Tezy na egzamin dyplomowy

dla kierunku Filologia angielska

na stacjonarnych/niestacjonarnych studiach I i II stopnia

w roku akademickim 2015/2016

logo_IFA_web

 

Filologia angielska, studia stacjonarne I stopnia:

 

Seminaria licencjackie:

 

Literatura angielska (seminarium licencjackie) dr Magdalena Sawa

  1. Postcolonial literature.
  2. Dystopia – characteristics of the genre.
  3. Ekphrasis in British literature.
  4. Feminist tradition in British literature.
  5. Kunstlerroman in British literature - the evolution of the genre.
  6. Characteristics of chic-literature and post-feminism.
  7. The significane of Jane Austen's fiction.
  8. Symbolism in British literature.
  9. Dystopia in British literature.
  10. Female dystopia.
  11. South African writers.
  12. Woman-writers in British literature.
  13. The image of war in British literature.
  14. The role of music in literature.
  15. Jeanette Winterson's fiction.

 

Literatura amerykańska (seminarium licencjackie) dr Patrycja Antoszek

  1. Puritan literature – major genres, thematic concerns, representatives
  2. Gothic elements in the literature of Edgar Allan Poe
  3. American Transcendentalism
  4. Henry James vs. Mark Twain – two faces of American realism
  5. Modernist poetry
  6. The Great Gatsby and the American Dream
  7. The Harlem Renaissance
  8. John Steinbeck and the literature of the Great Depression
  9. The Beat Generation
  10. Outsiders in American twentieth century literature
  11. Postmodernism – literary techniques, themes, representatives
  12. Problems of representation in historiographic metafiction
  13. Physical and metaphorical spaces in Gothic literature
  14. The trope of the house in American ethnic literature
  15. Hybrid identities/hybrid spaces in contemporary ethnic literature

 

Literaturoznawstwo (seminarium licencjackie) dr Łukasz Borowiec

  1. Beginnings of English drama and theatre: medieval drama and theatre – main features and representative works.
  2. Elizabethan drama and theatre – main features and representatives.
  3. William Shakespeare – a man of the theatre.
  4. Jacobean drama and theatre – main features and representatives.
  5. Restoration drama and theatre – main features and representatives.
  6. Victorian and Edwardian drama and theatre – G. B. Shaw & O. Wilde.
  7. The inter-war drama and theatre – N. Coward, T. S. Eliot, S. O’Casey, J B. Priestley.
  8. The Theatre of the Absurd – main features and representatives.
  9. Kitchen sink drama – main features and representatives.
  10. Women in modern British drama and theatre – main issues and representatives.
  11. Samuel Beckett as a playwright and man of the theatre.
  12. Harold Pinter as a playwright and man of the theatre.
  13. Tom Stoppard as a playwright and man of the theatre.
  14. “In-yer-face” drama and theatre – main features and representatives.
  15. Political and social issues in modern British drama.

 

Językoznawstwo stosowane (seminarium licencjackie) dr hab. Anna Bloch-Rozmej

  1. Stages of first language acquisition
  2. Stages of second language acquisition.
  3. Language policy
  4. English as a lingua franca
  5. The major processes of word formation.
  6. The subject matter of phonetics and its major branches.
  7. The organs of speech and their role in sound production
  8. The division of sounds according to their place of articulation
  9. The division of sounds according to the manner of articulation
  10. The English vowels.
  11. The English consonants
  12. The definition of a phoneme. Allophones as variants of phonemes
  13. Phonological rules as a derivational mechanism
  14. The concept of phonological representation.
  15. Examples of phonological processes typical of Polish and English
  16. Contrastive English-Polish phonology
  17. The concepts of linguistic competence and performance
  18. Difference between the descriptive and prescriptive approaches to grammar.
  19. Dialect, idiolect, sociolect.
  20. Differences between pidgins and creoles.
  21. Definitions of synonyms, antonyms, homonyms and homophones.
  22. Gender-specific features of language
  23. The major differences between British English and General American
  24. Innovative methods in language teaching.
  25. English borrowings in the Polish language.
  26. Inflectional versus derivational morphemes.
  27. The concept of Universal Grammar.
  28. Major problems in text translation.
  29. Differences between children and adult language learners.
  30. Human language versus animal ‘languages’ – differences and similarities

 

Kulturoznawstwo angielskiego i celtyckiego obszaru językowego (seminarium licencjackie) dr Tomasz Niedokos

  1. The problem of selection In the British Education System.
  2. The ethos of the British Public Schools.
  3. The development of universities in Great Britain.
  4. The hereditary principle in the British political system.
  5. The Independence of India and Pakistan
  6. The legacy of the
  7. The Anglo-Scottish relations in the historical perspective and in the present.
  8. Attitudes to war in the interwar period.
  9. The literary picture of the Industrial Revolution.
  10. The position of women in the 19th and 20th
  11. The impact of The Inklings on popular culture.
  12. Radio and television in Great Britain.
  13. The press market in Great Britain.
  14. Thatcherism – Britain in the 1980s.
  15. The cultural movement of Cool Britannia.

