ZÁRÓVIZSGA-TÉMAKÖRÖK ANGLISZTIKA DICSZIPLINÁRIS MA ANGOL IRODALOM ÉS KULTÚRA KÉPZÉSI ÁG NYELVÉSZET / ALKALMAZOTT NYELVÉSZET KÉPZÉSI ÁG (Debreceni Egyetem, Angol Amerikai Intézet)
MA záróvizsga témakörök (2011 március) ANGLISZTIKA MA ANGOL IRODALOM ÉS KULTÚRA KÉPZÉSI ÁG A hallgató az Angol és Kultúra képzési ág mesterképzési programjának differenciált képzéséhez tartozó kötelezıen választható tantárgyak (tematikus blokkok) közül kiválaszt kettıt. Az államvizsga írásbeli része az e tematikus blokkokon (tantárgyakon) belül kiválasztott egy-egy kurzus anyagát tartalmazza. Az írásbeli tehát a két kiválasztott kurzus anyagára vonatkozó egy-egy összefoglaló esszékérdés, amelyek elsısorban azt tesztelik, hogy a hallgatónak milyen mértékben sikerült elsajátítania az általánosabb összefüggéseket. A két kötelezıen választható kurzus kiválasztásának egyetlen feltétele, hogy nem tartozhatnak ugyanahhoz a tantárgyhoz. A témakörök és a hozzájuk tartozó kötelezı olvasmányok Gender studies Butler, Judith. Gender Trouble. Feminism and the Subversion of Identity. London: Routledge, 1990. Mills, Sarah, ed. Language and Gender Interdisciplinary Perspectives. Harlow: Longman, 1985. Post-1945 British Fiction and Film Ashby, Justin Andrew Higson (ed.). British Cinema, Past and Present. London: Routledge, 2000. Sinfield, Alan. Literature, Politics and Culture in Postwar Britain. Berkeley: University of California Press, 1989. Post-1945 British Poetry, Drama and Theatre Acheson, James and Romana Huk, ed. Contemporary British Poetry: Essays in Theory and Criticism. New York: State U of New York P, 1996. Shellard, Dominic. British Theatre Since the War. New Haven and London: Yale UP, 2000. Postcolonial Literatures and Cultures Said, Edward W. Culture and Imperialism. New York: Vintage, 1994. Young, Robert. Postcolonialism: An Historical Introduction. Oxford: Blackwell, 2001.
Advanced Topics in Literary and Cultural Theory Culler, Jonathan. On Deconstruction. Theory and Criticism after Structuralism. London: Routledge, 1989. During, Simon, ed. The cultural studies reader. New York: Routledge, 1999. Avanced Topics in British and Irish Literature and Culture Connolly, Claire, ed. Theorizing Ireland. New York: Palgrave, 2003. Waugh, Patricia (ed.). Postmodernism: A Reader. London: Arnold, 1996. Advanced Topics in Postcolonial Literatures and Cultures Lane, Richard. The Postcolonial Novel. Cambridge: Polity Press, 2006. Aschcroft, Bill, Gareth Grififith és Helen Tiffin: The Empire Writes Back. London: Routledge, 1994. Advanced Topics in Popular Literature and Culture Huyssen, Andreas. After the Great Divide: Modernism, Mass Culture, Postmodernism. Bloomington: Indiana UP, 1986. Storey, John. Cultural Theory, Popular Culture : An Introduction. New York : Longman, 2000. Major Figures in British and Irish Literature and Culture Drabble, Margaret, ed. The Oxford Companion to EnglishLliterature. 6th ed. Oxford; New York: Oxford UP, 2006. Connor, Steven. The English Novel in History, 1950-1955. London: Routledge, 1996. Alternative Approaches to British and Irish Literature and Culture Butler, Judith. The Psychic Life of Power. Theories in Subjection. Stanford, Cal.: Stanford UP, 1997. Mulhern, Francis. Culture/Metaculture. The New Critical Idiom. London: Routledge, 2000. Visuality and Literature Mirzoeff, Nicholas, ed. The visual culture reader. London : Routledge, 2002. Stam, Robert, and Toby Miller. Film and Theory. Oxford, Malden: Blackwell, 2000.
