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

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 23 hours of continuous home preparation for the class, self-study; 18 hours of seminar work; 12 hours of preparation of a paper. Total 75 hours of student work

Teaching methods:

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

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

KOLEČÁNI LENČOVÁ et al. 2012. Grammatik-Karussell: German language practice book. Bratislava: Príroda, 2012. 104 p. ISBN 978-80-07-01932-4

STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2, Chapter 3 (Die sprachlichen Mittel)

Recommended reading:

BOHN, R. 2000. Probleme der Wortschatzarbeit. Berlin: Langenscheidt, 2000. 189 p. ISBN 3-

468-49652-4

FUNK, H./KOENIG, M. 1994. Grammatik lehren und lernen. Tübingen. 2010. 237 p. ISBN 3- 7639-1842-6

KOLEČANI LENČOVÁ, I. 2020. Linguistic landscape and reading comprehension in foreign

languages teaching. In. Roč. 10, č. 1 (2020), 160-164. ISSN (print) 1804-7890 NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8

SELIMI, N. 2010. Wortschatzarbeit konkret: Eine didaktische Ideenbörse für alle Schulstufen. Baltmannsweiler, 2010. 190 p. ISBN 978-3-8340-0663-9

Course completion requirements:

during the semester, the student prepares and presents a report, prepares a seminar paper. Active participation in the seminar is required in solving problem problems, as well as independent and creative work. Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.

german, slovak

1. The role of linguistic resources (lexis, grammar, pronunciation, spelling) in foreign language teaching depending on the specific teaching objectives.

2. Methods of their mediation and practice.

3. Task typology and testing options in face-to-face and online environments.

4. Linguistic resources in the context of the lesson in relation to its phases and objectives.

5. Application suggestions to German language teaching.

Points: paper: 25 points, active participation in seminars: 25 points, seminar paper: 50 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Objectives of education: to acquire professional knowledge and orientation in the field of basic linguistic planes - phonetic, lexical, morphosyntactic and orthographic in the teaching of German as a foreign language.

Learning outcomes: the graduate of the course is able to integrate the acquired knowledge into logical contexts and connect it with previous knowledge. He/she masters the didactic principles and techniques of mediation, practice, consolidation and testing in the field of linguistic resources in the full-time and distance form of teaching. The student is able to formulate recommendations, design his/her own methodological procedures and critically evaluate them. Is able to provide innovative and creative solutions, is open to new knowledge and experience.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

STORCH, G. 1999. Deutsch als Fremdsprache - Eine Didaktik. Paderborn: Fink, 1999. 367 p. ISBN 978-3-8385-8184-2 ch. 4, pp. 117-154 and ch. 6, pp. 213-260

Recommended reading:

KOLEČANI LENČOVÁ, I. 2012. Visual media in foreign language teaching: selected chapters with practical examples from German. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2012. 138 s. ISBN 978-80-557-0428-9

KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2

- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978--88-5753-350-6

KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9

NEUSTADT, E. 2013. DaF unterrichten. Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache. Stuttgart: Klett Verlag, 2013. 185 p. ISBN 978-3-12-675309-8

ROCHE, J. 2005. Fremdsprachenerwerb und Fremdsprachendidaktik. Tübingen: 2005. 282 p. ISBN 13: 978-3825226916

german, slovak

Course outcomes of subject (content):

1. Developing the communicative skill of listening comprehension: the process of listening comprehension as an interaction between the spoken language and the listener, conditions, phases, typology of exercises.

2. Developing communicative speaking skills: components of communicative situation as a psychological basis for the formation of the structural-compositional character of the linguistic expression, conditions, phases, typology of exercises.

3. Developing the communicative skill of reading comprehension: communicative activity of reading comprehension in the conception of the process of interaction between the written text and the reader, conditions, stages, typology of exercises.

4. Developing the skill of written expression: content composition of written expression as a linguistic-intellectual activity, conditions, phases, typology of exercises.

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to acquire knowledge, skills and competences in language skills - reading comprehension, listening comprehension, speaking and writing.

Learning outcomes: the graduate of the course will acquire the methodological competence of the strategic procedure for the implementation of teaching units with targeting the independent reception and production of spoken and written text, as well as the promotion and development of listening and reading comprehension. These can also be transferred to the online environment. Develops presentation and argumentation skills, the ability to formulate, justify and defend own opinions and attitudes, as well as autonomy and effective self-study strategies. He/she can design, implement and evaluate solutions to professional tasks in a responsible, innovative and creative way.

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

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct instruction = 22 hours; 28 hours of continuous home preparation for class, independent study; 50 hours of preparation for the final assessment (written and oral exam). Total 100 hours of student work.

Teaching methods:

explanation, work with a specialist text, discussion of the topic, motivating conversation about the features, occurrence and function of phrases, search and identification of phrases in texts and their analysis, guided independent study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und

Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 12-50. ISBN 978-3-

943906-45-5

VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7

Recommended reading:

BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5

FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8

MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, Charles University, 2001. 170 p. ISBN 978-80- 88982-40-5

Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid knowledge of the development of phraseological theories on the basis of the conceptual instrumentation acquired, ability to link new knowledge with prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the development of phraseological theories based on acquired conceptual instrumentation, ability to relate new knowledge to prior morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical attitudes.

Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize phrases in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.

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

Inadequate: insufficient knowledge of the development of phraseological theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret phrasemes in the system as well as in the text.

german, slovak

Course outcomes of subject (content):

Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.

Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.

Mastery of theoretical content, conceptual instrumentation and proof of concepts with examples of phrases, active cooperation is required. Assessment points: interim assessment in the form of a discussion: 50 points, final written and oral examination: 50 points (50/50).

Objectives and learning outcomes:

Educational objectives: to highlight the importance of phraseology in the formulation of comprehensible utterances, the subject is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.

