Seminaria licencjackie - studia stacjonarne 2016–2017 :: BA Seminars - full-time programme 2016–2017

How different do two vowels in L2 need to be for a learner to detect a difference? In this BA seminar on second language speech perception we will find out why L2 learners have a hard time noticing differences between L1 and L2 sounds. How do we hear and classify sounds that reach our ears? Speech perception must be more complex than just one-to-one mapping of the acoustic signal to a speech sound category. The acoustic signal reaching the listener is highly variable depending on context, speech conditions (e.g. silence or street noise, or multiple speakers talking at one time) and physiological differences between speakers. Second language speech perception is even more challenging because you come across phonetic cues which you disregard in L1. We will find out whether it is easier to perceive similar or different sounds in L2, discuss what the criteria for similarity might be and examine which phonetic cues make it easier for learners to distinguish between L2 sounds which they initially perceive as equivalent. In this seminar we will first briefly discuss human perception, then focus on speech perception and finally narrow the topic down to speech perception in L2. We will look for interesting phenomena to examine, design small-scale perception experiments, conduct them and report the results in BA theses.

Bibliography:
Best, C. and M. Tyler. 2007. Non-native and second language speech perception. In: O.-S. Bohn, M. Munro (Eds.) Language experience in second language speech learning: In honor of James Emil Flege. Amsterdam: John Benjamins, 13-34.
Bohn, O.-S. 1995. Cross-language speech perception in adults. In W. Strange. (Ed.), Speech perception and linguisic experience. Timonium, MD: York Press, 275-300.
Colantoni, L., J. Steele and P. Escudero. 2015. Second Language Speech: Theory and Practice. Cambridge: Cambridge University Press.
Gilichinskaya Y. D., Strange W. 2010. Perceptual assimilation of American English vowels by inexperienced Russian listeners. J. Acoust. Soc. Am. 128, EL80–EL85.
Pajak, B. and R. Levy. 2014. The role of abstraction in non-native speech perception. Journal of Phonetics 46, 147-160.
Ryalls, J. 1996. A Basic Introduction to Speech Perception. Albany: Cengage Learning, Inc.
Tyler, M., C. Best, A. Faber, A. Levitt. 2014. Perceptual assimilation and discrimination of non-native vowel contrasts. Phonetica 71, 4-21.

Among numerous controversial issues connected with form-focused instruction there is the question about instructional options which can foster the process of learning grammatical structures so that students develop high levels of accuracy in the target language. There is a broad consensus that learners need to have opportunities to encounter, process and use the new forms in their form-meaning relationships so that they become part of their interlanguage (Nassaji 2000; Ellis 2002, 2005b; Larsen-Freeman 2003; Pawlak 2005; Nassaji and Fotos 2010; Spada 2010). The seminar will be devoted to the presentation and verification of the utility of diverse classroom procedures which integrate teaching and learning grammar with other skills, both receptive and productive. During the seminar we will discuss theoretical perspectives on instructed second language acquisition and practical ways of delivering form-focused instruction in the foreign language classroom. Then we will examine popular ELT coursebooks/materials and analyze the ways in which they deal with teaching grammar. The students will be expected to design lessons/sequences of lessons aiming at developing and testing grammar.

Bibliography:
Ellis, Rod. 2002a. “Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research”. Studies in Second Language Acquisition 24: 223-236.
Ellis, Rod. 2002b. “Methodological options in grammar teaching materials”, in: Eli Hinkel and Sandra Fotos. (eds.). New perspectives on grammar teaching in second language classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Ellis, Rod. 2005. “Principles of instructed language learning”. Conference Proceedings. Asian EFL Journal 7, 3: 9-24.
Larsen-Freeman, Diane. 2003. Teaching language: From grammar to grammaring. Boston: Heinle.
Nassaji, Hossein. 2000. “Towards integrating form-focused instruction and communicative interaction in the second language classroom: some pedagogical possibilities”. The Modern Language Journal 84, 2: 243-250.
Nassaji, Hossein and Sandra Fotos. 2010. Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge, Taylor and Francis Group.
Pawlak, Mirosław. 2005. “The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discourse”. Glottodidactica 30-31: 283-294.
Pawlak, Mirosław. 2006. The place of form-focused instruction in the foreign language classroom. Kalisz: Wydział Pedagogiczno-Artystyczny.
Spada, Nina. 2010. “Beyond form-focused instruction: Reflections on past, present and future research”. Language Teaching 1-12. doi:10.1017/S0261444810000224