 

Metodyka nauczania języka angielskiego (seminarium licencjackie) dr hab. Bogusław Marek, prof. KUL

  1. Special Educational Needa: classification and pedagogical implications
  2. Children with special needs: cognitive development and acquisition of language
  3. Understanding of spatial relations and visual concepts by persons with a visual impairrment
  4. Audio description – function and basic rules
  5. Resources ans access technology in teaching foreign languages to students with various special needs.
  6. Braille – a comparison of Polish and English systems
  7. Alternative communication – types and addressees
  8. Sign language - characteristics
  9. Cued speech – description
  10. Tactile graphics and tactile audio graphics – characteristics and educational potential
  11. Principles of correct adaptations of educational materials for students with a visual impairment
  12. Methods vs. techniques in foreign language education
  13. Selected theories and methods in foreign language education
  14. Teaching various language skills in inclusive education
  15. Constructing tests for various levels and age groups of students with special educational needs
  16. The phonetic systems of Polish and English
  17. Branches of linguistics - characteristics

Językoznawstwo porównawcze (seminarium licencjackie) dr hab. Anna Malicka-Kleparska

  1. Types of morphemes
  2. Roots vs. formatives
  3. Word formation
  4. Inflection
  5. Types of compounds
  6. Morphological categories
  7. Morphological types
  8. Morphological alternations
  9. Types of derivatinal processes
  10. Structures of derivatives
  11. Loan words
  12. Types of word creation
  13. Metaphor, metonymy
  14. Language types
  15. English inflection in diachronic perspective
  16. Verbal valency

 

 

Filologia angielska, studia stacjonarne II stopnia:

 

Seminaria magisterskie:

 

Wybrane aspekty językowe angielskich translacji średniowiecznych (seminarium) dr hab. Magdalena Charzyńska-Wójcik

  1. Translation practices in Anglo-Saxon England
  2. OE Psalter glosses as translation
  3. Multilingualism in Anglo-Saxon England
  4. Anglo-Saxon diglossia
  5. Bible translation into Old and Middle English
  6. Translation practices in Norman England
  7. Multilingualism in Norman England
  8. Medieval translation techniques
  9. The significance of medieval translators
  10. Reinforcement effects in medieval Biblical translations
  11. Special issues in translating the Bible
  12. Metaphors in translation
  13. New vocabulary in Middle and early Modern translations
  14. Biblical translation in the modern period
  15. Translation and cultural change

 

Metodyka (seminarium) dr hab. Anna Bloch-Rozmej

  1. Methods of foreign language teaching: the Grammar-translation method.
  2. The Audio-lingual approach to language teaching.
  3. The traits of the Communicative Approach
  4. The theory of Multiple Intelligences
  5. Unconventional methods of language teaching
  6. Learning and teaching styles
  7. The problem of motivation in the English classroom
  8. Types of motivation and motivation-raising strategies.
  9. Mixed-ability classes.
  10. The significance of teaching aids.
  11. The use of authentic materials in language teaching.
  12. Multimedia in the language classroom.
  13. The problem of learner autonomy
  14. The question of syllabus design.
  15. Error and mistake: problems and solutions.
  16. Literary forms in second language teaching.
  17. The development of the receptive skills.
  18. Ways of developing the productive skills.
  19. Differences between first and second language acquisition.
  20. Teaching English for specific purposes.
  21. The role of computer in teaching English as a foreign language.
  22. Multimedia in the foreign language instruction.
  23. The role of testing in English teaching. Types of tests.
  24. Features of business English and the structure of a business English course.
  25. Psychological factors in foreign language learning.
  26. The roles of the teacher in the English classroom.
  27. A well-designed English course book.
  28. Learning strategies.
  29. Effective ways of teaching grammar.
  30. Age-dependent features in the context of language learning.

 

Translatoryka (seminarium) dr Konrad Klimkowski

  1. The development of AVT. Discuss. Make mention of linguistic, cultural and market-related aspects of screen translation
  2. Why the term AVT is more and more often substituted by the notion of intersemiotic, multimodal or multimedia translation? What are the definitions of each of these concepts?
  3. Discuss the concepts of intralingual, interlingual and intersemiotic translation? Who proposed the distinction? What other contributions of that scholar to the theory of language and/or translation do you know?
  4. Discuss the metaphor of “translation as transfer”. Make mention of the main representatives of approaches to translation based on this metaphor
  5. Discuss the main assumption made by Eugene Nida concerning: 1) the idea of translation as transfer, 2) the concept of philological translation, 3) the influence of cultural reality on translation
  6. Discuss the metaphor of “translation as textual, mediated communication”. Make mention of the main representatives of approaches to translation based on this metaphor
  7. Enumerate and discuss the text-types proposed by K. Reiss (1974). What do these types correspond to in terms of communication theory?
  8. Define the concept of text as used by the functionalist approach(es) to translation. What other ways of comprehending the notion of text are you familiar with?
  9. Why do some scholars claim that in 1990s there took place a cultural turn in translation studies? Enumerate and discuss the most prominent representative of this trend in translation studies
  10. Discuss the metaphor of “writing/translating as refraction” by A. Lefevere. What is your opinion on the similarities and differences of the working processes of a writer-author and a translator?
  11. Give evidence for the “professional turn” in translation studies in the late 1990. What extra-translational conditions must be taken into account when talking about the phenomenon?
  12. Should the client be seen as part of the translation process (cf. Vermeer’s 1984 notion of commission)? What can this mean, and what consequences this approach brings to translation theory and practice?
  13. Newmark, Vinay and Darbelnet can be regarded as representatives of a similar approach to translation. Discuss their approach(es), looking for similarities and discrepancies
  14. Discuss the potential relations between the literary system of the source text and the literary system of the target text, as revealed by translation-related choices (of translators, editors, policy-makers, product managers, etc.). Make sure to mention the scholar who proposed analyzing the above-mentioned relation as part of literary theory
  15. Discuss the notion of translatorial action by Holz-Mänttäri (1984). To which main trend of translation studies does this notion belong?

