MA Syllabus for Fall 2010

8/9/2019 MA Syllabus for Fall 2010

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Language Courses

Translation

Lang, 25, sem, ENG, US, BAEN, BAAMDudits AndrsENG (kiegszt trzskpzs/kiegszt szakkpzs, sem), US (kiegszttrzskpzs/kiegszt szakkpzs, sem), BAEN (any course, sem), BAAM (anycourse, sem)

The purpose of the seminar is to develop the basic skills required for source textcomprehension and target text production within the framework of writtentranslation from English into Hungarian and Hungarian into English. Classdiscussions will focus on the grammatical, lexical and pragmatic difficulties andproblems translators may encounter in translating between the two languages.

Students will be expected to translate texts of a general nature (i.e. non-technicaland non-literary) at home, with their work evaluated by the instructor andanalyzed in class. Grading will be based on the formative assessment oftranslation assignments and class participation.

Interpreting 1 (Beginners)Lang, 25, sem, ENG, US, BAEN, BAAMDudits AndrsENG (kiegszt trzskpzs /kiegszt szakkpzs, sem), US (kiegszttrzskpzs/ kiegszt szakkpzs, sem), BAEN (any course, sem), BAAM (anycourse, sem)

The purpose of the seminar is to provide a general introduction to the principlesand practice of interpreting, focusing on the relevant cognitive operations andpractical techniques related to attention, source language comprehension,interlingual transfer and target language expression. The development andenhancement of the basic cognitive and presentation skills required for oralmediation will be facilitated by the performance of simple tasks in consecutive,liaison and simultaneous interpreting. Assessment will be formative in nature,with grading based on class participation.

Linguistics

Lectures

An Introduction to Systemic Functional GrammarLing, lect, 1, MAEN, all tracksBart Erzsbet

This lecture is intended to explore key areas within systemic functionallinguistics, building on the foundation laid by M.A.K. Halliday's An Introduction toFunctional Grammar (2nd Edition). The course provides a model of grammar

which analyses authentic texts in their social context. In other words, SF is alinguistic theory that takes into account the contextual dimensions of language. It


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views language as a social semiotic resource people use to accomplish theirpurposes by expressing meanings in context. The aim of the course isaccordingly both theoretical and applied. It will present a general theoreticaloutline with descriptive illustrations from English in order to develop a set of toolswhich focus on the lexical and grammatical patterns of a variety of texts fromdifferent genres and registers. The major areas of linguistic means and theirinteraction to be covered are the following three functions of language use: Therepresentation of experience, the enactment of speaker/addressee relationships,and the relation of language to the context in which it is unfolding.

The Social Uses of Language

Ling, lect, 1, MAEN, MAAMDon Peckham

This team taught lecture course covers the following topics: geographic, socialand style variation in English; multicompetence and the English spoken by native

speakers vs. nonnative speakers (including English as a lingua franca); languagepolicy and planning (the spread of English, the European Union); forensiclinguistics; pragmatics (its scope and methods); cross-cultural, intercultural andinterlanguage pragmatics; linguistic politeness; conversation analysis; talk ininstitutional contexts; the interdisciplinary concept of discourse; the intersectionof language, ideology and power; language use and identity formation.

Sociopragmatics (NEW)Ling, lect, 1, MAEN (AL)Suszczyska Magorzata

The course provides an up-to-date overview of sociopragmatics, defined as thesociological interface of pragmatics, which examines how social, situational andcultural norms affect performance and interpretation of communicative action.

The course addresses both theoretical issues and empirical work in the field. Thetopics include a review of speech act theory and Gricean pragmatics,sociopragmatic variation within and across cultures, pragmatic competence andSLA, pragmatics and feminism, and research methods in sociopragmatics.

Topics:1. Defining pragmatics2. Speech act theory3. Gricean pragmatics4. Linguistic politeness: models

5. Sociopragmatics: definition and scope6. Research methods in sociopragmatics7. Sociopragmatic variation: speech act realization8. Sociopragmatic variation: conversational organization9. Sociopragmatic variation: politeness10.Sociopragmatics and gender11.Interlanguage pragmatics and SLA12.Pragmatics in language teaching

Sociolinguistics (NEW)Ling, lect, 1-2, MAEN

Szab Gilinger EszterMAEN: EAL szakirny (ANG-MA-AL3 Sociolinguistics)


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proliferation of grammatical theories (generative semantics, Lexical-functionalgrammar, head-driven phrase structure grammar, etc.). Principles andparameters theory, minimalist program. Applications of grammatical/linguistictheories: psycholinguistics, neurolinguistics, cognitive science, languagetechnology. The rise of generative phonology and its subsequent trends.Chomsky and Halle's Sound pattern of English, lexical, autosegmental, metricalphonologies, optimality theory. The effect of Frege's ideas and the philosophy oflanguage on (linguistic) semantics, the Cambridge philosophers (Moore, Russell,Wittgenstein). The Oxford school of 'ordinary language philosophy' (Austin, Ryle,Grice). Fundamentals of formal semantics. Problems and trends in cognitivesemantics. Exam: written exam (sample exam sheet made available duringterm).Schedule1. Saussure, structuralism, (linguistic) semiotics.2. Descriptive linguistics in the USA (Bloomfield, Harris, Hockett).3. Sapir, Whorf, linguistic relativism.4. Chomsky and the influence ofSyntactic structures.

5. The first mentalistic period of generative grammar and its aftermath.6. The proliferation of grammatical theories (generative semantics, Lexical-functional grammar, head-driven phrase structure grammar, etc.).7. Principles and parameters theory, minimalist program.8. Applications of grammatical/linguistic theories: psycholinguistics.9. Applications of grammatical/linguistic theories: neurolinguistics, cognitivescience.10. Applications of grammatical/linguistic theories: language technology.11. The rise of generative phonology and its subsequent trends. Chomsky andHalle's Sound pattern of English.12. Lexical, autosegmental, metrical phonologies, optimality theory.13. The effect of Frege's ideas and the philosophy of language on (linguistic)

semantics, the Cambridge philosophers (Moore, Russell, Wittgenstein).14. The Oxford school of 'ordinary language philosophy' (Austin, Ryle, Grice).15. Fundamentals of formal semantics. Problems and trends in cognitivesemantics.

Readings:Archangeli, Diana, and D. Terence Langendoen. 1997. Optimality theory: Anoverview. Blackwell, Oxford.Haegeman, Liliane, and Jacqueline Guron. 1999. English grammar. Blackwell,Oxford.Hurford, James. 1994. Grammar: A student's guide. Cambridge University Press,

Cambridge.Kenstowicz, Michael. 1994. Phonology in generative grammar. Blackwell, Oxford.Lyons, John. 1996. Linguistic semantics: An introduction, Cambridge UniversityPress, Cambridge.Newmeyer, Frederick J. 1986. Linguistic Theory in America. Academic Press,Orlando.Radford, Andrew. 2004. English syntax: An introduction. Cambridge UniversityPress, Cambridge.Seuren, Pieter A.M. 1998. Western linguistics: An historical introduction.Blackwell, Oxford.


