English Studies

University of Split 

Faculty of Philosophy 

GRADUATE DEGREE PROGRAMME 

English Studies

S T U D Y P R O G R A M M E 

Graduate Degree Programme: English Studies 

University of Split 

Faculty of Philosophy 

Department of English Language and Literature 

Radovanova 13, 21000 Split, Croatia 

Phone: + 385 21 488 486 

Fax: + 385 21 489 582 

office@ffst.hr 

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 

Introduction 

1.1 General information on the programme 

Graduate studies in English at the Faculty of Philosophy, Split University, have been 

designed to educate and train professionals who will be concerned with English 

linguistics, interdisciplinary discourse studies, literary stylistics, English language teaching 

or translation. The need for such professionals of various specialisations has long been 

present in the labour market and in all aspects of society. 

In graduate studies the student, depending upon his or her area of specialization, acquires 

general and specialised knowledge in the field of English studies. Successful completion 

of the teacher education specialisation in graduate studies can lead to employment in 

primary and secondary and foreign language schools. The need for English language 

teachers is constant due to the widespread manifestation of an exceptionally keen interest 

in English language learning and the large number of primary, secondary and foreign 

language schools in the Split-Dalmatian county and neighbouring surroundings. This need 

will be further increased with the introduction of English as a compulsory subject in the 

first grade of primary school and the planned introduction of a second foreign language 

from grade four of primary school onwards. 

Successful completion of translator/interpreter education within these graduate studies 

enables the Master of English Studies to translate and interpret in a variety of situations. 

Due to contemporary trends and the EU integration process there is a growing need for 

translators in the areas of foreign affairs, business, management and culture. Such 

professionals will be especially sought after locally in the Split-Dalmatian County due to 

the accelerated development of tourism in this region. 

Successful completion of the single-major research MA programme Language and 

Communication enables the Master of English Studies to enrol in doctoral studies and 

provides the possibility of pursuing research in institutions dealing with the study of 

English language and literature. All the courses are elective so that students can put 

together a programme that suits their interests. The education of these students preparing 

for further research is of great importance in the essential creation of a pool of qualified 

future professionals for institutions of higher education and research. 

Programmes of graduate English studies at the Faculty of Philosophy, Split University, are 

based on related contemporary concepts. An interdisciplinary approach to the study of 

language and literature and the introduction of a great number of new courses ensure an 

2


advanced comprehension of language, its nature and various functions. The general 

frameworks of course-units have been developed from contemporary sources which 

encompass fundamental topics from specific disciplines and recent research insights. The 

teaching methods and techniques to be employed in the studies contribute to and 

encourage the development of the indispensable competencies of critical thinking and 

creativity. 

The programmes are modelled on the educational structures in Europe (ECTS system, 

study cycles, etc.). 

The study programmes designed on the basis of the above mentioned principles and 

including a large number of elective courses are already in place at many other 

universities abroad. Accordingly, owing to their necessarily specific qualities, the 

proposed programmes of various specialisations in English studies, are indirectly 

comparable to other graduate (Master) programmes which have been developed 

according to ECTS principles. 

1.2. Previous experience in the implementation of equivalent or similar 

programmes 

The four-year undergraduate study programme of English Language and Literature, 

implemented since 2001/2002 at the former School of Humanities, now at the Faculty of 

Philosophy at Split University, already includes two courses of specialisation which are 

introduced in the final years of studies leading to a degree with or without teaching 

qualifications. 

Students’ keen interest to continue their studies in these specialised courses in English 

Language and Literature at Split University justifies socially, culturally and academically 

the establishment of the new graduate studies. 

1.3. Student mobility scheme 

Student mobility schemes are implemented under special agreements between Split 

University and other Croatian and foreign universities. 

1.4. Other elements 

1 ECTS credit stands for 30 hours of the student workload. 

1 contact hour stands for a period of 45 minutes teaching contact/cooperation between a 

staff member and a student or group of students. 

In the graduate degree programmes in English studies, contact hours per semester (except 

in the last semester) amount to one fourth of the total student workload. 

Potential partners to the graduate studies from non-higher education institutions are 

primary and secondary and foreign language schools in Split, Split-Dalmatian County, 

The Croatian Chamber of Commerce, and The Tourist Board of Split. 

3


2. General description 

Type of 

Programme 

Graduate studies 

Programme Title English Studies: 

Language and Communication (single-major) 

Teacher Education (double-major) 

Translator/Interpreter Education (double-major) 

Institution Faculty of Philosophy, Split University 

Implemented 

by 

Duration 2 years 

Department of English Language and Literature 

ECTS 120 (one-major), 60 (double-major) credits 

Admission 

Requirements 

Learning 

outcomes and 

competences 

Completed undergraduate studies (BA) in English Language and Literature 

Minimum ECTS credits: 180. Other requirements (minimum average 

grade) according to the Faculty Statute. 

The Master of Arts in English studies is expected to understand specific 

theories, concepts and principles providing the theoretical background of 

English linguistics and related disciplines, to apply the given principles in 

practical individual work and use the acquired knowledge in linguistic 

research. S/he should be able to analyse, synthesise and summarise 

information critically, including prior research, and write coherent and 

well-structured papers in English. S/he should have acquired skills of oral 

presentation of scientific material and arguments. Therefore, s/he should 

have acquired necessary competences to continue with postgraduate 

(doctoral and specialist) studies. 

After the completion of the research MA programme Language and 

Communication the Master of Arts will have developed intellectual skills 

including the understanding of concepts and principles which connect 

linguistics and cognitive and information sciences, discourse studies, poetics, 

and philosophy of language. S/he will have acquired sensitivity to the 

interdisciplinary approach and practical skills in the analysis of different texts 

and critical evaluation of ideas. S/he will also have acquired communicative 

skills in writing academic papers and in oral presentations in English. S/he will 

4


Access to further 

studies 

Qualification 

awarded 

be competent to undertake research and professional work in all subjects 

included in the programme of studies, especially in lexicology, the development 

of language corpuses, the area of critical analysis, the translation of literary and 

professional texts and information technology involving computerised text 

processing in various linguistic, philological and other research projects. 

After the completion of graduate studies in Teacher Education, the 

Master of Education in English is expected to understand the nature of 

foreign language teaching process. S/he will be acquainted with procedures 

and techniques for foreign language teaching and be able to choose 

appropriate teaching strategies. S/he will be competent to teach English at 

various levels and in various institutions within the education system 

including primary and secondary schools, and foreign language schools. 

After successful completion of graduate studies in Translator/Interpreter 

Education, the Master of Arts in English will be competent to translate 

professional and literary texts and to interpret both simultaneously and 

consecutively. 

After successful completion of graduate studies in English, the Master in 

English studies can also be employed in culture, publishing, media, foreign 

affairs, administration and business. 

After successful completion of graduate studies the Master of Arts in 

English will be able to continue doctoral studies within the research field of 

humanities, linguistics or in the interdisciplinary research areas of 

linguistics, literature and culture. S/he can continue research related to the 

major courses included in the graduate studies, and research in similar 

disciplines at universities within Croatia and abroad. S/he can also enrol in 

related post-graduate specialised studies. 

Academic Degree: Master’s Degree in English Studies 

Academic Title: Master of Arts (MA) in English Studies 

Master of Education (MEdu) in English 

5


3. Study programme 

3.1. Programme structure with credits 

3.1.1. Research MA programme in English Studies: 

Language and Communication 

All the courses are elective so that students can (to a certain extent) put together a 

programme that suits their interests. 

Course 

code 

1st Semester 

Course title Contact ECTS 

Elective courses 

hours* credits 

Language and discourse 30+30 6 

Computational methodology for linguistic research 15+15 3 

Syntax – comparative and formal aspects 15+15 3 

Literary text and discourse 30+30 6 

Language and society 15+15 3 

Psycholinguistics and cognitive aspects of language 15+15 3 

Translation studies with elements of contrastive analysis 30+30 6 

Theory of language change 15+15 3 

Second language acquisition 

One elective course can also be chosen from the other graduate 

programmes of the School of Humanities or from a related 

master’s programme at other faculties. 

30+15 4 

300 30 

Total: 

Contact hours = 7.5 credits. Independent student work = 22.5 credits. 

Optional courses 

Croatian language 

Optional courses can also be chosen from the list of elective 

courses or from a related master’s programme at the Faculty of 

Philosophy or other faculties. 

* Lectures + Seminars/Tutorials/Practical sessions/Advisory hours 

0+30 2 

6


Course 

code 

2nd Semester 




Lexical semantics 15+15 3 

Languages in contact 15+15 3 

Rhetoric of speech and writing 0+60 6 

Media culture 0+30 3 

Creative writing 0+30 3 

Translation methodology – theory and practice 15+45 6 

Multiculturalism, identity, literature: Canada and USA 15+15 3 

Shakespeare: from the Globe to the Multiplex 

One elective course can also be chosen from the other two-year 

master programmes of the School of Humanities or from a related 


15+15 3 

300 30 

Total 



Functional stylistics (Croatian) 


courses or from a related master’s programme at the School of 

Humanities or other faculties. 


15+15 2 

Course 

code 

3rd Semester 

Course title Contact 

hours* 

7 

ECTS 

credits 


Cognitive linguistics 30+30 6 

Language and literature 30+30 6 

Philosophy of language 15+15 3 


Literary cinema 0+30 3 

Language, culture, cognition 0+30 3 

James Joyce 15+15 3 

Literary translation – Module 1 0+30 3 

Interpreting – Module 1 0+30 3 

One elective can also be chosen from the other two-year master 

programmes of the School of Humanities or from a related 

master’s programme at other faculties.


Total: 


Optional courses can be chosen from the list of elective courses 

or from a related master’s programme at the School of Humanities 

or other faculties. 


4th Semester 

8 

300 30 

Contact ECTS 


Master thesis 15 30 

Total: 

*Supervision/Advisory hours 

30 

3.1.2. Graduate double-major degree programme in English 

Studies with a special emphasis on Translation 

Course 

code 

1st Semester 


Core course 


Translation studies with elements of contrastive analysis 


30+30 6 






Psycholinguistics and cognitive aspects of language 15+15 3 


Second language acquisition 30+15 4 

Elective courses 9 

150 15 

Total: 







0+30 2



Course 

code 

2nd Semester 


Core course 


Translation methodology – theory and practice 


30+30 6 




Multiculturalism, identity, literature: Canada and USA 

Shakespeare: from the Globe to the Multiplex 

15+15 3 




150 15 

Total 



Functional stylistics (Croatian) 





15+15 2 

Course 

code 

3rd Semester 

Course title Contact 

hours* 

9 

ECTS 

credits 

Core courses 












One elective can also be chosen from the other two-year master 

programmes of the School of Humanities or from a related



Total: 


Optional courses can be chosen from the list of elective courses 

or from a related master’s programme at the School of Humanities 

or other faculties. 


Course 

code 

4th Semester 

10 

150 15 


Core courses 




Translation of specialised texts 0+25 2 

Core courses 5 

Master thesis 

(In the double-major degree programme, Master thesis = 20 

ECTS credits: 10 ECTS credits per programme.) 

5 

(+5 = 10) 

Total: 


* Seminars/Practical sessions/Advisory hours/Supervision 

70 15 

3. 1. 3. Graduate double-major degree programme in English 

Studies: Teacher Education 

Course 

code 

1st Semester 

10 

(+10 

= 20) 


Core courses 


Second language acquisition 30+15 4 

Basics of pedagogy* 30+30 2,5 

(+2,5=5) 

Didactics* 


30+30 2,5 

(+2,5=5) 



Translation studies with elements of contrastive analysis 30+30 6






Psycholinguistics and cognitive aspects of language 

*Basics of pedagogy and Didactics are compulsory courses in 

double major degree programme in teacher education. Credits 

obtained for these courses are evenly distributed to both study 

programmes (2.5 credits for each course, 5 credits altogether). 

15+15 3 


6 

Total: 


165 15 

Optional course: Croatian language 0+30 2 

* Lectures + Seminars / Tutorials / Advisory hours 

Course 

code 

2nd Semester 


Core courses 


Glottodidactics 15+30 4 

Psychology of education* 30+30 2,5 

(+2,5=5) 

Sociology of education* 


30+30 2,5 

(+2,5=5) 




Multiculturalism, identity, literature: Canada and USA 15+15 3 

Shakespeare: from the Globe to the Multiplex 15+15 3 



Translation methodology – theory and practice 

*Psychology of education and Sociology of education are 

compulsory courses in double major degree programme in teacher 

education. Credits obtained for these courses are evenly 

distributed to both study programmes (2.5 credits for each course, 

5 credits altogether). 

30+30 6 


165 15 

Total: 


Optional course: Functional stylistics (Croatian) 15+15 2 

* Lectures + Seminars /Tutorials /Advisory hours 

11


Course 

code 

3rd Semester 


Core course 


English language teaching methodology 


15+15 3 

Philosophy of education 30+0 3 

Teacher sociology 15+15 3 

Media in education 15+15 3 

Classroom discourse 15+15 3 










150 15 

Total: 


* Lectures + Seminars /Tutorials /Advisory hours 

4th Semester 

Course Course title Contact ECTS 

code 

Core course 


Practicum and teaching practice 0+65 5 

MASTER THESIS 

5 10 (+10 

(In the double-major degree programme, Master thesis = 20 ECTS 

credits: 10 ECTS credits per programme.) 

(+5 = 10) = 20) 

Total 

70 15 


* Practice / Student’s own teaching /Supervision /Advisory hours 

In the double-major degree programme, maximal teacher competence is 30 credits per 

one study programme. 

12


3.2. Course information 

3.2.1. English Studies: Language and Communication 

(Courses in Translation studies: see 3.2.2.) 

Semester 1 

Course title Language and discourse 

Course code 

Type of course 

Level of course 

HZE601 

Lecture + Seminar / Advisory hours 

Elective course 

Intermediate level course 

Year of study First Semester One 

ECTS 

(Number of 

credits allocated) 

Name of 

lecturers 

Learning 

outcomes and 

competences 

Prerequisites 

Course contents 

6 ECTS credits 

Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 1.5 credits. 

Student study time (135 hours) = 4.5 credits. 

Prof. Dr Mirjana Bonačić 

Ana Mršić, Assistant 

After successful completion of the course, the student is expected to 

understand important approaches to the study of discourse in linguistics, 

stylistics, cultural and critical theory. S/he should be able to demonstrate 

her/his theoretical knowledge and practical experience in the descriptive 

analysis of contextual, cognitive and linguistic aspects of discourse. 

Knowledge and competences acquired by completing the undergraduate 

study programme English language and literature or an equivalent study 

programme. 

This introduction to the study of discourse is designed to enable the student 

to explore the interface between language as a linguistic system and 

discourse as a concrete, rich, and multifaceted phenomenon of language 

use. 

The first part provides the student with a basic understanding of the models 

of discourse in cultural theory, mainstream linguistics and critical 

linguistics. The second part explores the overlap between semantics and 

pragmatics, refining and extending the student’s previous awareness of 

different types and dimensions of meaning. The third and main part of the 

course is devoted to major topics and key issues in pragmatics and discourse 

analysis: the theoretical concepts and practical analyses of semantic 

cohesion and pragmatic coherence, presupposition and entailment, 

contextual reference and inference, cooperation and implicature, speech acts 

13


Recommended 

reading 

Supplementary 

reading 

and events, politeness and interaction, conversation and preference 

structure, textual cohesion and discursive coherence, and cultural 

dimensions of discourse. 

The aim throughout is to provide a fundamental insight into the complex 

relation between language and message on the one hand and discourse as 

individual cognition and social interaction on the other. 

In this introductory course, attention is also drawn to the main research 

methodologies for linguistic and discourse analysis used in the other courseunits 

in the study programme Language and communication, namely those 

relying on the use of computer-assisted data collection and analysis and 

those concerned with methods of qualitative analysis that accounts for our 

ability to interpret everyday communicative practice as well as some other 

areas of discourse, in particular literary discourse. 

Chapman, S. (2006). Thinking About Language: Theories of English. 

Basingstoke: Palgrave Macmillan. 

Cruse, A. (2000). Meaning in Language: An Introduction to Semantics and 

Pragmatics. Oxford: Oxford University Press. 

Cutting, J. (2002). Pragmatics and Discourse: A Resource Book for 

Students. London & New York: Routledge. 

Jaworski, A. & Coupland, N. (ur.) (1999). The Discourse Reader. London 

& New York: Routledge. 

Mills, S. (1997). Discourse. London & New York: Routledge. 

Robson, M. & Stockwell, P. (2005). Language in Theory: A Resource Book 

for Students. London & New York: Routledge. 

