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
Slovak/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 Counter-positioning 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.
exam
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 – 0
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 globalisation and their relevance for the interpretation of postmillennial Anglophone literary texts. They will learn about trends the representation of the local and the global in the regional and the global novel.
Depending on the topic of the conference and that of the topic of the dissertation thesis.
Depending on the topic of the conference and that of a paper to be presented.
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 conference and the PhD dissertation topic.
Depending on the topic of the conference and that of a paper to be presented.
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 conference and the PhD dissertation topic.
Depending on the topic of the conference and that of a paper to be presented.
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.
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.
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.
Dorothy E. Zemach, Lisa A. Rumisek. Academic Writing from paragraph to essay. Oxford : Macmillan, 2005.
Virginia Evans. Successful writing. Proficiency. Newbury: Express Publishing, 2010.
Alice Oshima, Ann Hogue. Writing academic English. New York: Pearson Education International, 2006.
Julius Rozenfeld, Slavka Tomaščíková. Developing Academic English in Speaking and Writing. Košice: Šafárik Press, 2021.
The requirement for completing the course is to demonstrate the ability to create written and oral outputs required of doctoral students. The students submit 3 different examples of academic genres, e.g. abstract, dissertation project, journal article, poster, conference paper, etc. in the language of their dissertation.
English
1. Academic discourse
2. Peculiarities of academic English
3. Academic discourse genres
4. Critical thinking in academic discourse
5. Ethics in the academic environment
6. Written and oral academic presentation
Acquisition of knowledge on fundamental rules of academic English.
Acquisition of knowledge on genres of academic discourse.
Familiarisation with the norms of academic writing.
Practice of presentation skills in academic environment.
Verification of acquired knowledge and skills in a specific academic environment of the university.
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.
J. Cerny. 1996. Dejiny lingvistiky. Votobi
exam
Slovak / English
19th century linguistics
Structuralist schools: Geneva School, Prague School of Linguistics, American Descriptivism
Chomskyan TG grammar
Cognitive linguistics
Students will learn about the most influential theoretical schools and conceptions in the 19th and 20th century linguistics and their contribution to linguistic research. The comprehension of the development of linguistic thinking is necessary for understanding the complexity of relationships in the system of natural languages. It is important to understand the diachronic and synchronic facets of linguistic research. The student will be able to anchor the research topic in a relevant theoretical framework and present relevant arguments resting on extensive theoretical knowledge.
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.
S. Kavka. 2003. A book on idiomatology. Žilina: Žilinská univerzita.
Final assessment - 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.
Students familiarise themselves with the necessary terminology, concepts, and research methods in the subject area. Students will be able to conduct a contrastive analysis of idioms based on the acquired knowledge on theoretical approaches to idioms.
House, J. (2016). Translation as Communication across Languages and Cultures. New York. Routledge.
Buhring, K., House, J., and Ten Thije, J. (2014). Translational Action and Intercultural Communication. New York: Routledge,
Jackson, J. (2012). The Routledge Handbook of Language and Intercultural Communication. New York. Routledge.
Deardorf, D.K. (2009). The SAGE Handbook of Intercultural Competence. London: Sage Publications.
Asante, M.K. and Gudykunst, W.B. (1989). Handbook of Intercultural and International Communication. Newbury Park. California: Sage Publications.
Jandt, F. E. (2009). An Introduction to Intercultural Communication: Identities in a Global Community. Sage Publications, Inc.
Active participation in a discussion and consultations; presentation of the results of independent studying of relevant literature.
Slovak/English
Defining communication, culture, intercultural communication and intercultural competence. Models of communicationa and intercultural communication. Translation and intercultural communication. Sapir-Whorf hypothesis. Linguistic relativism. Linguistic determinism. Linguistic realtivism and translation - a historical overview and recent trends in research. Language universals and translation universals. A problem of pragmatic equivalence in intercultural communication. The role of translation in multicultural environment. The role of English as a global lingua franca for translation.
The aim of this course is to characterize and connect the fields of intercultural communication, translation and interpreting.
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
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 – 0
English
Ferdinand de Saussure Course in General Linguistic (1917)
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
Students will learn about various critical approaches to literary text interpretation and will learn how to apply various methodological approaches in their practical work with literary text.
According to the particular subject.
According to the particular subject.
Slovak/English
According to the particular subject.
According to the particular subject.
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 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.
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
Slovak/English
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.
Obligatory:
Körtvélyessy, L. 2017. Essential of language typology. Košice UPJŠ. Available at: https://unibook.upjs.sk/sk/anglistika-a-amerikanistika/365-essentials-of-language-typology
Others:
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
Presentation of the gained knowledge from the field of language typology. Students are expected to apply the ideas of language typology to their dissertation topic.
English
1. Language typology
2. Language as a system - typological perspective
3. Language typology and student§s dissertation topic
4. Identification of typological sources
5. Identification of typological databases
6. Dissertation topic viewed from the typological perspective
7. Presentation/discussion
Aims: Providing the students with the essential terminology, basic approaches, theories, and conceptions that have shaped the studies of language universals and typological studies. Application of the acquired knowledge in students' projects.