 

Literatura angielska (seminarium) dr hab. Grzegorz Maziarczyk

  1. British poetry of the 1950s and 1960s: major features and representatives
  2. Contemporary British poetry: major features and representatives
  3. American poetry of the 1950s and 1960s: major features and representatives
  4. Contemporary American poetry: major features and representatives
  5. British drama of the 1950s and 1960s: major features and representatives
  6. Contemporary British drama: major features and representatives
  7. American drama of the 1950s and 1960s: major features and representatives
  8. Contemporary American drama: major features and representatives
  9. British fiction of the 1950s and 1960s: major features and representatives
  10. American fiction of the 1950s and 1960s: major features and representatives
  11. Postmodern British fiction: major features and representatives
  12. Postmodern American fiction: major features and representatives
  13. Post-colonial literature: major features and representatives
  14. Multimodal fiction: major features and representatives
  15. Electronic literature: major features and representatives

 

Literatura amerykańska (seminarium) dr Urszula Niewiadomska-Flis

  1. The image of a serial killer in American literature and TV series.
  2. Survival literature.
  3. Representation of foodways in fantasy and sci-fi.
  4. The issue of hunger in Jewish American literature.
  5. Human-animal relationships in American literature.
  6. Representation of foodways in magic realism.
  7. Anthropomorphous diet in American literature and cinematography.
  8. Poor white girlhood in the literature of the American South.
  9. Dehumanization in American literature and film.
  10. Slave rebellions in slave narratives.
  11. Representation of foodways in children’s literature adapted to screen.
  12. White-black female relations in literature of the American South.
  13. The concept of space in Walker Percy’s fiction.
  14. The image of an immigrant and his community in Polish American literature.
  15. The issue of eating disorders in ethnic American literature.

 

 

 

Filologia angielska, studia niestacjonarne I stopnia:

 

Seminaria licencjackie:

 

Literaturoznawstwo (seminarium licencjackie) dr Łukasz Borowiec

  1. Beginnings of English drama and theatre: medieval drama and theatre – main features and representative works.
  2. Elizabethan drama and theatre – main features and representatives.
  3. William Shakespeare – a man of the theatre.
  4. Jacobean drama and theatre – main features and representatives.
  5. Restoration drama and theatre – main features and representatives.
  6. Victorian and Edwardian drama and theatre – G. B. Shaw & O. Wilde.
  7. The inter-war drama and theatre – N. Coward, T. S. Eliot, S. O’Casey, J B. Priestley.
  8. The Theatre of the Absurd – main features and representatives.
  9. Kitchen sink drama – main features and representatives.
  10. Women in modern British drama and theatre – main issues and representatives.
  11. Samuel Beckett as a playwright and man of the theatre.
  12. Harold Pinter as a playwright and man of the theatre.
  13. Tom Stoppard as a playwright and man of the theatre.
  14. “In-yer-face” drama and theatre – main features and representatives.
  15. Political and social issues in modern British drama.

 

Językoznawstwo (seminarium licencjackie) dr hab. Anna Bloch-Rozmej

  1. Stages of first language acquisition
  2. Stages of second language acquisition.
  3. Language policy
  4. English as a lingua franca
  5. The major processes of word formation.
  6. The subject matter of phonetics and its major branches.
  7. The organs of speech and their role in sound production
  8. The division of sounds according to their place of articulation
  9. The division of sounds according to the manner of articulation
  10. The English vowels.
  11. The English consonants
  12. The definition of a phoneme. Allophones as variants of phonemes
  13. Phonological rules as a derivational mechanism
  14. The concept of phonological representation.
  15. Examples of phonological processes typical of Polish and English
  16. Contrastive English-Polish phonology
  17. The concepts of linguistic competence and performance
  18. Difference between the descriptive and prescriptive approaches to grammar.
  19. Dialect, idiolect, sociolect.
  20. Differences between pidgins and creoles.
  21. Definitions of synonyms, antonyms, homonyms and homophones.
  22. Gender-specific features of language
  23. The major differences between British English and General American
  24. Innovative methods in language teaching.
  25. English borrowings in the Polish language.
  26. Inflectional versus derivational morphemes.
  27. The concept of Universal Grammar.
  28. Major problems in text translation.
  29. Differences between children and adult language learners.
  30. Human language versus animal ‘languages’ – differences and similarities

