobservatory.ox.ac.uk/resources/primers/policy-primer-integration/

Peter William Walsh and Robert McNeil, “Calculating the Bill: The Projected Impacts of the Points-Based Immigration System After Brexit”

https://migrationobservatory.ox.ac.uk/resources/commentaries/calculating-the-bill-the-projected-impacts-of-the-points-based-immigration-system-after-brexit/

Recommended readings:

JAVORČÍKOVÁ, J. and ZELENKOVÁ, A. (2020). Voices from beyond: A modern coursebook of cultural studies for philologists: With a focus on (e)migration as a political, ethical, linguistic and cultural phenomenon in the era of globalization. Bratislava: Z-F Lingua.

JAVORČÍKOVÁ, J. (2010). Slovak Immigration to Canada: Narrated Histories. In Migrating Memories: Central Europe in Canada. Volume 2: Oral Histories, ed. Rodica Albu. Brno/Niš: CEACS.

These resources are available in Slovak libraries and bookstores, as well as online.

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Course completion requirements

Continuous assessment (100 points/percent):

- Preparation of individual assignments (1/3): each student first prepares two of the following assignments, of which at least one is presented. If he/she does not present one of the assignments, he/she will submit it in written form. Assignment options:

a) analysis of a text

b) preparation of a glossary of terms and concepts in the text (5–10 words, expressions) and a draft exercise to practise the vocabulary in question

c) critical evaluation of a text: setting out the soundness of the argument and treatment of the issues with appropriate explanations, suggestions for improvement and responses to the issues

d) elaboration of further research and presentation for class discussion

e) explanation of 3–5 cultural terms, and their relationship to British/American society, and their use in the classroom (activity suggestion)

- End-of-term test (2/3): the test is based on the compulsory readings, questions include factual questions (definitions, matching) and open questions requiring interpretation of what has been read

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69% – 0% FX

Grade A (excellent): The student is proficient in the cultural studies terminology presented and discussed, as well as in the practical use of the terms. He/she understands the cultural context of the phenomena and events presented and discussed. In the presentation, the student presents the chosen topic without errors and inaccuracies and competently moderates the discussion. Both written assignments are impeccable in language and content.

Grade B (very good): The student has a very good command of the cultural studies terminology presented and discussed, the vocabulary and its practical use with minimal minor errors and inaccuracies. The student understands the cultural contexts of the phenomena and events presented and discussed. He/she presents the chosen topic without major errors and inaccuracies, and competently moderates the discussion. One of the two written assignments contains a few minor mistakes.

Grade C (good): The student masters the cultural studies terminology presented and discussed, and is able to use it with some errors and inaccuracies. He/she understands most of cultural studies contexts of the phenomena and events presented and discussed. He/she presents the chosen topic with a greater number of minor errors and inaccuracies, and moderates the discussion appropriately. Both written assignments contain minor mistakes.

Grade D (satisfactory): The student has a partial command of the cultural studies terminology presented and discussed, and has limitations in its practical use. He/she understands some of the cultural contexts of the phenomena and events presented and discussed. He/she presents the chosen topic with a number of substantial errors and inaccuracies, and only partially moderates the discussion. One of the written assignments contains major mistakes, while the other has minor errors of language and content.

Grade E (sufficient): The student has very limited knowledge of the cultural studies terminology presented and discussed, and has serious shortcomings in applying them in practical language use. He/she understands only minimal cultural studies contexts of the phenomena and events presented and discussed. His/her presentation lacks cohesion, but leads to some meaningful conclusion. Both written assignments contain major mistakes of language and content, but they still reveal some sense.

English, Slovak

Course contents

Main themes of the course:

- Introduction to cultural studies

- Terminology of the discipline

- British and American migration waves in historical contexts: Post-war migration

- The political rhetoric of migration

- Contemporary UK-US migration policies

- Social issues affecting contemporary cultures

Through the above course contents and methods of education, the student acquires knowledge, develops his/her didactic skills, and competences corresponding to the profile of a graduate of the Masterʼs degree in the study programme of Teaching of English Language and Literature in Combination.