Students are able to:
- describe languages from the perspective of the individual language levels
- implement the gained knowledge into the work with typological databases
- evaluate data collected from typological databases and classify languages in to language tzpes
Students are able to view the gained knowldge from the perspective of their own dissertation project. At the same time they are bale to implement the typological perspective to their work.
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.
Exam 100%
English
Specific features of cognitive linguistics in contrast to generative grammar Subjectivist nature of CS meaning Image schemas Conceptual blending Categorization Prototype theory Metaphor and metonymi in cognitive linguistics.
Students will learn about the most important theoretical conception in recent decades, its basic terminology and research directions. This approach will be presented against the background of the former linguistic schools.
Eagleton, T. Literary Theory. An Introduction. Minneapolis: The University of Minnesota Press,
2003
Selden, R., Widdowson, P. A Reader’s Guide to Contemporary Literary Theory, Harvester Whaetsheaf, 2015.
Selden, Ramam. Practising Theory and Reading Literature. An Introduction. Longman. 1989.
Rice, Ph., Waugh, P., eds. Modern Literary Theory. London: Hodder Arnold, 2001.
Waugh, Patriacia, ed. An Oxford Guide to Literary Theory and Criticism, 2006.
exam
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 – 0
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 the knowledge about literary-critical approaches that have influenced the development of literary science in Anglo-American cultural contexts. They will learn how to apply basic methodologies created by main literary-critical schools.
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
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.
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.
exam
Mark %
A 93 – 100
B 86 – 92
C 78 – 85
D 72 – 77
E 65 – 71
FX 64 – 0
English
Modernist novel
Modernist poetry
Modernism in drama
Modernism and gender
Metafiction
Historiografic metafiction
Intertextuality, parody
Feminist metafiction
Students will learn about the major cultural, philosophical and social factors that influenced the character of modern and postmodern literature. They will learn about the main formal and thematic aspects of modern and postmodern literature.
According to the specific subject of particular dissertation.
Presentation of the basic strategy, concept, method and goals of dissertation.
Slovak/English
According to the specific subject of particular dissertation.
Presentation of the basic strategy, concept, method and goals of dissertation.
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.
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.
In accordance with the subject of publication.
Publication of a scientific work.
Slovak/English
Irrelevant
By publishing a scientific work, 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.
Slovak/English
Irrelevant
By publishing a scientific work, 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.
Slovak/English
Irrelevant
By publishing a scientific work, 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.
Depends on the particular reviewed academic text.
Publication of a review or an article.
Slovak/English
Irrelevant
By publishing a review or article, the doctoral student demonstrates the ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences on the basis of adequate command of the current state of scientific knowledge in the field.
Depends on the particular reviewed academic text.
Publication of a review or an article.
Slovak/English
Irrelevant
By publishing a review or article, the doctoral student demonstrates the ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences on the basis of adequate command of the current state of scientific knowledge in the field.
Depends on the particular reviewed academic text.
Publication of a review or an article.
Slovak/English
Irrelevant
By publishing a review or article, the doctoral student demonstrates the ability to identify, evaluate, and apply the correct scientific methods or research methodology in the philological sciences on the basis of adequate command of the current state of scientific knowledge in the field.
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.
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.
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
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.
Dirk Geeraerts. 2010.Theories of Lexical Semantics. Oxford: Oxford University Press.
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.
Examination
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 10. Transformacionalist models of compound 11. Beginnings of generative word-formation 12. Level-Ordering Hypothesis Seminars: 1. Word and meaning, word and lexeme, components of meaning, word as a sign 2. Meaning – form; synonymy, polysemy, homonymy 3. Meaning – form; hyponymy, hyperonymy, antonymy 4. Idioms, collocations, dead metaphors 5. Vocabulary layers: territorial, social, stylistic, time differences, differences in origin, differences in expressivity 6. Morphematic and word-formation analysis 7. Affixation 8. Compounding 9. Conversion, back-formation 10. Acronyms, blending, clipping
Based on the knowledge acquired within BC and MA studies in the field of lexicology, 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.
Carstairs McCarthy. 2002. Current Morphology. Francis and Taylor. Dressler, W.U. & W. Mayerthaler, O. Panagl, W.U. Wurzel 1988: Leitmotifs in Natural Morphology. Amsterdam, Benjamins. Geert Booij. 2010. Construction Morphology. OUP: Oxford. Jenny Audring and Francesca Masini. 2018. The Oxford Handbook of Morphological Theory. Oxford: Oxford University Press.
Examination
Slovak / English
Basic terminology
inflectional vs. derivational morphology
evaluative morphology
natural morphology
morphological typology
con structional morphology
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.
Quirk, R., et al. (1990). A Student´s Grammar of the English Language. New York – London: Longman. Dušková, L. (2003). Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia. Quirk, R., et al. (1985). A Comprehensive Grammar of the English Language. New York – London: Longman. Miller, J. (2002). An Introduction to English Syntax. EUP Crystal, D. (1995). The Cambridge Encyclopedia of the English Language. Cambridge: CUP. Dušková, L. (2002). Syntax současné angličtiny. Karolinum. Štekauer, P. (2000). Rudiments of the English Linguistics. Prešov: SLOVACONTACT.