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Seminars

Bilingualism

Ling, sem, 2, MAEN, MAAM

Fenyvesi AnnaMAEN: mindhrom szakirny (any course, seminar), MAAM (Dissenting Voices inAmerican Culture: Language, Religion, Gender, Ethnicity)

The aim of the course is to give an overview of the most important aspects ofbilingualism as a societal and individual phenomenon from a variety of points ofview: those of sociolinguistics, the sociology of language, language contact,language acquisition, and psycholinguistics. Class sessions will focus on aspectsof bilingualism regardless of the languages in question, but, wherever possible, agreater emphasis will be placed on discussing bilingual situations involvingEnglish and/or Hungarian.

Prerequisite: Social Uses of English

Language Policy in the EU and Hungary (NEW)Meth/ling, 2, sem, MATE, MAENKontra MiklsMATE (Language Policy in the EU and Hungary), MAEN (AL, any course seminar)

This seminar surveys basic issues in language policy in general, and those in theEuropean Union and Hungary in particular. Acquisition planning and the spread ofEnglish will be discussed in great detail. Grades will be based on participation inclassroom discussions and a mid-term and final essay.

Topics:

1) Ricento 2006: Language Policy: Theory and practice an introduction2) Phillipson 2003, chapter 1: The risks oflaissez faire language policies3) chapter 2: European languages: families, nations, empires, states4) chapter 3: Global trends impacting on European language policy5) chapter 4: Languages in EU institutions6) chapter 5: towards equitable communication7) chapter 6: Recommendations for action on language policies8) Grin 2006: Economic Considerations in Language Policy9) Phillipson 2008: Language policy and education in the European Union10) Sndor 2006: Nyelvtervezs, nyelvpolitika, nyelvmvels11) Brdos 2009: Tanrkpzsi kontextusok klns tekintettel az angolra12) Kontra 2009: A focihoz s a pedaggihoz mindenki rt, a nyelvhez mg a

politikus isReadingsBrdos Jen. 2009. Tanrkpzsi kontextusok klns tekintettel az angolra. In:

Frank Tibor s Kroly Krisztina, szerk.,Anglisztika s amerikanisztika:Magyar kutatsok az ezredforduln, 3349. Budapest: Tinta Knyvkiad.

Grin, Franois. 2006. Economic Considerations in Language Policy. In: Ricento,Thomas, ed.,An Introduction to Language Policy: Theory and Method, 7794.Malden, MA: Blackwell Publishing.

Kontra Mikls. 2009. A focihoz s a pedaggihoz mindenki rt, a nyelvhez mg apolitikus is. Korunk2009. mjus: 8795.

Phillipson, Robert. 2003. English-Only Europe? Challenging Language Policy.London: Routledge.

Phillipson, Robert. 2008. Language policy and education in the European Union.In: May, Stephen and Hornberger, Nancy H., eds., Language and political


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issues in education, volume 1 ofEncyclopedia of Language and Education,2nd edition, 255265. New York: Springer.

Ricento, Thomas. 2006. Language Policy: Theory and practice an introduction.In: Ricento, Thomas, ed.,An Introduction to Language Policy: Theory andMethod, 1023. Malden, MA: Blackwell Publishing.

Sndor Klra. 2006. Nyelvtervezs, nyelvpolitika, nyelvmvels. In: Kiefer Ferenc,fszerk., Magyar nyelv, 958995. Budapest: Akadmiai Kiad.

Non-linear phonology

Ling, sem, 4-5, ENG, US (Limitation: 4-5 MAT writers only)Polgrdi KrisztinaENG (Kiegszt nem nyelvi kpzs, Kiegszt szakkpzs), US (Kiegszt nemnyelvi kpzs, Kiegszt szakkpzs)

This course gives an introduction to non-linear phonology. After a brief overviewof early generative phonology, we will deal with three basic issues: (1) syllable

structure, (2) melodic representations, and (3) licensing relations. Phenomenasuch as stress, phonotactic restrictions, vowel ~ zero alternation and lenition willbe considered. Course book: Harris, J. (1994): English Sound Structure. Evaluationis based on a mid-term test, homework assignments and a seminar paper. Sincethe course is offered to students of the Theoretical Linguistics PhD Program, thelanguage of the course is Hungarian (although the readings are in English).

The Theory of SyntaxLing, sem, 4-5, ENG, USKenesei IstvnENG (Kiegszt nem nyelvi kpzs, Kiegszt szakkpzs), US (Kiegszt nemnyelvi kpzs, Kiegszt szakkpzs)

Overview and various topics in the "Principles and Parameters" Theory(Government & Binding, Minimalist Program) are discussed based on reading therelevant literature, i.e., papers and (text)books by N. Chomsky, A. Radford, D.Adger, L. Haegeman, J. Gueron, etc. The purpose of the course is to providestudents with current knowledge in syntax, enabling them to carry outindependent work.

Literature

Lectures

A 2 Theories of British and American Literature and CultureLit, hist/cult, lect, survey, 1 MAEN, MAAM, 4-5 US, ENGRozsnyai BlintMA1 Survey Lect ANAM-MA2; AMB3-22 , -11, ANGB3-11, ANGB3-311,AMB3-22, -11, EN (ANGB3-11 Literary/Cultural Theory, ANGB3-311), MAB3-311

The course introduces the students to 20th century theories of literature, literaryhistory, studies of culture, and cultural studies, with special relevance toAmerican culture and American Studies. The course focuses on the shift of


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modernist to postmodernist traditions or "paradigms" and discusses thesignificant European (Continental and British) positions which shaped Americanapproaches to culture. Finally, through the presentation of various models ofAmerican Studies as cultural studies, I hope to introduce still functional andviable procedures and tools of the trade. Grading: mid-term test -30%, finalexamination (test and essay question)--70% of course grade

The Multimediality of CultureLit, hist/cult, lect, survey, 1 MAEN (all tracks), MATE, 4-5 ENG, USSznyi Gyrgy EndreMA1 Survey lecture

Modern literary and cultural theory distinguishes two major 'turns' since thecrystallization of the humanities disciplines in the 19th century. These are the'linguistic turn' which occured in the first half of the 20th century, primarilyinspired by the concepts of Ferdinand de Saussure; and the 'pictorial or iconicturn' which emerged in the last quarter of the 20th century. The chief

theoreticians of the latter are the American W. J. T. Mitchell and the German arthistorian, Hans Belting. It is quite obvious that Anglo-American culture cannot beexamined without taking into consideration the above theoretical concerns whichthen have to be completed by case studies, applied to various media of culturalrepresentations.

The course primarily relies on the methods and achievements of classical andpostmodern iconology but also refers to semiotics and poststructuralist subject-theories on the one hand and traditional philology on the other. Topics includethe multimediality of cultural representations, image-word relations throughoutthe centuries, the reconfiguring of the text into hypertext, aestheticreception/production of visual arts (painting, photography, cinema), embodiedexperience of space, spectacularity, distinctions betweeen the unspeakable /

unimaginable / unbelievable / impossible in a post-traumatic culture, and themove towards the 'corporeal turn' and the 'museum turn'.

