LICHNEROVÁ, Lucia. Písanie a obhajoba záverečných prác [online]. Bratislava: Univerzita Komenského, 2016 [cit. 2021-10-10]. Available at: http://stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prace.pdf
Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave, 2015 [cit. 2021-10-10]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a
Studijny_poriadok_FiF_UK.pdf Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-09-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-amagisterske studium/zaverecne-prace/ Further literature according to the topic of the bachelor's thesis.
The student must submit the final thesis within the deadline specified in the schedule of the current academic year for the relevant date of the state exam. Submission of the final thesis within the deadline specified in the schedule of the current academic year for the relevant date of completion of the final exam.
The final thesis is submitted in electronic form via AIS.
The work must meet the parameters determined by the internal quality system of the Comenius University.
The provisions of Article 5 of Internal Regulation No. apply to the evaluation of the final thesis. 9/2020 (Study Regulations of the Faculty of Arts, Charles University). The final thesis consultant will prepare an opinion on the final thesis and will propose an evaluation in the classification of the A-FX thesis. The student has a report available min. 3 working days before the defense.
Classification scale: 0-59% -FX, 60-67% -E, 68-75% -D, 76-83% -C, 84-91% -B, 92-100% -A
Criteria for the evaluation of the final thesis:
1. The contribution of the final thesis, the fulfillment of the objectives of the thesis in its assignment and the requirements for the content of the final thesis DPŠ given by the internal quality system of Comenius University. Assessed: demonstrates knowledge and skills, the ability to work in the study program, the ability to apply in the collection, interpretation and processing of basic literature; in the case of practically focused final work also mastering the application of theoretical principles in practice and verifiability of hypotheses;
2. Originality of the work (the final work must not have the character of plagiarism, it must not infringe the copyrights of other authors);
3. Correctness and correctness of citation of used information sources, research results of other authors and author groups, correctness of description of methods and working procedures of other authors or author groups;
4. Compliance of the structure of the final work with the prescribed composition defined by the internal quality system of the Comenius University;
5. Respecting the recommended scope of the final work of the DPŠ (minimum scope of the final work of the basic DPŠ module is 27,000 characters including spaces, the minimum scope of the final work of the extension DPŠ module is 36,000 characters including spaces.), The adequacy of the scope of work is assessed by the final thesis consultant;
6. Linguistic and stylistic level of work and formal arrangement.
The student orally presents the content, achieved goals and conclusions of the final thesis and answers to the questions and comments of the final thesis consultant, resp. members of the examination board. The committee will comprehensively evaluate the quality of the final thesis, assess the method and form of the defense and the student's ability to fully respond to the comments and questions in the opinion of the final thesis consultant and the opponent. The evaluation is achieved from the arithmetic average of the evaluation from the opinion of the final thesis consultant and the evaluation of the examination commission.
Slovak
1. Presentation of the final thesis to the students before the commission for state exams and those present.
2. Student's response to comments and questions in the rewiev from the final thesis consultant.
3. Student's response to the questions of the commission for the final exams of DPŠ and in the discussion.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics, is able to work creatively in the field of study in which he completed the study program, and has adequate knowledge and understanding of the relevant issues. The student can apply his skills in the collection, interpretation, and processing of basic scientific literature, or even in its application in practice, or has the ability to solve a partial task related to the focus of the bachelor's thesis. After a successful defence of the final thesis, the student is able to logically deal with the theoretical background of the final thesis and respond to questions relating to the relevant issues.
References:
BROWN, Douglas H. Principles of Language Learning and Teaching, Sixth Edition. Upper Saddle River: Pearson Education, 2014. ISBN 978-0-13-304194-1.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Strasbourg: Council of Europe Publishing, 2020. ISBN 978-92-871-8621-8. Available from: https://www.coe.int/en/web/common-european-framework-reference-languages/home
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
HOLDEN, Susan and Vinicius NOBRE. Teaching English Today: Contexts and Objectives. Scotland: Swan Communication Ltd., 2019. ISBN 978-1-901760-13-2.
Inovovaný štátny vzdelávací program [online]. Bratislava: Štátny pedagogický ústav, 2020. Available from: https://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/
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.
