Filologia angielska: specjalizacja nauczycielska Zagadnienia na

Filologia angielska: specjalizacja nauczycielska Zagadnienia na

Filologia angielska: specjalizacja nauczycielska Zagadnienia na egzamin dyplomowy licencjacki 2015/2016 Seminarium dr H. Majer 1. Major ‘mainstream’ teaching methods – in a historical development: the Grammar‐Translation method; the Direct method; the Audio‐Lingual method; the Cognitive approach 2. The Communicative Language Teaching – principles and techniques; the concept of ‘communicative competence’ 3. The Humanistic Approaches to language teaching 4. Describing language learners: what makes a good learner, the age factor, mixed ability classes 5. Language teachers; the roles of a teacher 6. Teaching grammar ‐ the PPP paradigm; techniques of introducing new structures 7. Teaching receptive and productive language skills: a basic methodological model 8. Teaching speaking: information gap, communicative activities 9. Ways of correcting errors: teacher correction, self‐correction, peer correction, delayed correction 10.Teaching the reading skill in a foreign language; a reading lesson sequence 11.Teaching the listening skill in a foreign language; a listening lesson sequence; using film and video 12.The importance of vocabulary in language learning ; techniques of teaching FL vocabulary; vocabulary games; dictionaries 13.Teaching pronunciation: problems, helping individual student, working with sounds, stress and intonation 14.Types of language tests from the point of view of their functions 15.Planning lessons; using lesson plans in class 16.Successful class management: grouping students, organizing pairwork and groupwork, behavior norms 17.Educational technology and other learning resources 18.The role of motivation and other individual factors (aptitude, personality) in language learning 19.Teaching English to children aged 4 to 7 and 7 to 10 – recommendations 20.First and second language acquisition: stages of language development; major theories of language acquisition: behaviorism, mentalism, interactionism Filologia angielska: specjalizacja translatoryka Zagadnienia na egzamin dyplomowy licencjacki 2015/2016 Seminarium ‐ dr Adam Bednarek: 1. Early attempts at systematic translation theory: Dryden, Dolet and Tytler 2. Equivalence and equivalent effect: R. Jakobson and E. Nida 3. Semantic and communicative translation: P. Newmark 4. Vinay and Darbelnet’s model of translation strategies 5. The functional approach to translation: the skopos theory 6. Baker’s text and pragmatic level analysis 7. Toury and descriptive translation studies 8. Mary Snell‐Hornby’s ‘integrated approach’ 9. What is Audiovisual Translation: its characteristics and taxonomy. 10. What is Localisation? What is internationalization? 11. Translating the foreign: L. Venuti 12. Literary and cultural approaches to translation: Polysystem theory and the Manipulation School 13. Koller: Equivalence Frameworks 14. The Leipzig School of Translation 15. Translation and Relevance: The Relevance Theory 16. The concept of translation error. The specificity and taxonomy; 17. Corpora and their use in translation studies. Corpus research into translation universals 18. The ideology of translation: a feminist perspective 19. From word to text and beyond: translation as metatext 20. Specialised translation: legal translation and its challenges Filologia angielska: specjalizacja nauczycielska Zagadnienia na egzamin dyplomowy magisterski 2015/16 Seminarium – prof. dr hab. Przemysław Krakowian 1. Learner variables: the affective factors in language learning; aptitude and intelligence, personality, language ego 2. Motivation and its influence on language learning; intrinsic and extrinsic sources of motivation 3. Modality, cognitive styles, learning styles: classroom implications; Multiple intelligences Theory: classroom implications 4. Theories of Second Language Acquisition (including behaviourism, mentalism, cognitive model, S. Krashen’s ‘Monitor model’); acquisition vs. learning 5. Learner language – characteristics, terms used to describe it (Selinker’s concept of ‘interlanguage’) 6. Strategies of language learning, strategies of foreign language communication – types, examples 7. The Communicative Language Teaching – background, procedures, classroom activities; content‐based and task‐based instruction; modern eclectic approach 8. General recommendations for teaching vocabulary: importance, techniques, dictionary activities, the Lexical Approach 9. Approaches to teaching grammar: the place of grammar, implicit and explicit teaching, ‘form‐focused’ instruction, ‘grammaring’ 10.Sources of errors; changing approaches to errors in different ELT methods, error correction – controversies; the types and the role of feedback 11.Language assessment and basic concepts in test development; criteria of good tests, types of tests; oral proficiency testing 12.The factor of age in language teaching/learning (including ‘young learners’); characteristics of age groups; teaching adolescents; teaching English to adults – problems and advantages 13.The terms: method, approach, technique, design and procedure; the historical perspective on ELT methods; from Grammar‐Translation to CLT 14.The ‘humanistic approach’ to language teaching: the Silent Way, Suggestopaedia,Community Language Learning, Total Physical Response, the Natural Approach – its relevance today 15.The native language – L1 – in a foreign language classroom: its role in different teaching methods, current views – benefits and disadvantages of using L1 16.The practice of teaching language skills: speaking, reading, listening, writing; microskills – e.g. extensive and intensive reading, creative writing, ‘live’ listening 17.Learning resources: using and assessing course books, educational technology (computers, internet, multimedia) 18.Creating successful classrooms: behaviour norms, dealing with large classes and mixed‐ability classes, grouping students, teaching one‐to‐one 19.Learner autonomy: ‘learning to learn’; ways of promoting autonomy in different types of schools 20.Dealing with learning disabilities in a foreign language classroom Filologia angielska: specjalizacja translatoryka Zagadnienia na egzamin dyplomowy magisterski 2015/2016 Seminarium – dr Adam Bednarek: 1. Approaches to equivalence. 2. Criteria for translation quality assessment. 3. Cultural barriers to translation. 4. Linguistic barriers to translation, linguistic untranslatability. 5. The skopos theory. 6. Relevance Theory in translation. 7. Norms in translation. 8. Think‐aloud protocols. 9. Audiovisual translation: characteristics and taxonomy. 10. Localisation of websites, software and video games. 11. Accessibility in AVT (audiodescription and SDH). 12. Terminology in specialised translation. 13. Consecutive vs. simultaneous interpreting. 14. Conference, court and community interpreting. 15. Sworn (certified) translation. 16. Translation errors. The concept and typologies; 17. The (in)visibility of translation: foreignisation and domestication 18. Descriptive Translation Studies 19. Corpus use and translating 20. Polysystem Theory. The Manipulation School.