McCarthy, M. 2001. Issues in Applied Linguistics. Cambridge University Press.
Widdowson, H. 1984. Explorations in Applied Linguistics 2. Oxford University Press.
Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Pergamon Press.
Hunston, S. 2003. Corpora in Applied Linguistics. Cambridge Applied Linguistics. CUP. Davis,
A.2002. An Introduction to Applied Linguistics. From Practice to Theory. Edinburgh Textbooks
in Applied Linguistics. CUP.
Schmitt, N. 2002. An Introduction to Applied Linguistics. Oxford University Press.
Guy Cook. 2003. Applied Linguistics: Oxford University Press.
Richards J.C., Platt J., Platt H.1995. Dictionary of Language Teaching and Applied Linguistics:
Longman.
Final assessment - oral exam
English
Applied and "pure" linguistics: history, development and current state of the art. Interdisciplinary
areas: Language policy and planning - Business communication - Translation and interpretation
- Lexicography - Media - Medical communication - Forensic linguistics - Second language
acquisition - Language technology and teaching - English for academic purposes - Language
socialization - Gender - Ethnicity - Sign languages - World English - Multilingualism - Discourse
analysis - Neurolinguistics - Psycholinguistics - Sociolinguistics ¬ Linguistic ethnography - Corpus
linguistics - Cognitive linguistics - System-functional linguistics - Pragmatics
The aim of the course is to acquaint students with the essence of the theory of applied
linguistics and with the possibilities of subsequent practical application of the acquired
knowledge. Applied linguistics as a "theoretical and empirical study of real-world problems
in which language is a central issue" (Brumfit 1995: 27) is related to academic areas such
as contrastive linguistics, conversational analysis, second language acquisition, sociolinguistics,
psycholinguistics, pragmatics, forensic linguistics, translations, etc. Applied linguistics also deals
with current social issues of culture, ethnic origin, gender, identity, aging and migration.
Students will be able to use linguistic knowledge when analysing the function of many other areas
of the human society that do not seem to be related to language and linguistics at first sight.
Axford, Barrie. Theories of Globalization. Polity. 2013
Bauman, Zygmunt. Globalisation: The Human Consequences. Cambridge: Polity. 1998.
Gupta, Suman. Globalization and Literature, Cambridge Polity 2009
Hermans, H.J.M, & Hermans-Konopka. A. Dialogical Self Theory: Positioning and Counterpositioning
in a Globalizing Society. Cambridge: Cambridge University Press. 2010.
Kirsch, Adam. The Global Novel: Writing the World in the 21st Century, New York: Columbia
Global Reports, 2016
Smith, Michael Peter. Transnational Urbanism: Locating Globalization. Malden: Blackwell.
2001.
English
Theories of globalization
The global and the local in postmillennial literary texts
The global novel and the regional novel
Students will acquire knowledge about theories of globalization and their relevance for the interpretation of postmillennial Anglophone literary texts. They will learn about trends in the representations of the tension between the local and the global in the regional and the global novel.
J. Hutchinson – Nationalism. P. Brantlinger – Crusoe’s Footprints: Cultural Studies in Britain and America. L. Colley – Britons. D. Defoe – The True-Born Englishman. I. Armstrong – New Feminist Discourses. R. de la Campa – Late Imperial Culture. L. Grossberg – Cultural Studies E. Hobsbawm – Nations and nationalism since 1780.
Semiotics of food: Postmillennial media - Discourses where global and international meet national, regional and local / S. Tomascikova, 2021
Postmillennial Media – Discourses Where Food Cultures Meet Everyday Practices / Slávka Tomaščíková, 2020
Representation of Food in Media Discourses: Cognitive and Pragmatic Aspects / Schevchenko V., Tomascikova S., 2021
Evolving and changing paradigms of visual communication and the problem of the Other in the postmillennial era / Daniil Dorofeev, Slávka Tomaščíková, 2019
Nietzsche’s Self-Image-Forming and its representation in the postmillennial media / Dorofeev, Daniil Y. - Tomaščíková, Slávka, 2021
Visualisation of digital media discourses: a case study of Russian language esport media / Vera Boguslavskaya, Larisa V. Sharakhina, Slávka Tomaščíková, 2020
Cooking Narratives: Cooking Social Practices in Postmillennial Television / Slávka Tomaščíková, 2019
Food in the Media: Above and Below the Sea Level of a Hypormodern Culture / Slávka Tomaščíková, 2019
Postmillennial food narratives in the Media: Cooking and Feeding Social Practices / Slavka Tomascikova, 2020
Towards the possibility of transforming consumer culture into ecological civilization / R. Sťahel, S. Tomaščíková, 2021
British Situation Comedy and the Consciousness of New Class Differences in Slovakia / Slávka Tomaščíková, 2010
Gender in Sitcom / Slávka Tomaščíková, 2013
Narrative theories and narrative discourse / Slávka Tomaščíková, 2009
Developing Academic English in Speaking and Writing / Júlisu Rozenfeld, Slávka Romaščíková, 2021
Assessment: 100 %
1, Systematic work during the semester, primary and secondary sources study, activity during seminar sessions and tutorials - 50 %
2, Presentation of individual project - 50 %
English
1. Nation, identity, nationalism. Culture, cultural identities, identity in national and ethnic contexts. Myth and ideology.
2. The birth of British national identity. Elizabethian period. Britannia in the 18th century.
3. American identity - its formation and changes.
4. National mythology and the 19th century Britain and the USA.
5. Britishness, Englishness, Americanness in the 20th century. Britain and the USA after the collonial period. Britain and Europe. Britain and the USA.
6. National mythology in post-war period in the UK and the USA. Myths of nation, class, gender.
Multi-ethnic context of myth.
Candidate learns about the critical perspectives in British and American culture and its products. He/she undesrtands the development of cultural myths and their place in formation and interpretation of identity, cultural context and individual elements existing in historic and contemporary perspectives of the individual historic periods.
According to specific requirements.
Supervision of a BA student's thesis agreed on with the PhD thesis supervisor.
English
According to specific requirements.
By this pedagogical activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to select and apply the right teoretical and metodological bases for the Ba thesis, techniques and sgtrategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to design the selection of promary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
According to specific requirements.
Supervision of a BA student's thesis agreed on with the PhD thesis supervisor.
English
According to specific requirements.
By this pedagogical activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to select and apply the right teoretical and metodological bases for the Ba thesis, techniques and sgtrategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to design the selection of promary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
Podľa špecifických požiadaviek.
Supervision of a BA student's thesis agreed on with the PhD thesis supervisor.
English
Podľa špecifických požiadaviek.
By this pedagogical activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to select and apply the right teoretical and metodological bases for the Ba thesis, techniques and sgtrategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to design the selection of promary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
ENGLISH LANGUAGE
Kolaříková, Z., Petruňová, H., Timková, R.: Angličtina v akademickom prostredí – cvičebnica. Košice, Vydavateľstvo ŠafárikPress, 2021.
Rozenfeld, J., Tomaščíková, S.: Developing Academic English in Speaking and Writing. Košice: Vydavateľstvo ŠafárikPress, 2021.
McCarthy, M., O´Dell, F.: Academic Vocabulary in Use. CUP, 2008
Štepánek, L., J. De Haff a kol.: Academic English-Akademická angličtina. Grada Publishing, a.s., 2011
Moore, J., Storton, R.: Oxford Academic vocabulary Practice: Lower-Intermediate: B1. Oxford: OUP, 2017.
Moore, J.: Oxford Academic vocabulary Practice: Upper-Intermediate: B2-C1. Oxford: OUP, 2017.
https://www.uefap.com/
FRENCH LANGUAGE
Pravdová, M. 2011. Le francais pour vous. Praha: Leda.
Grevisse, M. 2009. Le petit Grevisse. Grammaire francaise. Bruxelles: De Boeck Duculot.
Rey-Debove, J., Rey, A. 2004. Le Nouveau Petit Robert. Paris: Dictionnaires les Robert.
GERMAN LANGUAGE
PERLMANN-BALME, M. – SCHWALB, S. – MATUSSEK, M. : Sicher! Deutsch als Fremdsprache. Kursbuch und Arbeitsbuch B2.. München 2016.
SCHMITZ, W.: Übungen zu Präpositionen und synonymen Verben, München 1999.
TURTUR, U.: Übungen zum Wortschatz der deutschen Schriftsprache. Meckenheim 2006.
WILLKOP, E.-M. ET AL.: Auf Neuen Wegen. Deutsch als Fremdsprache für die Mittelstufe und Oberstufe. München 2008.
RUSSIAN LANGUAGE
Aksionova, G. N., Kožuchova, N. J. RusskiI Iazyk dLIa magistantov i aspirantov. Minsk: BGMU 2015. https://rep.bsmu.by/bitstream/handle/BSMU/8186/367202-%d0%b1%d1%80..pdf?sequence=1&isAllowed=y
Barnet, V., Klikarová, Z., Turková, N., Vacková, J., Zolotova, G.: Ruština pro pokročilé. Praha: Leda 2007.
Kyseláková, D., Pavlíková, L. Ruština pro aspiranty. Brno: UJEP 1989.
Straková, V. Referujeme rusky. Praha:Academia 1989.
ENGLISH LANGUAGE
consultations (min.1 max.3), completion of e-course English language for PhD students (lms.upjs.sk)
Written assignments - Professional/Academic CV and Short Academic Biography, test, oral exam.
GERMAN LANGUAGE
consultations (min. 1 - max.3), written assigments, test, oral exam.
RUSSIAN LANGUAGE
consultations (min. 1 - max.3), written assigments, Professional CV, test, oral exam.
FRENCH LANGUAGE
consultations (min. 1 - max.3), written assigments, Professional CV, test, oral exam
English, B2 level or French or German or Russian
Specific aspects of spoken and written academic and professional language, with a focus on vocabulary development (formal phrases, noun and verb collocations, prepositional phrases, etc.).
Selected aspects of grammar, including complex prepositions, verb tenses, and passive voice.
Features of academic writing, such as text cohesion and coherence, hedging, and other essential skills.
Selected functional grammar for academic contexts, focusing on expressing opinions, cause-and-effect relationships, arguments, and examples.
