Last updated by grzegorz on 2013-09-25. Originally submitted by grzegorz on 2013-09-16.
Prowadzącymi seminaria licencjackie w r.a. 2013–2014 (3BA) będą:
The seminar is concerned with artistic production in the British Isles from the Anglo-Saxons to the Reformation. Medieval Britain produced some of the world’s most distinguished and beautiful objects and art pieces, whether it be the St Albans Psalter, Winchester Bible, Westminster Retable, Wilton Diptych or Norwich Cathedral. We will study and analyse the multifaceted stories behind the exceptional cultural activity of the Middle Ages across the media, including painting, architecture, sculpture, book illumination, frescoes and embroidery, printing, carving, jewellery, and stained glass, as well as the complex networks of manufacture, patronage, politics, religion, tradition, and commerce that led to and inspired their creation. Drawing on recent findings and current research, we will attempt to uncover the intricacies and meanings that these artworks convey. The seminar is intended for students with a deep and genuine interest in and knowledge of British art, culture, history and literature.
Prerequisite
Successful completion of the following I and II BA courses: British History, Literary Theory, British and American Life and Institutions (WOKAJ), History of English Literature (i.e. students with 'warunek' from these courses cannot enroll to this seminar).
Credit requirements
Successful completion of all set tests and quizzes, full class attendance, active participation in lectures, careful and annotated reading of all assigned texts; one detailed presentation of B.A. thesis project.
The seminar will focus on the lexicon and semantics in the context of the early periods of the English language, i.e., Old and Middle English. The lexicon will be considered in terms of its origin, chronology, morphology and meaning. Moreover, the attention will be concentrated on the semantics and semantic change of selected Medieval English semantic fields as investigated with the use of recent methods in the study of historical semantics. The seminar will involve the operation of various electronic historical English databases 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 covering 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.
Selected 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 quest for identity in Canadian contemporary literature
dr Dagmara Drewniak
The aim of the seminar is to study the contemporary Canadian literature, with a special emphasis on the notion of identity, its 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, Carol Shields, 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.
Selected 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.
The aim of the seminar is to explore aspects of present-day ways of approaching Elizabethan drama. These will be contextualised in 1. the conventions of early modern English theatre; 2. the history of stage and film transpositions of Elizabethan plays. The historical overview serves as the first step in the approach to the 20th and 21th century adaptations of Elizabethan plays, most notably those written by Shakespeare, Marlowe and Jonson, especially Shakespeare’s plays thanks to their popularity. It is important to note that the productions will include both Polish and English / American renderings of Elizabethan plays, presented in three independent media: theatre, film and television. The seminar will be devoted to an examination of selected stage productions (both Polish and English / American) and the way in which they have been documented (reviews, television clips and recordings, etc.), as well as to a discussion of the variety of categories of Shakespeare films and teleplays (again, both Polish and English-speaking). The productions will be considered in light of text, stage and screen semiotics. The analysis will be conducted with the help of methodological tool which would facilitate approach to stage and screen productions. The tools will be based mainly on theatre and film semiotics; the major focus will be on how the literary text of a play is translated into its stage version, and / or how the literary text and the performance text (both the original Elizabethan performance and the 20th and 21st stage productions) are rendered on screen, both big and small.
Critical questions to be addressed:
Can we separate drama from theatre?
Should dramatic text, composed in the natural language, be treated as different from its stage rendering?
What is the role of the study of signs in a critical analysis of dramatic / theatrical / filmic / televisual text?
How is historical drama / theatre accommodated to present-day stage and screen?
What is the cultural ‘value’ of Shakespeare and his contemporaries in early 21st century?
How can stage / film / television versions of Elizabethan drama be analysed?
Select bibliography:
Aston, Elain and George Savona. 1991. Theatre as Sign System. London – New York: Routledge.
Balme, Christopher. 2002. Wprowadzenie do nauki o teatrze [Introduction to theatrestudies]. Warszawa: WydawnictwoNaukowe PWN.
Barroll, J. Leeds et al. 1975. The Revels History of Drama in English. Vol. III 1576-1613. London: Methuen & Co. Ltd.
Bevis, Richard W. 1988. English Drama: Restoration and Eighteenth Century, 1660-1789. London – New York: Longman.
