HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
BAŠTÍN, Štefan, OLEXA, Jozef, a STUDENÁ, Zuzana. Dejiny anglickej a americkej literatúry.
Bratislava: Obzor, 1993. ISBN 80-215-0253-3.
DRABBLE, Margaret. The Oxford Companion to English Literature. Oxford: Oxford University
Press, 1993. ISBN 978-0-19-866233-4.
GENČIOVÁ, Miroslava. Literatura pro děti a mládež. Praha: SPN, 1984. ISBN 17.50.
POKRIVČÁKOVÁ, Silvia. Anglophone Literature for Children and Juvenile Readers. Trnava: University of Trnava, 2018. ISBN 978-80-568-0176-5 9.
Additional literature will be distributed during the course.
The student must acquire at least 60 percent to pass the course.
Continuous assessment:
- 20 % active participation
- 20 % presentation
Final assessment:
- 60% final essay
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
This course requires the student's English language skills to be at least at level B2 according to CEFR standards.
The students read and analyse selected relevant texts in and outside of class. The students discuss and present their perspectives and train themselves in literary criticism.
1) Introduction to study of children's and young adult literature
2) Children's folklore
3) Victorian children's literature I
4) Victorian children's literature II
5) Edwardian children's literature
6) Inter-War children's literature
7) Literature for children after 1945
8) Contemporary children's literature
9) Young adult (YA) literature
10) Picture books and comics for children and young adults
100/0 (%)
The student acquires knowledge of selected essential texts from British children's and young adult literature. After successfully finishing the course, the student is capable to evaluate the works' historical background and literary significance. The student's skills of literary analysis are furthered by in-class close analysis exercises of selected relevant texts. The chosen form of final assessment furthers the student's abilities of literary interpretation.
ABRAMS, Meyer Howard. A Glossary of Literary Terms.New York: Holt, Rinehart and Winston, 1988. ISBN 0-03011953-7.
BORDWELL, David and THOMPSON, Kristin. Film Art. (An Introduction). New York: Alfred A. Knopf, 1986. ISBN 0-39435237-8.
BROWNE, Nick ed. by. Refiguring Film Genres. Theory and History. Berkeley, Los Angeles, London: University of California Press, 1998. ISBN 0520-20730-0.
BELTON, John ed. by. Movies and Mass Culture. New Brunswick, New Jersey: Rutgers University Press, 1996. ISBN 0-8135-2227-7.
CHILDERS, Joseph and HENTZI, Gary ed. by. The Columbia Dictionary of Modern Literary and Cultural Criticism. New York: Columbia University Press, 1995. ISBN 0-231-07242-2.
SMIEŠKOVÁ, Alena. Violence as Art Experience. In: Ars Aeterna. Volume 8/ Number 1/ 2016. https://doi.org/10.1515/aa-2016-0001, dostupné na: https://sciendo.com/article/10.1515/aa-2016-0001
30 % active participation in seminars, home preparation: reading of assigned class materials
20 % oral presentation
20 % continuous written assignment
40 % final written assignment: film review
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. How to Read a Film.
2. Film and Drama.
3. Auteur Cinema.
4. Elements of Drama. Tragedy.
5. Black Humor. Comedy.
6. Elements of Fiction. Narration in Modernist Fiction.
7. Film Noir. Hardboiled Fiction in American tradition.
8. From Film Noir to Neo Noir.
9. Fantasy and SF in Film and Fiction.
10. Illusion of the Screen. World within a World.
100/ 0
continuous assessment
Students are able to recognise general characteristics of literary and film art, the difference in the narrative form, general genres in literature and film: comedy, tragedy, detective story, science-fiction genre, comics/ adaptation of comic books, graphic novel/ adaptation of graphic novel, postmodern novel, thriller, dystopia. Students are able critically analyse literary and film texts. Students are able to present the results of their examination based on specific topic in the form oral presentation. Students strengthen their writing skills, their writing is critical and evaluative, and meets formal characteristics of a review.
ABRAMS, Meyer Howard. A Glossary of Literary Terms.New York: Holt, Rinehart and Winston, 1988. ISBN 0-03011953-7.
BELTON, John ed. by. Movies and Mass Culture. New Brunswick, New Jersey: Rutgers University Press, 1996. ISBN 0-8135-2227-7.
BORDWELL, David and Kristin THOMPSON. Film Art. (An Introduction). New York: Alfred A. Knopf, 1986. ISBN 0-39435237-8.
BROWNE, Nick ed. by. Refiguring Film Genres. Theory and History. Berkeley, Los Angeles, London: University of California Press, 1998. ISBN 0520-20730-0.
CHILDERS, Joseph and Gary HENTZI ed. by. The Columbia Dictionary of Modern Literary and Cultural Criticism. New York: Columbia University Press, 1995. ISBN 0-231-07242-2.
SMIEŠKOVÁ, Alena. Violence as Art Experience. In: Ars Aeterna. Volume 8/ Number 1/ 2016. https://doi.org/10.1515/aa-2016-0001, dostupné na: https://sciendo.com/article/10.1515/aa-2016-0001
30%. active participation in class discussions
20% continuous written assessment
20% oral presentation
30% final written assessment: film review
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. How to Read a Film.
2. Film and Drama.
3. Auteur Cinema.
4. Elements of Drama. Tragedy.
5. Black Humor. Comedy.
6. Elements of Fiction. Narration in Modernist Fiction.
7. Film Noir. Hardboiled Fiction in American tradition.
8. From Film Noir to Neo Noir.
9. Fantasy and SF in Film and Fiction.
10. Illusion of the Screen. World within a World.
100/ 0
continuous assessment
Students are able to recognise general characteristics of literary and film art, the difference in the narrative form, general genres in literature and film: comedy, tragedy, detective story, science-fiction genre, comics/ adaptation of comic books, graphic novel/ adaptation of graphic novel, postmodern novel, thriller, dystopia. Students are able critically analyse literary and film texts. Students are able to present the results of their examination based on specific topic in the form oral presentation. Students strengthen their writing skills, their writing is critical and evaluative, and meets formal characteristics of a review.
BENJAMIN, Walter. Výbor z díla I. Literárnovědné studie. Uspořádal a přeložil Martin Ritter. Praha: OIKOYMENH, 2009. ISBN 978-80-7298-278-3.
BERGER, John. Způsoby vidění. Překlad a doslov Andrea Pruchová. Praha: Labyrint, 2017. ISBN 978-80-87260-78-4.
OUELLETTE, Laurie and Jonathan Gray ed. by. Keywords for Media Studies. New York: NYU Press, 2017. ISBN 9788875219291. dostupné na: https://www.jstor.org/stable/j.ctt1gk08zz
STURKEN, Marita a Lisa Cartwright. Studia vizuální kultury. Přeložili Lucie Vidmar a Milan Kreuzzieger. Praha: Portál, 2009. ISBN 978-80-7367-556-1.
STURKEN, Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. 2nd ed. New York: Oxford University Press. ISBN 978-0-19-531440-3.
V labyrinte popkultúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2004. ISBN 80-8050-709-0.
30 % active participation in seminars and discussions
30 % continuous written assignment
40% final written assignment: creative task
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. Text. Definitions. Literature. Visual Culture
2. Representation. Tradition in visual art. Male Gaze.
3. The invention of camera. Context in visual culture.
4. Traditional art forms and new media.
5. Understanding of the Self. Identity and image. Image and social status.
6. New media. Social networks.
7.The role of media in contemporary culture. (Television, the Internet, Publicity, Commercials, etc.)
8. The concept of the real in visually loaded world. Realism as an artistic method.
9.Spectatorship. Power. Knowledge
10. Flow of visual culture
100/ 0 continuous assessment
When SS complete the course they understand the concept of text in larger circumstances, for example in literary and visual art. They are able to define contemporary situation when in culture visual perceptions and impulses prevail. Based on analyses of various text materials (literary text, painting, film, photography, street art, videoclip/ lyrics), students understand processes taking place in contemporary culture/ art and they can analyse them critically.
BENJAMIN, Walter. Výbor z díla I. Literárnovědné studie. Uspořádal a přeložil Martin Ritter. Praha: OIKOYMENH, 2009. ISBN 978-80-7298-278-3.
BERGER, John. Způsoby vidění. Překlad a doslov Andrea Pruchová. Praha: Labyrint, 2017. ISBN 978-80-87260-78-4.
OUELLETTE, Laurie and Jonathan Gray ed. by. Keywords for Media Studies. New York: NYU Press, 2017. ISBN 9788875219291. dostupné na: https://www.jstor.org/stable/j.ctt1gk08zz
STURKEN, Marita a Lisa Cartwright. Studia vizuální kultury. Přeložili Lucie Vidmar a Milan Kreuzzieger. Praha: Portál, 2009. ISBN 978-80-7367-556-1.
STURKEN, Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. 2nd ed. New York: Oxford University Press. ISBN 978-0-19-531440-3.
V labyrinte popkultúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2004. ISBN 80-8050-709-0.
30 % active participation in seminars and discussions
30 % continuous written assignment
40% final written assignment: creative task
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. Text. Definitions. Literature. Visual Culture
2. Representation. Tradition in visual art. Male Gaze.
3. The invention of camera. Context in visual culture.
4. Traditional art forms and new media.
5. Understanding of the Self. Identity and image. Image and social status.
6. New media. Social networks.
7.The role of media in contemporary culture. (Television, the Internet, Publicity, Commercials, etc.)
8. The concept of the real in visually loaded world. Realism as an artistic method.
9.Spectatorship. Power. Knowledge
10. Flow of visual culture
100/ 0 continuous assessment
When SS complete the course they understand the concept of text in larger circumstances, for example in literary and visual art. They are able to define contemporary situation when in culture visual perceptions and impulses prevail. Based on analyses of various text materials (literary text, painting, film, photography, street art, videoclip/ lyrics), students understand processes taking place in contemporary culture/ art and they can analyse them critically.
CRYSTAL, David. Linguistics. Harmondsworth: Penguin Books, 1990. ISBN
0-14-013531-6.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press, 1995. ISBN 0-521-40179-8.
KIRKPATRICK, Andy. World Englishes: Implications for international Communication and English Language Teaching. Cambridge: Cambridge University Press, 2007. ISBN 978-0-521-61687-4.
LANČARIČ, Daniel. Linguistics for English Language Students. Bratislava: Z-F Lingua, 2008. ISBN
978-80-89328-14-7.
LYONS, John. Language and Linguistics. Cambridge: Cambridge University Press, 1981. ISBN 0-521-29775-3.
Durig the semester: students attend lectures
In the examination period: final written test
Date of the final test will be announced during the last week of the semester
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Minimum for passing the test is 60%.
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Linguistics and its place among other philological disciplines
General linguistics, terminology and categories
Language as a communication system. Basic functions and features of communication
Language levels, basic units
Morphological typology of languages
Historical development of English (Old English, Middle English, Modern)
Linguistic features of Modern English
Geographical and sociolinguistic varieties of English
0/100
The course introduces students to basic terminology and concepts in the study of the English language. Students learn and understand the principles of language study from the diachronic and synchronic viewpoint. They get the basic knowledge of all language levels and their units. They learn about the evolution of the English language and are aware of major linguistic changes that happened on all levels of the language throughout history.
BÁZLIK, Miroslav a Jolana MIŠKOVIČOVÁ. Pravidlá výslovnosti britskej a americkej angličtiny. Bratislava: Iura, 2012. ISBN 978-80-8078-447-8.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology: British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
GIMSON, Alfred C. An Introduction to the Pronunciation of English. London: Edward Arnold, 1994.
ISBN 0-340-58265-0.