Communication skills in academic settings.
The development of students´ language skills - reading, writing, listening, speaking; improvement of their linguistic competence - students acquire knowledge of selected phonological, lexical and syntactic aspects; development of pragmatic competence - students acquire skills for effective and purposeful communication, with focus on Academic English/German/Russian/French and English/German/Russian/French for specific/professional purposes, level B2.
Sources provided by the competition organizers.
Active participation of a PhD student in the board of a language competition agreed with the supervisor/head of department.
English, Slovak
Materials provided by the competition organizers.
By participation in the board of a language competition, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study into language education. They are able to evaluate language skills at the given level of language education and its results. They are also able to evaluate the perfomance of the participants based on the rules of the language competition.
Sources provided by the competition organizers.
Active participation of a PhD student in the board of a language competition agreed with the supervisor/head of department.
English, Slovak
Materials provided by the competition organizers.
By participation in the board of a language competition, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study into language education. They are able to evaluate language skills at the given level of language education and its results. They are also able to evaluate the perfomance of the participants based on the rules of the language competition.
irrelevant
To get citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS).
English/Slovak
irrelevant
Citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of B category (citations in publications registered in database ERIH PLUS).
English/Slovak
irrelevant
Citation of B category (citations in publications registered in database ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
irrelevant
Citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS).
English/Slovak
irrelevant
Citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of B category (citations in publications registered in database ERIH PLUS).
English/Slovak
irrelevant
Citation of B category (citations in publications registered in database ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
irrelevant
Citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS).
English/Slovak
irrelevant
Citation of A category (citations in publications registered in databases CCC, WoS, SCOPUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of B category (citations in publications registered in database ERIH PLUS).
English/Slovak
irrelevant
Citation of B category (citations in publications registered in database ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
irrelevant
To get citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
irrelevant
Citation of C category (citations in publications registered in databases other than CCC, WoS, SCOPUS, ERIH PLUS)- except for autocitations - proves the acceptance of the PhD student scientific work by the research community in the field of philology.
Austin, J. L.: How to Do Things with Words. Oxford 1962.
Gahér, F.: Logika pre každého. Bratislava 1998.
Marvan, T.: Otázka významu. Praha 2010.
Peregrin, J.: Filozofie pro normální lidi. Praha 2008.
Peregrin, J.: Filosofie a jazyk (eseje a úvahy). Praha 2003.
Peregrin, J.: Úvod do teoretické sémantiky. Praha 2002.
Tondl, L.: Problémy sémantiky. Praha 2006.
Oravcová, M. (ed.): Filozofia prirodzeného jazyka. Bratislava 1992.
Searle, J.: Speech Acts: An Essay in the Philosophy of Language. Cambridge 1969.
Searle, J. R.: Mind, Language and Society. London 1999.
Davidson, D.: Subjective, Intersubjective, Objective. Oxford 2001.
Final assessment, oral exam.
Slovak, English
1. What is philosophy? What is language?
2. Philosophy as an analysis of language and meaning.
3. Philosophical problems of the relation between language and reality.
4. Is realism a problem?
5. Analytic philosophy as a philosophy of language.
6. Logic and thought.
7. Philosophy of natural language.
The course provides an overview of basic philosophical theories that have been developed over the
history of thought. The special emphasis is given to the place of language in philosophical inquiry.
(in the analytic philosophy of the 20th and 21st centuries). The aim is to provide insight into the
fundamental problems of the philosophy of natural language and philosophical problems of the
relation between language and reality.
Čermák, F.: Jazyk a jazykověda. Přehled a slovníky. Praha, Karolinum 2004.
Černý, J. – Holeš, J.: Sémiotika. Praha, Portál 2004.
Jakobson, R.: Selected Writings I. S. Gravenhage, Mouton 1962.
Krupa, V.: Jednota a variabilita jazyka. Systémový prístup a tzv. exotické jazyky. Bratislava, Veda 1980.
Ondruš, Š. – Sabol, J.: Úvod do štúdia jazykov. 3. vyd. Bratislava, SPN 1987.
Samson, G. Schools of Linguistics, Stanford University Press, 1980
Saussure, F.: Cours de linguistique générale. Paris, Payot 1968.
oral exam
English and Slovak
19th century: Birth of modern linguistics, historical-comparative linguistics, Indoeuropean studies, Junggrammatiker, Interest in non-European languages
20th century: Modern linguistic schools, struicturalism, Prafue School of Linguistics, Generative Grammar, Cognitive Linguistics
The course specifies, deepens, and develops students' knowledge of selected topics in general linguistics, with applications in research within philological disciplines. Students are able to interpret and analyze insights from various theoretical schools and approaches, applying them as a general linguistic framework and foundation for their own creative scientific research.
After completing the course, the doctoral student
Is able to analyze and interpret historical linguistic approaches;
understands the interdisciplinary connections of linguistics in the context of other disciplines;
can apply historical knowledge to their own research;
is capable of identifying the methodological foundations of contemporary linguistic theories.
Adolphs, Svenja and Knight, Dawn (2020), The Routledge Handbook of English Language and Digital Humanities. Abingdon: Routledge.
Drucker, Johanna (2021), The Digital Humanities Coursebook. Oxfordshire: Routledge.
Eve, Martin Paul (2022), The Digital Humanities and Literary Studies. Oxford: Oxford University Press.
Granger, Sylviane and Paquot, Magali (2012), Electronic Lexicography. Oxford: Oxford University Press.
Wymer, Kathryn C. (2021), Introduction to Digital Humanities. Oxfordshire: Routledge. Zufferey, Sandrine (2020), Introduction to Corpus Linguistics. Hoboken NJ: John Wiley & Sons.
Presentation and evaluation of the results of work with a selected digital tool(s) on a selected set of texts relevant for a PhD thesis.
Slovak, English
1. Introducing digital humanities and how they are understood across disciplines in the humanities.
2. Overview of the use of e-dictionaries for data collection and analysis.
3. Overview of the use of corpora for data collection and analysis.
4. Tools for text analysis - exploring the capabilities of text analysis tools (Voyant, AntConc, etc.).
The aim of the course is to familiarize PhD students with various digital tools used in text analysis. PhD students will gain knowledge on the appropriate selection and application of a suitable digital tool in line with their PhD thesis.
According to the topic of the dissertation thesis.
Obtaining the required number of credits as prescribed by the study plan.
The Dissertation thesis is the result of the student's own scientific research. It must not show elements of academic fraud and must meet the criteria of correct research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its constituents. Fulfillment of the criteria is verified mainly in the process of supervising and in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
Slovak / English
Presentation of the results of the dissertation and answering the questions of supervisor, oponents and members of the examination board.
The Dissertation thesis has elements of a scientific work and the student demonstrates extensive mastery of the theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the field of study, as well as the ability to apply them in an original way in solving selected problems of the field of study. The student demonstrates the ability of independent scientific work in terms of content, formal and ethical aspects. Further details of the Dissertation thesis are determined by Directive no. 1/2011 on the essential prerequisites of final theses and by the Study Rules of Procedure at UPJŠ in Košice for doctoral studies.
The doctoral student demonstrated the ability and readiness for independent scientific and creative activity in the field of study of philology in accordance with the expectations of the relevant qualification framework and the profile of the graduate.
According to the topic of the dissertation thesis.
Obtaining the required number of credits as prescribed by the study plan.
Slovak/English
The aim of the dissertation examination is to demonstrate knowledge in the field. The student must demonstrate general knowledge of the sub-areas of the field. At the same time, they must prove that their knowledge in the selected area corresponds to a deeper interest within the chosen topic and thus exceeds the standard content and scope of subjects of a given degree. The board chairman, the guarantor of the study program, resp. the guarantor for the relevant area determines the student's literature, which must be studied for the needs of the dissertation examination.
The doctoral student proved the prerequisites for successful continuation of the study by fulfilling the conditions prescribed by the regulations for the educational and scientific part of the doctoral studies related to the topic of the dissertation.
Specific experience as an editor responsible for editing papers in an edited book/proceedings, journal issue, book of abstracts, etc. into final form.
A PhD student demonstrates experience as an editor. The PhD student acquires competences and skills in editing, organizing and preparing the text into the final form for the publication of a scientific publication.
Kavka, Stanislav (2003), A book on idiomatology. Žilina: Žilinská univerzita.
Oral exam
Slovak, English
Words - lexical units - lexemes - collocations - idioms.
Theory of idioms.
Research methods in the analysis of idioms.
Practical semestral tasks.
Contrastive analysis of idioms across languages.
PhD students familiarise themselves with the necessary terminology, concepts, and research methods in the subject area. PhD students will be able to conduct a contrastive analysis of idioms based on the acquired knowledge on theoretical approaches to idioms.
Deardorf, D.K. (2009). The SAGE Handbook of Intercultural Competence. London: Sage
Publications.
Jackson, J. (2012). The Routledge Handbook of Language and Intercultural Communication.
New York. Routledge.
Panocová, Renáta (2020). Theories of Intercultural Communication. Košice: ŠafárikPress.
Piller, Ingrid. (2017). Intercultural Communication. A Critical Introduction. Edinburgh: Edinburgh University Press.
Rings, Guido & Rasinger, Sebastian. (2020). The Cambridge Handbook of Intercultural Communication. Cambridge: Cambridge Unviersity Press. https://doi.org/10.1017/9781108555067
Active participation in a discussion and consultations; presentation of the results of independent studying of relevant literature.
Slovak, English
The aim of the course is to understand the nature, concepts and theoretical frameworks of intercultural communication. PhD students will be able to identify potential communication problems in intercultural settings, analyze and evaluate their impact on the final product in an intercultural context. PhD students will be able to apply basic methodological research procedures targeting intercultural communication issues.
Bertens, Hans. Literary Theory. London: Taylor and Francis, 2007.
Eagleton,Mary (ed.) . A Concise Companion to Feminist Theory. Oxford: Blackwel, 2003.
Herman, Luc, Vervaeck, Bart. A Handbook of Narrative Analysis. Lincoln and London:
University of Nebraska Press, 2005.
Hale, Dorothy, J. (ed). The Novel. An Anthology of Criticism and Theory
1900-2000.Oxford:Blackwel, 2006.
