English Studies
English Studies
English Studies
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University of Split<br />
Faculty of Philosophy<br />
GRADUATE DEGREE PROGRAMME<br />
<strong>English</strong> <strong>Studies</strong>
S T U D Y P R O G R A M M E<br />
Graduate Degree Programme: <strong>English</strong> <strong>Studies</strong><br />
University of Split<br />
Faculty of Philosophy<br />
Department of <strong>English</strong> Language and Literature<br />
Radovanova 13, 21000 Split, Croatia<br />
Phone: + 385 21 488 486<br />
Fax: + 385 21 489 582<br />
office@ffst.hr<br />
http://www.ffst.hr
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Introduction<br />
1.1 General information on the programme<br />
Graduate studies in <strong>English</strong> at the Faculty of Philosophy, Split University, have been<br />
designed to educate and train professionals who will be concerned with <strong>English</strong><br />
linguistics, interdisciplinary discourse studies, literary stylistics, <strong>English</strong> language teaching<br />
or translation. The need for such professionals of various specialisations has long been<br />
present in the labour market and in all aspects of society.<br />
In graduate studies the student, depending upon his or her area of specialization, acquires<br />
general and specialised knowledge in the field of <strong>English</strong> studies. Successful completion<br />
of the teacher education specialisation in graduate studies can lead to employment in<br />
primary and secondary and foreign language schools. The need for <strong>English</strong> language<br />
teachers is constant due to the widespread manifestation of an exceptionally keen interest<br />
in <strong>English</strong> language learning and the large number of primary, secondary and foreign<br />
language schools in the Split-Dalmatian county and neighbouring surroundings. This need<br />
will be further increased with the introduction of <strong>English</strong> as a compulsory subject in the<br />
first grade of primary school and the planned introduction of a second foreign language<br />
from grade four of primary school onwards.<br />
Successful completion of translator/interpreter education within these graduate studies<br />
enables the Master of <strong>English</strong> <strong>Studies</strong> to translate and interpret in a variety of situations.<br />
Due to contemporary trends and the EU integration process there is a growing need for<br />
translators in the areas of foreign affairs, business, management and culture. Such<br />
professionals will be especially sought after locally in the Split-Dalmatian County due to<br />
the accelerated development of tourism in this region.<br />
Successful completion of the single-major research MA programme Language and<br />
Communication enables the Master of <strong>English</strong> <strong>Studies</strong> to enrol in doctoral studies and<br />
provides the possibility of pursuing research in institutions dealing with the study of<br />
<strong>English</strong> language and literature. All the courses are elective so that students can put<br />
together a programme that suits their interests. The education of these students preparing<br />
for further research is of great importance in the essential creation of a pool of qualified<br />
future professionals for institutions of higher education and research.<br />
Programmes of graduate <strong>English</strong> studies at the Faculty of Philosophy, Split University, are<br />
based on related contemporary concepts. An interdisciplinary approach to the study of<br />
language and literature and the introduction of a great number of new courses ensure an<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
advanced comprehension of language, its nature and various functions. The general<br />
frameworks of course-units have been developed from contemporary sources which<br />
encompass fundamental topics from specific disciplines and recent research insights. The<br />
teaching methods and techniques to be employed in the studies contribute to and<br />
encourage the development of the indispensable competencies of critical thinking and<br />
creativity.<br />
The programmes are modelled on the educational structures in Europe (ECTS system,<br />
study cycles, etc.).<br />
The study programmes designed on the basis of the above mentioned principles and<br />
including a large number of elective courses are already in place at many other<br />
universities abroad. Accordingly, owing to their necessarily specific qualities, the<br />
proposed programmes of various specialisations in <strong>English</strong> studies, are indirectly<br />
comparable to other graduate (Master) programmes which have been developed<br />
according to ECTS principles.<br />
1.2. Previous experience in the implementation of equivalent or similar<br />
programmes<br />
The four-year undergraduate study programme of <strong>English</strong> Language and Literature,<br />
implemented since 2001/2002 at the former School of Humanities, now at the Faculty of<br />
Philosophy at Split University, already includes two courses of specialisation which are<br />
introduced in the final years of studies leading to a degree with or without teaching<br />
qualifications.<br />
Students’ keen interest to continue their studies in these specialised courses in <strong>English</strong><br />
Language and Literature at Split University justifies socially, culturally and academically<br />
the establishment of the new graduate studies.<br />
1.3. Student mobility scheme<br />
Student mobility schemes are implemented under special agreements between Split<br />
University and other Croatian and foreign universities.<br />
1.4. Other elements<br />
1 ECTS credit stands for 30 hours of the student workload.<br />
1 contact hour stands for a period of 45 minutes teaching contact/cooperation between a<br />
staff member and a student or group of students.<br />
In the graduate degree programmes in <strong>English</strong> studies, contact hours per semester (except<br />
in the last semester) amount to one fourth of the total student workload.<br />
Potential partners to the graduate studies from non-higher education institutions are<br />
primary and secondary and foreign language schools in Split, Split-Dalmatian County,<br />
The Croatian Chamber of Commerce, and The Tourist Board of Split.<br />
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2. General description<br />
Type of<br />
Programme<br />
Graduate studies<br />
Programme Title <strong>English</strong> <strong>Studies</strong>:<br />
Language and Communication (single-major)<br />
Teacher Education (double-major)<br />
Translator/Interpreter Education (double-major)<br />
Institution Faculty of Philosophy, Split University<br />
Implemented<br />
by<br />
Duration 2 years<br />
Department of <strong>English</strong> Language and Literature<br />
ECTS 120 (one-major), 60 (double-major) credits<br />
Admission<br />
Requirements<br />
Learning<br />
outcomes and<br />
competences<br />
Completed undergraduate studies (BA) in <strong>English</strong> Language and Literature<br />
Minimum ECTS credits: 180. Other requirements (minimum average<br />
grade) according to the Faculty Statute.<br />
The Master of Arts in <strong>English</strong> studies is expected to understand specific<br />
theories, concepts and principles providing the theoretical background of<br />
<strong>English</strong> linguistics and related disciplines, to apply the given principles in<br />
practical individual work and use the acquired knowledge in linguistic<br />
research. S/he should be able to analyse, synthesise and summarise<br />
information critically, including prior research, and write coherent and<br />
well-structured papers in <strong>English</strong>. S/he should have acquired skills of oral<br />
presentation of scientific material and arguments. Therefore, s/he should<br />
have acquired necessary competences to continue with postgraduate<br />
(doctoral and specialist) studies.<br />
After the completion of the research MA programme Language and<br />
Communication the Master of Arts will have developed intellectual skills<br />
including the understanding of concepts and principles which connect<br />
linguistics and cognitive and information sciences, discourse studies, poetics,<br />
and philosophy of language. S/he will have acquired sensitivity to the<br />
interdisciplinary approach and practical skills in the analysis of different texts<br />
and critical evaluation of ideas. S/he will also have acquired communicative<br />
skills in writing academic papers and in oral presentations in <strong>English</strong>. S/he will<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Access to further<br />
studies<br />
Qualification<br />
awarded<br />
be competent to undertake research and professional work in all subjects<br />
included in the programme of studies, especially in lexicology, the development<br />
of language corpuses, the area of critical analysis, the translation of literary and<br />
professional texts and information technology involving computerised text<br />
processing in various linguistic, philological and other research projects.<br />
After the completion of graduate studies in Teacher Education, the<br />
Master of Education in <strong>English</strong> is expected to understand the nature of<br />
foreign language teaching process. S/he will be acquainted with procedures<br />
and techniques for foreign language teaching and be able to choose<br />
appropriate teaching strategies. S/he will be competent to teach <strong>English</strong> at<br />
various levels and in various institutions within the education system<br />
including primary and secondary schools, and foreign language schools.<br />
After successful completion of graduate studies in Translator/Interpreter<br />
Education, the Master of Arts in <strong>English</strong> will be competent to translate<br />
professional and literary texts and to interpret both simultaneously and<br />
consecutively.<br />
After successful completion of graduate studies in <strong>English</strong>, the Master in<br />
<strong>English</strong> studies can also be employed in culture, publishing, media, foreign<br />
affairs, administration and business.<br />
After successful completion of graduate studies the Master of Arts in<br />
<strong>English</strong> will be able to continue doctoral studies within the research field of<br />
humanities, linguistics or in the interdisciplinary research areas of<br />
linguistics, literature and culture. S/he can continue research related to the<br />
major courses included in the graduate studies, and research in similar<br />
disciplines at universities within Croatia and abroad. S/he can also enrol in<br />
related post-graduate specialised studies.<br />
Academic Degree: Master’s Degree in <strong>English</strong> <strong>Studies</strong><br />
Academic Title: Master of Arts (MA) in <strong>English</strong> <strong>Studies</strong><br />
Master of Education (MEdu) in <strong>English</strong><br />
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3. Study programme<br />
3.1. Programme structure with credits<br />
3.1.1. Research MA programme in <strong>English</strong> <strong>Studies</strong>:<br />
Language and Communication<br />
All the courses are elective so that students can (to a certain extent) put together a<br />
programme that suits their interests.<br />
Course<br />
code<br />
1st Semester<br />
Course title Contact ECTS<br />
Elective courses<br />
hours* credits<br />
Language and discourse 30+30 6<br />
Computational methodology for linguistic research 15+15 3<br />
Syntax – comparative and formal aspects 15+15 3<br />
Literary text and discourse 30+30 6<br />
Language and society 15+15 3<br />
Psycholinguistics and cognitive aspects of language 15+15 3<br />
Translation studies with elements of contrastive analysis 30+30 6<br />
Theory of language change 15+15 3<br />
Second language acquisition<br />
One elective course can also be chosen from the other graduate<br />
programmes of the School of Humanities or from a related<br />
master’s programme at other faculties.<br />
30+15 4<br />
300 30<br />
Total:<br />
Contact hours = 7.5 credits. Independent student work = 22.5 credits.<br />
Optional courses<br />
Croatian language<br />
Optional courses can also be chosen from the list of elective<br />
courses or from a related master’s programme at the Faculty of<br />
Philosophy or other faculties.<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
0+30 2<br />
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Course<br />
code<br />
2nd Semester<br />
Course title Contact ECTS<br />
Elective courses<br />
hours* credits<br />
Lexical semantics 15+15 3<br />
Languages in contact 15+15 3<br />
Rhetoric of speech and writing 0+60 6<br />
Media culture 0+30 3<br />
Creative writing 0+30 3<br />
Translation methodology – theory and practice 15+45 6<br />
Multiculturalism, identity, literature: Canada and USA 15+15 3<br />
Shakespeare: from the Globe to the Multiplex<br />
One elective course can also be chosen from the other two-year<br />
master programmes of the School of Humanities or from a related<br />
master’s programme at other faculties.<br />
15+15 3<br />
300 30<br />
Total<br />
Contact hours = 7.5 credits. Independent student work = 22.5 credits.<br />
Optional courses<br />
Functional stylistics (Croatian)<br />
Optional courses can also be chosen from the list of elective<br />
courses or from a related master’s programme at the School of<br />
Humanities or other faculties.<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
15+15 2<br />
Course<br />
code<br />
3rd Semester<br />
Course title Contact<br />
hours*<br />
7<br />
ECTS<br />
credits<br />
Elective courses<br />
Cognitive linguistics 30+30 6<br />
Language and literature 30+30 6<br />
Philosophy of language 15+15 3<br />
Creative writing 0+30 3<br />
Literary cinema 0+30 3<br />
Language, culture, cognition 0+30 3<br />
James Joyce 15+15 3<br />
Literary translation – Module 1 0+30 3<br />
Interpreting – Module 1 0+30 3<br />
One elective can also be chosen from the other two-year master<br />
programmes of the School of Humanities or from a related<br />
master’s programme at other faculties.
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Total:<br />
Contact hours = 7.5 credits. Independent student work = 22.5 credits.<br />
Optional courses can be chosen from the list of elective courses<br />
or from a related master’s programme at the School of Humanities<br />
or other faculties.<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
4th Semester<br />
8<br />
300 30<br />
Contact ECTS<br />
hours* credits<br />
Master thesis 15 30<br />
Total:<br />
*Supervision/Advisory hours<br />
30<br />
3.1.2. Graduate double-major degree programme in <strong>English</strong><br />
<strong>Studies</strong> with a special emphasis on Translation<br />
Course<br />
code<br />
1st Semester<br />
Course title Contact ECTS<br />
Core course<br />
hours* credits<br />
Translation studies with elements of contrastive analysis<br />
Elective courses<br />
30+30 6<br />
Language and discourse 30+30 6<br />
Computational methodology for linguistic research 15+15 3<br />
Syntax – comparative and formal aspects 15+15 3<br />
Literary text and discourse 30+30 6<br />
Language and society 15+15 3<br />
Psycholinguistics and cognitive aspects of language 15+15 3<br />
Theory of language change 15+15 3<br />
Second language acquisition 30+15 4<br />
Elective courses 9<br />
150 15<br />
Total:<br />
Contact hours = 3.75 credits. Independent student work = 11.25 credits.<br />
Optional courses<br />
Croatian language<br />
Optional courses can also be chosen from the list of elective<br />
courses or from a related master’s programme at the School of<br />
Humanities or other faculties.<br />
0+30 2
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
Course<br />
code<br />
2nd Semester<br />
Course title Contact ECTS<br />
Core course<br />
hours* credits<br />
Translation methodology – theory and practice<br />
Elective courses<br />
30+30 6<br />
Languages in contact 15+15 3<br />
Rhetoric of speech and writing 0+60 6<br />
Lexical semantics 15+15 3<br />
Multiculturalism, identity, literature: Canada and USA<br />
Shakespeare: from the Globe to the Multiplex<br />
15+15 3<br />
Media culture 0+30 3<br />
Creative writing 0+30 3<br />
Elective courses 9<br />
150 15<br />
Total<br />
Contact hours = 3.75 credits. Independent student work = 11.25 credits.<br />
Optional courses<br />
Functional stylistics (Croatian)<br />
Optional courses can also be chosen from the list of elective<br />
courses or from a related master’s programme at the School of<br />
Humanities or other faculties.<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
15+15 2<br />
Course<br />
code<br />
3rd Semester<br />
Course title Contact<br />
hours*<br />
9<br />
ECTS<br />
credits<br />
Core courses<br />
Literary translation – Module 1 0+30 3<br />
Interpreting – Module 1 0+30 3<br />
Elective courses<br />
Cognitive linguistics 30+30 6<br />
Philosophy of language 15+15 3<br />
Language and literature 30+30 6<br />
Language, culture, cognition 0+30 3<br />
James Joyce 15+15 3<br />
Creative writing 0+30 3<br />
Literary cinema 0+30 3<br />
Elective courses 9<br />
One elective can also be chosen from the other two-year master<br />
programmes of the School of Humanities or from a related
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
master’s programme at other faculties.<br />
Total:<br />
Contact hours = 3.75 credits. Independent student work = 11.25 credits.<br />
Optional courses can be chosen from the list of elective courses<br />
or from a related master’s programme at the School of Humanities<br />
or other faculties.<br />
* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours<br />
Course<br />
code<br />
4th Semester<br />
10<br />
150 15<br />
Course title Contact ECTS<br />
Core courses<br />
hours* credits<br />
Literary translation – Module 2 0+25 2<br />
Interpreting – Module 2 0+15 1<br />
Translation of specialised texts 0+25 2<br />
Core courses 5<br />
Master thesis<br />
(In the double-major degree programme, Master thesis = 20<br />
ECTS credits: 10 ECTS credits per programme.)<br />
5<br />
(+5 = 10)<br />
Total:<br />
Contact hours = 1.75 credits. Independent student work = 13.25 credits.<br />
* Seminars/Practical sessions/Advisory hours/Supervision<br />
70 15<br />
3. 1. 3. Graduate double-major degree programme in <strong>English</strong><br />
<strong>Studies</strong>: Teacher Education<br />
Course<br />
code<br />
1st Semester<br />
10<br />
(+10<br />
= 20)<br />
Course title Contact ECTS<br />
Core courses<br />
hours* credits<br />
Second language acquisition 30+15 4<br />
Basics of pedagogy* 30+30 2,5<br />
(+2,5=5)<br />
Didactics*<br />
Elective courses<br />
30+30 2,5<br />
(+2,5=5)<br />
Language and discourse 30+30 6<br />
Literary text and discourse 30+30 6<br />
Translation studies with elements of contrastive analysis 30+30 6
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Computational methodology for linguistic research 15+15 3<br />
Language and society 15+15 3<br />
Syntax – comparative and formal aspects 15+15 3<br />
Theory of language change 15+15 3<br />
Psycholinguistics and cognitive aspects of language<br />
*Basics of pedagogy and Didactics are compulsory courses in<br />
double major degree programme in teacher education. Credits<br />
obtained for these courses are evenly distributed to both study<br />
programmes (2.5 credits for each course, 5 credits altogether).<br />
15+15 3<br />
Elective courses<br />
6<br />
Total:<br />
Contact hours = 4.12 credits. Independent student work = 10.88 credits.<br />
165 15<br />
Optional course: Croatian language 0+30 2<br />
* Lectures + Seminars / Tutorials / Advisory hours<br />
Course<br />
code<br />
2nd Semester<br />
Course title Contact ECTS<br />
Core courses<br />
hours* credits<br />
Glottodidactics 15+30 4<br />
Psychology of education* 30+30 2,5<br />
(+2,5=5)<br />
Sociology of education*<br />
Elective courses<br />
30+30 2,5<br />
(+2,5=5)<br />
Languages in contact 15+15 3<br />
Rhetoric of speech and writing 0+60 6<br />
Lexical semantics 15+15 3<br />
Multiculturalism, identity, literature: Canada and USA 15+15 3<br />
Shakespeare: from the Globe to the Multiplex 15+15 3<br />
Creative writing 0+30 3<br />
Media culture 0+30 3<br />
Translation methodology – theory and practice<br />
*Psychology of education and Sociology of education are<br />
compulsory courses in double major degree programme in teacher<br />
education. Credits obtained for these courses are evenly<br />
distributed to both study programmes (2.5 credits for each course,<br />
5 credits altogether).<br />
30+30 6<br />
Elective courses 6<br />
165 15<br />
Total:<br />
Contact hours = 4.12 credits. Independent student work = 10.88 credits.<br />
Optional course: Functional stylistics (Croatian) 15+15 2<br />
* Lectures + Seminars /Tutorials /Advisory hours<br />
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Course<br />
code<br />
3rd Semester<br />
Course title Contact ECTS<br />
Core course<br />
hours* credits<br />
<strong>English</strong> language teaching methodology<br />
Elective courses<br />
15+15 3<br />
Philosophy of education 30+0 3<br />
Teacher sociology 15+15 3<br />
Media in education 15+15 3<br />
Classroom discourse 15+15 3<br />
Cognitive linguistics 30+30 6<br />
Language and literature 30+30 6<br />
Philosophy of language 15+15 3<br />
Literary translation – Module 1 0+30 3<br />
Creative writing 0+30 3<br />
Literary cinema 0+30 3<br />
Language, culture, cognition 0+30 3<br />
James Joyce 15+15 3<br />
Elective courses 12<br />
150 15<br />
Total:<br />
Contact hours = 3.75 credits. Independent student work = 11.25 credits.<br />
* Lectures + Seminars /Tutorials /Advisory hours<br />
4th Semester<br />
Course Course title Contact ECTS<br />
code<br />
Core course<br />
hours* credits<br />
Practicum and teaching practice 0+65 5<br />