JONES, Daniel. Cambridge English Pronouncing Dictionary. Cambridge: Cambridge University Press, 2006. ISBN 0-521-68087-5.
PAVLÍK,Radoslav. A Practical Introduction to English Pronunciation. Bratislava: Z-F Lingua, 2015. ISBN 978-80-8177-011-1.
ROACH, Peter. English Phonetics and Phonology. Cambridge: Cambridge University Press, 1995. ISBN 0-521-40718-4.
During the semester:
2 transcription tests (20%)
presentation of students´own recordings (5) - selected texts from different communication contexts (British or American English) (20%)
1 test - theory of segmental phonetics and phonology (30%)
1 test - theory of suprasegmental phonetics and phonology (30%)
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
The condition for passing the course is to reach minimum 60 % for assignments and tests during the semester
A detailed course syllabus with assignments and instructions is provided to enrolled students the first week of the semester.
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Phonetics and Phonology as linguistic disciplines, basic units
Accents of English - Received pronunciaton and General American
Transcription symbols and their usage
Organs of speech and the production of speech sounds
English vowels
English diphthongs and triphthongs
English consonants
Syllable, structure and types of English syllables
Lexical stress in English. Sentence stress
Linguistic rhythm
Vowel reduction, elision, linking and assimilation in connected speech
Intonation in English
Practising correct pronunciation, differences in pronunciation based on context
Introduction of different accents of the English language
100/0
The purpose of the course is to provide knowledge of the sound system of English and the place of phonetic and phonological level in the study of the English language. Students gain skills in fluent oral communication with the emphasis on the correct pronunciation both on the segmental and suprasegmental level. They know the British and American standard pronunciation models and can use the system of transcription symbols.
LANČARIČ, Daniel: English Grammar in Theory and Practice. Bratislava: Univerzita Komenského v Bratislave, 2020. ISBN: 978-80-223-4906-2.
ALEXANDER, Louis: Longman English Grammar Harlow: Longman, 1991. ISBN: 0-582-55892-1.
CARTER, Ronald a Michael McCARTHY.: Cambridge Grammar of English a comprehensive guide. Spoken and written English; Grammar and usage. Cambridge: Cambridge University Press, 2006. ISBN: 0-521-67439-5.
DUŠKOVÁ, Ludmila. a kol.: Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia, 2006. ISBN: 80-200-1413-6.
GREENBAUM, Sidney, QUIRK, Randolph a Sylvia CHALKER.: A Student´s English Grammar Workbook being a workbook for A student´s grammar of the English language. Harlow: Longman, 1992. ISBN: 0-582-08819-4.
QUIRK, Randolph a Sidney GREENBAUM.: A Student´s Grammar of the English Language. Harlow: Longman, 1992. ISBN: 0-582-05971-2.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Grammar and grammatical units; sentences, clause elements; simple sentence categories; phrases, categories of phrases; words; open and closed clases; conversion; morphemes; relations between grammatical units; noun phrase - nouns and their classification, secondary categories of the nounL definiteness, number, gender, case; verb phrase - verbs and their classification, secondary categories of the verb: aspect, tense, mood, voice; adjectives and adverbs; closed class categories; conjunctions, numerals, interjections, particles, pronouns, simple sentence: interrogative, imperative, exclamative; concord and negation in the simple sentence; multiple sentence: compound and complex; subordinate clauses: nominal, adverbial, relative, comparative; word order; inversion; ellipsis and substitution
30/70
The student has a knowledge of the basic aspects of the English language system and is able to identify grammatical categories and their functions in context. The student is competent to explain the character of English grammatical units in terms of their form and meaning. He is able to apply his knowledge in communication as well as in teaching and translation practice.
OXENDEN, Clive a Christina LATHAM-KOENIG. New English File Advanced. Student's Book. Oxford: Oxford University Press, 2010. ISBN 978-0-19-459458-5.
VINCE, Michael. Advanced Language Practice. Grammar and Vocabulary. Oxford: Macmillan, 2009. ISBN 978-0-2307-2703-8.
Additional materials might be used.
Continuous assessment:
- 20 % active participation
- 25 % short written assignments aimed at target vocabulary and grammar
- 25 % tests
- 30 % oral exam assessing a student's speaking skills (fluency, discourse management, pronunciation, grammar, vocabulary)
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Listening to and comprehending authentic texts in English
2. Developing communication skills
3. Developing and expanding vocabulary in different walks of social life
4. Developing writing skills
100/0
Upon successful completion of the course, students will have consolidated their speaking and writing skills in English at B2 CEFR level and further developed them with the aim to achieve C1 level. They will be able to read and understand longer and more demanding texts, express ideas fluently, with ease, without too much searching for words, flexibly and effectively use the language in a variety of life situations, create clear, well-structured texts even on more complex topics.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
BAUER, Laurie.: English Word-formation. Cambridge: CUP, 1996. ISBN: 0-521-28492-9.
CRUSE, David.: Lexical Semantics. Cambridge: CUP, 1986. ISBN: 0-521-27643-8.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge
University Press, 1996. ISBN: 0-521-40179-8.
KVETKO, Pavol.: English Lexicology in Theory and Practice. Trnava: UCM, 2009. ISBN: 978-80-8105-639-0.
PAVLÍK, Radoslav.: A Textbook of English Lexicology 1: Word Structure, Word-Formation, Word Meaning. Bratislava: Z-F Lingua, 2017. ISBN: 978-80-8177-038-8.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Definig the lexical level of English and its relation to other linguistic levels and linguistic disciplines, basic concepts and terminology; extralinguistic reality and onomasiological aspects of English lexis; diachronic aspects of present-day English lexis; native words and loanwords; morphological structure of the word; word-formation processes in English, synchronous explanation and communicative functions; semantic categories, functions, changes and systemic relations in lexis; lexical variability, lexicography
30/70
Gaining theoretical knowledge of lexis as the most extensive, comprehensive and dynamic component of the language; Improving knowledge and language competences in the field of English vocabulary. The student who completes the course knows the basic features and functions of English lexis, masters the basic principles of word-formation and systemic relations in language. The student is able to apply theoretical knowledge in communication, translation and English didactics.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
DOLLAHITE, Nancy E. and Julie HAUN. Sourcework: Academic Writing from Sources. Boston: Heinle, 2006. ISBN 978-0-618-41287-7.
GREETHAM, Bryan. How to Write Better Essays. New York: Palgrave, 2001. ISBN 0-333-94715-0.
HAMILTON, Carole L. Anthem Guide to Essay Writing [online]. London: Anthem Press, 2011. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=3001959.
LEVIN, Peter. Write Great Essays [online]. New York: McGraw-Hill Education, 2009. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=487786.
MURRAY, Neil and Geraldine HUGHES. Writing up Your University Assignments and Research Projects [online]. New York: McGraw-Hill Education, 2008. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=345139.
SHIELDS, MungLing. Essay Writing: A Student's Guide. Los Angeles: SAGE, 2010. ISBN 978-1-84787-090-2.
ZEMACH, Dorothy and Lisa A. RUMISEK. Academic Writing: From Paragraph to Essay.
Oxford: Macmillan, 2005. ISBN 978-1-4050-8606-6.
Continuous assessment:
- 10% active participation (regular contributions to class discussions)
- 40% short written assignments
- 50% final research paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
1. Research topic, research question, thesis statement
2. Research, types of sources, source evaluation
3. Paraphrasing and summarizing skills
4. Citation techniques
5. Work with sources, plagiarism, types of plagiarism, and how to avoid plagiarism
6. Basic citation styles (MLA, APA, Chicago), bibliography compilation
7. English paragraph and source integration
8. Essay composition, structure, and coherence
9. Writing introductions, techniques, thesis statements
10. Writing conclusions, techniques
11. Analyzing student essays, most common shortcomings
100/0
Upon a successful completion of the course, students will be familiar with the structure, form, and methodology of writing academic texts in English, they will have understood the foundations of research and sourcework, they will be able to present an effective argument, and they will have acquired competencies necessary for writing theses.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
DOLLAHITE, Nancy E. and Julie HAUN. Sourcework: Academic Writing from Sources. Boston: Heinle, 2006. ISBN 978-0-618-41287-7.
GREETHAM, Bryan. How to Write Better Essays. New York: Palgrave, 2001. ISBN 0-333-94715-0.
HAMILTON, Carole L. Anthem Guide to Essay Writing [online]. London: Anthem Press, 2011. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=3001959.
LEVIN, Peter. Write Great Essays [online]. New York: McGraw-Hill Education, 2009. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=487786.
MURRAY, Neil and Geraldine HUGHES. Writing up Your University Assignments and Research Projects [online]. New York: McGraw-Hill Education, 2008. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=345139.
SHIELDS, MungLing. Essay Writing: A Student's Guide. Los Angeles: SAGE, 2010. ISBN 978-1-84787-090-2.
ZEMACH, Dorothy and Lisa A. RUMISEK. Academic Writing: From Paragraph to Essay.
Oxford: Macmillan, 2005. ISBN 978-1-4050-8606-6.
Continuous assessment:
- 10% active participation (regular contributions to class discussions)
- 40% short written assignments
- 50% final research paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
1. Research topic, research question, thesis statement
2. Research, types of sources, source evaluation
3. Paraphrasing and summarizing skills
4. Citation techniques
5. Work with sources, plagiarism, types of plagiarism, and how to avoid plagiarism
6. Basic citation styles (MLA, APA, Chicago), bibliography compilation
7. English paragraph and source integration
8. Essay composition, structure, and coherence
9. Writing introductions, techniques, thesis statements
10. Writing conclusions, techniques
11. Analyzing student essays, most common shortcomings
100/0
Upon a successful completion of the course, students will be familiar with the structure, form, and methodology of writing academic texts in English, they will have understood the foundations of research and sourcework, they will be able to present an effective argument, and they will have acquired competencies necessary for writing theses.
KVETKO, Pavol Translation Studies an introduction course. Trnava: Univerzita
sv. Cyrila a Metoda. ISBN 978-80-8105-641-3. BAKER, Mona (2018) In Other Words: A Coursebook on Translation. London: Routledge 2018. ISBN 978-1-138-66688-7. Zuzana Kraviarová: Integrovaná výučba odborného prekladu in: Prekladateľské listy 3, Bratislava, Univerzita Komenského 2014 ISBN 978-80-223-3584-3; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Alojz Keníž: Preklad ako hra na invariant a ekvivalenciu, AnaPress 2008. ISBN 978-80-89137-38-1; Martin Djovčoš a Pavol Šveda: Mýty a fakty o preklade a tlmočení na Slovensku, Veda 2017. ISBN
978-80-224-1566-8; Jana Rakšányiová: Preklad ako intekultúrálna komunikácia, AnaPress 2005. ISBN 80-89137-09-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual translation tasks in the class and homework, which are a prerequisite for active participation in the class. Translation assignments are submitted the day before an hour via MS Teams or Moodle. In addition to the translation, the student answers the questions asked about the translation and briefly summarizes his / her progress in the given translation. In the class, the subject of discussion is translation solutions and their mutual confrontation. Classification scale: 0-60-68-76-94-92-100 % = FX-E-D-C-B-A. Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [B2] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Basics of working in CAT tool 2. Popularization text, sparsely terminologically saturated 3. Translation of a fictional text, descriptively saturated 4. Text with high terminological saturation 5. Translation of a children's fiction 6. Translation of a newspaper article 7. Birth certificate, formal processing of the translation, work of the official translator 8. Fantasy / sci-fi text with a poem, translation license 9. Translation of the tourist guide 10. Cookbook translation, localization 11. Post-editing and machine translation work 12. Medical text 13. Intercultural communication - traditions and folklore
100% continuous evaluation
After completing the course, the student knows the basic translation theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak. He knows CAT tools and masters the basics of working with them. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. He knows the translational pitfalls typical of different types of texts and is ready to solve them. They can critically approach and edit their own text during the second reading, they takes care of the risks that the hypnosis by the orgiginal text can pose. Thgey can communicate these procedures to others from the position of a teacher.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology, British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge:Cambridge University Press, 1995. ISBN 0-521-40179-8.