Histories of Womens Writing in EnglishLit, lect, survey, MAEN GendKrchy AnnaMAEN C5

Women writers from late 18th century up to the present have always beensearching for a literary tradtion of their own, and from Mary Wollstonecraft,

Elizabeth Browning, Virginia Woolf to Doris Lessing or Joanna Russ often put thequestion where their literary grandmothers are, whom they could follow and/orreject.The objective of this lecture course is to read and study the attempts andthe stages of writing feminist literary history revising the canon, and how theemergence of the second and third wave feminist literary theory supportedand/or interrogated the validity, as well as the relevance of the concept aliterature of their own. Histories of womens writing involves a study of thehistory of the images of women literary criticism, the resisiting reader criticalapproach, gynocriticism: developing a woman-centered analysis, gynesis: thehistory of the textualizing of woman, the history of criture fminineemphasizing not the gender of the writer (female), but the writing effect of thetext (feminine), as well as the histories of black and third world womens writing

in English.


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Race, Class, and Gender in English and American Literature and Culture(NEW)Lit, lect, survey, MAEN GendFedermayer vaMAEN C4, lect, survey, gender

The interlocking categories of race, class, and gender/sexuality shape ourexperiences and structure our identities. Also known as the theory ofintersectionality, this new conceptual framework seeks to expose processes ofdomination in complex ways.The lecture will address approaches to theimbrication of race, class, and gender/sexuality and examines various culturaland literary texts to show their operation. Particular attention is paid to therevisions of the cultural canons in the wake of the various social movements,such as the Civil Rights Movement, the Womens Rights Movement, theEthnic Renaissances and various Sexual Liberation movements. Requirements:attendance; written exam based on the lectures and the reading assignments inthe Reader (at JATE Press). Schedule:

1 Introduction2-3 The conceptual framework4-5 Whiteness, class, and gender6-7 Blackness, class, and gender8-9 Mixed-race, class, and gender10-11 The representation of blackness in American cinema12-13 Race, class, and gender in the New Negro Renaissance14-15 Post-race narratives and the cultural mulatto

English Renaissance Drama and Cultures of Performance (NEW)Lit, lect, MAEN Cult

Matuska gnesMAEN Cult C4, survey lecture

These lectures will provide students with a critical analysis of the majorachievements in the history of English drama before the Restoration, as well as anapparatus of theoretical and interpretive tools to be employed in the contextualunderstanding of the dramatic achievement of the early modern period. The coursewill focus on problems of interrelationships between dramatic art and the dominantcultural, political, representational discourses that informed the development ofspecific modes of dramatic expression. Special emphasis will be laid upon genre-generating factors, the logic of staging and actual forms of theatricality, the

problems in historical reconstruction, and the semiotics of social theatricality andrepresentational techniques. Early modern English drama will be understood as amode of social expression in a society of spectacle and performance, theinterpretation of which necessitates the study of traditions of iconography,emblematology, role-playing and social entertainment, as well as the generalconstituents of the epistemological crisis of the period. Key-words:representation, iconography, iconology, emblem, epistemological crisis,world models, semiotic typology of cultures, subject, subjectivity,abjection, catharsis, emblematic theater, tragedy of consciousness,essentialism, historicism, new historicism, cultural materialism,heterogeneity, self-fashioning, body, unsconscious.

Topics to be discussed:

1. Medieval, classical and popular origins of English drama. Drama as socialexpresion and literary genre. Preliminary problems in the semiotics of drama.


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2. English Renaissance drama and Elizabethan theatricality. Problems in thetypology of Renaissance culture. The logic of the emblematic theatre. Makinggreatness familiar. The "founding fathers": Kyd and Marlowe.3. Shakespeare: the undecidabilities of poetic drama. The chronicles and thecomedies.4. Shakespeare: the tragedies and the romances. Shakespeare revised: newhistoricism, deconstruction, decanonization.5. The "contemporaries" and "the decadence of the Jacobean stage."

Jonson, Chapman, Webster, Heywood, Middleton, Marston. From emblematic tophotographic theatre.Primary readingsKyd The Spanish Tragedy, Marlowe Doctor Faustus, Shakespeare Richard III, AMidsummer Night's Dream, Measure for Measure, Hamlet, King Lear, Macbeth, TheTempest,Jonson Volpone, Middleton The Revenger's Tragedy, Webster TheDuchess of Malfi, Marston The Malcontent, Middleton RowleyThe ChangelingSecondary readingsBELSEY, Catherine, 1985. The Subject of Tragedy. Identity and Difference in

Renaissance Drama. London and New York: Methuen.BERGERON, David M. (ed.) 1985. Pageantry in the Shakespearean Theater.University of Georgia Press.BRADBROOK, M.C. 1969. Themes and Conventions of Elizabethan Tragedy.Cambridge University Press.DOLLIMORE, Jonathan, 1984. Radical Tragedy. Religion, Ideology and Power in theDrama of Shakespeare and His Contemporaries. Chicago: University of ChicagoPress.DOLLIMORE, J. - & SINFIELD, A. (eds.) 1985. Political Shakespeare. Cornell UniversityPress.DRAKAKIS, John (ed.) 1992. Shakespearean Tragedy. London: Longman Limited.DRAKAKIS, John (ed.) 1985.Alternative Shakespeares. London and New York:

Methuen.FABINY, Tibor (ed.) 1984. Shakespeare and the Emblem. Studies in RenaissanceIconography and Iconology. Szeged: Attila Jzsef University.KASTAN, D.S & STALLYBRASS, P. (eds.), 1991. Staging the Renaissance.Reinterpretations of Elizabethan and Jacobean Drama. London and New York:Routledge.McALINDON, Thomas, 1986. English Renaissance Tragedy. Macmillan.WEIMANN, Robert, 1978. Shakespeare and the Popular Tradition in the Theater.Baltimore and London: The Johns Hopkins University Press.WELLS, Stanley (ed), 1986. The Cambridge Companion to ShakespeareStudies.Cambridge: Cambridge U. P.

WICKHAM, Glynne, 1963. Early English Stages. 1300 to 1600. Volume Two 1576to 1660, Part One. New York: Columbia U. P.

Seminars

Madwomen in the Attic: Women, Writing and MadnessLit, sem, MAEN Gend, Cult (any course, sem), 4-5 ENG, US, PhDKrchy AnnaMAEN C6 Gender Track Seminar, MAEN D3 Cultural Studies

Freuds 1905 case-study on Dora, the young hysteric woman peaked in the birth ofpsychoanalysis, while The Madwoman in the Attic, Gilbert and Gubars vast 1979 study


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on 19th and 20th century women writers became an ultimate reference point in genderstudies. Tracing the connections between madness (hysteria, schizophrenia, psychosis,neurosis, etc.), femininity, subjectivity, authorship and writing has been a challengingproject ever since. The course proposes to analyse literary, filmic and theoreticalrepresentations of women and madness examining the discursive construction, theengendering social surveillance, as well as the transgressive potentials of the femalemalady, focusing on the question: Is the madwoman a victim of patriarchal oppression,a silenced leaking vessel of the wandering womb or an empowering figure of femalerebellion and creativity, speaking up in an embodied, subversive voice? The material tobe discussed includes theoretical texts by S. Freud, Toril Moi, E. Bronfen, Gilbert andGubar, Cixous and Clment, Elaine Showalter, Shoshana Felman, Barbara Johnson,Alice Jardine, poems by Emily Dickinson, Adrienne Rich, Anne Sexton, Sylvia Plath,short stories by Charlotte Perkins Gilman, Joyce Carol Oates, Nathaniel Hawthorne,Charlotte BrontesJane Eyre and its rewritings (Daphne du Mauriers Rebecca, JeanRhyss Wide Sargasso Sea), Sylvia Plaths The Bell Jar, Susanna Kaysens Girl,Interrupted, Virginia Woolfs Moments of Being, Muriel Sparks The Drivers Seat,Margaret Atwoods Surfacing, a medieval treatise on witchcraft the Malleus

Maleficarum, as well as Roman Polanskis film Repulsion, and John CassavetesAWoman Under the Influence.Grading policy: participation, presentation (30%), homework booklogs (30%),final essay/test (40%)

Literature and the Semiotics of the SubjectLit, sem, MAEN Cult, Gend (any course, sem), PhDKiss AttilaMAEN D3 Gender Studies, C7 Cultural Studies

1. Objectives:Recent developments in (literary) theory and the semiotics of the speaking subject

reveal that the study of literature presupposes an understanding of how meaningemerges in the human subject through a socio-historically specific situatedness.