Schiffrin, D., Tannen, D. & Hamilton, H.E. (ur.) (2001). The Handbook of 

Discourse Analysis. Malden, MA and Oxford: Blackwell Publishers. 

Yule, G. (1996). Pragmatics. Oxford: Oxford University Press. 

Teacher-generated materials. 

Black, E. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University 

Press. 

Bonačić, M. (2005). The Translator’s Craft as a Cross-Cultural Discourse, 

in Caldas-Coulthard, C. R., Toolan, M. (eds) The Writer’s Craft, the 

Culture’s Technology. Amsterdam & New York, NY: Rodopi, 123-137. 

Brown, G. & Yule, G. (1983). Discourse Analysis. Cambridge: Cambridge 

University Press. 

Burke, L., Crowley, T. & Girvin, A. (eds) (2000). The Routledge Language 

and Cultural Theory Reader. London & New York: Routledge. 

Carter, R. (2004). Language and Creativity: The Art of Common Talk. 

London & New York: Routledge. 

Carter, R. & McCarthy, M. (2006). Cambridge Grammar of English. A 

Comprehensive Guide: Spoken and Written English, Grammar and 

Usage. Cambridge: Cambridge University Press. 

Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social 

14


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Research. London & New York: Routledge. 

Kramsch, C. (1998). Language and Culture. Oxford: Oxford University 

Press. 

Sinclair, J. (2004). Trust the Text: Language Corpus and Discourse. 


Sperber, D. & Wilson, D. (1995). Relevance. Communication & Cognition 

(2 nd edn.). Oxford UK & Cambridge USA: Blackwell.Cutting, J. (2002). 

Pragmatics and Discourse: A Resource Book for Students. London: 

Routledge. 

Lectures (student-participation-encouraged) / Seminars (discussion, seminar 

papers, reports, etc.) / Advisory hours / Research project / Independent 

research / Independent study. 

Student participation is encouraged through various tasks and activities, 

such as: problem-solving tasks, group work, pair work, etc. 

The assessment of student knowledge/performance will be based on the 

following: 

1. Continuous assessment (diagnostic tests, seminar papers, independent 

homework/project tasks, achievement tests) 

2. Exam: written 

English 

1. Anonymous student feedback via questionnaires and surveys (permanent 

online anonymous commenting facility and via paper questionnaires). 

2. Lecturers responsible for the same subject area collaborate closely and 

monitor each other’s work. 

Course title Computational methodology for linguistic research 

Course code HZE602 

Type of course Lecture + Practical sessions / Advisory hours 


Level of course Intermediate level course 


ECTS 

(Number of 


Name of lecturer 

Learning 

outcomes and 

competences 


Contact hours (15 lectures + 15 seminars ) = 1 credit. 

Student study time (60 hours) = 2 credits. 

Dr Božo Bekavac 

After the completion of the course, the student is expected to understand 

computational methods in linguistic research. The student should be able to 

analyse English and Croatian morphology, syntax and text by means of 

computational methods, understand the formal complexity of these 

linguistics levels, create, find, and process natural language corpora, be able 

15


Prerequisites 


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

to apply statistical methods to the analysis of linguistic properties and 

corpus generation. 

Competences and skills acquired upon the completion of Introduction to 

linguistics and other undergraduate courses in linguistics. 

The growing amount of natural language corpora and the widening use of 

computers in the analysis, education, and study of language have a profound 

influence on the way we perform natural language research and organize 

studies and teaching of languages. 

In this course we will go behind the scenes of natural language tools for 

analysing corpora like concordance and keyword-in-context tools, the 

structure and annotations of natural language corpora, internet resources and 

interactive systems for language teaching. We will run our own experiments 

and projects; generate corpora and natural language resources, as well as 

quantitative results from analyses. 

We will learn how statistical analysis is used to gain deeper insights into the 

properties of natural language, and how it is applied to natural language 

technologies. 

1. Teacher-generated materials: script, web page and slides. 

2. Manning, C. D., and Schütze, H. (1999). Foundations of statistical 

natural language processing. Cambridge, Mass.: MIT Press. 

Jurafsky, D., and Martin, J. H. (2000). Speech and language processing: an 

introduction to natural language processing, computational linguistics, 

and speech recognition. Prentice Hall series in artificial intelligence. 

Upper Saddle River, N.J.: Prentice Hall. 

Lectures (traditional / student-participation-encouraged / on-line) / Tutorials 

/ Practical sessions / Advisory hours / Research project / Independent 



such as: problem-solving tasks, group work, pair work, online grammar 

development and testing tools, language games (etc.). 


following: 

1. Continuous assessment (diagnostic tests, independent homework/project 

tasks, achievement tests). 

2. Exam: written. 

Croatian/English. 





3. Occasional class observations and assessment by departmental 

colleagues. 

4. Occasional open and public lectures for all students and colleagues also 

via live online technology (camera and microphone). 

5. Recording of lectures via web/digital cam for later analysis and offline 

16


repetition. 

Course title English syntax – comparative and formal aspects 


Type of course Lecture + Seminar / Advisory hours 





ECTS 

(Number of 



Learning 

outcomes and 

competences 

Prerequisites 


Recommended 

reading 

Supplementary 

reading 

Teaching 

3 ECTS 


Student study time (67.5 hours) = 2.25 credits. 

Dr Adelija Čulić Viskota, senior lecturer 


English syntax, the basic word order restrictions, and the fundamental 

differences between Croatian and English syntax. The student should be 

able to analyse English and Croatian sentence structure in various 

theoretical frameworks. S/he is also expected to have developed the ability 

to apply the knowledge of syntax to the solution of various practical 

problems related to second language acquisition, language typology, 

translation theory and computability of natural language syntax. 

Competences and skills acquired upon the completion of undergraduate 

(BA) degree programme in English Studies or a similar programme. 

This course introduces the syntactic regularities found in English and 

fundamental linguistic strategies, instruments and models to describe and 

analyse them. This course is both, descriptive, data-driven and theoretical, 

focusing on real data found in tree banks and corpora, as well as on 

theoretical aspects of word order regularities. One important aspect lies on 

the typological differences between English and Croatian syntax. 

1. Free online book: 

Santorini, B., i Kroch, A. (2000). The syntax of natural language: An online 

introduction using the Trees program. 

http://www.ling.upenn.edu/~beatrice/syntaxtextbook/index.html 

2.Radford,A. (1999). Syntax: A Minimalist Introduction. CUP 

3. Carnie, A. (2003) Syntax: A Generative Introduction. Blackwell Publ. 

Ltd. 

Baltin, M. & Collins, C. (2003) The Handbook of Contemporary Syntactic 

Theory. Blackwell Handbooks in Linguistics 

Lectures (student-participation-encouraged / on-line) / Seminars 

(discussion, seminar papers, reports, etc.) / Distance Learning / Advisory 

17


methods hours / Research project. 



Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

development and testing tools, etc. 


following: 

Continuous assessment (diagnostic tests, independent homework/project 


Exam: written. 







colleagues. 


via life online technology (camera and microphone). 


repetition. 

Course title Literary text and discourse 




Level of course Advanced level course 


ECTS 

(Number of 



Learning 

outcomes and 

competences 





Ilonka Peršić, Assistant 

After successful completion of the course, students are expected to 

understand the nature of literary discourse and apply this understanding to 

address complex questions such as how literary texts make sense, what kind 

of sense they make, and why they make sense in one way rather than 

another. Their experience of reading as an active and critical approach to the 

text and their competence of using techniques of analysis should prove 

useful in reading and interpreting texts whether they are literary or nonliterary. 

The acquisition of advanced reading skills is indispensable in enabling 

18


Prerequisites 


Recommended 

reading 

Supplementary 

reading 

future researchers of language and discourse to develop critical and 

analytical competences, as well as in educating competent teachers and 

translators. 

Knowledge and competences acquired by completing the undergraduate 

study programme English language and literature or an equivalent study 

programme. 

Literary (and non-literary) texts, their conceptual underpinnings as well as 

their aesthetic and cultural structures are analysed with an emphasis on 

textual and historical detail and the interplay of writing and reading 

conventions in the process of activating text into discourse. 

The introductory parts of the course deal with the basic techniques and 

problem solving in studying texts (asking questions, analysing units of 

structure) and the dimensions of language variation (according to time, 

place, context, gender, society) that provide the communicative background 

to a specific text. Two of the main parts focus on analysing poetic form 

(rhyme and sound patterning, verse and metre, parallelism, deviation) and 

on ways of making meaning indirectly (metaphor, irony, juxtaposition, 

allusion and intertextuality). The other two are concerned with what makes 

a story and how stories are told (genre, narrative, writing, speech and 

thought presentation, narrative point of view) and with questions of 

authorship and audience (positioning the reader or spectator, authorship and 

intention, judgement and value). 

Attridge, D. (2004). The Singularity of Literature. London & New York: 

Routledge. 

Montgomery, M., Fabb, N., Furniss, T., Mills, S., Durant, A. (2000). 

Ways of Reading: Advanced Reading Skills for Students of English 

Literature (2 nd edn.). London & New York: Routledge. 

Hall, G. (2005). Literature in Language Education. Basingstoke: Palgrave 

Macmillan. 

Toolan, M. (2001). Narrative: A Critical Linguistic Introduction (2 nd edn.). 


Wainwright, J. (2004). Poetry: The Basics. London & New York: 

Routledge. 

Teacher-generated materials. 

1. Teacher-generated materials 

2. Selected chapters from: 

Bonačić, M. (1999). Tekst, diskurs, prijevod. Split: Književni krug. 

Cook, G. (1994). Discourse and Literature. Oxford: Oxford University 

Press. 

Green, K. & Bihan, J. (1996). Critical Theory and Practice: A Coursebook. 

London: Routledge. 

Lecercle, J. J. (1999). Interpretation as Pragmatics. Houndmills, 

Basingstoke, Hampshire and London: Macmillan Press Ltd. 

Scholes, R. (1985). Textual Power: Literary Theory and the Teaching of 

English. New Haven – London: Yale University Press. 

19


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 







following: 


tasks, achievement tests) 

2. Exam: written and oral 






Course title Language and Society 






ECTS 

(Number of 


3 ECTS 



Name of lecturer Prof Dr Damir Kalogjera 

Nataša Stojan, Assisstant 

Learning The student is expected to be able to analyse the social and political status 

outcomes and of Standard English in relation to the regional and social dialects, to 

competences appreciate the function of registers and styles in communication and the 

attitudes of the speech community towards language varieties. 

Prerequisites Completion of Introduction to linguistics course and knowledge of the 

descriptive grammar of English. 

Course contents Sociolinguistics is an interdisciplinary linguistic course aiming at a better 

understanding of the nature of language, and at an understanding of the 

relations between linguistic and social structure by investigating the use of 

language in a social context of a speech community. 

Sociolinguistics draws on the research results of anthropology, dialectology, 

discourse analysis, geolinguistics, languages in contact, social psychology 

and sociology of language. 

20


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Course topics: stratification of English with the regard to social classes; 

language and ethnic groups; language and nation: the rise of autonomous 

standard languages and the heteronomy of dialects; language and sex 

(gender); ‘new sensibilities’ in the use of the (English) language, ‘political 

correctness’; Sapir-Whorf Hypothesis: language and thought, language and 

culture; speech communities repertoires: registers, styles, slang; language , 

power and solidarity: address, diglossia; conversation analysis: phatic 

communication, Grice’s maxims; bilingualism and multilingualism; code 

switching, code mixing (exemplified with the language usage of Croatian 

immigrants in the USA and Australia); languages in contact: pidgins and 

creoles. 

Trudgill, P. (2000). Sociolinguistics. Penguin. 

Stockwell, P. (2002). Sociolinguistics. London and New York: 

Routledge. 

Hudson, R. Sociolinguistics. (2nd edn.) Cambridge: Cambridge University 

Press. 

Romaine, S. Sociolinguistics. (2nd edn.) Oxford: Oxford University Press. 

Journal Language and Society. (Cambridge: Cambridge University Press) 

Lectures: student participation encouraged; Seminars: problem-solving 

tasks; student participation encouraged through various tasks and activities 

such as: individual work, pair work, group work, etc. 

The assessment of student knowledge will be based on the following: 

1. Continuous assessment. 

2. Exam: written and oral. 

English. 

Student feedback via questionnaires and surveys. 

Lecturers responsible for the same subject area collaborate closely and 


Course title Psycholinguistics and cognitive aspects of language 






ECTS 

(Number of 



Learning 

3 ECTS 



Prof. Dr. Danica Škara 

The student will understand the state-of-the-art of our understanding of first 

and second language acquisition and language processing, using cognitive 

21


outcomes and 

competences 

and computational models and linguistic theories. The student will be able 

to design basic experiments in the domain of language processing, 

perception and production, and in first and second language acquisition, 

and/or the student will be able to simulate the observed phenomena in 

computational simulations using existing computational tools or own 

developments. 

Prerequisites Competences and skills acquired upon the completion of Introduction to 

linguistics course. 

Course contents Psycholinguistic and cognitive research in the language domain is an 

interdisciplinary endeavour. In this course we will not only learn what the 

central questions and models in the domain of language acquisition and 

language processing are, we will also learn how to set up our own 

experiments on language perception and production, how to set up 

experiments in the domain of first and second language acquisition, and 

finally how to evaluate them and develop computational simulations that 

resemble the results. 

We will evaluate current linguistic and cognitive theories and models with 

respect to the questions like: How well do these models explain the 

language acquisition process and in particular the empirical observations 

found in language acquisition studies? How do these models explain online 

language processing phenomena and dynamic aspects of language? 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

1. Gleason, J. B. & Ratner, N.B. (1998) (Eds.). Psycholinguistics (2nd 

Edition). Fort Worth, TX: Harcourt Brace College Publishers. 

2. Harley, Trevor (2008) The Psychology of Language, 3rd Edition, 

Psychology Press, Taylor & Francis Group. 

1. Scovel, T. (1998). Psycholinguistics. Oxford: Oxford University Press 

2. Field, J. (2003). Psycholinguistics:A researchbook for students. London: 

Routledge. 

Journals: 

Applied Psycholinguistics (http://journals.cambridge.org/) 

Language and Cognitive Processes (http://www.tandf.co.uk/journals/) 

Journal of Psycholinguistic Research 

(http://www.springer.com/psychology/journal/) 

Memory&Language 

(http://www.elsevier.com/wps/find/journaldescription.cws_home/) 

Brain&Language,(http://www.sciencedirect.com/science/journal/) 

Journal of Child Language 

(http://journals.cambridge.org/action/displayJournal 

Lectures (traditional / student-participation-encouraged / on-line) / Seminars 

(discussion, seminar papers, reports, etc.) / Tutorials /Practical sessions / 

Workshops / Distance Learning / Advisory hours / Research project / 

Independent research / Independent study 



development and testing tools, language games, etc. 

22


Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Course title 

Course code 




following: 



2. Exam: written. 







colleagues. 


via live online technology (camera and microphone). 


repetition. 

Theory of language change 

HZE703 



Advanced level course 


ECTS 

(Number of 


3 ECTS 



Name of lecturer Prof. Dr Dunja Jutronić 

Learning 

outcomes and 

competences 

Prerequisites 


After the completion of the course, the students will acquire the following 

competencies: 

1. Intellectual skills including the awareness of the inevitability of language 

change; 

2. Practical skills in noticing the social forces that motivate linguistic 

change; 

3. Communicative skills in presenting their actual research in language or 

dialect change. 

Completion of the third year of the undergraduate study programme. 

The main concern of the course is around the question: Why does language 

change? Students are introduced to the mechanisms of language and dialect 

change on all linguistic levels (phonological, morphological, syntactic and 

lexical). The emphasis is on the theoretical insights of synchronic 

23


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

investigations of the changing languages and dialects. The pure internal 

linguistic changes are correlated with the extralinguistic factors that 

influence language change. The main topics are: mechanism of linguistic 

change; diachrony versus synchrony; language evolution; factors 

influencing the course of linguistic change. The emphasis is on the most 

recent interpretations of language and dialect change. 

Aitchison, J. (2002). Language Change, Progress or Decay?. Cambridge: 

Cambridge University Press. 

Coupland, N. & Jaworski, A. (1997). Sociolinguistics, A Reader. New York: 

St. Martin’s Press. 

Croft, W. (2000). Explaining Language Change. An Evolutionary 

Approach. Longman. 

Crystal, D. (2000). Language Death. Cambridge: Cambridge University 

Press. 

Labov. W. (2001). Principles of Linguistic Change, Social factors. Oxford: 

Blackwell. 

Nettle, D. & Romaine, S. (2000). Vanishing Voices: the Extinction of the 

World’s Languages. Oxford: Oxford University Press. 