HUGHES, Alan, TRUDGILL, Peter a Dominic WATT. English Accents and Dialects. London: Routledge, 2013. ISBN 978-1-444-12138-4.
TRUDGILL, Peter. Dialects. London:Routledge,1994. ISBN 0-415-09038-5.
British Accents and Dialects. Available at https://www.bl.uk/british-accents-and-dialects.
During the semester:
- presentation of a selected British accent/dialect (30%)
- presentation of students´own recordings in a prestigeous British accent Received Pronunciation (30%)
During the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students has to reach minimum 30 % for assignmens during the semester to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Dialect, sociolect, ethnolect, accent
Regional dialects and accents of British English
Received Pronunciation as a prestigeous accent in the UK
Dialects and accents of London - RP, Estuary English, Cockney, Multicultural London English
Dialects and accents of northern and southern England - linguistic differences
Popular dialects and accents of big cities (Liverpool, Manchester, Birmingham, Newcastle...)
English in Scotland, Northern Ireland and Wales
50/50
The purpose of the course is to provide knowledge of the variability of the English language on the territory of the United Kingdom. Students get the overview of the main regional accents and dialects of British English and their basic phonetic/phonological, grammatical and lexical characteristics. They learn about social stratification of British society and understand the relationship between social classes and linguistic behaviour of their members. Students develop listening skills and master Received Pronunciation accent.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology, British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge:Cambridge University Press, 1995. ISBN 0-521-40179-8.
HUGHES, Alan, TRUDGILL, Peter a Dominic WATT. English Accents and Dialects. London: Routledge, 2013. ISBN 978-1-444-12138-4.
TRUDGILL, Peter. Dialects. London:Routledge,1994. ISBN 0-415-09038-5.
British Accents and Dialects. Available at https://www.bl.uk/british-accents-and-dialects.
During the semester:
- presentation of a selected British accent/dialect (30%)
- presentation of students´own recordings in a prestigeous British accent Received Pronunciation (30%)
During the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students has to reach minimum 30 % for assignmens during the semester to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Dialect, sociolect, ethnolect, accent
Regional dialects and accents of British English
Received Pronunciation as a prestigeous accent in the UK
Dialects and accents of London - RP, Estuary English, Cockney, Multicultural London English
Dialects and accents of northern and southern England - linguistic differences
Popular dialects and accents of big cities (Liverpool, Manchester, Birmingham, Newcastle...)
English in Scotland, Northern Ireland and Wales
50/50
The purpose of the course is to provide knowledge of the variability of the English language on the territory of the United Kingdom. Students get the overview of the main regional accents and dialects of British English and their basic phonetic/phonological, grammatical and lexical characteristics. They learn about social stratification of British society and understand the relationship between social classes and linguistic behaviour of their members. Students develop listening skills and master Received Pronunciation accent.
DE CHAZAL, Edward and Julie MOORE. Oxford EAP. A Course in English for Academic Purposes. Advanced/C1. Oxford: Oxford University Press, 2013. ISBN 978-0-19-400179-3.
MCCARTHY, Michael and Felicity MCCARTHY. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2008. ISBN 978-0-521-68939-7.
WALLACE, Michael J. Study Skills in English: A Course in Reading skills for Academic Purposes. Cambridge: Cambridge University Press, 2004. ISBN 0-521-53385-6.
Additional materials might be used.
Continuous assessment:
- 20 % active participation
- 25 % oral presentation
- 25 % final text
- 30 % short written assignments
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Reading comprehension of academic texts
2. Listening comprehension of academic lectures and presentations
3. Writing short academic assignments
4. Development of academic vocabulary
5. Preparing and rehearsing an oral presentation on an academic topic
100/0
Upon a successful completion of the course, students will have knowledge and skills necessary for reading and comprehending academic texts, listening to academic presentations and lectures, writing academic assignments, actively participating in discussions, and preparing and giving an oral presentation. They will also have better note-taking and research skills.
DOLNÍK, Juraj.: Lexikálna sémantika. Bratislava: UK, 1990. ISBN: 80-223-0011-X.
CRUISE, David.: Lexical Semantics. Cambridge: CUP, 1991. ISBN: 0-521-27643-8.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge: CUP, 1995. ISBN: 0-521-40179-8.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LYONS, John.: Linguistic Semantics An Introduction. Cambridge: CUP, 1996. ISBN: 0-521-43877-2.
PALMER, Frank.: Semantics. Cambridge: CUP, 1981. ISBN: 0-521-28376-0.
ŠTEKAUER, Pavol. (ed.). Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Introduction to semantics; basic concepts; thinking and reality; types of meaning; word and concept; sentence and speech; proposition; reference; argument and predicate; deixis and definiteness; extension; prototypes; stereotypes; semantic relations; polysemy, synonymy, antonymy, hyponymy, meronymy, taxonomy; semantic shifts - metaphor and metonymy; actants; interpersonal meaning; speech acts - perlocuctions and ilocutions
30/70
Gaining theoretical knowledge about language semantics as a basic component of linguistic units and speech in English; extension and improvement of language knowledge and competence in the field of English lexical and sentence semantics and pragmatics.
The student, who completes the course, has a knowledge of the basic features of English language units in terms of their semantic content. He masters the functions of speech and is able to apply theoretical knowledge in communication, translation and English didactics.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak.
The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak. The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak. The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
O’DRISCOLL, James. Britain For Learners of English. Oxford: Oxford University Press, 2009. ISBN 978-0-19-430644-7.
McDOWALL, David. An Illustrated History of Britain. Harlow: Longman, 1989. ISBN 0-582-74914-X.
STORRY, Mike a Peter CHILDS, ed. British Cultural Identities. London: Routledge, 2007. ISBN 978-0-415-42460-8.
CHRISTOPHER, David P. British Culture. An Introduction. London: Routledge, 2006. ISBN 0-415-35397-1.
OAKLAND, John. British Civilization. An Introduction. London: Routledge, 2006. ISBN 0-415-36522-8.
Active participation in classes and discussions, a presentation on the assigned topic, 2 written tests. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A The instructor will accept a maximum of two documented absences. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level B2 to attend the course.
Key events and figures from the past to the present (earliest times, the Middle Ages, the Modern Period - the Tudors, the Stuarts, the 18th-20th centuries).
Country and people, geography, identity, attitudes.
Political life, the monarchy, the government, parliament, elections, the law, international relations.
Religion, education, the economy, the media, transport, welfare, housing, food and drink, sport and competition, the arts, holidays and special occasions.
Cultural identities, British- Slovak relations in the past and today, the Slovak media image of Britain, UNESCO sites.
50/50 (%)
Students get a general overview of British history, political unification and constitutional developments and are able to interconnect them with the present and identify those aspects of the culture and way of life in the country which stem from the past. Students also acquire greater familiarity with the existing system, institutions and current affairs. They are able to draw a comparison between Britain and Slovakia and apply the acquired knowledge to the pedagogical process. Students develop critical thinking, argumentation a presentation skills.
BALDICK, Chris. The Concise Oxford Dictionary of Literary Terms. New York: Oxford University Press, 2004. ISBN 0-19-860883-7.
BENNET, Andrew and Royle, Nicolas. An Introduction to Literature, Criticism, and Theory. London: Routledge, 2014. ISBN 978-1-4058-5914-1.
BLAKE, Jason. Writing Short Literature Essays: A Guide for s for Slovenian Students. Ljubljana: The University of Ljubljana, 2010. ISBN 978-961-245-898-0.
CUDDON, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. London: Penguin, 1999. ISBN 0-140-51363-9.
EAGLETON, Terry. Literary Theory. An Introduction. Malden: Blackwell.,2008. ISBN 978-14051-7921-8.
FRANKO, Štefan. Theory of Anglophonic Literature. Prešov: Slovacontact. 1994 ISBN: 8090141722.
LENTRICCHIA, Frank and McLaughlin, Thomas ed. by. Critical Terms for Literary Study. Chicago & London: The University of Chicago Press. 1995. ISBN-13: 978-0226472034.
WELLEK, René and WARREN, Austin. Theory of Literature. Harmondsworth: Penguin Books. 1963. ISBN: 0-14-060027-2.
30 % active participation in seminars, home preparation: reading of analysed works
15% oral presentation
15 % continuous written test
40 % final written assignment: analysis and interpretation of two selected literary works
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes students can speak the level of English (at least B2) according to the CEFR.
1. Composition of poetry, fiction, and drama
2. Genres
3. Depiction of reality and its reflection in literature, interpretation of a literary text, the influence of a literary and historical context on authors' work
4. Language and style, figures and tropes
5. Sample analyses of short literary genres
6. Principles of academic writing about literature
7. Literature in ELT classroom
100/0 continuous assessment
By the end of the course students will be able to:
- think critically about literature, representation, and denoted and connoted meanings in written texts
- understand the conventions of the basic forms of literature: poetry, fiction, and/or drama
- identify and analyze such elements of literature as imagery, diction, figurative language, symbolism, point of view, setting, tone, and theme
- form individual interpretations of literature and evaluate these for validity
- clearly and logically synthesize and articulate individual positions on issues presented in literature to others in both written and oral forms
- become, through the practice of reading and writing, textually literate
O’CALLAGHAN, Bryn. An Illustrated History of the USA. Harlow: Longman, 1997. ISBN
0-582-74921-2.
WOODARD, Colin. American Nations. London: Penguin Books, 2012. [online] [cit 2021-10-22]. ISBN 9780143122029. Dostupné na https://books.google.sk/books?id=Sb40EosBr90C&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
LUEDTKE, Luther, S. et al. Making America. The Society & Culture of the United States. Washington: United States Information Agency, 1992
JANDA, Kenneth et al. The Challenge of Democracy. Government in America. Boston: Houghton Mifflin, 1989. ISBN 0-395-43292-8.
BIRDSALL, Stephen a John FLORIN. Outline of American Geography. New York: John Wiley and Sons, 1992.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common
European Framework of Reference for Languages (CEFR).
1. Introduction to the course. The first Americans. Settlement of the continent. The way of life of the original inhabitants of the Americas. The introduction of European diseases, the disappearance of the native peoples, their legacy in the present.
2. The Columbian Exchange. Exploration of the New World. Spanish and Dutch colonies, their cultural footprint today. The slave trade.
3. The first English settlements. Tidewater. "Hellhole of epic proportions", the beginnings of the plantation economy, the aristocracy of Tidewater, indentured servants. New England. The Pilgrims and the Mayflower. Puritans. Salem witches. Texts: “The Mayflower Compact” (1620).
4. The Struggle for Independence. The colonies in the 18th century. "No taxation without representation", events in Boston, War of Independence. Growing regional disparities . Text: Thomas Jefferson, "Declaration of Independence" (1776).
5. Civil War. "A house divided against itself cannot stand." Abraham Lincoln, Union vs. Confederacy. Text: Abraham Lincoln, “The Gettysburg Address” (1863).
6. Reconstruction of the South. 14th, 15th Amendments, Ku Klux Klan. Jim Crow. Settlement of the West. Manifest Destiny. Farmers, cowboys, and gold miners. The building of the transcontinental railroad. The Battle of Little Big Horn, the Massacre at Wounded Knee. Immigration.