The theory of this positioning of the subject involves psychoanalytical, sociologicaland semiological approaches to both the macrodynamics of social discursivepractices and the microdynamics of individual meaning-production.

This course aims at introducing students into the above theoretical issues throughthe study of a representative selection of works on the theory of the subject. Wewill concentrate on the problem of interaction between text and reader, andinvestigate how they mutually produce each other in a semiotic model.2. Scheduled topics:1.The theory of the subject and the critique of the sign.

Preliminary problems in the theory of communication.2.Ideology, power-technologies and the constitution of the subject.3.Psychoanalysis, symbolization and the constitution of the subject.4.The problem of the extra-linguistic and the borderlines of meaning in literat ure:abjection and the subject-in-process.5.Problematizing the "brute materiality of the Letter": surplus, containment and ex-penditure.6.Notes towards a theory of practice.3. Grading policy:a/attendance, participation in discussions, reading journals, presentations: 40%b/Home paper (8 pages, on one of three topics to be specified later, Style Sheetshould be observed, 40% content, 10% language, 10% apparatus, to be submitted

on last Friday of classes): 60%


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Ezra Pounds Cantos (NEW)Lit, sem, MAAM, 4-5 ENG, US,Novk GyrgyAM-MA_D7 Challenges to American Literary Canon

The course will discuss The Cantos, the main work of Ezra Pound, one of the mostimportant and influential figures of 20th-century American literature. The aim ofthe course is to show how The Cantos embodied most of what Pound regarded asimportant to express in literature - as well as the way he viewed the role/positionoflitterati in the 20th century, along with the pitfalls, economic, political,aesthetic and other, that he failed to avoid. List of topics to be covered: The longpoem (in American literature); The Cantos, Ulysses, and The Waste Land; Quest,picaresque, going home; Metamorphoses; Creating Paradise; Ching ming tochung; The end thats missing. Required readings will include Kenner, Hugh:The Pound Era. University of California Press: Berkeley, 1971. Surette, Leon:Pound in Purgatory. From Economic Radicalism to Anti-Semitism. University of

Illinois Press: Urbana, 1999.

American Travel Writing (NEW)Lit, hist/cult, sem, MAAM, 4-5 ENG, USKovcs gnes Zsfia

The Rhetoric of American LiteratureAMMA 15. sor: AM-MA-D64-5 AM EN: AMB3-21, AMB3-312 ANGB3-21, ANB3-312

Travel writing has always been intimately linked with the construction of nationalidentity. Occupying the space between fact and fiction, it exposes culturalproblems and reveals the changing desires and anxieties of both the traveler and

the reading public. The objective of the course is twofold: both to explore thefunction of travel writing as a means of constructing a national identity in generaland to focus on American examples of this process in particular. The coursetraces the journeys taken by American travel writers from the pre-revolutionaryperiod right up to the present. We are going to examine a wide range ofresponses to the problems posed by landscapes found both at home and abroad,from the Mississippi and the Southwest to Europe and the Holy Land.Requirements and evaluation: journals = 40%, final = 60%, Grading: 0-50=1, 51-65=2, 66-76=3, 77-89=4, 90-100=5

Topics

1. Travel writing and the definition and formulation of national identity.

2. The American landscape: from NYC to the Niagara. Thoreau, Hawthorne,James

3. The Mississippi, Mark Twain, Huck Finn, Life on the Mississippi.

4. The Southwest; Jack Kerouac, On the Road.

5. Americans Abroad: Europe before the Civil War, Henry Adams

6. Europe from H. James to the present 1. Mark Twain Innocents Abroad,

7. Europe from James to the present 2. Henry Miller, The Tropic of Cancer

8. Holy Land, Hannah Arendt, Eichman in Jerusalem. Saul Bellow, ToJerusalem.


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9. Latin America; John Steinbeck, The Sea of Cortez.

10. Social Scenes: African-American travel writing, Richard Wright, W.E.B.DiBois

11.Travel writing by American women 1. Jamaica Kincaid, A Small Place.

12.Travel Writing by American Women 2. Maya Angelou. All Gods Children.

Optional reading list

Hulme, Peter and Tim Youngs, eds. The Cambridge Companion to Travel Writing.C. CUP, 2002.

Bendix, Alfred and Judith Hamera, eds. The Cambridge Companion to AmericanTravel Writing. C: CUP, 2009.

Pratt, Marie Louise. Imperial Eyes: Travel Writing and Transculturation. London:Routledge, 2003 (1992)

Todorov, Tzvetan. The Conquest of America. The Question of the Other.Tr.Richard Howard. New York: HarperCollins, 1984.

History/Culture

Lectures

Theories of British and American Literature and CultureHist/cult, lect, 1 MAEN, MAAM

Rozsnyai Blint

The course introduces the students to 20th century theories of literature, literary history,studies of culture, and cultural studies, with special relevance to American culture andAmerican Studies. The course focuses on the shift of modernist to postmodernist traditions orparadigms and discusses the significant European (Continental and British) positions whichshaped American approaches to culture. Finally, through the presentation of various modelsof American Studies as cultural studies, I hope to introduce still functional and viable

procedures and tools of the trade. Grading: mid-term test 30%, final examination (test andessay question)70% of course grade

Colonies to Empire through Transatlantic DimensionsHist/cult, lect, survey, 1, MAAM, 4-5 ENG, USVajda ZoltnAM-MA-A1 U.S. History

The aim of the course is to survey major issues in the development of American history fromcolonial times to the twenty-first century in order to show how, rooted in colonial traditions,originally imported from the old country but developed in the new world, the USA becamethe sole superpower by the beginning of the twenty-first century. Particular emphasis is laidon the causes, course and consequences/results of the American revolution, the making of theConstitution, the thrust of modernity in the nineteenth century as well as the economic and

social development of the USA in the twentieth that launched it as a superpower. The courseconcludes with a written examination.


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American Cultural Studies

Hist/cult, lect, survey, MAAM, 4-5 ENG, USFedermayer EvaAMB3-11, Lit/cult theory, ANGB3-11

The objective of this course is to give a handle on some of the most excitingissues of contemporary American Cultural Studies inflected by recentdevelopments in this multidisciplinary project. We start with charting the territoryof American studies signposted by its institutional framework and conceptualgrounds, then we proceed to explore its recent affiliations with green studies,dance studies, musicology, and critical race studies. The lecture also seeks toprovide students with a basic tool kit to integrate electronic resources into theirstudy of ACS. The course ends with a sample exam to make sure studentsunderstand the requirements and organize their final preparations accordingly.