Salikoko, S. M. (2001). The Ecology of Language Evolution. Cambridge: 


Trudgill, P. & Schilling-Estes, N. (Eds.) (2002). Handbook of Language 

Variation and Change. Oxford: Blackwell. 

Trudgill, P. & Britain, D. (forthcoming). Dialects in Contact (2 nd ed.) 

Oxford: Blackwell. 

1. Lectures (traditional with student-participation encouraged). 

2. Seminars (students write short papers which are then presented in the 

classroom). 

3. Close readings of some relevant theoretical points. 

1. Active participation in the classroom discussions, oral presentations. 

2. Written and oral exam at the end of the course. 


Student feedback via questionnaires. 

Course title Croatian language - Language Practice 

Course code HZEY005 

Type of course Exercise course / Advisory hours 

Optional course. 

Level of course Intermediate level course. 


24


ECTS 

(Number of 


2 ECTS 

Contact hours (30 practical sessions) = 0.75 credits. 


Name of lecturer Prof Dr Joško Božanić 

Nataša Paradžik, Assistant 

Learning The students are expected to have mastered the norm of the standard 

outcomes and Croatian language, distinguishing between standard and non-standard (sub- 

competences standard) language forms. They should be able to use various types of 

language reference books and translation manuals. 

Prerequisites Defined by the Faculty Statute. The course builds on the contents of related 

courses in Croatian, English and Italian Studies, particularly on the contents 

of Translation Exercise Courses in Italian and English Studies. 

Course contents Regular and irregular forms and patterns in the Croatian language; language 

mistakes and dilemmas at the levels of phonology, morphology, word 

formation, syntax, lexis, and orthography. Language problems that arise 

while translating different types of texts. 

Recommended Reference books: 

reading 

Anić, V. (2000). Rječnik hrvatskoga jezika. Zagreb: Novi Liber. 

Babić, S., Finka, B., Moguš, M. (1996). Hrvatski pravopis. Zagreb: Školska 

knjiga. 

Barić, E. Et al. (1997). Hrvatska gramatika. Zagreb: Školska knjiga. 

Supplementary Grammar books: 

reading 

Babić, S. (1991). Tvorba riječi u hrvatskom književnom jeziku. Zagreb: 

HAZU-Globus. 

Babić, S., Brozović, D., Moguš, M., Pavešić, S., Škarić, I., Težak, S. (1991). 

Povijesni pregled, glasovi i oblici hrvatskoga književnog jezika, Zagreb: 

HAZU-Globus. 

Katičić, R. (1991). Sintaksa hrvatskoga književnog jezika, Zagreb: 

HAZU-Globus. 

Teaching 

methods 

Textbooks: 

Pranjković, I. (1997). Jezikoslovna sporenja. Zagreb: Konzor. 

Rosandić, D. (1990). Pismene vježbe. Zagreb: Školska knjiga. 

Samardžija, M. (1999). Norme i normiranje. Zagreb: Matica hrvatska. 

Silić, J. (1984). Od rečenice do teksta. Zagreb: Liber. 

Težak, S. (1990). Govorne vježbe. Zagreb: Školska knjiga. 

Velčić, M. (1990). Uvod u lingvistiku teksta. Zagreb: Školska knjiga. 

Language manuals: 

Brabec, I. (1991). Sto jezičnih savjeta. Zagreb: Školske novine. 

Dulčić, M. (Ed.) Govorimo hrvatski. Zagreb: Naprijed i Hrvatski radio. 

Kovačević, M. (1998). Hrvatski jezik između norme i stila. Zagreb: Globus. 

Težak, S. (1991). Hrvatski naš svagda(š)nji. Zagreb: Školska knjiga. 

Težak, S. (1995). Hrvatski naš osebujni. Zagreb: Školske novine. 

The students are expected to prepare for class and explain their own choices 

with regard to particular pre-assigned tasks. Discussion concerning 

25


Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Semester 2 

language standards is strongly encouraged. Various problem-solving 

activities and work on various texts. 

The quality of the students’ participation in class discussions and homework 

tasks will be evaluated throughout the course. 

Written examination at the end of the course. 

Croatian language. 

Student feedback via anonymous questionnaires and surveys, advisory 

sessions with students, cooperation and exchange of experience within the 

Croatian Studies Department, as well as with other departments. 

Course title Languages in Contact 

Course code 



HZE704 


Elective Course 


Year of study First Semester Two 

ECTS 

(Number of 



Learning 

outcomes and 

competences 

Prerequisites 



Contact hours (15 lectures + 15 seminars) = 1 credit. 


Prof. dr. Zjena Čulić, 

Mr. sc. Ivo Fabijanić, assistent 

Upon completion of the course, the student is expected to acquire 

knowledge necessary to understand and analyse the process of linguistic 

borrowing. S/he should gain the ability to formulate linguistic problems and 

develop practical solutions. The student will be competent to undertake 

research and professional work in the field of language-contact studies. S/he 

will be able to explore some of the topics focusing on linguistic as well as 

sociolinguistic results of languages in contact. 

Completed undergraduate study programme. 

History of Research on Language Contact. 

Types of Contact Situation: Language Maintenance, Language Shift, 

Language Creation. 

Contact Situations and their Outcomes. 

Social Contexts of Language Contact. 

Bilingualism: Bilingual Society, Bilingual Individual. 

Language Maintenance and Lexical Borrowing: Social Motivation for 

26


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Lexical Borrowing, the Processes and Products of Lexical Borrowing. 

Integration of Loanwords: Orthographic Integration, Phonological 

Integration, Morphological Integration and Semantic Integration. 

Linguistic Constraints on Lexical Borrowing. 

Structural Consequences of Lexical Borrowing: Impact of Lexical 

Borrowing on Phonology, Impact of Lexical Borrowing on Morphology, 

Impact of Lexical Borrowing on the Lexicon. 

Structural Diffusion in Situation of Language Maintenance: Factors 

Affecting Structural Convergence. 

Code Switching and Social Contexts: Code Switching versus Borrowing, 

Code Switching versus Interference, Social Motivations for Code 

Switching. 

Loan Translations: Loan Translations Proper, Loan Renditions, Loan 

Creations. 

Semantic Borrowing. 

Pseudo-Loans. 

1. Winford, D. (2003). An Introduction to Contact Linguistics. 

Oxford:Blackwell Publishing. 

2. Filipović, R. (1986). Teorija jezika u kontaktu. Zagreb: Školska knjiga. 

3. Thomason, S.G. (2001). Language Contact: An Introduction. Edinburgh: 

Edinburgh University Press. 

Weinreich, U. (1979). Languages in Contact, The Hague: Mouton 

Publishers. 

Filipović, R. (1990). Anglicizmi u hrvatskom jeziku: porijeklo – značenje – 

razvoj. Zagreb: Školska knjiga. 

Sočanac, L. i dr. (2005). Hrvatski jezik u dodiru s europskim jezicima. 

Zagreb: Nakladni zavod Globus. 

Student participation during lectures will be encouraged through problemsolving 

tasks. Seminars: discussions, reports and seminar paper 

presentation. Individual research work. Advisory hours 

The assessment of student knowledge will be based on: 

1. Assessment of seminar papers. 




Course title Rhetoric of Speech and Writing 


Type of course Seminar / Advisory hours 


27



Advanced 


ECTS 

(Number of 



Learning 

outcomes and 

competences 

Prerequisites 


Recommended 

reading 


Contact hours (55 seminars + 5 advisory hours) = 1.5 credits. 


Dr Borislav Berić 

Simon Ryle, MA, Guest Assistant 

Brian Willems, Assistant 


and be able to identify specific rhetorical processes at work in written and 

spoken language, particularly in the formation of argumentative language. 

The student should be able to analyse the types of rhetorical practices at 

work in a specified discourse. 

S/he is also expected to have developed the ability to apply such rhetorical 

techniques in the production of convincing argumentative speech and 

writing. 

Completion of the third year undergraduate study programme. Overall 

language competence at C1+ to C2 level. 

The course will be divided into three sections: 

I. A close look at rhetorical structure and the techniques used in the 

construction of written and spoken arguments. Techniques for the analysis 

of argumentative writing and speech will be introduced and applied in class 

discussion. The structure of written arguments will be analysed, with 

attention to logic, ethos, pathos, the application of evidence, and informal 

fallacies. Instruction in the application of such knowledge to the production 

of written arguments will be given. Students will be introduced to correct 

techniques of citation and the writing of a bibliography. 

II. An application of techniques in the analysis of persuasive writing 

concerning twentieth century issues: the critical reading of opposing views 

and the formulation of a critically satisfactory position. A system of debates 

will be initiated, where students will be asked to produce arguments 

formulated on various topics, and the relative merit of these will be peer 

evaluated in a jury-style process. 

III. The application of rhetoric in literary theory. An introduction to the 

major schools of literary criticism and the debates surrounding the 

production of literary criticism, to enable the application of critical rhetoric 

to the analysis of a literary text. 

Specific examples of rhetorical techniques in various genres of writing will 

be provided, including selections from: 

Ramage, J.D. (Ed.). (2001). Writing Arguments. Boston: Allyn and Bacon. 

Various other examples of written arguments will be selected from the 

public domain. Introductions to schools of literary criticism will be taken 

from: 

Lodge, D. (2000). Modern Criticism and Theory. Harlow: Longman. 

Literary texts applicable to rhetorical analysis will be provided. 

28


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Seminars on rhetorical forms and structures / Practical sessions – student 

centred critical analysis of rhetorical techniques in written arguments and 

the construction of spoken arguments / Advisory hours / Independent 

research and study – production of written essays and preparation of a 

spoken debate lecture. 

Course title Media Culture 

Course code 




following: 

1. Continuous assessment: independent homework/project tasks (written 

responses to various assignments), observation of the quality and 

frequency of the student’s participation in critical analyses. 

2. Production of two research tasks: a research essay on student selected 

argument topic, and a literary topic as assigned by the lecturer. 

3. The presentation of a spoken argument on a student selected debate topic. 

4. Exam: a written response to a specified rhetorical debate. 


1. Student feedback via questionnaires and surveys. 

2. Occasional class observations and appraisal by colleagues. 

HZE706 

Seminar /Advisory hours 

Elective Module 

Advanced level course 


ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

competences 

Prerequisites 

3 ECTS 



Mr. sc. Jurica Pavičić, Senior Lecturer 


After the completion of the course, the student will have developed and 

applied an in-depth understanding of a number of theoretical and practical 

approaches in the field of media culture. This will have involved a 

discussion of today’s media theory, practice, and criticism via contemporary 

thinkers in philosophy and other disciplines. 

Overall English language competence at C2 level. 

Course contents Students will examine a number of contemporary issues including: creative 

29


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Course title 

Course code 

possibilities of/in cyberlife, the art of living as artificial existence, Deleuze’s 

rehabilitation of the monad, Levinas’ ethics of the other, the media 

aesthetics of Homo generator, media culture as unaware of its potential as 

post-technological event, and the ethics of singularity. This will be done 

through a close reading of such key thinkers as Martin Heidegger, Michael 

Hardt, Manuel Delanda, Avital Ronell, Alain Badiou, Giorgio Agamben and 

others. 

1. Stephenson, N. (2000). Snow Crash. NY: Bantam Spectra. 

2. Coupland, D. (2007). jPod. London: Bloomsbury. 

3. Script 

Harrigan, P. and WardripFruin, N. eds. (2007). Second Person: RolePlaying 

and Story in Games and Playable Media. Cambridge: MIT Press. 

Houellebecq, M. (2006). H. P. Lovecraft: Against the World, Against Life. 

London: Weidenfeld & Nicolson. 

Jackson, S. (1995). The Patchwork Girl. (CDROM). Watertown: Eastgate 

Systems. 

McLuhan, M. (1962). The Gutenberg Galaxy. Toronto: University of 

Toronto Press. 

Ronell, A. (1989). The Telephone Book: Technology, Schizophrenia, 

Electric Speech. Lincoln: University of Nebraska Press. 

Ronell, A. (2005). The Test Drive. Urbana; Chicago: University of Illinois 

Press. 

Serres, M. (2007). The Parasite. Minneapolis: University of Minnesota 

Press. 

WardripFruin, N. and Montfort, N. eds. (2003). The ew Media Reader. 

Cambridge: MIT Press 

Lectures / Seminars / Student participation is encouraged through various 

tasks and activities, such as: problem-solving tasks, group work, pair work, 

(etc.) / Advisory hours 


following: 

1. Continuous assessment (independent homework / short essays) 






Creative writing workshop 

HZE707 

30




Seminar / Advisory hours 


Advanced 

Year of study First Semester Two and/or Three 

ECTS 

(Number of 



Learning 

outcomes and 

competences 

3 ECTS 



Simon Ryle, MA, Assistant 

Students will improve their knowledge of poetic and prose fiction forms of 


By attention to the concentrated web of referential signs employed in poetic 

and fictive forms of English, students will improve their ability to use 

precisely and effectively these forms. 

Students will develop subtle critical faculties with regard to the aesthetic 

and technical aspects of poetic and prose fiction forms of English, and 

acquire appropriate techniques of applying critical commentary to poetic 

and fictive forms of English produced by their peers. 

Prerequisites Completion of the third year undergraduate study programme. 

Overall English language competence at C2 level. Adequate motivation. 

Course contents As classes will be a workshop-style discussion of student-produced creative 

work, the course contents will have to adapt in exact formulation to the 

specific requirements of this student creative work. A certain flexibility will 

be required in critical sessions — to understand the goals of a text, and 

apply its own internal laws to its evaluation. Critical discussion will centre 

on technical and aesthetic aspects of the writing process, rather than 

questions of genre and issues of literary criticism. 

In poetry sessions, students will be asked to consider, over rhythm and 

rhyme schemes, the descriptive and emotive power and subtlety of the 

images they construct, the exact expression of the interweaving of narrative, 

sensory, and emotional motifs. The concentration and precision of poetical 

language will be emphasised. 

In prose fiction sessions, students will be asked to consider the concise 

building of a world in cogently applied details, the subtle psychological 

construction of protagonist and supporting cast, the non-sensational (unless 

this works as conscious feature of the piece) invention and laying-out of 

plot, and the pace and tone of narrative voice. 

An example of a technical concern could be the application of metaphor: the 

need for precision and the balanced consistency of subsequent metaphorical 

expressions will be emphasised. Students will be expected to avoid clichés 

and hackneyed, tired uses of metaphorical language, to reformulate and look 

for new ways of saying. Critical awareness of this will be introduced in 

seminar discussions of illustrative texts, and students will be expected to 

later apply such ideas flexibly and naturally during the discussion of peer 

work. 

31


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Modern and contemporary texts illustrative of poetic and fictive English 

forms will be supplied to students. During the prose segment of the course, 

some reference will be made to: 

Burroway, J. (1987). Writing Fiction. Boston: Little Brown. 

Based on the creative interests of specific students the lecturer will 

recommend individually applicable texts. 

Seminars on modern and contemporary texts illustrative of poetic and 

fictive English forms. Practical sessions (Workshops) – student centred 

critical discussions of student work / Advisory hours / Independent study (in 

the form of creative and critical writing) will be regularly required. 


following: 

1. Continuous assessment: independent homework/project tasks (the 

production of creative work and the production of critical commentaries 

on other’s work), and observation of the quality and frequency of the 

student’s participation in critical discussions. 

2. Production of a portfolio of work, the semester’s work though 

substantially revised to the critical specifications of peer commentary. 

Exam: an oral defence of creative decisions taken in the portfolio. 





Course title Lexical semantics 

Course code 



HZE710 



Specialised level course 


ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

competences 

3 ECTS 

Contact hours (20 seminars + 1 advisory hours) = 1 credit. 


Prof. dr. Danica Škara 

Understanding of the basic theoretical concepts in lexical semantics 

Familiarity with modern terminology in lexical semantics 

Experience in critical considerations of the topics in lexical semantics and in 

presenting them in the written form and orally 

Ability to apply theoretical concepts in scientifically suitable ways, to 

develop own concepts and draw conclusions about the characteristics of 

32


specific lexical units and about the relation between language and reality. 

Prerequisites Competences and skills acquired upon the completion of the courses in 

Introduction to linguistics and Introduction to semantics . 

Course contents Students will get familiar with recent research in lexical semantics. 

Critical discussions will centre on the following areas: 

- Introduction to lexical semantics: an outline of semantic theories that 

provide the basis for lexical analysis. 

- History of English words 

- Languages in contact: loan words 

- Language as a system of signs 

- Organisation of the mental lexicon (J. Atchinson) 

- Categories, concepts and meanings 

- Semantic relations between words: polysemy, synonymy, homonymy, 

antonymy, 

- Metaphor, metonymy 

- Phraseology: phrases, proverbs, idioms and collocations 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

- Semantic relations in phraseology 

Cruse, D. A. (1986). Lexical Semantics, Cambridge: Cambridge Univesity 

Press 

Aitchison, J. (1987). Words in the Mind, Oxford: Blackwell 

Škara, D. (2005). Language, Culture, Cognition. Zadar: University of 

Zadar. 