 

Dydaktyka (seminarium licencjackie) dr Tetiana Derkacz-Padiasek

  1. Conventional methods of teaching English (the Grammar-Translation Approach, the Direct Method, the Audio-Lingual Method)
  2. Unconventional methods of teaching English (Total Physical Response, the Silent Way, the Natural Approach, Suggestopedia)
  3. Innovations in English Language Education
  4. Methods & techniques of teaching English to primary school learners
  5. Learners with special educational needs: teaching and facilitation methods
  6. Teaching in mixed ability and large classes (methods, techniques, challenges)
  7. Learner differences (aptitude and intelligence, learner styles and strategies, individual variations)
  8. Personality factors (self-esteem, inhibition, risk-taking, anxiety, empathy, extroversion)
  9. Learning and communication strategies (metacognitive, cognitive, socio affective strategies; avoidance and compensatory strategies)
  10. Teaching communication skills (methods, techniques, activities)
  11. Developing listening skills (methods, techniques, strategies)
  12. Techniques for teaching reading skills. Improving reading efficiency (skimming, scanning and searching, critical reading)
  13. Feedback during oral and written work (accuracy and fluency, responding, correcting)
  14. Using memory improvement techniques (mnemonics)
  15. Common problems and solutions in teaching English as a foreign language

 

 

 

Filologia angielska, studia niestacjonarne II stopnia:

 

Seminaria magisterskie:

 

Metodyka i językoznawstwo stosowane (seminarium) dr hab. Anna Bloch-Rozmej

  1. Methods of foreign language teaching: the Grammar-translation method.
  2. The Audio-lingual approach to language teaching.
  3. The traits of the Communicative Approach
  4. The theory of Multiple Intelligences
  5. Unconventional methods of language teaching
  6. Learning and teaching styles
  7. The problem of motivation in the English classroom
  8. Types of motivation and motivation-raising strategies.
  9. Mixed-ability classes.
  10. The significance of teaching aids.
  11. The use of authentic materials in language teaching.
  12. Multimedia in the language classroom.
  13. The problem of learner autonomy
  14. The question of syllabus design.
  15. Error and mistake: problems and solutions.
  16. Literary forms in second language teaching.
  17. The development of the receptive skills.
  18. Ways of developing the productive skills.
  19. Differences between first and second language acquisition.
  20. Teaching English for specific purposes.
  21. The role of computer in teaching English as a foreign language.
  22. Multimedia in the foreign language instruction.
  23. The role of testing in English teaching. Types of tests.
  24. Features of business English and the structure of a business English course.
  25. Psychological factors in foreign language learning.
  26. The roles of the teacher in the English classroom.
  27. A well-designed English course book.
  28. Learning strategies.
  29. Effective ways of teaching grammar.
  30. Age-dependent features in the context of language learning.

 

Literatura a nowe zjawiska w kulturze współczesnej (seminarium) dr hab. Grzegorz Maziarczyk

  1. Adaptation and remediation in contemporary British culture
  2. Romantic poetry: major features and representatives
  3. Victorian poetry: major features and representatives
  4. Modernist poetry: major features and representatives
  5. The early British novel: major features and representatives
  6. The Gothic novel: major features and representatives
  7. Victorian fiction: major features and representatives
  8. Modernist fiction: major features and representatives
  9. Postmodern fiction: major features and representatives
  10. Fantasy: major features and representatives
  11. Science fiction: major features and representatives
  12. Cyberpunk: major features and representatives
  13. Post-colonial literature: major features and representatives
  14. Magic realism: major features and representatives
  15. Dystopia/anti-utopia: major features and representatives

 

 

 

 

 

 

 

 

Tezy na egzamin dyplomowy

dla kierunku Filologia angielska

na stacjonarnych/niestacjonarnych studiach I i II stopnia

w roku akademickim 2014/2015

logo_IFA_web

Literatura amerykańska (seminarium licencjackie) dr P. Antoszek

1.           Puritan literature – major genres, thematic concerns, representatives

2.           Gothic elements in the literature of Edgar Allan Poe

3.           American Transcendentalism

4.           Henry James vs. Mark Twain – two faces of American realism

5.           Modernist poetry

6.           The Great Gatsby and the American Dream

7.           The Harlem Renaissance

8.           John Steinbeck and the literature of the Great Depression

9.           The Beat Generation

10.         Outsiders in American twentieth century literature

11.         Postmodernism – literary techniques, themes, representatives

12.         Problems of representation in historiographic metafiction

13.         Physical and metaphorical spaces in Gothic literature

14.         The trope of the house in American ethnic literature

15.         Hybrid identities/hybrid spaces in contemporary ethnic literature

 