Requirements: regular attendance, midterm and final exam (written) based onthe readings and the lectures.Readings: Reader to be deposited at the library.

Gendering Theory, Theories of Gender

Hist/cult, lect, survey, 1 MAEN, all tracks, 4-5 ENG, USBart Erzsbet

The lecture is designed to advance a dialogue about the implications of the various academictheorizations of the categories of sex, gender, and sexuality from the 1970s to the beginningof the 21st century in literary criticism, cultural studies and linguistics. Based on the criticalreadings of both classic and recent texts, we shall explore the insights and subversive potentialwe can gain from gender, the key concept of feminism/s and that of sexuality developed

by radical feminism and the 1990s generation of queer theory. Our ultimate aim is to gobeyond the unproductive polarization between social historical versus cultural materialistapproaches to culture, literature, and language use. This means that we are neither takingwomen as a pre-given social group/category that is straightforwardly taken to be comparablewith its cultural images, representations. Nor are we going to accept the introduction offemininity in its stead that hinges on contingent sexual difference. Instead, the course ishoped to seek a more integrative account of the complex hegemonic relations between genderand sexuality, destabilizing the (theoretically) assumed reductive continuities betweenanatomical sex, social gender, gender identity, sexual practice, sexual desire, and sexual

identity as well as its allegedly infinite dis-embodied playful act of performances. As a result,we shall not slide from a falsely universalistic woman (social essentialism) to a falselyindividualised feminine identity (cultural essentialism) but argue for gender and sexualityrelations to be integral to the formation of the cultural filed, including the understanding ofthe most relevant conceptual terms, such as authorship, modernism, the distinction betweenhigh and popular culture, co-operative and competitive language strategies.

The Rise of Popular Culture

Hist/cult, lect, 2 MAEN Cult, 4-5 ENG, USBart ErzsbetThe Rise of Popular Culture


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This course introduces the diversity of approaches to the study of popular culture. It offers anawareness of cultural studies as a discipline in its own right, and contrasts this with otherapproaches drawn from different disciplinary foundations. It explores how different

backgrounds and methodologies change our notions of what popular, mass, folk, andsubculture versus high culture, arts should consist of as well as the various political

implications of such distinctions. At the same time we shall also address the issues of popularculture as post-modern culture and as globalization, with a particular focus on further internaldifferentiations of popular versus unpopular form of cultural production. By the end of thecourse students should develop an awareness of different theoretical approaches to (theinvention of) popular culture, namely the changes in the various intellectual discourses thatarticulate the distinctions. At the same time students will also acquire the ability to evaluateand analyze texts critically in relation to their social embeddedness, and to identify the keyconcerns in the debates around the emerging range of meanings of popular culture and theirordinary audiences.

Digital Theory: The Language of New Media

Cult/hist, lect, survey, 1, MAAM, 2 MAAM, 4-5 US, ENGDragon Zoltn06. Visual representations: American arts and media (MAAM); MAAM 2: any course,lecture, Kiegszt nem nyelvi kpzs (incl. MAT-rel.) AMB3-2 ill. ANGB3-2

The aim of this course is to analyze the language of new media by placing it within the historyof modern visual and media cultures. What are the ways in which new media relies on oldercultural forms and languages and what are the ways in which it breaks with them? What isunique about how new media objects create the illusion of reality, address the viewer, andrepresent space and time? How do conventions and techniques of old mediasuch as therectangular frame, mobile viewpoint and montageoperate in new media? If we are toconstruct an archeology which will connect new computer-based techniques of media creationwith previous techniques of representation and simulation, where should we locate theessential historical breaks? To answer these questions, we will look at several areas of newmedia: Websites, virtual worlds, VR, multimedia, computer games, interactive installations,computer animation, digital video, cinema, and human-computer interfaces.

Seminars

Cultural Poetics of AmericaHist/cult, sem, 2 MAAM, 4-5 ENG, USCristian Rka M.American Culture in Historical Context - AM-MA-D2, AMB3-2

The course aims to present the connections between the field(s) of cultural studies and theAmerican experience; targets to examine the tensions that exist within the multifaceted andmulti-cultural mix of American life and facilitates glimpses into complex contexts that bestdescribe the discourses of America. The tools for introspection include academic essays aboutglobal and local culture, objects of everyday use and art making, kitsch and commerce,

politics and identity, representations of personal histories and cultures, of relationshipsperceived in the designs and forms of different sets of artefacts, and the way they relate to

organizing principles that tie a whole society together, and how, over time and individualresponses, these shift. During the semester we will1) develop interdisciplinary research skillsin the domain of American studies; 2) understand how seemingly unimportant cultural


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changes of everyday life can be used as tools in the academic interpretation of a given cultureas such; 3) evaluate and synthesize popular culture within American studies 4) utilize theacquired research skills in preparing and presenting an individual research paper on one of thetopics commonly agreed with the course tutor.Classes will be a combination of presentations,discussions and team-work. Grading: 20% participation, 30% presentation, 50% final paper

10-12 pages long. Primary readings: Neil Campbell and Alasdair Kean American CulturalStudies. An Introduction to American Culture (Routledge: New York, 1997), Rob Kroes IfYouve Seen One, Youve Seen the Mall. Europeans and American Mass Culture (U ofIllinois P, Urbana and Chicago, 1996), Jean Baudrillard Amerika, Ford. Ttfalusi gnes(Magvet: Budapest, 1996), Stephen Fry in America (BBC 6 series, 2008).

The Iconology of American PaintingHist/cult, sem, MAAM, 4-5 ENG, USAnnus IrenMAAM 12. sor (Am Arts and Their Contexts), ENG, US (kiegeszito nem nyelvikepzes), AMB3-23 (research methods in Am Studies)

Rooted in the iconological tradition of Panofsky and Mitchell, the course pursues: (1) theboundaries of reading pieces of American painting, both public and domestic within thecontext of contemporary American cultural and social milieu; and (2) the possible relations towritten pieces by American authors, with the purpose of deepening our understanding of

possible social, cultural and political realities out of which these pieces have emerged as wellas the realities they may attempt to convey to the reader.

Film Noir and the American FilmCult/hist, sem, 2 MAAM, 4-5 US, ENGDragon Zoltn

13. American Film Arts and the Media (MAAM); Kiegszt nem nyelvi kpzs(incl. MAT-rel.) AMB3-2 ill. ANGB3-2;

Paris, summer of 1946: a moment that marks an important event in film history, for this wasthe summer when, after the hiatus of World War II, French moviegoers were again given thechance to see films from Hollywood. The films they could then see (The Maltese Falcon and

Double Indemnity among them) prompted the naming and theorization of a new phenomenon:film noir. The course offers an insight into the still ongoing critical and theoretical debates onfilm noir: whether it is a genre or a cycle, or none at all; the re-emergence ofnoirin recentyears primarily in hybrid forms merging it with science fiction and horror; or the somewhatlethal relation between the sexes, the roles and cultural background of the hard-boiled

detective and thefemme fatale. The preliminary list of films tries to cover the wide range ofissues:Double Indemnity, The Maltese Falcon, The Postman Always Rings Twice,BladeRunner, andFemme Fatale.