Škara, D. (1997). Glas tradicije. Zagreb/Mostar: Ziral. 

Cowie, A.P. (2001). Phraseology: Theory, Analysis and Applications. 

Oxford: Oxford University Press. 

Cruse, D.A. (2000). Meaning in Language. Oxford: Oxford Univesity Press 

Jackson, H. & Ze' Amvela, E. (2000). Words, Meaning and Vocabulary. 

An Introduction to Modern English Lexicology. London: Cassell. 

Lakoff, G. (1987). Women, Fire, and Dangerous Things. Chicago, IL: 

UCP. 

Singleton, D. (2000). Language and the Lexicon: An Introduction. London: 

Arnold. 

Journals: E-Journal in English Lexicology , Lexis 

Internet izvori 

Lectures / Seminars (discussion, seminar papers, reports, etc.) /Advisory 

hours/ Workshops / Distance Learning / Research project. 

Student participation is encouraged through problem-solving tasks. 


following: 

1. Continuous assessment (achievment tests / short essays / independent 

homework / project tasks) 



33


Quality 

assurance 

methods 

1. Self-evaluation 


3. Lecturers responsible for the same subject area collaborate closely 

and monitor each other’s work. 

Course title Multiculturalism, identity, literature: Canada and USA 


ECTS 3 ECTS credits 

Name of 

lecturer 

Learning 

outcomes and 

competences 

Recommended 

reading 

Dr. sc. Boris Škvorc, Associate Professor. 

Mr.sc. Gordan Matas / Mr.sc. Antonija Primorac, Assistants 

After the completion of the course students should be able to understand 

various approaches to the study of multiculturalism and identity in the 

literatures of Canada and the United States. Students will gain the needed 

theoretical knowledge and practical experience while reading and analyzing 

the literary texts that address the issues of multiculturalism and identity in 

the USA and Canada. Students should also be able to compare and contrast 

the manners of dealing with these issues in both countries. 

Sherman Alexie, Reservation Blues (1995) 

Neil Bisoondath, Selling Illusions: The Cult of Multiculturalism in Canada 

(excerpts, revised edition 2002) 

Dionne Brand, Sans Souci and Other Stories (1989) 

Sandra Cisneros, The House on Mango Street (1984) 

Jumpa Lahiri, Namesake. Dir. Mira Nair (2007). 

Rohinton Mistry, A Fine Balance (2001) 

Toni Morrison, Beloved (1987) 

Michael Ondaatje, The English Patient (1992) 

M.G. Vassanji, The In-Between World of Vikram Lall (2003) 

Amy Tan, The Joy Luck Club (1989) 

Hutcheon, Linda and Richmond, Marion. (eds) Other Solitudes: Canadian 

Multicultural Fictions . Toronto: Oxford University Press, 1990. (excerpts) 

34


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Lee, A. Robert. Multicultural American Literature. Comparative Black, 

Native, Latino/a and Asian American Fictions. Edinburgh: Edinburgh UP, 

2003. 

Atwood, Margaret. Survival . Toronto: Anansi, 1972. (excerpts) 

Cameron, Elspeth (ed.). Multiculturalism & Immigration in Canada: An 

Introductory Reader. Toronto: Canadian Scholars' Press, 2004. (excerpts) 

Kamboureli, Smaro. (ed) Making a Difference: Canadian Multicultural 

Literature. Toronto: Oxford University Press, 1996. (excerpts) 

Lectures (with student participation) / Seminars (discussions, seminar 

papers, reports etc.) / Research project / Independent research / Independent 

work 

Student participation is encouraged through various tasks and activities 


1. Continuous assessment during the course (mid-term exam, independent 

tasks, knowledge quiz, seminar paper). 


Course title Shakespeare: from the Globe to the Multiplex 


ECTS 3 ECTS credits 

Name of lecturer Doc. dr. sc. Boris Berić 

Simon Ryle, MA, Assistant 

Learning 

outcomes and 

competences 

Recommended 

reading 

To broadly understand Shakespeare’s dramatic genres via the study of a 

representative work in each genre: Richard III, As You Like 

It, Macbeth and The Tempest. To be familiar with the most seminal critical 

writing on the plays in question, and to be familiar with the various 

theoretical approaches possible. 

To know how to enter into the oral and written academic discourse of 

Shakespeare studies. 

Paul Prescott. Richard III. Shakespeare Handbooks. Houndsmills: Palgrave, 

2006. 

Lesley Wade Soule. As You Like It. Shakespeare Handbooks. Houndsmills: 

Palgrave, 2005. 

35


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

John Russell Brown. Macbeth. Shakespeare Handbooks. Houndsmills: 


Trevor R Griffiths. The Tempest. Shakespeare Handbooks. Houndsmills: 


Stephen Siddall. Cambridge Student Guide to The Tempest. Cambridge 

Student Guides. Cambridge: Cambridge University Press, 2002. 

Perry Mills. Cambridge Student Guide to The Tempest. Cambridge Student 

Guides. Cambridge: Cambridge University Press, 2002. 

Pat and Tom Baldwin. Cambridge Student Guide to The Tempest. 

Cambridge Student Guides. Cambridge: Cambridge University Press, 2002. 

Rex Gibson. Cambridge Student Guide to The Tempest. Cambridge Student 

Guides. Cambridge: Cambridge University Press, 2004. 

Phyllis Rackin. Shakespeare and Women. Oxford Shakespeare Topics. 

Oxford: Oxford University Press, 2005. 

Lawrence Danson. Shakespeare's Dramatic Genres. Oxford Shakespeare 

Topics. Oxford: Oxford University Press, 2000. 

Michael Taylor. Shakespeare Criticism in the Twentieth Century. Oxford 

Shakespeare Topics. Oxford: Oxford University Press, 2001. 

Douglas Lanier. Shakespeare and Modern Popular Culture. Oxford 

Shakespeare Topics. Oxford: Oxford University Press, 2002. 

Ania Loomba. Shakespeare, Race and Colonialism. Oxford Shakespeare 

Topics. Oxford: Oxford University Press, 2002. 

Lectures (x 12) Seminars (x 18) – Student presentations, discussion of the 

text, and critical and theoretical approaches to the text 

One essay of about 3000 words and one presentation to the class of about 15 

minutes. 

Course title 

Course code 

Functional stylistics 

HZEY006 

Type of course Lecture + Seminar 

Optional course 

Level of course Specialized level course 


ECTS 

2 ECTS 

(Number of Contact hours (15 lectures + 15 seminars) = 0.75 credits. 

credits allocated) Student study time (37.5 hours) = 1.25 credits. 

Name of lecturer Prof Dr Joško Božanić 

Nataša Paradžik, Assistant 

Learning Raising the students’ awareness as to the diversity of linguistic reality, 

outcomes and recognising and appreciating particularities of various types of discourse, 

competences distinguishing nuances of language expressions, mastering the 

contemporary linguistic and stylistic terminology required for an 

36


independent analysis of different texts. 

Prerequisites Competences and skills acquired upon the successful completion of 

Croatian language exercise course. 

Course contents Classification of styles: traditional division into literary, colloquial, 

scientific, administrative and journalistic styles, alongside with some more 

recent types, such as: private and public discourse, secular and sacral, 

written, spoken, and multi-media discourse. 

Observation of language features and stylistic analysis of texts at all levels, 

recognition of stylistic features at all language levels: phonological, 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

morphological, syntactic, semantic, textual, and graphological. 

Guiraud, P. (1964). Stilistika. Sarajevo: Veselin Masleša. 

Pranjković, I. (1996). Funkcionalni stilovi i sintaksa. Suvremena lingvistika, 

Vol. 1/2, pp 519-527. 

Silić, J. (1996). Administrativni stil hrvatskoga standardnog jezika. Kolo, 

Vol. 3, pp 251-259. 

Silić, J. (1997). Književnoumjetnički (beletristički) stil hrvatskoga 

standardnog jezika. Kolo, Vol. 1, pp 359-369. 

Silić, J. (1997). Novinarski stil hrvatskoga standardnog jezika. Kolo, Vol. 3, 

pp 495-513. 

Silić, J. (1997). Razgovorni stil hrvatskoga standardnog jezika. Kolo, Vol. 4, 

pp 483-495. 

Silić, J. (1997). Znanstveni stil hrvatskoga standardnog jezika. Kolo, Vol. 2, 

pp 397-415. 

Škarić, I. (1988). U potrazi za izgubljenim govorom, Zagreb: Školska knjiga. 

Božanić, J. (1984). Proturječnosti proučavanja umjetnosti riječi. 

Mogućnosti, Vol. 6-7. 

Flaker, A. (1976). Proza u trapericama. Zagreb: Liber. 

Flaker, A. (1976). Stilske formacije. Zagreb: Liber 

Jakobson, R. (1966). Lingvistika i poetika. Beograd: Nolit 

Johansen, J. D., Larsen, S. E. (2002). Uvod u semiotiku. Zagreb: Croatialiber 

Katičić, R. (1986). Novi jezikoslovni ogledi, Zagreb: Školska knjiga. 

Kovačević, M., Badurina, L. (2001). Raslojavanje jezične stvarnosti, Rijeka: 

Izdavački centar Rijeka. 

Oraić-Tolić, D., Žmegač, V. (Eds.). (1993). Intertekstualnost i 

autoreferencijalnost. Zagreb: Zavod za znanost o književnosti 

Filozofskoga fakulteta Sveučilišta u Zagrebu. 

Riffaterre, M. (1989). Kriteriji za stilsku analizu. Quorum, Vol. 5-6. 

Riffaterre, M. (1989). Stilistički kontekst. Quorum, Vol. 5-6. 

Silić, J. (1984). Od rečenice do teksta, Zagreb: Sveučilišna naklada Liber. 

Stamać, A. (Ed.). Uvod u književnost. Zagreb: Grafički zavod Hrvatske. 

Škiljan, D. (2000). Javni jezik. Zagreb: Izdanja Antibarbarus. 

Škreb, Z. (1983). Mikrostrukture stila i književne forme. 

Velčić, M. (1985). Lingvistika teksta. Revija, Vol. 5/6. 

Vuletić, B. (1980). Gramatika govora. Zagreb: Grafički zavod Hrvatske 

The theoretical part will be dealt with in lectures, while the practical 

application to different texts will be dealt with in seminars, the linguistic 

37


Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Semester 3 

and stylistic analysis of selected texts being assigned to students as seminar 

papers. 

Monitoring students’ participation in seminars, seminar paper assessment, 

and oral examination. 

Croatian. 

Student feedback via anonymous questionnaires and surveys; advisory 

hours with students; cooperation and exchange of experience within the 

Croatian Studies Department, as well as with other departments. 

Course title Cognitive Linguistics 


Type of course Lecture + seminar / Advisory hours 



Year of study Second Semester Three 

ECTS 


Learning 

outcomes and 

competences 




Prof. Dr Anuška Štambuk 

After the completion of the course, the student is expected to 

- recognise and understand specific theories, concepts and principles 

providing the theoretical background of cognitive linguistics; 

- apply the given principles in practical individual work and use the 

acquired knowledge to reveal the possibilities of fine linguistic research 

offered by CL; 

- analyse, synthesise and summarise information critically, including prior 

research; 

- write coherent and well-structured papers, referencing work in an 

appropriate manner; 

- acquire skills of oral presentation of scientific material and arguments. 

Prerequisites Completion of the undergraduate study programme. 

Prerequisites defined by the Faculty Statute. 

Course contents Interdisciplinary approach connecting linguistics to psycholinguistic, 

anthropological, environmental, and sociocultural factors is applied to study 

the major conceptual contributions of CL to the study of meaning, such as: 

• the prototype theory of categorial structure; 

• the theories of conceptual metaphor; metonymy; conceptual integration; 

• conceptualization process and its dependence on geographical and 

cultural factors; 

• symbolic links between semantic and grammatical structures. 

38


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Cognitive approach to language acquisition process is also discussed. 

1. Croft, W. & D.A. Cruse. 2004. Cognitive Linguistics. Cambridge: 


2. Lakoff, G. & M. Johnson (1980). Metaphors We Live By. Chicago and 

London: The University of Chicago Press. 

1. Geeraerts, D. & H. Cuyckens, eds. 2007. The Oxford Handbook of 

Cognitive Linguistics. Oxford: Oxford University Press. (selected 

chapters) 

2. Ungerer, F. & H. J. Schmid (1996). An Introduction to Cognitive 

Linguistics. London and New York: Longman. 

Teacher-generated materials 

Lectures: Approach focused on student cooperation via reference to 

previously acquired knowledge. (Computer-assisted teaching.) 

Seminars: discussions, seminar papers, students’ reports. 

Assessment of student knowledge/performance is based on: 

1. Seminar papers; reports. 






Course title Language and literature 




Level of course Specialised level course 


ECTS 

(Number of 



Learning 

outcomes and 

competences 

Prerequisites 





After successful completion of the course, students are expected to have 

acquired deeper understanding of the use of language in literary texts and 

enhanced their capacity for stylistic analysis, constructive interpretation and 

criticism, originality and independence of thought. 

Competences and skills acquired upon the completion of an undergraduate 

programme in English studies (The student should have previously 

completed a course of Introduction to Literary Studies or an equivalent 

course.) 

39



Recommended 

reading 

Supplementary 

reading 

The course explores the space beyond formal and disciplinary boundaries 

and the overlap between language and literature. It focuses on literary 

interpretation that is substantiated by analysis. This involves precision of 

reference to the text in support of a particular reading. Attention to textual 

detail heightens awareness of how textual worlds are constructed through 

the exploitation of novel possibilities of language. The underlying 

assumption is that analysis increases the aesthetic effect of the literary text. 

The relationship between literary criticism and stylistic analysis is also 

commented on. 

After a discussion about the concept of style and the procedures for 

interpretation and analysis, the course is structured around three main 

literary genres: poetry, prose and drama. The main topics are the 

representational use of language and effects of foregrounding in poetry, the 

discourse structure of drama and dramatic dialogue, prose style and the 

discourse structure of fictional prose. In conclusion, the course addresses 

some important questions of literary translation. 

Carter, R. and McCarthy, M. (1995). Discourse and creativity: bridging the 

gap between language and literature. In Cook, G. and Seidlhofer, B. 

(eds), Principle and Practice in Applied Linguistics. Oxford: Oxford 

University Press, 303-321. 

Verdonk, P. (2002). Stylistics. Oxford: Oxford University Press. 

Widdowson, H.G. (1992). Practical Stylistics. Oxford: Oxford University 

Press. 

Short, M.H. (1996). Exploring the Language of Poems, Plays and Prose. 

London: Longman. 

Leech, G.N. and Short, M.H. (2007). Style in Fiction (2nd edn.). London: 

Longman. 

Watson, G. and Zyngier, S. (eds) (2007). Literature and Stylistics for 

Language Learners: Theory and Practice. Basingstoke: Palgrave 

Macmillan. 

Bonačić, M. (2005). The translator’s craft as a cross-cultural discourse. In 

Caldas-Coulthard, C.R. and Toolan, M. (eds). The Writer’s Craft, the 

Culture’s Technology. Amsterdam: Rodopi, 129-143. 

Teacher-generated materials 

Black, E. (2006). Pragmatic Stylistics. Edinburgh: Edinburgh University 

Press. 

Bonačić, M. (1999). Tekst, diskurs, prijevod: o poetici prevođenja. Split: 

Književni krug. 

Bonačić, M. (2007). Poetic Deviation and Cross-Cultural Cognition. In 

Jeffries, L., McIntyre, D., Bousfield, D (eds) Stylistics and Social 

Cognition. Amsterdam & New York, NY: Rodopi, 165-179. 

Goodman, S. and O’Halloran, K. (eds). (2006). The Art of English: Literary 

Creativity. Hampshire: Palgrave Macmillan/The Open University. 

Hoover, D.L. and Lattig, S. (eds) (2007). Stylistics: Prospect and 

Retrospect. Amsterdam: Rodopi. 

Lambrou, M. and Stockwell, P. (eds) (2007). Contemporary Stylistics. 

40


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

London: Continuum. 

Toolan, M.J. (1998). Language in Literature: An Introduction to Stylistics. 

London: Arnold. 

Wales, K. (2001). A Dictionary of Stylistics (2nd edn.). Harlow: Longman. 