Learning outcomes: the graduate of the course will gain knowledge of German phraseology in the broader context of the language system, gain knowledge of the function of phrases in communication and their stylistic value in the text. In addition to theoretical knowledge, the student will also acquire the ability to determine their stylistic and text-forming function in interpretation as well as in text production.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

11 x 2 hours of direct teaching = 22 hours; 22 hours of continuous home preparation for class, self-study; 31 hours of preparation for the final assessment (oral examination). A total of 75 hours of student work.

Teaching methods:

explanations, work with professional texts, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487

LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik. Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497

MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7

MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0

MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2

RIEGEL, P./RINSUM, W. VAN. 2000. Deutsche Literaturgeschichte. Band 10: Drittes Reich und Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509

Course completion requirements:

mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

The rating:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),

D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the literature of the period and the ability to interpret it on the basis of the acquired means, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual means, excellent ability to think analytically and to formulate critical evaluative attitudes.

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

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

Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.

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

german, slovak

Course outcomes of subject (content):

F. Nietzsche, A. Schopenhauer, S. Freud/Crisis of Consciousness, Language, Society. Impressionism, Symbolism. R. Musil, H. Broch, J. R. Roth, H. Hesse, Th. Mann, A. Döblin; Pluralism of styles (F. Wedekind, H. Hesse, R Walser). Literary revolution in expressionism, expressionism in poetry (G Heym, G Trakl), in drama (E Toller, G Kaiser) and in prose (G Benn). Franz Kafka and Prague German literature (F. Werfel and others). The end of the bourgeois epoch and the literature of the Weimar Republic (T. Mann, H. Mann). Epic theatre,

B. Brecht, literary cabaret. Drama in the interwar period (Ö. v. Horváth and others). The big city and its representation in the novel, the historical novel, social criticism, literature against the war (A. Döblin, A. Seghers, E. M. Remarque, A. Zweig - Part 1). Continuation (L. Feuchtwanger - Part 2). German literature in emigration after 1933. The texts are updated at the beginning of the academic year.

mastery of theoretical contents, reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to learn about the specifics of the literary process from the turn of the century to 1945.

Learning outcomes: the graduate of the course knows the main literary works, which can be interpreted in the context of the time. On the basis of concrete experience with the texts read, he/she has learned to think about literature, to use terms denoting aspects of literary texts, as well as the concepts of literary metadiscourse. He/she can work with specialist literature and formulate his/her own argumentative positions. Is capable of self-reflection and open to further learning.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

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

Teaching methods:

explanations, work with professional text, brainstorming, discussion of the topic, analysis of literary texts, guided self-study.

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation):

BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529

FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945-1968. Munich: dtv 1995. ISBN 3-423-03351-7

FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5

MIKULÁŠ, R. 2016. Auf der Spur einer Wahrnehmungsästhetik im Rahmen der Kognitiven Literaturwissenschaft: Gestaltung von Wahrnehmung bei Peter Handke. In: Schlüsselkonzepte und Anwendungen der Kognitiven Literaturwissenschaft. Münster: Mentis, 2016, 185-209.

ISBN 978-3-89785-461-1

MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In: World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 SCHNELL, R. 2016. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2016. 614 p. ISBN-10:3476019004

Course completion requirements:

mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the literature of the period in the context of the social context and the ability to interpret it on the basis of the acquired instrumentarium, the ability to link new knowledge and skills with knowledge and skills acquired in the past, fluent speech, structured statements, sovereign handling of the conceptual instrumentarium, excellent ability to think analytically and to formulate critical evaluative attitudes.

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

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

Satisfactory: content mastery with several weaknesses, basic mastery and understanding of issues and interpretive procedures, weak scientific argumentation and formulation of evaluative critical stances.

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic, stylistic errors, lack of scientific reasoning and formulation of evaluative critical attitudes.

Inadequate: insufficient, no knowledge of the literature of the period, insufficient mastery of conceptual tools, no reading of works of fiction.

german

Course outcomes of subject (content):

The lecture will consist of the following modules: literature of the German Democratic Republic, literature of the GDR, literature in unified Germany. Post-war literature, political situation and literary situation, W. Borchert, H. Böll. Group 47, short stories after 1945 (H. Böll, W. Borchert, G. Wohmann), lyric poetry between 1950 and 1970 (G. Benn, W. Lehmann,

G. Eich, H.M. Enzensberger, E. Fried), drama after 1945 (R. Hochhuth, P. Weiss, et al.), novels of the 1950s (H. Böll, G. Grass, W. Koeppen), literature of the new subjectivity (M. Walser, B. Strauß, Ch. Wolf, G. Wohmann, etc.), literature of the GDR (building literature, socialist realism, literature of arrival (Ankunftsliteratur 1961-1971), criticism of socialism 1971-1989). The texts of the fiction minimum are updated at the beginning of the academic year.

mastery of theoretical contents, reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentarium and methods of literary science work, active cooperation are required. Assessment points: continuous assessment by discussion: 50 points, oral examination 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to show the vicissitudes of literary processes in Germany after 1945. Learning outcomes: the graduate of the course acquires knowledge of cultural-historical contexts, recognises the key literary works of the period and is able to interpret them, has acquired conceptual instrumentarium. Against the background of concrete examples, the student will learn to reflect on the central formal, thematic and motivational shifts in literary genres. The student is able to adapt and transfer the knowledge acquired into practice.

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

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.