MASTER THESIS<br />
5 10 (+10<br />
(In the double-major degree programme, Master thesis = 20 ECTS<br />
credits: 10 ECTS credits per programme.)<br />
(+5 = 10) = 20)<br />
Total<br />
70 15<br />
Contact hours = 1.75 credits. Independent student work = 13.25 credits.<br />
* Practice / Student’s own teaching /Supervision /Advisory hours<br />
In the double-major degree programme, maximal teacher competence is 30 credits per<br />
one study programme.<br />
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3.2. Course information<br />
3.2.1. <strong>English</strong> <strong>Studies</strong>: Language and Communication<br />
(Courses in Translation studies: see 3.2.2.)<br />
Semester 1<br />
Course title Language and discourse<br />
Course code<br />
Type of course<br />
Level of course<br />
HZE601<br />
Lecture + Seminar / Advisory hours<br />
Elective course<br />
Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturers<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
6 ECTS credits<br />
Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 1.5 credits.<br />
Student study time (135 hours) = 4.5 credits.<br />
Prof. Dr Mirjana Bonačić<br />
Ana Mršić, Assistant<br />
After successful completion of the course, the student is expected to<br />
understand important approaches to the study of discourse in linguistics,<br />
stylistics, cultural and critical theory. S/he should be able to demonstrate<br />
her/his theoretical knowledge and practical experience in the descriptive<br />
analysis of contextual, cognitive and linguistic aspects of discourse.<br />
Knowledge and competences acquired by completing the undergraduate<br />
study programme <strong>English</strong> language and literature or an equivalent study<br />
programme.<br />
This introduction to the study of discourse is designed to enable the student<br />
to explore the interface between language as a linguistic system and<br />
discourse as a concrete, rich, and multifaceted phenomenon of language<br />
use.<br />
The first part provides the student with a basic understanding of the models<br />
of discourse in cultural theory, mainstream linguistics and critical<br />
linguistics. The second part explores the overlap between semantics and<br />
pragmatics, refining and extending the student’s previous awareness of<br />
different types and dimensions of meaning. The third and main part of the<br />
course is devoted to major topics and key issues in pragmatics and discourse<br />
analysis: the theoretical concepts and practical analyses of semantic<br />
cohesion and pragmatic coherence, presupposition and entailment,<br />
contextual reference and inference, cooperation and implicature, speech acts<br />
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Recommended<br />
reading<br />
Supplementary<br />
reading<br />
and events, politeness and interaction, conversation and preference<br />
structure, textual cohesion and discursive coherence, and cultural<br />
dimensions of discourse.<br />
The aim throughout is to provide a fundamental insight into the complex<br />
relation between language and message on the one hand and discourse as<br />
individual cognition and social interaction on the other.<br />
In this introductory course, attention is also drawn to the main research<br />
methodologies for linguistic and discourse analysis used in the other courseunits<br />
in the study programme Language and communication, namely those<br />
relying on the use of computer-assisted data collection and analysis and<br />
those concerned with methods of qualitative analysis that accounts for our<br />
ability to interpret everyday communicative practice as well as some other<br />
areas of discourse, in particular literary discourse.<br />
Chapman, S. (2006). Thinking About Language: Theories of <strong>English</strong>.<br />
Basingstoke: Palgrave Macmillan.<br />
Cruse, A. (2000). Meaning in Language: An Introduction to Semantics and<br />
Pragmatics. Oxford: Oxford University Press.<br />
Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for<br />
Students. London & New York: Routledge.<br />
Jaworski, A. & Coupland, N. (ur.) (1999). The Discourse Reader. London<br />
& New York: Routledge.<br />
Mills, S. (1997). Discourse. London & New York: Routledge.<br />
Robson, M. & Stockwell, P. (2005). Language in Theory: A Resource Book<br />
for Students. London & New York: Routledge.<br />
Schiffrin, D., Tannen, D. & Hamilton, H.E. (ur.) (2001). The Handbook of<br />
Discourse Analysis. Malden, MA and Oxford: Blackwell Publishers.<br />
Yule, G. (1996). Pragmatics. Oxford: Oxford University Press.<br />
Teacher-generated materials.<br />
Black, E. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University<br />
Press.<br />
Bonačić, M. (2005). The Translator’s Craft as a Cross-Cultural Discourse,<br />
in Caldas-Coulthard, C. R., Toolan, M. (eds) The Writer’s Craft, the<br />
Culture’s Technology. Amsterdam & New York, NY: Rodopi, 123-137.<br />
Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge<br />
University Press.<br />
Burke, L., Crowley, T. & Girvin, A. (eds) (2000). The Routledge Language<br />
and Cultural Theory Reader. London & New York: Routledge.<br />
Carter, R. (2004). Language and Creativity: The Art of Common Talk.<br />
London & New York: Routledge.<br />
Carter, R. & McCarthy, M. (2006). Cambridge Grammar of <strong>English</strong>. A<br />
Comprehensive Guide: Spoken and Written <strong>English</strong>, Grammar and<br />
Usage. Cambridge: Cambridge University Press.<br />
Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social<br />
14
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Research. London & New York: Routledge.<br />
Kramsch, C. (1998). Language and Culture. Oxford: Oxford University<br />
Press.<br />
Sinclair, J. (2004). Trust the Text: Language Corpus and Discourse.<br />
London & New York: Routledge.<br />
Sperber, D. & Wilson, D. (1995). Relevance. Communication & Cognition<br />
(2 nd edn.). Oxford UK & Cambridge USA: Blackwell.Cutting, J. (2002).<br />
Pragmatics and Discourse: A Resource Book for Students. London:<br />
Routledge.<br />
Lectures (student-participation-encouraged) / Seminars (discussion, seminar<br />
papers, reports, etc.) / Advisory hours / Research project / Independent<br />
research / Independent study.<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, etc.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (diagnostic tests, seminar papers, independent<br />
homework/project tasks, achievement tests)<br />
2. Exam: written<br />
<strong>English</strong><br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Computational methodology for linguistic research<br />
Course code HZE602<br />
Type of course Lecture + Practical sessions / Advisory hours<br />
Elective course<br />
Level of course Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
3 ECTS credits<br />
Contact hours (15 lectures + 15 seminars ) = 1 credit.<br />
Student study time (60 hours) = 2 credits.<br />
Dr Božo Bekavac<br />
After the completion of the course, the student is expected to understand<br />
computational methods in linguistic research. The student should be able to<br />
analyse <strong>English</strong> and Croatian morphology, syntax and text by means of<br />
computational methods, understand the formal complexity of these<br />
linguistics levels, create, find, and process natural language corpora, be able<br />
15
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
to apply statistical methods to the analysis of linguistic properties and<br />
corpus generation.<br />
Competences and skills acquired upon the completion of Introduction to<br />
linguistics and other undergraduate courses in linguistics.<br />
The growing amount of natural language corpora and the widening use of<br />
computers in the analysis, education, and study of language have a profound<br />
influence on the way we perform natural language research and organize<br />
studies and teaching of languages.<br />
In this course we will go behind the scenes of natural language tools for<br />
analysing corpora like concordance and keyword-in-context tools, the<br />
structure and annotations of natural language corpora, internet resources and<br />
interactive systems for language teaching. We will run our own experiments<br />
and projects; generate corpora and natural language resources, as well as<br />
quantitative results from analyses.<br />
We will learn how statistical analysis is used to gain deeper insights into the<br />
properties of natural language, and how it is applied to natural language<br />
technologies.<br />
1. Teacher-generated materials: script, web page and slides.<br />
2. Manning, C. D., and Schütze, H. (1999). Foundations of statistical<br />
natural language processing. Cambridge, Mass.: MIT Press.<br />
Jurafsky, D., and Martin, J. H. (2000). Speech and language processing: an<br />
introduction to natural language processing, computational linguistics,<br />
and speech recognition. Prentice Hall series in artificial intelligence.<br />
Upper Saddle River, N.J.: Prentice Hall.<br />
Lectures (traditional / student-participation-encouraged / on-line) / Tutorials<br />
/ Practical sessions / Advisory hours / Research project / Independent<br />
research / Independent study.<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, online grammar<br />
development and testing tools, language games (etc.).<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (diagnostic tests, independent homework/project<br />
tasks, achievement tests).<br />
2. Exam: written.<br />
Croatian/<strong>English</strong>.<br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
3. Occasional class observations and assessment by departmental<br />
colleagues.<br />
4. Occasional open and public lectures for all students and colleagues also<br />
via live online technology (camera and microphone).<br />
5. Recording of lectures via web/digital cam for later analysis and offline<br />
16
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
repetition.<br />
Course title <strong>English</strong> syntax – comparative and formal aspects<br />
Course code HZE604<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course<br />
Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Dr Adelija Čulić Viskota, senior lecturer<br />
After the completion of the course, the student is expected to understand<br />
<strong>English</strong> syntax, the basic word order restrictions, and the fundamental<br />
differences between Croatian and <strong>English</strong> syntax. The student should be<br />
able to analyse <strong>English</strong> and Croatian sentence structure in various<br />
theoretical frameworks. S/he is also expected to have developed the ability<br />
to apply the knowledge of syntax to the solution of various practical<br />
problems related to second language acquisition, language typology,<br />
translation theory and computability of natural language syntax.<br />
Competences and skills acquired upon the completion of undergraduate<br />
(BA) degree programme in <strong>English</strong> <strong>Studies</strong> or a similar programme.<br />
This course introduces the syntactic regularities found in <strong>English</strong> and<br />
fundamental linguistic strategies, instruments and models to describe and<br />
analyse them. This course is both, descriptive, data-driven and theoretical,<br />
focusing on real data found in tree banks and corpora, as well as on<br />
theoretical aspects of word order regularities. One important aspect lies on<br />
the typological differences between <strong>English</strong> and Croatian syntax.<br />
1. Free online book:<br />
Santorini, B., i Kroch, A. (2000). The syntax of natural language: An online<br />
introduction using the Trees program.<br />
http://www.ling.upenn.edu/~beatrice/syntaxtextbook/index.html<br />
2.Radford,A. (1999). Syntax: A Minimalist Introduction. CUP<br />
3. Carnie, A. (2003) Syntax: A Generative Introduction. Blackwell Publ.<br />
Ltd.<br />
Baltin, M. & Collins, C. (2003) The Handbook of Contemporary Syntactic<br />
Theory. Blackwell Handbooks in Linguistics<br />
Lectures (student-participation-encouraged / on-line) / Seminars<br />
(discussion, seminar papers, reports, etc.) / Distance Learning / Advisory<br />
17
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
methods hours / Research project.<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, online grammar<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
development and testing tools, etc.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
Continuous assessment (diagnostic tests, independent homework/project<br />
tasks, achievement tests).<br />
Exam: written.<br />
<strong>English</strong><br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
3. Occasional class observations and assessment by departmental<br />
colleagues.<br />
4. Occasional open and public lectures for all students and colleagues also<br />
via life online technology (camera and microphone).<br />
5. Recording of lectures via web/digital cam for later analysis and offline<br />
repetition.<br />
Course title Literary text and discourse<br />
Course code HZE605<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course Advanced level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
6 ECTS credits<br />
Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 1.5 credits.<br />
Student study time (135 hours) = 4.5 credits.<br />
Prof. Dr Mirjana Bonačić<br />
Ilonka Peršić, Assistant<br />
After successful completion of the course, students are expected to<br />
understand the nature of literary discourse and apply this understanding to<br />
address complex questions such as how literary texts make sense, what kind<br />
of sense they make, and why they make sense in one way rather than<br />
another. Their experience of reading as an active and critical approach to the<br />
text and their competence of using techniques of analysis should prove<br />
useful in reading and interpreting texts whether they are literary or nonliterary.<br />
The acquisition of advanced reading skills is indispensable in enabling<br />
18
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
future researchers of language and discourse to develop critical and<br />
analytical competences, as well as in educating competent teachers and<br />
translators.<br />
Knowledge and competences acquired by completing the undergraduate<br />
study programme <strong>English</strong> language and literature or an equivalent study<br />
programme.<br />
Literary (and non-literary) texts, their conceptual underpinnings as well as<br />
their aesthetic and cultural structures are analysed with an emphasis on<br />
textual and historical detail and the interplay of writing and reading<br />
conventions in the process of activating text into discourse.<br />
The introductory parts of the course deal with the basic techniques and<br />
problem solving in studying texts (asking questions, analysing units of<br />
structure) and the dimensions of language variation (according to time,<br />
place, context, gender, society) that provide the communicative background<br />
to a specific text. Two of the main parts focus on analysing poetic form<br />
(rhyme and sound patterning, verse and metre, parallelism, deviation) and<br />
on ways of making meaning indirectly (metaphor, irony, juxtaposition,<br />
allusion and intertextuality). The other two are concerned with what makes<br />
a story and how stories are told (genre, narrative, writing, speech and<br />
thought presentation, narrative point of view) and with questions of<br />
authorship and audience (positioning the reader or spectator, authorship and<br />
intention, judgement and value).<br />
Attridge, D. (2004). The Singularity of Literature. London & New York:<br />
Routledge.<br />
Montgomery, M., Fabb, N., Furniss, T., Mills, S., Durant, A. (2000).<br />
Ways of Reading: Advanced Reading Skills for Students of <strong>English</strong><br />
Literature (2 nd edn.). London & New York: Routledge.<br />
Hall, G. (2005). Literature in Language Education. Basingstoke: Palgrave<br />
Macmillan.<br />
Toolan, M. (2001). Narrative: A Critical Linguistic Introduction (2 nd edn.).<br />
London & New York: Routledge.<br />
Wainwright, J. (2004). Poetry: The Basics. London & New York:<br />
Routledge.<br />
Teacher-generated materials.<br />
1. Teacher-generated materials<br />
2. Selected chapters from:<br />
Bonačić, M. (1999). Tekst, diskurs, prijevod. Split: Književni krug.<br />
Cook, G. (1994). Discourse and Literature. Oxford: Oxford University<br />
Press.<br />
Green, K. & Bihan, J. (1996). Critical Theory and Practice: A Coursebook.<br />
London: Routledge.<br />
Lecercle, J. J. (1999). Interpretation as Pragmatics. Houndmills,<br />
Basingstoke, Hampshire and London: Macmillan Press Ltd.<br />
Scholes, R. (1985). Textual Power: Literary Theory and the Teaching of<br />
<strong>English</strong>. New Haven – London: Yale University Press.<br />
19
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Lectures (student-participation-encouraged) / Seminars (discussion, seminar<br />
papers, reports, etc.) / Advisory hours / Research project / Independent<br />
research / Independent study.<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, etc.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (diagnostic tests, independent homework/project<br />
tasks, achievement tests)<br />
2. Exam: written and oral<br />
<strong>English</strong><br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Language and Society<br />
Course code HZE606<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Prof Dr Damir Kalogjera<br />
Nataša Stojan, Assisstant<br />
Learning The student is expected to be able to analyse the social and political status<br />
outcomes and of Standard <strong>English</strong> in relation to the regional and social dialects, to<br />
competences appreciate the function of registers and styles in communication and the<br />
attitudes of the speech community towards language varieties.<br />
Prerequisites Completion of Introduction to linguistics course and knowledge of the<br />
descriptive grammar of <strong>English</strong>.<br />
Course contents Sociolinguistics is an interdisciplinary linguistic course aiming at a better<br />
understanding of the nature of language, and at an understanding of the<br />
relations between linguistic and social structure by investigating the use of<br />
language in a social context of a speech community.<br />
Sociolinguistics draws on the research results of anthropology, dialectology,<br />
discourse analysis, geolinguistics, languages in contact, social psychology<br />
and sociology of language.<br />
20
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Course topics: stratification of <strong>English</strong> with the regard to social classes;<br />
language and ethnic groups; language and nation: the rise of autonomous<br />
standard languages and the heteronomy of dialects; language and sex<br />
(gender); ‘new sensibilities’ in the use of the (<strong>English</strong>) language, ‘political<br />
correctness’; Sapir-Whorf Hypothesis: language and thought, language and<br />
culture; speech communities repertoires: registers, styles, slang; language ,<br />
power and solidarity: address, diglossia; conversation analysis: phatic<br />
communication, Grice’s maxims; bilingualism and multilingualism; code<br />
switching, code mixing (exemplified with the language usage of Croatian<br />
immigrants in the USA and Australia); languages in contact: pidgins and<br />
creoles.<br />
Trudgill, P. (2000). Sociolinguistics. Penguin.<br />
Stockwell, P. (2002). Sociolinguistics. London and New York:<br />
Routledge.<br />
Hudson, R. Sociolinguistics. (2nd edn.) Cambridge: Cambridge University<br />
Press.<br />
Romaine, S. Sociolinguistics. (2nd edn.) Oxford: Oxford University Press.<br />
Journal Language and Society. (Cambridge: Cambridge University Press)<br />
Lectures: student participation encouraged; Seminars: problem-solving<br />
tasks; student participation encouraged through various tasks and activities<br />
such as: individual work, pair work, group work, etc.<br />
The assessment of student knowledge will be based on the following:<br />
1. Continuous assessment.<br />
2. Exam: written and oral.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Psycholinguistics and cognitive aspects of language<br />
Course code HZE607<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Prof. Dr. Danica Škara<br />
The student will understand the state-of-the-art of our understanding of first<br />
and second language acquisition and language processing, using cognitive<br />
21
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
outcomes and<br />
competences<br />
and computational models and linguistic theories. The student will be able<br />
to design basic experiments in the domain of language processing,<br />
perception and production, and in first and second language acquisition,<br />
and/or the student will be able to simulate the observed phenomena in<br />
computational simulations using existing computational tools or own<br />
developments.<br />
Prerequisites Competences and skills acquired upon the completion of Introduction to<br />
linguistics course.<br />
Course contents Psycholinguistic and cognitive research in the language domain is an<br />
interdisciplinary endeavour. In this course we will not only learn what the<br />
central questions and models in the domain of language acquisition and<br />
language processing are, we will also learn how to set up our own<br />
experiments on language perception and production, how to set up<br />
experiments in the domain of first and second language acquisition, and<br />
finally how to evaluate them and develop computational simulations that<br />
resemble the results.<br />
We will evaluate current linguistic and cognitive theories and models with<br />
respect to the questions like: How well do these models explain the<br />
language acquisition process and in particular the empirical observations<br />