7. Great Depression. World War II. The New Deal. Rising fascism and nationalism, Pearl Harbor. Hiroshima.
8. The Cold War. Bipolar world. McCarthy and the witch hunts. The Cuban missile crisis. The wars in Korea and Vietnam. Apollo 11. Text: John F. Kennedy: "Inaugural Address" (1961).
9. Civil Rights Movement. The Montgomery bus boycott and Rosa Parks. Freedom Rides, Civil Rights Act. Selma. Black nationalism and Malcom X. Counterculture. Film: Hidden Figures (2016). Martin Luther King: "I Have a Dream" (1963).
10. 1970s. Watergate. The easing of Cold War tensions. Détente. The oil crisis of 1973. Jimmy Carter. The Iran hostage crisis.
11. 1980s and 1990s. Ronald Reagan. The rise of conservatism. Building up the military. The "evil empire". The Iran Contra affair. The end of the Cold War. The Gulf War. Clinton. "I did not have a sexual relationship with that woman." Film: The Day After (1987). Text: Ronald Reagan: "Tear down this wall." (1983).
12. Political System. Separation of powers. The federal system. Political parties. Election of the President. Text: Bill of Rights (1789).
50/50
This course is designed to provide an overview of important events in American history from the pre-Columbian era to the late 20th century. Using presentations, primary texts, and popular culture artifacts, students will learn about the important figures and processes that shaped the country on its way to becoming a world power. The course also provides background information on the regional geography of the United States and the country's political system. Upon completion of the course, the student will gain an understanding of the history and culture of the United States. The student will understand the country's political system and be able to interpret and discuss important historical documents. Students will hone their presentation skills while presenting.
ALEXANDER, Michael. A History of English Literature. 3rd edition. London: Palgrave Macmillan, 2014. ISBN 978-0-230-36831-6.
AUSTEN, Jane. Pride and Prejudice. London: Vintage, 2016. ISBN 978-1-784-87172-7.
BRONTE, Charlotte. Jane Eyre. London: Arcturus, 2010. ISBN 978-1-84837-313-6.
CARTER, Ronald, and John MCRAE. The Routledge History of Literature in English: Britain and Ireland. London: Routledge, 2001. ISBN 978-0-415-24318-6.
DICKENS, Charles. A Christmas Carol and Other Christmas Books. Edited by Robert Douglas-Fairhurst. Oxford: Oxford University Press, 2006. ISBN 978-0-19-953630-6.
HARDY, Thomas. Tess of the D'Urbervilles. Edited by Juliet Grindle and Simon Gatrell. Oxford: Oxford University Press, 2008. ISBN 978-0-19-953705-1.
KERMODE, Frank, and John HOLLANDER, eds. The Oxford Anthology of English Literature. Volume II, 1800 to the Present. New York: Oxford University Press, 1973. ISBN 0-19-501658-0.
SHAW, Bernard. Pygmalion: A Romance in Five Acts. London: Penguin, 2003. ISBN 0-141-43950-5.
WILDE, Oscar. The Importance of Being Earnest and Related Writings. London: Routledge, 1992. ISBN 0-415-04368-9.
Continuous assessment:
- 20 % active participation in the seminar (regular contributions to class discussions)
- 20 % mid-term exam
- 20 % oral presentation
Final assessment: 40%
- Students must get a minimum of 60% of the points available for continuous assessment to qualify for the final examination.
- The final assessment takes the form of a written examination focused on the analysis of the required literary texts and theoretical knowledge in the history of British literature.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Final examination dates will be notified in the last week of the teaching part of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 70/30%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-Romantism and the first generation of Romantic poets (W. Blake, W. Wordsworth, S. Coleridge)
2. The second generation of Romantic poets (G. G. Byron, P. B. Shelley, J. Keats)
3. Between the Enlightment and Romanticism: J. Austen
4. Viktorian poetry (A. Tennyson, R. Browning, T. Hardy, Ch. Rossetti, E. Browning)
5. Social novel and critical realism (Ch. Bronte, Ch. Dickens, T. Hardy)
6. Victorian drama (G. B. Shaw, O. Wilde)
70/30
Upon a successful completion of the course, students will have knowledge about the authors, texts, and theoretical problems of English literature from the period of Romanticism through the turn of the 19th and the 20th centuries, i.e. the end of the Victorian period and the period of realism. They will understand how social conditions influenced trends and developments in literature. They will be able to analyze literary texts, using knowledge of literary theory, identify essential elements of a literary text, their meaning and mutual relations, and interprent literary texts in a broader social and historical context. They will be able to write a coherent English essay offering an interpretation of a selected aspect of a literary text, using the method of close reading and secondary sources.
ALEXANDER, Michael. A History of English Literature. 3rd edition. London: Palgrave Macmillan, 2014. ISBN 978-0-230-36831-6.
CARTER, Ronald, and John MCRAE. The Routledge History of Literature in English: Britain and Ireland. London: Routledge, 2001. ISBN 978-0-415-24318-6.
CONRAD, Joseph. Heart of Darkness. London: Penguin, 1994. ISBN 0-14-062048-6.
GOLDING, William. Lord of the Flies. London: Faber and Faber, 2011. ISBN 978-0-571-27357-7.
KERMODE, Frank a John HOLLANDER, eds. The Oxford Anthology of English Literature. Volume II, 1800 to the Present. New York: Oxford University Press, 1973. ISBN 0-19-501658-0.
LODGE, David. Changing Places. London: Vintage, 2011. ISBN 978-0-099-55417-2.
MARCUS, Laura a Peter NICHOLLS, eds. The Cambridge History of Twentieth-Century English Literature. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-82077-6.
OSBORNE, John. Look Back in Anger. London: Faber and Faber, 1996. ISBN 978-0-571-03848-0.
PINTER, Harold. The Birthday Party. London: Faber and Faber, 2005. ISBN 0-571-23224-8.
RUSHDIE, Salman. Haroun and the Sea of Stories. London: Puffin Books, 1993. ISBN 978-0-14-036650-1.
WOOLF, Virginia. Mrs Dalloway. Edited by David Bradshaw. Oxford: Oxford University Press, 2009. ISBN 978-0-19-953600-9.
Continuous assessment:
- 20 % active participation in the seminar (regular contributions to class discussions)
- 25 % mid-term exam
- 25 % discussion lead
Final assessment: 30%
- Students must get a minimum of 60% of the points available for continuous assessment to qualify for the final examination.
- The final assessment takes the form of a written examination focused on the analysis of the required literary texts and theoretical knowledge in the history of British literature.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Final examination dates will be notified in the last week of the teaching part of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 70/30%
B2 CEFR level English is a prerequisite for participation in this course.
1. Modernist fiction – J. Joyce, J. Conrad, V. Woolf, E. M. Forster, D.H. Lawrence, K. Mansfield;
2. Modernisti poetry - T. S. Eliot, W. B. Yeats, W. H. Auden;
3. Post-war poetry - T. Hughes, Ph. Larkin;
4. Anrgy Young Men- K. Amis, J. Osborne;
5. Post-war British drama - H. Pinter, T. Stoppard, S. Beckett, S. O’Casey, D. Hare, C. Churchill;
6. Postmodern literature - G. Greene, W. Golding, E. Waugh, D. Lessing, I. Murdoch, I. McEwan, D. Lodge, M. Amis, G. Swift, J. Barnes, atď.
7. Postcolonial literature - S. Rushdie, H. Kureishi, V.S. Naipaul
70/30
Upon a successful completion of the course, students will have knowledge about the main trends and developments in 20th- and 21st-century British literature, they will be familiar with aesthetic-philosophical schools and movements, socio-political events that influenced the development of British literature in a given period, as well as the most prominent authors and their most significant works. They will be able to formulate, support, and present their own perception of a literary text, analyze literary texts, using the knowledge of literary theory, and identify essential elements of a literary text, their meaning and mutual relations. They will understand literary texts in a broader social and historical context.
BAYM, Nina et al. The Norton Anthology of American Literature, Vol. 1. New York: W. W. Norton, 1989. ISBN 0-393-95736-5.
CUNLIFFE, Marcus. American Literature to 1900. London: Sphere Books, 1975. ISBN 0-7221-8055-1.
GRAY, Richard. A History of American Literature. Malden: Blackwell, 2004. ISBN 0-631-22135-2.
HAYES, Kevin J. (ed.). The Oxford Handbook of Early American Literature. New York: Oxford University Press, 2008. ISBN 978-0-19-518727-4.
LAWRENCE, D. H. Studies in Classic American Literature. London: Penguin, 1971. ISBN 0-14-018377-9.
McMICHAEL, George et al. Anthology of American Literature Volume 1: Colonial through Romantic. New York: Macmillan, 1989. ISBN 0-02-379601-4.
RULAND, Richard a Malcolm BRADBURY. From Puritanism to Postmodernism. New York: Penguin Books, 1992. ISBN 0-14-014435-8.
During the teaching part of the semester, active participation in seminar discussions based on reading the required materials and completing sub-tasks - individually or in teams, as well as a short exam test during the semester is a requirement (50%).
In the exam period, students will take a final test (50%)
Midterm/final assessment weighting: 50/50
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires English competence at C1 level of the CEFR.
1. Introduction – essential information about the course.
2. Beginnings – the Puritan writing of Thomas Hooker (1586-1647), Anne Bradstreet (1612-1672), and Cotton Mather (1663-1728). Religious guidelines, strict moral values and their effect on the texts. Modern scholarship – Paul Boyer & Stephen Nissembaum: Salem Possessed (1974)
3. Away from the religious doctrine, towards democracy and human rights. Thomas Jefferson (1743-1826): Declaration of Independence (1776), Notes on the State of Virginia (1787). Thomas Paine (1737-1809): Common Sense (1776)
4. National literature - Washington Irving (1783-1859): Rip van Winkle (1819), The Legend of Sleepy Hollow (1820). Defining fiction writing. The first success of ‘American’ literature abroad.
5. The American Gothic - Edgar Allan Poe (1809-1849): Annabel Lee (1849), The Tell-Tale Heart (1843). Romantic poetry & short prose.
6. Transcendentalism. Ralph Waldo Emerson (1803-1882): Self-Reliance (1841). ‘To be great is to be misunderstood.’ One of the most influential essays of the 19th century. Henry David Thoreau (1817-1862): On Civil Disobedience (1849). ‘That government is best which governs the least.’ Margaret Fuller (1810-1850): Woman in the 19th Century (1855).
7. American renaissance and Dark Romanticism – Nathaniel Hawthorne (1804-1864) – The Minister’s Black Veil (1836), Young Goodman Brown (1835).
8. American renaissance continued - Herman Melville (1819-1891) – Bartleby the Scrivener (1856). Symbols and their interpretation. Walking in bewitched woods and staring at the wall in Wall Street. Detailed insight in the technique and artistic approach of Hawthorne and Melville.
9. The impact of transcendentalism. Walt Whitman (1819-1892) – Song of Myself (1855). Poetry of endless vigour and exuberance. The sound of the famous barbaric yawp. Emily Dickinson (1830-1886) – selected poems.
50/50
This course focuses on the reading, analysis, and interpretation of selected works of American literature from the colonial period to the late 19th century. Students will become familiar with major authors and literary movements in American literature through the late 19th century and will be able to understand literary works in their historical and social context.
Particular attention is also given to connections with the Central European and contemporary social context, as this is relevant general knowledge applicable in an educational setting.
By the end of the learning process, the student understands stylistic differences in relevant periods of American literature as well as their social and historical context, can critically analyze literary works, and apply critical reading practices in analyzing and interpreting representative works.