Continuous assessment (100 points/percent):

- Preparation of individual assignments (1/3): each student first prepares two of the following assignments, of which at least one is presented. If he/she does not present one of the assignments, he/she will submit it in written form. Assignment options:

a) analysis of a text

b) preparation of a glossary of terms and concepts in the text (5–10 words, expressions) and a draft exercise to practise the vocabulary in question

c) critical evaluation of a text: setting out the soundness of the argument and treatment of the issues with appropriate explanations, suggestions for improvement and responses to the issues

d) elaboration of further research and presentation for class discussion

e) explanation of 3–5 cultural terms, and their relationship to British/American society, and their use in the classroom (activity suggestion)

- End-of-term test (2/3): the test is based on the compulsory readings, questions include factual questions (definitions, matching) and open questions requiring interpretation of what has been read

Objectives and learning outcomes

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

- The student is knowledgeable in the sub-discipline of “Contemporary American and British Culture”, i.e., understands the terminology presented and the contextual background of the course.

- The student understands the historical and political reasons for migration, multiculturalism, the Brexit phenomenon and its significance in the EU, etc.

- The student is familiar with teaching methods or the intercultural principle in language teaching.

- The student is able to apply the presented topics to teaching (create a lesson based on a cultural topic, teaching the language in interaction with the culture of the UK and the USA).

Skills:

- The student is able to work with specialist (secondary) literature, but also with fiction and authentic material, and is able to elaborate on a cultural studies topic for language learning purposes.

- The student can analyse, evaluate, and create teaching materials reflecting the teaching objective, conditions and specificities of a particular educational context.

- The student is able to analyse the latest knowledge of the discipline, apply analytical-critical and linguistic thinking to selected cultural studies phenomena, leading to creativity and empathy.

- The student has developed the skills to communicate fluently about professional aspects of culture and the teaching of culture in English at the C1 level.

- The student acquires presentation and digital skills, is able to search for relevant information in the digital environment and work in the digital learning environment Moodle; he/she also acquires presentation skills and project development.

Competences:

- The student develops literacy skills and acquires literary and intercultural competences.

- The student is able to communicate effectively, collaborate and solve problems as a team.

- The student adequately develops metacognitive awareness, can use effective strategies of self-study and regulation of his/her life reflecting the principles of psycho-hygiene.

- The student develops autonomy, responsibility for his/her further professional development.

- The student knows how to use information and communication technologies in foreign language education, in professional and broader social communication, as well as in his/her further education.

- The student acquires intercultural competences and competences for intercultural approach in language education.

- The student has the prerequisites for active involvement in professional life.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 50 hours in total

Direct teaching = 22 h, home preparation for class (practice of presentation skills, filling in observation sheets) = 12 h, preparation for continuous assessment = 16 hours:

Structure, organisation, and design of the presentation = 2.5 h

The use of audio-visual material and its implementation in the presentation = 1.5 h

Opening and closing parts of the presentation = 2.5 h

Coherence and use of signpost language = 2.5 h

Language used in the presentation (grammatical and lexical links, hesitations, compensatory mechanisms) = 3 h

Non-verbal communication = 2 h

Timing of the presentation = 2 h

Teaching methods:

Monological methods (lectures on presentation skills and strategies), performing methods (role-playing - presenter/debater and audience members), interview method (especially in the evaluation phase of classmates' work), case studies (successful and unsuccessful presentations and their causes), practical methods - presentation on a chosen topic

Compulsory reading:

POWELL, M. (2010). Dynamic Presentations. Cambridge University Press.

Recommended reading:

WILLIAMS, E. J. (2008). Presentations in English. Oxford: Macmillan.

The resources are available in Slovak bookshops and libraries.