The seminar will focus on the lexis and semantics in the context of the early periods of the English language, i.e., Old and Middle English. The analysed words will be considered in terms of their origin, chronology, morphology and meaning. Moreover, special attention will be paid to the investigation of semantics and semantic change of selected Medieval English semantic fields with the application of recent methods in the study of historical semantics. The seminar will involve the use of various electronic historical English databases and texts for the purpose of performing specific types of searches. Moreover, the seminar participants will be asked to tackle the search results from different research perspectives.
The students are expected to write a B.A. thesis presenting the resent theory referring to the topic and a substantial multi-level analysis of an individually selected semantic field in the Medieval English period or of loanwords and their derivatives in a collection of Middle English texts with the use of appropriate methods of searching the electronic databases.
The seminar is intended for students genuinely interested in the history of the English language.

Credit requirements: regular class attendance and active participation in class discussions; careful reading of all assigned texts (verified by quizzes), presentation of the assigned texts (once or twice a semester); one detailed presentation of a B.A. thesis project; systematic progress on the research (two detailed classroom reports); the first chapter handed in by the end of the winter semester.

Bibliography:
Allan, Kathryn – Robinson, Justyna A. (eds.), 2012, Current Methods in Historical Semantics, De Gruyter Mouton, 347 pp.
Bergs, Alexander – Laurel J. Brinton (eds.), 2012, English Historical Linguistics: An International Handbook, Volumes 1 and 2, De Gruyter Mouton, pp. 1-825.
Diaz Vera, Javier E. (ed.), 2002, A Changing World of Words: Studies in English Historical Lexicography, Lexicology and Semantics. Rodopi. 610 pp.
Moskowich, Isabel, 2012, Language Contact and Vocabulary Enrichment. Peter Lang, 173 pp.
Nielsen, Hans Frede, 2005, From Dialect to Standard: English in England 1154-1776, University Press of Southern Denmark, pp. 1-150.

The aim of the seminar is to study the contemporary Canadian literature, with a special emphasis on the notions of multiculturalism and identity, their roots and influence on contemporary prose. During the course students will discuss various works of the most famous contemporary Canadian writers (e.g. Margaret Atwood, Fred Wah, Michael Ondaatje and Alice Munro) as well as a selection of theoretical and critical essays (e.g. by Linda Hutcheon, Margaret Atwood, Wayson Choy) that will provide a certain background for our discussions and future BA papers. We will place a range of chosen literary texts in the Canadian historical and cultural contexts. The seminar will introduce students to the process of writing BA papers within the field of literature. We will address a number of issues ranging from the formal aspect of writing theses to methodology of research, gathering materials and developing a critical approach to the views of others.

Candidates wishing to participate in the seminar should have good knowledge of English and American literature and an authentic interest in literature. Prior knowledge of Canadian literature is not obligatory.

Bibliography:
Hammill, Faye. 2007. Canadian literature. Edinburgh: Edinburgh University Press.
Kröller, Eva-Marie. 2004. The Cambridge companion to Canadian literature. Cambridge: Cambridge University Press.
New, W.H. 2003. A history of Canadian literature. Montreal: McGill-Queen’s University Press.

This proposed BA seminar is addressed to students interested in reading and studying literature. The general aim is to familiarise students with contemporary Irish literature written in the English language with reference to Irish literary tradition. The classes will be in particular devoted to the representations of different places in the Republic of Ireland and Northern Ireland as two states sharing one island.
The starting point for our discussion will be seeing how contemporary Irish writers from both sides of the border use the tropes of the house, the countryside and the city to comment on the most current issues concerning The Republic of Ireland and Northern Ireland. The treatment of the motifs, which appear in the prose and poetry analysed, will be compared with the theoretical articles on the concerned topic. By looking at different representations of places, students will have an opportunity to see a broader picture of contemporary Ireland, as an island encompassing two countries.