Rice, Ph., Waugh, P., eds. Modern Literary Theory. London: Hodder Arnold, 2001.
exam
English
Gerard Genett Narrative Discourse (1980)
David Lodge Analysis and Interpretation of the Realist Text (1980)
Georg Lukacs The Meaning of Contemporary Realism (1972)
Raymond Wiliams Marxism and Literature (1977)
Elaine Showalter Towards a Feminist Poetics (1979)
Sandra Gilbert and Susan Gubar The Madwoman in the Attic (1979)
Patricia Waugh Postmodernism and Feminism (1998)
Roland Barthes The Death of the author (1968)
Michel Foucault The Order of Discourse (1971)
M.M. Bakhtin Discourse in the Novel (1934)
Stephen Grenblatt Resonance and Wander (1990)
Jean Francois Lyotard, Answering the Question: What is Postmodernism? (1986)
Terry Eagleton, The Illusions of Postmodernism (1997)
Edward Said Culture and Imperialism (1991)
Homi Babha Of Mimicry and Man: The Ambivalence of Colonial Discourse (1984)
Students will learn how to critically analyze literary works through various interpretive lenses, spanning from modernist to postmodernist thought. They will become aware of how literary texts are shaped by, and reflect, ideological, social, and cultural contexts. Students will also learn how to synthesize different critical approaches to offer interdisciplinary interpretations of literary works.
Based on the chosen course
Based on the chosen course
Slovak, English
Based on the chosen course
Based on the chosen course
Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge:
Cambridge University Press.
Flowerdew, J. (2013). Academic Discourse. London and New York: Routledge.
Duszak, A. (2011). Culture and Styles of Academic Discourse. Berlin: Walter de Gruyter.
oral exam
Slovak, English
Introduction to various interpretation techniques and theories based on selected texts.
Characteristic features of genre analysis.
General and individual perspectives of English as a language of research results presentation.
Structure of academic publications in English.
Text analysis of academic journal articles in English with emphasis on characteristics in the humanities.
The aim of the course is to familiarise students with various theories of interpretation based on selected texts. After completing the course, the PhD students possess knowledge on diverse approaches to technical text interpretation and are able to apply various methodological approaches when working with technical texts.
ALLAN, Robert C. (editor). 1995. To Be Continued... : Soap Operas around the World. 1st ed. London; New York : Routledge, 1995. 398 p. ISBN 0-415-11007-6. BARRETT, Edward – REDMOND, Marie (editors). 1995. Contextual Media : Multimedia and Interpretation. 1st ed. Cambridge; London : MIT Press, 1995. 262 p. ISBN 0-262-02383-0. BARTHES, Roland. 2004. Mytologie [Mythologies]. Translated by J. Fulka. 1st ed. Praha : Dokořán, 2004. 170 p. ISBN 80-86560-73-X. BAUDRILLARD, Jean. 1994. Simulacra and Simulation. Translated by S. F. Glaser. 1st ed. Michigan : University of Michigan, 1994. 164 p. ISBN: 0-472-06521-1. BELL, Allan. 1998. The Discourse Structure of News Stories. In BELL, A., GARRETT, P. (editors). Approaches to Media Discourse. 1st ed. Oxford; Malden : Blackwell Publishers Ltd., 1998. p. 64-104. ISBN 0-631-19888-1. BIGNELL, Jonathan. 2002. Media Semiotics : An Introduction. 2nd ed. Manchester; New York : Manchester University Press, 2002. 241 p. ISBN 0-7190-6205-5. CARTER, Cynthia – BRANSTON, Gill – ALLEN, Stuart (editors). 1998. News, Gender and Power. 1st ed. London; New York : Routledge, 1998. 298 p. ISBN 0-415-17016-8. COOK, Guy. 1992. The Discourse of Advertising. 1st ed. London; New York : Routledge, 1992. 250 p. ISBN 0-415-04171-6. DINES, Gail – HUMEZ, Jean M. (editors). 1995. Gender, Race and Class in Media : A Text-Reader. 1st ed. Thousand Oaks; London; New Delhi : Sage, 1995. 648 p. ISBN 0-8039-5164-7. EDGINTON, Beth – MONTGOMERY, Martin. 1996. The Media. 1st ed. London : The British Council, 1996. 155 p. ISBN 0-86355-177-7. FAIRCLOUGH, Norman. 1995. Media Discourse. 1st ed. London; New York; Sydney; Auckland : Edward Arnold, 1995. 214 p. ISBN 0-340-63222-4. FISKE, John. 1987. Television Culture. 1st ed. London; New York : Routledge, 1987. 353 p. ISBN 0-416-92440-9. FULTON, Helen at al. 2005. Narrative and Media. 1st ed. Melbourne; New York : Cambridge University Press, 2005. 329 p. ISBN 0-521-61742-1. GODDARD, Angela. 1998. The Language of Advertising : Written Texts. 1st ed. London; New York : Routledge, 1998. 134 p. ISBN 0-415-14598-8. KRESS, Gunther – Van LEEUVEN, Theo. 1996. Reading Images : The Grammar of Visual Design. 1st ed. London; New York : Routledge, 1996. 289 p. ISBN 0-415-10600. LACEY, Nick. 1998. Image and Representation : Key Concepts in Media Studies. 1st ed. Basingstoke; New York : Palgrave, 1998. 256 p. ISBN 0-333-64436-0. LACEY, Nick. 2000. Narrative and Genre : Key Concepts in Media Studies. 1st ed. Basingstoke; New York : Palgrave, 2000. 268 p. ISBN 0-333-65872-8. MIRZOEFF, Nicholas (editor). 1998b. The Visual Culture Reader. 1st ed. London; New York : Routledge, 1998. 530 p. ISBN 0-415-14134-6. TOLSON, Andrew. 2006. Media Talk : Spoken Discourse on TV and Radio.1st ed. Edinburgh : Edinburgh University Press Ltd., 2006. 193 p. ISBN 0-7486-1826-0. TOMAŠČÍKOVÁ, Slávka. 2005. Television News Discourse : Textbook for Mass Media Communication Courses [online]. Prešov : Prešovská univerzita v Prešove, 2005. 113 p. [cit. 2007-06-10]. Available at: ISBN 80-8068-393-X.
Semiotics of food: Postmillennial media - Discourses where global and international meet national, regional and local / S. Tomascikova, 2021
Postmillennial Media – Discourses Where Food Cultures Meet Everyday Practices / Slávka Tomaščíková, 2020
Representation of Food in Media Discourses: Cognitive and Pragmatic Aspects / Schevchenko V., Tomascikova S., 2021
Evolving and changing paradigms of visual communication and the problem of the Other in the postmillennial era / Daniil Dorofeev, Slávka Tomaščíková, 2019
Nietzsche’s Self-Image-Forming and its representation in the postmillennial media / Dorofeev, Daniil Y. - Tomaščíková, Slávka, 2021
Visualisation of digital media discourses: a case study of Russian language esport media / Vera Boguslavskaya, Larisa V. Sharakhina, Slávka Tomaščíková, 2020
Cooking Narratives: Cooking Social Practices in Postmillennial Television / Slávka Tomaščíková, 2019
Food in the Media: Above and Below the Sea Level of a Hypormodern Culture / Slávka Tomaščíková, 2019
Postmillennial food narratives in the Media: Cooking and Feeding Social Practices / Slavka Tomascikova, 2020
Towards the possibility of transforming consumer culture into ecological civilization / R. Sťahel, S. Tomaščíková, 2021
British Situation Comedy and the Consciousness of New Class Differences in Slovakia / Slávka Tomaščíková, 2010
Gender in Sitcom / Slávka Tomaščíková, 2013
Narrative theories and narrative discourse / Slávka Tomaščíková, 2009
Developing Academic English in Speaking and Writing / Júlisu Rozenfeld, Slávka Romaščíková, 2021
Assessment: 100 %
1, Systematic work during the semester, primary and secondary sources study, activity during seminar sessions and tutorials - 50 %
2, Presentation of individual project - 50 %
English
Mass media communication, functions, elements, mediated communication.
How to sell myth. Analysis of print media.
How to sell stories. Analysis of journalism.
How to sell products. Analysis of advertising.
How to sell myths. Analysis of product labels and tourist brochures.
Project presentation.
Candidate acquires knowledge of media communication, its importance, functions, and representations. He/she is able to apply theories and methodologies in the research into media products and their discourses. Candidates can analyse print, broadcast, film and new media texts in the US, UK and Slovakia. They can perform variety of discourse analyses on the material of all old and new media.
According to scope of the research.
Passive participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research projects.
According to scope of the research.
Active participation in the Autumn School for PhD. students of the Faculty of Arts. Presentation of their research outcomes or projects.
Slovak, English
Acquiring information about currents trend in the development of branches of science at the Faculty of Arts, Pavol Jozef Šafárik University. Presentation of students´ research outcomes or projects in the community of PhD. students of the given of related branches of science.
Stekauer, P. (ed.) 2000. Rudiments of English Linguistics. Presov: Slovacontact. Lyons, J. 1995.
Language and Linguistics. Cambridge: CIP
Hudson, R. 1995. Invitation to Linguistics. Oxford UK & Cambridge USA: Blackwell.
Robins, R. 1971. General Linguistics. An Introductory Survey. Longman.
final assessment - oral exam
English/Slovak
Language and linguistics. Basic characteristics and functions of language. Research method.
Linguistics: goal, role, theoretical and practical values, connection with other disciplines. General
linguistics.
Interdisciplinary investigation of the nature of human language: psycholinguistics, sociolinguistics,
neurolinguistics, biolinguistics, cognitive linguistics, mathematical linguistics, quantitative
linguistics, corpus linguistics, computational linguistics.
The course aims to deepen the knowledge of language and linguistics and at the same time to
emphasize the possibility and the necessity of a complex view of language and linguistics from
the point of view of other sciences related to the functioning of man and society. Students will be
able to identify the intersecting areas of different sciences focusing on the study of language and to
understand the rudiments of each of these sciences. Students will gain a comprehensive view not
only of language and linguistics, but also of other disciplines related to language.
Proceedings from the Spring school of PhD students published in the end of the event.
Active participation in the Spring School for PhD. students. Presentation of their research outcomes or projects.