Teaching methods:

explanation, work with a professional text, discussion of the topic, motivational conversation about the stylistic appropriateness of expressive devices from different linguistic planes in different communicative situations, stylistic analysis of texts, presentation of a report, critical comments on the reports of classmates - critical discussion of the expressive devices used.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper):

FIX, U./POETHE, H./YOS, G. 2003. Textlinguistik und Stilistik für Einsteiger. Ein Lehr- und Arbeitsbuch: Frankfurt am Main: Peter Lang, 2003. 236 p. ISBN 978-3-6315-1829-8

Recommended reading:

EROMS, H., W. 2008. Stil und Stilistik. Berlin: Erich Schmidt Verlag, 2008. 255 p. ISBN 978- 3-5030-9823-1

FLEISCHER, W./MICHEL, G./STARKE, G. 1996. Stilistik der deutschen Gegenwartssprache. Frankfurt am Main: 1996. 394 p. ISBN 978-3-4841-0680-8

RIESEL, E./SCHENDELS, E. 1975. Deutsche Stilistik. Moskau: Verlag Hochschule Moskau, 1975. 315 p. ISBN 978-3-7815-1368-8

SANDIG, B. 2006. Textstilistik des Deutschen. Berlin: Walter de Gruyter, 2006. 584 p. ISBN 978-3-1101-8870-7

VAJIČKOVÁ, M. 2009. Stilistische Prinzipien der Textgestaltung von wissenschaftlichen

Texten. In: Ausgewählte Aspekte der Fachtexte. Banská Bystrica,

2009. 7- 40. ISBN 978-80-8083-834-8

VAJIČKOVÁ, M. 2007. Theoretische Grundlagen stilistischer Textanalyse. Bratislava: Comenius University in Bratislava, 2007. 168 p. ISBN 978-8-0892-2094-6

VAJIČKOVÁ, M. 2015. Theoretische Grundlagen stilistischer Textanalyse. 2. rozšír. 2nd ed.

Nümbrecht: Kirsch-Verlag, 2015. 203 p. ISBN 978-3-943906-18-9

VAJIČKOVÁ, M. 2019. Textlinguistische Aspekte der Kollokationen. In. Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019. 133-162. ISBN 978-3-943906-45-5

VAJIČKOVÁ, M. 2017. Letter as a textual genre. In. Roč. 27, č. 2 (2017), 59-70. ISSN 1339-

2026

VAJIČKOVÁ, M. 2021.

Competence in foreign language teaching: the case of German as a foreign language. In: Philology. Vol. 31, no. 1 (2021), 207-17. ISSN (print) 1339-2026

VAJIČKOVÁ, M. 2021. Von der Kollokationenkompetenz zur Textkompetenz. Die Rolle der Kollokationen bei der Kohäsion und Kohärenz eines Textes. In: Philologia. Vol. 31, č. 1 (2021), 179-188. ISSN (print) 1339-2026

Course completion requirements:

active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0). The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign use of conceptual instrumentation, excellent ability to think analytically and formulate critical evaluative attitudes.

Very good: solid knowledge of the development of stylistic theories and the ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge of the development of stylistic theories based on acquired conceptual instrumentation, ability to link new knowledge with prior morphological, syntactic, lexical and phraseological knowledge and skills acquired in the past, fluent speech with several weaknesses, limited ability to formulate evaluative critical stances.

Satisfactory: stylistic theories are mastered with several deficiencies, basic mastery and understanding of the issues and ability to recognize styles in the system and in the text, weak scholarly argumentation and formulation of evaluative critical stances.

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

Insufficient: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text.

Course outcomes of subject (content):

The subject and tasks of stylistics. Micro- and macro stylistics. Style (functional style and types of style, individual style). Stylistic colouring and its categories. Text and text typology. Phonetic and graphemic stylistic devices. Lexical stylistic devices. Thematic groups and thematic series. Synonymy. Stylistic differentiation of vocabulary, lexical neologisms, archaisms and historicisms. Territorial doublets and dialectisms. Argotisms, vulgarisms and social jargonisms, foreign words. Stylistic classification of phraseological phrases. Expressive possibilities of phraseologisms, ocasional phraseological compounds. Means of figurative expression. Simile and its types, metaphor, metonymy, periphrasis, epithet and their types.

Word games. Functional styles. Branch stylistics. Rhetorical figures.

active participation in the seminar is required, continuous evaluation based on active cooperation in seminars, on the basis of the presented paper and submitted seminar work, mastery of conceptual instrumentation is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to point out the importance of correct and appropriate stylisation of a text in accordance with its function, purpose, the environment in which the text is produced and the intended addressee.

Learning outcomes: the graduate of the course will master stylistic principles and stylistic means of text production in practical terms. On the basis of work with selected texts, the student will acquire the ability to assess the stylistic value of expressive devices from individual linguistic planes, as well as the ability to use stylistically appropriate expressive

devices in the production of selected text types and genres.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

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

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

BRAUN, M. 2010. Die deutsche Gegenwartsliteratur: Eine Einführung. Böhlau: UTB, 2010. 247 p. ISBN-10:3825233529

FORSTER, H./RIEGEL, P. 1999. Deutsche Literaturgeschichte. Gegenwart 1968-1990. Bd. 12. 2. Aufl. Munich: dtv, 1999. 376 p. ISBN 3-423-03352-5

FORSTER, H./RIEGEL, P. 1995. Deutsche Literaturgeschichte. Bd.11. Die Nachkriegszeit 1945- 1968. Munich: dtv, 1995. 380 p. ISBN 3-423-03351-7

SCHNELL, R. 2019. Geschichte der deutschsprachigen Literatur seit 1945. Stuttgart: Metzlersche Verlagsbuchhandlung, 2019. 614 p. ISBN-10:3476019004

Course completion requirements:

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).

The rating:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable work),

D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

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

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

german

Course outcomes of subject (content):

The subject of the thesis will be texts from the environment of Group 47, authors of internal emigration, the so-called "holorub" period, social-critical novels of the 1950s, avant-garde writing of the 1960s, concrete poetry, experimental literature, the works of the Dortmund Group 61, documentary theatre, lyricism of the so-called "Dortmund Group 61", the so-called "Dortmund Group 61". Texts of building enthusiasm are read, the so-called Bitterfeld Way, prose and drama of the 50s and 60s, the generational change of the 60s, women's literature, etc. are discussed. The texts are updated at the beginning of the academic year.

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary studies, active participation in discussions, preparation/presentation of a paper: 40 points, seminar paper: 60 points (100/0).

Learning outcomes

/Objectives and learning outcomes:

Educational objectives: to discuss the central formal, thematic and motivic shifts in literature from 1945 to the present day, using concrete examples.