Kulturoznawstwo (seminarium licencjackie) dr A. Antonowicz

16.         Raymond Williams’ definition of ‘culture’

17.         Key concepts and principles of analysis in cultural studies

18.         Symbols and tokens of British national identity

19.         The ethos of the British Public Schools

20.         The development of universities in Great Britain

21.         The Anglo-American special relationship in politics and culture

22.         The changing relation between religion and politics in Great Britain in the historical perspective

23.         The Anglo-Scottish relations in the historical perspective and in the present

24.         Attitudes to war in the interwar period

25.         The impact of the Industrial Revolution on British culture

26.         The position of women in the 19th and 20th centuries

27.         The impact of The Inklings on popular culture

28.         Radio and television in Great Britain

29.         The press market in Great Britain

30.         Thatcherism – Britain in the 1980s

31.         The cultural movement of Cool Britannia

 

Metodyka (seminarium licencjackie) dr P. Steinbrich

32.         The role of communication in an EFL classroom: a historical perspective (The Grammar-

Translation Method, the Audio-Lingual Method, the Direct Method, Total Physical Response)

33.         The role of communication in a contemporary EFL classroom (communicative competence, Communicative Language Teaching, Task-Based Learning, declarative vs. procedural knowledge, language skills vs. language areas, language form vs. meaning, learner needs, learner collaboration, English as a Lingua Franca)

34.         Developing productive language skills during EFL lessons (methods, techniques, challenges)

35.         Developing receptive language skills during EFL lessons (methods, techniques, challenges)

36.         Integrating language skills across the curriculum

37.         Approaches to teaching EFL grammar (inductive vs. deductive grammar teaching, grammar presentation techniques, grammar practice and testing, corrective feedback, teaching grammar across age groups, focus on form(s))

38.         Approaches to teaching EFL vocabulary (explicit vs. implicit vocabulary teaching, vocabulary presentation, practice and consolidation, aspects of vocabulary knowledge, the role of collocations and fixed expressions, teaching vocabulary across age groups, the Lexical Approach)

39.         The learner as the recipient/participant of EFL instruction: learner styles, learning strategies, learning processes, learner vs. teacher centredness, learner autonomy, learner variables, learner motivation and personality, good language learners

40.         Aspects of learner language (interlanguage): fluency and accuracy in speech and writing, types and sources of learner errors

41.         Patterns of interaction in an EFL classroom

42.         Dimensions of classroom discourse (structure/ functions/ features of teacher talk, the role of L1/L2, pedagogic vs. naturalistic discourse, teacher talk across age groups, student talk vs. teacher talk)

43.         Preparing and managing EFL lessons (lesson structure, presentation-practice-production,

classroom discipline, group size, mixed ability groups, technology-assisted lessons)

44.         The role of input, interaction and output in EFL instruction

45.         Language testing (types of tests, testing language areas and skills, test validity)

 

Literatura angielska (seminarium licencjackie) dr J. Teske

46.         Narrative and prose (definitions and examples)

47.         The novel: definition of the genre and its origin

48.         Formal elements typical of realistic fiction and its thematic dominant

49.         Formal elements typical of modernist fiction and its thematic dominant

50.         Formal elements typical of postmodernist fiction and its thematic dominant

51.         Realism and the novel (cf. Ian Watt’s claim that the novel (as a genre) is “primarily realistic”)

52.         The novel and consciousness (cf. David Lodge’s contention that by means of the novel people explore their consciousness)

53.         The implied author – a matter of controversy?

54.         The focalizer: definition and and the main facets of focalization

55.         Metafiction (definition and example) and Patricia Waugh’s claim that “metafiction is a tendency [...] inherent in all novels”

56.         The narrator (definition and classification)

57.         The narratee (definition and function)

58.         Contemporary British fiction (brief presentation of  three authors and their novels)

59.         Limits to legitimate interpretations of works of art (possible approaches)

60.         The novel and mimetic (representational) art

 

Morfologia (seminarium licencjackie) dr hab. A. Malicka-Kleparska, prof. KUL

61.         Types of morphemes

62.         Roots vs. formatives

63.         Word formation

64.         Inflection

65.         Types of compounds

66.         Morphological categories

67.         Morphological types

68.         Morphological alternations

69.         Types of derivatinal processes

70.         Structures of derivatives

71.         Loan words

72.         Types of word creation

73.         Metaphor, metonymy

74.         Language types

75.         English inflection in diachronic perspective

76.         Verbal valency

 

Literaturoznawstwo (seminarium licencjackie) dr Ł. Borowiec

77.         Beginnings of English drama and theatre: medieval drama and theatre – main features and representative works

78.         Elizabethan drama and theatre – main features and representatives

79.         William Shakespeare – a man of the theatre

80.         Jacobean drama and theatre – main features and representatives

81.         Restoration drama and theatre – main features and representatives

82.         Victorian and Edwardian drama and theatre – G. B. Shaw & O. Wilde

83.         The inter-war drama and theatre – N. Coward, T. S. Eliot, S. O’Casey, J B. Priestley

84.         The Theatre of the Absurd – main features and representatives

85.         Kitchen sink drama – main features and representatives

86.         Women in modern British drama and theatre – main issues and representatives

87.         Samuel Beckett as a playwright and man of the theatre

88.         Harold Pinter as a playwright and man of the theatre

89.         Tom Stoppard as a playwright and man of the theatre

90.         “In-yer-face” drama and theatre – main features and representatives

91.         Political and social issues in modern British drama

 