found in language acquisition studies? How do these models explain online<br />
language processing phenomena and dynamic aspects of language?<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
1. Gleason, J. B. & Ratner, N.B. (1998) (Eds.). Psycholinguistics (2nd<br />
Edition). Fort Worth, TX: Harcourt Brace College Publishers.<br />
2. Harley, Trevor (2008) The Psychology of Language, 3rd Edition,<br />
Psychology Press, Taylor & Francis Group.<br />
1. Scovel, T. (1998). Psycholinguistics. Oxford: Oxford University Press<br />
2. Field, J. (2003). Psycholinguistics:A researchbook for students. London:<br />
Routledge.<br />
Journals:<br />
Applied Psycholinguistics (http://journals.cambridge.org/)<br />
Language and Cognitive Processes (http://www.tandf.co.uk/journals/)<br />
Journal of Psycholinguistic Research<br />
(http://www.springer.com/psychology/journal/)<br />
Memory&Language<br />
(http://www.elsevier.com/wps/find/journaldescription.cws_home/)<br />
Brain&Language,(http://www.sciencedirect.com/science/journal/)<br />
Journal of Child Language<br />
(http://journals.cambridge.org/action/displayJournal<br />
Lectures (traditional / student-participation-encouraged / on-line) / Seminars<br />
(discussion, seminar papers, reports, etc.) / Tutorials /Practical sessions /<br />
Workshops / Distance Learning / Advisory hours / Research project /<br />
Independent research / Independent study<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, online grammar<br />
development and testing tools, language games, etc.<br />
22
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Course title<br />
Course code<br />
Type of course<br />
Level of course<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (diagnostic tests, independent homework/project<br />
tasks, achievement tests).<br />
2. Exam: written.<br />
<strong>English</strong>.<br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
3. Occasional class observations and assessment by departmental<br />
colleagues.<br />
4. Occasional open and public lectures for all students and colleagues also<br />
via live online technology (camera and microphone).<br />
5. Recording of lectures via web/digital cam for later analysis and offline<br />
repetition.<br />
Theory of language change<br />
HZE703<br />
Lecture + Seminar / Advisory hours<br />
Elective course<br />
Advanced level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Prof. Dr Dunja Jutronić<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
After the completion of the course, the students will acquire the following<br />
competencies:<br />
1. Intellectual skills including the awareness of the inevitability of language<br />
change;<br />
2. Practical skills in noticing the social forces that motivate linguistic<br />
change;<br />
3. Communicative skills in presenting their actual research in language or<br />
dialect change.<br />
Completion of the third year of the undergraduate study programme.<br />
The main concern of the course is around the question: Why does language<br />
change? Students are introduced to the mechanisms of language and dialect<br />
change on all linguistic levels (phonological, morphological, syntactic and<br />
lexical). The emphasis is on the theoretical insights of synchronic<br />
23
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
investigations of the changing languages and dialects. The pure internal<br />
linguistic changes are correlated with the extralinguistic factors that<br />
influence language change. The main topics are: mechanism of linguistic<br />
change; diachrony versus synchrony; language evolution; factors<br />
influencing the course of linguistic change. The emphasis is on the most<br />
recent interpretations of language and dialect change.<br />
Aitchison, J. (2002). Language Change, Progress or Decay?. Cambridge:<br />
Cambridge University Press.<br />
Coupland, N. & Jaworski, A. (1997). Sociolinguistics, A Reader. New York:<br />
St. Martin’s Press.<br />
Croft, W. (2000). Explaining Language Change. An Evolutionary<br />
Approach. Longman.<br />
Crystal, D. (2000). Language Death. Cambridge: Cambridge University<br />
Press.<br />
Labov. W. (2001). Principles of Linguistic Change, Social factors. Oxford:<br />
Blackwell.<br />
Nettle, D. & Romaine, S. (2000). Vanishing Voices: the Extinction of the<br />
World’s Languages. Oxford: Oxford University Press.<br />
Salikoko, S. M. (2001). The Ecology of Language Evolution. Cambridge:<br />
Cambridge University Press.<br />
Trudgill, P. & Schilling-Estes, N. (Eds.) (2002). Handbook of Language<br />
Variation and Change. Oxford: Blackwell.<br />
Trudgill, P. & Britain, D. (forthcoming). Dialects in Contact (2 nd ed.)<br />
Oxford: Blackwell.<br />
1. Lectures (traditional with student-participation encouraged).<br />
2. Seminars (students write short papers which are then presented in the<br />
classroom).<br />
3. Close readings of some relevant theoretical points.<br />
1. Active participation in the classroom discussions, oral presentations.<br />
2. Written and oral exam at the end of the course.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires.<br />
Course title Croatian language - Language Practice<br />
Course code HZEY005<br />
Type of course Exercise course / Advisory hours<br />
Optional course.<br />
Level of course Intermediate level course.<br />
Year of study First Semester One<br />
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ECTS<br />
(Number of<br />
credits allocated)<br />
2 ECTS<br />
Contact hours (30 practical sessions) = 0.75 credits.<br />
Student study time (37.5 hours) = 1.25 credits.<br />
Name of lecturer Prof Dr Joško Božanić<br />
Nataša Paradžik, Assistant<br />
Learning The students are expected to have mastered the norm of the standard<br />
outcomes and Croatian language, distinguishing between standard and non-standard (sub-<br />
competences standard) language forms. They should be able to use various types of<br />
language reference books and translation manuals.<br />
Prerequisites Defined by the Faculty Statute. The course builds on the contents of related<br />
courses in Croatian, <strong>English</strong> and Italian <strong>Studies</strong>, particularly on the contents<br />
of Translation Exercise Courses in Italian and <strong>English</strong> <strong>Studies</strong>.<br />
Course contents Regular and irregular forms and patterns in the Croatian language; language<br />
mistakes and dilemmas at the levels of phonology, morphology, word<br />
formation, syntax, lexis, and orthography. Language problems that arise<br />
while translating different types of texts.<br />
Recommended Reference books:<br />
reading<br />
Anić, V. (2000). Rječnik hrvatskoga jezika. Zagreb: Novi Liber.<br />
Babić, S., Finka, B., Moguš, M. (1996). Hrvatski pravopis. Zagreb: Školska<br />
knjiga.<br />
Barić, E. Et al. (1997). Hrvatska gramatika. Zagreb: Školska knjiga.<br />
Supplementary Grammar books:<br />
reading<br />
Babić, S. (1991). Tvorba riječi u hrvatskom književnom jeziku. Zagreb:<br />
HAZU-Globus.<br />
Babić, S., Brozović, D., Moguš, M., Pavešić, S., Škarić, I., Težak, S. (1991).<br />
Povijesni pregled, glasovi i oblici hrvatskoga književnog jezika, Zagreb:<br />
HAZU-Globus.<br />
Katičić, R. (1991). Sintaksa hrvatskoga književnog jezika, Zagreb:<br />
HAZU-Globus.<br />
Teaching<br />
methods<br />
Textbooks:<br />
Pranjković, I. (1997). Jezikoslovna sporenja. Zagreb: Konzor.<br />
Rosandić, D. (1990). Pismene vježbe. Zagreb: Školska knjiga.<br />
Samardžija, M. (1999). Norme i normiranje. Zagreb: Matica hrvatska.<br />
Silić, J. (1984). Od rečenice do teksta. Zagreb: Liber.<br />
Težak, S. (1990). Govorne vježbe. Zagreb: Školska knjiga.<br />
Velčić, M. (1990). Uvod u lingvistiku teksta. Zagreb: Školska knjiga.<br />
Language manuals:<br />
Brabec, I. (1991). Sto jezičnih savjeta. Zagreb: Školske novine.<br />
Dulčić, M. (Ed.) Govorimo hrvatski. Zagreb: Naprijed i Hrvatski radio.<br />
Kovačević, M. (1998). Hrvatski jezik između norme i stila. Zagreb: Globus.<br />
Težak, S. (1991). Hrvatski naš svagda(š)nji. Zagreb: Školska knjiga.<br />
Težak, S. (1995). Hrvatski naš osebujni. Zagreb: Školske novine.<br />
The students are expected to prepare for class and explain their own choices<br />
with regard to particular pre-assigned tasks. Discussion concerning<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Semester 2<br />
language standards is strongly encouraged. Various problem-solving<br />
activities and work on various texts.<br />
The quality of the students’ participation in class discussions and homework<br />
tasks will be evaluated throughout the course.<br />
Written examination at the end of the course.<br />
Croatian language.<br />
Student feedback via anonymous questionnaires and surveys, advisory<br />
sessions with students, cooperation and exchange of experience within the<br />
Croatian <strong>Studies</strong> Department, as well as with other departments.<br />
Course title Languages in Contact<br />
Course code<br />
Type of course<br />
Level of course<br />
HZE704<br />
Lecture + Seminar / Advisory hours<br />
Elective Course<br />
Intermediate level course<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
3 ECTS credits<br />
Contact hours (15 lectures + 15 seminars) = 1 credit.<br />
Student study time (60 hours) = 2 credits.<br />
Prof. dr. Zjena Čulić,<br />
Mr. sc. Ivo Fabijanić, assistent<br />
Upon completion of the course, the student is expected to acquire<br />
knowledge necessary to understand and analyse the process of linguistic<br />
borrowing. S/he should gain the ability to formulate linguistic problems and<br />
develop practical solutions. The student will be competent to undertake<br />
research and professional work in the field of language-contact studies. S/he<br />
will be able to explore some of the topics focusing on linguistic as well as<br />
sociolinguistic results of languages in contact.<br />
Completed undergraduate study programme.<br />
History of Research on Language Contact.<br />
Types of Contact Situation: Language Maintenance, Language Shift,<br />
Language Creation.<br />
Contact Situations and their Outcomes.<br />
Social Contexts of Language Contact.<br />
Bilingualism: Bilingual Society, Bilingual Individual.<br />
Language Maintenance and Lexical Borrowing: Social Motivation for<br />
26
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Lexical Borrowing, the Processes and Products of Lexical Borrowing.<br />
Integration of Loanwords: Orthographic Integration, Phonological<br />
Integration, Morphological Integration and Semantic Integration.<br />
Linguistic Constraints on Lexical Borrowing.<br />
Structural Consequences of Lexical Borrowing: Impact of Lexical<br />
Borrowing on Phonology, Impact of Lexical Borrowing on Morphology,<br />
Impact of Lexical Borrowing on the Lexicon.<br />
Structural Diffusion in Situation of Language Maintenance: Factors<br />
Affecting Structural Convergence.<br />
Code Switching and Social Contexts: Code Switching versus Borrowing,<br />
Code Switching versus Interference, Social Motivations for Code<br />
Switching.<br />
Loan Translations: Loan Translations Proper, Loan Renditions, Loan<br />
Creations.<br />
Semantic Borrowing.<br />
Pseudo-Loans.<br />
1. Winford, D. (2003). An Introduction to Contact Linguistics.<br />
Oxford:Blackwell Publishing.<br />
2. Filipović, R. (1986). Teorija jezika u kontaktu. Zagreb: Školska knjiga.<br />
3. Thomason, S.G. (2001). Language Contact: An Introduction. Edinburgh:<br />
Edinburgh University Press.<br />
Weinreich, U. (1979). Languages in Contact, The Hague: Mouton<br />
Publishers.<br />
Filipović, R. (1990). Anglicizmi u hrvatskom jeziku: porijeklo – značenje –<br />
razvoj. Zagreb: Školska knjiga.<br />
Sočanac, L. i dr. (2005). Hrvatski jezik u dodiru s europskim jezicima.<br />
Zagreb: Nakladni zavod Globus.<br />
Student participation during lectures will be encouraged through problemsolving<br />
tasks. Seminars: discussions, reports and seminar paper<br />
presentation. Individual research work. Advisory hours<br />
The assessment of student knowledge will be based on:<br />
1. Assessment of seminar papers.<br />
2. Exam: written and oral.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires and surveys.<br />
Course title Rhetoric of Speech and Writing<br />
Course code HZE705<br />
Type of course Seminar / Advisory hours<br />
Elective Course<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Level of course<br />
Advanced<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
6 ECTS credits<br />
Contact hours (55 seminars + 5 advisory hours) = 1.5 credits.<br />
Student study time (135 hours) = 4.5 credits.<br />
Dr Borislav Berić<br />
Simon Ryle, MA, Guest Assistant<br />
Brian Willems, Assistant<br />
After the completion of the course, the student is expected to understand<br />
and be able to identify specific rhetorical processes at work in written and<br />
spoken language, particularly in the formation of argumentative language.<br />
The student should be able to analyse the types of rhetorical practices at<br />
work in a specified discourse.<br />
S/he is also expected to have developed the ability to apply such rhetorical<br />
techniques in the production of convincing argumentative speech and<br />
writing.<br />
Completion of the third year undergraduate study programme. Overall<br />
language competence at C1+ to C2 level.<br />
The course will be divided into three sections:<br />
I. A close look at rhetorical structure and the techniques used in the<br />
construction of written and spoken arguments. Techniques for the analysis<br />
of argumentative writing and speech will be introduced and applied in class<br />
discussion. The structure of written arguments will be analysed, with<br />
attention to logic, ethos, pathos, the application of evidence, and informal<br />
fallacies. Instruction in the application of such knowledge to the production<br />
of written arguments will be given. Students will be introduced to correct<br />
techniques of citation and the writing of a bibliography.<br />
II. An application of techniques in the analysis of persuasive writing<br />
concerning twentieth century issues: the critical reading of opposing views<br />
and the formulation of a critically satisfactory position. A system of debates<br />
will be initiated, where students will be asked to produce arguments<br />
formulated on various topics, and the relative merit of these will be peer<br />
evaluated in a jury-style process.<br />
III. The application of rhetoric in literary theory. An introduction to the<br />
major schools of literary criticism and the debates surrounding the<br />
production of literary criticism, to enable the application of critical rhetoric<br />
to the analysis of a literary text.<br />
Specific examples of rhetorical techniques in various genres of writing will<br />
be provided, including selections from:<br />
Ramage, J.D. (Ed.). (2001). Writing Arguments. Boston: Allyn and Bacon.<br />
Various other examples of written arguments will be selected from the<br />
public domain. Introductions to schools of literary criticism will be taken<br />
from:<br />
Lodge, D. (2000). Modern Criticism and Theory. Harlow: Longman.<br />
Literary texts applicable to rhetorical analysis will be provided.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Seminars on rhetorical forms and structures / Practical sessions – student<br />
centred critical analysis of rhetorical techniques in written arguments and<br />
the construction of spoken arguments / Advisory hours / Independent<br />
research and study – production of written essays and preparation of a<br />
spoken debate lecture.<br />
Course title Media Culture<br />
Course code<br />
Type of course<br />
Level of course<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment: independent homework/project tasks (written<br />
responses to various assignments), observation of the quality and<br />
frequency of the student’s participation in critical analyses.<br />
2. Production of two research tasks: a research essay on student selected<br />
argument topic, and a literary topic as assigned by the lecturer.<br />
3. The presentation of a spoken argument on a student selected debate topic.<br />
4. Exam: a written response to a specified rhetorical debate.<br />
<strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Occasional class observations and appraisal by colleagues.<br />
HZE706<br />
Seminar /Advisory hours<br />
Elective Module<br />
Advanced level course<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
3 ECTS<br />
Contact hours (25 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Mr. sc. Jurica Pavičić, Senior Lecturer<br />
Brian Willems, Assistant<br />
After the completion of the course, the student will have developed and<br />
applied an in-depth understanding of a number of theoretical and practical<br />
approaches in the field of media culture. This will have involved a<br />
discussion of today’s media theory, practice, and criticism via contemporary<br />
thinkers in philosophy and other disciplines.<br />
Overall <strong>English</strong> language competence at C2 level.<br />
Course contents Students will examine a number of contemporary issues including: creative<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Course title<br />
Course code<br />
possibilities of/in cyberlife, the art of living as artificial existence, Deleuze’s<br />
rehabilitation of the monad, Levinas’ ethics of the other, the media<br />
aesthetics of Homo generator, media culture as unaware of its potential as<br />
post-technological event, and the ethics of singularity. This will be done<br />
through a close reading of such key thinkers as Martin Heidegger, Michael<br />
Hardt, Manuel Delanda, Avital Ronell, Alain Badiou, Giorgio Agamben and<br />
others.<br />
1. Stephenson, N. (2000). Snow Crash. NY: Bantam Spectra.<br />
2. Coupland, D. (2007). jPod. London: Bloomsbury.<br />
3. Script<br />
Harrigan, P. and WardripFruin, N. eds. (2007). Second Person: RolePlaying<br />
and Story in Games and Playable Media. Cambridge: MIT Press.<br />
Houellebecq, M. (2006). H. P. Lovecraft: Against the World, Against Life.<br />
London: Weidenfeld & Nicolson.<br />
Jackson, S. (1995). The Patchwork Girl. (CDROM). Watertown: Eastgate<br />
Systems.<br />
McLuhan, M. (1962). The Gutenberg Galaxy. Toronto: University of<br />
Toronto Press.<br />
Ronell, A. (1989). The Telephone Book: Technology, Schizophrenia,<br />
Electric Speech. Lincoln: University of Nebraska Press.<br />
Ronell, A. (2005). The Test Drive. Urbana; Chicago: University of Illinois<br />
Press.<br />
Serres, M. (2007). The Parasite. Minneapolis: University of Minnesota<br />
Press.<br />
WardripFruin, N. and Montfort, N. eds. (2003). The ew Media Reader.<br />
Cambridge: MIT Press<br />
Lectures / Seminars / Student participation is encouraged through various<br />
tasks and activities, such as: problem-solving tasks, group work, pair work,<br />
(etc.) / Advisory hours<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (independent homework / short essays)<br />
2. Exam: written<br />
<strong>English</strong><br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Creative writing workshop<br />
HZE707<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Type of course<br />
Level of course<br />
Seminar / Advisory hours<br />
Elective course<br />
Advanced<br />
Year of study First Semester Two and/or Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
3 ECTS<br />
Contact hours (25 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Simon Ryle, MA, Assistant<br />
Students will improve their knowledge of poetic and prose fiction forms of<br />
<strong>English</strong>.<br />
By attention to the concentrated web of referential signs employed in poetic<br />
and fictive forms of <strong>English</strong>, students will improve their ability to use<br />
precisely and effectively these forms.<br />
Students will develop subtle critical faculties with regard to the aesthetic<br />
and technical aspects of poetic and prose fiction forms of <strong>English</strong>, and<br />
acquire appropriate techniques of applying critical commentary to poetic<br />
and fictive forms of <strong>English</strong> produced by their peers.<br />
Prerequisites Completion of the third year undergraduate study programme.<br />
Overall <strong>English</strong> language competence at C2 level. Adequate motivation.<br />
Course contents As classes will be a workshop-style discussion of student-produced creative<br />
work, the course contents will have to adapt in exact formulation to the<br />
specific requirements of this student creative work. A certain flexibility will<br />
be required in critical sessions — to understand the goals of a text, and<br />
apply its own internal laws to its evaluation. Critical discussion will centre<br />
on technical and aesthetic aspects of the writing process, rather than<br />
questions of genre and issues of literary criticism.<br />
In poetry sessions, students will be asked to consider, over rhythm and<br />
rhyme schemes, the descriptive and emotive power and subtlety of the<br />
images they construct, the exact expression of the interweaving of narrative,<br />
sensory, and emotional motifs. The concentration and precision of poetical<br />
language will be emphasised.<br />
In prose fiction sessions, students will be asked to consider the concise<br />
building of a world in cogently applied details, the subtle psychological<br />
construction of protagonist and supporting cast, the non-sensational (unless<br />
this works as conscious feature of the piece) invention and laying-out of<br />
plot, and the pace and tone of narrative voice.<br />
An example of a technical concern could be the application of metaphor: the<br />
need for precision and the balanced consistency of subsequent metaphorical<br />
expressions will be emphasised. Students will be expected to avoid clichés<br />
and hackneyed, tired uses of metaphorical language, to reformulate and look<br />
for new ways of saying. Critical awareness of this will be introduced in<br />