ANGLISZTIKA MA NYELVÉSZET / ALKALMAZOTT NYELVÉSZETI KÉPZÉSI ÁG A hallgató összesen 10 témakörbıl készül fel. Ezek két csoportra oszlanak: A minden nyelvész / alkalmazott nyelvész számára kötelezı kurzusok (I) 4 témaköre, melyek a szakmai törzsanyagot (3 témakör), illetve a mindenki számára kötelezı szintaxis tárgyat (1 témakör) tartalmazzák A választható témakörök (II) csoportjából a hallgató 6 témakört választ érdeklıdési körének és tanulmányainak megfelelıen, tetszıleges csoportosításban. Az írásbeli vizsga során a hallgató mindkét csoportból 1-1 összefoglaló esszékérdést kap, amelyek elsısorban azt tesztelik, hogy a hallgatónak milyen mértékben sikerült elsajátítania a diszciplinára jellemzı általános összefüggéseket, és hogyan tudja a tanult anyagot a gyakorlat során alkalmazni. I. Minden nyelvész / alkalmazott nyelvész számára kötelezı kurzusok témakörei (A) Szakmai törzsanyag 1. TRENDS IN LINGUISTIC STUDIES (PELYVÁS PÉTER RÁKOSI GYÖRGY) Témakör: The syntax and semantics of transitivity alternations 1. Cuervo, Maria Cristina. 2003. Datives at large. Ph.D. dissertation. Cambridge, MA: MIT. 1-32. Available at http://dspace.mit.edu/handle/1721.1/7991 2. Alexiadou, Artemis & Anagnostopoulou, Elena. 2009. Agent, causer and instrument PPs in Greek: implications for verbal structure. In Proceedings of the Workshop on Greek Syntax and Semantics, MIT Working Papers in Linguistics 49. Cambridge, MA: Department of Linguistics and Philosophy, MIT. 1-16. Available at http://ifla.unistuttgart.de/institut/mitarbeiter/artemis/handouts/alexiadou&anagnostopouloupps.pdf 3. Levin, Beth. 2009. Further Explorations of the Landscape of Causation: Comments on the Paper by Alexiadou and Anagnostopoulou. In Proceedings of the Workshop on Greek Syntax and Semantics, MIT Working Papers in Linguistics 49. Cambridge, MA: Department of Linguistics and Philosophy, MIT. 239-266. http://www.stanford.edu/~bclevin/alexrep08.pdf 4. Langacker, Roland. 1999. Grammar and Conceptualization. Chapter 1: Clause Structure. Berlin and New York: Mouton de Gruyter, pp. 1-43.
2. HISTORICAL ASPECTS OF ENGLISH LINGUISTICS (LIELI PÁL) Témakör: The Dialectal Diversity of Middle English and the Rise of London English 1. Baugh, A.C.: A History of the English Language. New York, 1957 (or any other later edition) 2. Cser, A.: An Outline of the History of the English Language. Piliscsaba, 2003. 3. Mossé, F.: Handbook of Middle English. Baltimore, 1953. 3. ADVANCED RESEARCH METHODS (TÓTH ÁGOSTON) Témakör: Methods in linguistic data collection: interviews, questionnaires, elicitation, large-scale data collection including corpus design : lecture notes (for week 1 and week 2) Ajánlott források (magyarul) 1. Kertész, András, Rákosi, Csilla. 2008. "Megjegyzések a nyelvészeti adatok és evidencia problémájáról folyó vita jelenlegi állásához" (http://www.c3.hu/~magyarnyelv/08-3/kerteszrakosi.pdf) (B) Differenciált szakmai anyag: nyelvészeti ág, elméleti vagy alkalmazott nyelvészeti szakiránnyal 4. SYNTAX (LACZKÓ TIBOR) Témakör: The LFG treatment of English relation changing phenomena (passivization, raising, equi, dative shift, intransitivization, middle formation). 1. Bresnan, Joan (1982) The Mental Representation of Grammatical Relations. The MIT Press, Cambridge, Mass, pages: 3-72, 149-171 (available in the course reader).
