Courses offered by DEAL
For a more detailed description of courses taught please visit the Course Catalogue.
BA in English
BBN-ANG 181 Professional Writing
The aim of this lecture series is to familiarise students with the writing skills needed for academic life. The talks focus on university specific course types, tasks, assignments, as well as thinking and learning habits; give an introduction to the written text types students must master in order to complete their studies; and present key concepts needed for successful functioning in an academic environment. The lecture series aims to be practical and is followed up by the academic skills seminars BBN-ANG-104 & 108.
The lecture series concludes with a written examination based on the content of the lectures, the textbook (Tankó, Gy. (2012). Professional writing: The academic context (2nd ed.). Budapest: Eötvös University Press.), and additional short readings. The examination consists of questions on the content covered during the semester and of practical reading and writing tasks.
BBN-ANG 104 Academic Skills
The course focuses on developing English academic reading and writing skills necessary for success during university studies. Through a series of in-class and home assignments, students will practice to read with a clear purpose in mind and effectively process (i.e., understand globally and in detail, question and evaluate) the content of various short academic texts; develop their reading techniques; purposefully extract, summarise and paraphrase ideas from readings; and to write well-formed and appropriate short academic English texts based on their readings. The course is meant to provide the foundations necessary to progress from writing one extended paragraph long, source-based academic texts to longer, multi-paragraph academic texts, and therefore it is a pre-requisite for the Academic Skills 2 (Tudományos íráskészség 2) course offered in the spring semester. The Academic Skills courses are prerequisites for the BA Language Proficiency Examination (ANG11-001 Nyelvi alapvizsga angol nyelvből).
Assessment is based on the requirements, which can be further specified by the course tutors. The course closes with an Academic Skills test (for a detailed description of the test see http://deal.elte.hu/pages/examinations_files/bbn-ang-104_zh.rtf) and the course grade is calculated so that the coursework constitutes 60% whereas the Academic Skills test constitutes 40% of the final grade.
BBN-ANG 108 Academic Skills
The course focuses on developing English academic reading and writing, note taking, the use of direct quotation and indirect quotation (paraphrase and summary), synthesising, and the use of a documentation system (APA) necessary for success during university studies. As part of the coursework, students will practice to read with a clear purpose in mind and effectively process (i.e., understand, question and evaluate) the content of various academic texts (research articles or book chapters); give a formal presentation about an academic text; improve their reading techniques; purposefully extract, summarise, paraphrase, and synthesise ideas from academic texts; write a well-formed and stylistically appropriate source-based, multi-paragraph English argumentative academic essay (viz., a short critical literature review), and complete various smaller assignments. The Academic Skills courses are prerequisites for the BA Language Proficiency Examination (ANG11-001 Nyelvi alapvizsga angol nyelvből). Assessment is based on the requirements, which can be further specified by the course tutors.
BBN-ANG 204 (ESP)
These courses are aimed at developing students’ English language proficiency through some popular ESP (English for Specific Purposes) content, such as media, business, IT, tourism, law or science. Vocabulary enhancement, advanced reading and writing skills, and topic-related competencies are in the focus. The particular fields of ESP on offer each year depend on the availability of instructors.
BBN-ANG 206 Advanced writing
What distinguishes excellent writing from competent writing? Learning about and practising discursive writing has an important role to play in the development of critical thinking and can make an important contribution to the writing of student theses. The word "discourse" is derived from Latin, through French, and means to run back and forth. Discursive writing involves “running back and forth" over a subject in a way which leads to seeing it from many different points of view and understanding it better. This course will involve writing about negotiated topics, peer review and discussions to help students analyse their own writing processes. Evaluation will be based on written assignments, class participation and a willingness and a generosity to engage in the spirit of the course.
BBN-ANG 261 Applied Linguistics Lecture
This lecture course aims to give students an overview of the major issues of applied linguistics and also to equip those who later decide to become teachers with the background knowledge necessary for grounding practice in theory. Important topics to be discussed include second language learning theories, communicative competence, individual variables in language learning, language testing, psycholinguistics, pragmatics, discourse analysis, sociolinguistics.