Learning outcomes: by contact with texts of various kinds, the graduate of the course constructs his/her own multidimensional picture of literary processes in an authentic way. The graduate of the course develops communication, presentation and argumentation skills, formulates his/her own critical opinions, has the ability to self-reflect, as well as the ability to provide feedback, is open to new knowledge and further learning.

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

Scope, type/method of teaching and organizational form:

2 hours per week, lecture, combined form (primarily full-time). Student workload:

11 x 2 hours of direct teaching = 22 hours; 15 hours of seminar paper preparation; 8 hours of thesis preparation; 30 hours of preparation for the final evaluation (seminar paper presentation, oral examination). Total 75 hours of student work.

Teaching methods:

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

Compulsory/Recommended readings:

Required readings (selected according to the teacher's recommendation and the focus of the paper/seminar paper):

KOLEČANI LENČOVÁ, I. 2008. Literary artefact in foreign language teaching. Banská

Bystrica : Matej Bel University, Faculty of Humanities, 2008. 198 s. ISBN 978-80 8083-572-9

KOLEČÁNI LENČOVÁ, I./KOVÁČOVÁ, M./TOMÁŠKOVÁ, S. 2018. Neue Wege im DaF-

Unterricht : Bildende Kunst - Spielfilm - digitale Medien. Nümbrecht: Kirsch-Verlag, 2018. 177 p. 13 AH. ISBN 978-3-943906-46-2

KOLEČÁNI LENČOVÁ, I./NADLER, R. 2015. 39 Tests zum Leseverstehen für die Niveaus A2

- C1 mit Lösungen. Milano: Mimesis, 2015. 84 p. ISBN 978-88-5753-350-6

Recommended reading:

BISCHOF et al. 2011. Landeskunde und Literaturdidaktik. Berlin: Langenscheidt, 2011. 183 p. ISBN 978-3-468-49677-6

BOLTON, S. et al. 2003. Testen und Prüfen in der Grundstufe: Einstufungstests und Sprachstandsprüfungen. Berlin: Langenscheidt, 2003. 200 p. ISBN 3-468-49673-7 HALLET, W./KÖNIGS, FRANK G. 2010. Handbuch Fremdsprachendidaktik. Kallmeyer: Klett, 2010. 399 p. ISBN 978-3-7800-1053-7. Kap. IV (pp. 120-150, Literatur- und

Kulturdidaktik)

KOLEČANI LENČOVÁ, I./DAŇOVÁ, M. 2010. Holistic pedagogy in foreign language teaching: with practical examples from German language teaching. Banská Bystrica: Matej Bel University, Faculty of Humanities, 2010. 124 p. ISBN 978-80-557-0054-0

KOLEČANI LENČOVÁ, I. 2006. Selected aspects of image use in foreign language teaching. Banská Bystrica: Matej Bel University, 2006. 143 s. ISBN 80-8083-308-7

KÜHN, P. 2010. Sprache untersuchen und erforschen. Berlin: Cornelsen Verlag, 2010. 175 p. ISBN 978-3-589-05151-9

Course completion requirements:

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

The rating is awarded on a scale:

A (100-95%, excellent - outstanding results),

B (94-90%, very good - above average standard), C (89 - 85%, good - normal reliable operation), D (84-80%, satisfactory - acceptable results),

E (79-75%, sufficient - results meet minimum criteria), Fx (74 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretive procedures.

german, slovak

Course outcomes of subject (content):

1. Issues of testing and examination: issues of language standard, control and evaluation, types of examination and testing, objectives, criteria and typology of test tasks; models of testing the level of language proficiency, receptive and productive communicative skills.

2. Landscape knowledge and competences as an integral part of communicative competence. Didactic concepts, sociocultural knowledge and intercultural competence as part of foreign language teaching.

3. The position of literary texts in contemporary German language teaching and didactic implications: literary texts as a means of developing intercultural competence and social empathy.

4. Characteristics of the online environment; existing platforms and tools, their functionalities; digital learning resources and tools, interactivity.

5. Criteria for the analysis of textbooks and teaching materials, analysis of German language textbooks, evaluation and comparison of the quality and quantity of language material.

6. Autonomous learning and teaching: new approaches in foreign language teaching, paradigm shift, open classrooms, the role of teacher and learner.

Preparation and presentation of a co-authored paper, interaction in lectures, preparation of a seminar paper and passing an oral examination are required. Assessment points: continuous assessment by discussion and presentation of a co-paper: 25 points, seminar paper: 25 points, oral examination: 50 points (50/50).

Learning outcomes

/Objectives and learning outcomes:

Aims of education: to gain knowledge of the latest theoretical foundations of post- communicative didactics of foreign languages in connection with the development of relevant reference disciplines and interdisciplines that have an impact on the construction and innovation of didactics of foreign languages.

Learning outcomes: the graduate of the course will gain a more comprehensive view of the construction and innovation of foreign language didactics, forming a subjective theory of language learning and teaching. He/she will be able to correlate the acquired professional knowledge, to design and implement innovative and original methodological procedures and to evaluate them. Develops multimedia literacy and the skills to adequately apply online tools in the classroom. Is independent, creative and responsible in dealing with unpredictable

learning situations with a high degree of teaching ethics and empathy.

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

Scope, type/method of teaching and organizational form:

2 hours per week, seminar/internship, combined form (primarily full-time).

Student workload:

5 x 2 hours of direct teaching = 10 hours; 16 hours internship, 10 hours preparation for internship, 14 hours preparation for seminar paper. Total 50 hours of student work.

Teaching methods:

explanations, work with professional text, heuristic method, brainstorming, problem solving, application of theoretical knowledge to practice, discussion of the topic, guided self-study

Compulsory/Recommended readings:

Required reading:

KOLEČÁNI LENČOVÁ, I./DOVIČÁK, M. 2021. From text to project. Bratislava: PedF UK.