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Course completion requirements:

Continuous assessment (100%):

The student will deliver a presentation of agreed length (20 - 40 min according to time availability and number of participants in the course) The following will be assessed during the presentation:

Structure, organization, and design of the presentation - 15%

Use of audio-visual material and its implementation in the presentation - 10%

Opening and closing parts of the presentation - 15%

Coherence of the presentation and use of “signpost language” - 15%

Language used in the presentation (grammatical and lexical devices, hesitations, compensatory mechanisms) - 20%

Non-verbal communication - 10%

Timing of the presentation - 15%

Grading:

100 - 95% A, 94 - 89% B, 88 - 83% C, 82 - 77% D, 76 - 70% E, 69%–0% FX

The student is allowed to ask for an extra final assessment date (if he/she has not attended the assessment for medical or other compelling reasons) but is not allowed to re-take the in-semester assignments. Completing the midterm assessment with any result is a prerequisite for taking the exam.

Grade A (excellent): The student is able to independently create and present a presentation on a given topic. The presentation will be well structured; audio-visual material will be applied appropriately. The student will be able to handle the introductory and concluding parts of the presentation fluently and without hesitation. Throughout the presentation, the student will use English fluently and without hesitation at C1 level and use non-verbal communication appropriately. The student accurately adheres to the timetable of the presentation.

Grade B (very good): The student is able to create and deliver a presentation on the topic with minimal assistance. The presentation is appropriately structured, with some satisfactory incorporation of audio-visual materials. With minimal assistance, the student will be able to handle the introductory and concluding parts of the presentation. Throughout the presentation, the student will use English fluently and without hesitation at C1 level and use non-verbal communication appropriately. The student adheres to the timetable of the presentation with only minor imperfections.

Grade C (good): The student is able to create and present a presentation on the given topic with the help of the teacher, while the presentation has minor deficiencies in structure. Audio-visual material will be partially satisfactorily incorporated in the presentation. The student will be able to handle the introductory and concluding parts of the presentation with help or with hesitation. Throughout the presentation, the student uses English at C1 level with minor hesitation and uses non-verbal communication appropriately. With only minor imperfections, the student adheres to the timetable set for the presentation.

Grade D (satisfactory): The student is able to create and present a presentation on the topic with intensive help from the teacher, while the presentation is deficient in structure. Audio-visual material will be partially satisfactorily incorporated. The student will be able to handle the introductory and concluding parts of the presentation with more intensive help or with hesitation. Throughout the presentation, the student uses English at C1 level with minor hesitations or minor linguistic errors and uses non-verbal communication appropriately. With only minor imperfections, the student adheres to the timetable set for the presentation.

Grade E (satisfactory): The student is able, with support and intensive help from the teacher, to create and deliver a presentation on the topic, while the presentation has weaknesses in structure. Audio-visual material will be partly satisfactorily incorporated. With support and intensive help, and with hesitation, the student will be able to handle the opening and closing parts of the presentation. During the presentation, the student uses English at C1 level with hesitation or more serious language errors and uses non-verbal communication appropriately. The student does not fully adhere to the timetable set for the presentation.

English, Slovak

Course contents:

Main themes of the course:

Introduction of the presentation, structure, conclusion of the presentation - technical essentials and the language, describing and presenting numerical data and graphs, techniques to engage the audience, Q and A section, working with voice, body language, visual aids, presentation platforms (MS Powerpoint, Keynote, online platforms)

Through the above knowledge, the student has adequately developed presentation skills, has developed analytical-critical thinking, can communicate and solve problems effectively. The student is a competent presenter in both academic and various commercial presentations. The student has developed speaking skills. Linguistically, the student has developed the skills to communicate fluently in English in a variety of specific situations at the C1 level.

Continuous assessment (100%):

The student will deliver a presentation of agreed length (20 - 40 min according to time availability and number of participants in the course) The following will be assessed during the presentation:

Structure, organization, and design of the presentation - 15%

Use of audio-visual material and its implementation in the presentation - 10%

Opening and closing parts of the presentation - 15%

Coherence of the presentation and use of “signpost language” - 15%

Language used in the presentation (grammatical and lexical devices, hesitations, compensatory mechanisms) - 20%

Non-verbal communication - 10%

Timing of the presentation - 15%

Objectives and learning outcomes:

Students will acquire knowledge, skills and competences related to presenting in English.