Credit requirements include reading the assigned texts and actively participating in the class discussions. The whole seminar aims at providing students with a ground knowledge of the Irish literature in order to be able to write their BA theses, which is the obligatory requirement for passing the whole course.

Bibliography:
Bardon, Jonathan. 1982. Belfast. An illustrated history. Dundonald: The Blackstaff Press.
Brewster, Scott, Virginia Crossman, Fiona Becket and David Alderson (eds.) (1999). Ireland in proximity. History, gender, space. London and New York: Routledge.
Brewster, Scott and Michael Parker (eds.) 2009. Irish literature since 1990. Diverse voices. Manchester: Manchester University Press.
Brown, Terence. 2010. The literature of Ireland. Culture and criticism. Cambridge: Cambridge University Press.
Campbell, Matthew. 2003. The Cambridge companion to contemporary Irish poetry. Cambridge: CUP.
Cleary, Joe and Claire Connolly (eds.), The Cambridge companion to modern Irish culture. Cambridge: Cambridge University Press.
Duncan James, Nuala C. Johnson and Richard H. Schein (eds.), A companion to cultural geography. Oxford: Blackwell Publishing.
Foster, John Wilson (ed.), The Cambridge companion to the Irish novel. Cambridge: Cambridge University Press.
Gibbons, Luke. 1996. Transformations in Irish culture. Cork: Cork University Press.
Graham Brian (ed.), In search of Ireland. A cultural geography. London – New York: Routledge.
Harte, Liam and Michael Parker (eds.) 2000. Contemporary Irish fiction: Themes, tropes, theories. London: Macmillan Press Ltd.
Jacqueline Genet (ed.). The big house in Ireland. Reality and representation. Dingle: Brandon Book Publishers Ltd.
Kearney, Richard. 1997. Postnationalist Ireland. Politics, culture, philosophy. London and New York: Routledge.
Kirkland, Richard. 1996. Literature and culture in Northern Ireland since 1965: Moments of danger. London and New York: Longman.
Kreilkamp, Vera. 1998. The Anglo-Irish novel and the big house. Sycaruse, New York: Sycaruse University Press.
Lee Joseph (ed.) Ireland. Towards a sense of place. Cork: Cork University Press.
Peach, Linden. 2004. The contemporary Irish novel. Critical readings. New York: Palgrave Macmillan.
Ryan, Ray. 2002. Ireland and Scotland. Literature and culture, state and nation, 1966-2000. Oxford: Oxford University Press.
Smyth, Gerry. 2001. Space and the Irish cultural imagination. London: Palgrave Macmillan.

Our seminar is devoted to researching the representation/s of memory in a variety of texts in American literature. What and how we remember constitute the basis of our identity, and thus, in the seminar, we aim to trace the processes of recollection through which narrators and characters recall and make sense of their (and others’) experience in time. We will discuss prose (fiction and non-fiction), poetry, and drama, whereas it is predicted that autobiographies, memoirs, and novels shall be of our prime concern. The candidates, however, are welcome to choose their own focus whether it comes to the particular genre or a particular period of their interest, as well as when they already wish to concentrate on a particular text(s) of their preference. The successful candidates are expected to write a B.A. thesis that they finish and deliver at the end of the course. Moreover, attendance, 2 presentations (1 per semester), as well as active participation in class are required.