JAMES, Patrick and Mark KASOFF. Canadian Studies in the New Millennium. Toronto: University of Toronto Press, 2008. ISBN 978-0-8020-9468-1.
PRYKE, Kenneth G. and Walter C. SODERLUND, eds. Profiles of Canada. 3rd edition. Toronto: Canadian Scholars' Press, 2003. ISBN 1-55130-226-8. Available also at https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=129037&lang=sk&site=ehost-live&scope=site.
TARAS, David, RASPORICH, Beverly and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Canadian geography
2. Canadian history in the North American context
3. Canada as a middle power and its impact on world affairs, foreign policy
4. Canadian-American relations
5. Canada's political system
6. Canadian healthcare
7. Canadian economy
8. Multiculturalism policy
9. Immigration policy
10. Quebec natiolism and separatism
11. Native peoples
12. Gender issues
100/0
Upon successful completion of the course, students will be knowledgable about the main aspects of Canadian political, economic, social, and cultural life and understand them from the viewpoint of their historical development. They will understand Canada's special position in North America, both historically and from a contemporary perspective. They will be able to analyze primary and secondary texts, including audiovisual ones, related to Canadian culture, and discuss them and more effectively use academic skills, including research, critical reading, and academic writing.
JAMES, Patrick and Mark KASOFF. Canadian Studies in the New Millennium. Toronto: University of Toronto Press, 2008. ISBN 978-0-8020-9468-1.
PRYKE, Kenneth G. and Walter C. SODERLUND, eds. Profiles of Canada. 3rd edition. Toronto: Canadian Scholars' Press, 2003. ISBN 1-55130-226-8. Available also at https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=129037&lang=sk&site=ehost-live&scope=site.
TARAS, David, RASPORICH, Beverly and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Canadian geography
2. Canadian history in the North American context
3. Canada as a middle power and its impact on world affairs, foreign policy
4. Canadian-American relations
5. Canada's political system
6. Canadian healthcare
7. Canadian economy
8. Multiculturalism policy
9. Immigration policy
10. Quebec natiolism and separatism
11. Native peoples
12. Gender issues
100/0
Upon successful completion of the course, students will be knowledgable about the main aspects of Canadian political, economic, social, and cultural life and understand them from the viewpoint of their historical development. They will understand Canada's special position in North America, both historically and from a contemporary perspective. They will be able to analyze primary and secondary texts, including audiovisual ones, related to Canadian culture, and discuss them and more effectively use academic skills, including research, critical reading, and academic writing.
BARRER, Peter. Going Nowhere for Now: Changing New Zealand’s Flag and the Move to a Republic [online]. Hradec Králové Journal of Anglophone Studies, vol. 5, no. 1, 2018, pp. 24-36 [cit. 2021-10-14]. Available at: http://pdf.uhk.cz/hkjas/pi/pdf/vol5nr2_2018.pdf#page=24.
KIRKPATRICK, Andy. World Englishes: implications for international communication and English language teaching. Cambridge [Eng.]; New York: Cambridge University Press. pp. 69–84. ISBN 9780521616874. Available through the CU Academic Library.
MACINTYRE, Stuart. Dějiny Austrálie. Praha: Nakladatelství Lidové noviny, 2013. ISBN 978-80-7422-222-1. Available through the CU Academic Library.
National Top Stories. Australian Broadcasting Corporation [online]. 2021. [cit. 2021-10-14]. Available at: https://www.abc.net.au/news/.
News – New Zealand. Radio New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://www.rnz.co.nz/news/national.
Te Ara - The Encyclopedia of New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://teara.govt.nz/en.521616874.
1. A short oral presentation (30 points) on a selected and current topic from an Australian or New Zealand newspaper; 2. A response paper (30 points) on a selected film or television series with an Australian or New Zealand theme; 3. A general knowledge test (40 points) at the end of the semester, which will examine the knowledge gained on the topics outlined in the course outline below.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences without documented evidence.
Violations of academic ethics will be sanctioned by a reduction in the grade awarded and even the submission of the case for disciplinary action, depending on the degree of severity.
Exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages.
1. Australian Aborigines - history before and after 1788, society, culture, religion, traditions. 2. New Zealand Maori - history before and after 1840, society, culture, religion, traditions. 3. Colonization and the migration policies of Australia and New Zealand from the 19th century to the present day. 4. The political system in Australia and New Zealand. 5. The economic structure of Australia and New Zealand. 6. Military history. 7. Urban life and culture. 8. Sport and other recreational activities. 9. Australia and New Zealand's mutual relations. 10. Australian and New Zealand English - important aspects. 11. Australia and New Zealand’s relationship with Slovakia.
100/0
This course provides students with a general introduction to aspects of the history, cultures, and societies of Australia and New Zealand through presentations, discussions, and audio-video material. Students will be able to discuss these countries in comparison to Slovakia and gain a solid overview of the customs and national institutions, history, politics, economies, and ethnic relations in Australia and New Zealand. Students will also be able to compare these two countries with other countries in the English-speaking world with confidence.
BARRER, Peter. Going Nowhere for Now: Changing New Zealand’s Flag and the Move to a Republic [online]. Hradec Králové Journal of Anglophone Studies, vol. 5, no. 1, 2018, pp. 24-36 [cit. 2021-10-14]. Available at: http://pdf.uhk.cz/hkjas/pi/pdf/vol5nr2_2018.pdf#page=24.
KIRKPATRICK, Andy. World Englishes: implications for international communication and English language teaching. Cambridge [Eng.]; New York: Cambridge University Press. pp. 69–84. ISBN 9780521616874. Available through the CU Academic Library.
MACINTYRE, Stuart. Dějiny Austrálie. Praha: Nakladatelství Lidové noviny, 2013. ISBN 978-80-7422-222-1. Available through the CU Academic Library.
National Top Stories. Australian Broadcasting Corporation [online]. 2021. [cit. 2021-10-14]. Available at: https://www.abc.net.au/news/.
News – New Zealand. Radio New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://www.rnz.co.nz/news/national.
Te Ara - The Encyclopedia of New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://teara.govt.nz/en.521616874.
1. A short oral presentation (30 points) on a selected and current topic from an Australian or New Zealand newspaper; 2. A response paper (30 points) on a selected film or television series with an Australian or New Zealand theme; 3. A general knowledge test (40 points) at the end of the semester, which will examine the knowledge gained on the topics outlined in the course outline below.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences without documented evidence. Violations of academic ethics will be sanctioned by a reduction in the grade awarded and even the submission of the case for disciplinary action, depending on the degree of severity.
Exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
Participation in this course requires at least a B2 level of English according to the Common European Framework of Reference for Languages.
1. Australian Aborigines - history before and after 1788, society, culture, religion, traditions. 2. New Zealand Maori - history before and after 1840, society, culture, religion, traditions. 3. Colonization and the migration policies of Australia and New Zealand from the 19th century to the present day. 4. The political system in Australia and New Zealand. 5. The economic structure of Australia and New Zealand. 6. Military history. 7. Urban life and culture. 8. Sport and other recreational activities. 9. Australia and New Zealand's mutual relations. 10. Australian and New Zealand English - important aspects. 11. Australia and New Zealand’s relationship with Slovakia.
100/0
This course provides students with a general introduction to aspects of the history, cultures, and societies of Australia and New Zealand through presentations, discussions, and audio-video material. Students will be able to discuss these countries in comparison to Slovakia and gain a solid overview of the customs and national institutions, history, politics, economies, and ethnic relations in Australia and New Zealand. Students will also be able to compare these two countries with other countries in the English-speaking world with confidence.
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
CARTER, Ronald, McRAE, John. The Routledge History of Literature in English, Abingdon: Routledge. 2001. ISBN 0-415-24318-1
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993.
ISBN:9780199214921
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
STŘÍBRNÝ, Zdeněk. Dějiny anglické literatury II. Praha: Academia, 1987
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan,2004.ISBN 0-333-79218-1
Theory and History of British Literature 1 and 2
Active participation in discussions on particular literary work on the basis of the list or required works according to the period studied at the moment (1720s up the end of the 18th century); one written test (in the middle of the term (30%), seminar paper on the basis of a particular literary work assigned in advance, oral presentation (40%).
30 % final written test in the examination period.
The condition of being allowed to be examined is gaining of minimum 60% within the continuous evaluation during the term. Final evaluation is executed in the form of a written test.
Evaluation Scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
Violation of the academic ethics will be punished according to the degree of seriousness of a misdemeanour from worsening of evaluation up to submitting a proposal of disciplinary proceedings.
The dates of final evaluation will be made public in agreement with the text of the Study Statues in the last week of the term.
Participation in the subject requires knowledge of English at least on the level C1 according to
Common European Framework of Reference of Language Skills (CEFR).
The rise of the genre: Daniel Defoe: Robinson Crusoe and other his works as fundamental works of the given genre which caused the wave of its imitations (so-called Robinsonades).
Satirical novel by Jonathan Swift The Gulliver Travels: criticism of English colonialism in Ireland and a satire on contemporary political life.
Sentimentalism: Samuel Richardson: Pamela, Clarissa as a manifestation of upper middle-class life values.
Realistic novel and a comic romance: parody of Henry Fielding on the novel Pamela: Shamela and the novel Tom Jones
Laurence Sterne: Narrative experiments in the novel Tristram Shandy
Picaresque novel: Tobias Smollett: Roderick Random
70 / 30 %.
Students will gain orientation on elementary works, crucial authors and theoretical problems of English novel from the the beginning of the 18th century (1720s, since the publication of R. Crusoe by D. Defoe) up to the end of that century (works by L. Sterne and T. Smollett). Students will gain orientation in development of the novel as a new genre in the 18th century.
By critical reading and analysing of novels by D. Defoe, S. Richardson, J. Swifta, T. Smollett and H. Fielding students will be acquainted with developmental transformations as a new narrative genre and will understand the role of novel as a tool of representationof a wider social a historical context.
Students will be able to analyze literary works on the basis of knowledge of theory of literature and with having a respect to contemporary historical context and the state of English society, they will recognize fundamental compositional and semantic elements of literary work, their meaning and mutual determination and will be able to interpret meaning of literary works from the aspect of global social-historical context. Along with being acquainted with particular literary sources students learn also the most important Slovak translations of the works published by most important Slovak translators.
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
CARTER, Ronald, McRAE, John. The Routledge History of Literature in English, Abingdon: Routledge. 2001. ISBN 0-415-24318-1
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993.
ISBN:9780199214921
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
STŘÍBRNÝ, Zdeněk. Dějiny anglické literatury II. Praha: Academia, 1987
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan,2004.ISBN 0-333-79218-1
Theory and History of British Literature 1 and 2
Active participation in discussions on particular literary work on the basis of the list or required works according to the period studied at the moment (1720s up the end of the 18th century); one written test (in the middle of the term (30%), seminar paper on the basis of a particular literary work assigned in advance, oral presentation (40%).
30 % final written test in the examination period.
The condition of being allowed to be examined is gaining of minimum 60% within the continuous evaluation during the term. Final evaluation is executed in the form of a written test.
Evaluation Scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
Violation of the academic ethics will be punished according to the degree of seriousness of a misdemeanour from worsening of evaluation up to submitting a proposal of disciplinary proceedings.
The dates of final evaluation will be made public in agreement with the text of the Study Statues in the last week of the term.
Participation in the subject requires knowledge of English at least on the level C1 according to
Common European Framework of Reference of Language Skills (CEFR).