Knowledge:

The student will become familiar with the latest trends in presentation skills in the English language. The student will become familiar with presentation platforms, specifically Microsoft Powerpoint, Keynote and online platforms (e.g., Prezi). The student will learn the language necessary for a successful presentation (opening and closing of a presentation, signpost language, linguistic devices to increase the level of coherence of speech). The student will be familiar with the rules for using non-verbal communication and will become familiar with the structure and time management of presentations.

Skills:

The student will be able to use presentation platforms (Powerpoint and Keynote) of their choice. The student will be able to work with online presentation platforms. The student will be able to use C1 level language necessary to present successfully (be able to use the language and phrases necessary to open a presentation, conclude a presentation, as well as language to increase the level of coherence of a presentation). The student can use verbal and non-verbal communication appropriately. The student will be able to use presentation strategies and compensatory mechanisms in presentation practice. The student will apply time management to his/her own presentation.

Competences:

The student will become a competent presenter. The student is able to practically apply (in his/her own presentation) all the acquired language tools and presentation strategies, is able to adequately argue, present and defend his/her opinions and attitudes while accepting and respecting the opinions of others, is able to communicate effectively, cooperate and solve problems in a team. The student has developed autonomy and responsibility for his/her further professional development

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

Form of teaching: 2S

Teaching method: in-person, combined

Number of hours: 2 per week, 22 per semester

Student workload: 50 hours in total

Direct teaching = 22 h, continuous home preparation for class (revisioning + homework) = 12 h, preparation for course assessments = 16 h:

Continuous assessment: short in-semester tasks= 6 h

Final test = 10 h

Teaching methods:

The choice of methods will follow the format of the Cambridge Advanced tests. Monologue methods (explaining strategies to pass the exam according to each skill and part of the exam), dialogic methods (mainly in the Cambridge Advanced speaking part of the exam - parts 1 - 4 but also in other parts mainly discussion based on the read or heard text, staging methods - guided role-play (examiner and examinee/examined), practical exercises (doing practice exercises, activities and tasks in the format of the Cambridge Advanced test), guided self-study (regular home preparation by students (working with sample tests)

Compulsory reading:

O’DELL, F. and BLACK, M. (2015). Advanced Trainer. Cambridge University Press.

Recommended reading:

O’DELL, F. and BLACK, M. (2020). Advanced Trainer 2. Cambridge University Press.

The sources are available in Slovak bookstores and libraries.

none

Course completion requirements:

Continuous assessment (100%):

Short in-semester tests:

Listening part 1, 2 (multiple choice, fill-in tasks) – 20%

Reading and Use of English part 1, 2 (multiple choice, fill-in tasks) – 20%

Final test at the end of the semester in the form of Cambridge Advanced

Listening parts 1–4 (multiple choice, fill-in tasks, matching the statement to the speaker) – 20%

Reading and Use of English, part 1 (multiple choice, fill-in tasks, word formation, paraphrasing using the given word, multiple choice, adding the correct missing paragraph, matching the text) – 40%

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

A student is entitled to ask for an alternative date of final assessment (in case of medical or other compelling reasons); in-semester assignments cannot be resat.

Passing the midterm assessment with any result is a prerequisite for passing the exam.

Grade A (excellent): The student can independently and correctly perform the assigned tasks and develop assignments. The student is able to respond fluently and without hesitation using C1 level vocabulary. The student is able to respond quickly and correctly orally, completing the information correctly, selecting the correct one from the information and paraphrasing using the given word in the time allowed.

Grade B (very good): The student is able to perform assigned tasks and produce assignments correctly with minimal assistance from the instructor and team. With minimal assistance from the instructor and/or team, the student can respond using C1 level vocabulary. The student is able to complete the information quickly and correctly orally, complete the information correctly in the time allotted, select the correct one from the information, and paraphrase using the given word.