seminar discussions of illustrative texts, and students will be expected to<br />
later apply such ideas flexibly and naturally during the discussion of peer<br />
work.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Modern and contemporary texts illustrative of poetic and fictive <strong>English</strong><br />
forms will be supplied to students. During the prose segment of the course,<br />
some reference will be made to:<br />
Burroway, J. (1987). Writing Fiction. Boston: Little Brown.<br />
Based on the creative interests of specific students the lecturer will<br />
recommend individually applicable texts.<br />
Seminars on modern and contemporary texts illustrative of poetic and<br />
fictive <strong>English</strong> forms. Practical sessions (Workshops) – student centred<br />
critical discussions of student work / Advisory hours / Independent study (in<br />
the form of creative and critical writing) will be regularly required.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment: independent homework/project tasks (the<br />
production of creative work and the production of critical commentaries<br />
on other’s work), and observation of the quality and frequency of the<br />
student’s participation in critical discussions.<br />
2. Production of a portfolio of work, the semester’s work though<br />
substantially revised to the critical specifications of peer commentary.<br />
Exam: an oral defence of creative decisions taken in the portfolio.<br />
<strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Lexical semantics<br />
Course code<br />
Type of course<br />
Level of course<br />
HZE710<br />
Seminar / Advisory hours<br />
Elective Course<br />
Specialised level course<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
3 ECTS<br />
Contact hours (20 seminars + 1 advisory hours) = 1 credit.<br />
Student study time (60 hours) = 2 credits.<br />
Prof. dr. Danica Škara<br />
Understanding of the basic theoretical concepts in lexical semantics<br />
Familiarity with modern terminology in lexical semantics<br />
Experience in critical considerations of the topics in lexical semantics and in<br />
presenting them in the written form and orally<br />
Ability to apply theoretical concepts in scientifically suitable ways, to<br />
develop own concepts and draw conclusions about the characteristics of<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
specific lexical units and about the relation between language and reality.<br />
Prerequisites Competences and skills acquired upon the completion of the courses in<br />
Introduction to linguistics and Introduction to semantics .<br />
Course contents Students will get familiar with recent research in lexical semantics.<br />
Critical discussions will centre on the following areas:<br />
- Introduction to lexical semantics: an outline of semantic theories that<br />
provide the basis for lexical analysis.<br />
- History of <strong>English</strong> words<br />
- Languages in contact: loan words<br />
- Language as a system of signs<br />
- Organisation of the mental lexicon (J. Atchinson)<br />
- Categories, concepts and meanings<br />
- Semantic relations between words: polysemy, synonymy, homonymy,<br />
antonymy,<br />
- Metaphor, metonymy<br />
- Phraseology: phrases, proverbs, idioms and collocations<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
- Semantic relations in phraseology<br />
Cruse, D. A. (1986). Lexical Semantics, Cambridge: Cambridge Univesity<br />
Press<br />
Aitchison, J. (1987). Words in the Mind, Oxford: Blackwell<br />
Škara, D. (2005). Language, Culture, Cognition. Zadar: University of<br />
Zadar.<br />
Škara, D. (1997). Glas tradicije. Zagreb/Mostar: Ziral.<br />
Cowie, A.P. (2001). Phraseology: Theory, Analysis and Applications.<br />
Oxford: Oxford University Press.<br />
Cruse, D.A. (2000). Meaning in Language. Oxford: Oxford Univesity Press<br />
Jackson, H. & Ze' Amvela, E. (2000). Words, Meaning and Vocabulary.<br />
An Introduction to Modern <strong>English</strong> Lexicology. London: Cassell.<br />
Lakoff, G. (1987). Women, Fire, and Dangerous Things. Chicago, IL:<br />
UCP.<br />
Singleton, D. (2000). Language and the Lexicon: An Introduction. London:<br />
Arnold.<br />
Journals: E-Journal in <strong>English</strong> Lexicology , Lexis<br />
Internet izvori<br />
Lectures / Seminars (discussion, seminar papers, reports, etc.) /Advisory<br />
hours/ Workshops / Distance Learning / Research project.<br />
Student participation is encouraged through problem-solving tasks.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (achievment tests / short essays / independent<br />
homework / project tasks)<br />
2. Exam: written<br />
<strong>English</strong><br />
33
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Quality<br />
assurance<br />
methods<br />
1. Self-evaluation<br />
2. Student feedback via questionnaires and surveys.<br />
3. Lecturers responsible for the same subject area collaborate closely<br />
and monitor each other’s work.<br />
Course title Multiculturalism, identity, literature: Canada and USA<br />
Course code HZE709<br />
ECTS 3 ECTS credits<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Recommended<br />
reading<br />
Dr. sc. Boris Škvorc, Associate Professor.<br />
Mr.sc. Gordan Matas / Mr.sc. Antonija Primorac, Assistants<br />
After the completion of the course students should be able to understand<br />
various approaches to the study of multiculturalism and identity in the<br />
literatures of Canada and the United States. Students will gain the needed<br />
theoretical knowledge and practical experience while reading and analyzing<br />
the literary texts that address the issues of multiculturalism and identity in<br />
the USA and Canada. Students should also be able to compare and contrast<br />
the manners of dealing with these issues in both countries.<br />
Sherman Alexie, Reservation Blues (1995)<br />
Neil Bisoondath, Selling Illusions: The Cult of Multiculturalism in Canada<br />
(excerpts, revised edition 2002)<br />
Dionne Brand, Sans Souci and Other Stories (1989)<br />
Sandra Cisneros, The House on Mango Street (1984)<br />
Jumpa Lahiri, Namesake. Dir. Mira Nair (2007).<br />
Rohinton Mistry, A Fine Balance (2001)<br />
Toni Morrison, Beloved (1987)<br />
Michael Ondaatje, The <strong>English</strong> Patient (1992)<br />
M.G. Vassanji, The In-Between World of Vikram Lall (2003)<br />
Amy Tan, The Joy Luck Club (1989)<br />
Hutcheon, Linda and Richmond, Marion. (eds) Other Solitudes: Canadian<br />
Multicultural Fictions . Toronto: Oxford University Press, 1990. (excerpts)<br />
34
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Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Lee, A. Robert. Multicultural American Literature. Comparative Black,<br />
Native, Latino/a and Asian American Fictions. Edinburgh: Edinburgh UP,<br />
2003.<br />
Atwood, Margaret. Survival . Toronto: Anansi, 1972. (excerpts)<br />
Cameron, Elspeth (ed.). Multiculturalism & Immigration in Canada: An<br />
Introductory Reader. Toronto: Canadian Scholars' Press, 2004. (excerpts)<br />
Kamboureli, Smaro. (ed) Making a Difference: Canadian Multicultural<br />
Literature. Toronto: Oxford University Press, 1996. (excerpts)<br />
Lectures (with student participation) / Seminars (discussions, seminar<br />
papers, reports etc.) / Research project / Independent research / Independent<br />
work<br />
Student participation is encouraged through various tasks and activities<br />
The assessment of student knowledge will be based on the following:<br />
1. Continuous assessment during the course (mid-term exam, independent<br />
tasks, knowledge quiz, seminar paper).<br />
2. Exam: written<br />
Course title Shakespeare: from the Globe to the Multiplex<br />
Course code HZE609<br />
ECTS 3 ECTS credits<br />
Name of lecturer Doc. dr. sc. Boris Berić<br />
Simon Ryle, MA, Assistant<br />
Learning<br />
outcomes and<br />
competences<br />
Recommended<br />
reading<br />
To broadly understand Shakespeare’s dramatic genres via the study of a<br />
representative work in each genre: Richard III, As You Like<br />
It, Macbeth and The Tempest. To be familiar with the most seminal critical<br />
writing on the plays in question, and to be familiar with the various<br />
theoretical approaches possible.<br />
To know how to enter into the oral and written academic discourse of<br />
Shakespeare studies.<br />
Paul Prescott. Richard III. Shakespeare Handbooks. Houndsmills: Palgrave,<br />
2006.<br />
Lesley Wade Soule. As You Like It. Shakespeare Handbooks. Houndsmills:<br />
Palgrave, 2005.<br />
35
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
John Russell Brown. Macbeth. Shakespeare Handbooks. Houndsmills:<br />
Palgrave, 2005.<br />
Trevor R Griffiths. The Tempest. Shakespeare Handbooks. Houndsmills:<br />
Palgrave, 2007.<br />
Stephen Siddall. Cambridge Student Guide to The Tempest. Cambridge<br />
Student Guides. Cambridge: Cambridge University Press, 2002.<br />
Perry Mills. Cambridge Student Guide to The Tempest. Cambridge Student<br />
Guides. Cambridge: Cambridge University Press, 2002.<br />
Pat and Tom Baldwin. Cambridge Student Guide to The Tempest.<br />
Cambridge Student Guides. Cambridge: Cambridge University Press, 2002.<br />
Rex Gibson. Cambridge Student Guide to The Tempest. Cambridge Student<br />
Guides. Cambridge: Cambridge University Press, 2004.<br />
Phyllis Rackin. Shakespeare and Women. Oxford Shakespeare Topics.<br />
Oxford: Oxford University Press, 2005.<br />
Lawrence Danson. Shakespeare's Dramatic Genres. Oxford Shakespeare<br />
Topics. Oxford: Oxford University Press, 2000.<br />
Michael Taylor. Shakespeare Criticism in the Twentieth Century. Oxford<br />
Shakespeare Topics. Oxford: Oxford University Press, 2001.<br />
Douglas Lanier. Shakespeare and Modern Popular Culture. Oxford<br />
Shakespeare Topics. Oxford: Oxford University Press, 2002.<br />
Ania Loomba. Shakespeare, Race and Colonialism. Oxford Shakespeare<br />
Topics. Oxford: Oxford University Press, 2002.<br />
Lectures (x 12) Seminars (x 18) – Student presentations, discussion of the<br />
text, and critical and theoretical approaches to the text<br />
One essay of about 3000 words and one presentation to the class of about 15<br />
minutes.<br />
Course title<br />
Course code<br />
Functional stylistics<br />
HZEY006<br />
Type of course Lecture + Seminar<br />
Optional course<br />
Level of course Specialized level course<br />
Year of study First Semester Two<br />
ECTS<br />
2 ECTS<br />
(Number of Contact hours (15 lectures + 15 seminars) = 0.75 credits.<br />
credits allocated) Student study time (37.5 hours) = 1.25 credits.<br />
Name of lecturer Prof Dr Joško Božanić<br />
Nataša Paradžik, Assistant<br />
Learning Raising the students’ awareness as to the diversity of linguistic reality,<br />
outcomes and recognising and appreciating particularities of various types of discourse,<br />
competences distinguishing nuances of language expressions, mastering the<br />
contemporary linguistic and stylistic terminology required for an<br />
36
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
independent analysis of different texts.<br />
Prerequisites Competences and skills acquired upon the successful completion of<br />
Croatian language exercise course.<br />
Course contents Classification of styles: traditional division into literary, colloquial,<br />
scientific, administrative and journalistic styles, alongside with some more<br />
recent types, such as: private and public discourse, secular and sacral,<br />
written, spoken, and multi-media discourse.<br />
Observation of language features and stylistic analysis of texts at all levels,<br />
recognition of stylistic features at all language levels: phonological,<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
morphological, syntactic, semantic, textual, and graphological.<br />
Guiraud, P. (1964). Stilistika. Sarajevo: Veselin Masleša.<br />
Pranjković, I. (1996). Funkcionalni stilovi i sintaksa. Suvremena lingvistika,<br />
Vol. 1/2, pp 519-527.<br />
Silić, J. (1996). Administrativni stil hrvatskoga standardnog jezika. Kolo,<br />
Vol. 3, pp 251-259.<br />
Silić, J. (1997). Književnoumjetnički (beletristički) stil hrvatskoga<br />
standardnog jezika. Kolo, Vol. 1, pp 359-369.<br />
Silić, J. (1997). Novinarski stil hrvatskoga standardnog jezika. Kolo, Vol. 3,<br />
pp 495-513.<br />
Silić, J. (1997). Razgovorni stil hrvatskoga standardnog jezika. Kolo, Vol. 4,<br />
pp 483-495.<br />
Silić, J. (1997). Znanstveni stil hrvatskoga standardnog jezika. Kolo, Vol. 2,<br />
pp 397-415.<br />
Škarić, I. (1988). U potrazi za izgubljenim govorom, Zagreb: Školska knjiga.<br />
Božanić, J. (1984). Proturječnosti proučavanja umjetnosti riječi.<br />
Mogućnosti, Vol. 6-7.<br />
Flaker, A. (1976). Proza u trapericama. Zagreb: Liber.<br />
Flaker, A. (1976). Stilske formacije. Zagreb: Liber<br />
Jakobson, R. (1966). Lingvistika i poetika. Beograd: Nolit<br />
Johansen, J. D., Larsen, S. E. (2002). Uvod u semiotiku. Zagreb: Croatialiber<br />
Katičić, R. (1986). Novi jezikoslovni ogledi, Zagreb: Školska knjiga.<br />
Kovačević, M., Badurina, L. (2001). Raslojavanje jezične stvarnosti, Rijeka:<br />
Izdavački centar Rijeka.<br />
Oraić-Tolić, D., Žmegač, V. (Eds.). (1993). Intertekstualnost i<br />
autoreferencijalnost. Zagreb: Zavod za znanost o književnosti<br />
Filozofskoga fakulteta Sveučilišta u Zagrebu.<br />
Riffaterre, M. (1989). Kriteriji za stilsku analizu. Quorum, Vol. 5-6.<br />
Riffaterre, M. (1989). Stilistički kontekst. Quorum, Vol. 5-6.<br />
Silić, J. (1984). Od rečenice do teksta, Zagreb: Sveučilišna naklada Liber.<br />
Stamać, A. (Ed.). Uvod u književnost. Zagreb: Grafički zavod Hrvatske.<br />
Škiljan, D. (2000). Javni jezik. Zagreb: Izdanja Antibarbarus.<br />
Škreb, Z. (1983). Mikrostrukture stila i književne forme.<br />
Velčić, M. (1985). Lingvistika teksta. Revija, Vol. 5/6.<br />
Vuletić, B. (1980). Gramatika govora. Zagreb: Grafički zavod Hrvatske<br />
The theoretical part will be dealt with in lectures, while the practical<br />
application to different texts will be dealt with in seminars, the linguistic<br />
37
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Semester 3<br />
and stylistic analysis of selected texts being assigned to students as seminar<br />
papers.<br />
Monitoring students’ participation in seminars, seminar paper assessment,<br />
and oral examination.<br />
Croatian.<br />
Student feedback via anonymous questionnaires and surveys; advisory<br />
hours with students; cooperation and exchange of experience within the<br />
Croatian <strong>Studies</strong> Department, as well as with other departments.<br />
Course title Cognitive Linguistics<br />
Course code HZE802<br />
Type of course Lecture + seminar / Advisory hours<br />
Elective course<br />
Level of course Intermediate level course<br />
Year of study Second Semester Three<br />
ECTS<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
6 ECTS credits<br />
Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 1.5 credits.<br />
Student study time (135 hours) = 4.5 credits.<br />
Prof. Dr Anuška Štambuk<br />
After the completion of the course, the student is expected to<br />
- recognise and understand specific theories, concepts and principles<br />
providing the theoretical background of cognitive linguistics;<br />
- apply the given principles in practical individual work and use the<br />
acquired knowledge to reveal the possibilities of fine linguistic research<br />
offered by CL;<br />
- analyse, synthesise and summarise information critically, including prior<br />
research;<br />
- write coherent and well-structured papers, referencing work in an<br />
appropriate manner;<br />
- acquire skills of oral presentation of scientific material and arguments.<br />
Prerequisites Completion of the undergraduate study programme.<br />
Prerequisites defined by the Faculty Statute.<br />
Course contents Interdisciplinary approach connecting linguistics to psycholinguistic,<br />
anthropological, environmental, and sociocultural factors is applied to study<br />
the major conceptual contributions of CL to the study of meaning, such as:<br />
• the prototype theory of categorial structure;<br />
• the theories of conceptual metaphor; metonymy; conceptual integration;<br />
• conceptualization process and its dependence on geographical and<br />
cultural factors;<br />
• symbolic links between semantic and grammatical structures.<br />
38
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Cognitive approach to language acquisition process is also discussed.<br />
1. Croft, W. & D.A. Cruse. 2004. Cognitive Linguistics. Cambridge:<br />
Cambridge University Press.<br />
2. Lakoff, G. & M. Johnson (1980). Metaphors We Live By. Chicago and<br />
London: The University of Chicago Press.<br />
1. Geeraerts, D. & H. Cuyckens, eds. 2007. The Oxford Handbook of<br />
Cognitive Linguistics. Oxford: Oxford University Press. (selected<br />
chapters)<br />
2. Ungerer, F. & H. J. Schmid (1996). An Introduction to Cognitive<br />
Linguistics. London and New York: Longman.<br />
Teacher-generated materials<br />
Lectures: Approach focused on student cooperation via reference to<br />
previously acquired knowledge. (Computer-assisted teaching.)<br />
Seminars: discussions, seminar papers, students’ reports.<br />
Assessment of student knowledge/performance is based on:<br />
1. Seminar papers; reports.<br />
2. Exam: written and oral.<br />
<strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Language and literature<br />
Course code HZE804<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
6 ECTS credits<br />
Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 1.5 credits.<br />
Student study time (135 hours) = 4.5 credits.<br />
Prof. Dr Mirjana Bonačić<br />
After successful completion of the course, students are expected to have<br />
acquired deeper understanding of the use of language in literary texts and<br />
enhanced their capacity for stylistic analysis, constructive interpretation and<br />
criticism, originality and independence of thought.<br />
Competences and skills acquired upon the completion of an undergraduate<br />
programme in <strong>English</strong> studies (The student should have previously<br />
completed a course of Introduction to Literary <strong>Studies</strong> or an equivalent<br />
course.)<br />
39
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Course contents<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
The course explores the space beyond formal and disciplinary boundaries<br />
and the overlap between language and literature. It focuses on literary<br />
interpretation that is substantiated by analysis. This involves precision of<br />
reference to the text in support of a particular reading. Attention to textual<br />
detail heightens awareness of how textual worlds are constructed through<br />
the exploitation of novel possibilities of language. The underlying<br />
assumption is that analysis increases the aesthetic effect of the literary text.<br />
The relationship between literary criticism and stylistic analysis is also<br />
commented on.<br />
After a discussion about the concept of style and the procedures for<br />
interpretation and analysis, the course is structured around three main<br />
literary genres: poetry, prose and drama. The main topics are the<br />
representational use of language and effects of foregrounding in poetry, the<br />
discourse structure of drama and dramatic dialogue, prose style and the<br />
discourse structure of fictional prose. In conclusion, the course addresses<br />
some important questions of literary translation.<br />
Carter, R. and McCarthy, M. (1995). Discourse and creativity: bridging the<br />
gap between language and literature. In Cook, G. and Seidlhofer, B.<br />
(eds), Principle and Practice in Applied Linguistics. Oxford: Oxford<br />
University Press, 303-321.<br />
Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press.<br />
Widdowson, H.G. (1992). Practical Stylistics. Oxford: Oxford University<br />
Press.<br />
Short, M.H. (1996). Exploring the Language of Poems, Plays and Prose.<br />
London: Longman.<br />
Leech, G.N. and Short, M.H. (2007). Style in Fiction (2nd edn.). London:<br />
Longman.<br />
Watson, G. and Zyngier, S. (eds) (2007). Literature and Stylistics for<br />
Language Learners: Theory and Practice. Basingstoke: Palgrave<br />
Macmillan.<br />
Bonačić, M. (2005). The translator’s craft as a cross-cultural discourse. In<br />
Caldas-Coulthard, C.R. and Toolan, M. (eds). The Writer’s Craft, the<br />
Culture’s Technology. Amsterdam: Rodopi, 129-143.<br />
Teacher-generated materials<br />
Black, E. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University<br />
Press.<br />
Bonačić, M. (1999). Tekst, diskurs, prijevod: o poetici prevođenja. Split:<br />
Književni krug.<br />
Bonačić, M. (2007). Poetic Deviation and Cross-Cultural Cognition. In<br />
Jeffries, L., McIntyre, D., Bousfield, D (eds) Stylistics and Social<br />
Cognition. Amsterdam & New York, NY: Rodopi, 165-179.<br />
Goodman, S. and O’Halloran, K. (eds). (2006). The Art of <strong>English</strong>: Literary<br />
Creativity. Hampshire: Palgrave Macmillan/The Open University.<br />
Hoover, D.L. and Lattig, S. (eds) (2007). Stylistics: Prospect and<br />
Retrospect. Amsterdam: Rodopi.<br />
Lambrou, M. and Stockwell, P. (eds) (2007). Contemporary Stylistics.<br />
40
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
London: Continuum.<br />
Toolan, M.J. (1998). Language in Literature: An Introduction to Stylistics.<br />
London: Arnold.<br />
Wales, K. (2001). A Dictionary of Stylistics (2nd edn.). Harlow: Longman.<br />
Selected articles from Language and Literature (London: Sage<br />
Publications).<br />
Lectures (student-participation-encouraged) / Seminars (discussion, seminar<br />
papers, reports, etc.) / Advisory hours / Research project / Independent<br />
research / Independent study.<br />
Student participation is encouraged through various tasks and activities,<br />