Selected articles from Language and Literature (London: Sage 

Publications). 







following: 


tasks, achievement tests) 

2. Exam: written and oral 






Course title Philosophy of Language 






ECTS 

(Number of 



Learning 

outcomes and 

competences 

3 ECTS 



Prof Dr Dunja Jutronić 

After the completion of the course, the students will acquire the following 

competencies: 

1. Intellectual skills including the acquisition of concepts and principles which 

connect linguistics and philosophy of language 

2. Practical skills in the analysis of different texts and critical evaluation of 

ideas 

3. Communicative skills in essay writing and oral presentation, and most 

importantly 

4. Sensitivity to the interdisciplinary approach. 

41


Prerequisites 


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Completion of the first semester of graduate studies. 

Here are some of the themes covered: origin of language; language 

universals; language and cognition; how language exists in the speech 

community; the acquisition of language; is language innate or learned; what 

is the relationship of language and thought; how is language a guide to 

reality; are we prisoners of our language; how do we learn about things in 

the world, where and how words acquire their meanings; what is the 

relationship of language and thought; nominalism, mentalism and platonism 

in the philosophy of language and linguistics. 

Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental 

Lexicon. Oxford: Basil Blackwell. 

Chomsky, N. (1976). Reflections on Language. London: Temple Smith. 

Downes, W. (1984). Language and Society. London: Fontana Paperbacks. 

Pinker, S. (1994). The Language Instinct. London: Penguin Books. 

Bickerton, D. (1990). Language and Species. Chicago: University of 

Chicago Press. 

Jutronić, D. Lingvistika i filozofija. (1991). Zagreb, Hrvatsko filozofsko 

društvo. 

Katz, J. (Ed.) (1985). The Philosophy of Linguistics. Oxford: Oxford 


Devitt and Sterelny. (1999). Language and Reality: An Introduction to the Philosophy of 

Language. Cambridge: MIT Press. 

1. Lectures (traditional with student-participation encouraged, asking 

questions for clarification). 

2. Seminars (each student writes a seminar paper which is then presented in 

the classroom. Work group or work in pairs is possible depending on the 

assigned task) 

3. Close readings of some selected passages. 

1. Active participation in the classroom discussion; an oral presentation of 

the seminar work. 

2. Written and oral exam at the end of the course. 


Student feedback via questionnaires. 

Course title Literary Cinema 

Course code 



HZE807 




42



ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

competences 

3 ECTS 



Jurica Pavičić, MA, Senior Lecturer 


After the completion of the course, the student will have developed and 

applied an in-depth understanding of key concepts and theoretical and 

practical approaches to cinematic adaptations of a wide variety of literary 

sources. This will have been done through a thorough analysis of both text 

and film via a number of contemporary thinkers in film and other 

disciplines. 

Prerequisites The student should have previously completed a course of Introduction to 

Literary Studies or an equivalent course. 

Course contents Students will work through an in-depth understanding of such key concepts 

of literary adaptation as fidelity, implied author, off-screen space, the voice, 

narrative presence, enunciation, cinematic codes and subcodes, and timelapse. 

These will be applied through a close reading of both the literary 

source and cinematic adaptation(s). Students will approach the field of 

adaptation via such thinkers as Michel Chion, Gilles Deleuze, Slavoj Žižek, 

James Monoco and others. 

The cinematic adaptations of the following literary texts are likely to be 

discussed: 

Shakespeare, Hamlet; J. Austen, Pride and Prejudice; J. Conrad, Heart of 

Darkness; G. Greene, The Quiet American; V. Nabokov, Lolita; H. 

Recommended 

reading 

Supplementary 

reading 

Kureishi, My Beautiful Laundrette; C. Palahniuk, Fight Club. 

Palahniuk, C. (1996). Fight Club. New York, W.W. Norton & Co. 

Mann, T. (1998). Death in Venice and other tales. New York, Viking. 

Brontë, E. (2003). Wuthering Heights: the 1847 text, backgrounds and 

contexts, criticism. A Norton critical edition. New York, Norton. 

Nabokov, V. (1991). The Annotated Lolita. New York, Vintage Books. 

Clowes, D. (2008). Ghost World. Seattle, Fantagraphics Books. 

Winterson, J. (1987). Oranges are not the only fruit. New York, Atlantic 

Monthly Press. 

Campbell, J. W. (1976). Who Goes There?: Seven Tales of Science-fiction. 

Westport, Hyperion Press. 

Potocki, J. (1996). The manuscript found in Saragossa. London, Penguin. 

Script 

Chion, M. (1999). The Voice in Cinema. New York: Columbia University 

Press. 

Manovich, L. (2002). The Language of New Media. Cambridge: MIT Press. 

McFarlan, B. (1996). Novel to Film: An Introduction to the Theory of 

43


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Adaptation. Oxford: Clarendon Press. 

Richard, A. & Smith, M (1997). Film Theory and Philosophy. Oxford: 

Clarendon Press. 

Sanders, J. (2005). Adaptation and Appropriation. London; New York: 

Routledge. 

Stam, R. (2004). Literature and Film: A Guide to the Theory and Practice 

of Film Adaptation. Mladen: Blackwell. 

Stam, R. & Raengo, A. (2004). A Companion to Literature and Film. 

Malden, MA: Blackwell Publishing. 

Zielinski, S. (1999). Audiovisions : Cinema and Television As Entr'Actes in 

History. Amsterdam: Amsterdam University Press. 

Žižek, S. (1992). Looking Awry: An Introduction to Jacques Lacan through 

Popular Culture. Cambridge, MA: The MIT Press. 

Seminars / Student participation is encouraged through various tasks and 

activities, such as: problem-solving tasks, group work, pair work, (etc.) / 

Advisory hours 


following: 







Course title Language, culture, cognition 

Course code 



HZE813 





ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

3 ECTS 



Prof. Dr. Danica Škara 

Upon the completion of the course the student will gain the following 

competences and skills: 

In-depth understanding of the key concepts in cognitive linguistics 

44


competences Ability to explain the relationship between language, mental processes and 

culture 

Familiarity with modern terminology and concepts in respective discipline 

Experience in critical considerations of the topics in cognitive linguistics 

and in presenting them in the written form and orally 

Ability to apply theoretical concepts in scientifically suitable ways, to 

develop own concepts and draw conclusions about the characteristics of the 

relationship between language, mind and reality. 

Prerequisites 


Recommended 

reading 

The student should have previously completed a course of Introduction to 

Semantics or an equivalent course. 

The main aim of this course is to make students familiar with recent 

research in cognitive linguistics. Students are expected to gain an in-depth 

understanding of the relationship between language, mind and reality and to 

develop the ability to participate in critical discussions on related topics. 

The following themes will be considered: 

The evolution of language 

The relationship between language, culture and mind: an outline 

Key concepts in cognitive linguistics 

The structure of human knowledge 

Categorization, hierarchy 

Prototype-based organization in categories 

The bodily basis of meaning, conceptual structures 

Metaphor, metonymy 

Theory of conceptual integration 

Conceptual metaphors in political discourse 

Conceptual metaphors: colours, animals, plants 

Lexical and conceptual particularities of Croatian and English 

Universals and varieties of language: variations in the conceptualization of 

space and time 

A workshop on one of the selected topics will be organised at the end of 

semester. 

- Croft, William & D. Alan Cruse. (2004.) Cognitive 

Linguistics.Cambridge: Cambridge University Press. 

- Kovecses, Zoltan (2005) Metaphor in Culture: Universality and 

Variation, Cambridge: Cambridge University Press. 

- Škara, Danica (2005), Language, Culture, Cognition, University of 

Zadar, Zadar 

45


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Course title 

Course code 



- Dedre Gentner and Susan Goldin-Meadow (eds.) 2003. Language in 

Mind. Advances in the Study of Language and Thought. Cambridge, 

MA./London: MIT Press. 

- Lakoff, George (1987.) Women, Fire, and Dangerous Things. 

Chicago, IL: UCP 

- Fauconnier, Gilles and Mark Turner (2002.) The Way We Think. The 

mind’s hidden complexities. New York: Basic Books. 

- Journal: Cognitive Linguistics 

Internet sources 

Seminars / Student participation is encouraged through various tasks and 

activities, such as: problem-solving tasks, group work, pair work, (etc.) / 

Advisory hours 


following: 







James Joyce 

HZE814 

Lecture + Seminar 


Year of study Second Semestar/trimestar Three 

ECTS 

(Number of 


3 ECTS 

Contact hours (15 lectures + 15 seminars) = 1 credit 

Student study time (60 hours) = 2 credits 

Name of lecturer Dr. sc. Boris Berić, assistant professor, 

Mr. sc. Ilonka Peršić, assistant 

Learning The course objective is to make the student acquainted with three major 

outcomes and works by James Joyce (Dubliners, A Portrait of the Artist as a Young Man 

competences and Ulysses). After the completion of the course, the student should acquire 

theoretical knowledge and practical experience in reading and analyzing 

these texts, as well as gain awareness of multiple critical approaches to 

Joyce’s complex oeuvre. 

Prerequisites The student is expected to have completed an introductory course to 

literary studies, as well as the course on Twentieth-Century British and Irish 

46



Recommended 

reading 

Supplemetary 

reading 

Literature. The prerequisites are defined by the Faculty Statute. 

The course explores the main features of Joyce’s poetics by studying his 

major works. Grounded on the belief that Joyce’s entire oeuvre can be 

perceived as ‘work in progress’, the first part of the course focuses on 

Dubliners by looking at different aspects of the book’s central theme of 

‘paralysis’, as well as by examining Joyce’s fictional methods in this early 

work, the most important of them being an alternation of naturalistic and 

symbolic elements in the text. 

The analysis then moves on to A Portrait of the Artist as a Young Man by 

emphasizing its importance within the traditions of the Bildungsroman and 

Künstelerroman. In this sense, the development of the artistic consciousness 

of Joyce’s Stephen Dedalus is seen as his attempt to move away from Plato 

to Aristotle, from his initial idealistic vision of the world to his final 

materialistic perception of it. This study also emphasizes the importance of 

Stephen’s aesthetic theory at the end of the novel, as well as the narrative 

innovativeness of A Portrait in relation to Stephen Hero, the text which 

preceded it. 

Ulysses is read primarily in view of its stylistic and linguistic complexity 

both in relation to Dubliners and A Portrait, and in the context of Modernist 

literature in general. 

Primary literature: 

Joyce, James, Dubliners 

Stephen Hero 

A Portrait of the Artist as a Young Man 

Ulysses 

Secondary literature: 

Bloom, H. (ed.) (1987). James Joyce's Ulysses. New York, New Haven and 

Philadelphia: Chelsea House Publishers. 

Killeen, T. (2004). Ulysses Unbound: A Reader's Companion to James 

Joyce's Ulysses. Wicklow: Wordwell. 

Power, M. and Schneider, U. (1997). New Perspectives on Dubliners. 

Amsterdam and Atlanta: Rodopi. 

Schutte, W. M (ed.) (1968). Twentieth Century Interpretations of A 

Portrait of The Artist as A Young Man: A Collection of Critical Essays 

New Jersey: Prentice-Hall; Englewood Cliffs. 

Blades, J. (1991). James Joyce: A Portrait of the Artist as a Young Man 

London: Penguin. 

Ellmann, R. (1982). James Joyce: New and Revised Edition. New York: 

Oxford University Press. 

Norris, M. (1998). A Companion to James Joyce's Ulysses: Biographical 

and Historical contexts, Critical History, and Essays from Five 

Contemporary Critical Perspectives. Boston; New York: Bedford/St. 

Martin’s. 

Senn, F. (1995). Inductive Scrutinies: Focus on Joyce. Baltimore: Johns 

47


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Hopkins University Press. 

Wales, K. (1992).The Language of James Joyce. London: 

Macmillan. 

Lectures on the main features of Joyce’s poetics, as well as on biographical, 

social and historical contexts/ Seminar discussions on different passages in 

Dubliners, A Portrait of the Artist and Ulysses, with student response 

elicited through the interpretation of the text / Advisory hours / Independent 

research/study. 

Continuous assessment. The final grade for the course is based on a written 

examination (80%). Another 20% is reserved for class participation and 

short tests. 



2. Lecturers working in the same subject area collaborate closely and 

monitor each other's work. 

48


3.2.2. Graduate double-major degree programme in English 

Studies with a special emphasis on Translation 

Elective courses in English studies: see 3.2.1. 

Course title Translation studies with elements of contrastive analysis 



Core course (Elective course in programme 3.1.1. and 3.1.3.) 



ECTS 

(Number of 



Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 2 credits. 



Prof Dr Zjena Čulić 

Ivana Petrović, Assistant 

Learning After the completion of the course the student should be able to show 

outcomes and familiarity with the development of translation studies and to show 

competences understanding of the overall structure of the discipline and the connection 

between its subdisciplines as well as the relationship with the related 

disciplines such as text linguistics, corpus linguistics, sociolinguists, etc. 

The students should also be able to implement the methods of critical 

analysis. The most important competences to be developed are the capacity 

for analysis and synthesis, for problem solving and the ability to apply the 

theoretical knowledge to the solution of various practical problems related 

to this field. 

With respect to the skills and knowledge a professional translator must 

have, the students’ competence is described as the union of a source 

language receptive competence and target language reproductive 

competence within a supercompetence reflecting the ability to transfer 

messages between the two languages; this ‘supercompetence’ is intertextual 

and not purely linguistic. 

Prerequisites Competences and skills acquired after the completion of the third year 

undergraduate study programme; the student's grade point average should 

be at least 3.5. 

Course contents Contrastive linguistics and translation; translation equivalence vs. 

formal/contrastive correspondence; semantic shift, tertium comparationis; 

text linguistics and contrastive analysis (coherence, cohesion, exophoric vs. 

endophoric reference); scenes-and-frames semantics; corpus linguistics and 

contrastive analysis; pedagogical implications of contrastive analysis. 

Translation studies: definition and general considerations; historical review; 

49


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Nida’s theory of translation, formal vs. dynamic equivalence, closest natural 

equivalent; Newmark’s semantic vs. communicative translation; linguistic 

and communicative models of translation; functionalism/skopos theory and 

translation, text types, language dimensions and text functions; pragmatic 

equivalence (implicature, presupposition), thematic structure in translation; 

translation norms (Toury), translation principles and methodology, 

translation strategies (explicitation, simplification, transposition, 

modulation, etc.), translation of implicit elements of culture; strategies for 

translating collocations; current trends and future perspectives in the 

development of translation studies. 

• Munday, J. (2001). Introducing Translation Studies, Theories and 

Applications. London, New York: Routledge. 

• Hatim, B. & Munday, J. (2004). Translation: An Advanced Resource Book 

(Routledge Applied Linguistics). London & New York: Routledge 

• SnellHornby, M. (1988). Translation Studies: An Integrated Approach. 

Amsterdam, Philadelphia: John Benjamins. 

• Ivir, V. (199192). On the nonalgorithmic nature of translation theory. 

Studia Romanica et Anglica Zagrabiensia. XXXVIXXXVII. Str. 8591. 

• James, C. (1980). Contrastive Analysis, Applied Linguistics and Language 

Study. Candlin, N. (ur.). Harlow, Essex: Longman Group Ltd. 

• Aijmer, K., Altenberg, B. i Johansson M. (ur.). (1996). Languages in 

Contrast, Papers from a Symposium on Textbased Crosslinguistic Studies. 

Lund: Lund University Press. 

Croft, W. (1990). Typology and Universals. Cambridge Textbooks in 

Linguistics. Cambridge: Cambridge University Press. 

Hartman, R.K. (1996). Contrastive textology and corpus linguistics: On the 

value of parallel texts. Language Sciences 18. pp 947-957. 

Newmark, P. (1981). Approaches to Translation. Oxford: Pergamon Press 

Ltd. 

Neubert, A. & Shreve, G. M. (1992). Translation as Text. Kent, Ohio: Kent 


Ivir, V. (1983). A Translation-based Model of Contrastive analysis. In K. 

Sajavaara (Ed.). Jyvaskyla Cross-Language Studies, No 9. Cross- 

Language Analysis and Second Language Acquisition. 

Čulić, Z. (2003). Teacher-generated materials. 

Lectures: student participation encouraged. Seminars: problem-solving 

tasks; student participation encouraged through various tasks and activities 



Continuous assessment. 

Preliminary exam. 

Exam: written and oral. 


50


Quality 

assurance 

methods 




Course title 

Course code 

Translation Methodology – Theory and Practice 

HZE708 


Core course (Elective course in 3.1.1.) 



ECTS 


(Number of Contact hours (30 lectures + 25 seminars + 5 advisory hours) = 2 credits. 

credits allocated) Student study time (135 hours) = 4 credits. 