2021. 70 p. ISBN 978-80-223-5278-9

KOLEČÁNI LENČOVÁ, I. 2021. Language seminar. The construction of a lesson. Internship methodology. Bratislava: PedF UK, 2021. 33 p. 1,5 AH. ISBN 978-80-223-5263-5 Recommended reading:

BIMMEL, P./KAST B./NEUNER, G. 2011. Deutschunterricht planen. München: Langenscheidt Verlag, 2011. 208 p. ISBN 978-3-468-49638-7

KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Wissenschaft, Band 3. Hohengehren: Schneiderverlag, 2011. 303 p. ISBN 978-3-8340-0892-3

KIEL, E./ZIERER, K. 2011. Unterrichtsgestaltung als Gegenstand der Praxis. Band 2.

Hohengehren: Schneiderverlag, 2011. 253 p. ISBN 978-3-8340-0893-0

KÜPPERS, A./SCHMIDT, T./MAIK, W. 2011. Inszenierungen im Fremdsprachenunterricht. Grundlagen, Formen, Perspektiven. Braunschweig: Klinkhardt. 231 p. ISBN 978-3-7815- 1788-2

NEUNER, Gerhard/HUNFELD, Hans. 2011. Methoden des fremdsprachlichen

Deutschunterrichts. München: Langenscheidt Verlag, 2011. 184 p. ISBN 312-606-513-9

active participation in seminars and preparation of a seminar paper, preparation of an internship and its reflection in written form is required. Points: active participation in seminars: 10 points, seminar paper + presentation: 45 points, internship + reflection: 45 (100/0).

The rating is awarded on a scale:

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

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

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

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Excellent: excellent knowledge, ability to interpret it and link it to skills based on mastery of the conceptual apparatus. Structured, autonomous and creative treatment of assigned topics. Excellent ability to think analytically and to formulate critical evaluative attitudes.

Very good: solid theoretical knowledge and the ability to link it to skills based on the acquisition of conceptual apparatus. Structured and autonomous treatment of assigned topics with minor errors. Very good ability to think analytically and to formulate critical evaluative attitudes.

Good: average knowledge and ability to link it to skills based on mastery of concepts, good ability to think analytically and formulate evaluative critical stances, fluent speech with several weaknesses.

Satisfactory: superficial knowledge, insufficient ability to link it to problem-solving skills, incoherent speech with errors.

Adequate: content is mastered with several weaknesses, lacks sufficient mastery and understanding of the issues and interpretive procedures, lacks scholarly argumentation and the formulation of evaluative critical stances.

Insufficient: insufficient knowledge, lack of conceptual mastery and lack of understanding of the issues and interpretative

german, slovak

Course outcomes of subject (content):

1. Study and comparison of literature on planning, course, analysis and evaluation of the lesson.

2. Interactive approach, experiential learning and open forms of teaching in conveying the curriculum with an emphasis on the holistic development of the learner.

3. Comparison of traditional methods and innovative practices, design of a model teaching unit, its application in practice and evaluation of its effectiveness.

4. Based on the study of the literature, creating a proposal for a teaching unit (seminar paper) and elaboration of the practical experience in the reflection from the hospitality placement. Emphasis is placed on innovative teaching methods and aids.

100/0

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to acquire theoretical knowledge, methodological and didactic principles and criteria of lesson planning and lesson design.

Learning outcomes: the graduate of the course can apply the acquired knowledge and skills in the educational conditions of the school. The student will be able to design thematically focused lessons in order to incorporate all linguistic competences into the lesson using innovative methods and new technologies. Acquire the skills required to deal with unpredictable situations during lessons, be responsible and independent, able to present their

own attitudes and opinions adequately and professionally, and reflect critically on them.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

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

Compulsory/Recommended readings:

Required literature (selected according to the focus of the report/seminar paper): MIKULÁŠOVÁ, A. 2000. Einblicke in die neuere österreichische Kinder- und Jugendliteratur. Bratislava: Monitor Promotion, 2000. 176 p. ISBN 80-968927-8-9

Recommended reading:

RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362

SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISNB 3-631-53497-3

Course completion requirements:

Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).

The rating:

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

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),

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

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently and to incorporate comments from the oral presentation of the paper, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

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

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

german

Course outcomes of subject (content):

Austrian literature for children and youth from the 18th century to the First World War. Children's and youth literature in the First Republic and literature in exile. Proletarian literature. Exile literature. Literature for children and young adults after the Second World War up to the present day and its representatives. Swiss literature for children and young adults after the Second World War up to the present day and its representatives. Key texts are

updated at the beginning of the academic year.

Reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary scholarship, active participation in discussions/analyses is required. Points: 25 points, preparation/presentation of papers: 25 points, seminar work: 50 points (100/0).

The rating:

Learning outcomes

/Objectives and learning outcomes:

Learning objectives: to get to know well-known and lesser-known texts for children and young people by authors who lived or worked in Austria and Switzerland. The selection consists of texts from the 18th and 19th centuries as well as, and especially, 20th century and contemporary literary texts.

Learning outcomes: the graduate of the course will become familiar with the issues of the reception of literature, the prerequisites and forms of aesthetic impact of literature intended for a children's audience, or literature thematizing childhood from a timeless perspective (Kindheitsliteratur). He/She will gain an orientation on how to proceed in the selection of texts in the teaching of German as a foreign language in school practice. They will learn to correlate familiar and new content, to evaluate critically and to argue logically. The student will be able to adapt the acquired knowledge and transfer it into practice. Develop communication and interpretation skills.

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

Scope, type/method of teaching and organizational form:

2 hours per week, seminar, combined form (primarily full-time).

Student workload:

11 x 2 hours of direct teaching = 22 hours; 3 hours of continuous home preparation for class, independent study; 10 hours for preparing a paper, 15 hours for processing comments and preparing a seminar paper. Total of 50 hours of student work.