Brown, John Russell. 2002. Shakespeare and the Theatrical Event. Houndmills: Palgrave / Macmillan.
Bulman, James C. (ed.) 1996. Shakespeare, Theory and Performance. London – New York: Routledge.
Cartmell, Deborah. 2000. Interpreting Shakespeare on screen. London: Macmillan Press.
Coursen, H.R. 1992. Shakespearean Performance as Interpretation. Newark: University of Delaware Press; London – Toronto: Associated University Press.
Cox, John D. and David Scott Kastan (eds.) 1997. A New History of Early English Drama. New York: ColumbiaUniversity Press.
De Marinis, Marco. 1993. The Semiotics of Performance. Tr. by ÁineO’Healy. Bloomington – Indianapolis: IndianaUniversity Press.
Dessen, Alan C. 1985. Elizabethan Stage Conventions and Modern Interpreters. Cambridge: CambridgeUniversity Press.
Elam, Keir. 1980. The Semiotics of Theatre and Drama. London – Methuen: New York. Esslin, Martin. 1987. The Field of Drama. London: Methuen.
Fabiszak, Jacek. 2005. Polish Televised Shakespeares. A Study of Shakespeare Productions within the Television Theatre Format. Poznań: Motivex.
Fabiszak, Jacek. 2000. “Elizabethan Staging and Greenawayan Filming in Prospero’s Books,” in: Stalpaert, Christel (ed.). Peter Greenaway’s Prospero’s Books: Critical Essays. Ghent: Academia Press. 121-139
Gurr, Andrew. 1987. The Shakespearean Stage 1574-1642. The Second Edition. Cambridge: CambridgeUniversity Press.
Gurr, Andrew. 1997. Playgoing in Shakespeare’s London. Cambridge: CambridgeUniversity Press.
Hatchuel, Sarah. 2000. A Companion to the Shakespearean Films of Kenneth Branagh. Winnipeg, Niagara Falls: Blizzard Publishing.
Hatchuel, Sarah. 2004. Shakespeare, from Stage to Screen. Cambridge: CambridgeUniversity Press.
Hendrykowski, Marek. 1999. Język ruchomych obrazów. Poznań: Ars Nova.
Hilton, Julian. 1987. Performance. London: Macmillan.
Innes, Christopher. 1995. Modern British Drama 1890-1990. Cambridge: CambridgeUniversity Press.
Jackson, Russel (ed.). 2000. The Cambridge companion to Shakespeare on film. Cambridge: Cambridge University Press.
Kowzan, Tadeusz. 1998. Znak i teatr. Warszawa: Polskie Towarzystwo Semiotyczne.
Leggatt, Alexander. 1988. English Drama: Shakespeare to the Restoration, 1590-1660. London – New York: Longman.
Lapsley, Robert and Michael Westlake. 1988. Film Theory: An Introduction. Manchester: ManchesterUniversity Press.
Limon, Jerzy. 2002. Między niebem a sceną. Gdańsk: słowo/obraz terytoria.
Pfister, Manfred. 1991. The Theory and Analysis of Drama. Cambridge: CambridgeUniversity Press.
Rothwell, Kenneth S. 2004. A History of Shakespeare on screen. Second edition. Cambridge: CambridgeUniversity Press.
Stam, Robert. 2002 [2000]. Film theory. An Introduction. Oxford: Blackwell.
Ubersfeld, Anne. 2002. Czytanie teatru I. Przełożyła Joanna Żurowska.Warszawa: PWN.
Wells, Stanley and Sarah Stanton (eds.) 2002. The Cambridge Companion to Shakespeare on Stage. Cambridge: CambridgeUniversity Press.
Worthen, W.B. 1996. “Staging ‘Shakespeare’. Acting, authority, and the rhetoric of performance”, in: Bulman, James C. (ed.) Shakespeare, Theory and Performance. London – New York: Routledge. 12-28.
The B. A. Seminar: The World Crisis in Mass Media Presentations
Dr Maciej Kielar
We are ‘sunk’ in the language that reaches us through newspapers, radio, television, the Internet, or magazines. At the same time, we have no doubt that mass-media messages without evaluation do not exist. Every message on the current issues, such as the social and economic World Crisis, which is broadcast or published is shaped according to some values which structure various ideologies. Therefore, the language of mass media is a very interesting subject for linguistic inquiry.