Slovak, English
1. Interdisciplinary lessons from medicine, sciences, law, public administration, and humanities. Lecturers - top foreign or home specialists from the given branch of science.
2. Scientific lectures in sections created within related branches. Lecturers - top foreign or home specialists in given branches from Pavol Jozef Šafárik University.
3. Scientific papers of PhD. students in sections of related branches.
4. Panel discussions concerning problems of PhD. study and current trends in the development of branches of science at Pavol Jozef Šafárik University.
Acquiring information about currents trend in the development of branches of science at Pavol Jozef Šafárik University in both home and international context. Presentation of students´ research outcomes or projects in the community of PhD. students of the given of related branches of science.
Körtvélyessy, L. 2017. Essential of language typology. Košice UPJŠ. Available at: https://unibook.upjs.sk/sk/anglistika-a-amerikanistika/365-essentials-of-language-typology
Croft, W. 1990. Typology and universals, Cambridge: CUP.
Shibatani, M. and Bynon, T. 1995. Approaches to Language Typology. Oxford University Press.
Moravcsik, E. 2012. Introducing language typology. Cambridge: CUP
Relevant sources related to language typology and the topic of the dissertation.
oral exam
English and Slovak
Upon completing the course, the student is able to describe the languages of the world in terms of various levels of the linguistic system. They can apply the acquired knowledge in working with typological databases. Based on data from these databases, they are capable of evaluating the information with respect to specific linguistic types and determining the classification of a language within a linguistic type. All of this knowledge is viewed from a broader perspective, aligned with the theme of their dissertation. Furthermore, the student can incorporate the acquired knowledge into their own research.
Croft, W. & D. A.
Cruse (2004) Cognitive Linguistics. Cambridge: Cambridge University Press.
Fauconnier, Gilles and Mark Turner (2003). The Way We Think. New York: Basic Books.
Lakoff, George (1987). Women, Fire, and Dangerous Things: What Categories Reveal About the Mind University of Chicago Press.
Geeraerts, D., ed. (2006). Cognitive Linguistics: Basic Readings. Berlin / New York: Mouton de Gruyter.
Ungerer, F. & H.-J.Schmid. 1996. An Introduction to Cognitive Linguistics. London: Longman.
Relevant sources related to cognitive linguistics and the topic of the dissertation.
oral exam
Specific features of cognitive linguistics in contrast to generative grammar.
Subjectivist nature of CS meaning Image schemas.
Conceptual blending.
Categorization.
Prototype theory.
Metaphor and metonymy in cognitive linguistics.
Eagleton, T. Literary Theory: Introduction. 2nd edition. Wiley-Blackwell, 2008.
Humm, M. A Reader’s Guide to Contemporary Feminist Literary Criticism. Routledge; 1st edition, 1994.
Rice, Ph., Waugh, P. (eds.) Modern Literary Theory. London: Arnold, 2001.
Waugh, P. (ed.) Literary Theory and Criticism. An Oxford Guide. Oxford: Oxford University Press, 2006. Selden, R. A Reader’s Guide to Contemporary Literary Theory. 6th edition, Routledge, 2016.
Selden, Ramam. Practising Theory and Reading Literature. An Introduction. Routledge, 2016
exam
English
Ancient Greek Literary Theory, The Romantic theory of Authorship, Hermeneutics
New Criticism I.A. Richards, T.S. Eliot, R. P. Warren, C. Brooks, John Crowe Ransom
Structuralism Saussure, Barthes, Gennet
Marxist criticism, T. Eagleton, Fredric Jameson, Louis Althusser
Psychoanalytical approaches, Freud, Lacan
Archetypal Criticism, Northrop Frye
Poststructuralism, deconstruction, Jacques Derrida, Roland Barthes
Phenomenology, reception theory Wolfgang Iser, Stanley Fish, Hans Robert Jauss
Feminist criticism, Kate Millett, Elaine Showalter Kristeva, Cixous, Irigaray
New Historicism, Stephen Greenblatt, Michel Foucault
Gender, gay a lesbian studies, Queer Theory, Judith Butler, Eve Sedgwick
Postcolonial theory, Edward Said, Gayatri Chakravorty Spivak, Homi K. Bhabha
Environmentalism and Ecocriticism
Students will acquire knowledge of the literary-critical approaches that have influenced the development of literary studies in Anglo-American cultural contexts. They will learn how to apply the basic methodologies developed by the major literary-critical schools.
In accordance with the subject of publication.
Publication of a monograph in a domestic publishing house.
English/Slovak
Irrelevant
By publishing a monograph in a domestic publishing house, the doctoral student demonstrates a
high degree of ability to identify, evaluate, and apply the correct scientific methods or research
methodology in the philological sciences. The student also demonstrates the ability to reflect on
a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and
ethical standards of the field.
F. de Saussure – Course in General Linguistics
Ch. S. Peirce – Letters to Lady Welby
C. Levi-Strauss – The Structural Study of Myth
R. Barthes – Mythologies
U. Eco – A Theory of Semiotics
M. Foucault – The Discourse of Language
J. Derrida – Of Grammatology
S. Freud – The Uncanny, Femininity
M. Bakhtin – Discourse in the Novel
T. Todorov – On Human Diversity
X. Chryssochoou – Cultural Diversity
A. Jaworski, N. Coupland – The Discourse Reader
Semiotics of food: Postmillennial media - Discourses where global and international meet national, regional and local / S. Tomascikova, 2021
Postmillennial Media – Discourses Where Food Cultures Meet Everyday Practices / Slávka Tomaščíková, 2020
Representation of Food in Media Discourses: Cognitive and Pragmatic Aspects / Schevchenko V., Tomascikova S., 2021
Evolving and changing paradigms of visual communication and the problem of the Other in the postmillennial era / Daniil Dorofeev, Slávka Tomaščíková, 2019
Nietzsche’s Self-Image-Forming and its representation in the postmillennial media / Dorofeev, Daniil Y. - Tomaščíková, Slávka, 2021
Visualisation of digital media discourses: a case study of Russian language esport media / Vera Boguslavskaya, Larisa V. Sharakhina, Slávka Tomaščíková, 2020
Cooking Narratives: Cooking Social Practices in Postmillennial Television / Slávka Tomaščíková, 2019
Food in the Media: Above and Below the Sea Level of a Hypormodern Culture / Slávka Tomaščíková, 2019
Postmillennial food narratives in the Media: Cooking and Feeding Social Practices / Slavka Tomascikova, 2020
Towards the possibility of transforming consumer culture into ecological civilization / R. Sťahel, S. Tomaščíková, 2021
British Situation Comedy and the Consciousness of New Class Differences in Slovakia / Slávka Tomaščíková, 2010
Gender in Sitcom / Slávka Tomaščíková, 2013
Narrative theories and narrative discourse / Slávka Tomaščíková, 2009
Developing Academic English in Speaking and Writing / Júlisu Rozenfeld, Slávka Romaščíková, 2021
Assessment: 100 %
1, Systematic work during the semester, primary and secondary sources study, activity during seminar sessions and tutorials - 50 %
2, Presentation of individual project - 50 %
English
1. Structuralism and Semiotics - founders (F. de Saussure, Ch. S. Peirce), French Structuralists (C.Levi-Strauss, R. Barthes), Russian Semiotic Schools
2. Poststructuralism - M. Foucault, Deconstructionists - J. Derrida, Postmarxism
3. Psychoanalyss and Feminism (S. Freud, J. Lacan), Feminist interpretations
4. Otherness and Postcollonial critique (M. Bakhtin, T. Todorov, F. Fanon)
5. Postmillennial paradigms
6. Basic research methods and their usage in British and American Studies
7. Interdisciplinarity in cultural/area studies research.
PhD candidate learns about most recent critical theories and their application in the analysis of the British and America studies materials and discourses. The candidate is absle to apply the methods and procedures in his/her own research and work with up-to-date sources.
Bradbury, Malcolm, McFarlane, eds. Modernism: A Guide to European Literature 1890-1930.
London: penguin, 1976.
Brown, Dennis. The Modernist Self in Twentieth-Century English
Literature, London: Macmillan, 1989.
Cahoone, Lawrence (ed.) From Modernism to Postmodernism: An Anthology, Oxford:
Blackwell, 1996.
Childs, Peter. Modernism. London: Routledge, 2002.
Page: 2
Friedman, Melvin. Stream Of Consciousness, A Study in Literary Method, Yale University Press,
New Haven, 1955
Greany, Micheal, Contemporary Fiction and the Uses of Theory. The Novel from Structuralism to
Postmodernism. New York: Macmillam, 2006.
Harvey, David. The Condition of Postmodernity. Oxford: Blackwel, 1990.
Levenson, Michael (ed.) The Cambridge Companion to Modernism, Cambridge: Cambridge
University Press, 1999.
Lewis, Pericles. The Cambridge Introduction to Modernism. Cambridge University Press, 2007.
MacHale, Brian Postmodernist Fiction. London and New York: Routladge, 1987.
Peters, Joan Douglas, Feminist Metafiction and the Evolution of the British Novel. University
Press of Florida, 2002
Šnircová, Soňa. 2019. Metamodernism for Children? A Performatist Rewriting of Gabriel Garcia
Marquez's 'A Very Old Men with Enormous Wings: A Tale for Children' in David Almond's
Skellig In Postmillennial Trends in Anglophone Literatures, Cultures and Media – 1. vyd. –
Newcastle Upon Tyne : Cambridge Scholars Publishing, 2019. – ISBN 9781527527096, s. 16-36
Šnircová, Soňa. Girlhood in British Coming-of-Age Novels: The Bildungsroman
Heroine Revisited. Newcastle upon Tyne : Cambridge Scholars Publishing, 2017. ISBN
978-1-5275-0304-5
Šnircová, Soňa.Feminist Aspects of Angela Carter's Grotesque]. – 1 vyd. – Košice : Univerzita
Pavla Jozefa Šafárika v Košiciach, 2012. – 122 s. – ISBN 9788070979402
Waugh, Patricia. Metafiction. The Theory and Practice of Self-Conscious Fiction. New York and
London: Methuen, 1984.