Advanced Research Methods

Hist/cult, sem, 2, MAEN (all tracks)Bart Erzsbet

This seminar prepares students to learn about the major ways and most recent developmentsof doing qualitative research methods in culture studies, as well as applied linguistics andgender studies. The course will be focused on interdisciplinary approaches organized around

three thematic issues: methods, self-reflection, and theoretical and conceptual exploration.The students will read sample researches and self-reflections on the research procedure by top


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names in the chosen field of research to help students learn how to develop their ownmethodology in response to the need of the changing design of their projects. They will beasked to reflect on their own research projects regarding the questions of how toconceptualize the problem and its consequences for selecting and approaching data, sortingand coding, the ways of reading for emphasis, details and gaps, as well as presenting and

interpreting the results of analysis. Finally, we shall address questions of internal andexternal validity in qualitative approaches where the analysis is concerned with meaningandthe complex textually mediated process of its production.

Research Methods in the Information Society (NEW)

Cult/lit, sem, MAEN (all tracks)

Pter Rbert

This seminar prepares students to learn quantitative and qualitative research methods in

culture studies, literary studies as well as applied linguistics and gender studies. As far asquantitative methods are concerned, students will be introduced to statistical thinking. Thecourse is designed to assist young researchers in applying the proper statistical procedure totheir data and reporting results in a professional manner consistent with commonly accepted

practice. They will study SPSS examples, learning about how to plan a study, prepare data foranalysis in SPSS, perform the analysis, and interpret the SPSS output.It will also offer interdisciplinary qualitative methods organized around three thematic issues:methodology, epistemological reflection, and theoretical and conceptual exploration. Theywill also read sample researches and reflections on the research procedure by top names in thechosen field of research to help them learn how to develop their own methodology in responseto the need of their changing design. They will also be offered an expanded list of suggestedreadings, arranged thematically within their chosen framework of research, including relevantwebsites and electronic databases.Reading:Bercovitch, Sacvan. The Problem of Idelogy in a Time of Dissensus The Rites of Assent:

Transformation in the Symbolic Construction of America. New York & London:Routledge, 1993. 353-376.

Berry, Ralph. The Research Project. London: Routledge, 2001 (1966).Bollobs, Enik. Dangerous Liaisons: Politics and Epistemology in Post-Cold War

American Studies.American Quarterly 54(Dec. 2002): 4. 563-579.Clandinin, Jean. Handbook of Narrative Inquiry: Mapping a Methodology. London: Sage.

2006.Eco, Umberto.Hogyan rjunk szakdolgozatot? Budapest: Gondolat, 1994.Federmayer, va. American Studies in Hungary EJAS 2006 (Online) Available:

http://ejas.revues.org/document451.html , access: 06 June, 2006.Ickstadt, Heinz. American Studies in the Age of GlobalizationAmerican Quarterly 54(Dec.

2002): 4. 542-562.Maynard, Mary and June Purvis (eds.) Researching Womens Lives from a Feminist

Perspective. London: Taylor and Francis. 1994.Reinard, C. John. Communication Research Statistics. London: Sage.Seale, Clive (ed.) 1998. researching Society and Culture. London: Sage.Stanczak, C. Gregory. Visual Research Methods Image, Society, and Representation. London:

Sage. 2006.
http://ejas.revues.org/document451.htmlhttp://ejas.revues.org/document451.htmlhttp://ejas.revues.org/document451.html


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MATE

Lectures

The Multimediality of CultureLit, lect, 1, MAEN, MATE, 4-5, ENG, USSznyi-Gyrgy Endre

Modern literary and cultural theory distinguishes two major 'turns' since thecrystallization of the humanities disciplines in the 19th century. These are the'linguistic turn' which occurred in the first half of the 20th century, primarilyinspired by the concepts of Ferdinand de Saussure; and the 'pictorial or iconicturn' which emerged in the last quarter of the 20th century. The chieftheoreticians of the latter are the American W. J. T. Mitchell and the German art

historian, Hans Belting. It is quite obvious that Anglo-American culture cannot beexamined without taking into consideration the above theoretical concerns whichthen have to be completed by case studies, applied to various media of culturalrepresentations.

The course primarily relies on the methods and achievements of classical andpostmodern iconology but also refers to semiotics and poststructuralist subject-theories on the one hand and traditional philology on the other. Topics includethe multimediality of cultural representations, image-word relations throughoutthe centuries, the reconfiguring of the text into hypertext, aestheticreception/production of visual arts (painting, photography, cinema), embodiedexperience of space, spectacularity, distinctions between the unspeakable /unimaginable / unbelievable / impossible in a post-traumatic culture, and themove towards the 'corporeal turn' and the 'museum turn'.

Seminars

English Phonetics and Phonology for TeachersMeth, sem, 1, MATEKontra Mikls

The aim of the course is to familiarise students with regional, social and stylisticvarieties of English regarding phonetics/pronunciation, to enable them to transfer

these issues as the minimum requirements into their language classes; topresent the successful and less successful phonetic/pronunciation characteristicsof communicating in English; in addition, to deal with typical language learningand language use problems of Hungarian learners of English. The course isassessed on the basis of homework assignments, as well as presentations, basedon small-scale empirical research, preparation for and participation in class.

English Grammar for TeachersMeth, sem, 1, MATEPlos Ildik

The main aim of the course is to examine English grammar from a languagelearning and teaching perspective. In order to realise this aim, English morpho-syntax, basic phonology and pragmatics, and relevant classroom processes will


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be in the centre of attention. The course provides opportunities for teachertrainees to consider different practical and concrete ways of possible applicationof their grammatical knowledge in the classroom. The course focuses onencouraging students to look at grammar from socio-communicative perspective.

The course is assessed on the basis of weekly assignments related to grammarteaching, two grammatical proficiency tests, and a presentation of a paper in thefield of teaching grammar.

Language Policy in the EU and Hungary (NEW)Meth, sem, 2 MATE, ling, 2 MAEN (any course seminar, AL)Kontra Mikls

This seminar surveys basic issues in language policy in general, and those in theEuropean Union and Hungary in particular. Acquisition planning and the spread ofEnglish will be discussed in great detail. Grades will be based on participation inclassroom discussions and a mid-term and final essay.

Topics:

1) Ricento 2006: Language Policy: Theory and practice an introduction2) Phillipson 2003, chapter 1: The risks oflaissez faire language policies3) chapter 2: European languages: families, nations, empires, states4) chapter 3: Global trends impacting on European language policy5) chapter 4: Languages in EU institutions6) chapter 5: towards equitable communication7) chapter 6: Recommendations for action on language policies8) Grin 2006: Economic Considerations in Language Policy9) Phillipson 2008: Language policy and education in the European Union10) Sndor 2006: Nyelvtervezs, nyelvpolitika, nyelvmvels11) Brdos 2009: Tanrkpzsi kontextusok klns tekintettel az angolra12) Kontra 2009: A focihoz s a pedaggihoz mindenki rt, a nyelvhez mg a

politikus isReadingsBrdos Jen. 2009. Tanrkpzsi kontextusok klns tekintettel az angolra. In:

Frank Tibor s Kroly Krisztina, szerk., Anglisztika s amerikanisztika:Magyar kutatsok az ezredforduln, 3349. Budapest: Tinta Knyvkiad.