Grade C (good): The student is able to perform assigned tasks and produce assignments correctly with the help of the teacher and team. The student is able to respond using C1 level vocabulary with the help of the teacher and/or team. The student is able to respond orally with minor hesitations and minor errors, completing information correctly, selecting the correct one from the information and paraphrasing using the word in the time allowed.

Grade D (satisfactory): The student can, with intensive help from the teacher and/or team, perform the assigned tasks and produce assignments partially correctly and with hesitation. With intensive help from the teacher and/or team, the student can respond using C1 level vocabulary. The student can respond orally with hesitation and minor errors, can complete information partially correctly, select the correct one from the information and paraphrase using the given word in the given time.

Grade E (sufficient): The student can only partially perform the given tasks and produce assignments correctly and with significant hesitation, with support and intensive help from the teacher and/or team. With support and intensive help from the teacher and/or the team, the student can respond using C1 level vocabulary with significant hesitation. The student can respond orally with hesitation and only partially correctly, can complete information partially correctly, select the correct one from the information and paraphrase using the given word in the given time.

English, Slovak

Course contents:

Main themes of the course:

Cambridge Advanced Test, Listening Comprehension Parts 1–4, Reading Comprehension (Reading and Use of Language Parts 5, 6, 7), Writing, Speaking and Grammar combined with Vocabulary (Reading and Use of English Parts 1–4)

Through the above, the student has developed the skills to communicate fluently in English in a variety of specific situations at C1 level. Due to the nature of the course content, the student has developed critical-analytical thinking, mainly focused on solving test problems, but also on standard communication. The student is able to generalise the methodology of the Cambridge Advanced examination and all its parts and to draw theoretical and practical didactical connections. In selecting appropriate materials for preparation for the Cambridge Advanced exam, the student will be able to analyse and evaluate teaching materials reflecting the teaching objective, the conditions and the particularities of the specific educational context.

Continuous assessment (100%):

Short in-semester tests:

Listening part 1, 2 (multiple choice, fill-in tasks) – 20%

Reading and Use of English part 1, 2 (multiple choice, fill-in tasks) – 20%

Final test at the end of the semester in the form of Cambridge Advanced

Listening parts 1–4 (multiple choice, fill-in tasks, matching the statement to the speaker) – 20%

Reading and Use of English, part 1 (multiple choice, fill-in tasks, word formation, paraphrasing using the given word, multiple choice, adding the correct missing paragraph, matching the text) – 40%

Objectives and learning outcomes:

Based on the objectives declared in the profile of a graduate, this course aims for a student to develop the following knowledge, skills, and competences:

Knowledge:

The student knows and understands the tendencies of the development of the contemporary English language, knows the principles and strategies of linguistic analysis of authentic English text, knows the differences and similarities in the structure and functions of linguistic resources. The student will become familiar with strategies for successfully passing the Cambridge Advanced test, the student will learn the format of testing. The student will learn C1 level grammatical and lexical structures to apply in Cambridge Advanced tests.

Skills:

The student will develop and deepen core language skills (reading comprehension, listening comprehension, writing and speaking) as well as the ability to paraphrase a text (e.g. Reading and Use of English, Part 4), work with vocabulary (e.g. Reading and Use of Language, Part 3). The student also understands the similarities, differences, and interferences between the native and target languages. The student will be able to identify information and work with it correctly in Cambridge Advanced test tasks.

Competences:

The student will become a competent user of the language at C1 level. The student will have developed the necessary skills and strategies to pass the Cambridge Advanced (C1) test, be able to argue, present and defend his/her opinions and attitudes appropriately, while accepting and respecting the opinions of others.

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

Form of teaching: 2S

Teaching mode: in-person, combined

Scope (number of hours): 2 per week, 22 per semester

Student workload: 50 hours in total

Direct teaching = 22 hours, continuous home study = 17 hours, designing and preparing for microteaching of a lesson plan aimed at teaching a particular grammar structure inductively= 4 hours, essay writing = 3 hours, designing a test aimed at testing grammar = 4 hours

Teaching methods:

Brief explanation of the material, problem solving tasks and assignments, dialogical methods (debate, discussion, colloquium), brainstorming, mind-mapping, case studies, introspective analysis of students’ own (pedagogical) experiences

Compulsory readings:

HANKEROVÁ, K. (2015). Anglická gramatika pútavo a komunikatívne. Aktivity pre primárne vzdelávanie. Bratislava: Z-F Lingua.