Bibliography (a selection):
Birkerts, Sven. 2008. The Art and Time in Memoir. Saint Paul: Greywolf Press.
Eakin, Paul John. 2008. Living Autobiographically. Ithaca: Cornell University Press.
Nünning, Ansgar, Marion Gymnich and Roy Sommer. 2006. Literature and Memory: Theoretical Paradigms - Genres – Functions. Marburg: Francke Verlag.
Erll, Astrid. 2011. Memory in Culture. Palgrave-MacMillan.
Bechdel, Alison. 2007 [2006]. Fun Home. Mariner Books.
Didion, Joan. 2007 [2005]. The Year of Magical Thinking. New York: Vintage.
Harjo, Joy. 2012. Crazy, Brave – a Memoir. New York: W.W. Norton&Company.
Hejinian, Lyn. 2002. My Life. Los Angeles: Green Integer.
Hirsch, Marianne. 1997. Family Frames. Photography, Narrative, and Postmemory. Cambridge: Harvard University Press.
Hong Kingston, Maxine. 1977 [1976]. Woman Warrior. Memoir of a Girlhood Among Ghosts. New York: Vintage Books.
Karr, Mary. 2009. Lit. New York: Harper Perennial.
Morrison, Toni. 1987. Beloved. Vintage.
Nabokov, Vladimir. 1989 [1951]. Speak, Memory. Vintage.
Nalbantian, Susanne. 2004. Memory in Literature. From Rousseau to Neuroscience. Palgrave MacMillan.
Olick, Jeffrey and Vered Vinitzky-Seroussi (eds.). 2011. The Collective Memory Reader. Oxford University Press.
Smith, Sidonie and Julia Watson. 2002. Reading Autobiography. Minneapolis: University of Minnesota Press.
Vonnegut, Kurt. 2003 [1969]. Slaughterhouse 5. Vintage.
Yagoda, Ben. Memoir: A History.

This seminar is not about phonetics. This seminar is about phonology, and phonology only. You will learn how to describe phonological phenomena using the language of phonology. You will see what a phonological analysis looks like and you will learn how to do it. You will see a number of seemingly unremarkable features of English, Polish and other languages, and you will see how exciting they become once you look at them from the right perspective. You will also see a number of seemingly difficult features of English phonology with which you struggled in your first year phonetics and phonology classes, and you will realise how simple they have always been. To complete the seminar you will write a BA thesis on a selected topic in the phonology of English (alone or in contrast, e.g. with Polish) using the language of the discipline.

Prerequisites: first-year course in Phonetics and Phonology of English and a sense of humour.

Bibliography:
Backley, Phillip. 2011. An Introduction to Element Theory. Edinburgh: Edinburgh University Press.
Gussenhoven, Carlos — Haike Jacobs. 2011. Understanding Phonology. Third edition. London: Hodder Education.
Gussmann, Edmund. 2002. Phonology. Analysis and Theory. Cambridge: Cambridge University Press.
Odden, David. 2013. Introducing phonology. Second Edition. Cambridge: Cambridge University Press.

The seminar course is addressed to those students who are willing to write their BA theses on verbal and non-verbal behaviors of people in everyday-life communication. The specific part of the course will focus on the analysis of the linguistic performances of human individuals in terms of interaction and transaction. It will aim at determining the relationships and differences between (1) the interactional activities which form feedbacks to utterances of interlocutors and/or demands for responses and (2) the transactional exchanges in which the related messages include additional information about the communicators. Students will gain knowledge of the interactional nature of human communication in general, especially if they will realize that the form and the content of messages sent and received by people result from adaptations of their creators according to social or cultural roles and therefore are mostly predictable. Moreover, they will have the possibility to find out that the communicative behavior of human individuals is unique and dependent on both their exceptionality as subjects and persons and the relationships between them. Being engaged in the particular studies, conducted on the basis of dialogs excerpted from authentic literary texts in English, participants of the seminar will analyze the linguistic manifestations of needs and values and/or beliefs and attitudes of communicating individuals who implement their plans and fulfill their goals and intentions in dyads and small groups.
In the theoretical part of the course, the attention will be paid to the principles of scientific work and writing. The students will be familiarized with such particular distinctions and notions as: the field of academic activity, the scope of the investigative domain, the material object of study and its formal subject matter as a set of relevant properties of the investigated object, the investigative perspective and the aspects of the investigated object, theory and method, as constituents of a scientific discipline, as well as with techniques of collecting and eliciting the source material and the means of their presentation.