English
Modernist novel
Modernist poetry
Modernism in drama
Modernism and gender
Metafiction
Historiografic metafiction
Intertextuality, parody
Feminist metafiction
Students will acquire a deep understanding of the key cultural, philosophical, and social factors that shaped modern and postmodern literature. They will learn to recognize and analyze the main formal and thematic aspects of modern and postmodern texts, including narrative techniques, stylistic innovations.
In accordance with the subject of publication.
Publication of a monograph in co-authorship.
English/Slovak
Irrelevant
By publishing a monograph in co-authorship, the doctoral student demonstrates a
high degree of ability to identify, evaluate, and apply the correct scientific methods or research
methodology in the philological sciences. The student also demonstrates the ability to reflect on
a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a monograph in a foreign publishing house.
English/Slovak
Irrelevant
By publishing a monograph in a foreign publishing house, the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem
by using the latest approaches and applying them critically. Additionally, the student proves the
competence to use existing theories and concepts in an innovative way, as well as to generate new
original scientific knowledge, which can be published according to the established qualitative and
ethical standards of the field.
According to specific requirements.
Opponent's review of a BA student's thesis agreed on with the PhD thesis supervisor.
English
According to specific requirements.
By this reviewing activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to evaluate the selection of the right teoretical and metodological bases for the BA thesis, techniques and strategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to evaluate the selection of primary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
According to specific requirements.
Opponent's review of a BA student's thesis agreed on with the PhD thesis supervisor.
English
According to specific requirements.
By this reviewing activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to evaluate the selection of the right teoretical and metodological bases for the BA thesis, techniques and strategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to evaluate the selection of primary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
According to specific requirements.
Opponent's review of a BA student's thesis agreed on with the PhD thesis supervisor.
English
According to specific requirements.
By this reviewing activity, the doctoral student demonstrates the ability to transfer and integrate knowledge and research results from their own field of study into education and research of a BA student. They are able to evaluate the selection of the right teoretical and metodological bases for the BA thesis, techniques and strategies for supervision, higher education and evaluation of learning and research outcomes. They are also able to evaluate the selection of primary sources for the research topic in accordance with current trends in higher education and the requirements for the level of BA thesis.
According to specific requirements.
The doctoral student's own lecture on the topic related to their PhD theses agreed on with thesis supervisor.
English
According to specific requirements.
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study and their own research into education. They are able to select and apply the right techniques and strategies for study group management, higher education and transfer the research results into education. They are also able to design and realize part of the educational process based on their own research in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own lecture on the topic related to their PhD theses agreed on with thesis supervisor.
English
According to specific requirements.
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study and their own research into education. They are able to select and apply the right techniques and strategies for study group management, higher education and transfer the research results into education. They are also able to design and realize part of the educational process based on their own research in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own lecture on the topic related to their PhD theses agreed on with thesis supervisor.
English
According to specific requirements.
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study and their own research into education. They are able to select and apply the right techniques and strategies for study group management, higher education and transfer the research results into education. They are also able to design and realize part of the educational process based on their own research in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own participation in a popularisation activity agreed on with thesis supervisor/head of department.
Slovak, English
Based on the materials provided by the organizers of the popularisation activity.
By participation in a popularisation activity, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study and their own research into the context of general/specialised public. They are able to select and apply the right techniques and strategies for small or large group management, education of various age categories and transfer the information about study programmes, study fields, research results, activities of the department, faculty and university into education of general/specialised public. They are also able to design and realize independent activities for the poularisation activity based on their own knowledge, competences, and language skills in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own participation in a popularisation activity agreed on with thesis supervisor/head of department.
Slovak, English
Based on the materials provided by the organizers of the popularisation activity.
By participation in a popularisation activity, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study and their own research into the context of general/specialised public. They are able to select and apply the right techniques and strategies for small or large group management, education of various age categories and transfer the information about study programmes, study fields, research results, activities of the department, faculty and university into education of general/specialised public. They are also able to design and realize independent activities for the poularisation activity based on their own knowledge, competences, and language skills in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to the specific subject of particular dissertation.
Presentation of the basic strategy, concept, method and goals of dissertation
English
Presentation of the basic strategy, concept, method and goals of dissertation.
Presentation of the basic strategy, concept, method and goals of dissertation
According to the specific subject of particular dissertation.
Presentation of research progress, partial analyses, and insights that contribute to achieving the research aims.
English
Presentation of research progress, partial analyses, and insights that contribute to achieving the research aims.
Presentation of research progress, partial analyses, and insights that contribute to achieving the research aims.
Beránek, J. (2023). Moderní pedagogické metody a přístupy. Praha: Portál.
Fiala, M. (2023). Didaktika a metodika v současné škole. Praha: Grada Publishing.
Kováč, M. (2023). Vzdelávanie v 21. storočí: Inovatívne prístupy a metódy. Nitra: Vydavateľstvo UKF v Nitre.
Koudelka, J. (2023). Moderní didaktika a její aplikace. Praha: Karolinum.
Křížová, M., & Šebová, P. (2023). Vzdělávání učitelů: Teoretické a praktické přístupy. Praha: Triton.
Kučerová, M. (2023). Vzdělávání učitelů a profesionální rozvoj. Praha: Triton.
Mocová, M., & Lázňovská, M. (2023). Pedagogika a jej aplikácie v praxi. Bratislava: Vydavateľstvo Spolku slovenských pedagogických pracovníkov.
Novák, J., & Pol, M. (2024). Pedagogické výzkumy a inovace ve vzdělávání. Praha: Portál.
Sikora, J. (2022). Didaktika a metodika vzdelávania: Nové výzvy a trendy. Bratislava: Vydavateľstvo Univerzity Komenského v Bratislave.
Škoda, J. (2022). Efektivní výuka: Praktické strategie a metody. Praha: Grada Publishing.
Švec, J. (2023). Didaktika a školní politika: Teorie a praxe. Praha: Grada Publishing.
Vojtová, K. (2024). Diferenciace a inkluze ve vzdělávání. Praha: Wolters Kluwer.
1. Development of a teaching diary—100%
2. Compulsory active participation and attendance in accordance with the Study Regulations.
slovak
The personality of a university teacher. Teaching styles. Student in university education. Student learning styles. Possibilities of adapting teaching styles and student learning styles. University teacher–student interaction and communication in the teaching process. Pedagogical competencies of a university teacher. Didactic analysis of the curriculum; teaching materials and textbooks. Forms of university teaching. Methods of university teaching. Verification methods and student assessment. Creation of a didactic test. Designing university teaching process. University teacher self-reflection.
After completing the course, the student will acquire knowledge, skills, and competencies, i.e., will be able to:
Knowledge
Define and apply basic didactic principles, methods, forms, and tools in the teaching process of university-level professional subjects. Identify and specify educational procedures of a university teacher aimed at effective teaching management, pedagogical diagnostics, and assessment of learning outcomes. Recognize different approaches to pedagogical evaluation and their impact on improving the quality of the educational process at the university level.
Skills
Implement effective educational methods and techniques into the teaching of professional subjects, tailored to the needs of university students. Conduct pedagogical diagnostics, assess students' progress, and apply appropriate evaluation methods to improve learning outcomes. Analyze and reflect on one's own teaching process, identify areas for improvement, and enhance the teaching of professional subjects, including the rationalization of the time and content structure of teaching. Present specific proposals for improving the teaching process, including the use of new technologies and innovative pedagogical approaches.
Competencies
Confidently and effectively manage the teaching of university subjects, applying educational competencies that consider the specifics of higher education. Critically reflect on one's own pedagogical practice and the learning outcomes of students to improve teaching methods and achieve a higher quality of the educational process. Apply innovative solutions to streamline and optimize the teaching process, aiming to increase the engagement and success of university students.
According to specific requirements.
The doctoral student's own pedagogical agreed on with thesis supervisor.
English
According to specific requirements.
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study into education. They are able to select and apply the right techniques and strategies for study group management, higher education and evaluation of learning outcomes. They are also able to design and realize part of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own pedagogical agreed on with thesis supervisor.
English
According to specific requirements.
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study into education. They are able to select and apply the right techniques and strategies for study group management, higher education and evaluation of learning outcomes. They are also able to design and realize part of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
According to specific requirements.
The doctoral student's own pedagogical agreed on with thesis supervisor.
English
Podľa špecifických požiadaviek
By pedagogical activities, the doctoral student demonstrates the ability to transfer and integrate knowledge from their own field of study into education. They are able to select and apply the right techniques and strategies for study group management, higher education and evaluation of learning outcomes. They are also able to design and realize part of the educational process in accordance with current trends in higher education and the requirements for the level of communication and digital competencies.
Alexitch, L. R. (2005). Applying social psychology to education. Social Psychology.–Еd.: Schneider F., Gruman J., Coutts L.–Sage Publications, Inc, 205-228.
Fry, H., Ketteridge, S., & Marshall, S. (2008). A handbook for teaching and learning in higher education: Enhancing academic practice. Routledge.
Mareš, J.: Pedagogická psychologie. Portál, 2013.
Kniha psychologie. Universum, 2014
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2007.
Vágnerová, M.: Školní poradenská psychológie pro pedagogy. Praha: Karolínum 2005.
Cuevas, J. A., Childers, G., & Dawson, B. L. (2023). A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends in neuroscience and education, 100209.
Case study, micro-output, its analysis
Current modifications of the course are listed in the electronic bulletin board of the course.
slovak
The content of the course is based on selected psychological knowledge of cognitive psychology, psychology of emotions and motivation, personality psychology, developmental, social, educational psychology and health psychology. Teaching is realized by a combination of lectures with interactive, experiential methods, discussion, open communication with mutual respect, support of independence, activity and motivation of students. Syllabus: University teacher and his work in the teaching process with a focus on: teachers in relation to themselves (cognitive, personal, social and competencies in the use of methods), in relation to students and as part of the teacher-student relationship on the basis of selected areas of cognitive psychology, psychology of emotions and motivation, developmental psychology, social psychology, educational psychology and health psychology with application to the university environment
After completing the course, students will gain knowledge that allows them to understand, summarize and explain selected psychological knowledge from cognitive psychology, emotion and motivation psychology, personality psychology, developmental, social, educational psychology and health psychology. They will acquire skills to apply the above psychological knowledge necessary for the professional, competent performance of university teaching practice of doctoral students
to create and implement the teaching of a professional topic with applied psychological knowledge
and develop the competences to create and implement teaching of a professional topic with the application of psychological knowledge, as well as to evaluate their performance and the performance of their classmates in the form of constructive feedback.