such as: problem-solving tasks, group work, pair work, etc.<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (diagnostic tests, independent homework/project<br />
tasks, achievement tests)<br />
2. Exam: written and oral<br />
<strong>English</strong><br />
1. Anonymous student feedback via questionnaires and surveys (permanent<br />
online anonymous commenting facility and via paper questionnaires).<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Philosophy of Language<br />
Course code HZE805<br />
Type of course Lecture + Seminar / Advisory hours<br />
Elective course<br />
Level of course Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Prof Dr Dunja Jutronić<br />
After the completion of the course, the students will acquire the following<br />
competencies:<br />
1. Intellectual skills including the acquisition of concepts and principles which<br />
connect linguistics and philosophy of language<br />
2. Practical skills in the analysis of different texts and critical evaluation of<br />
ideas<br />
3. Communicative skills in essay writing and oral presentation, and most<br />
importantly<br />
4. Sensitivity to the interdisciplinary approach.<br />
41
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Completion of the first semester of graduate studies.<br />
Here are some of the themes covered: origin of language; language<br />
universals; language and cognition; how language exists in the speech<br />
community; the acquisition of language; is language innate or learned; what<br />
is the relationship of language and thought; how is language a guide to<br />
reality; are we prisoners of our language; how do we learn about things in<br />
the world, where and how words acquire their meanings; what is the<br />
relationship of language and thought; nominalism, mentalism and platonism<br />
in the philosophy of language and linguistics.<br />
Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental<br />
Lexicon. Oxford: Basil Blackwell.<br />
Chomsky, N. (1976). Reflections on Language. London: Temple Smith.<br />
Downes, W. (1984). Language and Society. London: Fontana Paperbacks.<br />
Pinker, S. (1994). The Language Instinct. London: Penguin Books.<br />
Bickerton, D. (1990). Language and Species. Chicago: University of<br />
Chicago Press.<br />
Jutronić, D. Lingvistika i filozofija. (1991). Zagreb, Hrvatsko filozofsko<br />
društvo.<br />
Katz, J. (Ed.) (1985). The Philosophy of Linguistics. Oxford: Oxford<br />
University Press.<br />
Devitt and Sterelny. (1999). Language and Reality: An Introduction to the Philosophy of<br />
Language. Cambridge: MIT Press.<br />
1. Lectures (traditional with student-participation encouraged, asking<br />
questions for clarification).<br />
2. Seminars (each student writes a seminar paper which is then presented in<br />
the classroom. Work group or work in pairs is possible depending on the<br />
assigned task)<br />
3. Close readings of some selected passages.<br />
1. Active participation in the classroom discussion; an oral presentation of<br />
the seminar work.<br />
2. Written and oral exam at the end of the course.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires.<br />
Course title Literary Cinema<br />
Course code<br />
Type of course<br />
Level of course<br />
HZE807<br />
Seminar / Advisory hours<br />
Elective Course<br />
Specialised level course<br />
42
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
3 ECTS<br />
Contact hours (25 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Jurica Pavičić, MA, Senior Lecturer<br />
Brian Willems, Assistant<br />
After the completion of the course, the student will have developed and<br />
applied an in-depth understanding of key concepts and theoretical and<br />
practical approaches to cinematic adaptations of a wide variety of literary<br />
sources. This will have been done through a thorough analysis of both text<br />
and film via a number of contemporary thinkers in film and other<br />
disciplines.<br />
Prerequisites The student should have previously completed a course of Introduction to<br />
Literary <strong>Studies</strong> or an equivalent course.<br />
Course contents Students will work through an in-depth understanding of such key concepts<br />
of literary adaptation as fidelity, implied author, off-screen space, the voice,<br />
narrative presence, enunciation, cinematic codes and subcodes, and timelapse.<br />
These will be applied through a close reading of both the literary<br />
source and cinematic adaptation(s). Students will approach the field of<br />
adaptation via such thinkers as Michel Chion, Gilles Deleuze, Slavoj Žižek,<br />
James Monoco and others.<br />
The cinematic adaptations of the following literary texts are likely to be<br />
discussed:<br />
Shakespeare, Hamlet; J. Austen, Pride and Prejudice; J. Conrad, Heart of<br />
Darkness; G. Greene, The Quiet American; V. Nabokov, Lolita; H.<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Kureishi, My Beautiful Laundrette; C. Palahniuk, Fight Club.<br />
Palahniuk, C. (1996). Fight Club. New York, W.W. Norton & Co.<br />
Mann, T. (1998). Death in Venice and other tales. New York, Viking.<br />
Brontë, E. (2003). Wuthering Heights: the 1847 text, backgrounds and<br />
contexts, criticism. A Norton critical edition. New York, Norton.<br />
Nabokov, V. (1991). The Annotated Lolita. New York, Vintage Books.<br />
Clowes, D. (2008). Ghost World. Seattle, Fantagraphics Books.<br />
Winterson, J. (1987). Oranges are not the only fruit. New York, Atlantic<br />
Monthly Press.<br />
Campbell, J. W. (1976). Who Goes There?: Seven Tales of Science-fiction.<br />
Westport, Hyperion Press.<br />
Potocki, J. (1996). The manuscript found in Saragossa. London, Penguin.<br />
Script<br />
Chion, M. (1999). The Voice in Cinema. New York: Columbia University<br />
Press.<br />
Manovich, L. (2002). The Language of New Media. Cambridge: MIT Press.<br />
McFarlan, B. (1996). Novel to Film: An Introduction to the Theory of<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Adaptation. Oxford: Clarendon Press.<br />
Richard, A. & Smith, M (1997). Film Theory and Philosophy. Oxford:<br />
Clarendon Press.<br />
Sanders, J. (2005). Adaptation and Appropriation. London; New York:<br />
Routledge.<br />
Stam, R. (2004). Literature and Film: A Guide to the Theory and Practice<br />
of Film Adaptation. Mladen: Blackwell.<br />
Stam, R. & Raengo, A. (2004). A Companion to Literature and Film.<br />
Malden, MA: Blackwell Publishing.<br />
Zielinski, S. (1999). Audiovisions : Cinema and Television As Entr'Actes in<br />
History. Amsterdam: Amsterdam University Press.<br />
Žižek, S. (1992). Looking Awry: An Introduction to Jacques Lacan through<br />
Popular Culture. Cambridge, MA: The MIT Press.<br />
Seminars / Student participation is encouraged through various tasks and<br />
activities, such as: problem-solving tasks, group work, pair work, (etc.) /<br />
Advisory hours<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (independent homework / short essays)<br />
2. Exam: written<br />
<strong>English</strong><br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Language, culture, cognition<br />
Course code<br />
Type of course<br />
Level of course<br />
HZE813<br />
Seminar / Advisory hours<br />
Elective Course<br />
Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
3 ECTS<br />
Contact hours (25 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Prof. Dr. Danica Škara<br />
Upon the completion of the course the student will gain the following<br />
competences and skills:<br />
In-depth understanding of the key concepts in cognitive linguistics<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
competences Ability to explain the relationship between language, mental processes and<br />
culture<br />
Familiarity with modern terminology and concepts in respective discipline<br />
Experience in critical considerations of the topics in cognitive linguistics<br />
and in presenting them in the written form and orally<br />
Ability to apply theoretical concepts in scientifically suitable ways, to<br />
develop own concepts and draw conclusions about the characteristics of the<br />
relationship between language, mind and reality.<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
The student should have previously completed a course of Introduction to<br />
Semantics or an equivalent course.<br />
The main aim of this course is to make students familiar with recent<br />
research in cognitive linguistics. Students are expected to gain an in-depth<br />
understanding of the relationship between language, mind and reality and to<br />
develop the ability to participate in critical discussions on related topics.<br />
The following themes will be considered:<br />
The evolution of language<br />
The relationship between language, culture and mind: an outline<br />
Key concepts in cognitive linguistics<br />
The structure of human knowledge<br />
Categorization, hierarchy<br />
Prototype-based organization in categories<br />
The bodily basis of meaning, conceptual structures<br />
Metaphor, metonymy<br />
Theory of conceptual integration<br />
Conceptual metaphors in political discourse<br />
Conceptual metaphors: colours, animals, plants<br />
Lexical and conceptual particularities of Croatian and <strong>English</strong><br />
Universals and varieties of language: variations in the conceptualization of<br />
space and time<br />
A workshop on one of the selected topics will be organised at the end of<br />
semester.<br />
- Croft, William & D. Alan Cruse. (2004.) Cognitive<br />
Linguistics.Cambridge: Cambridge University Press.<br />
- Kovecses, Zoltan (2005) Metaphor in Culture: Universality and<br />
Variation, Cambridge: Cambridge University Press.<br />
- Škara, Danica (2005), Language, Culture, Cognition, University of<br />
Zadar, Zadar<br />
45
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Course title<br />
Course code<br />
Type of course<br />
Level of course<br />
- Dedre Gentner and Susan Goldin-Meadow (eds.) 2003. Language in<br />
Mind. Advances in the Study of Language and Thought. Cambridge,<br />
MA./London: MIT Press.<br />
- Lakoff, George (1987.) Women, Fire, and Dangerous Things.<br />
Chicago, IL: UCP<br />
- Fauconnier, Gilles and Mark Turner (2002.) The Way We Think. The<br />
mind’s hidden complexities. New York: Basic Books.<br />
- Journal: Cognitive Linguistics<br />
Internet sources<br />
Seminars / Student participation is encouraged through various tasks and<br />
activities, such as: problem-solving tasks, group work, pair work, (etc.) /<br />
Advisory hours<br />
The assessment of student knowledge/performance will be based on the<br />
following:<br />
1. Continuous assessment (independent homework / short essays)<br />
2. Exam: written<br />
<strong>English</strong><br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
James Joyce<br />
HZE814<br />
Lecture + Seminar<br />
Specialised level course<br />
Year of study Second Semestar/trimestar Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 15 seminars) = 1 credit<br />
Student study time (60 hours) = 2 credits<br />
Name of lecturer Dr. sc. Boris Berić, assistant professor,<br />
Mr. sc. Ilonka Peršić, assistant<br />
Learning The course objective is to make the student acquainted with three major<br />
outcomes and works by James Joyce (Dubliners, A Portrait of the Artist as a Young Man<br />
competences and Ulysses). After the completion of the course, the student should acquire<br />
theoretical knowledge and practical experience in reading and analyzing<br />
these texts, as well as gain awareness of multiple critical approaches to<br />
Joyce’s complex oeuvre.<br />
Prerequisites The student is expected to have completed an introductory course to<br />
literary studies, as well as the course on Twentieth-Century British and Irish<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Course contents<br />
Recommended<br />
reading<br />
Supplemetary<br />
reading<br />
Literature. The prerequisites are defined by the Faculty Statute.<br />
The course explores the main features of Joyce’s poetics by studying his<br />
major works. Grounded on the belief that Joyce’s entire oeuvre can be<br />
perceived as ‘work in progress’, the first part of the course focuses on<br />
Dubliners by looking at different aspects of the book’s central theme of<br />
‘paralysis’, as well as by examining Joyce’s fictional methods in this early<br />
work, the most important of them being an alternation of naturalistic and<br />
symbolic elements in the text.<br />
The analysis then moves on to A Portrait of the Artist as a Young Man by<br />
emphasizing its importance within the traditions of the Bildungsroman and<br />
Künstelerroman. In this sense, the development of the artistic consciousness<br />
of Joyce’s Stephen Dedalus is seen as his attempt to move away from Plato<br />
to Aristotle, from his initial idealistic vision of the world to his final<br />
materialistic perception of it. This study also emphasizes the importance of<br />
Stephen’s aesthetic theory at the end of the novel, as well as the narrative<br />
innovativeness of A Portrait in relation to Stephen Hero, the text which<br />
preceded it.<br />
Ulysses is read primarily in view of its stylistic and linguistic complexity<br />
both in relation to Dubliners and A Portrait, and in the context of Modernist<br />
literature in general.<br />
Primary literature:<br />
Joyce, James, Dubliners<br />
Stephen Hero<br />
A Portrait of the Artist as a Young Man<br />
Ulysses<br />
Secondary literature:<br />
Bloom, H. (ed.) (1987). James Joyce's Ulysses. New York, New Haven and<br />
Philadelphia: Chelsea House Publishers.<br />
Killeen, T. (2004). Ulysses Unbound: A Reader's Companion to James<br />
Joyce's Ulysses. Wicklow: Wordwell.<br />
Power, M. and Schneider, U. (1997). New Perspectives on Dubliners.<br />
Amsterdam and Atlanta: Rodopi.<br />
Schutte, W. M (ed.) (1968). Twentieth Century Interpretations of A<br />
Portrait of The Artist as A Young Man: A Collection of Critical Essays<br />
New Jersey: Prentice-Hall; Englewood Cliffs.<br />
Blades, J. (1991). James Joyce: A Portrait of the Artist as a Young Man<br />
London: Penguin.<br />
Ellmann, R. (1982). James Joyce: New and Revised Edition. New York:<br />
Oxford University Press.<br />
Norris, M. (1998). A Companion to James Joyce's Ulysses: Biographical<br />
and Historical contexts, Critical History, and Essays from Five<br />
Contemporary Critical Perspectives. Boston; New York: Bedford/St.<br />
Martin’s.<br />
Senn, F. (1995). Inductive Scrutinies: Focus on Joyce. Baltimore: Johns<br />
47
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Hopkins University Press.<br />
Wales, K. (1992).The Language of James Joyce. London:<br />
Macmillan.<br />
Lectures on the main features of Joyce’s poetics, as well as on biographical,<br />
social and historical contexts/ Seminar discussions on different passages in<br />
Dubliners, A Portrait of the Artist and Ulysses, with student response<br />
elicited through the interpretation of the text / Advisory hours / Independent<br />
research/study.<br />
Continuous assessment. The final grade for the course is based on a written<br />
examination (80%). Another 20% is reserved for class participation and<br />
short tests.<br />
<strong>English</strong><br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers working in the same subject area collaborate closely and<br />
monitor each other's work.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
3.2.2. Graduate double-major degree programme in <strong>English</strong><br />
<strong>Studies</strong> with a special emphasis on Translation<br />
Elective courses in <strong>English</strong> studies: see 3.2.1.<br />
Course title Translation studies with elements of contrastive analysis<br />
Course code HZE608<br />
Type of course Lecture + Seminar / Advisory hours<br />
Core course (Elective course in programme 3.1.1. and 3.1.3.)<br />
Level of course Specialised level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
6 ECTS credits<br />
Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 2 credits.<br />
Student study time (135 hours) = 4 credits.<br />
Name of lecturer<br />
Prof Dr Zjena Čulić<br />
Ivana Petrović, Assistant<br />
Learning After the completion of the course the student should be able to show<br />
outcomes and familiarity with the development of translation studies and to show<br />
competences understanding of the overall structure of the discipline and the connection<br />
between its subdisciplines as well as the relationship with the related<br />
disciplines such as text linguistics, corpus linguistics, sociolinguists, etc.<br />
The students should also be able to implement the methods of critical<br />
analysis. The most important competences to be developed are the capacity<br />
for analysis and synthesis, for problem solving and the ability to apply the<br />
theoretical knowledge to the solution of various practical problems related<br />
to this field.<br />
With respect to the skills and knowledge a professional translator must<br />
have, the students’ competence is described as the union of a source<br />
language receptive competence and target language reproductive<br />
competence within a supercompetence reflecting the ability to transfer<br />
messages between the two languages; this ‘supercompetence’ is intertextual<br />
and not purely linguistic.<br />
Prerequisites Competences and skills acquired after the completion of the third year<br />
undergraduate study programme; the student's grade point average should<br />
be at least 3.5.<br />
Course contents Contrastive linguistics and translation; translation equivalence vs.<br />
formal/contrastive correspondence; semantic shift, tertium comparationis;<br />
text linguistics and contrastive analysis (coherence, cohesion, exophoric vs.<br />
endophoric reference); scenes-and-frames semantics; corpus linguistics and<br />
contrastive analysis; pedagogical implications of contrastive analysis.<br />
Translation studies: definition and general considerations; historical review;<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Nida’s theory of translation, formal vs. dynamic equivalence, closest natural<br />
equivalent; Newmark’s semantic vs. communicative translation; linguistic<br />
and communicative models of translation; functionalism/skopos theory and<br />
translation, text types, language dimensions and text functions; pragmatic<br />
equivalence (implicature, presupposition), thematic structure in translation;<br />
translation norms (Toury), translation principles and methodology,<br />
translation strategies (explicitation, simplification, transposition,<br />
modulation, etc.), translation of implicit elements of culture; strategies for<br />
translating collocations; current trends and future perspectives in the<br />
development of translation studies.<br />
• Munday, J. (2001). Introducing Translation <strong>Studies</strong>, Theories and<br />
Applications. London, New York: Routledge.<br />
• Hatim, B. & Munday, J. (2004). Translation: An Advanced Resource Book<br />
(Routledge Applied Linguistics). London & New York: Routledge<br />
• SnellHornby, M. (1988). Translation <strong>Studies</strong>: An Integrated Approach.<br />
Amsterdam, Philadelphia: John Benjamins.<br />
• Ivir, V. (199192). On the nonalgorithmic nature of translation theory.<br />
Studia Romanica et Anglica Zagrabiensia. XXXVIXXXVII. Str. 8591.<br />
• James, C. (1980). Contrastive Analysis, Applied Linguistics and Language<br />
Study. Candlin, N. (ur.). Harlow, Essex: Longman Group Ltd.<br />
• Aijmer, K., Altenberg, B. i Johansson M. (ur.). (1996). Languages in<br />
Contrast, Papers from a Symposium on Textbased Crosslinguistic <strong>Studies</strong>.<br />
Lund: Lund University Press.<br />
Croft, W. (1990). Typology and Universals. Cambridge Textbooks in<br />
Linguistics. Cambridge: Cambridge University Press.<br />
Hartman, R.K. (1996). Contrastive textology and corpus linguistics: On the<br />
value of parallel texts. Language Sciences 18. pp 947-957.<br />
Newmark, P. (1981). Approaches to Translation. Oxford: Pergamon Press<br />
Ltd.<br />
Neubert, A. & Shreve, G. M. (1992). Translation as Text. Kent, Ohio: Kent<br />
University Press.<br />
Ivir, V. (1983). A Translation-based Model of Contrastive analysis. In K.<br />
Sajavaara (Ed.). Jyvaskyla Cross-Language <strong>Studies</strong>, No 9. Cross-<br />
Language Analysis and Second Language Acquisition.<br />
Čulić, Z. (2003). Teacher-generated materials.<br />
Lectures: student participation encouraged. Seminars: problem-solving<br />
tasks; student participation encouraged through various tasks and activities<br />
such as: individual work, pair work, group work, etc.<br />
The assessment of student knowledge will be based on the following:<br />
Continuous assessment.<br />
Preliminary exam.<br />
Exam: written and oral.<br />
<strong>English</strong>.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Quality<br />
assurance<br />
methods<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title<br />
Course code<br />
Translation Methodology – Theory and Practice<br />
HZE708<br />
Type of course Lecture + Seminar / Advisory hours<br />
Core course (Elective course in 3.1.1.)<br />
Level of course Specialised level course<br />
Year of study First Semester Two<br />
ECTS<br />
6 ECTS credits<br />
(Number of Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 2 credits.<br />
credits allocated) Student study time (135 hours) = 4 credits.<br />
Name of lecturer Prof Dr Zjena Čulić<br />
Ivana Petrović, Assistant<br />
Learning The objective of the course is translator competence rather than translation<br />
outcomes and competence wherein the emphasis is placed on the complex nature of the<br />
competences professional translator’s task and the non-linguistic skills that are required;<br />
thus it is possible to distinguish between the more general types of native<br />
and foreign language communicative competence and the translation skills<br />
that are specific to professional translation.<br />