Bibliography:
Barker, Larry L. 1977. Communication. Englewood Cliffs, NJ: Prentice-Hall.
Berne, Eric /1964/ 1970. Games People Play. The Psychology of Human Relationships. Harmondsworth, EN: Penguin Books.
Berne, Eric 1972/1975. What Do You Say After You Say Hello? The Psychology of Human Destiny. Eleventh printing. Toronto, ON, New York, NY, London, UK: Bantam Books.
DeVito, Joseph. 1976. The Interpersonal Communication Book. New York: Harper and Row.
Harris, Thomas A. 1969. I’m O.K., You’re O.K. New York, NY: Harper & Row.
Luft, Joseph 1963/1969. Group Processes: An Introduction to Group Dynamics. Palo Alto, CA: National Press Books.
Posner, Roland 1988. "What is an academic discipline." In: Regina Claussen, Roland Daube-Schackat (eds.), Gedankenzeichen. Festschrift für Klaus Oehler zum 60. Geburtstag. Tübingen: Stauffenburg, 165-185.
Posner, Roland 2003. "The relationship between individual disciplines and interdisciplinary approaches." In: Roland Posner, Klaus Robering, Thomas A. Sebeok (eds.). Semiotics. A Handbook of the Sign-Theoretic Foundations of Nature and Culture. Volume 3. Berlin - New York: Walter de Gruyter, 2341-2374.

The aim of this seminar is to move toward the question what syntactic theory is really a theory of (and why syntax is not a theory of word order). After an overview of basic concepts in grammar like Merge, argument structure, or case (most in fact already introduced in one way or another in the “Introduction to Syntax” course), we will move on to discuss topics like control, binding, islands, quantifiers, verb movement, adverbs, relativized minimality, cartography, and economy principles in grammar. We will try to see if there exists a common ground for what seems to look like many distinct grammatical phenomena, and why all languages have them. Later in the course, we are also going to have a look at the basics of the acquisition of grammar.
All topics will be discussed from the general as well as English and Polish perspective. Possible BA thesis topics can include selected aspects of English or comparative English-Polish syntax or word-formation. *Each student will receive individual guidance and help from the instructor at any point in the course and in the process of working on their BA projects.*

Credit requirements: There is not going to be any written test. Instead, the final grade is going to be based on (i) at least one take-home problem set per semester, (ii) one in-class presentation per semester, and (iii) completion of the BA thesis.

Bibliography:
We are not going to rely on any particular textbook in this course and will, instead, use a balanced mixture of quite basic didactic readings and a few original research papers.

Cinque, Guglielmo, and Luigi Rizzi. 2008. The cartography of syntactic structures. CISCL Working Papers, Studies in Linguistics Vol. 2, 42-58.
Hornstein, Norbert, Jairo Nunes, Kleanthes Grohmann. 2005. Understanding Minimalism. Cambridge University Press.
McCloskey, James. 2000. Quantifier Float and Wh-movement in an Irish English. Linguistic Inquiry 31, 57-84.
Rizzi, Luigi. 1997. The fine structure of the Left Periphery. In: Liliane Haegeman, ed., Elements of Grammar. Dordrecht: Kluwer, 281- 337.

A mixture of unity and diversity runs through both American history and American society today. It has its roots in the fact that America was built as a nation of immigrants who, however, for years had to accommodate to the way of life imposed by the strongest groups of immigrants. The process of accommodation was not always easy, since almost each group at one time became stigmatized because of its ethnicity or race. The experience of accommodation for millions of the Irish, Italians, Jews, Poles, or the Japanese, Chinese or other Asians, not to mention the African-Americans and Native Americans, was a painful process, the result of which is still tangible discrimination, racism, ethnic prejudice, social or economic inequality, higher death rates or suicide rates in some ethic groups, and other social ailments. Beside the traumatic experiences, the process of accommodation or resistance led to an incredible contribution of each ethnic group into the culture of the USA, in the form of its artistic achievement in music, plastic arts or cuisine, holidays, religious practices, unique values and heroes. In order to understand why it is so, it is necessary to research the issue of immigration in American policy and the predicament of an individual ethnic group at a given time and place and the changing immigration policies of the country.
Content: In the course of the seminar students will be familiarized with the history of immigration in general, and of specific ethnic or racial groups in particular. They will also study such concepts as ethnicity, race and racism, culture, acculturation, assimilation, hybridity, identity, as well as learn some theories of immigration and accommodation. We will also inquire how histories can be written and presented by studying tenets of historiography and the theory of narrativity and representation.
The aim of the seminar will be to develop understanding of some problems of contemporary America that are rooted in ethnicity and race and how they affect American culture. Why is Ku Klux Klan still active? Why are the Native Americans still on reservations? Why is Donald Trump slandering Mexican Americans? In this seminar students will formulate their research question of interest rooted in the present US and try to look for the answer in historical, theoretical and sociological records as well as in other sources: literary works, documentaries, feature movies, newspaper articles, or censuses. The ultimate aim will be to write a BA paper which will address the research question connected with ethnic America.
Format: The seminar will consist of close-reading of selected texts on the topics suggested, discussions, teacher and students class presentations, individual consultations.