Teaching methods:

explanations, work with professional text as well as with other text genres in which phrases occur, discussion of the topic under discussion, motivational conversation about the use and stylistic appropriateness of phrases in different communicative situations, morphological, syntactic and semantic analysis of phrases, presentation of a paper, critical comments on classmates' papers - critical discussion of phraseological theories, the features of phrases and

their use in communication.

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): ĎURČO, P./Vajičková, M./Tomášková, S. 2019. Kollokationen im Sprachsystem und Sprachgebrauch: Ein Lehrbuch. Nümbrecht: Kirsch-Verlag, 2019, 133-190. ISBN 978-3-

943906-45-5

VAJIČKOVÁ, M./KRAMER, U. 2009. Lehr- und Übungsbuch der deutschen Phraseologie. Bratislava: Comenius University, 2009. 102 p. ISBN 978-80-223-2596-7

Recommended reading:

BURGER, H. 2010. Phraseology. Eine Einführung am Beispiel des Deutschen. Berlin: Erich

Schmidt Verlag. 2010. 240 p. ISBN 978-3-5030-9812-5

FLEISCHER, W. 1997. Phraseologie der deutschen Gegenwartssprache. Tübingen: Max

Niemeyer, 1997. 299 p. ISBN 978-3-4847-3032-8

MLACEK, J. 2001. Shapes and faces of phrase in Slovak. Bratislava: Stimul - Centre for Informatics and Education, Faculty of Arts, 2001. 170 p. ISBN 978-80-88982-40-5 VAJIČKOVÁ, M. 2009. Handbuch der deutschen Phraseologie unter fremdsprachendidaktischen Aspekten. 3rd revised edition. Bratislava: Comenius University, 2009. 197 s. ISBN 978-80-223-2611-7

Course completion requirements:

active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

The rating is awarded on a scale:

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

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

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

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Excellent: excellent knowledge of the development of phraseological theories and excellent ability to link new knowledge with previous linguistic, especially morphological, syntactic and lexical, knowledge and skills acquired in the past, fluent speech, structured utterances, sovereign handling of conceptual instrumentation, excellent ability to think analytically and to formulate critical evaluative attitudes, practical mastery of a large part of the phraseological richness.

Very good: solid knowledge of the development of phraseological theories and the ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills, fluent speech with minor deficiencies, very good ability to think analytically and formulate critical evaluative attitudes, practical mastery of a relatively large part of the phraseological wealth.

Good: average knowledge of the development of phraseological theories on the basis of acquired conceptual instrumentation, ability to link new knowledge with previous morphological, syntactic and lexical knowledge and skills acquired in the past, fluent speech with several deficiencies, limited ability to formulate evaluative critical attitudes, practical mastery of an average part of the phraseological richness..

Satisfactory: phraseological theories are mastered with several deficiencies, basic mastery and understanding of the subject and ability to recognize phrases in the system and in the text, weak scientific argumentation and formulation of evaluative critical attitudes, relatively small part of the phraseological richness is practically mastered..

Sufficient: superficial knowledge, inaccurate use of technical terms, numerous grammatical, orthographic and stylistic errors, lack of scientific argumentation and formulation of evaluative critical attitudes, very little of the phraseological richness practically mastered..

Inadequate: insufficient knowledge of the development of stylistic theories, insufficient mastery of conceptual instrumentation, insufficient ability to recognize and interpret styles in the system as well as in the text, insufficient mastery of the basic part of phraseological richness.

german, slovak

Course outcomes of subject (content):

Introduction. Lexicology and phraseology. Basic unit - phrase. Features of a phrase: anomalousness, constancy, idiomaticity, reproducibility, lexicalization, imagery, polysemy. Phrasemes as a part of vocabulary. Phrasemes in the system. Phrasemes as a heterogeneous system. Stylistic values and stylistic colouring of phrasemes. Expressiveness of phrases.

Phrasemes in texts. Phraseological variability. Variants of phrasemes. Okazonal changes of phrases. Modifications and updates. On some subgroups of German phraseology: phraseological pairs, phraseological similes. Winged words. One-word phrasemes. Adverbs and phrasemes. Phrasemes in terms of linguistic comparison. Phrasemes in foreign language teaching and foreign language didactics.

active participation in the seminar is required, continuous assessment based on active cooperation in seminars, on the basis of the paper presented and the seminar work handed in, mastery of conceptual instrumentarium as well as specific phrases is required, active cooperation. Points: active participation in seminars: 30 points, paper: 30 points, seminar paper: 40 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Educational objectives: to acquire basic phraseological theories, the course is intended to contribute to the development of communication skills by pointing out the importance of knowing the stylistic values of phrases in stylistically appropriate communication.

Learning outcomes: the graduate of the course will master the concept of phrase with its semantic, structural and stylistic features and will acquire the skills to recognize, understand and use phrases in a text. On the basis of practice, the student will acquire a basic fund of phraseological units and implement them in the communicative process.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student work in total.

Teaching methods:

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

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): BEUTIN, W. 2019. Deutsche Literaturgeschichte von den Anfängen bis zur Gegenwart. Stuttgart: Metzler, 2019. 810 p. ISBN-10:3476049523, ISBN-13:978-3476049520 (selected

chapters)

Recommended reading:

LEIß, I./STADLER, H. 2004. Deutsche Literaturgeschichte, Bd. 8: Wege in die Moderne 1890- 1918. Munich: dtv, 2004. 442 p. ISBN 3423033487

LEIß, I./STADLER, H. 2003. Deutsche Literaturgeschichte, Bd. 9: Weimarer Republik.