HLAVA, T., ŠIPOŠOVÁ, M. and HANKEROVÁ, K. (2020). Vzťahy a interakcie deklaratívnej a procedurálnej roviny vo výučbe anglickej gramatiky. Bratislava: Univerzita Komenského v Bratislave. (selected chapters)

LOJOVÁ, G. (2004). Teória a prax vyučovania gramatiky cudzích jazykov. Bratislava: Lingos.

LOJOVÁ, G. a kol. (2015). Deklaratívne a procedurálne vedomosti vo výučbe anglického jazyka. Bratislava: Univerzita Komenského v Bratislave. (selected chapters)

PURPURA, J. E. (2013). Assessing Grammar. Cambridge University Press. (selected chapters)

REPKA, R. and ŠIPOŠOVÁ, M. (2016). Communicative approach and the Teaching of English Language Means to Slovak Learners. Bratislava: Z-F Lingua. (selected chapters)

ŠIPOŠOVÁ, M. and HANKEROVÁ, K. (2019). Communicative Activities for Teaching Grammar in Context. Bratislava: Z-F Lingua.

ŠIPOŠOVÁ, M. and JURÍKOVÁ, I. (2021). Výučba gramatiky angličtiny na úrovni A2 u žiakov s dyslexiou. Bratislava: UK v Bratislave. [online]

https://www.fedu.uniba.sk/fileadmin/pdf/Veda/5_OP_ludske_zdroje/metodiky_

ucprax/kajl/AFX7_Vyucba_gramatiky_AJ_na_urovni_A2_u_ziakov_s_dyslexiou_Siposova_Jurikova.pdf

Recommended readings:

KATZ, S. and BLYTH, C. (2009). What is grammar? In Katz, S. & Blyth, C., eds. AAUSC 2008 Volume, Conceptions of L2 grammar: Theoretical Approaches and their Application in the L2 Classroom (pp. 2–14). Boston, MA: Heinle Cengage Learning.

LOJOVÁ, G. (2014). Individuálne osobitosti pri učení sa cudzích jazykov I. Bratislava: Univerzita Komenského v Bratislave.

NIJAKOWSKA, J. et al. (2014). Dyslexia for Teachers of English as a Foreign Language. DysTEFL2 materials.

none

Course completion requirements:

Continuous assessment (100 points/percent):

Designing a lesson plan aimed at teaching a particular grammar structure inductively (30 points); creating appropriate teaching materials and aids for the lesson plan (10 points); an essay focused on presenting a student‘s own experience of learning and teaching grammar in which the experience is analysed critically evaluated, proposing suggestions for appropriate intervention based on the knowledge gained and reflection on the experience (30 points); designing a grammar test aimed at testing grammar based on a textbook accredited by the Ministry of Education and Science with regard to a particular ISCED and language level (30 points)

Grading:

100 – 95% A, 94 – 89% B, 88 – 83% C, 82 – 77% D, 76 – 70% E, 69–0% FX

Grade A (excellent performance): The student is able to independently create an English lesson plan by applying the inductive method, demonstrates an excellent level of analysis of grammar teaching and the methods applied in analysing his/her own experience, is able to independently determine the objectives of a grammar test, create it and justify his/her approach.

Grade B (very good): The student is able to create an English lesson plan by applying the inductive method with minimal help from the teacher, demonstrates an excellent level of analysis of grammar instruction and methods used in analysing his/her own experiences, is able to determine the objectives of a grammar test with minimal help from the teacher, create it and justify his/her procedure.