Bibliography:
Barth, Frederic (ed.). 2007. Ethnic Groups and Boundaries. Boston: Little and Co.
Bode, Carl. (ed.). 1992. American Perspectives. The United States in Modern Age. Washington: Forum Reader Series.
Bradbury, Malcolm and Howard Temperley. 1989. Introduction to American Studies. 2nd ed. London: Longman.
Brown, Wesley and Amy Ling (eds.). 1993. Visions of America. Personal Narratives from The Promised Land.
Giles, Judy and Tom Middleton. 2008. Studying Culture: A Practical Introduction. (2nd edition). Malden, MA: Blackwell Publishing.
Hall, Stuart. (ed.). 2009. Representation. Cultural Representations and Signifying Practices. London: SAGE.
Holt, Hamilton. (ed.). 2001. Life Stories of Undistinguished Americans As Told by Themselves. New York: Kessinger Press.
Mann, Arthur, 1987. “From Immigration to Acculturation” in: Making America (ed. Luedke L. ed.). 68-80.
Mauk, David and John Oakland. 2005. 5th ed. American Civilization. An Introduction. London, NY: Routledge. 47-68.
Perin, Constance. 1988. Belonging in America. Wisconsin: Wisconsin University Press.
Portes, Alejandro and Ruben G. Rumbaut. 2014. Immigrant America. A Portrait. 4th ed. Oakland, Ca: University of California Press.
Routledge Encyclopedia of Narrative Theory. 2007. Herman, David, Jahn Manfred and Rayan Marie-Laure (eds). London: Routledge.
Reede, Uede. (ed.). 2005. A Companion to American Immigration. Malden, MA: Blackwell Publishing.
Smedley, Audrey. 2007. Race in North America. Origin and Evolution of a Worldview. (2nd ed.). Boulder, Co: Westview Press.
Schuck, Peter. H. and James O. Wilson. 2008. Understanding America. The Anatomy of Exceptional Nation. New York, NY: Public Affairs.
Sollors, Werner, Henry B. Cabot, Anne M. Cabot (eds). 1996. Theories of Ethnicity: A Classical Reader. Basingstoke: Macmillan.
Sowell, Thomas. 1981. Ethnic America. New York: Basic Books, Inc.
Takaki, Ronald. 1993. A different Mirror. A History of Multicultural America. Boston: Little, Brown and Company. 1-17.
Tindall, George Brown and David Amory Shi. 2007. America: A Narrative History. New York, NY: Norton.
Movie: Crossing Over. 2009. Dir. Wayne Kramer.

This seminar focuses on a range of meanings (= senses) that words have, and the relationships that exist between word senses. Students will learn about various semantic relations that word senses enter such as synonymy, antonymy and metaphor, and about the way they are represented in dictionaries, in particular monolingual dictionaries for learners of English as a foreign language. The seminar will familiarise students with the cognitive linguistic approach to word meaning extension, which will be adopted as the theoretical framework. It will also be discussed how digital dictionaries can open up new possibilities for facilitating access to semantically related senses.

