In this course, students will learn to improve their reading skills to become good and efficient readers. Even though every student has learned “how to read”, not everyone knows how to read effectively. Using a variety of text types, we will address reading skillssuch as preview reading, skimming and scanning, reading for main ideas, reading for details and reading for inference. Strategies for dealing with unknown vocabulary will play as much a role as skills in using the information gained from reading, e.g. summarizing, paraphrasing or creating charts and tables
- Trainer/in: Johannes Pfundt
This in-person course serves both to extend students’ translation skills acquired in previous courses and to improve their vocabulary skills and level of accuracy in written English. Key principles of translation such as equivalence;translatability; strategies of adaptation; target readership orientation and stylistics will be explored and used in analysing a range of text types. Students will also deepen their knowledge of current translation tools and resources and increase their proficiency in translating.
- Trainer/in: Johannes Pfundt
This course will be taught in blended form, i.e. the lecture will usually be online via Moodle, the tutorial in the classroom (Corona permitting!).
Content:This course introduces basic concepts and methods in linguistics as applied to English-speaking cultures. You learn how to adopt a more academic approach to language, and how to put the results into practical use, e.g., in language learning and teaching.
Objectives: You learn to discuss the basic concepts and issues in the various linguistic sub-disciplines of phonology (the study of pronunciation), morphology (word structure and word formation), grammar (sentence structure), and semantics and pragmatics (the study of meaning in the widest sense). You practice investigatinglanguage structures and entire texts and learn to understand how language features help to constitute a better text in terms of textuality in the mind of the reader/hearer. Thus, you also learn to deal systematically with problems on an abstract level and to develop strategies to solve them.
Requirements for credits: Active participation in lectures and tutorials and 10 written quizzes.
Recommended background reading: Crystal, D. (2018). The Cambridge Encyclopediaof the English Language. Cambridge U.P.
Korte, B., Müller, P., & Schmied, J. (2004). Einführung in die Anglistik.2. Aufl. Stuttgart: Metzler (Kap. 1).
Kortmann, B. (2005). English Linguistics: Essentials.Berlin: Cornelsen.
This seminar will discuss the issues of conceptualization and systematicity of English key terms that can serve as a basis for critical empirical MA research. We discuss key concepts of formal (e.g. relative constructions, question tags, light-verb constructions) and functional (e.g. modality, coherence, phoneme) language description on the basis of the reading materials disseminated throughout the seminar.For the first time, international experts from Italian and Czech universities will contribute online and report from their special experience.
In this seminar, students learn
•to see the complexity of language systems in cotext and context,
•to evaluate conceptualisations of language structures and their usefulness for explaining phenomena to different language users (e.g. students and linguists),
•to discuss issues of concept visualisation in class based on critical discussions in academic writing,
•to make their own contribution to this discussion in writing a 8000-word Literture Review of 1 concept.
Requirements for credits:Active participation in the intensive discussions based on small assignments, esp. LitReview.
This course introduces students to a broad variety of “Englishes” that are used as a lingua franca in science and technology. I will present a wide range of theoretical and practical approaches, from concepts to practical text optimisation. Students will learn to improve their own drafts. Studentsuggestions are very welcome. For the first time, international experts from Italian and Czech universities will contribute online and report from their special experience.
By the end of the course, studentswill•have a basic idea of different genres/text-types of English as a lingua franca world-wide, •can distinguish academic genres and sub-genres according to level and audience/readership (from student papers to PhD theses, from conference talks to research articles), •have developed an awareness of basic linguistic means that help to create effective academic texts (like “hedges”, “cohesion”, etc.),•have a broad survey of research methodologies (using computerised text collections to analyse different surface features),•have a clear idea ofconventions in different culture-specific traditions,•and have tried to write small research texts (abstracts, proposals, reviews) by themselves.