The general aim of this course can be characterised as applying theories and methods proposed within Critical Discourse Analysis (CDA) to the analysis of authentic journalistic texts. As journalists entirely rely on the language use when they construct the image of events, people responsible for given actions and actions themselves, therefore, they use such linguistic features as topoi, lexical selection, metaphors, passive voice, modal verbs and pronouns. The fact that print media are still believed to be the most influential and opinion-shaping is main reasons for choosing the traditional print media and/or their electronic equivalents as the source of the language material for the analysis
Selected bibliography:
Fairclough, Norman. 1989. Language and power. London: Longman. (Ch. 5: 109–139).
Fowler, Roger. 1991. Language in the news: Discourse and ideology in the press. London: Routledge. (Ch. 5: 66–90)
Gabrielatos, Costas and Paul Baker. 2008. “Fleeing, sneaking and flooding. A Corpus Analysis of discursive constructions of refugees and asylum seekers in the UK Press, 1996-2005.” Journal of English Linguistics 36; 1. Los Angeles, London, New Delhi and Singapore: Sage Publications, 5-38
Kielar, Maciej. 2009. “Modality as a discursive marker of values and valuation.” In: Wąsik Zdzisław – Józef Zaprucki (eds.) Słowo jako wyraz duchowości człowieka [A word as an expression of human's spirituality]. Jelenia Góra: Kolegium Karkonoskie w Jeleniej Górze: Zeszyty Wydziału Humanistycznego III, 85–98.
Kielar, Maciej. 2010a. “Values as discursive markers of national identity.” In: Romedea, Adriana-Gertruda (ed.) Cultural Spaces and Identities in (Inter)Action. Bacau: Alma Mater Bacau: INTERSTUDIA 6/2010, 48–57.
Kielar, Maciej. 2010b. “Values of the 2004 EU Enlargement in Media Discourse.” Poznań Studies in Contemporary Linguistics 46/3: 313–330
Kress, Gunther – Robert Hodge. 1979. Language as ideology. London: Routledge - Kegan Paul. (Ch. 2: 15–37)
Lecheler, Sophie. 2008. “EU membership and the press. An analysis of the Brussels correspondents from the new member states.” Journalism 9 (4). Los Angeles, London, New Delhi and Singapore: Sage Publications, 443-463.
Luke, Allan. 2001. “Ideology.” In: Rajend Mesthire (ed.). Concise encyclopedia of sociolinguistics. Amsterdam, New York, Oxford, Shannon, Singapore, Tokyo: Elsevier, 559–563.
Oberhuber, Florian, Christoph Baerenreuter, Michał Krzyżanowski, Heinz Schoenbauer and Ruth Wodak. 2005. “Debating the European Constitution. On representation of Europe/the EU in the press.” Journal of Language and Politics 4: 2. Amsterdam, Philadelphia: John Benjamins Publishing Company, 227-271.
Schiffrin, Deborah. 1994. Approaches to discourse. Oxford: Blackwell.
Schuck, Andreas, R.T. and Claes H. de Vreese. 2006. “Between risk and opportunity: News framing and its effect on public support for EU enlargement.” European journal of communication 21; 1. Los Angeles, London, New Delhi and Singapore: Sage Publications, 5-32.
Van Dijk, Teun, A. 1997a. “The study of discourse.” In Teun A. van Dijk (ed.) Discourse Studies: A Multidisciplinary Introduction vol. 1: Discourse as structure and process. Los Angeles, London, New Delhi and Singapore: Sage Publications, 1-32.
Van Dijk, Teun, A. 1997b. “Discourse as interaction in society. ” In Teun A. van Dijk (ed.) Discourse Studies: A Multidisciplinary Introduction vol. 2: Discourse as structure and process. Los Angeles, London, New Delhi and Singapore: Sage Publications, 1-37.