Dydaktyka (seminarium licencjackie) dr T. Derkacz-Padiasek

92.         Conventional methods of teaching English (the Grammar-Translation Approach, the Direct Method, the Audio-Lingual Method)

93.         Unconventional methods of teaching English (Total Physical Response, the Silent Way, the Natural Approach, Suggestopedia)

94.         Innovations in English Language Education

95.         Methods & techniques of teaching English to primary school learners

96.         Learners with special educational needs: teaching and facilitation methods

97.         Teaching in mixed ability and large classes (methods, techniques, challenges)

98.         Learner differences (aptitude and intelligence, learner styles and strategies, individual variations)

99.         Personality factors (self-esteem, inhibition, risk-taking, anxiety, empathy, extroversion)

100.       Learning and communication strategies (metacognitive, cognitive, socio affective strategies; avoidance and compensatory strategies)

101.       Teaching communication skills (methods, techniques, activities)

102.       Developing listening skills (methods, techniques, strategies)

103.       Techniques for teaching reading skills. Improving reading efficiency (skimming, scanning and searching, critical reading)

104.       Feedback during oral and written work (accuracy and fluency, responding, correcting)

105.       Using memory improvement techniques (mnemonics)

106.       Common problems and solutions in teaching English as a foreign language

 

Językoznawstwo (seminarium licencjackie) dr A. Bartnik

107.       Theoretical and applied contrastive linguistics

108.       Methodology of contrastive analysis

109.       Mechanisms of semantic change

110.       Characteristics of linguistic corpora

111.       Definitions and types of borrowings

112.       Syntactic borrowings in Polish

113.       Morphological borrowings in Polish

114.       A contrastive analysis of selected aspects of Polish and English noun phrase

115.       A contrastive analysis of selected aspects of Polish and English verb phrase

116.       Complementation in English and Polish

117.       Semantic loan and loan translation

118.       A history of borrowings in Polish

119.       Polish borrowings in English

120.       Modality in English and Polish

121.       The notion of transfer in contrastive analysis

 

Neofilologia (seminarium licencjackie): Chełm dr hab. S. Wącior, prof. KUL

122.       The role of communication in an EFL classroom: a historical perspective (The Grammar-Translation Method, the Audio-Lingual Method, the Direct Method, Total Physical Response)

123.       The role of communication in a contemporary EFL classroom (Communicative Language Teaching)

124.       Developing listening skills during EFL lessons (methods, techniques, challenges)

125.       Developing speaking skills during EFL lessons (methods, techniques, challenges)

126.       Developing reading skills during EFL lessons (methods, techniques, challenges)

127.       Developing writing skills during EFL lessons (methods, techniques, challenges)

128.       Teaching vocabulary in an EFL classroom (word knowledge, vocabulary presentation techniques, vocabulary practice and revision, vocabulary learning strategies)

129.       Approaches to teaching EFL grammar (inductive vs deductive grammar teaching, grammar presentation techniques, grammar practice and testing, corrective feedback)

130.       Teaching English pronunciation (factors affecting pronunciation learning, methods, techniques, challenges)

131.       The role of cultural competence in an EFL classroom (approaches, techniques, materials for teaching cultural competence)

132.       Patterns of interaction in an EFL classroom

133.       Language testing (types of tests, testing language areas and skills, principles of testing).

134.       Language teaching materials (types and their use)

135.       Preparing and managing EFL lessons (lesson structure, presentation-practice-production, classroom discipline, group size, mixed ability groups, technology-assisted lessons)

136.       Teaching English to young learners (principles, methods and techniques)

 

Morfologia (seminarium) dr hab. M. Bloch-Trojnar

137.       Morphology in different languages (analytic, isolating, synthetic, agglutinative, polysynthetic)

138.       Ambiguities inherent in the term word (lexeme and word-form, citation form, paradigm, grammatical word, phonological word)

139.       Inflection vs. derivation – criteria for distinction

140.       Inflection vs. derivation -  conceptualization in morphological theory (dichotomy, continuum, tripartition)

141.       Morpheme analysis – difficulties (homonymy, synonymy, cumulative expression/extended exponence, null/zero morpheme, empty morphemes)

142.       Concatenative vs. non-concatenative morphology (base modification, transfixation, reduplication, conversion and back-derivation)

143.       Allomorphy (phonologically, morphologically and lexically conditioned allomorphy)

144.       Morphological change : pattern loss, coalescence, analogical change, reanalysis

145.       Strata in the morphology (leve1 (non-neutral) vs. level 2 (neutral) affixes)

146.       Productivity vs. creativity & current tendencies in lexeme formation in English

147.       Productivity restrictions (structural factors, blocking)

148.       Functional classification of derivational operations (transposition, mutation, modification) & common derivational categories

149.       Expressive derivation

150.       Compounds (compounds vs. syntactic phrases, types: endocentric, exocentric, appositional etc.)

151.       Word Manufacturing (clipping, blending, acronymisation, backformation, analogical formation)

 