According to the project task.
Preparation of a research project of one's own choice.
English and Slovak
Introduction to Research Project Preparation
Basics of project management in research.
Types and structure of scientific projects.
Defining research questions and formulating hypotheses.
Selection of methodology and research tools.
Qualitative and Quantitative Research Methods
Choosing appropriate tools and techniques for research.
Statistical methods and analytical approaches.
Project Planning
Project schedule and timeline.
Organizing work packages and task allocation.
Determining resources, budget, and necessary funding.
Writing a Project Proposal
Structure and content of the project proposal.
Identifying target grant schemes (APVV, VEGA, KEGA, and others).
Important administrative and ethical aspects when submitting proposals.
Ensuring collaboration within the research team.
Team coordination and task distribution.
Communication and management of project activities.
Collaboration with internal and external partners.
Ethical and Legal Aspects of the Research Project
Protection of intellectual property and personal data.
Ethical principles in scientific research.
Avoiding conflicts of interest and fraud.
Results and Publishing
Publishing channels and journal selection.
Preparing and disseminating project outputs.
Evaluation and assessment of project success.
Introduction to Research Project Preparation
Basics of project management in research.
Types and structure of scientific projects.
Defining research questions and formulating hypotheses.
Selection of methodology and research tools.
Qualitative and Quantitative Research Methods
Choosing appropriate tools and techniques for research.
Statistical methods and analytical approaches.
Project Planning
Project schedule and timeline.
Organizing work packages and task allocation.
Determining resources, budget, and necessary funding.
Writing a Project Proposal
Structure and content of the project proposal.
Identifying target grant schemes (APVV, VEGA, KEGA, and others).
Important administrative and ethical aspects when submitting proposals.
Ensuring collaboration within the research team.
Team coordination and task distribution.
Communication and management of project activities.
Collaboration with internal and external partners.
Ethical and Legal Aspects of the Research Project
Protection of intellectual property and personal data.
Ethical principles in scientific research.
Avoiding conflicts of interest and fraud.
Results and Publishing
Publishing channels and journal selection.
Preparing and disseminating project outputs.
Evaluation and assessment of project success.
After completing the course, the doctoral student will be able to:
Design, plan, and implement their own research project.
Effectively prepare and submit a project proposal for relevant grant schemes.
Apply various research methodologies and techniques in accordance with the project objectives.
Manage project activities and collaborate with other members of the research team.
Strictly adhere to ethical and legal standards during the research process.
In accordance with the subject of publication.
Publication of a scientific work of A category (indexed in CCC, WOS, SCOPUS).
English/Slovak
Irrelevant
By publishing a scientific work of A category (indexed in CCC, WOS, SCOPUS), the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of B category (indexed in ERIH PLUS).
English/Slovak
Irrelevant
By publishing a scientific work of B category (indexed in ERIH PLUS), the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
Irrelevant
By publishing a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS), the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of A category (indexed in CCC, WOS, SCOPUS).
English/Slovak
Irrelevant
By publishing a scientific work of A category (indexed in CCC, WOS, SCOPUS), the doctoral
student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific
methods or research methodology in the philological sciences. The student also demonstrates
the ability to reflect on a scientific problem by using the latest approaches and applying them
critically. Additionally, the student proves the competence to use existing theories and concepts in
an innovative way, as well as to generate new original scientific knowledge, which can be published
according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of B category (indexed in ERIH PLUS).
anglický/slovenský
Irrelevant
By publishing a scientific work of B category (indexed in ERIH PLUS), the doctoral student
demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods
or research methodology in the philological sciences. The student also demonstrates the ability
to reflect on a scientific problem by using the latest approaches and applying them critically.
Additionally, the student proves the competence to use existing theories and concepts in an
innovative way, as well as to generate new original scientific knowledge, which can be published
according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
Irrelevant
By publishing a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS), the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of A category (indexed in CCC, WOS, SCOPUS).
English/Slovak
Irrelevant
By publishing a scientific work of A category (indexed in CCC, WOS, SCOPUS), the doctoral
student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific
methods or research methodology in the philological sciences. The student also demonstrates
the ability to reflect on a scientific problem by using the latest approaches and applying them
critically. Additionally, the student proves the competence to use existing theories and concepts in
an innovative way, as well as to generate new original scientific knowledge, which can be published
according to the established qualitative and ethical standards of the field.
In accordance with the subject of publication
Publication of a scientific work of B category (indexed in ERIH PLUS).
English/Slovak
Irrelevant
By publishing a scientific work of B category (indexed in ERIH PLUS), the doctoral student
demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods
or research methodology in the philological sciences. The student also demonstrates the ability
to reflect on a scientific problem by using the latest approaches and applying them critically.
Additionally, the student proves the competence to use existing theories and concepts in an
innovative way, as well as to generate new original scientific knowledge, which can be published
according to the established qualitative and
ethical standards of the field.
In accordance with the subject of publication.
Publication of a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS).
English/Slovak
Irrelevant
By publishing a scientific work of C category (indexed in other databases than CCC, WoS, SCOPUS, ERIH PLUS), the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
Completion of an intenship at a national institution for at least 2 weeks. The PhD student shall include this activity in the PhD student's annual report and provide relevant evidence (e.g. programme, confirmation of the internship).
By completing an internship at a national institution, the PhD student demonstrates the ability to reflect on research problems and work critically with sources at an expert level. The PhD student is able to communicate actively at an expert level. The PhD student is able to give a clear argumentation line and explain their ideas competently. The PhD student presents the
specific contributions of their internship to the dissertation in a seminar presentation.
According to the project task.
Co-researchership of a VVGS grant.
English and Slovak
Participation in solving the grant task. Team collaboration.
The aim of the course is to prepare doctoral students for leading grant projects within research. Students will gain theoretical and practical knowledge about grant and becoming familiar with the specific requirements and demands of the grant system. This course is focused on the first semester of the grant.
According to the project task.
Participation in a VVGS grant
English and Slovak
Participation in solving the grant task. Team collaboration.
The aim of the course is to prepare doctoral students for leading grant projects within research. Students will gain theoretical and practical knowledge about grant and becoming familiar with the specific requirements and demands of the grant system. This course is focused on the second semester of the grant.
E. Hobsbawm – Age of Extremes. The Short Twentieth Century. M. Pugh – Britain since 1789. B. Bailyn – The Great Republic: A History of the American People. J.Blum – The National Experience. M. Jones – The Limits of Liberty. G. Nash – The American People: Creating a Nation and a Society. C. Bernas, F. Poirier – The Documents in British Civilisation Studies.
Semiotics of food: Postmillennial media - Discourses where global and international meet national, regional and local / S. Tomascikova, 2021
Postmillennial Media – Discourses Where Food Cultures Meet Everyday Practices / Slávka Tomaščíková, 2020
Representation of Food in Media Discourses: Cognitive and Pragmatic Aspects / Schevchenko V., Tomascikova S., 2021
Evolving and changing paradigms of visual communication and the problem of the Other in the postmillennial era / Daniil Dorofeev, Slávka Tomaščíková, 2019
Nietzsche’s Self-Image-Forming and its representation in the postmillennial media / Dorofeev, Daniil Y. - Tomaščíková, Slávka, 2021
Visualisation of digital media discourses: a case study of Russian language esport media / Vera Boguslavskaya, Larisa V. Sharakhina, Slávka Tomaščíková, 2020
Cooking Narratives: Cooking Social Practices in Postmillennial Television / Slávka Tomaščíková, 2019
Food in the Media: Above and Below the Sea Level of a Hypormodern Culture / Slávka Tomaščíková, 2019
Postmillennial food narratives in the Media: Cooking and Feeding Social Practices / Slavka Tomascikova, 2020
Towards the possibility of transforming consumer culture into ecological civilization / R. Sťahel, S. Tomaščíková, 2021
British Situation Comedy and the Consciousness of New Class Differences in Slovakia / Slávka Tomaščíková, 2010
Gender in Sitcom / Slávka Tomaščíková, 2013
Narrative theories and narrative discourse / Slávka Tomaščíková, 2009
Developing Academic English in Speaking and Writing / Júlisu Rozenfeld, Slávka Romaščíková, 2021
Assessment: 100 %
1, Systematic work during the semester, primary and secondary sources study, activity during seminar sessions and tutorials - 50 %
2, Presentation of individual project - 50 %
Candidates produce 20 SP text that reflects studied and analysed primary and secondary sources relevant for the theme of the course as well as their dissertations.
English
1. Political dimensions in national cultures. .
2. Processes of socialisation - educational systems, social rituals.
3. Social movements - history, ideological transfers, activism.
4. Culture and migration - elites, ethnicity, diaspora.
5. Historic and contemporary rivalry.
Candidates know about intercultural relations, their historic development and contemporary representations in both the UK and the USA. They are able to apply their knowledge to the comparative analysis. They can perform comparative and cross-cultural analysis of perceptions and interactions - influence, integration, rivalry, etc.
According to the project task.
tatus of co-researcher in a grant task - for the first time during studies.
English and Slovak
Introduction to Grant Systems and Research Projects
Overview of major grant schemes (APVV, VEGA, KEGA, and others).
Basics of submitting and managing grant applications.
Documentation and administrative requirements for grant projects.
Role of Co-Researcher in Grant Projects
Division of tasks and responsibilities between the principal investigator and co-researchers.
Working in a team environment: communication, coordination, and problem-solving.
Contribution of the co-researcher to the methodology and research activities of the project.
Managing Research or Educational Projects
Procedures for implementing research or educational activities within a grant project.
Budget and financing of research or educational activities.
Evaluation and monitoring of the research progress within the project.
Publication and Ethical Requirements in Grant Projects
Preparation and publication of outputs from the grant project.
Ethics in grant research and educational projects.
Intellectual property rights, protection of research results, patents.
Research Methods and Team Collaboration
Implementation of research methods and their application within the grant project.