After the student has successfully completed specialized translator<br />
education s/he should be able to translate difficult scientific and technical<br />
texts from source language into a foreign language (even under time<br />
pressure) so that the result is perfect with respect to both content and<br />
language. S/he should be able to interpret specialized conversations and<br />
conferences quickly and without error.<br />
After the completion of this course, translator competences will include the<br />
interlingual transfer ability and the research skills, the ability to write in the<br />
native language, creative thinking, and the skills and understandings implied<br />
by the word professional.<br />
The learning outcome of translation methodology is to build a<br />
communicative competence focusing on grammatical, sociolinguistic,<br />
discourse, and strategic competences.<br />
Prerequisites Competences and skills acquired after the completion of the third year<br />
undergraduate study programme; the student's grade point average should<br />
be at least 3.5.<br />
Course contents The course is based on the assumption that translation is not an exclusively<br />
linguistic operation of transcoding the source text into the target language<br />
but a process which includes cultural, social, cognitive and communication<br />
components and the respective skills/competences.<br />
The aim of the course is to enable the learner to translate specialised texts<br />
and to translate, consecutively and simultaneously lectures and speeches at<br />
conferences. Consequently the course combines sound translation pedagogy<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
with translation studies, with an interdisciplinary mix of linguistics and the<br />
social and cognitive sciences, and with empirical studies of professional<br />
translation practice.<br />
Translation methodology is based on new ideas which include moving from<br />
teacher-centred to student-centred instruction; using teaching methods that<br />
foster responsibility, independence, and the ability to see alternatives; using<br />
methods such as role-playing and simulation to create a greater sense of<br />
realism; developing a sense of profession through a basic or core course in<br />
translation studies that develops broad translation principles and attaches<br />
them to translation practice.<br />
Translation methodology requires a solid theoretical framework, assembled<br />
from translation studies and from allied discipline, and solid empirical data<br />
on the social and cognitive aspects of the translation process and translation<br />
competence.<br />
The student-centred translation methodology focuses on students’ autonomy<br />
from the instructor as a primary objective of a translator education program.<br />
Selected chapters from:<br />
Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator<br />
Training. Benjamins Translation Library. Volume 8. Amsterdam,<br />
Philadelphia: John Benjamins Publishing Company.<br />
Kiraly, D.C. (1995). Pathways to Translation. Pedagogy and Process. Kent,<br />
Ohio; London, England: Kent University Press.<br />
Lambert, S. & Moser-Mercer, B. (1994). Bridging the Gap: Empirical<br />
research in simultaneous interpretation. Amsterdam, Philadelphia: John<br />
Benjamins Publishing Company.<br />
Gambier, Y., Gile, D. & Taylor, Ch. (Eds.). (1997). Conference<br />
Interpreting: Current Trends in Research. Amsterdam, Philadelphia:<br />
John Benjamins Publishing Company.<br />
Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and<br />
Interpreting. Amsterdam, Philadelphia: John Benjamins Publishing<br />
Company.<br />
Čulić, Z. (2005). Teacher-generated materials.<br />
Lectures: student participation encouraged; Seminars: problem-solving<br />
tasks; Student participation encouraged through various tasks and activities<br />
such as: individual work, pair work, group work, etc.<br />
The assessment of student knowledge will be based on the following:<br />
Continuous assessment during the course.<br />
Exam: written and oral.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work. Occasional class observations and appraisal by<br />
Head of Department.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Course title Literary translation – Module 1<br />
Course code HZE809<br />
Type of course Seminar / Advisory hours<br />
Core course (Elective course in 3.1.1. and 3.1.3.)<br />
Level of course Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (25 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Mia Pervan, MA, Senior Lecturer, Professional Translator<br />
Learning<br />
outcomes and<br />
competences<br />
After successful completion of this module, the student is expected to have:<br />
- the ability to demonstrate knowledge and understanding of the concepts,<br />
principles and theories related to the subject of literary translation;<br />
- the ability to deal with specific problems of translating texts from earlier<br />
periods;<br />
- the ability to start work as a literary translator.<br />
Prerequisites 1. Competences and skills acquired upon the completion of the<br />
undergraduate degree programme <strong>English</strong> language and literature;<br />
2. The student’s grade point average in the 3rd year core courses (<strong>English</strong><br />
Language and Literature) should be at least 3.5.<br />
3. Reasonable talent for creative writing.<br />
Course contents Introduction to the history and theory of literary translation and to various<br />
approaches to literary translation. Introduction to specific genre areas<br />
(novelistic prose, essay). Introduction to translation problems specific to<br />
literary texts from earlier periods.<br />
Practical work carried out through a variety of assignments (translation of<br />
shorter literary texts belonging to various genres and historical periods).<br />
Workshops: translation of different literary texts in pairs or smaller groups.<br />
Development of assessment techniques. Practical guidance on how to start<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
work as a literary translator.<br />
Bassnett, S. (1991). Translation <strong>Studies</strong>, Revised Edition. London:<br />
Routledge.<br />
Bonačić, M. (1999). Tekst, diskurs, prijevod. Split: Književni krug.<br />
Bratulić, J. (ed.) (1990). Sveti Jerolim, Izabrane poslanice. Split: Književni<br />
krug.<br />
Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall<br />
International.<br />
Evan-Zohar, I. (1990). Polysystem <strong>Studies</strong>. Special issue of Poetics Today<br />
11.1.<br />
Popovic, A. (1976). Dictionary for the Analysis of Literary Translation.<br />
Edmonton: Department of Comparative Literature, University of Alberta.<br />
Teacher-generated materials dealing with the quality of published<br />
translations of eminent Croatian translators as well as with the evaluation<br />
of a number of different translations of the same text.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
1. Short introductory lectures (traditional) on the history and theory of<br />
literary translation with active student participation in the ensuing<br />
discussion about the topic;<br />
2. Introductory practical guidelines for independent translation work on a<br />
shorter literary text (progression from simpler to more complex texts; from<br />
one genre to another);<br />
3. Seminars: individual and group analysis and assessment of translation<br />
assignments (independent work) with active student participation;<br />
4. Workshops: translation of the assigned literary text in pairs or smaller<br />
groups with teacher assistance and ensuing group discussion;<br />
5. Tutorials: teacher counselling given to individual students for finding<br />
solutions to problems arising from the assigned or freely chosen translation<br />
texts (students’ choice);<br />
6. Independent work: a) assigned texts for translation; b) freely chosen texts<br />
for translation (students’ choice).<br />
Active student participation is encouraged in all areas of work and study.<br />
The assessment of student knowledge and performance will be based on the<br />
following:<br />
1. Continuous assessment (independent homework translation tasks,<br />
seminar papers and workshop achievements; portfolio).<br />
2. Exam: written, i.e. presentation of the final seminar translation text.<br />
Croatian and <strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Literary translation – Module 2<br />
Course code HZE901<br />
Type of course Seminar / Advisory hours<br />
Core course (Optional course in 3.1.1.)<br />
Level of course Specialised level course<br />
Year of study Second Semester Four<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
2 ECTS credits<br />
Contact hours (20 seminars + 5 advisory hours) = 0.62 credits.<br />
Student study time (41.25 hours) = 1.38 credits.<br />
Name of lecturer Mia Pervan, MA, Senior Lecturer, Professional Translator<br />
Learning<br />
outcomes and<br />
competences<br />
After successful completion of this module, the student is expected to have<br />
the:<br />
- ability to demonstrate knowledge and understanding of the concepts,<br />
principles and theories related to the subject of literary translation;<br />
- ability to deal with specific problems of translating texts from earlier<br />
periods;<br />
- ability to start work as a literary translator.<br />
- ability to apply the acquired knowledge and skills to the translation of<br />
54
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literary texts of several genres (novelistic prose; drama; poetry and essay)<br />
from <strong>English</strong> into Croatian.<br />
Prerequisites Competences and skills acquired upon the successful completion of Literary<br />
translation – Module 1.<br />
Course contents Introduction to the translation of prose texts containing dialect and slang.<br />
Practical work: translation of such texts (in pairs or smaller groups; as<br />
individual assignment).<br />
Introduction to the translation of drama. Practical work: translation of a<br />
selected play (one act).<br />
Introduction to the translation of poetry. Practical work: translation of<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
selected poems (in pairs; as individual assignment).<br />
Bassnett, S. (1991). Translation <strong>Studies</strong>, Revised Edition. London:<br />
Routledge.<br />
Bonačić, M. (1999). Tekst, diskurs, prijevod. Split: Književni krug.<br />
Bratulić, J. (ed.) (1990). Sveti Jerolim, Izabrane poslanice. Split: Književni<br />
krug.<br />
Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall<br />
International.<br />
Evan-Zohar, I. (1990). Polysystem <strong>Studies</strong>. Special issue of Poetics Today<br />
11.1.<br />
Popovic, A. (1976). Dictionary for the Analysis of Literary Translation.<br />
Edmonton: Department of Comparative Literature, University of Alberta.<br />
Teacher-generated materials dealing with the quality of published<br />
translations of eminent Croatian translators as well as with the evaluation<br />
of a number of different translations of the same text.<br />
1. Short introductory lectures (traditional) on the history and theory of<br />
literary translation with active student participation in the ensuing<br />
discussion about the topic;<br />
2. Introductory practical guidelines for independent translation work on a<br />
shorter literary text (progression from simpler to more complex texts; from<br />
one genre to another);<br />
3. Seminars: individual and group analysis and assessment of translation<br />
assignments (independent work) with active student participation;<br />
4. Workshops: translation of the assigned literary text in pairs or smaller<br />
groups with teacher assistance and ensuing group discussion;<br />
5. Tutorials: teacher counselling given to individual students for finding<br />
solutions to problems arising from the assigned or freely chosen translation<br />
texts (students’ choice);<br />
6. Independent work: a) assigned texts for translation; b) freely chosen texts<br />
for translation (students’ choice).<br />
Active student participation is encouraged in all areas of work and study.<br />
The assessment of student knowledge and performance will be based on the<br />
following:<br />
1. Continuous assessment (independent homework translation tasks,<br />
seminar papers and workshop achievements; portfolio).<br />
2. Exam: written, i.e. presentation of the final seminar translation text.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Croatian and <strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work. Occasional class observations and appraisal by<br />
Head of Department.<br />
Course title Interpreting – Module 1<br />
Course code HZE810<br />
Type of course Exercise course / Advisory hours<br />
Core course (Elective course in 3.1.1.)<br />
Level of course Specialized level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (25 practical sessions + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Prof Dr Zjena Čulić<br />
Learning<br />
outcomes and<br />
competences<br />
The course focuses on the development of the following competences and<br />
skills: comprehension (analysis and synthesis), speed of comprehension,<br />
production, memory capacity, simultaneity of listening and speaking,<br />
personality traits (stress tolerance).<br />
Prerequisites Competences and skills acquired upon the completion of Translation studies<br />
with elements of contrastive analysis and Translation Methodology - Theory<br />
and Practice courses.<br />
Course contents Process-oriented approach in interpreter training; developing techniques for<br />
translation at sight; consecutive translation and simultaneous translation; the<br />
comprehension phase based on knowledge base and knowledge acquisition;<br />
reformulation of the message; note taking strategies. Application of the<br />
Effort model: listening effort, comprehension effort and reformulation<br />
effort. Interpretation training from the point of view of professional<br />
experience and current teaching practices; the task of interpreting analyzed<br />
from a cognitive psychologist’s point of view; interaction between research<br />
and training; simultaneous interpretation composed of a series of<br />
interdependent skills; cognitive psychology applied to research on aptitude<br />
testing for interpretation; Theorie du sens; research frame moving from<br />
cognitive content to the transfer of formal linguistic features; observation of<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
interpreters at work.<br />
Gambier, Y. Gile, D., & Taylor, Ch. (Eds.). (1997). Conference<br />
Interpreting: Current Trends in Research. Amsterdam, Philadelphia:<br />
John Benjamins Publishing Company.<br />
Dollerup, C., & Lindegaard, A., (Eds.). (1994). Teaching Translation and<br />
Interpreting 2. Amsterdam, Philadelphia: John Benjamins Publishing<br />
Company.<br />
Lambert, S., & Moser Mercer, B. (1994). Bridging the Gap: Empirical<br />
research in simultaneous interpretation. Amsterdam, Philadelphia: John<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Benjamins Publishing Company.<br />
Seleskovitch, D. (1994). Interpreting for International Conferences:<br />
Problems of Language and Communication. Paris: Minard Lettres<br />
modernes.<br />
Exercise course; student participation encouraged: individual work, pair<br />
work, group work; problem-solving tasks.<br />
The assessment of student knowledge will be based on the following:<br />
Continuous assessment.<br />
Exam: oral.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work. Occasional class observations and appraisal by<br />
Head of Department.<br />
Course title Interpreting – Module 2<br />
Course code HZE902<br />
Type of course Exercise course / Advisory hours<br />
Core course (Optional in 3.1.1.)<br />
Level of course Specialized level course<br />
Year of study Second Semester Four<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
1 ECTS credits<br />
Contact hours (15 practical sessions) = 0.38 credits.<br />
Student study time (18.75 hours) = 0.62 credits.<br />
Name of lecturer Prof Dr Zjena Čulić<br />
Learning<br />
outcomes and<br />
competences<br />
The course focuses on the development of the following competences and<br />
skills: comprehension (analysis and synthesis), speed of comprehension,<br />
production, memory capacity, simultaneity of listening and speaking,<br />
personality traits (stress tolerance)<br />
Prerequisites Competences and skills acquired upon the completion of Translation studies<br />
with elements of contrastive analysis and Translation Methodology - Theory<br />
and Practice courses.<br />
Course contents Process-oriented approach in interpreter training; developing techniques for<br />
translation at sight; consecutive translation and simultaneous translation; the<br />
comprehension phase based on knowledge base and knowledge acquisition;<br />
reformulation of the message; note taking strategies. Application of the<br />
Effort model: listening effort, comprehension effort and reformulation<br />
effort. Interpretation training from the point of view of professional<br />
experience and current teaching practices; the task of interpreting analyzed<br />
from a cognitive psychologist’s point of view; interaction between research<br />
and training; simultaneous interpretation composed of a series of<br />
interdependent skills; cognitive psychology applied to research on aptitude<br />
testing for interpretation; Theorie du sens; research frame moving from<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
cognitive content to the transfer of formal linguistic features; observation of<br />
interpreters at work.<br />
Gambier, Y. Gile, D. & Taylor, Ch. (Eds.) (1997). Conference Interpreting:<br />
Current Trends in Research. Amsterdam, Philadelphia: John Benjamins<br />
Publishing Company.<br />
Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and<br />
Interpreting 2. Amsterdam, Philadelphia: John Benjamins Publishing<br />
Company.<br />
Lambert, S. & Moser Mercer, B. (1994), Bridging the Gap: Empirical<br />
research in simultaneous interpretation. Amsterdam, Philadelphia: John<br />
Benjamins Publishing Company.<br />
Seleskovitch, D. (1994). Interpreting for International Conferences:<br />
Problems of Language and Communication. Paris: Minard Lettres<br />
modernes.<br />
Exercise course; student participation encouraged: individual work, pair<br />
work, group work; problem-solving tasks<br />
The assessment of student knowledge will be based on the following:<br />
1. Continuous assessment.<br />
2. Exam: oral.<br />
<strong>English</strong>.<br />
1. Student feedback via questionnaires and surveys.<br />
2. Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work. Occasional class observations and appraisal by<br />
Head of Department.<br />
Course title<br />
Course code<br />
Translation of specialised texts<br />
HZE903<br />
Type of course Exercise course / Advisory hours<br />
Core course (Optional course in 3.1.1.)<br />
Level of course Specialized level course<br />
Year of study Second Semester Four<br />
ECTS<br />
2 ECTS credits<br />
(Number of Contact hours (20 practical sessions + 5 advisory hours) = 0.62 credits.<br />
credits allocated) Student study time (41.25 hours) = 1.38 credits.<br />
Name of lecturer Melanija Marušić, language instructor<br />
Learning After the completion of the course the student should be able to translate<br />
outcomes and difficult scientific and technical texts from <strong>English</strong> into Croatian and vice<br />
competences versa (even under time pressure) so that the result is perfect with respect to<br />
both content and language. The translator competences will include the<br />
interlingual transfer ability and the research skills, the ability to write in the<br />
native language, creative thinking, and the skills and understandings implied<br />
by the word professional.<br />
Prerequisites Competences and skills acquired upon the completion of Translation studies<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
with elements of contrastive analysis and Translation Methodology - Theory<br />
and Practice courses.<br />
Course contents Translation of specialized texts, technical and scientific; translation of EU<br />
documents and publications; translation of authentic texts (warm texts)<br />
which represent a real-life task; discussion on the possible translation<br />
alternatives and comparison of the students’ version with the teacher’s<br />
version as a possible translation alternative. Translation strategies in<br />
ESP/LSP; information transforming and supplementing, information<br />
collecting and splitting; translation of abstracts; reading strategies; message<br />
comprehension and reformulation; transpositions of attributive and<br />
adverbial functions, transpositions of syntactic categories (locative,<br />
instrumental), sententialization and nominalization.<br />
Identification of changes in translation based on the theory of translation,<br />
the communicative model of translation, the cognitive approach to<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
translation and other modern approaches such as text linguistics.<br />
Newmark, P. (1995). A Textbook of Translation. Library of Congress<br />
Cataloging-in-Publication Data.<br />
Kussmaul, P. (1995). Training the Translator. Amsterdam, Philadelphia:<br />
John Benjamins Publishing Company.<br />
Sewell, P. & Higgins, I. (Ed.). (1996). Teaching Translation in Universities,<br />
Present and Future Perspectives. London: Middlesex University Printing<br />
Services.<br />
Kiraly, D.C. (1995). Pathways to Translation, Pedagogy and Process. Kent,<br />
Ohio; London, England: Kent University Press.<br />
Exercise course; student participation encouraged: individual work, pair<br />
work, group work; problem-solving tasks; independent homework tasks.<br />
The assessment of student knowledge will be based on the following:<br />
Continuous assessment.<br />
Seminar papers.<br />