Składnia (seminarium) prof. dr hab.  A. Bondaruk

152.       The application of the operation Merge

153.       The operation Agree and constraints on its application

154.       A-movement: the contexts of its application and the mode of its operation

155.       A’-movement: the contexts of its application and the mode of  its operation

156.       Phases – their definition and role in the derivation

157.       The EPP and the position of the subject in a sentence

158.       The role of phases in constraining Agree and Move

159.       Expletive subjects and the way they are licensed in the Minimalist Program

160.       A-movement in passive sentences in English

161.       Ellipsis: its typology and licensing

162.       Syntactic differences between unaccusative and unergative predicates 

163.       Raising and passive predicates

164.       Control predicates and the licensing of PRO

165.       The copy theory of movement

166.       Licensing negation in English

 

Literatura angielska (seminarium) dr Ł. Borowiec

167.       Beginnings of English drama and theatre: medieval drama and theatre – main features and representative works

168.       Elizabethan drama and theatre – main features and representatives

169.       William Shakespeare – a man of the theatre

170.       Jacobean drama and theatre – main features and representatives

171.       Restoration drama and theatre – main features and representatives

172.       Victorian and Edwardian drama and theatre – G. B. Shaw & O. Wilde

173.       The inter-war drama and theatre – N. Coward, T. S. Eliot, S. O’Casey, J B. Priestley

174.       The Theatre of the Absurd – main features and representatives

175.       Kitchen sink drama – main features and representatives

176.       Women in modern British drama and theatre – main issues and representatives

177.       Samuel Beckett as a playwright and man of the theatre

178.       Harold Pinter as a playwright and man of the theatre

179.       Tom Stoppard as a playwright and man of the theatre

180.       “In-yer-face” drama and theatre – main features and representatives

181.       Political and social issues in modern British drama

 

Literatura amerykańska (seminarium) dr E. Bańka

182.       The American West as symbol and myth

183.       Frederic Jackson Turner’s "The Significance of the Frontier in American History" and the shaping of the mythology of the American West

184.       The role of place/landscape in the literature of the American West

185.       Racial relations depicted in the literature of the American West

186.       The image of the Indian in the early Western literature

187.       Asian American perspectives on the shaping of the American West

188.       The impact of cinematography on the shaping of the Western mythology

189.       Cormac McCarthy’s border fiction

190.       Post-western American  literature and cinema

191.       Mexican-American (re)interpretations of the American West

192.       Native American literary responses to the Western mythology

193.       Female literary voices depicting the American West

194.       Literary cultures in the American Southwest

195.       Western American literature and environmental literary criticism

196.       Violence in the literature of the American West

 

Literatura brytyjska (seminarium) dr A. Bednarski

197.       Discuss the problem of national identity in Scottish literature

198.       Discuss the problem of national identity in Welsh literature

199.       Is Welsh literature in English a postcolonial literature?

200.       Discuss national identity in modern Welsh literature and culture

201.       Discuss contemporary literature in Welsh

202.       Discuss modern literature in Scots Gaelic

203.       How does landscape contribute to the formation of national/local identity in Welsh and Scottish literature?

204.       Discuss the role of Walter Scott's work in the formation of Scottish identity

205.       Discuss RS Thomas's attitude to Welsh identity and culture

206.       Present the development of Arthurian literature

207.       Discuss the role of the bard in Welsh culture

208.       Compare attitudes towards Wales and Scotland in Twin Town and Trainspotting

209.       Discuss the representation of Ireland in the work of William Trevor

210.       Can comic books/graphic novels be classified as literature or do they belong solely to visual art?

211.       Discuss the reworkings of The Mabinogion in modern literature

 

Metodyka (seminarium) dr P. Steinbrich

212.       The role of communication in an EFL classroom: a historical perspective (The Grammar-

Translation Method, the Audio-Lingual Method, the Direct Method, Total Physical Response)

213.       The role of communication in a contemporary EFL classroom (communicative competence, Communicative Language Teaching, Task-Based Learning, declarative vs. procedural knowledge, language skills vs. language areas, language form vs. meaning, learner needs, learner collaboration, English as a Lingua Franca).

214.       Developing productive language skills during EFL lessons (methods, techniques, challenges)

215.       Developing receptive language skills during EFL lessons (methods, techniques, challenges)

216.       Integrating language skills across the curriculum

217.       Approaches to teaching EFL grammar (inductive vs. deductive grammar teaching, grammar presentation techniques, grammar practice and testing, corrective feedback, teaching grammar across age groups, focus on form(s))

218.       Approaches to teaching EFL vocabulary (explicit vs. implicit vocabulary teaching, vocabulary presentation, practice and consolidation, aspects of vocabulary knowledge, the role of collocations and fixed expressions, teaching vocabulary across age groups, the Lexical Approach)

219.       The learner as the recipient/participant of EFL instruction: learner styles, learning strategies, learning processes, learner vs. teacher centredness, learner autonomy, learner variables, learner motivation and personality, good language learners