BBN-ANG 262 Applied Linguistics Seminar
This applied linguistics seminar accompanies the BBN-ANG 261 lecture course and is to be taken in the same semester. Its purpose is to give an in-depth treatment to each lecture topic, which will be achieved by students reading either a related chapter or a research article and discussing them in class. The course also serves as a basis for further specialization and research in applied linguistics either at BA or MA level.
MA in English
ANGD-A/3 (lecture) Applied Linguistics: Concepts, Theories and Research in Second Language Acquisition
The aim of this intensive lecture course is to familiarise students with the most important social and psychological theories of second language acquisition and learning. The course gives an overview of the various types of theories, discusses their merits and shortcomings as well as their application to foreign language teaching. Special attention is paid to individual differences in second language acquisition and the role of instruction in language learning. Different members of the Department take turns in teaching this course and introduce students not only to state of the art research but also to their own achievements in the given field.
Apllied Linguistics Specialization in the MA in English programme:
ANGD-CAn1 Individual differences in language learning
Both teachers and language learners notice that no two courses and no two students are the same. This intensive seminar course will focus on identifying learner differences and examining how those differences affect second language acquisition. The topics to be covered include learner beliefs, aptitude, age, anxiety, motivation, learning styles and strategies and needs analysis. The course has a seminar format. Apart from getting input from the instructor, the participants are asked to make presentations, solve tasks and take part in small group discussions. The course requires substantial reading from class to class.
ANGD-CAn2 Research methods in applied linguistics
The aim of this course is to familiarize students with how to design various types of studies in second language acquisition research and in applied linguistics. The course covers both qualitative and quantitative methods. We discuss how to design and analyze large-scale survey data as well as how to collect and analyze qualitative data. Students attending this course are asked to design their own study, collect data with different instruments and analyze both questionnaire and interview data. Students learn how to enter data into a computer file and are shown how to analyze these data.
ANGD-CAn3 Introduction to Written Discourse Analysis
The aim of this course is to give a brief survey of the theoretical background of discourse analysis and introduce the participants to some of the methods employed in written discourse analysis. The participants work with summarised texts. The course aims to be practical, and its results contribute to a better understanding of text structure and summary skills.
ANGD-CAn4 An introduction to language testing
The aim of this course is to give an overview of language testing. Therefore, the classes focus on both theoretical and practical issues as well as familiarise participants with the Common European Framework of Reference. The participants are expected to take an active part in discussions, to give presentations, and to work with content that they generate themselves. The core reading for the course is ‘Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London, United Kingdom: Routledge.’
ANGD-CAn5 Foundations of Translation Studies
The principle goal of this course is to situate translation as a culturally and politically motivated practice by contextualizing and interrogating divergent theories of and approaches to translation. Readings will focus on the functions of translation in varying moments of European history and the uses of the comparative study of translation as a means of interrogating notions of historicity. Discussions of theory will be combined with practical application as students prepare their own annotated translations of literary, scientific, and political documents.
This intensive seminar wishes to familiarise students with how language is used in its social context. The questions we are trying to answer include: Why do sociolinguists go to department stores? Does social class still exist in the UK? Why do women and men misunderstand each other so often? Is it only football that Newcastle, Liverpool, Manchester and Middlesborough are famous for? Does it count if you don't speak RP or General American? Why do teenagers cruise in their cars in Detroit? Why do tabloids and broadsheets use different language? How can Agatha Christie help a sociolinguist? What is multimodality?. For a more detailed description visit seas3.elte.hu.
“Psycholinguistics is sometimes defined as the study of language and the mind. … The common aim of all who call themselves psycholinguists is to find out about the structures and processes which underlie a human’s ability to speak and understand language” (Aitchison, 2008, p. 1). This labour-intensive course aims to offer students an opportunity to discuss topics related to psycholinguistics and give them hands-on experience with conducting a small-scale empirical or theoretical study in the field, which could potentially be developed into an MA thesis. Set reading for the class is Field, J. (2003). Psycholinguistics: A resource book for students. New York: Routledge.