Content of the state examination course:
Topic
1. Family & Society
2. Home & Housing
3. The Human Body & Healthcare
4. Transportation & Travel
5. Education
6. Humans & Nature
7. Free Time, Hobbies, & Lifestyle(s)
8. Meals & Eating Habits
9. Multicultural Society
10. Clothing & Fashion
11. Sport
12. Shopping and Services
13. Countries, Towns, & Places
14. Culture & Art
15. Books & Literature
16. Humans & Society
17. Communication & Its Forms
18. Mass Media
19. Young people & their world
20. Employment, occupations, & jobs
21. Science and Technology in service to humans
22. Role Models & ideals
23. Human Relationships
24. Slovakia
25. The Countries whose Language I’m learning
Conditions for successful completion of course:
All matters pertaining to state examinations (conditions of the examination, deadlines, assessment, examination board, participation) are set out in Article 15 of the Study Regulations of the Faculty of Arts. One component of state examinations in the MA teaching degree programme at the Department of British and American Studies in English Language Teaching Methodology, which takes the form of a didactic project (lesson plans based on the specifications below), by which the students have to demonstrate their ability to prepare a meaningful lesson plan and, in the course of its defence, to answer relevant questions from the theory of teaching and education.
The purpose of the state exams is to determine whether students are well-grounded in English language teaching theory and able to apply it appropriately in the Slovak educational environment. To that end, the student prepares two (2) 45-minute English language lesson plans (template available), with the understanding that one lesson follows the other. Students submit their lesson plans by the deadline set by the department. Any teaching aids that are part of their lesson plans, e.g. pictures, flashcards, etc., must be submitted as well.
At the exam explain the theory (or theories) upon which their lesson plans, activities, and assignments are based and their reasonings for laying the lesson out as they did. Examiners may ask questions concerning any aspect of the lesson plans and their objectives, as well as questions about the intended group of learners (i.e., aspects such as the characteristics of that age group, classroom management, and types of interaction). Use of professional terminology is expected.
Assessment:
Students are assessed on their knowledge of English language teaching methodology and theory as it relates to the components of and factors in their lesson plans. English language proficiency, as well the ability to provide explanations and give instructions appropriately, are also taken into consideration. Level C1 and above is expected.
The target students, their educational level, their level of language proficiency (according to CEFR), the group size, and all other variables need for the didactic project (i.e., lesson plans) are determined by lottery. The target group for the second lesson plan does not change, but the following variables can be changed by the student according to their own preference: time of the day, language skill, target language, and topic.
Variables
A. ISCED Level: Lower or Upper Secondary
B. Grade, Age, and CEFR Language Level
· Lower secondary: 5th-8th grades in a 9-year primary school 7th grade (12-13 years old); prima-tercia in an 8-year secondary school
· Upper secondary: 4-year program; 5-year bilingual program; vocational school
C. Size and Make-up of the Group
D. Day and Time
E. Target Language Skill: Speaking, Listening, Reading, Writing
F. Topic (topics are listed below in the “Content of State Examination” section
Assessment coursework/final exam: 0/100%
Students must be proficient to at least CEFR level C1 to pass the state examination.
Brief outline of the course:
1. The student briefly presents (but does not read) their project to the members of the state exam committee.
2. The student responds in depth to comments and questions from the feedback received in advance.
3. The student responds to any additional comments and questions from the committee members in a discussion.
4. The student responds to related questions on the theory of foreign language teaching.
5. Non-public discussion and decision by the commission members assessing the defence of the didactic project (i.e., their lesson plans).
6. Announcement of the final assessment of the defence and didactic project.
0/100 (%)
Learning outcomes
Upon successful completion of the state examination, students will have demonstrated the following:
· a basic knowledge of the psychological and linguo-didactic foundations of English language teaching, and the foundations of the theory of foreign language teaching
· a basic knowledge of various methods, approaches, techniques, classroom management solutions, forms of testing, and classroom activities appropriate for the teaching of all language skills: speaking, listening, reading, and writing
· the ability to appropriately use various teaching techniques and technology relevant to the content and/or teaching objective
· the ability to plan and organise lessons of English as a foreign language in accordance with government and EU policy (i.e., the updated National Curriculum and the Common European Framework of Reference for Languages)
· the ability to develop teaching materials and curricula
· the skills to prepare and implement a an English language lesson in practice based on government requirements and teaching objectives