Possible BA projects could investigate the way different meanings of words are represented in dictionaries, and whether and how semantic relations between them are indicated. Students will scrutinise dictionary entries in terms of, for example, the arrangement of senses, cross-references to other lexical items, and usage notes. The examined dictionaries will be compared to one another and critical remarks might be made concerning potential improvements. This course is intended for students who show interest in words and dictionaries.

Bibliography:
Atkins, Sue B. T. and Michael Rundell. 2008. The Oxford guide to practical lexicography. Oxford: Oxford University Press.
Davies, Mark. 2008-. The Corpus of Contemporary American English: 425 million words, 1990-present. (http://corpus.byu.edu/coca/).
Dirven, René and Ralf Pörings (eds.). 2002. Metaphor and metonymy in comparison and contrast. Berlin and New York: Mouton de Gruyter.
Geeraerts, Dirk. 2007. “Lexicography”, in: Dirk Geeraerts and Hubert Cuyckens (eds.), The Oxford handbook of cognitive linguistics. Oxford: Oxford University Press, 1160-1174.
Jones, Steven, M. Lynne Murphy, Carita Paradis and Caroline Willners. 2012. Antonyms in English: Construals, constructions and canonicity. Cambridge: Cambridge University Press.
Kristiansen, Gitte, Michael Achard, René Dirven and Francisco J. Ruiz de Mendoza Ibánez (eds.). 2006. Cognitive linguistics: Current applications and future perspectives. Berlin and New York: Mouton de Gruyter.
Lakoff, George and Mark Johnson. [1980] 2003. Metaphors we live by. Chicago and London: The University of Chicago Press.
Lyons, John. 1977. Semantics. Cambridge: Cambridge University Press.
Meer, Geart van der. 1999. “Metaphors and dictionaries: The morass of meaning, or how to get two ideas for one”, International Journal of Lexicography 12, 3: 195-208.
Moon, Rosamund. 2004. “On specifying metaphor: An idea and its implementation”, International Journal of Lexicography 17, 2: 195-222.
The Sketch Engine. (https://www.sketchengine.co.uk/).

This seminar will be devoted to the discussion of broadly understood health-related communication. This communication may involve participants in different combinations, may relate to different areas of health/medicine, and may be studied on the basis of different data. Consequently, the seminar participants may consider studying: (1) doctor-and-patient communication e.g. medical encounters; (2) doctor-and-doctor communication, e.g. medical research articles; and (3) patient-patient communication, e.g. data from health-related blogs and online forums, online support groups, patients’ associations, etc. Additionally, various media messages may be explored, such as popular scientific articles, medical TV dramas, social campaigns, etc. The study of these various types of data allows one to shed light on how doctors and patients communicate, how they are constructed as well as how different phenomena, such as disease or treatment, are described.
In the seminar, students will first be introduced to the basic terminology used and methods applied in discourse analysis. Next, different types of data from the medical context will be demonstrated. Finally, analytical perspectives will be presented. In other words, the seminar is meant to acquaint students not only with the knowledge of various facets of health communication but also equip them with the tools needed to investigate its aspects.
Course requirements include interest in broadly understood communication in the medical context. The participants will be encouraged to choose their own topics for their BA projects, however they may also consider suggestions from the supervisor.

In order to complete the course, the participants will have to: (i) attend classes regularly; (ii) read the assigned material; (iii) participate actively in class activities; (iv) pass 1 semester test; (v) give 1 presentation; (v) choose a research topic, conduct the research and complete their BA projects.

Bibliography:
Fleischman, Susanne. 2001. “Language and medicine”, in: Deborah Schiffrin, Deborah Tannen and Heidi E. Hamilton (eds.), The handbook of discourse analysis. Oxford: Blackwell Publishers, 470-502.
Gee, James Paul. 2001. An introduction to discourse analysis. Theory and method. London: Routledge.
Gwyn, Richard. 2001. Communicating health and illness. London: Sage.
Harvey, Kevin and Neyla Koteyko. 2012. Exploring health communication. Language in action. London: Routledge.
Hyden, Lars-Christer and Elliot G. Mishler. 1999. “Language and medicine”, Annual Review of Applied Linguistics 19: 174-192.