The rise of the genre: Daniel Defoe: Robinson Crusoe and other his works as fundamental works of the given genre which caused the wave of its imitations (so-called Robinsonades).
Satirical novel by Jonathan Swift The Gulliver Travels: criticism of English colonialism in Ireland and a satire on contemporary political life.
Sentimentalism: Samuel Richardson: Pamela, Clarissa as a manifestation of upper middle-class life values.
Realistic novel and a comic romance: parody of Henry Fielding on the novel Pamela: Shamela and the novel Tom Jones
Laurence Sterne: Narrative experiments in the novel Tristram Shandy
Picaresque novel: Tobias Smollett: Roderick Random
70 / 30 %.
Students will gain orientation on elementary works, crucial authors and theoretical problems of English novel from the the beginning of the 18th century (1720s, since the publication of R. Crusoe by D. Defoe) up to the end of that century (works by L. Sterne and T. Smollett). Students will gain orientation in development of the novel as a new genre in the 18th century.
By critical reading and analysing of novels by D. Defoe, S. Richardson, J. Swifta, T. Smollett and H. Fielding students will be acquainted with developmental transformations as a new narrative genre and will understand the role of novel as a tool of representationof a wider social a historical context.
Students will be able to analyze literary works on the basis of knowledge of theory of literature and with having a respect to contemporary historical context and the state of English society, they will recognize fundamental compositional and semantic elements of literary work, their meaning and mutual determination and will be able to interpret meaning of literary works from the aspect of global social-historical context. Along with being acquainted with particular literary sources students learn also the most important Slovak translations of the works published by most important Slovak translators.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume I. Toronto: Oxford University Press, 1982. ISBN 0-19-540311-8.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume II. Toronto: Oxford University Press, 1983. ISBN 0-19-540394-0.
NEW, William Herbert. A History of Canadian Literature. Montreal: McGill-Queen's University Press, 2003. ISBN 0-7735-2597-1.
NISCHIK, Reingard M., ed. History of Literature in Canada: English-Canadian and French-Canadian, Rochester: Camden House, 2008. ISBN 978-1-57113-359-5.
Continuous assessment:
- 20% active participation (regular contributions to class discussions about the analyzed literary texts)
- 40% oral presentation analyzing a selected literary text
- 40% written paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-contact indigenous literature
2. First contact literature: travel narratives, journals...
3. Pre-Confederation literature: immigrants and first settlers
4. Post-Confederation literature: a new nation
5. Literature at the turn of the 19th and 20th century: Canada in the world
6. Lucy Maud Montgomery
7. Canadian modernism and innovations
8. The rise of Canadian nationalism and literature in 1960-1985
9. Margaret Atwood as a Canadian icon
10. The local, national, and global in contemporary Canadian literature (1985-today)
11. Canadian ethnic literature
12. Is Canadian literature postcolonial?
100/0
Upon successful completion of the course, students shall have acquired knowledge of texts, authors, theoretical problems, and developmental trends in Canadian literature from its beginnings to the 21st century. They will be familiar with key Canadian literary texts and understand the historical and cultural context of the development of Canadian literature. They will be able to present their interpretation of a literary text both in a written and oral form.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume I. Toronto: Oxford University Press, 1982. ISBN 0-19-540311-8.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume II. Toronto: Oxford University Press, 1983. ISBN 0-19-540394-0.
NEW, William Herbert. A History of Canadian Literature. Montreal: McGill-Queen's University Press, 2003. ISBN 0-7735-2597-1.
NISCHIK, Reingard M., ed. History of Literature in Canada: English-Canadian and French-Canadian, Rochester: Camden House, 2008. ISBN 978-1-57113-359-5.
Continuous assessment:
- 20% active participation (regular contributions to class discussions about the analyzed literary texts)
- 40% oral presentation analyzing a selected literary text
- 40% written paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-contact indigenous literature
2. First contact literature: travel narratives, journals...
3. Pre-Confederation literature: immigrants and first settlers
4. Post-Confederation literature: a new nation
5. Literature at the turn of the 19th and 20th century: Canada in the world
6. Lucy Maud Montgomery
7. Canadian modernism and innovations
8. The rise of Canadian nationalism and literature in 1960-1985
9. Margaret Atwood as a Canadian icon
10. The local, national, and global in contemporary Canadian literature (1985-today)
11. Canadian ethnic literature
12. Is Canadian literature postcolonial?
100/0
Upon successful completion of the course, students shall have acquired knowledge of texts, authors, theoretical problems, and developmental trends in Canadian literature from its beginnings to the 21st century. They will be familiar with key Canadian literary texts and understand the historical and cultural context of the development of Canadian literature. They will be able to present their interpretation of a literary text both in a written and oral form.
NISCHIK, Reingard M. (ed.). The Canadian Short Story: Interpretations. Rochester, New York: Camden House, 2007. ISBN: 978-1-57113-127-0.
NISCHIK, Reingard M. (ed.). History of Literature in Canada. Rochester, New York: Camden House, 2008. ISBN: -10 : 1571133593
ONDAATJE, Michael (ed.). The Faber Book of Contemporary Canadian Short Stories. London, Boston : Faber and Faber, 1994. ISBN: 0-571-14276-1.
ATWOOD, Margaret. Survival. A Thematic Guide to Canadian literature. Toronto, ANANSI 1972.
GORJUP, Branko (ed.): Tichá hudba. Antológia anglo-kanadských poviedok. Bratislava: JUGA 2000. ISBN: 80-85506-74-2.
Introduction to Canadian Literature
Continuous evaluation (education part) 100 % /0%
Active participation in seminars on particular short stories on the basis of the list of required short stories; two written tests (the firs in the middle of the term (30%), the second final test (30%)), seminar paper on the basis of a chosen author of short stories or some specific problem connected with the genre of short story in Canadian literature of the 20th century, oral presentation (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level B2 according to Common European Framework of Reference of Language Skills (CEFR).
1. Rise of modernism represented by the works of Morley Callaghan and Sinclair J. Ross.
2. Remarkable realist short story writer of the inter-war period: Ethel Wilson.
3. Post-war (1950s and 1960s) years representing new impulse for Canadian short story writing. Works by Alice Munro and Mavis Gallant.
4. Two important women short prose writers depicting complex multi-ethnic Canadian society: Margaret Laurence and Alice Munro.
5. Significant representative of voices from the outside: emigrant’s experience in the works of Mavis Gallant.
6. 1970s: rising experimental and post-modern trends and feminist reflection of position of women in Canadian short story writing: Margaret Atwood
7. 1970s and 1980s: other post-modern and experimental tendencies in Canadian short prose writing: Leon Rooke, Barry Callaghan and b.p.nichol.
8. Reflection of the position of the “First nations” in Canadian society: B. Johnston, H. Garner a M. Laurence
9. The last two decades of Canadian short story writing: multi-ethnic experience and post-modern elements in the works of Evelyn Lau, Yann Martell and Madeleine Thien.
10. 20th century Canadian short story as a mosaic of Canadian society and its development.
100/0
- Students acquire or revise basic theoretical genre specific features of short story as a particular short prosaic genre.
- Students get familiar with various literary pieces and significant authors of Canadian short stories of the 20th century.
- Students apply the methods of critical reading at analysing and interpreting important short stories of Canadian literature and assess their value.
- Students can place the analysed pieces in social and historical context and create certain idea on the tendencies of the development of the Canadian society during the 20th century.
NISCHIK, Reingard M. (ed.). The Canadian Short Story: Interpretations. Rochester, New York: Camden House, 2007. ISBN: 978-1-57113-127-0.
NISCHIK, Reingard M. (ed.). History of Literature in Canada. Rochester, New York: Camden House, 2008. ISBN: -10 : 1571133593
ONDAATJE, Michael (ed.). The Faber Book of Contemporary Canadian Short Stories. London, Boston : Faber and Faber, 1994. ISBN: 0-571-14276-1.
ATWOOD, Margaret. Survival. A Thematic Guide to Canadian literature. Toronto, ANANSI 1972.
GORJUP, Branko (ed.): Tichá hudba. Antológia anglo-kanadských poviedok. Bratislava: JUGA 2000. ISBN: 80-85506-74-2.
Introduction to Canadian Literature
Continuous evaluation (education part) 100 % /0%
Active participation in seminars on particular short stories on the basis of the list of required short stories; two written tests (the firs in the middle of the term (30%), the second final test (30%)), seminar paper on the basis of a chosen author of short stories or some specific problem connected with the genre of short story in Canadian literature of the 20th century, oral presentation (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level B2 according to Common European Framework of Reference of Language Skills (CEFR).
1. Rise of modernism represented by the works of Morley Callaghan and Sinclair J. Ross.
2. Remarkable realist short story writer of the inter-war period: Ethel Wilson.
3. Post-war (1950s and 1960s) years representing new impulse for Canadian short story writing. Works by Alice Munro and Mavis Gallant.
4. Two important women short prose writers depicting complex multi-ethnic Canadian society: Margaret Laurence and Alice Munro.
5. Significant representative of voices from the outside: emigrant’s experience in the works of Mavis Gallant.
6. 1970s: rising experimental and post-modern trends and feminist reflection of position of women in Canadian short story writing: Margaret Atwood
7. 1970s and 1980s: other post-modern and experimental tendencies in Canadian short prose writing: Leon Rooke, Barry Callaghan and b.p.nichol.
8. Reflection of the position of the “First nations” in Canadian society: B. Johnston, H. Garner a M. Laurence
9. The last two decades of Canadian short story writing: multi-ethnic experience and post-modern elements in the works of Evelyn Lau, Yann Martell and Madeleine Thien.
10. 20th century Canadian short story as a mosaic of Canadian society and its development.
100/0
- Students acquire or revise basic theoretical genre specific features of short story as a particular short prosaic genre.
- Students get familiar with various literary pieces and significant authors of Canadian short stories of the 20th century.
- Students apply the methods of critical reading at analysing and interpreting important short stories of Canadian literature and assess their value.
- Students can place the analysed pieces in social and historical context and create certain idea on the tendencies of the development of the Canadian society during the 20th century.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
BAZERMAN, Charles a Harvey S. WIENER. Side by Side: A Multicultural Reader. Boston: Houghton Mifflin, 1993. ISBN 0-395-63684-1.
BERGER, Arthur Asa. Applied Discourse Analysis in Popular Culture, Media, and Everyday Life. Cham: Palgrave Macmillan, 2017. ISBN 978-3-319-83671-3.
BERGER, Arthur Asa. Narratives in Popular Culture, Media, and Everyday Life. Thousand Oaks: SAGE, 1997. ISBN 0-7619-0345-3.
COLOMBO, Gary, Robert CULLEN, Bonnie LISLE (eds.). Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books, 1998. ISBN 0-312-14837-2
DANESI, Marcel. Popular Culture: Introductory Perspectives. Lanham: Rowman and Littlefield, 2019. ISBN 978-1-5381-0743-0.
FISKE, John. Understanding Popular Culture. London: Routledge, 2010. ISBN 978-0-415-59652-7.
MEYER, David S., Belinda ROBNETT, Nancy WHITTIER (eds.). Social Movements Identity, Culture, and the State. New York: Oxford University Press, 2002. ISBN 0-19-514356-6.
1. Active participation in seminars based on a critical perception of the discussed works of popular culture as well as various theoretical texts. Discussions require the ability to understand an academic text, to evaluate one's own perception of works of popular culture, to find parallels and differences between the Anglophone environment and the Central European context, and also to communicate effectively one's own critical and fact-based opinion. (25% weight)
2. Written and oral assignments and tasks completed at home or in class. The assignments are done individually or in teams with the aim of finding a functional balance between individual and group work. Assignments and tasks take the form of short reactions and responses to the topics covered, summarizing the theoretical background and practical interpretation. (25% weight)
3. End-of-semester, final test in which students must demonstrate their ability to comment on a specific issue related to the individual topics. The test is written and consists of several questions that require an analysis and synthesis of the acquired knowledge as well as effective academic communication in English about the studied works of popular culture. (50% weight).