Exam: written.<br />
<strong>English</strong>.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work. Occasional class observations and appraisal by<br />
Head of Department.<br />
3. 2. 3. Graduate double-major degree programme in <strong>English</strong><br />
<strong>Studies</strong>: Teacher Education<br />
Elective courses in <strong>English</strong> studies: see 3.2.1.<br />
Elective courses in Translation studies: see 3.2.2.<br />
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Course title<br />
Course code<br />
Second Language Acquisition<br />
HZE610<br />
Type of course Lecture + Seminar / Advisory hours<br />
Core course<br />
Level of course Intermediate level course<br />
Year of study First Semester One<br />
ECTS<br />
4 ECTS credits<br />
(Number of Contact hours (30 lectures + 10 seminars + 5 advisory hours) = 1.13 credits.<br />
credits allocated) Student study time (86 hours) = 2.87 credits.<br />
Name of lecturer Prof. Dr Sanja Čurković Kalebić<br />
Danijela Šegedin, assistant<br />
Learning Understanding and critical consideration of theories of second language<br />
outcomes and acquisition.<br />
competences The knowledge of the factors that influence the process of second language<br />
acquisition.<br />
Insight into second language acquisition research.<br />
Prerequisites Defined by the Faculty Statute.<br />
Course contents The role of the first language in second language acquisition, learner<br />
interlanguage, variability in interlanguage, individual learner differences<br />
(personal factors, attitudes to the teacher and course materials, individual<br />
learning techniques, the effects of age, aptitude, cognitive style,<br />
motivation), the role of input and interaction in the process of second<br />
language acquisition, learner strategies, communication strategies, linguistic<br />
universals and second language acquisition, language transfer, the role of<br />
formal instruction in second language acquisition, theories of second<br />
language acquisition.<br />
Recommended Ellis, R. (1985). Understanding Second Language Acquisition. Oxford:<br />
reading<br />
Oxford University Press.<br />
Lightbown, P.M., Spada, N. (1999). How Languages are Learned. Revised<br />
edition. Oxford: Oxford University Press.<br />
Supplementary Doughty, C.J., Long, M. (eds.) (2003). The Handbook of Second Language<br />
reading<br />
Acquisition. Oxford: Blackwell Publishers Ltd.<br />
Ellis, R. (2008). The Study of Second Language Acquisition. Second<br />
Edition. Oxford: Oxford University Press. (Selected chapters).<br />
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford:<br />
Oxford University Press.<br />
Selected articles from journals: Applied Linguistics and <strong>Studies</strong> in Second<br />
Language Acquisition.<br />
Teaching The lectures are mostly in a dialogical form, student participation is<br />
methods encouraged.<br />
In seminars students work in groups, pairs or individually.<br />
Assessment<br />
methods<br />
Written exam.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
<strong>English</strong>.<br />
Student evaluation (questionnaires), peer evaluation, self-evaluation.<br />
Course title Glottodidactics<br />
Course code HZE710<br />
Type of course Lecture + Seminar / Advisory hours<br />
Core course<br />
Level of course Intermediate level course<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
4 ECTS credits<br />
Contact hours (15 lectures + 25 seminars + 5 advisory hours) = 1.13 credits.<br />
Student study time (86 hours) = 2.87 credits.<br />
Name of lecturer Prof. Dr Sanja Čurković Kalebić,<br />
Mirjana Dukić, assistant<br />
Learning<br />
outcomes and<br />
competences<br />
Danijela Šegedin, assistant<br />
Understanding basic theories and concepts relating to teaching foreign<br />
languages.<br />
The knowledge of major approaches and methods in language teaching.<br />
Acquaintance with basic principles for language skills development.<br />
Prerequisites Competences developed upon the completion of the course in Second<br />
Language Acquisition in this graduate degree programme.<br />
Course contents Glottodidactics as applied linguistics, influences of linguistics,<br />
psycholinguistics, sociolinguistics and pedagogy upon foreign language<br />
teaching, major language trends in twentieth-century language teaching,<br />
alternative approaches and methods, current communicative approaches,<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment Written exam.<br />
teaching language skills, teaching grammar, teaching vocabulary.<br />
Larsen-Freeman, D. (2000). Techniques and Principles in Language<br />
Teaching. Second edition. Oxford: Oxford University Press.<br />
Hedge, T. (2000). Teaching and Learning in the Language Classroom.<br />
Oxford: Oxford University Press.<br />
Prebeg-Vilke, M. (1977). Uvod u glotodidaktiku. Zagreb: Školska knjiga.<br />
(new edition in preparation).<br />
Petrović, E. (1988). Teorija nastave stranih jezika. Zagreb: Školska knjiga.<br />
Richards, J.C., Rogers, T.S. (2001). Approaches and Methods in Language<br />
Teaching. Second edition. Cambridge: Cambridge University Press.<br />
Stern, H.H. (1992). Issues and Options in Language Teaching. Oxford:<br />
Oxford University Press.<br />
The lectures are mostly delivered in a dialogical form, student participation<br />
is encouraged.<br />
Organization of seminars: students work in groups, pairs or individually.<br />
The emphasis in seminars is on task-based and problem-solving learning.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
<strong>English</strong><br />
Student evaluation (questionnaires), peer evaluation, self-evaluation.<br />
Course title <strong>English</strong> Language Teaching Methodology<br />
Course code HZE811<br />
Type of course Lecture + Seminar / Advisory hours<br />
Core course<br />
Level of course Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Prof. Dr Sanja Čurković Kalebić,<br />
Mirjana Dukić, assistant<br />
Learning<br />
outcomes and<br />
competences<br />
Danijela Šegedin, assistant<br />
Understanding of the nature of foreign language teaching process.<br />
Acquaintance with procedures and techniques for foreign language<br />
teaching.<br />
Ability to choose appropriate teaching strategies.<br />
Prerequisites Competences acquired upon the completion of the course in Glottodidactics<br />
in this graduate degree programme.<br />
Course contents Lesson planning (goals and objectives, lesson phases), strategies for<br />
beginning lessons, presentation and explanation techniques, teacher<br />
language, instructions giving, classroom management, types of questions in<br />
teacher talk, questioning techniques, eliciting, assessing learner verbal<br />
production, error treatment, strategies for ending lesson, testing learner<br />
language knowledge, the use of the mother tongue in foreign language<br />
teaching, teaching culture in teaching <strong>English</strong> as a foreign language,<br />
teaching literature in teaching <strong>English</strong> as a foreign language, the selection of<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
teaching materials.<br />
Harmer, J. (2007). The Practice of <strong>English</strong> Language Teaching. Fourth<br />
edition. London: Pearson Longman.<br />
Ur, P. (1996). A Course in Language Teaching. Practice and Theory.<br />
Cambridge: Cambridge University Press.<br />
Todd, R.W. (1997). Classroom Teaching Strategies. Hamel Hempstead:<br />
Prentice Hall.<br />
Selection of articles from ELT Journal and Strani jezici.<br />
Hubbard, P., Jones, H., Thornton, B., Wheeler, R. (1983). A Training<br />
Course for TEFL. Oxford: Oxford University Press.<br />
Nunan, D. (1998). Language Teaching Methodology. International Book<br />
Distributors Ltd.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford:<br />
Oxford University Press.<br />
Lazar, G. (1993). Literature and Language Teaching. Cambridge:<br />
Cambridge University Press.<br />
The lectures are mostly delivered in a dialogical form, with high trainee<br />
participation.<br />
Organization of seminars: group/pair discussions, workshops, individual<br />
assignments, demonstrations.<br />
Written exam.<br />
<strong>English</strong>.<br />
Student evaluation (questionnaires), peer evaluation, self-evaluation.<br />
Course title Classroom Discourse<br />
Course code HZE812<br />
Type of course Lecture + Seminar / Advisory hour<br />
Elective course<br />
Level of course Specialised level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits.<br />
Student study time (67.5 hours) = 2.25 credits.<br />
Name of lecturer Prof. Dr Sanja Čurković Kalebić<br />
Learning<br />
outcomes and<br />
competences<br />
Awareness of the internal formal structure and functional purpose of the<br />
verbal classroom interaction.<br />
Familiarity with basic classroom research methods.<br />
Understanding of the influence of classroom interaction upon learning<br />
outcomes.<br />
Prerequisites Competences developed in linguistic courses in the undergraduate degree<br />
programme of <strong>English</strong> Language and Literature.<br />
Course contents Classroom and classroom talk, traditions in classroom research, classroom<br />
observation instruments, units of classroom talk analysis, descriptions of<br />
teacher discourse, learner verbal behaviour in second language classrooms,<br />
teacher and student interaction in second language classrooms, teacher input<br />
and learner comprehension/production, implications of classroom talk<br />
Recommended<br />
reading<br />
research for teaching practice.<br />
Chaudron, C. (1988). Second Language Classrooms: Research on Teaching<br />
and Learning. Cambridge: Cambridge University Press.<br />
Čurković Kalebić, S. (2003). Jezik i društvena situacija-istraživanje govora<br />
u nastavi stranog jezika. Zagreb: Školska knjiga.<br />
Čurković Kalebić, S. (2008). Teacher Talk in Foreign Language Teaching.<br />
Split: Redak.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Walsh, S. (2006). Investigating Classroom Discourse. London and New<br />
York: Routledge.<br />
Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford<br />
University Press.<br />
McCarthy, M. (1991). Discourse Analysis for Language Teachers.<br />
Cambridge: Cambridge University Press.<br />
Sinclair, J. , Coulthard, R.M. (1978). Towards an Analysis of Discourse.<br />
The <strong>English</strong> Used by Teachers and Pupils. Oxford: Oxford University<br />
Press.<br />
Stubbs, M. (1983). Discourse Analysis. The Sociolinguistic Analysis of<br />
Natural Language. Chicago: University of Chicago Press.<br />
Lectures are mostly delivered in a dialogical form.<br />
Organization of seminars: pair and group work. Using the knowledge<br />
gained during lectures students analyse transcripts of classroom discourse.<br />
Written exam.<br />
<strong>English</strong>.<br />
Student evaluation (questionnaires), peer evaluation and self-evaluation.<br />
Course title Practicum and teaching practice<br />
Course code HZE904<br />
Type of course Field work, practical sessions<br />
Core course<br />
Level of course Specialised level course<br />
Year of study Second Semester Four<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
5 ECTS credits<br />
Contact hours (60 practical sessions + 5 advisory hours) = 1.63 credits.<br />
Student study time (101 hours) = 3.37 credits.<br />
Name of lecturer Prof. Dr Sanja Čurković Kalebić<br />
Learning<br />
outcomes and<br />
competences<br />
Ability to observe (in a non-judgmental way) and notice elements of the<br />
teaching process.<br />
Ability to plan lessons and teach according to the plan.<br />
Mastery of basic classroom management skills.<br />
Ability to reflect on own lessons.<br />
Prerequisites Competences developed by the completion of the courses in Glottodidactics<br />
and ELT Methodology in this graduate programme.<br />
Course contents Student observing the mentor teach (25 lessons), the student’s own teaching<br />
(20 lessons), preparation for teaching in the practicum (20 lessons).<br />
Each student experiences three types of school (state primary or secondary<br />
school or private foreign language school). Teaching practice implies first<br />
observing the mentor teach a certain number of lesson and then the student's<br />
own teaching. Whenever possible the students observe a variety of lessons<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
(different age or learners, different levels of knowledge, etc.).<br />
In practicum students prepare continually for their teaching lessons.<br />
Wajnryb, R. (1992). Classroom observation tasks. Cambridge: Cambridge<br />
University Press.<br />
Observation of the mentor’s lessons, filling in observation sheets,<br />
interpreting data collected by observation sheets, keeping diary, writing<br />
lesson plans, preparing teaching materials, discussing lessons with mentors,<br />
microteaching.<br />
The student gets a grade for teaching practice. The grade reflects the<br />
student's teaching practice grades (80%) and portfolio grade (20%). The<br />
porfolio contains the student's lesson plans, mentor's reports, the student's<br />
interpretation of data collected by observation sheets and the student's diary<br />
of teaching practice.<br />
<strong>English</strong> and Croatian.<br />
Student evaluation (questionnaires).<br />
Course title Basics of pedagogy<br />
Course code HZX001<br />
Type of course Lecture + Seminar / Advisory hours<br />
Level of course Basic level course<br />
Year of study First Semester One<br />
ECTS (Number<br />
of credits<br />
allocated)<br />
5 ECTS<br />
Contact hours (30 lectures + 30 seminars/advisory hours) = 1.5 ECTS<br />
Student study time (105 hours) = 3.5 ECTS<br />
Name of lecturer Prof. Dr Josip Milat<br />
Tonča Jukić, assistant<br />
Learning Students acquire basic theoretical knowledge and practical skills that are<br />
outcomes and needed for successful organization and implementation of pedagogical<br />
competences processes and activities in educational practice.<br />
Students are able to show understanding of a) basics of pedagogy (i.e. the<br />
theory and practice of education), b) social and historical dimension of<br />
pedagogical theory and practice, c) developmental trends in alternative<br />
pedagogical theories and practices, d) basic characteristics and development<br />
of school systems, e) methods and aspects of pedagogical action in the<br />
process of education.<br />
Students get insight into the methodology of pedagogical research.<br />
Prerequisites Enrolment in the first year of graduate study (teacher education).<br />
Course contents Definition of pedagogy, aim and objectives, basic concepts, pedagogy and<br />
other sciences<br />
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Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Education and training as fundamental pedagogical categories, the nature of<br />
the so-called general education<br />
Historical and developmental dimension of pedagogy, the process of getting<br />
knowledge and skills – education and training as conditioned processes.<br />
Pedagogical theories of personality development – development stages,<br />
aspects and levels of a qualitative development, learner motivation- the role<br />
of a teacher.<br />
Aspects of pedagogical activities in education process (intellectual and<br />
technical aspects, physical and health aspects, ethical and aesthetic aspects)<br />
Methods of pedagogical activities:<br />
Basics of adult education – life-long learning.<br />
Alternative pedagogical theories and practices – Montessori and Waldorf<br />
pedagogy.<br />
Training for life in a multicultural community, intercultural education and<br />
training.<br />
Basics of methodology of pedagogical research, research project, research<br />
methods – hermeneutics, theoretical analysis and pedagogical experiment,<br />
techniques of collecting, organizing and analysing data.<br />
Educational systems – school system in the Republic of Croatia.<br />
König, E. & Zedler, P. (2000). Teorije znanosti o odgoju. Zagreb: Educa.<br />
Milat, J. (2005). Pedagogija – teorija osposobljavanja. Zagreb: Školska<br />
knjiga. (in press)<br />
Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa.<br />
Delors, J. (1998). Učenje blago u nama. Zagreb: Educa.<br />
Giesecke, H. (1993).Uvod u pedagogiju. Zagreb: Educa.<br />
Glasser, W. (2005). Kvalitetna škola. Zagreb: Educa.<br />
Gudjons, H. (1994). Pedagogija – temeljna znanja. Zagreb: Educa.<br />
Legrad, L. (1993). Obrazovne politike. Zagreb: Educa.<br />
Lenzen, D. (2002). Vodič za studij znanosti o odgoju – što može. što želi.<br />
Zagreb: Educa.<br />
Lesourne, J. (1993). Obrazovanje i društvo. Zagreb: Educa.<br />
Mužić, M. (1981). Pedagogija. Zagreb: Školska knjiga.<br />
Suhodolski, B. (1974). Tri pedagogije. Beograd: Duga.<br />
The student studies one title of his/her choice.<br />
Students actively participate in lectures and seminars. In seminars students<br />
analyse and discuss pedagogical problems based on the elaboration of some<br />
sources of pedagogical literature and practices.<br />
Weekly individual and group tutorials.<br />
After the completion of the course and successful presentation of a seminar paper<br />
the student takes oral exam. The exam consists of the discussion on the issues<br />
concerning contemporary pedagogy and the discussion on the book the student<br />
has chosen from supplementary reading list.<br />
Language of<br />
instruction<br />
Croatian.<br />
Quality Student feedback via questionnaires and surveys. Questionnaires are<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
assurance<br />
methods<br />
developed by students. Students analyse data obtained by questionnaires<br />
and present the results.<br />
The teacher monitors the quality by checking students’ exam results.<br />
Evaluation by the Agency for monitoring the excellence of teaching.<br />
Course title Didactics<br />
Course code HZX002<br />
Type of course Lecture + Seminar / / Advisory hours<br />
Level of course Basic level course<br />
Year of study First Semester One<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
5 ECTS<br />
Contact hours (30 lectures + 30 seminars/advisory hours) = 1.5 ECTS<br />
Student study time (105 hours) = 3.5 ECTS<br />
Prof. Dr Stjepan Rodek,<br />
Morana Koludrović, assistant<br />
After the completion of the course, the student is expected to understand the<br />
major aspects of modern didactic theory of education and teaching.<br />
S/he is also expected to have developed the ability to apply the gained<br />
knowledge to the solution of various practical problems related to education<br />
and teaching (planning, organizing, evaluating).<br />
S/he should be able to show the ability to demonstrate knowledge of<br />
modern teaching methods and strategies as well as the ability of critical<br />
understanding of recent teaching practice.<br />
The student works towards the ability to organize teaching that promotes the<br />
use of strategies for active learning.<br />
Prerequisites Enrolment in the first year of gradute study (teacher education).<br />
Course contents Didactics – theory of education and teaching. Basic concepts of didactics.<br />
Modern didactic theories: “Berlin didactics” (P. Heimann), Criticalconstructive<br />
didactics (W. Klafki), Curricular didactics(Ch.Moeller),<br />
Cybernetical didactics (F. von Cube), Critical-communicative didactics (R.<br />
Winkel)<br />
Methodological problems of didactic research.<br />
Syllabus.Theoretical-methodological approaches to syllabus design and<br />
curriculum development. Realisation and adapted programmes. Evaluation<br />
of teaching programme.<br />
Structure and stages of teaching process. Teaching systems. Teaching<br />
methods.<br />
Organization and articulation of teaching.<br />
Media in teaching: didactic function, choice and classification of teaching<br />
media. Computers in teaching: simulations in teaching; the Internet in<br />
teaching. Didactic shaping of programmes.<br />
Didactic solutions in some alternative schools (Montessori, Jenaplan,,<br />
Waldorf).<br />
Lifelong learning. Preparing students for lifelong learning.<br />
Recommended 1. Bognar, L. & Matijević, M. (2002). Didaktika. Zagreb: Školska<br />
67
G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
reading knjiga.<br />
2. Klafki, W. & dr. (1992). Didaktičke teorije. Zagreb: Educa.<br />
3. Kyriacou, C. (1995). Temeljna nastavna umijeća. Zagreb:<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Educa.<br />
Glasser, W. (1994). Kvalitetna škola. Zagreb: Educa.<br />
Jelavić, F. (1998). Didaktika. Jastrebarsko: Naklada Slap.<br />
March, J.C. (1994). Kurikulum. Zagreb: Educa.<br />
Matijević, M. (2001). Alternativne škole. Zagreb: Tipex.<br />
Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Zagreb: Tipex.<br />
Milat, J. (1995). Pripremanje za nastavu – metodički priručnik. Zagreb:<br />
Hrvatska zajednica tehničke kulture.<br />
Poljak, V. (1991). Didaktika. Zagreb: Školska knjiga.<br />
Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb:<br />
Školske novine.<br />
Walford, G. (1992). Privatne škole. Zagreb: Educa.<br />
Lectures, seminars and advisory hours. Seminars are organized as active<br />
student workshops during which didactic themes are studied and discussed.<br />
After having regularly attended the lectures and after having presented their<br />
seminar papers, candidates take written and/or oral exam. Final grade<br />
reflects the student's understanding of the concepts dealt with in the course<br />
as well as his/her ability to consider critically one title from supplementary<br />
reading list.<br />
Croatian and German.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
Course title Psychology of education<br />
Course code HZX003<br />
Type of course Lecture + Seminar / / Advisory hours<br />
Level of course Basic level course<br />
Year of study First Semester Two<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
Name of<br />
lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