Munich: dtv, 2003. 416 p. ISBN-13: 9783423033497

MIKULÁŠOVÁ, A./Mikuláš, R. 2006. Zu einigen Analogien in den Tiergeschichten von Felix Salten und Martin Hranko - eine Vergleichsanalyse. In: Felix Salten - der unbekannte Bekannte. Wien: Praesens, 2006, 145-155. ISBN 3-7069-0368-7

MIKULÁŠOVÁ, A. 2010. Metatextuelle Reflexion der Werke Erich Kästners und Karl Mays in der Slowakei. In: Kindheit zwischen West und Ost: Kinderliteratur zwischen Kaltem Krieg und neuem Europa. Bern: Peter Lang, 2010, 139-150. ISBN 978-3-0343-0560-0

MIKULÁŠ, R. 2004. On the category of the "hero" in the work of E. Canetti. In: The Hero in Central European and Balkan Literatures of the 19th and 20th Centuries. Bratislava: VEDA, 2004, 82-99. ISBN 80-224-0821-2

RIEGEL, P./RINSUM, W. VAN. Deutsche Literaturgeschichte. Band 10: Drittes Reich und

Exil 1933-1945. Munich: dtv, 2000. 304 p. ISBN-10: 342303333509

Course completion requirements:

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

The rating:

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

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable work),

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

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

W Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

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

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

german, slovak

Course outcomes of subject (content):

H. v. Hofmannsthal: Brief. A. Schnitzler. Reigen. Leutnant Gustl. R.M. Rilke: Malte. Anti- realist prose; J. Roth, R. Musil, H. Broch - to document in works the decay of values, the relationship to tradition and a new form in narrative - essayism. Pluralism of styles. F. Wedekind: Frühlingserwachen, H. Hesse: Siddharta. Literary expressionism in the works of the authors. Heym, G. Heym, G. G. Heym, G. Heym, G. Trakl, G. Heym. G. Trakl, G. Kaiser, G. Benn, A. Döblin. F. Kafka and his work. The peculiarities of the style of T. Mann and H. Man. B. Brecht/the role of the parable in his epic theatre. The big city in Döblin's work, man - mass. The idea of transformation in the literature of modernism. The analysis of time in the novel - T. Mann. Fiction minimum texts are updated at the beginning of the academic year.

reading of primary literary texts (the so-called texts on the reading list), knowledge of conceptual means and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Learning objectives: to discuss the central formal, thematic shifts in the literature of the first half of the 20th century on the basis of selected key texts.

Learning outcomes: the graduate of the course will acquire an effective repertoire of strategies for dealing with texts of the first half of the 20th century on the basis of empirical experience with the text and the need to interpret it at different levels. Considering the literary-historical period covered, the analyses will be primarily psychologically and sociologically motivated. Graduates of the course will be able to analyse texts in a broader context, develop communication and interpretation skills, be capable of self-reflection and be able to apply the acquired knowledge in practice.

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

Scope, type/method of teaching and organizational form:

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

Student workload:

11 x 2 hours of direct teaching = 22 hours; 12 hours of preparation for the paper; 16 hours of preparation for the seminar paper. 50 hours of student wor in total. .

Teaching methods:

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

Compulsory/Recommended readings:

Required literature (selected according to the focus of the paper/seminar paper): SCHMIDT-DENGLER, W. 1995. Bruchlinien. Vorlesungen zur österreichischen Literatur 1945-1990. Salzburg/Wien: Residenz Verlag, 1995. 560 p. ISBN 3-70170957-2 Recommended reading:

MIKULÁŠ, R. 2014. Pät' podôb rakúského historického novánu = Five modalities of the

Austrian historical novel. In World Literature Studies. Vol. 6 (23), č. 2 (2014), 141-153. ISSN

(online) 1337-969

MIKULÁŠ, R. 2020. Oswald Wieners interdiskursive produktionspraxis: anmerkungen zu die verbesserung von mitteleuropa. In: Slowakische Zeitschrift für Germanistik. Roč. 12, č. 1 (2020), 45-58. ISSN (print) 1338-0796

MIKULÁŠOVÁ, A./Mikuláš, R. 2018. Wirklichkeitskonstruktion durch Metaphern bei Ingeborg Bachmann = The construction of reality through metaphor in Ingeborg Bachmann's work. In World Literature Studies. Vol. 10, č. 3 (2018), 47-67. ISSN (online) 1337-9690 MIKULÁŠOVÁ, A./Mikuláš, R. 2020. Zur metaphorisch-diskursiven Wirklichkeit in Josef Haslingers novel Opernball = On metaphorical-discursive reality in Josef Haslinger s novel Opernball. In World Literature Studies. Vol. 12, č. 2 (2020), 26-39. ISSN (online) 1337-9690 RUSTERHOLZ, P./SOLBACH, A. 2007. Schweizer Literaturgeschichte. Stuttgart/Weimar: Metzlersche J. B. Verlagsbuchhandlung, 2007. 529 p. ISBN-10:3476017362

SEIBERT, E. 2005. Kindheitsmuster in der österreichischen Gegenwartsliteratur. Frankfurt a i.: Peter Lang, 2005. 499 p. ISBN 3-631-53497-3

Course completion requirements:

reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

The rating is awarded on a scale:

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

B (90 - 81%, very good - above average standard), C (80 - 73%, good - normal reliable operation),

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

E (65-60%, sufficient - results meet minimum criteria), Fx (59 - 0%, insufficient - extra work required).

Well done: Precise formulation of the thesis intention and excellent knowledge of the current state of the research issue, consideration of the scientific context, clear and logical argumentation, justification of the chosen research method, consideration of all aspects necessary for the treatment of the topic, a significant proportion of own argumentation and own results of the thesis, including pointing out open questions (desiderata), differentiated language, correct use of technical terms, comprehensible style, minimal grammatical, orthographic and stylistic errors, taking into account the vast amount of literature, formally correct editing (adherence to the citation standard, etc.).), excellent ability to present work independently and incorporate comments, active participation in discussions/analyses of literary works during the semester

Very good: solid treatment of the topic in relation to the objectives pursued, very good knowledge of the scientific context, logical structuring of the thesis aimed at solving the problem, justification of the chosen research method, logical argumentation, clear language, only a small number of grammatical, orthographic and stylistic errors, consideration of a reasonable amount of literature, formally correct editing (adherence to the citation standard, etc.), very good ability to present the results of the work independently, active participation in discussions/analyses of literary works during the semester.