Importance of teamwork and effective communication among researchers and partners.
Final Evaluation and Sustainability of the Project
Assessment of the success of the grant project.
Sustainability of research or educational results.
Opportunities for further funding and continuation of the project.
Upon completion of the course, the doctoral student will be able to:
Actively participate in solving research or educational grant projects.
Communicate effectively and collaborate within the research team.
Prepare and implement research activities within a grant project.
Manage administrative and organizational aspects of the research and collaborate in preparing and publishing outputs.
Adhere to ethical standards and rules during the implementation of grant research.
According to the project task.
Status of co-researcher in a grant task - for the second time during studies.
English and Slovak
Introduction to Grant Systems and Research Projects Overview of major grant schemes (APVV, VEGA, KEGA, and others). Basics of submitting and managing grant applications. Documentation and administrative requirements for grant projects. Role of Co-Researcher in Grant Projects Division of tasks and responsibilities between the principal investigator and co-researchers. Working in a team environment: communication, coordination, and problem-solving. Contribution of the co-researcher to the methodology and research activities of the project. Managing Research or Educational Projects Procedures for implementing research or educational activities within a grant project. Budget and financing of research or educational activities. Evaluation and monitoring of the research progress within the project. Publication and Ethical Requirements in Grant Projects Preparation and publication of outputs from the grant project. Ethics in grant research and educational projects. Intellectual property rights, protection of research results, patents. Research Methods and Team Collaboration Implementation of research methods and their application within the grant project. Importance of teamwork and effective communication among researchers and partners. Final Evaluation and Sustainability of the Project Assessment of the success of the grant project. Sustainability of research or educational results. Opportunities for further funding and continuation of the project.
Upon completion of the course, the doctoral student will be able to: Actively participate in solving research or educational grant projects. Communicate effectively and collaborate within the research team. Prepare and implement research activities within a grant project. Manage administrative and organizational aspects of the research and collaborate in preparing and publishing outputs. Adhere to ethical standards and rules during the implementation of grant research.
Status of co-researcher in a grant task - for the third time during studies.
English and Slovak
Introduction to Grant Systems and Research Projects Overview of major grant schemes (APVV, VEGA, KEGA, and others). Basics of submitting and managing grant applications. Documentation and administrative requirements for grant projects. Role of Co-Researcher in Grant Projects Division of tasks and responsibilities between the principal investigator and co-researchers. Working in a team environment: communication, coordination, and problem-solving. Contribution of the co-researcher to the methodology and research activities of the project. Managing Research or Educational Projects Procedures for implementing research or educational activities within a grant project. Budget and financing of research or educational activities. Evaluation and monitoring of the research progress within the project. Publication and Ethical Requirements in Grant Projects Preparation and publication of outputs from the grant project. Ethics in grant research and educational projects. Intellectual property rights, protection of research results, patents. Research Methods and Team Collaboration Implementation of research methods and their application within the grant project. Importance of teamwork and effective communication among researchers and partners. Final Evaluation and Sustainability of the Project Assessment of the success of the grant project. Sustainability of research or educational results. Opportunities for further funding and continuation of the project.
According to the project task.
Upon completion of the course, the doctoral student will be able to: Actively participate in solving research or educational grant projects. Communicate effectively and collaborate within the research team. Prepare and implement research activities within a grant project. Manage administrative and organizational aspects of the research and collaborate in preparing and publishing outputs. Adhere to ethical standards and rules during the implementation of grant research.
Fox, A. 2000. Prosodic Features and Prosodic Structure. The Phonology of Suprasegmentals.
Oxford: Oxford University Press.
Johnson, K. 2003. Acoustic and Auditory Phonetics. Blackwell Publishing.
Kavka, S. J. 2009. Modern English Phonemics. Lodz: Wydawnictwo Akademii Humanistyczno-
Ekonomicznej.
Odden, D. 2005. Introducing Phonology. Cambridge: Cambridge University Press.
Zimmermann, J. 2002. Spektorgrafická a škálografická analýza akustického rečového signálu.
Prešov: Náuka.
Final assessment - oral exam
English/Slovak
articulatory, acoustic and perceptual phonetics
speech physiology - the relationship between speech acoustics and production - sound as an acoustic and auditory phenomenon
experimental phonetics
basic methods of acoustic representation of speech: oscillogram and spectrogram - acoustic properties of the source - sampling in digital recordings - obtaining materials for recording - perceptual
tests - evaluation (analysis and interpretation) of data
phonology:
basic phenomena of phonological theory - methods of analysis and interpretation of phonological phenomena
articulatory phonology and distinctive features of phonemes
The aim of the course is to deepen the fundamentals of phonetics and phonology and to develop
advanced qualitative and quantitative research skills of students and thus to prepare them for their
own experimental research and phonological evaluation of acquired phonetic knowledge.
P. Štekauer & R. Lieber. 2005. Handbook of Word-Formation. Dordrecht: Springer (selected chapters). L. Lipka. 2002. English Lexikology. Tubingen: Gunter Narr Peprník, J.: English lexicology. Olomouc, Univerzita Palackého v Olomouci, 2001 B. Szymanek. 1998. Introduction to Morhological Analysis, Warszawa: Wydawnictwo Naukowe PWN. L. Bauer. 1983. English Word-Formation.Cambridge: Cambridge University Press. Štekauer, P. (ed.) 2000. Rudiments of English Linguistics. Prešov: Slovacontact.
Relevant sources related to lexicology and the topic of the dissertation.
oral exam
English
1.Linguistic sign 2. Lexical units 3. Word meaning 4. Influence of context on the meaning of words 5. Lexical relations 6. Componential analysis and relational components 7. Cognitive semantics 8. Change of meaning 9. Derivational morphology
Building on the knowledge acquired in the bachelor's and master's levels of university studies in the field of lexicology, the student will familiarize themselves with the development of lexicological thinking in the 20th century and the early 21st century. They will be able to critically approach individual concepts, compare different approaches, and apply the acquired insights to their own scientific work.
Audring, Jenny & Masini, Francesca (2019). The Oxford Handbook of Morphological Theory. Oxford: Oxford University Press.
Booij, Geert (2010). Construction Morphology. Oxford: Oxford University Press.
Carstairs-McCarthy, Andrew (2015). Current Morphology. Routledge.
Dressler, W.U. & W. Mayerthaler, O. Panagl, W.U. Wurzel (1988). Leitmotifs in Natural Morphology. Amsterdam: Benjamins.
Ten Hacken, Pius & Panocová, Renáta (2024). Word Formation as a Naming Device. Edinburgh: Edinburgh University Press.
oral exam
Slovak, English
1. Basic terminology.
2. Theoretical issues of inflectional and derivational morphology.
3. Selected morphological theories: Natural Morphology, Construction Morphology, Relational Morphology, Morphology in Cognitive Grammar.
4. Morphology in relation to other fields.
Based on the knowledge acquired within BC and MA studies in the field of morphology, the student will be able to comprehend the development of lexicological thinking in the 20th and early 21st centuries. The student will be able to critically evaluate and compare various theoretical approaches and to apply the acquired knowledge to their own research.
P. Stekauer and R. Lieber. 2005. Handbook of Word-Formation. Dordrecht: Springer.
Sources relevant for the dissertation topic.
oral exam
English
Area of word formation
Main theoretical approaches to word-formation
Identification of the relationship between word formation and the dissertation topic
Identification of sources
Preparation for discussion
Discussion
The aim of the course is to master the basic terminology, theories, and research methods in the field of word formation. After completing the course, the doctoral student will be able to discuss various issues in the field of word formation, with a primary focus on the subject of their own research. The student will be able to implement the acquired knowledge into their own work. They will be able to identify their own approach to the problem being studied and compare different approaches.
Dušková, Libuše, et al. (1988). Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia. Dušková, Libuše (2015). From Syntax to Text. The Janus Face of Functional Sentence Perspective. Praha: Carolinum.
Fillmore, Charles J. (1968), ̒The Case for Case̕, In: Emmon Bach and Robert T. Harms (eds.) Universals in Linguistic Theory, New York: Holt, Rinehart, and Winston, pp. 1-88.
Fillmore, Charles J. (1977), ̒The Case for Case Reopened̕, In: K Heger and J. Petofi (eds.) Kasustheorie, Klassifikation und semantische Interpretation, Hamburg: Buske, pp. 60-81.
Firbas, Jan (1992), Functional sentence perspective in written and spoken communication. Cambridge: CUP.
Hajičková, Eva (2017). Syntax-Semantics Interface. Praha: Karolinum Press.
Halliday, M. A. K. (1994). An Introduction to Functional Grammar (2nd ed.). London: Edward Arnold
Haspelmath, Martin (2001), ̒The European Linguistic Area: Standard Average European̕. In: Martin Haspelmath, Ekkehard König, Wulf Oesterreicher and Wolfgang Raible (eds.), Language Typology and Language Universals – Handbücher zur Kommunikationswissenschaft, Berlin: de Gruyter Mouton, pp.1492–1510.
Haspelmath, Martin (2005), ̒Argument Marking in Ditransitive Alignment Types̕. Linguistic Discovery 3(1).
Janigová, Slávka (2024). English Syntax in a Nutshell. Košice: ŠafárikPress
Valin Van, Robert D. Jr. (2001). An Introduction to Syntax. Cambridge: CUP.
2-component continuous assessment, final oral examination
English
Students are able to conduct an independent onomasiologically-grounded syntactic analysis, employ notations systems to indicate selected syntactic phenomena, identify thematic and rhematic segments of sentences and characterize syntactically-based typological differences between selected languages from a frame-to-chain perspective.
In accordance with the subject of publication.
Publication of a a university textbook, university teaching texts/chapters in a domestic publishing house.
English/Slovak
Irrelevant
By publishing a university textbook, university teaching texts/chapters in a domestic publishing house, the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
According to the project task.
Depending on the research task.
Participation in solving a project task - for the first time during studies.
English and Slovak
By participating in solving a scientific task, the doctoral student demonstrates broad and well-founded scientific knowledge in their field of study, including knowledge of research methodology and methods. They are capable of applying the acquired knowledge to scientific research, resulting in original ideas or processes leading to new knowledge. They show a high level of responsibility, critical thinking, independence in solving tasks, and the ability to work in a team and communicate with various stakeholders.