220.       Aspects of learner language (interlanguage): fluency and accuracy in speech and writing, types and sources of learner errors

221.       Patterns of interaction in an EFL classroom

222.       Dimensions of classroom discourse (structure/ functions/ features of teacher talk, the role of L1/L2, pedagogic vs. naturalistic discourse, teacher talk across age groups, student talk vs. teacher talk)

223.       Preparing and managing EFL lessons (lesson structure, presentation-practice-production,

classroom discipline, group size, mixed ability groups, technology-assisted lessons)

224.       The role of input, interaction and output in EFL instruction

225.       Language testing (types of tests, testing language areas and skills, test validity)

 

Fonologia (seminarium) dr S. Zdziebko

226.        The vocalic system of English

227.       The vocalic system of Polish

228.       The consonantal system of English

229.       The consonantal system of Polish

230.       Basic types of the distribution of speech segments

231.       Varieties of English – phonetic and phonological differences

232.       Aspiration in the English language

233.       Rhoticity in the English language

234.       Autosegmental phonology (main assumptions and consequences).

235.       Syllable structure in Polish

236.       Syllable structure in English

237.       Stress assignment in English and Polish

238.       Types of phonological processes

239.       Adaptation of borrowings as the level of phonology

240.       Vocalic changes in the history of English

 

Metodyka (seminarium) dr S. Zdziebko

241.       The main features of the Grammar-translation method

242.       The theory of Multiple Intelligences

243.       Mistakes and errors: differences and discrimination

244.       Discourse analysis and its role in teaching reading and writing.

245.       The Contrastive Analysis Hypothesis

246.       The phenomenon of transfer and its role of in SLA

247.       L1 and L2 acquisition: differences and similarities

248.       Learning styles and their role in SLA

249.       Learning strategies and their role in SLA

250.       The Behaviorist approach to learning

251.       The concept of Universal Grammar

252.       The Constructivist approach to learning

253.       The Critical Period Hypothesis

254.       Action Research in second language pedagogy

255.       Mixed-ability classes: challenges and solutions

 

Językoznawstwo historyczne (seminarium) dr J. Wójcik

256.       The lexicon of Old English 

257.       Old English as a Germanic language

258.       Borrowings in the Middle English period

259.       Multicultural character of Medieval England

260.       The rise of standard English

261.       The structure of Modern English lexicon

262.       Types and examples of semantic change in the history of English

263.       Sound change – the evolution of views and approaches

264.       History of English – periods, events, developments

265.       Old English spelling vs pronunciation

266.       Question formation in the history of English

267.       Negation in the history of English

268.       Modern English as a descendant of Old English

269.       Sources and corpora useful in the study of the history of English

270.       History of English monolingual dictionaries

 

Translatoryka (seminarium) dr K. Klimkowski

271.       The development of AVT. Discuss. Make mention of linguistic, cultural and market-related aspects of screen translation

272.       Why the term AVT is more and more often substituted by the notion of intersemiotic, multimodal or multimedia translation? What are the definitions of each of these concepts?

273.       Discuss the concepts of intralingual, interlingual and intersemiotic translation? Who proposed the distinction? What other contributions of that scholar to the theory of language and/or translation do you know?

274.       Discuss the metaphor of “translation as transfer”. Make mention of the main representatives of approaches to translation based on this metaphor

275.       Discuss the main assumption made by Eugene Nida concerning: 1) the idea of translation as transfer, 2) the concept of philological translation, 3) the influence of cultural reality on translation

276.       Discuss the metaphor of “translation as textual, mediated communication”. Make mention of the main representatives of approaches to translation based on this metaphor

277.       Enumerate and discuss the text-types proposed by K. Reiss (1974). What do these types correspond to in terms of communication theory?

278.       Define the concept of text as used by the functionalist approach(es) to translation. What other ways of comprehending the notion of text are you familiar with?

279.       Why do some scholars claim that in 1990s there took place a cultural turn in translation studies? Enumerate and discuss the most prominent representative of this trend in translation studies

280.       Discuss the metaphor of “writing/translating as refraction” by A. Lefevere. What is your opinion on the similarities and differences of the working processes of a writer-author and a translator?

281.       Give evidence for the “professional turn” in translation studies in the late 1990. What extra-translational conditions must be taken into account when talking about the phenomenon?

282.       Should the client be seen as part of the translation process (cf. Vermeer’s 1984 notion of commission)? What can this mean, and what consequences this approach brings to translation theory and practice?

283.       Newmark, Vinay and Darbelnet can be regarded as representatives of a similar approach to translation. Discuss their approach(es), looking for similarities and discrepancies

284.       Discuss the potential relations between the literary system of the source text and the literary system of the target text, as revealed by translation-related choices (of translators, editors, policy-makers, product managers, etc.). Make sure to mention the scholar who proposed analyzing the above-mentioned relation as part of literary theory

285.       Discuss the notion of translatorial action by Holz-Mänttäri (1984). To which main trend of translation studies does this notion belong?

 

Autor: Monika Gozdór
Ostatnia aktualizacja: 10.11.2015, godz. 10:13 - Monika Gozdór