Van Dijk, Teun, A. 1998. Ideology: A multidisciplinary approach. London: Sage Publications. (Chs. 5, 6: 65–77)
Wodak, Ruth. 2002. ‘What CDA is about – a summary of its history, important concepts and its developments.’ In: Ruth Wodak (ed.) Methods of Critical Discourse Analysis. London: Sage, 1–13.
Wodak, Ruth – Brigitta Busch. 2004. “Approaches to media texts.” In: John D. H. Downing (ed.) The Sage handbook of media studies. Thousand Oaks, London, New Delhi: Sage Publications, 105–122.
Language and Society: An Introduction to Sociolinguistics
Dr. Ronald I. Kim
Sociolinguistics deals with all aspects of language in its social setting, from variation in usage, to contact among speakers of different dialects or languages, to the spread of changes in time and space. In addition to what is traditionally called “the sociology of language”, much of modern sociolinguistics over the past 40 or so years has been concerned with the (maximally) quantitative study of linguistic variation with respect to factors such as socioeconomic class, age, gender, and ethnicity. For this reason, the latter is also often referred to as “variationist linguistics”.
Modern sociolinguistics as a field first emerged in the 1960s, led by William Labov and his colleagues in the United States and Peter Trudgill in Britain, as well as numerous linguistic anthropologists and sociologists. Although the center of activity remains North America and northwestern Europe, new generations of sociolinguists have examined variation and change in Latin America and the Caribbean, the Middle East, East Asia, and increasingly eastern Europe as well.
This course surveys the major findings of contemporary sociolinguistic research, from the pioneering work of the 1960s to the growing body of scholarship today. We will address contemporary debates on topics such as linguistic variation and change at the individual and community level; social stratification and social networks; the role of gender in variation and change; style shifting and code switching; ethnic and racial variation; linguistic attitudes, prestige, and accommodation; and language contact and its consequences. By the end of the semester, you should have an appreciation for the importance of socially conditioned variation at all levels of linguistic structure, and the need to consider both synchronic linguistic issues and historical change from the perspective of the speech community: the people who speak the languages we study.
Selected bibliography
Chambers, J. K., Peter Trudgill, and Natalie Schilling-Estes. 2002. The Handbook of Language Variation and Change. Oxford/Malden, MA: Blackwell.
Labov, William. 2001. Principles of Linguistic Change. Volume 2: Social Factors. (Language in Society, Vol. 30.) Oxford/Cambridge, Mass.: Blackwell.
Meyerhoff, Miriam. 2011. Introducting Sociolinguistics. Second edition. London/New York: Routledge.
Meyerhoff, Miriam and Eric Schleef, eds. 2010. The Routledge Sociolinguistics Reader. London/New York: Routledge.
Romaine, Suzanne. 2000. Language in Society: An Introduction to Sociolinguistics. Oxford: Oxford University Press.
Trudgill, Peter. 2000. Sociolinguistics: An Introduction to Language and Society. Fourth edition. London: Penguin.
Van Herk, Gerard. 2012. What Is Sociolinguistics? Chichester/Malden, Mass.: Wiley-Blackwell.
This year’s B.A. Seminar in American literature is devoted to the contemporary American Prose (1980 – now). The main intention is to read and examine its literary and cultural value. We will attempt to interpret the currently relevant fiction and non-fiction texts. The aim is to trace the presently predominant narrative modes, narrative voices, themes, subjects, and last but not least – characters in the prose of contemporary American writers, e.g. Toni Morrison, Cormac McCarthy, Don DeLillo, Paul Auster, Kurt Vonnegut, Alice Walker, Louise Erdrich, Maxine Hong Kingston, Jhumpa Lahiri, and/or others. It needs to be added that the successful candidates will determine – individually – the subject of their B.A. thesis, and – collectively – the final list of the particular literary texts discussed in class.
The seminar is intended primarily for students genuinely interested in literature who have successfully completed courses in the history of American and British literature.
Credit requirements: class attendance and successful fulfillment of assignments: careful and annotated reading of the assigned texts; presentation of particular aspects of the B.A. thesis project (one detailed and a few shorter reports), active participation in class, group work.
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 descriptive grammar 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 what used to be descriptive grammar of English: phonetics with elements of phonology.
Sample bibliography:
Gussenhoven, Carlos — Haike Jacobs. 2005. Understanding Phonology. Second edition. London: Hodder Arnold.