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires English language skills at least at B2 level according to the CEFR.
The course focuses on working with works of popular culture from English-speaking areas - film, television, music and performance art - to provide a context for popular production in anglophone contexts, as well as to enable students to critically perceive and discuss major social and cultural issues in these countries.
The thematic scope is different each semester and reflects the most resonant themes in contemporary Western society (politics, the role of art in society, issues of individual freedom, the rise of technology and human enhancement, etc.).
100/0
Students will gain an overview of anglophone popular culture from different geographical areas and will understand its importance in society as a source of identity of an individual or an entire community or nation, also within the context of different subcultures. Students will learn to view topics through a critical lens and use theoretical frameworks, while developing their communication skills in academic discussions of English speaking cultures.
Upon successful completion of the course, students will have acquired better oral and written academic communication skills to discuss popular culture topics and be able to apply these effectively in, for example, curriculum development in secondary school English language teaching, or in translating and interpreting texts that require general knowledge and orientation in popular culture. Student will be able to respond adequately to academic stimuli (both orally and in writing), have appropriate presentation and discussion skills, and read professional literature with comprehension.
The course also focuses on developing students' personal value attitudes in the spirit of the principles of humanism, tolerance and social awareness.
BAZERMAN, Charles a Harvey S. WIENER. Side by Side: A Multicultural Reader. Boston: Houghton Mifflin, 1993. ISBN 0-395-63684-1.
BERGER, Arthur Asa. Applied Discourse Analysis in Popular Culture, Media, and Everyday Life. Cham: Palgrave Macmillan, 2017. ISBN 978-3-319-83671-3.
BERGER, Arthur Asa. Narratives in Popular Culture, Media, and Everyday Life. Thousand Oaks: SAGE, 1997. ISBN 0-7619-0345-3.
COLOMBO, Gary, Robert CULLEN, Bonnie LISLE (eds.). Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books, 1998. ISBN 0-312-14837-2
DANESI, Marcel. Popular Culture: Introductory Perspectives. Lanham: Rowman and Littlefield, 2019. ISBN 978-1-5381-0743-0.
FISKE, John. Understanding Popular Culture. London: Routledge, 2010. ISBN 978-0-415-59652-7.
LACKO, Ivan. Prekrásny nový postsvet: posthumánne situácie v literárnych a filmových dielach. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5266-6.
MEYER, David S., Belinda ROBNETT, Nancy WHITTIER (eds.). Social Movements Identity, Culture, and the State. New York: Oxford University Press, 2002. ISBN 0-19-514356-6.
1. Active participation in seminars based on a critical perception of the discussed works of popular culture as well as various theoretical texts. Discussions require the ability to understand an academic text, to evaluate one's own perception of works of popular culture, to find parallels and differences between the Anglophone environment and the Central European context, and also to communicate effectively one's own critical and fact-based opinion. (25% weight) 2. Written and oral assignments and tasks completed at home or in class. The assignments are done individually or in teams with the aim of finding a functional balance between individual and group work. Assignments and tasks take the form of short reactions and responses to the topics covered, summarizing the theoretical background and practical interpretation. (25% weight) 3. End-of-semester, final test in which students must demonstrate their ability to comment on a specific issue related to the individual topics. The test is written and consists of several questions that require an analysis and synthesis of the acquired knowledge as well as effective academic communication in English about the studied works of popular culture. (50% weight). Grading scale: A ≥92% B ≥84% C ≥76% D ≥68% E ≥60% Fx <60%
The course requires English language competence at least at B2 level of CEFR.
The course focuses on working with works of popular culture from English-speaking areas - film, television, music and performance art - to provide a context for popular production in anglophone contexts, as well as to enable students to critically perceive and discuss major social and cultural issues in these countries. The thematic scope is different each semester and reflects the most resonant themes in contemporary Western society (politics, the role of art in society, issues of individual freedom, the rise of technology and human enhancement, etc.).
100/0
Students will gain an overview of anglophone popular culture from different geographical areas and will understand its importance in society as a source of identity of an individual or an entire community or nation, also within the context of different subcultures. Students will learn to view topics through a critical lens and use theoretical frameworks, while developing their communication skills in academic discussions of English speaking cultures. Upon successful completion of the course, students will have acquired better oral and written academic communication skills to discuss popular culture topics and be able to apply these effectively in, for example, curriculum development in secondary school English language teaching, or in translating and interpreting texts that require general knowledge and orientation in popular culture. Student will be able to respond adequately to academic stimuli (both orally and in writing), have appropriate presentation and discussion skills, and read professional literature with comprehension. The course also focuses on developing students' personal value attitudes in the spirit of the principles of humanism, tolerance and social awareness.
CONRAD, Margaret. A Concise History of Canada. Cambridge University Press, 2012. ISBN 978-0-521-76193-2. Available at EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=443719&lang=sk&site=ehost-live&scope=site.
CONRAD, Margaret, and Alvin FINKEL. History of the Canadian Peoples. Vol. I: Beginnings to 1867. Toronto: Copp Clark Pitman, 1993. ISBN 0-7730-4843-X
CONRAD, Margaret, and Alvin FINKEL. History of the Canadian Peoples. Vol. II: 1867 to the Present. Toronto: Copp Clark Pitman, 1993. ISBN 0-7730-5189-9
TARAS, David, RASPORICH, Beverly, and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3
Additional materials might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. The territory of Canada in the pre-Contact period
2. The French in America
3. The period of British North America
4. The development and growth of colonies
5. The development of industry
6. The foundation of Canada
7. Canada in the world wars
8. Inter-war period
9. Search for Canadianness in the post-war period
10. Postmodern Canada
100/0
Upon a successful completion of the course, students will have knowledge about the history of Canada from the pre-Contact period until today and will have an understanding of its history in a regional, national, continental, and global context. They will be able to explain what role the concept of (regional, linguistic, ethnic, and cultural) diversity played in the development of Canadian society. They will be able to analyze and discuss primary and secondary texts, including audiovisuals, on Canadian culture and more effectively use academic skills, including research, critical reading, and academic writing skills.
BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.
BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.
HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.
LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.
MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.
NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.
The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).
The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).
Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.
100/0
By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural communication.
BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.
BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.
HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.
LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.
MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.
NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.
The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).
The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).
Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.
100/0
By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural communication.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
Face-to-face lessons are twice a week, where active participation at discussions, debates, role-plazs and creative tasks such as creation of cultures is expected.
Autonomous studying and creative video making (weekly assignments, writing of reflections, creating videos)
Reid, E. 2014. Intercultural aspects in teaching English at primary schools. Frankturt am Main: Peter Lang.
Reid, E. 2013. Models of Intercultural Competences in Practice. International Journal of Language and Linguistics. Vol. 1, no. 2, p. 44-53.
Reid, E. 2015. Techniques Developing Intercultural Communicative Competences in English Language Lessons. Procedia - Social and Behavioral Sciences, Vol. 186, p. 939-943.
Byram, M. 2021. Teaching and Assessing Intercultural Communicative Competence Revisited. Bristol: Multilingual Matters.
Kramsch, C. 1998. Language and Culture, Oxford: OUP.
Deardorff, D. 2009. The SAGE Handbook of Intercultural Competence. Thousand Oaks: SAGE Publications.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars (missed classes only for a relevant reason). Home study consist of weekly given topics (texts, videos and quizzes) and weekly written assignments (all in Moodle course). Final part of the assessment a group work of creating a video on a chosen intercultural topic. Evaluation “failed” is given to a student who does not fulfil all mentioned criteria.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
English - minimal level B2
1. Culture, definitions of culture and concepts of culture
2. Cultural relativism and cultural ethnocentrism
3. Cultural awareness and intercultural awareness
4. Cultural generalisations and cultural stereotypes
5. Relation between languages and cultures
6. Communication and intercultural communication
7. Intercultural competences and intercultural communicative competences
8. Non-verbal communication as a part of intercultural communication
9. Developing intercultural competences in foreign language education
10. Ladder of inference
11. Culture shock
12. Models of intercultural competences
13. Do’s and don’ts in different cultures
100/0
Students learn basic terminology and understand various definitions and concepts of culture. They can express the difference between awareness of own culture and awareness of other cultures, cultural relativism and ethnocentrism, cultural generalisations and stereotypes. Students can describe the relation between culture and language. Based on the knowledge on cultural diversity, they acquire intercultural awareness, can accept cultural differences, critically compare cultural aspects of different countries and can effectively use intercultural communicative competences in contact with representatives of different cultures. Students can use and be aware of the importance of intercultural communicative competence as an inevitable competence for English language professionals.
Face-to-face lessons are twice a week, where active participation at discussions, debates, role-plazs and creative tasks such as creation of cultures is expected.
Autonomous studying and creative video making (weekly assignments, writing of reflections, creating videos)
Reid, E. 2014. Intercultural aspects in teaching English at primary schools. Frankturt am Main: Peter Lang.
Reid, E. 2013. Models of Intercultural Competences in Practice. International Journal of Language and Linguistics. Vol. 1, no. 2, p. 44-53.
Reid, E. 2015. Techniques Developing Intercultural Communicative Competences in English Language Lessons. Procedia - Social and Behavioral Sciences, Vol. 186, p. 939-943.
Byram, M. 2021. Teaching and Assessing Intercultural Communicative Competence Revisited. Bristol: Multilingual Matters.
Kramsch, C. 1998. Language and Culture, Oxford: OUP.
Deardorff, D. 2009. The SAGE Handbook of Intercultural Competence. Thousand Oaks: SAGE Publications.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars (missed classes only for a relevant reason). Home study consist of weekly given topics (texts, videos and quizzes) and weekly written assignments (all in Moodle course). Final part of the assessment a group work of creating a video on a chosen intercultural topic. Evaluation “failed” is given to a student who does not fulfil all mentioned criteria.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
English - minimal level B2
1. Culture, definitions of culture and concepts of culture
2. Cultural relativism and cultural ethnocentrism
3. Cultural awareness and intercultural awareness
4. Cultural generalisations and cultural stereotypes
5. Relation between languages and cultures
6. Communication and intercultural communication
7. Intercultural competences and intercultural communicative competences
8. Non-verbal communication as a part of intercultural communication
9. Developing intercultural competences in foreign language education
10. Ladder of inference
11. Culture shock
12. Models of intercultural competences
13. Do’s and don’ts in different cultures
100/0
Students learn basic terminology and understand various definitions and concepts of culture. They can express the difference between awareness of own culture and awareness of other cultures, cultural relativism and ethnocentrism, cultural generalisations and stereotypes. Students can describe the relation between culture and language. Based on the knowledge on cultural diversity, they acquire intercultural awareness, can accept cultural differences, critically compare cultural aspects of different countries and can effectively use intercultural communicative competences in contact with representatives of different cultures. Students can use and be aware of the importance of intercultural communicative competence as an inevitable competence for English language professionals.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN
0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN
1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Language necessary to complete the course: Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/
TG4, https://www.tg4.ie/ga/
Week 1:
- General information about the Irish language and introduction to learning resources.
- Greetings, introductions, and language for the classroom.
Week 2:
- Irish Language pronunciation and spelling. Numbers and telephones numbers.
- A survey of Gaelic culture in Ireland and in Britain, and further afield.
Week 3:
- Telling the time.