ANGD-CAn8 Interlanguage and Error Analysis
This course is meant to explore the foreign language produced by language learners in any language use context. Learners create their own interlanguage, which is there for the researcher to learn from and use it as a source for their work. Participants of the course have a chance to understand interlanguage more deeply as a consistent system on its own. They collect and analyse samples of learner language, identify their level and explore how a teacher might use the information as a resource for teaching. They get a chance to learn about and edit an internet-based bank of student errors and experience how the bank may be further developed.
ANGD-CAn9 Motivation and group dynamics research
The aim of this course is to familiarise students with current issues in L2 motivation research. The most important L2 motivation theories are discussed and emphasis is placed on learning in different contexts. Students have to carry out a small-scale research project and are be asked to give a presentation on their project and discuss their results in a conference-like setting.
The course aims to provide an overview of this fast developing field of applied linguistics. The scope of semantics and pragmatics is investigated and various terms and key concepts (e.g. deixis, cohesion/coherence, etc.) are examined and clarified. Participants explore the relationship between language and context, and familiarise themselves with the most influential theories of pragmatics. Theoretical study is combined with practical application and students explore the implementation of pragmatic analysis in various fields, such as language education, business communication, academic discourse, etc. The implications for English as an International Language are also investigated. Participants take part in data collection and the analysis of a wide range of texts.
ANGD-CAn11 Task based learning
A relatively new framework of interpretation of how language learning occurs is task based language learning (TBLL). The aim of this seminar is to familiarize students with TBLL and to enable them to design and conduct research in this area. After an introduction to the theory of TBLL, research articles are employed to present the different task types used in task-based research. Besides discussing the measures generally applied for the analysis of task-based performance, findings of the studies are analysed as well. After reviewing a range of articles, students are given a chance to design, conduct, and write up their own mini research project.
Courses in the MA in English Language Teaching programme
TANM-ANG 103 Pedagogical Grammar
The course aims to enable participants to gain knowledge and confidence in a very important field of language study and pedagogy. It provides participants with a good understanding of the nature and workings of grammar. Students acquire a sound knowledge of the terminology necessary to discuss and teach grammar, and cover the main topic areas which are relevant to language teachers. Participants also gain experience in problem solving and the analysis of linguistic data. There is plenty of discussion and hands-on activities to consolidate and practise various grammatical structures.
TANM-ANG-104 The Foundations of Second Language Acquisition lecture course
This lecture course aims to give students an overview of the major issues of second language acquisition and equip them with the background knowledge necessary to become professional teachers whose practice is grounded in theory. Important topics to be discussed include second language learning theories, communicative competence, individual variables in language learning, foreign language motivation, self-regulation and learner autonomy, language testing, inter-cultural pragmatics, and understanding research in SLA. The information received in this course provides the foundations to the practical skills to be acquired in the methodology classes.
TANM-ANG 105 Pedagogical Phonetics and Phonology
The primary aim of this practical course is to focus on the sound system of the English language and cover various aspects of pronunciation in communication at an advanced level. Through using multimedia materials, students are provided with a wide range of pronunciation practice activities. Furthermore, emphasis is given to the teaching of pronunciation. Topics covered: phonemes, word stress, intonation and connected speech; silent letters, foreign words, problematic words as well as varieties and accents of English. Classes will include oral presentations and discussions of practical issues.
TANM-ANG 115 Foreign language testing and assessment - lecture course
The lecture series aims to provide an overview of a wide variety of issues related to language testing and assessment. Topics include details of test development and design, issues of validity and reliability, classroom assessment, and washback effects of tests. We also focus on approaches to testing different language skills (speaking, reading, writing, and listening). Readings on theoretical issues of language testing are complemented by discussions of practical questions relevant for language teachers and language testers today.
TANM-ANG-117 Individual differences in language learning
This course aims to enable students to conduct research on individual variables in language learning. We focus on language learning aptitude, motivation, language learning beliefs, language anxiety, learning styles, language learning strategies, self-efficacy, self-confidence, and personality traits. Academic presentations of empirical research papers conducted within these areas provide students with insight into the nature of individual differences. Course requirements include conducting an empirical investigation where students have a chance to interview and survey secondary school language learners. Finally, course participants present their findings to the group and write up their results in form of a term paper.