Gussmann, Edmund. 2002. Phonology. Analysis and Theory. Cambridge: Cambridge University Press.
Odden, David. 2005. Introducing Phonology. Cambridge: Cambridge University Press.
Learners’ own languages in the foreign language classroom
dr hab. Paweł Scheffler
The 20th century was dominated by the principle of monolingualism in the teaching of English as a foreign language. In many teaching contexts, learners’ own languages were banished from the classroom and translation was seen as a relic of the discredited grammar-translation method. However, since the beginning of the 21st century the monolingual principle has been questioned more and more often and calls for a reassessment of translation have begun to appear. This reflects a more general shift of attention towards cross-lingual procedures in foreign language instruction.
In this seminar, we will first look at the place of learners’ own languages in teaching methods of the 20th century. We will discuss the reasons for the rejection of mother tongue aids in the major methods and the application of such aids in the ‘alternative’ ones. We will then consider the motivation behind the recent revival of interest in cross-lingual procedures. In their BA projects, students will work on cross-lingual procedures (e.g. bilingual drills) which can be applied in the Polish foreign language teaching context.
(Very selected) Bibliography
Butzkamm, W. & Caldwell J.A.W. 2009. The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Tübingen: Gunter Narr Verlag.
Cook, G. 2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
Scheffler, P. 2012. “Learners' perceptions of grammar-translation as consciousness
raising.” Language Awareness, first published online 24 July 2012. DOI: 10.1080/09658416.2012.703673
Scheffler, P. 2012. “Theories pass. Learners and teachers remain.” Applied Linguistics 33/5: 603-607.
The seminar will be devoted to the investigation of the patterns of word order in English and Polish. We will start from discussing major superficial differences between English and Polish with respect to linearization of phrases and sentences. Next, we will move on to explaining the sources of these discrepancies in terms of parametric variance, availability of scrambling, information-structure strategies, properties of inflection, etc. Some other central topics will be a relation between linearization and syntactic structure, sentence cartography, argument structure, and left-periphery. Possible BA thesis topics can include any aspect of English-Polish comparative syntax related to word order, as well as theoretical underpinnings of the process of linearization.
Prerequisite: Completion of 2BA Descriptive Grammar of English: Syntax (i.e. students with 'warunek' from this course cannot enroll to this seminar).
Sample bibliography:
Boeckx, C. 2008. Bare Syntax. Oxford: OUP.
Chomsky, N., 2004. “Beyond explanatory adequacy”. In A. Belletti, ed. Structures and Beyond. The Cartography of Syntactic Structures, Volume 3. Oxford: Oxford University Press, pp. 104-131.
Hornstein, N. 2009. A theory of syntax. Minimal operations and Universal Grammar. Cambridge: CUP.
Hornstein, N. Nunes, J. and Grohmann, K.K. 2005. Understanding minimalism. Cambridge: CUP.
Kayne, R. 1994. The antisymmetry of syntax. Cambridge, Mass.: MIT Press.
Phillips, C. 2003. “Linear order and constituency”. Linguistic Inquiry 34. 37-90.
Rizzi, Luigi. 1997. “The Fine Structure of the Left Periphery”. In: L. Haegeman, ed., Elements of Grammar. A Handbook in Generative Syntax. Kluwer, Dordrecht, etc., pp. 281–337.
Rizzi, L., 2006. “On the form of chains: Criterial positions and ECP effects”. In L. L. Cheng & N. Corver, eds. Wh-movement: Moving On. Cambridge, MA: MIT Press, pp. 97-134.
Shlonsky, Ur 2010. “The Cartographic Enterprise in Syntax”. Language and Linguistics Compass Volume 4, Issue 6, pp. 417–429.
Song, J.J. 2012. Word order. Cambridge: Cambridge University Press.
Acquisition of foreign language phonology; implications for L2 pronunciation teaching
dr Magdalena Wrembel
The seminar will cover current approaches to research on second (and third) language acquisition (SLA / TLA) of speech. One of the main objectives of this seminar is to bridge the gap between theoretical findings in the area of foreign language phonological acquisition and their potential implications for the teaching and learning of pronunciation.