- Myth and Legend: Leabhar Gabhála Éireann -The Book of Invasions of Ireland
Week 4:
- Talking about the weather, describing physical charecteristics I.
- Sean Nós Song and Dance
Week 5:
- Talking about the weather, describing physical charecteristics II.
- The Gaelic Cultural Revival and Irish Nationalism.
Week 6:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes I.
- Language and Identity in Northern Ireland.
Week 7:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes II.
- Popular Irish-Language culture today.
Week 8:
- An Aimsir Láithreach (The present habitual tense). Daily routines I.
- Minortiy Language Identity internationally and Language Revival.
Week 9:
- An Aimsir Láithreach (The present habitual tense). Daily routines II.
- Gaelic Games.
Week 10:
- Likes and Dislikes.
- Controversy surrounding the Irish Lanuage.
Week 11:
- In-class presentations.
Week 12:
- Review and Exam
40/60 % (preliminary/final)
After finishing the Irish Language and Culture 1 course, the student has developed their following elementary linguistic competencies:
- an ability to read and pronounce Irish as pronounced by native Irish-speakers
- a knowledge of basic (A1) Irish vocabulary
- a knowledge of basic (A1) Irish grammar and grammatical terminology
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- an ability to make simple dialogues and communicate on basic topics such as family, food, travelling.
The student who successfully finished the Irish Language and Culture 1 course is able to critically engage in discussions about various aspects of Gaelic Culture in Ireland. The student possesses an introductory knowledge of Gaelic culture and identity, language, and history, both in Ireland and in Britain and have a an understanding of various elements of Gaelic culture in Ireland, such as:
- Sean-Nós Song and Dance
- Myth and Legend
- Folklore
- The cultural divide in Ireland between the Gaeltacht and Galltacht
- The importance of the Irish Language to Irish Identity and history
- Controversial issues surrounding the language, in Ireland, Northern Ireland, the UK, the EU, and further afield.
- Minority Language Rights and Language Revival.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN 0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN 1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Irish Language and Culture 1
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Strana: 2
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/ TG4, https://www.tg4.ie/ga/
Week 1:
- Review of language introduced in Irish Language 1.
- Myth and Legend II
Week 2:
- An tAinm Briathartha. Talking about current actions and pastimes I.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 3:
- An tAinm Briathartha. Talking about current actions and pastimes II.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 4:
- An tAinm Briathartha. Talking about current actions and pastimes III.
- Gaelic connections between Scotland and Ireland – The Bruce Invasion of Ireland
Week 5:
- Likes and Dislikes. Prepostional pronoun: le
- Geoffrey Keating’s Foras Feasa ar Éirinn – Gaelic Identity in the Early-Modern Period
Week 6:
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
Week 7:
- Talking About sickness. Going to the doctor
- Rubaí – Contemporary Irish Language Culture
Week 8:
- An tAinm Briathartha IV. Purpose and cause.
- Kneecap – Contemporary Irish Language Culture
Week 9:
- An Aimsir Láithreach (The present habitual tense). Review.
- An Cailín Ciúin – Contemporary Irish Language Culture
Week 10:
- Food and Drink.
- Review of topics.
Week 11:
- In-class presentations
Week 12:
- Review and in-class exam.
40 / 60 % (preliminary/ final)
After finishing Irish Language and Culture 2 course, the student knows how to use basic conversational Irish phrases, common vocabulary, as well as basic grammar and phonology which students have been introduced to during Irish Language and Culture 1. Students further develop their communicative skills in Irish towards achieving an A1 level at the CEFR.
During Irish Language 2 and Culture 2 students have gained the following skills:
- a further developed vocabulalry in line with an A1 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- functional language related further areas required for the A1 Level according to the CEFR.
The student who successfully finished the Irish Language and Culture 2 course is able to critically
engage in complex discussions about various aspects of Gaelic Culture in Ireland and possesses an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
-A survey of selected Irish-Language Poetry
-Myth and Legend II
-Folklore II
-Survey of Gaelic cultural links between Scotland, Ireland and the Isle of Mann from the Bruce Invasion of Ireland to the Modern Revival.
-Kneecap, An Cailín Ciúin, and short film – Contemporary Irish Language Culture
-Logainmneacha agus Dinnseanchas – Placenames and Lore
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8 Dostupné na: https://www.coe.int/en/web/common-european-framework-reference-languages/home
HOLDEN, Susan and Vinicius NOBRE. Teaching English Today: Contexts and Objectives. Callender: Scotland, 2019. ISBN 978-1-901760-13-2.
Odporúčaná literatúra:
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
NUNAN, David and Ronald CARTER. Cambridge Guide to Teaching Speakers of Other Languages. Cambridge: Cambridge University Press, 2001. ISBN 9780511667206
TANDLICHOVÁ, Eva. Didaktika anglického jazyka. Bratislava: UK Bratislava, 2001. ISBN 80-223-1611-3
THORNBURY, Scott. 30 Language Teaching Methods. Cambridge: Cambridge University Press. 2017. ISBN 9781108408462
10% Active participation in and preparedness for class discussions
15% Oral presentation of an ELT method or approach
50% Weekly readings & writing reactions
25% Final exam
Both the presentation and at least six (6) of the weekly written reading reactions must be completed in order to take the final exam.
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
English (a minimum proficiency of B2+ [CEFR] is required)
The course meets for three hours a week.
1. English language teaching methods and approaches since 1800
2. Foundational principles and theories in English language teaching
3. An introduction to second language acquisition and communicative language teaching
4. An introduction to the Common European Framework of Reference for Languages
5. The context: English language teaching in the world today
6. The language teacher: their role(s) and place in language teaching; characteristics and skills of an effective language teacher
7. The language learner (and learning): how they differ based on age and reason for learning English (subject at school vs English for special purposes); positive and negative influences on learning; motivation
8. The language: its role(s) and place in today’s world (language awareness); linguistic vs communicative competence
9. The lesson plan: the aim, strategies, and implementation
10. Teaching skills: traditional (i.e., reading, writing, listening, and speaking) and untraditional (e.g., viewing, interpersonal, digital and media literacy, etc.)
11. Teaching grammar and vocabulary
Assessment is comprised of coursework and a final exam: 75%/25%
After successful completion of this course, a student will be able to do the following:
1. Discuss and reflect on their own beliefs about and experiences with language, language learning, and language teaching
2.Explain in general how various views of language (i.e., structural, functional, and notional) and learning (i.e., behaviourist, cognitivist, and social constructivist perspectives) influence language teaching and how they are reflected in various materials and activities
3. Provide examples of techniques and activities used in various methods and approaches, and discuss their relevance to current English as a foreign language classroom conditions
4. Explain what influences language learners in their learning (e.g., learning strategies, motivation, age, level, etc.) and why that is so
5. Prepare and organise basic lesson plans with a clear and effective aim based on the type of target learner (e.g., lower or upper secondary, large or small class, language level, etc.) while applying the principles of second language acquisition
DUNCAN, Randy a Matthew J. SMITH. Icons of the American Comic Book: From Captain America to Wonder Woman. Santa Barbara: ABC-CLIO, LLC, 2013. [online] [cit 2021-10-22]. ISBN 978-0313399237. Dostupné na https://books.google.sk/books?id=2GNaoeiY51EC&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
HATFIELD, Charles et al. The Superhero Reader. Jackson: University Press of Mississippi, 2013. [online] [cit 2021-10-22]. ISBN 978-1617038068. Dostupné na https://books.google.sk/books?id=A-exXwYTg0oC&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
HEER Jeet a Kent WORCESTER: A Comic Studies Reader. Jackson: University Press of Mississippi, 2008. [online] [cit 2021-10-22]. ISBN 978-1604731095. Dostupné na https://books.google.sk/books/about/A_Comics_Studies_Reader.html?id=9LUYhG9qO_8C&redir_esc=y
McCLOUD, Scott. Understanding Comics: The Invisible Art. New York: William Morrow Paperbacks, 2001. ISBN 006097625X.
WRIGHT, Bradford. Comic Book Nation. The Transformation of Youth Culture in America. Baltimore: Johns Hopkins University Press, 2003. ISBN 978-0801874505.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to the course.
2. Terminology of comics. Scott McCloud, Understanding Comics.
3. Origins: from the Yellow Kid to the pulp magazines of the 1930s.
4. Superheroes. Action Comics #1 (1938), Detective Comics #27 (1939), Wonder Woman #1 (1942)
5. Mobilizing comics for the war. Captain America Comics #1 (1941)
6. New genres. Crime, romance and horror comics. Frederick Wertham's Seduction of the Innocent (1954) Comics Code Authority. The end of the golden age. "Poetic Justice" (1952), "Foul Play!" (1953)
7. The revival of superheroes. The rise of Marvel. Amazing Fantasy #15 (1962), Fantastic Four #1 (1961).
8. Graphic novels. Will Eisner. Art Spiegelman. Maus (1986-1991),
9. Graphic novels. Frank Miller. Alan Moore. The Dark Knight Returns (1986)
10. Developments in the present. Superheroes on screen. The Amazing Spider-Man #36 (2001), Bitch Planet, Volume I (2014)
50/50
This course offers an overview of the history of American comics from the late 19th century to the present. In particular, it focuses on the emergence of comics as an independent medium in the 1940s during the so-called Golden Age of Comics. Students will also learn about the development of the medium in the second half of the twentieth century and the emergence of graphic novels. They will be familiar with comics book terminology and the work of major authors. Upon completion of the course, students will be able to explain the importance of the comics medium to popular culture in the United States.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
Markéta Škrlantová: Preklad právnych textov na národnej a nadnárodnej úrovni, Anapres 2005. ISBN 80-89137-19-9; Edita Gromová, Jaroslav Šoltýs: Odborný preklad 2, Anapres 2006. ISBN 80-89137-24-5; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Daniel Lančarič: Úvod do konfrontačnej lexikológie a lexikografie, Z-F Lingua 2009. ISBN 978-80-89328-27-7; www.linguee.com; www.lingea.sk;
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual tasks in the class and homework, which are a prerequisite for active participation in the class. Translation / text / lexicological assignments are submitted the day before the class via MS Teams or Moodle. In addition to translation and work with the text, the student answers the questions posed to the given translation / work with the text and briefly summarizes his / her progress in the given translation / text. In the class, the subject of discussion are translation, text and lexicological solutions and their mutual confrontation. Classification scale: 0-60-68-76-94-92-100 % = FX-E-D-C-B-A. Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [B2] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Formal and informal texts in Slovak and English (from narration to speeches; from news to articles) 2. Traditions of Slovakia and English speaking countries, exoticization / domestication 3. Food, its preparation and description 4. Births, deaths, anniversaries and holidays (announcements, obituaries, invitations) 5 Translation of a newspaper article / journalistic text (media language and choice of words) 6. Environment and RES, glossary 7. Tourist guides, glossary 8. Medical text, aspect of health (medical documentation, covid and health) 9. Legal text, principles of legal and official translation 10. Family law relations, documentation (birth certificate, adoption, marriage certificate, divorce) 11. Education, documents (transcripts, statements and diplomas); texts in Slovak and English; 12 Professional text with high terminological saturation, glossary in the given field
100% continuous evaluation
After completing the course, the student knows the basic translation and lexicological theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak and English. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. The student can compile a glossary needed for different areas of practical and professional life, knowing the pitfalls of intercultural communication and being able to recognize and avoid them. They can critically approach and edit their own text during the second reading, they takes care of the risks that the hypnosis by the orgiginal text can pose. They master the principles of intercultural communication and are able to mediate the dialogue between the Slovak and the relevant English-speaking culture