Name of lecturer Prof Dr Zjena Čulić 

Ivana Petrović, Assistant 

Learning The objective of the course is translator competence rather than translation 

outcomes and competence wherein the emphasis is placed on the complex nature of the 

competences professional translator’s task and the non-linguistic skills that are required; 

thus it is possible to distinguish between the more general types of native 

and foreign language communicative competence and the translation skills 

that are specific to professional translation. 

After the student has successfully completed specialized translator 

education s/he should be able to translate difficult scientific and technical 

texts from source language into a foreign language (even under time 

pressure) so that the result is perfect with respect to both content and 

language. S/he should be able to interpret specialized conversations and 

conferences quickly and without error. 

After the completion of this course, translator competences will include the 

interlingual transfer ability and the research skills, the ability to write in the 

native language, creative thinking, and the skills and understandings implied 

by the word professional. 

The learning outcome of translation methodology is to build a 

communicative competence focusing on grammatical, sociolinguistic, 

discourse, and strategic competences. 

Prerequisites Competences and skills acquired after the completion of the third year 

undergraduate study programme; the student's grade point average should 

be at least 3.5. 

Course contents The course is based on the assumption that translation is not an exclusively 

linguistic operation of transcoding the source text into the target language 

but a process which includes cultural, social, cognitive and communication 

components and the respective skills/competences. 

The aim of the course is to enable the learner to translate specialised texts 

and to translate, consecutively and simultaneously lectures and speeches at 

conferences. Consequently the course combines sound translation pedagogy 

51


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

with translation studies, with an interdisciplinary mix of linguistics and the 

social and cognitive sciences, and with empirical studies of professional 

translation practice. 

Translation methodology is based on new ideas which include moving from 

teacher-centred to student-centred instruction; using teaching methods that 

foster responsibility, independence, and the ability to see alternatives; using 

methods such as role-playing and simulation to create a greater sense of 

realism; developing a sense of profession through a basic or core course in 

translation studies that develops broad translation principles and attaches 

them to translation practice. 

Translation methodology requires a solid theoretical framework, assembled 

from translation studies and from allied discipline, and solid empirical data 

on the social and cognitive aspects of the translation process and translation 

competence. 

The student-centred translation methodology focuses on students’ autonomy 

from the instructor as a primary objective of a translator education program. 

Selected chapters from: 

Gile, D. (1995). Basic Concepts and Models for Interpreter and Translator 

Training. Benjamins Translation Library. Volume 8. Amsterdam, 

Philadelphia: John Benjamins Publishing Company. 

Kiraly, D.C. (1995). Pathways to Translation. Pedagogy and Process. Kent, 

Ohio; London, England: Kent University Press. 

Lambert, S. & Moser-Mercer, B. (1994). Bridging the Gap: Empirical 

research in simultaneous interpretation. Amsterdam, Philadelphia: John 

Benjamins Publishing Company. 

Gambier, Y., Gile, D. & Taylor, Ch. (Eds.). (1997). Conference 

Interpreting: Current Trends in Research. Amsterdam, Philadelphia: 

John Benjamins Publishing Company. 

Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and 

Interpreting. Amsterdam, Philadelphia: John Benjamins Publishing 

Company. 

Čulić, Z. (2005). Teacher-generated materials. 

Lectures: student participation encouraged; Seminars: problem-solving 

tasks; Student participation encouraged through various tasks and activities 



Continuous assessment during the course. 

Exam: written and oral. 




monitor each other's work. Occasional class observations and appraisal by 

Head of Department. 

52


Course title Literary translation – Module 1 



Core course (Elective course in 3.1.1. and 3.1.3.) 



ECTS 

(Number of 


3 ECTS 



Name of lecturer Mia Pervan, MA, Senior Lecturer, Professional Translator 

Learning 

outcomes and 

competences 

After successful completion of this module, the student is expected to have: 

- the ability to demonstrate knowledge and understanding of the concepts, 

principles and theories related to the subject of literary translation; 

- the ability to deal with specific problems of translating texts from earlier 

periods; 

- the ability to start work as a literary translator. 

Prerequisites 1. Competences and skills acquired upon the completion of the 

undergraduate degree programme English language and literature; 

2. The student’s grade point average in the 3rd year core courses (English 

Language and Literature) should be at least 3.5. 

3. Reasonable talent for creative writing. 

Course contents Introduction to the history and theory of literary translation and to various 

approaches to literary translation. Introduction to specific genre areas 

(novelistic prose, essay). Introduction to translation problems specific to 

literary texts from earlier periods. 

Practical work carried out through a variety of assignments (translation of 

shorter literary texts belonging to various genres and historical periods). 

Workshops: translation of different literary texts in pairs or smaller groups. 

Development of assessment techniques. Practical guidance on how to start 

Recommended 

reading 

Supplementary 

reading 

work as a literary translator. 

Bassnett, S. (1991). Translation Studies, Revised Edition. London: 

Routledge. 


Bratulić, J. (ed.) (1990). Sveti Jerolim, Izabrane poslanice. Split: Književni 

krug. 

Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall 

International. 

Evan-Zohar, I. (1990). Polysystem Studies. Special issue of Poetics Today 

11.1. 

Popovic, A. (1976). Dictionary for the Analysis of Literary Translation. 

Edmonton: Department of Comparative Literature, University of Alberta. 

Teacher-generated materials dealing with the quality of published 

translations of eminent Croatian translators as well as with the evaluation 

of a number of different translations of the same text. 

53


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

1. Short introductory lectures (traditional) on the history and theory of 

literary translation with active student participation in the ensuing 

discussion about the topic; 

2. Introductory practical guidelines for independent translation work on a 

shorter literary text (progression from simpler to more complex texts; from 

one genre to another); 

3. Seminars: individual and group analysis and assessment of translation 

assignments (independent work) with active student participation; 

4. Workshops: translation of the assigned literary text in pairs or smaller 

groups with teacher assistance and ensuing group discussion; 

5. Tutorials: teacher counselling given to individual students for finding 

solutions to problems arising from the assigned or freely chosen translation 

texts (students’ choice); 

6. Independent work: a) assigned texts for translation; b) freely chosen texts 

for translation (students’ choice). 

Active student participation is encouraged in all areas of work and study. 

The assessment of student knowledge and performance will be based on the 

following: 

1. Continuous assessment (independent homework translation tasks, 

seminar papers and workshop achievements; portfolio). 

2. Exam: written, i.e. presentation of the final seminar translation text. 

Croatian and English. 




Course title Literary translation – Module 2 



Core course (Optional course in 3.1.1.) 


Year of study Second Semester Four 

ECTS 

(Number of 





Name of lecturer Mia Pervan, MA, Senior Lecturer, Professional Translator 

Learning 

outcomes and 

competences 

After successful completion of this module, the student is expected to have 

the: 

- ability to demonstrate knowledge and understanding of the concepts, 

principles and theories related to the subject of literary translation; 

- ability to deal with specific problems of translating texts from earlier 

periods; 

- ability to start work as a literary translator. 

- ability to apply the acquired knowledge and skills to the translation of 

54


literary texts of several genres (novelistic prose; drama; poetry and essay) 

from English into Croatian. 

Prerequisites Competences and skills acquired upon the successful completion of Literary 

translation – Module 1. 

Course contents Introduction to the translation of prose texts containing dialect and slang. 

Practical work: translation of such texts (in pairs or smaller groups; as 

individual assignment). 

Introduction to the translation of drama. Practical work: translation of a 

selected play (one act). 

Introduction to the translation of poetry. Practical work: translation of 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

selected poems (in pairs; as individual assignment). 

Bassnett, S. (1991). Translation Studies, Revised Edition. London: 

Routledge. 


Bratulić, J. (ed.) (1990). Sveti Jerolim, Izabrane poslanice. Split: Književni 

krug. 

Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall 

International. 

Evan-Zohar, I. (1990). Polysystem Studies. Special issue of Poetics Today 

11.1. 

Popovic, A. (1976). Dictionary for the Analysis of Literary Translation. 

Edmonton: Department of Comparative Literature, University of Alberta. 

Teacher-generated materials dealing with the quality of published 

translations of eminent Croatian translators as well as with the evaluation 

of a number of different translations of the same text. 

1. Short introductory lectures (traditional) on the history and theory of 

literary translation with active student participation in the ensuing 

discussion about the topic; 

2. Introductory practical guidelines for independent translation work on a 

shorter literary text (progression from simpler to more complex texts; from 

one genre to another); 

3. Seminars: individual and group analysis and assessment of translation 

assignments (independent work) with active student participation; 

4. Workshops: translation of the assigned literary text in pairs or smaller 

groups with teacher assistance and ensuing group discussion; 

5. Tutorials: teacher counselling given to individual students for finding 

solutions to problems arising from the assigned or freely chosen translation 

texts (students’ choice); 

6. Independent work: a) assigned texts for translation; b) freely chosen texts 

for translation (students’ choice). 

Active student participation is encouraged in all areas of work and study. 

The assessment of student knowledge and performance will be based on the 

following: 

1. Continuous assessment (independent homework translation tasks, 

seminar papers and workshop achievements; portfolio). 

2. Exam: written, i.e. presentation of the final seminar translation text. 

55


Language of 

instruction 

Quality 

assurance 

methods 

Croatian and English. 





Course title Interpreting – Module 1 



Core course (Elective course in 3.1.1.) 



ECTS 

(Number of 


3 ECTS 

Contact hours (25 practical sessions + 5 advisory hours) = 0.75 credits. 



Learning 

outcomes and 

competences 

The course focuses on the development of the following competences and 

skills: comprehension (analysis and synthesis), speed of comprehension, 

production, memory capacity, simultaneity of listening and speaking, 

personality traits (stress tolerance). 

Prerequisites Competences and skills acquired upon the completion of Translation studies 

with elements of contrastive analysis and Translation Methodology - Theory 

and Practice courses. 

Course contents Process-oriented approach in interpreter training; developing techniques for 

translation at sight; consecutive translation and simultaneous translation; the 

comprehension phase based on knowledge base and knowledge acquisition; 

reformulation of the message; note taking strategies. Application of the 

Effort model: listening effort, comprehension effort and reformulation 

effort. Interpretation training from the point of view of professional 

experience and current teaching practices; the task of interpreting analyzed 

from a cognitive psychologist’s point of view; interaction between research 

and training; simultaneous interpretation composed of a series of 

interdependent skills; cognitive psychology applied to research on aptitude 

testing for interpretation; Theorie du sens; research frame moving from 

cognitive content to the transfer of formal linguistic features; observation of 

Recommended 

reading 

Supplementary 

reading 

interpreters at work. 

Gambier, Y. Gile, D., & Taylor, Ch. (Eds.). (1997). Conference 

Interpreting: Current Trends in Research. Amsterdam, Philadelphia: 


Dollerup, C., & Lindegaard, A., (Eds.). (1994). Teaching Translation and 

Interpreting 2. Amsterdam, Philadelphia: John Benjamins Publishing 

Company. 

Lambert, S., & Moser Mercer, B. (1994). Bridging the Gap: Empirical 


56


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 


Seleskovitch, D. (1994). Interpreting for International Conferences: 

Problems of Language and Communication. Paris: Minard Lettres 

modernes. 

Exercise course; student participation encouraged: individual work, pair 

work, group work; problem-solving tasks. 



Exam: oral. 






Course title Interpreting – Module 2 



Core course (Optional in 3.1.1.) 



ECTS 

(Number of 



Contact hours (15 practical sessions) = 0.38 credits. 



Learning 

outcomes and 

competences 

The course focuses on the development of the following competences and 

skills: comprehension (analysis and synthesis), speed of comprehension, 

production, memory capacity, simultaneity of listening and speaking, 

personality traits (stress tolerance) 




Course contents Process-oriented approach in interpreter training; developing techniques for 

translation at sight; consecutive translation and simultaneous translation; the 

comprehension phase based on knowledge base and knowledge acquisition; 

reformulation of the message; note taking strategies. Application of the 

Effort model: listening effort, comprehension effort and reformulation 

effort. Interpretation training from the point of view of professional 

experience and current teaching practices; the task of interpreting analyzed 

from a cognitive psychologist’s point of view; interaction between research 

and training; simultaneous interpretation composed of a series of 

interdependent skills; cognitive psychology applied to research on aptitude 

testing for interpretation; Theorie du sens; research frame moving from 

57


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

cognitive content to the transfer of formal linguistic features; observation of 

interpreters at work. 

Gambier, Y. Gile, D. & Taylor, Ch. (Eds.) (1997). Conference Interpreting: 

Current Trends in Research. Amsterdam, Philadelphia: John Benjamins 

Publishing Company. 

Dollerup, C. & Lindegaard, A. (Eds.). (1994). Teaching Translation and 

Interpreting 2. Amsterdam, Philadelphia: John Benjamins Publishing 

Company. 

Lambert, S. & Moser Mercer, B. (1994), Bridging the Gap: Empirical 



Seleskovitch, D. (1994). Interpreting for International Conferences: 

Problems of Language and Communication. Paris: Minard Lettres 

modernes. 


work, group work; problem-solving tasks 


1. Continuous assessment. 

2. Exam: oral. 






Course title 

Course code 

Translation of specialised texts 

HZE903 


Core course (Optional course in 3.1.1.) 



ECTS 


(Number of Contact hours (20 practical sessions + 5 advisory hours) = 0.62 credits. 

credits allocated) Student study time (41.25 hours) = 1.38 credits. 

Name of lecturer Melanija Marušić, language instructor 

Learning After the completion of the course the student should be able to translate 

outcomes and difficult scientific and technical texts from English into Croatian and vice 

competences versa (even under time pressure) so that the result is perfect with respect to 

both content and language. The translator competences will include the 

interlingual transfer ability and the research skills, the ability to write in the 

native language, creative thinking, and the skills and understandings implied 

by the word professional. 


58




Course contents Translation of specialized texts, technical and scientific; translation of EU 

documents and publications; translation of authentic texts (warm texts) 

which represent a real-life task; discussion on the possible translation 

alternatives and comparison of the students’ version with the teacher’s 

version as a possible translation alternative. Translation strategies in 

ESP/LSP; information transforming and supplementing, information 

collecting and splitting; translation of abstracts; reading strategies; message 

comprehension and reformulation; transpositions of attributive and 

adverbial functions, transpositions of syntactic categories (locative, 

instrumental), sententialization and nominalization. 

Identification of changes in translation based on the theory of translation, 

the communicative model of translation, the cognitive approach to 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

translation and other modern approaches such as text linguistics. 

Newmark, P. (1995). A Textbook of Translation. Library of Congress 

Cataloging-in-Publication Data. 

Kussmaul, P. (1995). Training the Translator. Amsterdam, Philadelphia: 


Sewell, P. & Higgins, I. (Ed.). (1996). Teaching Translation in Universities, 

Present and Future Perspectives. London: Middlesex University Printing 

Services. 

Kiraly, D.C. (1995). Pathways to Translation, Pedagogy and Process. Kent, 

Ohio; London, England: Kent University Press. 


work, group work; problem-solving tasks; independent homework tasks. 



Seminar papers. 

Exam: written. 






3. 2. 3. Graduate double-major degree programme in English 

Studies: Teacher Education 

Elective courses in English studies: see 3.2.1. 

Elective courses in Translation studies: see 3.2.2. 

59


Course title 

Course code 

Second Language Acquisition 

HZE610 


Core course 



ECTS 


(Number of Contact hours (30 lectures + 10 seminars + 5 advisory hours) = 1.13 credits. 

credits allocated) Student study time (86 hours) = 2.87 credits. 

Name of lecturer Prof. Dr Sanja Čurković Kalebić 

Danijela Šegedin, assistant 

Learning Understanding and critical consideration of theories of second language 

outcomes and acquisition. 

competences The knowledge of the factors that influence the process of second language 

acquisition. 

Insight into second language acquisition research. 

Prerequisites Defined by the Faculty Statute. 

Course contents The role of the first language in second language acquisition, learner 

interlanguage, variability in interlanguage, individual learner differences 

(personal factors, attitudes to the teacher and course materials, individual 

learning techniques, the effects of age, aptitude, cognitive style, 

motivation), the role of input and interaction in the process of second 

language acquisition, learner strategies, communication strategies, linguistic 

universals and second language acquisition, language transfer, the role of 

formal instruction in second language acquisition, theories of second 

language acquisition. 

Recommended Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: 

reading 


Lightbown, P.M., Spada, N. (1999). How Languages are Learned. Revised 

edition. Oxford: Oxford University Press. 

Supplementary Doughty, C.J., Long, M. (eds.) (2003). The Handbook of Second Language 

reading 

Acquisition. Oxford: Blackwell Publishers Ltd. 

Ellis, R. (2008). The Study of Second Language Acquisition. Second 

Edition. Oxford: Oxford University Press. (Selected chapters). 

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: 


Selected articles from journals: Applied Linguistics and Studies in Second 

Language Acquisition. 