Grade C (good): The student, with the help of the teacher, is able to create an English lesson plan with minor errors by applying the inductive method of teaching grammar, demonstrates a good level of analysis of teaching grammar and the methods applied by analysing his/her own experience, is able to set the objectives of a grammar test with the help of the teacher, create it with minor errors and justify his/her procedure with the help of the teacher.

Grade D (satisfactory): The student, only with intensive help from the teacher and with more deficiencies, is able to create an English lesson plan by applying the inductive method. The student demonstrates a satisfactory level of analysis of the grammar teaching and methods applied with a greater number of shortcomings in the analysis of his/her own experience, can, with intensive help from the teacher, set the objectives of a grammar test, create it with minor errors and justify his/her approach with the help of the teacher.

Grade E (sufficient): The student can only partially create an English lesson plan by applying the inductive method with the support and intensive help of the teacher, can only partially analyse the methods of teaching grammar in AJ lessons based on his/her own experience, can set the objectives of a grammar test with the intensive help of the teacher, create it with a larger number of errors and partially justify his/her procedure.

English, Slovak

Course contents:

Main themes of the course:

1. Theoretical foundations of English grammar learning and teaching and Johnson’s Model –through brainstorming and mind mapping students present their findings, which is followed by a more in-depth introduction to the theoretical foundations of foreign language grammar teaching. Students analyse, compare and evaluate learning theories, linguistic theories and theories of language and grammar teaching and acquisition.

2. The role of grammar in different teaching methods (GTM, TPR, CLT, etc.); inductive and deductive approaches to grammar teaching; the role of grammar in communication – through discussions (based on previously acquired knowledge) students justify and evaluate the role of grammar in different methods, they reflect on how the view of grammar teaching has changed over time; through introspective analysis students evaluate their own experiences of English grammar learning and teaching and suggest suggestions for appropriate intervention.

3. Individual and developmental-psychological characteristics of learners in learning English grammar – students discuss ways of presenting and practising relevant grammar structures taking into account a particular age and language level as well as special educational needs of various groups of learners.

4. Pedagogical diagnosis applied in grammar assessment – through a short explanation of the curriculum students get acquainted with the basic principles of pedagogical diagnosis and the methods applied in assessing the level of acquisition of grammatical phenomena by learners, students design a grammar test aimed at testing selected grammar structures at a particular age group and language level. Students design solutions for different problem situations that may arise in grammar lessons.

5. Teaching English grammar to pupils with special educational needs by applying a multisensory approach – through group work students design activities for a selected grammar structure by utilising a multisensory approach and implementing appropriate information and communication technologies, students justify their approach.

Continuous assessment (100 points/percent):

Designing a lesson plan aimed at teaching a particular grammar structure inductively (30 points); creating appropriate teaching materials and aids for the lesson plan (10 points); an essay focused on presenting a student‘s own experience of learning and teaching grammar in which the experience is analysed critically evaluated, proposing suggestions for appropriate intervention based on the knowledge gained and reflection on the experience (30 points); designing a grammar test aimed at testing grammar based on a textbook accredited by the Ministry of Education and Science with regard to a particular ISCED and language level (30 points)

Objectives and learning outcomes:

From the learning objectives declared in the graduate profile, this course focuses on the acquisition of the following knowledge, skills and competences:

Knowledge:

Students know the principles of pedagogical diagnosis necessary for designing a grammar test, they know various English teaching methods as well as digital technologies applied in English grammar teaching and learning taking into account developmental-psychological characteristics of learners. Students are familiar with recommended approaches and methods of English grammar teaching which are appropriate for pupils with special educational needs.

Skills:

Students are able to apply the acquired theoretical knowledge in English grammar teaching by designing their own lesson plans, are able to propose concrete solutions to problem situations that may arise in grammar lessons. Students are able to propose suggestions for appropriate intervention based on the acquired knowledge, are able to use digital technologies in order to make English grammar teaching more effective.

Competences:

Having developed and improved students’ presentation and argumentation skills, they are able to present and justify actually implemented procedures in designing a particular grammar test.

Students are able to evaluate their own experience of English grammar teaching and learning due to their metacognitive awareness.