Grin, Franois. 2006. Economic Considerations in Language Policy. In: Ricento,Thomas, ed.,An Introduction to Language Policy: Theory and Method, 7794.Malden, MA: Blackwell Publishing.

Kontra Mikls. 2009. A focihoz s a pedaggihoz mindenki rt, a nyelvhez mg apolitikus is. Korunk2009. mjus: 8795.

Phillipson, Robert. 2003. English-Only Europe? Challenging Language Policy.

London: Routledge.Phillipson, Robert. 2008. Language policy and education in the European Union.In: May, Stephen and Hornberger, Nancy H., eds., Language and politicalissues in education, volume 1 ofEncyclopedia of Language and Education,2nd edition, 255265. New York: Springer.

Ricento, Thomas. 2006. Language Policy: Theory and practice an introduction.In: Ricento, Thomas, ed., An Introduction to Language Policy: Theory andMethod, 1023. Malden, MA: Blackwell Publishing.

Sndor Klra. 2006. Nyelvtervezs, nyelvpolitika, nyelvmvels. In: Kiefer Ferenc,fszerk., Magyar nyelv, 958995. Budapest: Akadmiai Kiad.

English language teaching methodology 2: Skills and practices

Meth, sem, 1 MATE, 3-4 ENG, USBukta Katalin


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The course is the second part of the methodology training and will cover the fourskill areas (listening, speaking, reading and writing), dealing with errors, testingand lesson planning. Some current coursebooks and set reading passages will bediscussed and evaluated. A variety of teaching modes will be employed: minilectures, peer observations, pair- and groupwork, problem solving, discoverylearning, loop-input, etc. The course will be assessed on the basis of classperformance and assignments at the end of the semester.

Vocabulary Acquisition for Teachers

Meth, sem, 1-2 MATEDor KatalinMATE any course sem

This course in the English teacher training MA program recognizes the centralrole that lexical knowledge plays in the communicative competence and in the

acquisition of a second language. The course provides a comprehensive overviewof the role of vocabulary in language learning, language teaching, language useand language testing. The topics discussed will include: aspects of knowing aword, vocabulary in discourse, the role of vocabulary in reading, writing, listeningand speaking, implicit and explicit learning, vocabulary learning strategies,vocabulary teaching, assessment of vocabulary knowledge and vocabularybuilding materials. The course will also highlight the importance of learners firstlanguage, age, motivation and overall language proficiency in lexical acquisition.

These issues will help students to, on the one hand, understand how they canimprove their own language competence, and, on the other hand, to preparethem for the application of research tools and existing written and onlinematerials to their own classroom teaching, testing and material design.

Language Testing (Methodology Option)Meth, sem 1 MATE, 3, 4-5, ENG, USBukta KatalinMATE any course sem

The course focuses on testing in ELT classes and aims at familiarizing teachertraineeswith the basic theories in language testing. In addition, test construction andevaluation techniques will be presented. Bearing in mind communicativelanguage teaching, testing is based on the four skills: reading, writing, speaking

and listening. Testing vocabulary and grammar will also be included. The currentstate of art in language testing in Hungary will also be discussed.

Old MATE

Seminars

English language teaching methodology 1: Theories and practicesMeth, sem, 3-4, ENG, USBukta Katalin


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The course is the first part of a two-semester course, and will deal with thefollowing issues of teaching English: language teaching methods and approaches,teacher and student roles, classroom observation, classroom management,teaching vocabulary. A variety of teaching modes be employed: presentations,pair and groupwork, discovery learning, etc. The course will be assessed on thebasis of homework assignments, as well as preparation for and participation inclass.

Culture in ELT (Methodology Option)Meth, sem, 3, 4-5, ENG, US,

Tpain Balla gnes

When teaching English as a foreign language it is important to supplementlanguage learning with information about the culture of English-speakingcountries. For the purposes of this course culture means knowledge about theeveryday life of people, as well as their history, and art. This course has a dual

aim: while expanding Ss knowledge about cultural topics, learning how toprepare and teach culture-related materials for the ELT classroom. The proposedtopics include: Arts; Technical Innovations, Scientists, Researchers; History,Politics, Legal System (Parties, Elections, Royal Family, etc.); Geography, Climate;Sights; Holidays; Miscellaneous (Sports, Educational system, Dialects, etc.)

Differentiated Learning and Cooperative Techniques ((MethodologyOption)Meth, sem, 3, 4-5, ENG, US,Plos Ildik

The course aims to explore the hot issue of differences among learners from a

number perspectives and to give practical ideas regarding how we can tailorour teaching to suit these differences ie. make our teaching asindividualized as possible. The course also gives an introduction tocooperative learning, as well as practice in some basic techniques that canbe employed to make our learners work cooperatively in this highlyindividualistic culture we live in.

MATELev

Lectures

The Multimediality of CultureMeth. lect. MATElev

Modern literary and cultural theory distinguishes two major "turns" since thecrystallization of the humanities disciplines in the 19 th century. These are the"linguistic turn" which occurred in the first half of the 20 th century, primarilyinspired by the concepts of Ferdinand de Saussure, and the "pictorial or iconicturn" which emerged in the last quarter of the 20th century. The chieftheoreticians of the latter are the American W. J. T. Mitchell and the German art

historian, Hans Belting. It is obvious that Anglo-American culture cannot beexamined without taking into consideration the above theoretical concerns,


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which then have to be completed by case studies, applied to various media ofcultural representations. The course primarily relies on the methods andachievements of classical and postmodern iconology but also refers to semioticsand poststructuralist subject-theories on the one hand and traditional philologyon the other. Topics include the multimediality of cultural representations, image-word relations throughout the centuries, concluding with such up-to-datephenomena as film, hypertext, and computer applications.

Second Language AcquisitionMeth. lect. MATElev

This course will consider topics in second language acquisition, which are ofinterest to teachers of English. The focus will be on the learners, their language,the internal processes, which affect acquisition, and effects of instruction. Indoing this, a variety of topics will be touched on including: the effect of previouslylearned languages on the learning of additional languages; interaction and input;cognitive process and language learning; individual differences including the

effects of age and learning strategies on language learning; and questions ofwhat constitutes possible and best classroom practices in general.

Discourse as an Interdisciplinary ConceptMeth. lect. MATElev

The concept of discourse plays an increasingly significant role in contemporary socialsciences and humanities. The lecture aims to explain the prominence of the concept andexplore the difference its introduction makes instead of deploying language and/or text as if asynonym. As for the trajectory of the changes to the concept, we shall address its shift from anarrow, structuralist account to the post-structuralist, and post-Marxist critical approaches that

draw on Foucaults model. At the same time, students will be introduced to sample analysesfrom the different scientific fields in order to make them see that no attempt at actualdiscourse analysis should take discourse as given but provide supporting linguistic/textualcategories of analysis and arguments for the particular labelling of the discourses in question,including those of the analyst. The ultimate aim is to find ways of establishing thespecificities of the text/context articulations that make up various orders of discourse anygiven text draws on.