Key research areas include among others:
- theories of acquisition of foreign language phonology,
- speech perception and speech production,
- socio- and psycholinguistic factors affecting the process of phonological acquisition, e.g. age, motivation, aptitude, learning styles,
- cross-linguistic influence (CLI),
- phonetic talent, individual variability in perception/production of L2 speech,
- multilingualism and the acquisition of third language (L3) phonology,
- the role of consciousness and phonological awareness,
- changing goals and priorities in teaching foreign language pronunciation,
- innovative techniques of L2 pronunciation pedagogy.
The students will be expected to design and carry out their own study on a selected aspect of L2/L3 phonological acquisition or the effectiveness of an innovative approach to pronunciation instruction. Special attention will be drawn to the research instruments and methodology applied in second and third language acquisition studies.
Selected bibliography:
Bohn, O.-S. & Munro, M. J., eds, 2007, Language experience in second language speech learning: In honor of James Emil Flege. Amsterdam & Philadelphia: John Benjamins.
Gut, U. 2009. Non-native Speech. A Corpus-based Analysis of Phonological and Phonetic Properties of L2 English and German. Frankfurt am Main: Peter Lang.
Hansen Edwards, J. H., M. Zampini (eds.) 2008. Phonology and Second Language Acquisition. Amsterdam: John Benjamins Publishing Co.
Jessner, U. 2006. Linguistic Awareness in Multilinguals. English as a Third Language. Edinburgh: Edinburgh University Press.
Wrembel, M., Kul, M., Dziubalska-Kołaczyk, K. (eds.). 2011. Achievements and Perspectives in SLA of Speech: New Sounds 2010. Volume I & II. Frankfurt am Main: Peter Lang.
Language development in children: L1 and L2
dr Hanna Wysocka
The seminar will concentrate around three main areas of topics: the development of linguistic knowledge in the child’s mind, the process of first and second language acquisition in early childhood as well as research methods in child’s language processing.
The course will start from a revision of basic information about language as a system of communication, a discussion of theoretical perspectives on language acquisition and a presentation of the driving forces of language development. Part Two of the course will be devoted to the details of early phonetic, lexical and semantic as well as syntactic development.
The third set of topics will focus on the methods in language acquisition research, especially with reference to the study of child language. These will include methods for studying non-verbal infants (briefly) as well as methods used for the assessment of linguistic knowledge of children who talk. Course requirements involve, among others, reading and written assignments, active participation in class discussion and writing the BA paper.
To successfully complete the seminar, the participants will be required to:
(1) attend the classes;
(2) complete all reading assignments;
(3) actively participate in class discussion;
(4) select a topic for an individual research project;
(5) conduct the research;
(6) prepare and deliver at least two oral presentations on the topic per semester;
(7) complete a written thesis to report on the project.
BA paper – the course culminates in submitting a written thesis which along with requirements above will constitute the basis for passing the course.
Bibliography:
Harley, Trevor A. 2008. The psychology of language. From data to theory. (3rd edition) New York: Psychology Press.
Hoff, Erica. 2011. Research methods in child language: A practical guide. (1st edition) Malden: Wiley-Blackwell.
Hurford, James R. 2008. The evolution of human communication and language (.pdf)
Kolb, Bryan and Ian Q. Wishaw. 2009. Fundamentals of human neuropsychology. (6th edition). New York, NY: Worth Publishers.
Kuhl, Patricia and Maritza Rivera-Glaxiola. 2008. “Neural substrates of language acquisition”, The Annual Review of Neuroscience, 31: 511-534.
Additional sources:
Bjorklund, D. 2005. Children’s thinking. Belmont: CA. Wadsworth/ Thomson Learning.
Clark, H. H. – Clark, E. 1977. Psychology and language. New York: Harcourt Brace Jovanovich.
Clark, E. 2003. First language acquisition. Cambridge: CUP.
Hoff, E. 2014. Language development. Belmont: CA. Wadsworth/Thomson Learning.
Lust, B. C. – Foley, C. 2004. First language acquisition. Malden, MA: Blackwell.
Shaughnessy J. - Zechmeister, E. – Zechmeister, J. 2002. Metody badawcze w psychologii. Gdańsk: GWP.
