English Studies

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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 repetition. Course title English syntax – comparative and formal aspects Course code HZE604 Type of course Lecture + Seminar / Advisory hours Elective course Level of course Intermediate level course Year of study First Semester One ECTS (Number of credits allocated) Name of lecturer Learning outcomes and competences Prerequisites Course contents Recommended reading Supplementary reading Teaching 3 ECTS Contact hours (15 lectures + 10 seminars + 5 advisory hours) = 0.75 credits. Student study time (67.5 hours) = 2.25 credits. Dr Adelija Čulić Viskota, senior lecturer After the completion of the course, the student is expected to understand 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
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 methods hours / Research project. Student participation is encouraged through various tasks and activities, such as: problem-solving tasks, group work, pair work, online grammar Assessment methods Language of instruction Quality assurance methods development and testing tools, etc. The assessment of student knowledge/performance will be based on the following: Continuous assessment (diagnostic tests, independent homework/project tasks, achievement tests). 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. 3. Occasional class observations and assessment by departmental colleagues. 4. Occasional open and public lectures for all students and colleagues also via life online technology (camera and microphone). 5. Recording of lectures via web/digital cam for later analysis and offline repetition. Course title Literary text and discourse Course code HZE605 Type of course Lecture + Seminar / Advisory hours Elective course Level of course Advanced level course Year of study First Semester One ECTS (Number of credits allocated) Name of lecturer Learning outcomes and competences 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 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
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