Examination
English
1. Fundamental syntactic concepts - semasiological versus onomasiological method of syntactic analysis - levels of syntactic analysis: „phrase“ – „clause“ – "semi-clause" - „sentence“ - basic syntactic functions (determination, modification, predication, complementation) 2. Valency 3. Diagnostics of valency patterns 4. Subject 5. Action-focused and qualifying valency patterns 6. Patient-focused valency patterns 7. Adverbial modifier 8. Complement 9. Apposition 10. Sentence 11. Semi-clauses
The course is aimed to introduce the fundamentals of English Syntax from an onomasiological perspective. Students are trained to conduct independent syntactic analysis on the level of phrase, clause and sentence.
P. Stekauer and R. Lieber. 2005. Handbook of Word-Formation. Dordrecht: Springer.
Any sources relevant to the students' dissertation
oral exam - colloquium
English
The field of word-formation
The field of the dissertation word-formation and dissertation overlap
Identification of sources
Discussion preparation
Discussion
The aim of the course is to deepen students' knowledge in the field of word-formation. Students are able to discuss various problems in the field of word-formation while the focus is laid on their research. They are able to implement the gained knowledge in their own work.
According to the subject of the particular conference.
Participation in conference and getting acquainted with the works presented there.
Slovak/English
Participation in conference and getting acquainted with the works presented there. Gaining experience associated with participation in conference in order to actively participate in another.
Participation in conference and getting acquainted with the works presented there. Gaining experience associated with participation in conference in order to actively participate in another.
Depends on the research task.
Demonstration of participation in solving a research project or elaboration of a specific scientific task beyond the scope of the dissertation.
Slovak/English
Depends on the research task.
By participating in a research project, the doctoral student demonstrates broad and substantiated scientific knowledge in their field of study, including knowledge of methodology and research methods. They are able to use the acquired knowledge for scientific research, which results in original ideas or procedures leading to new knowledge. They also demonstrate a high degree of responsibility, critical thinking, autonomy in solving tasks, the ability to work in a team and communicate with different groups of people participating in a research project.
Depends on the research task.
Demonstration of participation in solving a research project or elaboration of a specific scientific task beyond the scope of the dissertation.
Slovak/English
Depends on the research task.
By participating in a research project, the doctoral student demonstrates broad and substantiated scientific knowledge in their field of study, including knowledge of methodology and research methods. They are able to use the acquired knowledge for scientific research, which results in original ideas or procedures leading to new knowledge. They also demonstrate a high degree of responsibility, critical thinking, autonomy in solving tasks, the ability to work in a team and communicate with different groups of people participating in a research project.
Depends on the research task.
Demonstration of participation in solving a research project or elaboration of a specific scientific task beyond the scope of the dissertation.
Slovak/English
Depends on the research task.
By participating in a research project, the doctoral student demonstrates broad and substantiated scientific knowledge in their field of study, including knowledge of methodology and research methods. They are able to use the acquired knowledge for scientific research, which results in original ideas or procedures leading to new knowledge. They also demonstrate a high degree of responsibility, critical thinking, autonomy in solving tasks, the ability to work in a team and communicate with different groups of people participating in a research project.
Albert C. Baugh. 2012. A History of the English Language. Routledge.
Any sources relevant to the students' dissertation
oral exam - colloquium
English
Development of the English language
Periods of the English langauge
English as a member of the Indo-Europena language family
Development of the English language and students's dissertation - overlap
Identification of sources
Discussion preparation
Discussion
The aim of the course is to deepen students' knowledhe about the historical development of the English language. Focus is laid on the period of Old English. An overlap between students' dissertation topic and the period of Old English is identified. Students implement the gained knowledge into their own research. They get a new diachronic perspective on their own work.
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.
Kognitywistyka. Problemy i perspektywy. Lublin, Wydawn. Uniw. M. Curie-Skłodowskiej 2005.
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.
Sabol, J. – Zimmermann, J.: Akustický signál – semióza – komunikácia. Prešov, Filozofická fakulta PU 2002.
Saussure, F.: Cours de linguistique générale. Paris, Payot 1968.
Oral examination 100%
Slovak and English
1. Interdisciplinary correlations of linguistics (information theory, communication theory, semiotics, philosophy, art sciences). Methodological and theoretical basis of contemporary linguistics.
2. Semiotic essence of language (iconic-symbolic and arbitrary principle). Metaphorical and metonymic structuring of text-creating elements.
3. Isomorphic systems and subsystems of language structure.
4. Deterministic fluctuation in text generation and its functioning in differentiated areas of language communication.
5. Form and content, individual and general, part and whole in the language system.
6. Time and space in language, language in time and space.
7. Selected chapters from the history of linguistics of the 20th century.
This course extends and develops the students' knowledge in selected topics of general linguistics to facilitate the students' research work. Students are able to interpret and analyze approaches of various theoretical schools and conceptions, and apply the acquired knowledge as a general linguistic framework for one's own research work.
According to specific requirements.
The doctoral student's own pedagogical or corresponding professional activity agreed on with thesis supervisor.
Slovak/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.
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.