Diploma Seminar 340-AG1-3SEM1

The seminar is intended for students interested in applied linguistics who would like to write their bachelor's thesis on teaching English. It is expected that students will work on a topic of their choice (approved by the supervisor) or a topic proposed by the supervisor, related to any chosen area of English language teaching methodology, such as English for specific purposes, special educational needs, queer issues, etc. The objective of the seminar is to equip students with the ability to formulate a research problem and thesis plan independently, to develop skills in literature study and critical analysis, to collect and analyse data, to draw conclusions and to write an undergraduate thesis based on this analysis. The course includes: an introduction to the formal principles and requirements for writing a thesis, discussions of issues related to the studied field and systematic meetings with the Promoter to discuss and correct individual parts of the thesis.

The seminar is intended for students interested in applied linguistics who would like to write their bachelor's thesis on teaching English. It is expected that students will work on a topic of their choice (approved by the supervisor) or a topic proposed by the supervisor, related to any chosen area of English language teaching methodology, such as English for specific purposes, special educational needs, queer issues, etc. The objective of the seminar is to equip students with the ability to formulate a research problem and thesis plan independently, to develop skills in literature study and critical analysis, to collect and analyse data, to draw conclusions and to write an undergraduate thesis based on this analysis. The course includes: an introduction to the formal principles and requirements for writing a thesis, discussions of issues related to the studied field and systematic meetings with the Promoter to discuss and correct individual parts of the thesis.

The seminar is intended for students interested in applied linguistics who would like to write their bachelor's thesis on teaching English. It is expected that students will work on a topic of their choice (approved by the supervisor) or a topic proposed by the supervisor, related to any chosen area of English language teaching methodology, such as English for specific purposes, special educational needs, queer issues, etc. The objective of the seminar is to equip students with the ability to formulate a research problem and thesis plan independently, to develop skills in literature study and critical analysis, to collect and analyse data, to draw conclusions and to write an undergraduate thesis based on this analysis. The course includes: an introduction to the formal principles and requirements for writing a thesis, discussions of issues related to the studied field and systematic meetings with the Promoter to discuss and correct individual parts of the thesis.

There is no specific reading list since students choose diverse topics within a broad area of teaching English as a Foreign Language, teaching English for Specific Purposes, teaching English to students with special educational needs, and inclusivity but the following books are recommended:

• Basturkmen, H. (2010). Developing courses in English for specific purposes. Basingstoke: Palgrave Macmillan.
• Bruce, I. (2011). Theory and concepts of English for academic purposes. Basingstoke: Palgrave Macmillan.
• Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
• Delaney, M. 2016. Special Educational Needs. Oxford: Oxford University Press.
• Dudley-Evans, T., St John, M. J. (2007). Developments in English for Specific Purposes:
A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.
• Gabryś-Barker, D. & Gałajda, D. (2016) (eds.), Positive psychology perspectives on foreign language learning and teaching. Cham, Switzerland: Springer, 213–229.
• Gajewska, E., Sowa, M. (2014). „Refleksyjna praktyka w nauczaniu języka specjalistycznego”. Neofilolog 42(2), pp.155-165
• Harmer J. (2003) How to Teach English. Harlow: Pearson Longman.
• Harmer, J. (2001) The Practice of English Language Teaching. Harlow: Pearson Longman.
• Howe, W.A. (2014). Becoming a Multicultural Educator: Developing Awareness, Gaining Skills, and Taking Action. Los Angeles: Sage.
• Kelly, Gerald (2000) How to Teach Pronunciation. Harlow: Pearson Longman.
• Komorowska, Hanna (2004) Metodyka nauczania języków obcych. Fraszka Edukacyjna.
• Kromos, J., Smith, A.M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol; Buffalo: Multilingual Matters.
• Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System 39.3, 335–346.
• Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System 39.4, 427–436.
• Scrivener, Jim (1998) Learning Teaching. Macmillan Heinemann.
• Thornbury, Scott (2004, 2009) How to Teach Grammar. Pearson Longman.
• Thornbury, Scott (2000) How to Teach Vocabulary. Pearson Longman.
• Tomlinson, B. (2011). Research for Materials Development in Language Learning: Evidence For Best Practice. Bloomsbury Academic.

Supplementary sources will be made available as the course progresses.

Crystal, D 1995, The English Language, Harmondsworth.
Cybuch, M, 2004, ‘The fundamental considerations in the concept of meaning and meaning relations’ in , Griniewicz, S, Raube SM, Thomas P (ed) Language and Culture: Establishing Foundations for Anthropological Linguistics, Bialystok, pp. 249-256.
Fromkin, V, Rodman, R, Hyams N 2003, An introduction to language, 9th edn, Wadsworth.
Fromkin, V, Rodman, R 1994, An Introduction to Language and Linguistics, 6th edn, Ohio State University Press.
Griniewicz, S, Dubieniec, E 2001, Introduction to linguistics, Bialystok.
Lyons, J 1971, Introduction to Theoretical Linguistics. Cambridge: CUP.
Lyons, J 1977, Semantics. (1 vol.), Cambridge.
Ottenheimer, H 2006, The Anthropology of language: An introduction to linguistic anthropology, Belmont.
Yule, G, 2006, The Study of Language, Cambridge.
Yule, G 2010, The Study of Language: An Introduction, Cambridge.
Yule, G 1996, The Study of Language 2nd edn, Cambridge

Crystal, D 1995, The English Language, Harmondsworth.
Cybuch, M, 2004, ‘The fundamental considerations in the concept of meaning and meaning relations’ in , Griniewicz, S, Raube SM, Thomas P (ed) Language and Culture: Establishing Foundations for Anthropological Linguistics, Bialystok, pp. 249-256.
Fromkin, V, Rodman, R, Hyams N 2003, An introduction to language, 9th edn, Wadsworth.
Fromkin, V, Rodman, R 1994, An Introduction to Language and Linguistics, 6th edn, Ohio State University Press.
Griniewicz, S, Dubieniec, E 2001, Introduction to linguistics, Bialystok.
Lyons, J 1971, Introduction to Theoretical Linguistics. Cambridge: CUP.
Lyons, J 1977, Semantics. (1 vol.), Cambridge.
Ottenheimer, H 2006, The Anthropology of language: An introduction to linguistic anthropology, Belmont.
Yule, G, 2006, The Study of Language, Cambridge.
Yule, G 2010, The Study of Language: An Introduction, Cambridge.
Yule, G 1996, The Study of Language 2nd edn, Cambridge