Good: treatment of the topic in relation to the stated objectives, superficial connection with the current state of the research problem, logical argumentation, correct conveyance of arguments from secondary literature, mostly correct use of technical terms, grammatically, orthographically, stylistically at a good level, consideration of a reasonable amount of literature, formally correct editing (adherence to citation standards, etc.), good ability to present the results of the thesis independently.

Satisfactory: only a rough outline of the problem to be addressed, superficial knowledge of the scientific context, imprecise communication of arguments taken from secondary literature, largely correct use of technical terms, several grammatical, orthographic, stylistic errors, superficial preparation for seminars, larger number of grammatical, orthographic and stylistic errors, use of a small amount of secondary literature, minimal incorporation of comments.

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

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

german

Course outcomes of subject (content):

Definitions of Austrian and Swiss literature, respectively. Literary life from 1945 to the present in the context of cultural and historical peripeteia. Institutional background.

Publishing houses, magazines, literary groups. Dynamics of literary life. Current literary research. Post-war period, mannerist literature, avant-garde, new subjectivism, language- critical literature, prose of the late 1960s, critical narrative lyric, lyric as a medium of aesthetic or social reflection, experimental literature, texts of recent Austrian drama, social- critical drama, avant-garde drama, prose as an experiment in consciousness, social-critical prose, etc. Texts on the reading list are updated at the beginning of the academic year.

reading of primary literature texts (the so-called fiction minimum), knowledge of conceptual instrumentation and methods of literary research are required. Points: active participation in discussions/analyses: 25 points, preparation/presentation of papers: 25 points, seminar paper: 50 points (100/0).

Learning outcomes:

/Objectives and learning outcomes:

Aims of education: to get acquainted with the question of the specificity of Austrian or Swiss literature, the problem of the definition of these literatures as a subject of literary research. Learning outcomes: the graduate of the course knows the main texts of Austrian and Swiss literature and can analyse them. The student will learn about the aesthetic, historical, geographical specificities and traditions of Austrian and Swiss literature. They will develop presentation and argumentation skills, think critically and adapt the knowledge acquired to practice.

2 hours lecture + seminar/week, i.e., 22 hours in total per semester, combined (mostly full-time)

Student workload:

11 x 2 hours teaching = 22 hours; 40 hours project work, 58 hours exam preparation. Total 120 hours of work.

Teaching methods:

- Lecture: lecture combined with discussion of the topic covered; various examples are given for each subject area. Critical reflection and awareness of the possibility of applying this knowledge to school or life practice is essential.

Emphasis on discussion, critical reflection on relevant materials (monographs, journals, videos, news, etc.), cooperation. Outcome - submission of project and examination in the examination period.

BECK, U. 2011. Riziková společnost. Na cestě k jiné moderně. Praha : SLON. ISBN 978-80-7419-047-6

MALÍK, B. 2012. Politická antropológia. Futurológia bez budúcnosti. Bratislava : Iris. ISBN 978-80-81530-02-9

SAKTOROVÁ, Ľ. 2021. Globálna občianska spoločnosť v kontexte medzinárodných vzťahov a medzinárodného práva. Praha : Leges. ISBN 9788075024725.

SOPÓCI, J. 2000. Sociálne inštitúcie a sociálna zmena. Bratislava : Univerzita Komenského.ISBN 80-223-1453-0

50% of the interim evaluation + 50% of the final evaluation

A group project (2-3 students) analyzing a specific civic issue in contemporary Europe against the backdrop of recent political science, cultural-historical and sociological literature. The project will analyze the nature of the problem, its causes, its impact on Slovakia. One of the assessment criteria will be the students' ability to search relevant literature and work with information. Intermediate assessment: annotation and project - max 50 points. Final assessment: project defense, exam on topics covered in lectures - max 50 points.

For successful completion of the course, it is necessary to obtain at least 60% of the points.

The grade is awarded on a scale:

A (100-94%, excellent - outstanding results), the student reflects correctly and actively both critically and creatively.

knowledge, including its meaningful integration into life reality and pedagogical practice.

B (93-86%, very good - above average standard), the student reflects appropriately critically on the knowledge,

including their meaningful integration into life reality and pedagogical practice.

C (85-76%, good - normal reliable work), the student performs at a standard level during the semester, the theoretical knowledge is at a good level, but the ability to critically apply this knowledge is lacking.

D (75-68%, satisfactory - acceptable performance), the student was less well prepared during the semester, has slight deficiencies in theoretical knowledge. Cannot critically analyze information.

E (67-60%, satisfactory - results meet minimum criteria), the student has limited theoretical knowledge, is unable to critically analyze the knowledge, and is only minimally able to apply the knowledge.

Fx (59-0%, insufficient - additional work is required).

Slovak and Czech language

1. Civil society, the state, and the school. Historical forms of citizenship.

2. Opportunities for guidance towards active citizenship in and out of the school environment.

3. Europe and citizenship, globalization.

4. Current socio-political situation at home and abroad.

50/50

Students will develop an independent view of civil society, political, cultural and economic movements in contemporary Europe. Students will be able to perceive global contexts. They will be able to apply their knowledge to issues of school citizenship education. The course will deepen the theoretical understanding of citizenship from the undergraduate studies so that students will be able to apply theory to contemporary processes in the world and be able to think theoretically about citizenship independently, with an emphasis on theoretical reflection on the present.

The chosen learning methods will contribute to the further development of competences (cognitive area: critical thinking, thinking in context, argumentation; affective area: attitudes and beliefs, values; psychomotor area: digital skills; social area: cooperation, communication).

Course objectives: The student will be able to orientate himself/herself in the current issues of citizenship, global contexts, the influence of media and media education in citizenship education. The student will be able to work effectively as a member of a team. The student is able to work with information and communication technologies, to think critically and in context. The course contributes to the progressive development of important professional competences of future teachers in accordance with the profile of the graduate.