Last updated by saga on 2016-09-27. Originally submitted by saga on 2015-06-29.
Prof. UAM dr hab. Krystyna Droździał-Szelest
Autonomy in an EFL classroom: teacher autonomy vs. student autonomy
Scope: applied linguistics
This seminar will introduce students to the theory and research in the realm of broadly conceived autonomy, focusing both on the teacher and the students involved in the process of language education. Although teacher autonomy and learner autonomy are believed to be two sides of the same coin, the former has not been given that much attention in the context of foreign/second language teaching. It goes without saying that teacher training, and especially teacher development, should focus on educating autonomous, reflective teachers who are active participants of the teaching and learning process, aware of their goals and ways of attaining them, as well as cognizant of their week and strong points. Only such teachers will be able to assist their learners in successful development of their language competence both in and out of the classroom. Accordingly, students will get acquainted with the concept of autonomy and its various meanings, characteristic features of autonomous learners and teachers, and ways of developing autonomy, including “strategic teaching/learning”. They will also be expected to become familiar with the results of available research in order to be able to prepare and conduct their own research projects in the area.
As the main objective of the seminar is to enable the students to complete an M.A. thesis and to pass the M.A. examination, it will focus on the development of the relevant skills and abilities such as:
- identifying areas for research (practical or theoretical problem areas) and developing methods for researching them;
- conducting research in a language classroom; gathering and interpreting data;
- reporting (in an appropriate style) on small-scale research projects (planning and organizing a research report following formal requirements);
- compiling an adequate bibliography, finding and making use of relevant materials.
Dr hab. Anna Dziemianko
Dictionaries in the classroom and beyond
Scope: linguistics
The seminar is devoted to dictionaries and their use in various situational contexts and settings, including the classroom. Dictionary types, structures and formats (paper, electronic) will be discussed first. Then, motives for dictionary use and reference skills necessary to extract information from dictionaries will be considered. After tracing the process of dictionary look-up, we will pay attention to the modifications introduced to dictionaries over the years to facilitate search. Students will become familiar with methods of monitoring dictionary use and ways of assessing the effectiveness of dictionary consultation. Possible MA projects could center on (comparative) dictionary analysis. Alternatively, participants might conduct empirical studies. Research projects might involve teaching dictionary skills to learners of English or investigating the influence of dictionary consultation on language reception, production and learning. The usefulness of selected dictionary components for specific purposes (such as finding equivalents, synonyms, senses or grammatical structures) might also be studied. The role of the medium (paper vs. electronic) is yet another possible area of research.
Candidates should have background knowledge in linguistics, genuine interest in dictionaries, words and research.
Suggested reading:
Atkins, Sue B. T. and Michael Rundell. 2008. The Oxford Guide to Practical Lexicography. Oxford: Oxford University Press.
Béjoint, Henri. 2010. The Lexicography of English. Oxford and New York: Oxford University Press.
Fontenelle, Thierry (ed.). 2008. Practical Lexicography: A Reader. Oxford: Oxford University Press.
Hartmann, Reinhard R. K. 2001. Teaching and Researching Lexicography. Harlow: Longman.
Landau, Sidney I. 2001. Dictionaries: The Art and Craft of Lexicography. (2nd edition). Cambridge and New York: Cambridge University Press.
Svensén, Bo. 2009. A Handbook of Lexicography. The Theory and Practice of Dictionary-Making. Cambridge: Cambridge University Press.
Dr Janusz Kaźmierczak
Media, Culture and Society
Scope: Cultural studies
As the seminar’s title suggests, it will focus on the representations carried and the role played by the media in modern society, and in so doing it will introduce the students to media theory and research. The conceptual and methodological apparatus thus built will enable the students to complete their MA thesis projects that will involve studying the representations carried or the role played by the media in British or American culture, or investigating links between British, American and Polish culture as observed in the media. Accordingly, in addition to the theoretical input, the seminar will offer guidance in developing and applying research skills, including making library searches, assessing literature, as well as planning and writing MA theses.
Candidates for the seminar should have a keen interest in the modern media and in media and cultural theory, as well as a good background knowledge of the British and American cultures. For the interview, they are also encouraged to acquaint themselves at least with parts of the books listed in the “Suggested reading” section.
Suggested reading:
Fiske, John. 1990. Introduction to communication studies. London: Routledge.
Thwaites, Tony, Lloyd Davis and Warwick Mules. 1994. Tools for cultural studies: An introduction. Melbourne: Macmillan.
Dr hab. Paweł Stachura
Contemporary American fiction and its sources
Scope: American literature
Themes related to crisis are becoming an important feature of contemporary American fiction, which is clearly related to the decade of economic, social, and military difficulties. Even in affirmative, "feel-good" fiction, and in formulaic popular genres, the dark themes are looming ahead as background. The seminar will discuss the representation of such themes in American fiction, mostly published after 2000. However, many authors refer to earlier works and images from 19th century classics of American fiction. Seminar classes will focus on such cases. Themes will include: deception and con men, madness and demonic violence, social outcasts, as represented in plots, attitudes of characters, and fantastic allegorical backgrounds. Genres discussed will include fantasy, hard-boiled fiction, new realism, fictionalized biography and social commentary. Participants will have to read
regularly and work early on their MA projects.
Credits: in-class presentations, MA projects and project tasks, such as bibliography lists.
Suggested reading:
Magali, Cornier Michael. 2006. New Visions of Community in Contemporary American Fiction: Tan, Kingsolver, Castillo, Morrison. Iowa City: University of Iowa Press.
Millard, Kenneth. 2007. Coming of Age in Contemporary American Fiction. Edinburgh University Press.
Schwartz, Richard B. 2002. Nice and Noir: Contemporary American Noir Fiction. University of Missouri.
Dr Aleksandra Wach
Developing learners’ grammatical and lexical competence in the contemporary EFL classroom
Scope: applied linguistics
Grammar and lexis constitute important levels of language users’ systemic competence (i.e. the knowledge and skill related to how the language functions as a system), which, in turn, is a basic component of communicative competence, the development of which is the main objective of contemporary foreign language education.
The seminar will be devoted to exploring issues underlying learning and teaching the grammar and vocabulary of English as a foreign language. More specifically, the seminar participants will investigate the position of the language system in foreign language didactics, the differences between explicit and implicit, inductive and deductive approaches to teaching, language system learning strategies, the state of the art research findings on the development of systemic competence as part of foreign language learning and teaching, and a variety of practical concerns of teaching L2 grammar and lexis. A special emphasis will be placed on innovative ways of teaching, such as project work, task-based instruction, various applications of modern technology, etc.
Moreover, applied linguistics research traditions (qualitative and quantitative) and a variety of data collection techniques within them will be presented and discussed, as the seminar participants will be expected to carry out a small-scale empirical study within their MA projects.
Credit requirements in the first, introductory year of the seminar include: regular attendance, active participation in classes, fulfilling background reading assignments, and a quiz on the material covered in class. In the subsequent years, the students will be expected to prepare one oral presentation in each year, and to submit parts of the MA papers on time.
Sample MA paper topics:
• The effectiveness of using visual aids in teaching EFL vocabulary to young learners.
• Ways of promoting learner autonomy in the process of teaching EFL vocabulary.
• The motivating role of grammar games in English lessons.
• Supporting grammar instruction through task-based language teaching.
• Learners’ and teachers’ beliefs about the role of grammar in teaching EFL.
Suggested reading:
Nassaji, Hossein and Sandra Fotos. 2011. Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
Nation, I.S.P. 2014. Learning vocabulary in another language. 2nd edition. Cambridge: Cambridge University Press.