II. Választható témakörök II./1. Az elméleti nyelvészeti szakirány választható témakörei (Angol Nyelvészeti Tanszék) 1. LEXICOLOGY (CSERÉP ATTILA) Témakör: Types of word formation : (see the course packet): 1. Bauer, Laurie and Rodney Huddleston. 2002. Lexical word-formation. In: Huddleston, Rodney and Geoffrey K. Pullum. (eds.) The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press. 2. PHONOLOGY (NAGY TIBOR) Témakör: The Phoneme, as the central part of phonology. (Speech sounds v.s Phonermes, Function, Analysis, Distribution, Marking) 1. Clark J., Yallop, C. (1990), An Introduction to Phonetics and Phonology, Oxford: Basil Blackwell 2. Hawkins, Peter, (1992), Introducing Phonology, London: Routlege 3. Roach, P. (1991), English Phonetics and Phonology, Cambidge: CUP 3. HISTORICAL ASPECTS OF ENGLISH (THE LANGUAGE OF CHAUCER) (LIELI PÁL) Témakör: Chaucer s Grammar and Vocabulary and their Relation to the Rising Standard 1. Burnley, D.: The Language of Chaucer. London, 1989. 2. Horobin, S.: The Language of the Chaucer Tradition. Cambridge, 2003. 4. SEMANTICS (PELYVÁS PÉTER) Témakör: The role of (strict) compositionality in different theories of grammar. Causes and consequences. Compositionality vs. motivatedness. 1. Lyons, J.: Linguistic Semantics. Cambridge University Press, 1995. 2. Riemer, N.: Introducing Semantics. Cambridge University Press, 2010. (Relevant chapters)
5. PRAGMATICS (FURKÓ PÉTER) Témakör: Approaches to pragmatics. (Theories of pragmatics, How does pragmatics fit into linguistics? Building up meaning. Semantics vs. pragmatics reconsidered. Syntax and pragmatics. Discourse analysis and pragmatics. Sociolinguistics and pragmatics.) 1. Levinson, S.C. 1983. Pragmatics. Cambridge: Cambridge University Press. 2. Mey, J. 1993. Pragmatics: an introduction. Oxford: Blackwell. 3. Thomas, Jenny. 1995. Meaning in interaction: An introduction to pragmatics. New York: Longman Group. 6. COMPUTATIONAL LINGUISTICS (TÓTH ÁGOSTON) Témakör: Linguistic annotation: XML markup Seminar handouts on XML, Treebanks in XML, concordancing in treebanks and http://www.ims.uni-stuttgart.de/projekte/tiger/tigersearch/doc/html/tigerxml.html Ajánlott irodalom Yao, Borisova and Alam. 2010. PDTB XML: the XMLization of the Penn Discourse TreeBank 2.0 (http://www.ims.uni-stuttgart.de/projekte/tiger/tigersearch/doc/html/tigerxml.html) 7. LEXICOGRAPHY (HOLLÓSY BÉLA) Témakör: Lexicography as an applied discipline; the history of English lexicography; bilingual dictionaries vs. monolingual ones; dictionaries for the native speaker vs. dictionaries for the learner; special dictionaries; meaning in dictionaries; grammar in dictionaries; macrostructure vs. microstructure; computational lexicography; dictionary compilation; dictionary criticism 1. Jackson, Howard (2002) Lexicography: an introduction Routledge 2. Svensén, Bo (1993) Practical Lexicography. Principles and Methods of Dictionary-Making OUP 3. Landau, Sidney (2004) Dictionaries: the art and craft of lexicography CUP 8. PHRASEOLOGY (CSERÉP ATTILA) Témakör: Motivation of phraseological units
(see the course packet): 1. Dobrovol skij, Dmitrij and Elisabeth Piirainen. 2005. Figurative Language: Cross-Cultural and Cross-Linguistic Perspectives. Amsterdam: Elsevier. 2. Kövecses, Zoltán and Péter Szabó. 1996. Idioms: a view from cognitive semantics. Applied Linguistics 17/3: 326-355. 9. FORMAL SEMANTICS: The Modal Auxiliary and Modality in English (a cognitive approach) (PELYVÁS PÉTER) Témakör: The English Modals. Conceptual structure and diachronic development 1. Lightfoot, D. Principles of Diachronic Syntax. Cambreidge University Press, (1979). Chapter 2. 2. Pelyvás, P.: Subjectification in (expressions of) epistemic modality and the development of the grounding predication. In Angeliki Athanasiadou, Costas Canakis and Bert Cornillie, eds. Subjectification: Various Paths to Subjectivity, 121-150. Berlin and New York: Mouton de Gruyter, 2006. 10. ADVANCED TOPICS IN SYNTAX (LACZKÓ TIBOR) Témakör: Relationships among the main syntactic components of LFG (constituent structure, functional structure, argument structure and lexical mapping theory). 1. Falk, Yehuda N. (2001) Lexical-Functional Grammar. An Introduction to Parallel Constraint- Based Syntax. CSLI Lecture Notes 126. Stanford, Calif.: CSLI Publications, pages: 33-114. 11. DISCOURSE ANALYSIS (FURKÓ PÉTER) Témakör: Cohesion vs. coherence. Aspects of connectivity in text and discourse. 1. Halliday, M.A.K. and Hasan, R. 1976. /Cohesion in English/. London: Longman. 2. Johnstone, B. 2008. /Discourse analysis. /Malden, MA : Blackwell.