Teaching The lectures are mostly in a dialogical form, student participation is 

methods encouraged. 

In seminars students work in groups, pairs or individually. 

Assessment 

methods 

Written exam. 

60


Language of 

instruction 

Quality 

assurance 

methods 


Student evaluation (questionnaires), peer evaluation, self-evaluation. 

Course title Glottodidactics 



Core course 



ECTS 

(Number of 





Name of lecturer Prof. Dr Sanja Čurković Kalebić, 

Mirjana Dukić, assistant 

Learning 

outcomes and 

competences 


Understanding basic theories and concepts relating to teaching foreign 

languages. 

The knowledge of major approaches and methods in language teaching. 

Acquaintance with basic principles for language skills development. 

Prerequisites Competences developed upon the completion of the course in Second 

Language Acquisition in this graduate degree programme. 

Course contents Glottodidactics as applied linguistics, influences of linguistics, 

psycholinguistics, sociolinguistics and pedagogy upon foreign language 

teaching, major language trends in twentieth-century language teaching, 

alternative approaches and methods, current communicative approaches, 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment Written exam. 

teaching language skills, teaching grammar, teaching vocabulary. 

Larsen-Freeman, D. (2000). Techniques and Principles in Language 

Teaching. Second edition. Oxford: Oxford University Press. 

Hedge, T. (2000). Teaching and Learning in the Language Classroom. 

Oxford: Oxford University Press. 

Prebeg-Vilke, M. (1977). Uvod u glotodidaktiku. Zagreb: Školska knjiga. 

(new edition in preparation). 

Petrović, E. (1988). Teorija nastave stranih jezika. Zagreb: Školska knjiga. 

Richards, J.C., Rogers, T.S. (2001). Approaches and Methods in Language 

Teaching. Second edition. Cambridge: Cambridge University Press. 

Stern, H.H. (1992). Issues and Options in Language Teaching. Oxford: 


The lectures are mostly delivered in a dialogical form, student participation 

is encouraged. 

Organization of seminars: students work in groups, pairs or individually. 

The emphasis in seminars is on task-based and problem-solving learning. 

61


methods 

Language of 

instruction 

Quality 

assurance 

methods 



Course title English Language Teaching Methodology 



Core course 



ECTS 

(Number of 


3 ECTS 



Name of lecturer Prof. Dr Sanja Čurković Kalebić, 

Mirjana Dukić, assistant 

Learning 

outcomes and 

competences 


Understanding of the nature of foreign language teaching process. 

Acquaintance with procedures and techniques for foreign language 

teaching. 

Ability to choose appropriate teaching strategies. 

Prerequisites Competences acquired upon the completion of the course in Glottodidactics 

in this graduate degree programme. 

Course contents Lesson planning (goals and objectives, lesson phases), strategies for 

beginning lessons, presentation and explanation techniques, teacher 

language, instructions giving, classroom management, types of questions in 

teacher talk, questioning techniques, eliciting, assessing learner verbal 

production, error treatment, strategies for ending lesson, testing learner 

language knowledge, the use of the mother tongue in foreign language 

teaching, teaching culture in teaching English as a foreign language, 

teaching literature in teaching English as a foreign language, the selection of 

Recommended 

reading 

Supplementary 

reading 

teaching materials. 

Harmer, J. (2007). The Practice of English Language Teaching. Fourth 

edition. London: Pearson Longman. 

Ur, P. (1996). A Course in Language Teaching. Practice and Theory. 

Cambridge: Cambridge University Press. 

Todd, R.W. (1997). Classroom Teaching Strategies. Hamel Hempstead: 

Prentice Hall. 

Selection of articles from ELT Journal and Strani jezici. 

Hubbard, P., Jones, H., Thornton, B., Wheeler, R. (1983). A Training 

Course for TEFL. Oxford: Oxford University Press. 

Nunan, D. (1998). Language Teaching Methodology. International Book 

Distributors Ltd. 

62


Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: 


Lazar, G. (1993). Literature and Language Teaching. Cambridge: 


The lectures are mostly delivered in a dialogical form, with high trainee 

participation. 

Organization of seminars: group/pair discussions, workshops, individual 

assignments, demonstrations. 

Written exam. 



Course title Classroom Discourse 


Type of course Lecture + Seminar / Advisory hour 




ECTS 

(Number of 


3 ECTS 




Learning 

outcomes and 

competences 

Awareness of the internal formal structure and functional purpose of the 

verbal classroom interaction. 

Familiarity with basic classroom research methods. 

Understanding of the influence of classroom interaction upon learning 

outcomes. 

Prerequisites Competences developed in linguistic courses in the undergraduate degree 

programme of English Language and Literature. 

Course contents Classroom and classroom talk, traditions in classroom research, classroom 

observation instruments, units of classroom talk analysis, descriptions of 

teacher discourse, learner verbal behaviour in second language classrooms, 

teacher and student interaction in second language classrooms, teacher input 

and learner comprehension/production, implications of classroom talk 

Recommended 

reading 

research for teaching practice. 

Chaudron, C. (1988). Second Language Classrooms: Research on Teaching 

and Learning. Cambridge: Cambridge University Press. 

Čurković Kalebić, S. (2003). Jezik i društvena situacija-istraživanje govora 

u nastavi stranog jezika. Zagreb: Školska knjiga. 

Čurković Kalebić, S. (2008). Teacher Talk in Foreign Language Teaching. 

Split: Redak. 

63


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Walsh, S. (2006). Investigating Classroom Discourse. London and New 

York: Routledge. 

Malamah-Thomas, A. (1987). Classroom Interaction. Oxford: Oxford 


McCarthy, M. (1991). Discourse Analysis for Language Teachers. 

Cambridge: Cambridge University Press. 

Sinclair, J. , Coulthard, R.M. (1978). Towards an Analysis of Discourse. 

The English Used by Teachers and Pupils. Oxford: Oxford University 

Press. 

Stubbs, M. (1983). Discourse Analysis. The Sociolinguistic Analysis of 

Natural Language. Chicago: University of Chicago Press. 

Lectures are mostly delivered in a dialogical form. 

Organization of seminars: pair and group work. Using the knowledge 

gained during lectures students analyse transcripts of classroom discourse. 

Written exam. 


Student evaluation (questionnaires), peer evaluation and self-evaluation. 

Course title Practicum and teaching practice 


Type of course Field work, practical sessions 

Core course 



ECTS 

(Number of 



Contact hours (60 practical sessions + 5 advisory hours) = 1.63 credits. 



Learning 

outcomes and 

competences 

Ability to observe (in a non-judgmental way) and notice elements of the 

teaching process. 

Ability to plan lessons and teach according to the plan. 

Mastery of basic classroom management skills. 

Ability to reflect on own lessons. 

Prerequisites Competences developed by the completion of the courses in Glottodidactics 

and ELT Methodology in this graduate programme. 

Course contents Student observing the mentor teach (25 lessons), the student’s own teaching 

(20 lessons), preparation for teaching in the practicum (20 lessons). 

Each student experiences three types of school (state primary or secondary 

school or private foreign language school). Teaching practice implies first 

observing the mentor teach a certain number of lesson and then the student's 

own teaching. Whenever possible the students observe a variety of lessons 

64


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

(different age or learners, different levels of knowledge, etc.). 

In practicum students prepare continually for their teaching lessons. 

Wajnryb, R. (1992). Classroom observation tasks. Cambridge: Cambridge 


Observation of the mentor’s lessons, filling in observation sheets, 

interpreting data collected by observation sheets, keeping diary, writing 

lesson plans, preparing teaching materials, discussing lessons with mentors, 

microteaching. 

The student gets a grade for teaching practice. The grade reflects the 

student's teaching practice grades (80%) and portfolio grade (20%). The 

porfolio contains the student's lesson plans, mentor's reports, the student's 

interpretation of data collected by observation sheets and the student's diary 

of teaching practice. 

English and Croatian. 

Student evaluation (questionnaires). 

Course title Basics of pedagogy 

Course code HZX001 


Level of course Basic level course 


ECTS (Number 

of credits 

allocated) 

5 ECTS 

Contact hours (30 lectures + 30 seminars/advisory hours) = 1.5 ECTS 

Student study time (105 hours) = 3.5 ECTS 

Name of lecturer Prof. Dr Josip Milat 

Tonča Jukić, assistant 

Learning Students acquire basic theoretical knowledge and practical skills that are 

outcomes and needed for successful organization and implementation of pedagogical 

competences processes and activities in educational practice. 

Students are able to show understanding of a) basics of pedagogy (i.e. the 

theory and practice of education), b) social and historical dimension of 

pedagogical theory and practice, c) developmental trends in alternative 

pedagogical theories and practices, d) basic characteristics and development 

of school systems, e) methods and aspects of pedagogical action in the 

process of education. 

Students get insight into the methodology of pedagogical research. 

Prerequisites Enrolment in the first year of graduate study (teacher education). 

Course contents Definition of pedagogy, aim and objectives, basic concepts, pedagogy and 

other sciences 

65


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Education and training as fundamental pedagogical categories, the nature of 

the so-called general education 

Historical and developmental dimension of pedagogy, the process of getting 

knowledge and skills – education and training as conditioned processes. 

Pedagogical theories of personality development – development stages, 

aspects and levels of a qualitative development, learner motivation- the role 

of a teacher. 

Aspects of pedagogical activities in education process (intellectual and 

technical aspects, physical and health aspects, ethical and aesthetic aspects) 

Methods of pedagogical activities: 

Basics of adult education – life-long learning. 

Alternative pedagogical theories and practices – Montessori and Waldorf 

pedagogy. 

Training for life in a multicultural community, intercultural education and 

training. 

Basics of methodology of pedagogical research, research project, research 

methods – hermeneutics, theoretical analysis and pedagogical experiment, 

techniques of collecting, organizing and analysing data. 

Educational systems – school system in the Republic of Croatia. 

König, E. & Zedler, P. (2000). Teorije znanosti o odgoju. Zagreb: Educa. 

Milat, J. (2005). Pedagogija – teorija osposobljavanja. Zagreb: Školska 

knjiga. (in press) 

Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa. 

Delors, J. (1998). Učenje blago u nama. Zagreb: Educa. 

Giesecke, H. (1993).Uvod u pedagogiju. Zagreb: Educa. 

Glasser, W. (2005). Kvalitetna škola. Zagreb: Educa. 

Gudjons, H. (1994). Pedagogija – temeljna znanja. Zagreb: Educa. 

Legrad, L. (1993). Obrazovne politike. Zagreb: Educa. 

Lenzen, D. (2002). Vodič za studij znanosti o odgoju – što može. što želi. 

Zagreb: Educa. 

Lesourne, J. (1993). Obrazovanje i društvo. Zagreb: Educa. 

Mužić, M. (1981). Pedagogija. Zagreb: Školska knjiga. 

Suhodolski, B. (1974). Tri pedagogije. Beograd: Duga. 

The student studies one title of his/her choice. 

Students actively participate in lectures and seminars. In seminars students 

analyse and discuss pedagogical problems based on the elaboration of some 

sources of pedagogical literature and practices. 

Weekly individual and group tutorials. 

After the completion of the course and successful presentation of a seminar paper 

the student takes oral exam. The exam consists of the discussion on the issues 

concerning contemporary pedagogy and the discussion on the book the student 

has chosen from supplementary reading list. 

Language of 

instruction 

Croatian. 

Quality Student feedback via questionnaires and surveys. Questionnaires are 

66


assurance 

methods 

developed by students. Students analyse data obtained by questionnaires 

and present the results. 

The teacher monitors the quality by checking students’ exam results. 

Evaluation by the Agency for monitoring the excellence of teaching. 

Course title Didactics 


Type of course Lecture + Seminar / / Advisory hours 



ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

competences 

5 ECTS 



Prof. Dr Stjepan Rodek, 

Morana Koludrović, assistant 

After the completion of the course, the student is expected to understand the 

major aspects of modern didactic theory of education and teaching. 

S/he is also expected to have developed the ability to apply the gained 

knowledge to the solution of various practical problems related to education 

and teaching (planning, organizing, evaluating). 

S/he should be able to show the ability to demonstrate knowledge of 

modern teaching methods and strategies as well as the ability of critical 

understanding of recent teaching practice. 

The student works towards the ability to organize teaching that promotes the 

use of strategies for active learning. 

Prerequisites Enrolment in the first year of gradute study (teacher education). 

Course contents Didactics – theory of education and teaching. Basic concepts of didactics. 

Modern didactic theories: “Berlin didactics” (P. Heimann), Criticalconstructive 

didactics (W. Klafki), Curricular didactics(Ch.Moeller), 

Cybernetical didactics (F. von Cube), Critical-communicative didactics (R. 

Winkel) 

Methodological problems of didactic research. 

Syllabus.Theoretical-methodological approaches to syllabus design and 

curriculum development. Realisation and adapted programmes. Evaluation 

of teaching programme. 

Structure and stages of teaching process. Teaching systems. Teaching 

methods. 

Organization and articulation of teaching. 

Media in teaching: didactic function, choice and classification of teaching 

media. Computers in teaching: simulations in teaching; the Internet in 

teaching. Didactic shaping of programmes. 

Didactic solutions in some alternative schools (Montessori, Jenaplan,, 

Waldorf). 

Lifelong learning. Preparing students for lifelong learning. 

Recommended 1. Bognar, L. & Matijević, M. (2002). Didaktika. Zagreb: Školska 

67


reading knjiga. 

2. Klafki, W. & dr. (1992). Didaktičke teorije. Zagreb: Educa. 

3. Kyriacou, C. (1995). Temeljna nastavna umijeća. Zagreb: 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Educa. 

Glasser, W. (1994). Kvalitetna škola. Zagreb: Educa. 

Jelavić, F. (1998). Didaktika. Jastrebarsko: Naklada Slap. 

March, J.C. (1994). Kurikulum. Zagreb: Educa. 

Matijević, M. (2001). Alternativne škole. Zagreb: Tipex. 

Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Zagreb: Tipex. 

Milat, J. (1995). Pripremanje za nastavu – metodički priručnik. Zagreb: 

Hrvatska zajednica tehničke kulture. 

Poljak, V. (1991). Didaktika. Zagreb: Školska knjiga. 

Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb: 

Školske novine. 

Walford, G. (1992). Privatne škole. Zagreb: Educa. 

Lectures, seminars and advisory hours. Seminars are organized as active 

student workshops during which didactic themes are studied and discussed. 

After having regularly attended the lectures and after having presented their 

seminar papers, candidates take written and/or oral exam. Final grade 

reflects the student's understanding of the concepts dealt with in the course 

as well as his/her ability to consider critically one title from supplementary 

reading list. 

Croatian and German. 




Course title Psychology of education 





ECTS 

(Number of 


Name of 

lecturer 

Learning 

outcomes and 

competences 

5 ECTS 



Dr. Goran Kardum, assistant professor 

Dr. Davor Hren 

After the completion of the course, the student is expected to have gained 

the knowledge of elementary psychological concepts and to better 

understand one’s behaviour as well as the behaviour of the others. S/he is 

also expected to know basic principle of learning and to recognize learners 

with special needs. 

Prerequisites Completed requirements for enrolling in graduate study (teacher education). 


68


Course contents Methods and research techniques; Defining personality-cognition, 

motivation, emotion, attitudes, values. Some theories of personality; Life 

periods: childhood, adolescence, maturity, old age. Memory: types, 

mnemonics. Forgetting: proactive and retroactive inhibition. Learning: 

forms, factors of successfu learning. Giving of marks: tests, markers. 

Children with special needs in regular schools. Addiction and the ways of 

Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

prevention. 

Andrilović, V. & Čudina, M. (1985). Psihologija učenja i nastave. Zagreb: 

Školska knjiga. 

Grgin, T. (1997). Edukacijska psihologija. Jasrebarsko: Naklada Slap. 

4. Grgin, T. (1986). Školska dokimologija. Zagreb: Školska 

knjiga. 

5. Pastuović, N. (1997). Osnove psihologije obrazovanja i odgoja. 

Zagreb: Znamen. 

Čudina, M. & Obradović, M. (1990). Nadarenost, razumijevanje, 

prepoznavanje i razvijanje, Zagreb: Školska knjiga. 

Goleman, D. (1997). Emocionalna inteligencija. Zagreb: Mozaik knjiga. 

Gossen, D. C. (1994). Restitucija-preobrazba školske discipline. Zagreb: 

Alinea. 

Janković, J. (1996). Zločesti đaci genijalci. Zagreb: Alinea. 

Miljković, D. & Rijavec, M. (1996, 2001). Razgovori sa zrcalom: 

psihologija samopouzdanja. Zagreb: IEP. 

Petz, B. (ur.). (1992.). Psihologijski rječnik. Zagreb: Prosvjeta. 

