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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 with elements of contrastive analysis and Translation Methodology - Theory and Practice courses. 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: John Benjamins Publishing Company. 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. Exercise course; student participation encouraged: individual work, pair work, group work; problem-solving tasks; independent homework tasks. The assessment of student knowledge will be based on the following: Continuous assessment. Seminar papers. Exam: written. English. Student feedback via questionnaires and surveys. Lecturers responsible for the same subject area collaborate closely and monitor each other's work. Occasional class observations and appraisal by Head of Department. 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
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 Course title Course code Second Language Acquisition HZE610 Type of course Lecture + Seminar / Advisory hours Core course Level of course Intermediate level course Year of study First Semester One ECTS 4 ECTS credits (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 Oxford University Press. 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: Oxford University Press. 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
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