Seminars

English language teaching methodology 1: Theories and principlesMeth. sem. MATElev

The course is the first part of a two-semester course, and will deal with thefollowing issues of teaching English: language teaching methods and approaches,teacher and student roles, classroom observation, classroom management,teaching vocabulary. A variety of teaching modes be employed: presentations,pair and groupwork, discovery learning, etc. The course will be assessed on thebasis of homework assignments, as well as preparation for and participation inclass.

English language teaching methodology 2: Skills and practices

Meth. sem. MATElev


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The course is the second part of the methodology training and will cover the fourskill areas (listening, speaking, reading and writing), dealing with errors, testingand lesson planning. Some current coursebooks and set reading passages will bediscussed and evaluated. A variety of teaching modes will be employed: minilectures, peer observations, pair- and groupwork, problem solving, discoverylearning, loop-input, etc. The course will be assessed on the basis of classperformance and assignments at the end of the semester.

Classroom practices in focusMeth. sem. MATElev

The course aims to address a number of practical issues of teaching English as aforeign language in a variety of scenarios, to various learner populations. Aninitial suggested agenda includes the following topics: differentiated learning, theage factor in language teaching, discipline, homework, the role of practice inlanguage teaching, cooperative techniques and materials evaluation - but thecourse proceeds on a 'process syllabus' basis, i.e with participants negotiating

and agreeing on the list of the most urgent issues to discuss.

Language proficiency for teachersMeth. sem. MATElev

This advanced level language course for intending English teachers has twoprincipal aims:

To provide high level practice as preparation for taking advancedpublic language exams;

To enable trainees to use correct and appropriate language inclassroom interactions.

Advanced level students generally reach a language-learning plateau at whichpoint they feel that no further discernible progress is possible and that anyremaining errors in their language use are by this point fossilized. This course willchallenge that view and, by using a variety of diagnostic tools, enable theparticipants to measure and analyse their current abilities and deficiencies in thefour language skills areas, vocabulary knowledge, grammar and pronunciation.On the basis of this initial assessment, participants will agree with course leaderson an individual programme of self-study to address their major areas ofweakness. In- class tasks will concentrate on vocabulary-building throughextensive reading; listening and speaking practice through the use of authenticrecordings from the mass media and the use of proficiency practice tests. Inaddition, participants will be given practice in delivering classroom instructions

and explanations using age- and level-appropriate language. Assessment will beby means of a final C-1 level language test.

Vocabulary Acquisition for Teachers

Meth. sem. MATElev

This course in the English teacher training MA program recognizes the centralrole that lexical knowledge plays in the communicative competence and in theacquisition of a second language. The course provides a comprehensive overviewof the role of vocabulary in language learning, language teaching, language useand language testing. The topics discussed will include: aspects of knowing aword, vocabulary in discourse, the role of vocabulary in reading, writing, listeningand speaking, implicit and explicit learning, vocabulary learning strategies,


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vocabulary teaching, assessment of vocabulary knowledge and vocabularybuilding materials. The course will also highlight the importance of learners firstlanguage, age, motivation and overall language proficiency in lexical acquisition.

These issues will help students to, on the one hand, understand how they canimprove their own language competence, and, on the other hand, to preparethem for the application of research tools and existing written and onlinematerials to their own classroom teaching, testing and material design.

English Phonetics and Phonology for TeachersMeth. sem. MATElev

The aim of the course is to familiarise students with regional, social and stylisticvarieties of English regarding phonetics/pronunciation, to enable them to transferthese issues as the minimum requirements into their language classes; topresent the successful and less successful phonetic/pronunciation characteristicsof communicating in English; in addition, to deal with typical language learningand language use problems of Hungarian learners of English. The course is

assessed on the basis of homework assignments, as well as presentations, basedon small-scale empirical research, preparation for and participation in class.

English Grammar for TeachersMeth. sem. MATElev

The main aim of the course is to examine English grammar from a languagelearning and teaching perspective. In order to realise this aim, English morpho-syntax, basic phonology and pragmatics, and relevant classroom processes willbe in the centre of attention. The course provides opportunities for teachertrainees to consider different practical and concrete ways of possible applicationof their grammatical knowledge in the classroom. The course focuses on

encouraging students to look at grammar from socio-communicative perspective.The course is assessed on the basis of weekly assignments related to grammarteaching, two grammatical proficiency tests, and a presentation of a paper in thefield of teaching grammar.

Language Policy in the EU and HungaryMeth. sem. MATElev

This seminar surveys basic issues in language policy in general, and those in theEuropean Union and Hungary in particular. Acquisition planning and the spread of

English will be discussed in great detail. Grades will be based on participation inclassroom discussions and a mid-term and final essay.Topics:1) Ricento 2006: Language Policy: Theory and practice an introduction2) Phillipson 2003, chapter 1: The risks oflaissez faire language policies3) chapter 2: European languages: families, nations, empires, states4) chapter 3: Global trends impacting on European language policy5) chapter 4: Languages in EU institutions6) chapter 5: towards equitable communication7) chapter 6: Recommendations for action on language policies8) Grin 2006: Economic Considerations in Language Policy9) Phillipson 2008: Language policy and education in the European Union

10) Sndor 2006: Nyelvtervezs, nyelvpolitika, nyelvmvels11) Brdos 2009: Tanrkpzsi kontextusok klns tekintettel az angolra


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12) Kontra 2009: A focihoz s a pedaggihoz mindenki rt, a nyelvhez mg apolitikus is

Aspects of contemporary British literature and cultureMeth. sem. MATElev

This seminar course will take as its starting point the problematic notion ofBritishness and consider the issue of multiple and overlapping identities in amodern multicultural state. Wherever possible, parallels will be drawn withHungary and Hungarian cultural identity. Each week of the course will have aspecific thematic focus that will be addressed by means of mini-lectures andpresentations, and discussions based on TV and video clips and printed handouts.

Themes to be considered will include the following: What is British-ness? The sum of English-ness, Welsh-ness, Scottish-ness

and Northern(?)-Irishness (whatever they are), or more, or less? Markers of identity: class; region; education; occupation; race; religion;

income. The Establishment. From the British Empire to multicultural Britain. Music, fashion and youth sub-cultures. The place of high culture: the plastic arts; opera; ballet; theatre. From angry young men to chick lit: post-war British fiction. The British sense of humour. Eating and drinking in Britain. Demography and democracy: two nations in one? The language and languages of Britain. The power of the press. An Englishmans home A nation of TV watchers. The British year: events; celebrations; commemoration. The sporting life of Britain. Britain and Europe; Britain and America; Britain in the world.

Assessment will be by means of one substantial piece of writing on any aspect ofthe course. It will include guidelines for the incorporation of that element ofBritish culture into an English language teaching course in Hungary.

Current Approaches to North American CultureMeth. sem. MATElev

This course will focus on the issues of using North American cultural topics inEnglish as a foreign language classes in Hungary and will be centered aroundthree general areas. First, we will look at how culture can be seen as a set ofproducts and practices. Second, we will explore possibilities for classroomactivities based on this approach. And third, we will investigate how specifictopics can be brought to the classroom for purposes such as motivating studentsthrough the use of authentic language and topics, developing multiculturalunderstanding, and the learning of specific cultural information.

MA Syllabus for Fall 2010

Documents

Transcript of MA Syllabus for Fall 2010