5 ECTS<br />
Contact hours (30 lectures + 30 seminars/advisory hours) = 1.5 ECTS<br />
Student study time (105 hours) = 3.5 ECTS<br />
Dr. Goran Kardum, assistant professor<br />
Dr. Davor Hren<br />
After the completion of the course, the student is expected to have gained<br />
the knowledge of elementary psychological concepts and to better<br />
understand one’s behaviour as well as the behaviour of the others. S/he is<br />
also expected to know basic principle of learning and to recognize learners<br />
with special needs.<br />
Prerequisites Completed requirements for enrolling in graduate study (teacher education).<br />
Prerequisites defined by the Faculty Statute.<br />
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Course contents Methods and research techniques; Defining personality-cognition,<br />
motivation, emotion, attitudes, values. Some theories of personality; Life<br />
periods: childhood, adolescence, maturity, old age. Memory: types,<br />
mnemonics. Forgetting: proactive and retroactive inhibition. Learning:<br />
forms, factors of successfu learning. Giving of marks: tests, markers.<br />
Children with special needs in regular schools. Addiction and the ways of<br />
Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
prevention.<br />
Andrilović, V. & Čudina, M. (1985). Psihologija učenja i nastave. Zagreb:<br />
Školska knjiga.<br />
Grgin, T. (1997). Edukacijska psihologija. Jasrebarsko: Naklada Slap.<br />
4. Grgin, T. (1986). Školska dokimologija. Zagreb: Školska<br />
knjiga.<br />
5. Pastuović, N. (1997). Osnove psihologije obrazovanja i odgoja.<br />
Zagreb: Znamen.<br />
Čudina, M. & Obradović, M. (1990). Nadarenost, razumijevanje,<br />
prepoznavanje i razvijanje, Zagreb: Školska knjiga.<br />
Goleman, D. (1997). Emocionalna inteligencija. Zagreb: Mozaik knjiga.<br />
Gossen, D. C. (1994). Restitucija-preobrazba školske discipline. Zagreb:<br />
Alinea.<br />
Janković, J. (1996). Zločesti đaci genijalci. Zagreb: Alinea.<br />
Miljković, D. & Rijavec, M. (1996, 2001). Razgovori sa zrcalom:<br />
psihologija samopouzdanja. Zagreb: IEP.<br />
Petz, B. (ur.). (1992.). Psihologijski rječnik. Zagreb: Prosvjeta.<br />
Rijavec, M. (1997). Čuda se ipak događaju: psihologija pozitivnog<br />
mišljenja. Zagreb: IEP.<br />
Vidović V., Rijavec, M., Vlahović-Štetić, V. & Miljković, D. (2003).<br />
Psihologija obrazovanja, Zagreb: IEP-Vern.<br />
Lectures, seminars (student presentation), the Internet, tutorials<br />
Preliminary exam, seminar paper, oral exam.<br />
Croatian.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work.<br />
Course title Sociology of education<br />
Course code HZX004<br />
Type of course Lecture + Seminar / / Advisory hours<br />
Level of course Advanced level course<br />
Year of study First Semester Two<br />
ECTS /Number<br />
of credits<br />
allocated/<br />
5 ECTS<br />
Contact hours (30 lectures + 30 seminars/advisory hours) = 1.5 ECTS<br />
Student study time (105 hours) = 3.5 ECTS<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Name of lecturer Prof. Dr Šime Pilić<br />
Learning<br />
outcomes and<br />
competences<br />
Through an active and creative participation in this course the future<br />
teachers will acquire knowledge with regard to 1. the correlation of the<br />
education sub-system and the global social system, 2. the social foundation<br />
of their profession. They will also master the method of analyticalsynthetical<br />
observation of education process and institution in the<br />
contemporary society. This course, being a part of educational sciences,<br />
significantly contributes towards obtaining the teacher’s competence, as<br />
well as a number of other competences: instrumental skills (analysis,<br />
synthesis, practical conveying of knowledge, problem solving);<br />
interpersonal skills: (criticism and self-criticism, team work, appreciation<br />
and respect for differences and multicultural values); system skills:<br />
(practical application of knowledge, research skills, adjusting to new<br />
situations, quality maintenance); special skills: (analysis of education<br />
concepts and policies, adjusting to new principles, questioning of ideas<br />
present in education studies, understanding of education system structures,<br />
understanding and respect for both pupils/ students and fellow teachers, as<br />
well as readiness to adjust to the varying circumstances).<br />
Prerequisites Completed requirements for enrolling in graduate study (teacher education).<br />
Prerequisites defined by the Faculty Statute.<br />
Course contents THEORETICAL AND HISTORICAL SURVEY. Genesis and development<br />
of sociology of education. Sociological approach and relevant theoretical<br />
concepts of education. SOCIAL CONTEXT OF EDUCATION. Historical<br />
and social prerequisites (work, industrialisation, modernisation). Social<br />
inequalities as reflected upon education. Socialisation. Conflicts. Role of<br />
family. School. INSTITUTIONALISED EDUCATION SYSTEM. School<br />
as a contemporary trend and its functions. University through history and<br />
today. Education and ideology. School system in the Republic of Croatia.<br />
EDUCATION AND SOCIAL CHANGES. Education and social mobility<br />
(stratification, mobility, differentiation, selection). Education and social<br />
reproduction (sexual, professional). Identity and education in the<br />
globalisation and European integration processes. SOCIOLOGY OF THE<br />
TEACHING PROFESSION. Sociology of profession. Socioprofessional<br />
group: primary and secondary school teachers, university teachers.<br />
EDUCATION AND CULTURE. Education and democracy. Environment<br />
issues in education. Religion culture. Education and multicultural society.<br />
Multiculturalism, interculturalism and education. EDUCATION AND<br />
TECHNOLOGICAL CHANGES. Modernisation and changes in education.<br />
Recommended<br />
reading<br />
Changes in modern society and reforms of education. Alternative education.<br />
Cifrić, I. (1990). Ogledi iz sociologije obrazovanja. Zagreb: Školske<br />
novine.<br />
Flere, S. (1986). (Ed.). Proturječja suvremenog obrazovanja. Zagreb:<br />
CDD. Haralambos, M., Holbron, M. (2002). Obrazovanje. U knjizi<br />
Sociologija: Teme i perspektive. (773-882). Zagreb: Golden marketing.<br />
Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj<br />
Hrvatskoj. Život i škola, 46, 3, 51-64.<br />
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G R A D U A T E D E G R E E P R O G R A M M E : E N G L I S H S T U D I E S<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Course title<br />
Course code<br />
Type of course<br />
Level of course<br />
Year of study<br />
ECTS<br />
/Number of<br />
credits allocated/<br />
Pilić, Š. (1999). Nastava sociologije obrazovanja u Hrvatskoj. Napredak,<br />
140, 4, 481-487.<br />
Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21.<br />
Pilić, Š., Stankov, S. (1998). Računalne tehnologije i nastavnici:<br />
komparativna analiza Hrvatske i SAD. Informatologia, 31, 1-2, 53-56.<br />
Vujević, M. (1991). Uvod u sociologiju obrazovanja. Zagreb: Informator.<br />
Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs:<br />
Prentice-Hall.<br />
Cacouault, M., Oeuvrard, F. (1995). Sociologie de l'education. Paris:<br />
Editions La Decouverte.<br />
Marinković, R., Karajić, N. (2004). (Eds.). Budućnost i uloga<br />
nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of<br />
science.<br />
Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the<br />
Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro-<br />
Mediterranean Region. (pp. 51-68). New York, Washington, Baltimore,<br />
Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang<br />
Publishing.<br />
Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska<br />
obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33.<br />
Plačko, Lj. (1990). Religija i odgoj. Zagreb: Školske novine.<br />
Šooš, E. (1987). Demokratizacija obrazovanja. Zagreb: Školske novine.<br />
Štulhofer, A. (1992). Mitologija obrazovnih šansi. Theleme, 38, 2, 61-72.<br />
Lectures, seminars, research, the Internet, advisory hours, tutorials.<br />
Continuous monitoring of students’ progress, writing essays on selected<br />
(optional) topics, competence test, and oral examination.<br />
Croatian language<br />
Student evaluation, analysis of examination results (pass rate), results of<br />
long-term monitoring, exchange of experience within the School of<br />
Humanities as well as with other faculties and departments.<br />
Teacher sociology<br />
HZX007<br />
Lecture + Seminar / Advisory hours<br />
Specialised level course<br />
Second Semester Three<br />
3 ECTS<br />
Contact hours (15 lectures + 15 seminars/advisory hours) = 0.75 ECTS<br />
Student study time (67.5 hours) = 2.25 ECTS<br />
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Name of lecturer<br />
Learning<br />
outcomes and<br />
competences<br />
Prerequisites<br />
Course contents<br />
Recommended<br />
reading<br />
Prof. Dr Šime Pilić<br />
The course provides information necessary to understand the position and<br />
role of teacher in modern society, as well as acquiring competences and<br />
general skills required for a career in education, such as: practical<br />
conveying of knowledge, problem solving, team work, professional ethics,<br />
research skills, capacity of adjustment to new situations, creativity,<br />
independence in work, efficiency in dealing with projects, as well as<br />
specific skills, e.g. observing and identifying correlations between social<br />
and educational processes, adaptation to new principles, recognising<br />
differences in pupils and systems of learning and their different roles within<br />
the education system, commitment to pupils' progress and success, respect<br />
for pupils and fellow teachers, capacity of critically evaluating one's own<br />
work, etc.<br />
Competences and skills acquired upon successful completion of the course<br />
Sociology of Education.<br />
Genesis and evolution of the teaching profession.<br />
Socio-professional group consisting of primary, secondary, and university<br />
level teachers.<br />
Teacher education and training and study programme reforms.<br />
Teaching profession in Croatia and other societies: education, employment,<br />
and chances of progress and promotion.<br />
Teaching profession in comparison with other professions and occupations<br />
in Croatian society.<br />
Social status and role of the teacher. Social relations in the teaching process.<br />
Social status and rating of the teaching staff. Professional and trade union<br />
associations. Conflicts. Teachers of all levels of education as integral part of<br />
social intellectual elite.<br />
Teacher mobility. The teaching profession in the context of European<br />
integrations.<br />
Cindrić, M. (1995). Profesija učitelj u svijetu i u Hrvatskoj. Zagreb: Persona<br />
Marinković, R., Karajić, N. (Eds.). (2004). Budućnost i uloga<br />
nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of<br />
science.<br />
Pilić, Š., Botica, A. (2003). Ugled dvadeset zanimanja u očima učitelja. U<br />
Ivon, H. (Ed.). Prema kvalitetnoj školi. (79-88). Split: HPKZ.<br />
Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the<br />
Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro-<br />
Mediterranean Region. (51-68). New York, Washington, Baltimore,<br />
Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang<br />
Publishing.<br />
Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj<br />
Hrvatskoj. Život i škola, 46, 3, 51-64.<br />
Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21.<br />
Pilić, Š. (1998). Vrednovanje odnosa nastavnik – učenik sa stajališta<br />
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Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
učenika. U knjizi Vrjednovanje obrazovanja. (23-35). Osijek: Pedagoški<br />
fakultet.<br />
Pilić, Š. (1996). Društveni ugled profesije učitelj. U Mihaljević-Falak, Lj.<br />
(Ed.). Tučepi – stogodišnjica škole. (212-225). Split: Tiskara Poljica.<br />
Strugar, V. (2000). Društveni ugled učitelja. Napredak, 141, 1, 26-34.<br />
Strugar, V. (1993). Biti učitelj. Zagreb: HPKZ.<br />
Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs:<br />
Prentice-Hall.<br />
Cindrić, M. (1998). Pripravnici u školskom sustavu. Zagreb: Empirija.<br />
Levinson, L. at all. (Rfs.) (2001). Education and Sociology. In An<br />
Encyclopedia. Routledge Falmer.<br />
Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska<br />
obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33.<br />
Pilić, Š. (1999). Čitalačka kultura nastavnika. Školski vjesnik, 46, 1, 17-30.<br />
Šporer, Ž. (1990). Sociologija profesija. Zagreb: SDH.<br />
Županov, J. (1995). Poslije potopa. Zagreb: Globus.<br />
Lectures, research-oriented seminar, project work, field work, etc.<br />
Competence assessment through grading of project work and other forms of<br />
participation in research projects. Oral examination.<br />
Croatian language.<br />
Students' evaluation, examination results analysis, results of long-term<br />
monitoring, exchange of experience with other universities.<br />
Course title Philosophy of education<br />
Course code HZE006<br />
Type of course Lecture<br />
Level of course Basic level course<br />
Year of study Second Semestar Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (30 lectures) = 0.75 ECTS<br />
Student study time (67.5 hours) = 2.25 ECTS<br />
Name of lecturer Prof. Dr Berislav Žarnić<br />
An undergraduate teaching assistant will be engaged to help in the<br />
Learning<br />
outcomes and<br />
competences<br />
organisation of teaching as well as to help his/her fellow students.<br />
The competencies achieved are both general and specific. Given its<br />
philosophical content and methods, the course facilitates reflection, critical<br />
thinking and higher order thinking. Specifically, the course enables the<br />
student to recognize philosophical background within differing pedagogical<br />
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choices, orientations and systems. The student improves skills in the logical<br />
analysis.<br />
Prerequisites Competences and skills acquired upon the completion of the first year<br />
graduate study programme (teacher education). Prerequisites defined by the<br />
Faculty Statute.<br />
Course contents<br />
Recommended<br />
reading<br />
The course covers the following units: (a) the relations between contemporary<br />
philosophy and educational theory, (b) anthropological basis of education and the<br />
idea of natural development in contemporary philosophy of education, Unit (a)<br />
covers main schools in contemporary philosophy, and reveals how the<br />
understanding of basic notions («man», «language», «and knowledge») shapes<br />
contemporary educational theories. Topic (a) comprises four thematic circles. The<br />
first covers «phenomenological» orientation in philosophy (historicism,<br />
existentialism, hermeneutics) and hermeneutical orientation in educational theory.<br />
The second thematic circle covers «analytical» schools in philosophy (neopositivism,<br />
critical rationalism) and empirical orientation in the educational theory.<br />
The third thematic circle covers critical theory and critical orientation in educational<br />
theory. The fourth thematic block examines roots of post-modern philosophy<br />
(psychoanalysis, structuralism), and discusses the reception of post-modern<br />
philosophy in educational theory. Unit (b) gives short introduction to educational<br />
anthropology covering: anthropological basis of education and educational import<br />
of the notion of natural development.<br />
Student must read (a) one introductory text in philosophy, (b) one text discussing<br />
relations between philosophy and educational theory, (c) one original text<br />
pertaining to philosophy of education and, if the student has no prior education in<br />
informal logic, (d) one introductory text in informal logic.<br />
(a) Introduction to philosophy<br />
Anzenbacher, A. (1992). Filozofija: uvod u filozofiju. Zagreb: Školska knjiga.<br />
Warburton, N. (1999). Filozofija: osnove. Zagreb: Kruzak.<br />
(b) Correlation between philosophy and education science<br />
Gudjons, H. (1994). Pedagogija: temeljna znanja. Zagreb: Educa.<br />
König, E. i Zedler, P. (2001). Teorije znanosti o odgoju. Zagreb:<br />
Educa.<br />
Lenzen, D. (2002). Vodič za studij znanosti o odgoju - što može, što<br />
želi. Zagreb: Educa.<br />
(c) Research in the philosophy of education<br />
Bereiter, C. (2002). Education and Mind in the Knowledge Age.<br />
Mahwah: Lawrence Erlbaum Associates.<br />
Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa.<br />
Čehok, I. (Ed.). (1997). Filozofija odgoja: izbor tekstova hrvatskih<br />
pisaca. Zagreb: Školska knjiga.<br />
(d) Basics of logic and logic in education<br />
Kovač, S. (2004). Logika. Zagreb: Hrvatska sveučilišna naklada.<br />
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Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Petrović, G. (2002). Logika. Zagreb: Element.<br />
(e) Seminar reference books<br />
A variable group of selected articles and chapters.<br />
Ghiraldelli, P. Jr., Peters, M. A., Standish, P., Žarnić, B. (Ed.).<br />
Encyclopaedia of Philosophy of Education<br />
(http://www.philosophy-of-education.org/ENCYCLOPAEDIA).<br />
Hessong, R. F. i Weeks, T. H. (1987). Introduction to Education. New<br />
York: Macmillan Publishing Company.<br />
Žarnić, B. (Ed.). Filozofija odgoja: obrazovni portal<br />
(http://www.vusst.hr/~berislav/phed).<br />
Polić, M. Filozofija odgoja: elektronički priručnik<br />
(http://www.radionicapolic.hr/prirucnik/).<br />
Polić, M. (1997). Čovjek, odgoj svijet: mala filozofijsko-odgojna<br />
razložba. Hrvatski Leskovac: Kruzak.<br />
Žarnić, B. (in print). Eseji iz filozofije odgoja. Split: Visoka učiteljska škola.<br />
Frontal lectures, the use of multimedia.<br />
Oral exam<br />
Croatian and <strong>English</strong> language.<br />
Student feedback via questionnaires and surveys.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other's work.<br />
Course title Media in education<br />
Course code HZE005<br />
Type of course Lecture + Seminar / Advisory hours<br />
Level of course Basic level course<br />
Year of study Second Semester Three<br />
ECTS<br />
(Number of<br />
credits allocated)<br />
3 ECTS<br />
Contact hours (15 lectures + 15 seminars/advisory hours) = 0.75 ECTS<br />
Student study time (67.5 hours) = 2.25 ECTS<br />
Name of lecturer Prof. Dr Stjepan Rodek<br />
Learning<br />
outcomes and<br />
competences<br />
Critical and pedagogical consideration of the role of media in contemporary<br />
education, as well as the development of the so-called ‘media literacy’ in<br />
students, which should enable them to understand and appreciate the<br />
mechanisms of media influence and effect upon young people.<br />
Prerequisites Competences and skills acquired upon the completion of the first year<br />
graduate study programme (teacher education). Prerequisites defined by the<br />
Faculty Statute.<br />
Course contents Definitions of basic terms: media, mass media, teaching media, pedagogy of<br />
the media, didactics of the media.<br />
Research trends in the field of media application. Evaluation research. ATI<br />
(Aptitude-Treatment-Interaction) research. Action research.<br />
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Recommended<br />
reading<br />
Supplementary<br />
reading<br />
Teaching<br />
methods<br />
Assessment<br />
methods<br />
Language of<br />
instruction<br />
Quality<br />
assurance<br />
methods<br />
Media in learning and teaching: selection, function, and classification.<br />
Auditory, visual, and audio-visual media in education. Multimedia approach<br />
to education. New information and communication media.<br />
Theory of media effect: Traditional approach. Uses and Gratification<br />
Approach to media, Interactional approach, Latent consequence approach.<br />
Košir, M. et al.. (1999). Život s medijima - priručnik o medijskom<br />
odgoju za roditelje, nastavnike i učitelje. Zagreb: Doron.<br />
Rodek, S. (1992). Istraživački trendovi u području primjene medija -<br />
različiti pristupi i teorije. U Istraživanja odgoja i obrazovanja, 9,<br />
Zagreb: Institut za pedagogijska istraživanja.<br />
Trowler, P. (2002). Komunikacija i mediji. U Haralambos, M. &<br />
Holborn, M. (Eds.). Sociologija – teme i perspektive. Zagreb:<br />
Golden marketing.<br />
Craggs, C. E. (1992). Media Education in the Primary School. London -<br />
New York: Routledge.<br />
Dichanz, H. i Kolb, G. (1979). Unterrichtstheorie und Medienpraxis.<br />
Stuttgart: Ernst Klett Verlag.<br />
Masterman, L. (1994). Media Education in 1990's in Europe. A Teachers<br />
Guide, Strassbourg: Council of Europe Press.<br />
Postman, N. (1994). Das Verschwinden der Kindheit. Frankfurt/Mein:<br />
Fischer Taschenbuch Verlag.<br />
Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb:<br />
NIRO Školske novine.<br />
Rodek, S. (1988). Nove informacijske tehnologije - izazov odgoju i<br />
obrazovanju. Odgoj i obrazovanje na pragu 21. st. Zagreb: PKZ i Savez<br />
pedagoških društava Hrvatske.<br />
Lectures, seminars, advisory hours. Students are expected to carry out an<br />
independent research mini-project on media issues, either of their own<br />
choice or as agreed and arranged with the lecturer.<br />
Seminars are organized as workshops with an emphasis on the students’<br />
active participation.<br />
Upon the completion of the course the students take an oral examination,<br />
where their competence is evaluated through an interview. The completed<br />
project quality is also subject to evaluation, as are the results thereby<br />
obtained.<br />
Croatian and German language.<br />
Student evaluation via questionnaires.<br />
Lecturers responsible for the same subject area collaborate closely and<br />
monitor each other’s work.<br />
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