II./2. Az alkalmazott nyelvészeti szakirány választható témakörei (Angol Nyelvoktatási Tanszék) 1. LANGUAGE ACQUISITION RESEARCH (KISSNÉ GULYÁS JUDIT) Témakör: Recent Trends in Language Acquisition Research: the contribution of cognitive science : 1. Doughty, C.J, and Long, M. H. (2003). The Handbook of Second Language Acquisition. London: Blackwell. Chapters 2, 3, 4, 5, 9, 11, 15, 16 and 24 2. Myles, F. (2010). Research Timeline in SLA Language Teaching 43:3, 320-332. 3. Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: CUP. 4. Tomasello, M. (2003). Constructing a Language. A Usage-based Theory of Language Acquisition. Cambridge, Mass.: Harvard University Press. 2. PSYCHOLINGUISTICS (KISSNÉ GULYÁS JUDIT) Témakör: Models of sentence comprehension and production : 1. Field, J. (2003). Psycholinguistics. A resource book for students. London: Routledge. 2. Garman, M. (1990). Pcycholinguistics. Cambridge: CUP. 3. Garnham, A. (1985). Psycholinguistic. Central Topics.London: Rroutledge. 4. Kiss-Gulyas, J. (2008) Psycholinguistics. Egyetemi jegyzet. 5. Pinker, S. (1994). The language instinct. New York: HarpenCollins Publishers. 6. Steinberg, D.D. (2001). An Introduction to Psycholinguistics. Second Edition. London: Longman. 3. LANGUAGE AWARENESS (KISSNÉ GULYÁS JUDIT) Témakör: Grammar and communication: the role of explicit and implicit knowledge : 1. Doughty, C.J, and Long, M. H. (2003). The Handbook of Second Language Acquisition. London: Blackwell. Chapters 11-16. 2. Hinkel, E. and Fotos, S. (eds.) (2002). New perspectives on grammar teaching in Second language Classrooms. London: Laurence Erlbaum Associates, Publishers. 3. Odlin, T. (1994). Perspectives on Pedagogical Grammar. Cambridge: CUP.
4. RESEARCH METHODS IN APPLIED LINGUISTICS (CSÉPES ILDIKÓ) Témakör: Data collection, defining and measuring language data : 1. Brown, J. D. (2000). Using Surveys in Language Programs. Cambridge: CUP. 2. Hatch, E., & Lazaraton, A. (1991). The research manual. Design and statistics for applied linguistics. New York: Newbury House Publishers. 3. Larsen-Freeman, D. and Long, M. H.1991. An Introduction to Second Language Acquisition Research. London: Longman. 5. RESEARCH ISSUES IN LANGUAGE TESTING AND EVALUATION (CSÉPES ILDIKÓ) Témakör: Issues in test validity with reference to assessing reading, listening, speaking, grammar and vocabulary : 1. Allan, A. (1992). Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers. Language Testing, 9 (2) 101-119. 2. Brown, A. (2003). Interviewer variation and the co-construction of speaking proficiency. Language Testing, 20(1) 1-25. 3. Buck, G. (1991). The testing of listening comprehension: an introspective study. Language Testing, 8 (1) 67-91. 4. Weir, C. J. (2005). Limitations of the Common European Framework for developing comparable examinations and tests. Language Testing, 22(3) 281-300. 6. INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION (SANKÓ GYULA) Témakör: Ways of applying information and communication technologies in foreign language education. : 1. Davies, G.(2005) "Computer Assisted Language Learning: Where are we now and where are we going?" Keynote paper first presented at the UCALL Conference, University of Ulster, Coleraine, June 2005. http://www.camsoftpartners.co.uk/docs/ucall_keynote.htm 2. Dudeney, G. 2001. The Internet and the Language Classroom. Cambridge: CUP. 3. Fitzpatrick A. & Davies G. (eds.) 2003 "The Impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages". A comprehensive report commissioned by the EC Directorate General of Education and Culture. Also available at: http://www.icc-europe.com/ 173-183. 4. Fujike, T. (2004). Collaborative Interaction in EFL Web-Based Debates: How Do Learners Develop Socially Constructed Knowledge?. CALL-EJ Online.Vol. 5, No. 2.