Rijavec, M. (1997). Čuda se ipak događaju: psihologija pozitivnog 

mišljenja. Zagreb: IEP. 

Vidović V., Rijavec, M., Vlahović-Štetić, V. & Miljković, D. (2003). 

Psihologija obrazovanja, Zagreb: IEP-Vern. 

Lectures, seminars (student presentation), the Internet, tutorials 

Preliminary exam, seminar paper, oral exam. 

Croatian. 




Course title Sociology of education 



Level of course Advanced level course 


ECTS /Number 

of credits 

allocated/ 

5 ECTS 



69


Name of lecturer Prof. Dr Šime Pilić 

Learning 

outcomes and 

competences 

Through an active and creative participation in this course the future 

teachers will acquire knowledge with regard to 1. the correlation of the 

education sub-system and the global social system, 2. the social foundation 

of their profession. They will also master the method of analyticalsynthetical 

observation of education process and institution in the 

contemporary society. This course, being a part of educational sciences, 

significantly contributes towards obtaining the teacher’s competence, as 

well as a number of other competences: instrumental skills (analysis, 

synthesis, practical conveying of knowledge, problem solving); 

interpersonal skills: (criticism and self-criticism, team work, appreciation 

and respect for differences and multicultural values); system skills: 

(practical application of knowledge, research skills, adjusting to new 

situations, quality maintenance); special skills: (analysis of education 

concepts and policies, adjusting to new principles, questioning of ideas 

present in education studies, understanding of education system structures, 

understanding and respect for both pupils/ students and fellow teachers, as 

well as readiness to adjust to the varying circumstances). 

Prerequisites Completed requirements for enrolling in graduate study (teacher education). 


Course contents THEORETICAL AND HISTORICAL SURVEY. Genesis and development 

of sociology of education. Sociological approach and relevant theoretical 

concepts of education. SOCIAL CONTEXT OF EDUCATION. Historical 

and social prerequisites (work, industrialisation, modernisation). Social 

inequalities as reflected upon education. Socialisation. Conflicts. Role of 

family. School. INSTITUTIONALISED EDUCATION SYSTEM. School 

as a contemporary trend and its functions. University through history and 

today. Education and ideology. School system in the Republic of Croatia. 

EDUCATION AND SOCIAL CHANGES. Education and social mobility 

(stratification, mobility, differentiation, selection). Education and social 

reproduction (sexual, professional). Identity and education in the 

globalisation and European integration processes. SOCIOLOGY OF THE 

TEACHING PROFESSION. Sociology of profession. Socioprofessional 

group: primary and secondary school teachers, university teachers. 

EDUCATION AND CULTURE. Education and democracy. Environment 

issues in education. Religion culture. Education and multicultural society. 

Multiculturalism, interculturalism and education. EDUCATION AND 

TECHNOLOGICAL CHANGES. Modernisation and changes in education. 

Recommended 

reading 

Changes in modern society and reforms of education. Alternative education. 

Cifrić, I. (1990). Ogledi iz sociologije obrazovanja. Zagreb: Školske 

novine. 

Flere, S. (1986). (Ed.). Proturječja suvremenog obrazovanja. Zagreb: 

CDD. Haralambos, M., Holbron, M. (2002). Obrazovanje. U knjizi 

Sociologija: Teme i perspektive. (773-882). Zagreb: Golden marketing. 

Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj 

Hrvatskoj. Život i škola, 46, 3, 51-64. 

70


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Course title 

Course code 



Year of study 

ECTS 

/Number of 

credits allocated/ 

Pilić, Š. (1999). Nastava sociologije obrazovanja u Hrvatskoj. Napredak, 

140, 4, 481-487. 

Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21. 

Pilić, Š., Stankov, S. (1998). Računalne tehnologije i nastavnici: 

komparativna analiza Hrvatske i SAD. Informatologia, 31, 1-2, 53-56. 

Vujević, M. (1991). Uvod u sociologiju obrazovanja. Zagreb: Informator. 

Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs: 

Prentice-Hall. 

Cacouault, M., Oeuvrard, F. (1995). Sociologie de l'education. Paris: 

Editions La Decouverte. 

Marinković, R., Karajić, N. (2004). (Eds.). Budućnost i uloga 

nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of 

science. 

Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the 

Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro- 

Mediterranean Region. (pp. 51-68). New York, Washington, Baltimore, 

Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang 

Publishing. 

Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska 

obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33. 

Plačko, Lj. (1990). Religija i odgoj. Zagreb: Školske novine. 

Šooš, E. (1987). Demokratizacija obrazovanja. Zagreb: Školske novine. 

Štulhofer, A. (1992). Mitologija obrazovnih šansi. Theleme, 38, 2, 61-72. 

Lectures, seminars, research, the Internet, advisory hours, tutorials. 

Continuous monitoring of students’ progress, writing essays on selected 

(optional) topics, competence test, and oral examination. 


Student evaluation, analysis of examination results (pass rate), results of 

long-term monitoring, exchange of experience within the School of 

Humanities as well as with other faculties and departments. 

Teacher sociology 

HZX007 



Second Semester Three 

3 ECTS 


Student study time (67.5 hours) = 2.25 ECTS 

71



Learning 

outcomes and 

competences 

Prerequisites 


Recommended 

reading 

Prof. Dr Šime Pilić 

The course provides information necessary to understand the position and 

role of teacher in modern society, as well as acquiring competences and 

general skills required for a career in education, such as: practical 

conveying of knowledge, problem solving, team work, professional ethics, 

research skills, capacity of adjustment to new situations, creativity, 

independence in work, efficiency in dealing with projects, as well as 

specific skills, e.g. observing and identifying correlations between social 

and educational processes, adaptation to new principles, recognising 

differences in pupils and systems of learning and their different roles within 

the education system, commitment to pupils' progress and success, respect 

for pupils and fellow teachers, capacity of critically evaluating one's own 

work, etc. 

Competences and skills acquired upon successful completion of the course 

Sociology of Education. 

Genesis and evolution of the teaching profession. 

Socio-professional group consisting of primary, secondary, and university 

level teachers. 

Teacher education and training and study programme reforms. 

Teaching profession in Croatia and other societies: education, employment, 

and chances of progress and promotion. 

Teaching profession in comparison with other professions and occupations 

in Croatian society. 

Social status and role of the teacher. Social relations in the teaching process. 

Social status and rating of the teaching staff. Professional and trade union 

associations. Conflicts. Teachers of all levels of education as integral part of 

social intellectual elite. 

Teacher mobility. The teaching profession in the context of European 

integrations. 

Cindrić, M. (1995). Profesija učitelj u svijetu i u Hrvatskoj. Zagreb: Persona 

Marinković, R., Karajić, N. (Eds.). (2004). Budućnost i uloga 

nastavnika/Future and the role of teachers. Zagreb: PMF/Faculty of 

science. 

Pilić, Š., Botica, A. (2003). Ugled dvadeset zanimanja u očima učitelja. U 

Ivon, H. (Ed.). Prema kvalitetnoj školi. (79-88). Split: HPKZ. 

Pilić, Š. (2002). The Education of Teachers in a Post-Socialist Society: the 

Case of Croatia. In Sultana, R. G. (Ed.). Teacher Education in the Euro- 

Mediterranean Region. (51-68). New York, Washington, Baltimore, 

Bern, Frankfurt an Main, Berlin, Brussels, Vienna, Oxford: Peter Lang 

Publishing. 

Pilić, Š. (2000). Regrutiranje srednjoškolskih profesora u postsocijalističkoj 

Hrvatskoj. Život i škola, 46, 3, 51-64. 

Pilić, Š. (1999). Tko su prijatelji nastavnika. Školski vjesnik, 48, 1, 3-21. 

Pilić, Š. (1998). Vrednovanje odnosa nastavnik – učenik sa stajališta 

72


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

učenika. U knjizi Vrjednovanje obrazovanja. (23-35). Osijek: Pedagoški 

fakultet. 

Pilić, Š. (1996). Društveni ugled profesije učitelj. U Mihaljević-Falak, Lj. 

(Ed.). Tučepi – stogodišnjica škole. (212-225). Split: Tiskara Poljica. 

Strugar, V. (2000). Društveni ugled učitelja. Napredak, 141, 1, 26-34. 

Strugar, V. (1993). Biti učitelj. Zagreb: HPKZ. 

Ballantine, J. H. (1993). The sociology of education. Englewood Cliffs: 

Prentice-Hall. 

Cindrić, M. (1998). Pripravnici u školskom sustavu. Zagreb: Empirija. 

Levinson, L. at all. (Rfs.) (2001). Education and Sociology. In An 

Encyclopedia. Routledge Falmer. 

Pilić, Š., Lovrić, J. (2000). Profesori biologije i kemije: sociodemografska 

obilježja i proces školovanja. Školski vjesnik, 49, 1, 21-33. 

Pilić, Š. (1999). Čitalačka kultura nastavnika. Školski vjesnik, 46, 1, 17-30. 

Šporer, Ž. (1990). Sociologija profesija. Zagreb: SDH. 

Županov, J. (1995). Poslije potopa. Zagreb: Globus. 

Lectures, research-oriented seminar, project work, field work, etc. 

Competence assessment through grading of project work and other forms of 

participation in research projects. Oral examination. 

Croatian language. 

Students' evaluation, examination results analysis, results of long-term 

monitoring, exchange of experience with other universities. 

Course title Philosophy of education 


Type of course Lecture 


Year of study Second Semestar Three 

ECTS 

(Number of 


3 ECTS 

Contact hours (30 lectures) = 0.75 ECTS 


Name of lecturer Prof. Dr Berislav Žarnić 

An undergraduate teaching assistant will be engaged to help in the 

Learning 

outcomes and 

competences 

organisation of teaching as well as to help his/her fellow students. 

The competencies achieved are both general and specific. Given its 

philosophical content and methods, the course facilitates reflection, critical 

thinking and higher order thinking. Specifically, the course enables the 

student to recognize philosophical background within differing pedagogical 

73


choices, orientations and systems. The student improves skills in the logical 

analysis. 

Prerequisites Competences and skills acquired upon the completion of the first year 

graduate study programme (teacher education). Prerequisites defined by the 

Faculty Statute. 


Recommended 

reading 

The course covers the following units: (a) the relations between contemporary 

philosophy and educational theory, (b) anthropological basis of education and the 

idea of natural development in contemporary philosophy of education, Unit (a) 

covers main schools in contemporary philosophy, and reveals how the 

understanding of basic notions («man», «language», «and knowledge») shapes 

contemporary educational theories. Topic (a) comprises four thematic circles. The 

first covers «phenomenological» orientation in philosophy (historicism, 

existentialism, hermeneutics) and hermeneutical orientation in educational theory. 

The second thematic circle covers «analytical» schools in philosophy (neopositivism, 

critical rationalism) and empirical orientation in the educational theory. 

The third thematic circle covers critical theory and critical orientation in educational 

theory. The fourth thematic block examines roots of post-modern philosophy 

(psychoanalysis, structuralism), and discusses the reception of post-modern 

philosophy in educational theory. Unit (b) gives short introduction to educational 

anthropology covering: anthropological basis of education and educational import 

of the notion of natural development. 

Student must read (a) one introductory text in philosophy, (b) one text discussing 

relations between philosophy and educational theory, (c) one original text 

pertaining to philosophy of education and, if the student has no prior education in 

informal logic, (d) one introductory text in informal logic. 

(a) Introduction to philosophy 

Anzenbacher, A. (1992). Filozofija: uvod u filozofiju. Zagreb: Školska knjiga. 

Warburton, N. (1999). Filozofija: osnove. Zagreb: Kruzak. 

(b) Correlation between philosophy and education science 

Gudjons, H. (1994). Pedagogija: temeljna znanja. Zagreb: Educa. 

König, E. i Zedler, P. (2001). Teorije znanosti o odgoju. Zagreb: 

Educa. 

Lenzen, D. (2002). Vodič za studij znanosti o odgoju - što može, što 

želi. Zagreb: Educa. 

(c) Research in the philosophy of education 

Bereiter, C. (2002). Education and Mind in the Knowledge Age. 

Mahwah: Lawrence Erlbaum Associates. 

Bruner, J. (2000). Kultura obrazovanja. Zagreb: Educa. 

Čehok, I. (Ed.). (1997). Filozofija odgoja: izbor tekstova hrvatskih 

pisaca. Zagreb: Školska knjiga. 

(d) Basics of logic and logic in education 

Kovač, S. (2004). Logika. Zagreb: Hrvatska sveučilišna naklada. 

74


Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Petrović, G. (2002). Logika. Zagreb: Element. 

(e) Seminar reference books 

A variable group of selected articles and chapters. 

Ghiraldelli, P. Jr., Peters, M. A., Standish, P., Žarnić, B. (Ed.). 

Encyclopaedia of Philosophy of Education 

(http://www.philosophy-of-education.org/ENCYCLOPAEDIA). 

Hessong, R. F. i Weeks, T. H. (1987). Introduction to Education. New 

York: Macmillan Publishing Company. 

Žarnić, B. (Ed.). Filozofija odgoja: obrazovni portal 

(http://www.vusst.hr/~berislav/phed). 

Polić, M. Filozofija odgoja: elektronički priručnik 

(http://www.radionicapolic.hr/prirucnik/). 

Polić, M. (1997). Čovjek, odgoj svijet: mala filozofijsko-odgojna 

razložba. Hrvatski Leskovac: Kruzak. 

Žarnić, B. (in print). Eseji iz filozofije odgoja. Split: Visoka učiteljska škola. 

Frontal lectures, the use of multimedia. 

Oral exam 

Croatian and English language. 




Course title Media in education 





ECTS 

(Number of 


3 ECTS 



Name of lecturer Prof. Dr Stjepan Rodek 

Learning 

outcomes and 

competences 

Critical and pedagogical consideration of the role of media in contemporary 

education, as well as the development of the so-called ‘media literacy’ in 

students, which should enable them to understand and appreciate the 

mechanisms of media influence and effect upon young people. 

Prerequisites Competences and skills acquired upon the completion of the first year 

graduate study programme (teacher education). Prerequisites defined by the 

Faculty Statute. 

Course contents Definitions of basic terms: media, mass media, teaching media, pedagogy of 

the media, didactics of the media. 

Research trends in the field of media application. Evaluation research. ATI 

(Aptitude-Treatment-Interaction) research. Action research. 

75


Recommended 

reading 

Supplementary 

reading 

Teaching 

methods 

Assessment 

methods 

Language of 

instruction 

Quality 

assurance 

methods 

Media in learning and teaching: selection, function, and classification. 

Auditory, visual, and audio-visual media in education. Multimedia approach 

to education. New information and communication media. 

Theory of media effect: Traditional approach. Uses and Gratification 

Approach to media, Interactional approach, Latent consequence approach. 

Košir, M. et al.. (1999). Život s medijima - priručnik o medijskom 

odgoju za roditelje, nastavnike i učitelje. Zagreb: Doron. 

Rodek, S. (1992). Istraživački trendovi u području primjene medija - 

različiti pristupi i teorije. U Istraživanja odgoja i obrazovanja, 9, 

Zagreb: Institut za pedagogijska istraživanja. 

Trowler, P. (2002). Komunikacija i mediji. U Haralambos, M. & 

Holborn, M. (Eds.). Sociologija – teme i perspektive. Zagreb: 

Golden marketing. 

Craggs, C. E. (1992). Media Education in the Primary School. London - 

New York: Routledge. 

Dichanz, H. i Kolb, G. (1979). Unterrichtstheorie und Medienpraxis. 

Stuttgart: Ernst Klett Verlag. 

Masterman, L. (1994). Media Education in 1990's in Europe. A Teachers 

Guide, Strassbourg: Council of Europe Press. 

Postman, N. (1994). Das Verschwinden der Kindheit. Frankfurt/Mein: 

Fischer Taschenbuch Verlag. 

Rodek, S. (1986). Kompjutor i suvremena nastavna tehnologija. Zagreb: 

NIRO Školske novine. 

Rodek, S. (1988). Nove informacijske tehnologije - izazov odgoju i 

obrazovanju. Odgoj i obrazovanje na pragu 21. st. Zagreb: PKZ i Savez 

pedagoških društava Hrvatske. 

Lectures, seminars, advisory hours. Students are expected to carry out an 

independent research mini-project on media issues, either of their own 

choice or as agreed and arranged with the lecturer. 

Seminars are organized as workshops with an emphasis on the students’ 

active participation. 

Upon the completion of the course the students take an oral examination, 

where their competence is evaluated through an interview. The completed 

project quality is also subject to evaluation, as are the results thereby 

obtained. 

Croatian and German language. 

Student evaluation via questionnaires. 



76

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