According to the project task.
Participation in solving a project task - for the second time during studies.
English and Slovak
Depending on the research task.
By participating in solving a scientific task, the doctoral student demonstrates broad and well-founded scientific knowledge in their field of study, including knowledge of research methodology and methods. They are capable of applying the acquired knowledge to scientific research, resulting in original ideas or processes leading to new knowledge. They show a high level of responsibility, critical thinking, independence in solving tasks, and the ability to work in a team and communicate with various stakeholders.
According to the project task.
Participation in solving a project task - for the third time during studies.
English and Slovak
Depending on the research task.
By participating in solving a scientific task, the doctoral student demonstrates broad and well-founded scientific knowledge in their field of study, including knowledge of research methodology and methods. They are capable of applying the acquired knowledge to scientific research, resulting in original ideas or processes leading to new knowledge. They show a high level of responsibility, critical thinking, independence in solving tasks, and the ability to work in a team and communicate with various stakeholders.
In accordance with the subject of publication.
Publication of a university textbook, university teaching texts/chapters in co-authorship.
English/Slovak
Irrelevant
By publishing a university textbook, university teaching texts/chapters in co-authorship, the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
In accordance with the subject of publication.
Publication of a university textbook, university teaching texts/chapters in a foreign publishing house.
English/Slovak
Irrelevant
By publishing a university textbook, university teaching texts/chapters in a foreign publishing house, the doctoral student demonstrates a high degree of ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences. The student also demonstrates the ability to reflect on a scientific problem by using the latest approaches and applying them critically. Additionally, the student proves the competence to use existing theories and concepts in an innovative way, as well as to generate new original scientific knowledge, which can be published according to the established qualitative and ethical standards of the field.
Albert C. Baugh. 2012. A History of the English Language. Routledge.
Relevant sources related to linguistic typology and the topic of the dissertation.
oral exam
English
**Historical Development of English - Subject of Study**
Developmental periods
English as an Indo-European language
Identification of the relationship between the development of the language and the dissertation topic
Identification of content overlap
Identification of sources
Preparation for discussion
Discussion
The aim of the course is to deepen the student's knowledge of the development of English, with a focus on the Old and Modern English periods. This knowledge will be correlated with the subject of the dissertation. The student will implement the acquired knowledge into their own research and gain a new, diachronic perspective on the issue of their dissertation.
According to the project task.
Obtaining a VVGS grant.
English and Slovak
I. Introduction to Grant Research and Financing
- Basics of the grant system (VVGS 1 and other forms of grants).
- Procedures for applying for and obtaining grants.
- Legal, administrative, and ethical requirements for research projects.
II. Managing a Grant Project
- Project preparation: defining objectives, methodology, and timeline.
- Budget and financial management.
- Monitoring and evaluation of projects.
- Problem-solving and risk management during project implementation.
III. Coordination and Communication
- Leading and motivating the research team.
- Working with internal and external partners.
- Communication with grant agencies, universities, and other stakeholders.
- Preparing reports and outputs from the project.
- Publishing and Ethical Aspects of Research
The aim of the course is to prepare doctoral students for leading grant projects within research. Students will gain theoretical and practical knowledge about grant management, leading research projects, and securing research funding, while becoming familiar with the specific requirements and demands of the grant system. This course is focused on the first semester of the grant.
Sources relevant to the project task.
Project VVGS
English and Slovak
I. Leading and Motivating the Research Team
- Working with internal and external partners.
- Communication with grant agencies, the university, and other stakeholders.
- Preparing reports and outputs from the project.
- Publishing and ethical aspects of research.
II. Preparing and Publishing Research Results
- Ethics and integrity in scientific research.
- Protection of intellectual property, patents, and licenses.
- Final evaluation and sustainability of projects.
III. Assessing the Success of the Grant Project
- Sustainability of research results.
- Opportunities for further funding and continuation of the project.
The aim of the course is to prepare doctoral students for leading grant projects within research. Students will gain theoretical and practical knowledge about grant management, leading research projects, and securing research funding, while becoming familiar with the specific requirements and demands of the grant system. This course is focused on the second semester of the grant.
Čermák, F.: Jazyk a jazykověda. Přehled a slovníky. Praha, Karolinum 2004.
Černý, J. – Holeš, J.: Sémiotika. Praha, Portál 2004.
Jakobson, R.: Selected Writings I. S. Gravenhage, Mouton 1962.
Ondruš, Š. – Sabol, J.: Úvod do štúdia jazykov. 3. vyd. Bratislava, SPN 1987.
Saussure, F.: Cours de linguistique générale. Paris, Payot 1968.
Samson, G. Linguistic Schools. Stanford University Press, 1980
oral exam
English
I. **Introduction to General Linguistics**
- Definition and subject of study of linguistics
- History and development of linguistics as a science
- Main disciplines within linguistics (phonology, morphology, syntax, semantics, pragmatics)
- Language and its relationship to culture, society, and thought
II. **Theoretical Foundations of Linguistics**
- Structuralism
- Theorz of Ferdinand de Saussure and his influence on linguistics
III. **Theories of Sign**
IV. **Prague Linguistic School and its Influence on Linguistics**
V. **Onomasiological Approach to Linguistic Phenomena**
The course specifies, deepens, and develops students' knowledge of selected theorems of general linguistics with an application to research in the field of philological disciplines. The student is able to interpret and analyze insights from various theoretical schools and approaches, applying them as a general linguistic framework and foundation for their own creative scientific research. The emphasis is primarily on semiotics and structuralism.
Work in the organizational preparation of a scientific event.
By working in the organization of a scientific event, the PhD student demonstrates the abilities and competences to organize a scientific event independently or in a team, to manage the implementation in terms of time and content, to communicate effectively verbally and in writing using various technical means as needed, including in a foreign language at a professional level with various types of people, if necessary, correctly recommend solutions or make independent decisions.
Work in the organizational preparation of a scientific event.
By working in the organization of a scientific event, the PhD student demonstrates the abilities and competences to organize a scientific event independently or in a team, to manage the implementation in terms of time and content, to communicate effectively verbally and in writing using various technical means as needed, including in a foreign language at a professional level with various types of people, if necessary, correctly recommend solutions or make independent decisions.
Depending on the topic of the conference and that of the topic of the dissertation thesis.
Active participation in a scientific event organized in SR, in SR with international participants or
abroad.
Slovak / English
By attending a scientific conference, the doctoral student demonstrates a high degree of ability
to identify, evaluate, and apply the correct scientific methods or research methodology in the
philological sciences. The student also demonstrates the ability to reflect on a scientific problem
by using the latest approaches and applying them critically. The student additionally proves the
competence to use existing theories and concepts in an innovative way, as well as to generate new
original scientific knowledge and to communicate research results to a wider audience by adequate
means and in more than one language.
Depending on the topic of the conference and that of the topic of the dissertation thesis.
Active participation in a scientific event organized in SR, in SR with international participants or
abroad.
Slovak / English
Depending on the topic of the conference and that of a paper to be presented.
By attending a scientific conference, the doctoral student demonstrates a high degree of ability
to identify, evaluate, and apply the correct scientific methods or research methodology in the
philological sciences. The student also demonstrates the ability to reflect on a scientific problem
by using the latest approaches and applying them critically. The student additionally proves the
competence to use existing theories and concepts in an innovative way, as well as to generate new
original scientific knowledge and to communicate research results to a wider audience by adequate
means and in more than one language.
Depending on the topic of the conference and that of the topic of the dissertation thesis.
Active participation in a scientific event organized in SR, in SR with international participants or
abroad.
Slovak / English
Depending on the topic of the conference and that of a paper to be presented.
By attending a scientific conference, the doctoral student demonstrates a high degree of ability
to identify, evaluate, and apply the correct scientific methods or research methodology in the
philological sciences. The student also demonstrates the ability to reflect on a scientific problem
by using the latest approaches and applying them critically. The student additionally proves the
competence to use existing theories and concepts in an innovative way, as well as to generate new
original scientific knowledge and to communicate research results to a wider audience by adequate
means and in more than one language.
According to the subject of the particular conference.
Participation in the conference and familiarization with the works presented there.
Slovak/English
Participation in the conference and familiarization with the works presented there. Gaining experience from this participation to actively engage in future conferences.
Participation in the conference and familiarization with the works presented there. Gaining experience from this participation to actively engage in future conferences.
Litosseliti, Lia (eds.). 2010. Research methods in Linguistics. London" Continuum. Podesva,
J. Robert, Devyani Sharma (eds.) Research Methods in Linguistics., Cambridge: Cambridge
University Press.
Any sources relevant to the students' dissertation
oral exam - colloquium
English
Synchronic methods
Diachronic methods
Experimental methods
Empirical methods
Quantitative methods
Qualitative methods
Specialised linguistic methods
Research methods and dissertation
Discussion - project presentation
The aim of the course is to get students familiar with: - methodology of linguistic research -
principles of linguistic methodology - principles of synchronic and diachronic research - principles
of empirical and experimental research students will be able to identify the methodological approach
for their own research. They are able to implement the gain knowledge into their own work and
design a solid linguistic project.
Completion of an internship abroad for at least 2 weeks. The PhD student shall include the activity in the PhD student's annual report and provide relevant evidence (e.g. programme, confirmation of the internship abroad).
By completing an internship abroad, the PhD student demonstrates the ability to reflect on research problems and work critically with sources at an expert level. The PhD student is able to communicate actively at an expert level in more than one language. The PhD student is able to give a clear argumentation line and explain their ideas competently. The PhD student presents the specific contributions of their internship abroad to their dissertation in a seminar presentation.
Completion of an internship abroad for at least 3 weeks. The PhD student shall include the activity
in the PhD student's annual report and provide relevant evidence (e.g. programme, confirmation
of the internship abroad).
By completing an internship abroad, the PhD student demonstrates the ability to reflect on
research problems and work critically with sources at an expert level. The PhD student is able to
communicate actively at an expert level in more than one language. The PhD student is able to
give a clear argumentation line and explain their ideas competently. The PhD student presents the
specific contributions of their internship abroad to their dissertation in a seminar presentation.