5. Yang, Y. (2010). Computer-assisted Foreign Language Teaching: Theory and Practice. Journal of Language Teaching and Research, Vol. 1, No. 6, pp. 909-912, November 2010. 7. THE MENTAL LEXICON AND L2 VOCABULARY ACQUISITION (SANKÓ GYULA) Témakör: Issues and experimental findings in memorizing, storing and retrieving L2 vocabulary. : 1. Aitchison, J. (1987). Words in the Mind: An Introduction to the Mental Lexicon. Oxford: Basil Blackwell. 2. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. CUP. 3. Read, J. (2000). Assessing Vocabulary. CUP. 4. Schmitt, N. & McCarthy (Eds.) (1997). Vocabulary: Description, Acquisition and Pedagogy. Cambridge University Press. 5. Sharifian, F. (2002). Memory Enhancement in Language Pedagogy: Implications from Cognitive Research. {online} TESL-EJ, 6(2). September 2002. Located at: http://tesl- ej.org/ej22/a2.html. 6. Singleton, D. (1999). Exploring the Second Language Mental Lexicon. CUP. 7. Wolter, B. (2001). Comparing the L1 and L2 Mental Lexicon: A Depth of Individual Word Knowledge Model. Studies in Second Language Acquisition, 23, 41-69. 8. CROSS CULTURAL PRAGMATICS (DÁVID GYULA) Témakör: Language processing, dichotomy of semantics and pragmatics in foreign cultures : 1. Blakemore D. (1992) Understanding Utterances. An Introduction to Pragmatics. Blackwell. 2. Goddard, C. & Wierzbiczka, A. (2004) Cultural scripts: What are they and what are they good for? Intercultural Pragmatics, Volume 1, Issue 2. 153-166 3. Grundy, P. (1995) Doing Pragmatics. London: Edward Arnold. 4. Mey, L. J. (2004) Between culture and pragmatics: Scylla and Charybdis? The precarious condition of intercultural pragmatics. Volume 1, Issue 1. 27-48 5. Valdes, J.M. (1986) Culture Bound. Cambridge: Cambridge Language Teaching Library. 6. Yule, G. (1996) Pragmatics. Cambridge: Cambridge University Press. 9. LANGUAGE AND GENDER: (MÓNOS KATALIN) Témakör: Social and psychological factors affecting the development and features of the genderlect in Western societies.
: 1. Coates, J. (ed.) (1998). Language and Gender. A Reader. Oxford UK: Blackwell. 2. Homes, J. & Meyerhoff, M. (eds.) (2003). The Handbook of Language and Gender. Oxford UK: Blackwell. 3. Lazar, M. M. (2008). Feminist Critical Discourse Analysis: Gender, Power and Ideology in Discourse. Palgrave Macmillan. 10. LANGUAGE AND COMMUNICATION (SANKÓ GYULA) Témakör: Perspectives of integrating language with other forms of communicational activities and interactional behavior : 1. Crystal, D. (2001). Language and the Internet. Cambridge: CUP. 2. Hall, E.T. (1959). The Silent Language. Garden City, N.Y.: Doubleday. 3. Hall, E.T. (1966). The Hidden Dimension. Garden City, N.Y.: Doubleday. 4. Jandt, F.E. (2010). An Introduction to Intercultural Communication: Identities in a Modern Community. Sage Publications Inc. 5. Miller, K. (2002). Communication theories: Perspectives, processes, and contexts (2nd edition). New York: McGraw Hill.